Regents English Workbook II. [antikvár]

There is no need here to describe the different types of exercises which this book contains or to discuss their wide variety and extent. A glancé through the following pages is enough to acquaint anyone with the book's generál contents. Since this is a workbook, there is alsó little to say as to how it should be used. Each exercise carries its own instructions, and the students proceed accordingly. On the other hand, there are a few points of generál pedagogy which the teacher using the book should keep in mind. First, this is a workbook, and all explanatory material has been kept at a minimum. Thus, the book is not designed to be used alone, or to replace completely the regular classroom text. Rather, this book should be used to supplement the regular classroom text, to give needed variety to the lesson or to provide additional drill materials on important points of grammar and usage. Second, as a teacher using this book, don't assume that after a student has written the answers to an exercise correctly he knows the material thoroughly and can use the principle in his everyday speech. The exercise is often only the beginning. Much drill and practice are still necessary. Therefore, ask questions, or introduce simple conversation, involving the particular grammar principle. Alsó, don't hesitate to repeat the exercises in the book several times. Run over these exercises orally in class. If the students have already written the answers in their books, they can cover these answers with their hand or with a separate sheet of paper. Continue to review past exercises which seem important to you, or which have given the students difficulty. Third, don't fali into the further error of assuming that somé of the exercises in this book are too easy for your particular students. Certain exercises may seem easy to you-especially if you speak English as a native-but they still represent a real challenge to anyone studying English as a foreign language. In this connection there is one additional point of utmost importance which should be kept in mind. We are not interested in these exercises in tricking or even in testing the student. The exercises are not designed to find out how much a student knows or does not know. Their purpose is simply to drill the student on certain basic points of grammar and usage. The exercises are practice exercises--nothing more. They provide just another means of having students repeat materials which can be learned only through continuous use. For this reason, the exercises have been made as simple and clear as possible. For the same reason a good deal of direct repetition has been purposely introduced, not only in individual exercises but throughout the book.