Introduction bf new material The first step in the classroom is to present all new sounds, vocabulary, and structures in a manner meaningful to each student. New sounds and their symbols are practiced as they appear. This practice with sounds resembles that of the audio-lingual classes very closely except that descriptions of mouth and tongue positions would most likely be given, and the symbol would be introduced along with the sound. New words and forms can be introduced in various ways. New vocabulary can be presented with visual aids, by means of native-language or second-language definitions, or through context. New structures can be presented by means of visuals, contrastive comparisons, explanations, examples, or, in the case of concrete examples such as prepositions of place, by demonstrations. The introduction of new material serves as the basis for all future exercises and application activities. During this part of the class, the purpose is to establish a cognitive base from which language skills can be developed.
Exercises The exercises completed by the students in a cognitive class are designed to complete the understanding process begun during the introduction of new material, to help the students learn to manipulate and to remember these forms, and to demonstrate comprehension of usage. Usually, these exercises are written at home as part of the homework assignment, and they require the students to make a conscious selection of word or form. As far as possible, these exercises are written entirely in the second language, but occasional clues in the first language are sometimes given.
Application activities The students by this time in the sequence should be able to conceptualize the structures being taught and to manipulate the forms. Their competence with regard to the grammar introduced should have reached a level at which they can begin to activate slowly and consciously
these concepts in order to begin to express themselves. They are now ready to undertake performance activities.
The teacher can now assign the reading or listening comprehension passage for the students to study. In these passages, of course, the students have an opportunity to see the learned forms used in context. Such activity helps them to comprehend how what they have learned can be fitted together to communicate.
After having practiced the reading and listening comprehension passages, the learners should also engage in producing their own thoughts in the second language orally and in writing. At this point their proficiency will not challenge that of their teacher, but they and the teacher should focus on understanding and making themselves understood in the second language. The attainment of performance skills depends upon early and continued participation in such activities.