language used in the textbook are being used frequently in a daily life.
⑤ Topics, situations, contexts, and activities are appropriate for the learners.
⑥ Only activity book is appropriate for each level of the students. The textbook does not consider the proficiency level of each student. It covers general texts and activities. To complement this limitation, the activity book includes
language activities. Students do not have to produce language. Mistakes are unimportant and easily (and painlessly) corrected by the teacher. Language is remembered easily and long-term.
3. DESIGN
1) Objectives
The objectives of Total Physical Response are to teach oral proficiency at a beginning level. And then ultimate aim is to use comprehension as a means to speaking.
Languages)의 숙달도 등급 체계1)를 들 수 있다. 여기서는 숙달도를 초급(Novice)-중급(Intermediate)-고급(Advanced)-최상급(Superior)의 주요 4등급으로 나누고, 이를 다시 세분하여 전체를 9등급으로 나누었다. 그리고 평가 범주를 과제/기능(task/function), 맥락(context), 내용(content), 정확성(accuracy), 담화 형태(text type)로
as cognitive style. When cognitive styles are specifically related an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Studies of learning style bring important variables to the forefront. Such styles can contribute significantly to the construction of a unified theory of second language acquisition.