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This teacher's manual is designed for neophyte teachers planning to teach a basic Dari language course in Afghanistan. It is primarily based on audio-lingual techniques. The techniques selected are those which are most common as acceptable teaching activities based primarily on repetition, imitation, and pattern practice. Such practice certainly has value in providing a foundation for the students especially those who learn Dari as a second language. According to this manual, these activities will be in the following order: listening, speaking, reading and finally, writing. By engaging in these activities the students will first be able to discover the meaning of dialogues, to learn structure, and then to generalize this knowledge in constructing new sentences. Through this approach, the teacher will help to develop the ability of the students to use the language rather than to teach only knowledge of grammar. Every sample type of sentence construction can first be introduced to the students in spoken form. Throughout this manual emphasis is placed first on the acqusition of the ability to speak ( communicate verbally). Through speaking, the students will also gain an understanding of the grammar. Following the drills, conversation gives the students an opportunity to speak and learn more about the oral form of the language. Subsequently, reading and writing techniques are introduced. Finally, evaluation and assessment are also considered in which the teacher will test student progress in order to determine what items are difficult for the students and on which he may base further practice and re-direct his teaching activities.


Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | First and Second Language Acquisition | Teacher Education and Professional Development