1.
The textbook should contain something non-schematic, characteristic, not to be found in other textbooks such as an anecdote after each lesson, some songs, or suggestions of language games.
Songs
The selection of songs should be very careful. The teacher must make sure that the song he wants to teach meets the following requirements:
- the text must match the level of the learner’s knowledge,
- the rhythm and music must correspond to the natural rhythm of English sentences,
- the stress must be placed on normally stressed syllables,
- the constructions used in the songs must not be obsolete, especially as concerns word order.
3. Description of the students. A child learning the native language has the best conceivable motivation of the kind, which is nearly never
present in the classroom situation when a
foreign language is taught: Without the language, the child cannot become a member of the surrounding community, cannot communicate, and interact with his parents, mates, and other people. The child must learn his language whether he wants to or not, lest he will not be able to live a life of a normal human being. The social pressure is so strong that the child has no choice but to learn, and indeed, he does it quickly, effectively and expertly. Unfortunately, this perfect motivation is seldom present when a foreign language is learned, and never in artificial situations. In all cases when a foreign language is taught, conditions should be provided to create an impression that the language is taught as means of communication. From the very beginning of the teaching process, the language should be employed to this effect. It is, therefore, very important to see that the foreign language is employed on all occasions.