repo r r esumes - ed
TRANSCRIPT
REPO R T R ESUMESED 015 699 FL 000 642A GUIDE FOR INSTRUCTION IN MODERN FOREIGN LANGUAGES, GRADES4-12.
MINNESOTA STATE DEFT. OF EDUCATION, ST.FAULREPORT NUMBER MINN-CURR-BULL-27 PUB DATE 65
EDRS PRICE MF-$0.50 HC-$4.44 109P.
DEsCRIFTORS- *ARTICULATION (PROGRAM), *COURSE CONTENT, *SECONDLANGUAGE LEARNING, *CURRICULUM GUISES, *COURSE OBJECTIVES,SEQUENTIAL LEARNING, FLES PROGRAMS, CULTURAL ENRICHMENT,INSTRUCTIONAL MATERIALS, LANGUAGE GUIDES, MODERN LANGUAGES,SECONDARY SCHOOLS, TEACHING METHODS, PATTERN DRILLS(LANGUAGE), AUDIOLINGUAL SKILLS, LANGUAGE LABORATORIES,LANGUAGE INSTRUCTION, TEACHING TECHNIQUES, LANGUAGE LEARNINGLEVELS,
THE VARIETY OF FOREIGN LANGUAGE LEARNING SEQUENCES INMINNESOTA HAS CAUSED A SERIOUS ARTICULATION PROBLEM -- BETWEEN
LEVELS WITHIN A GIVEN SEQUENCE, BETWEEN SEQUENCES, AND ININTEGRATING DIFFERENT SEQUENCES AT THE MORE ADVANCED LEVELS.TO HELP ALLEVIATE THESE PROBLEMS THREE COURSES OF STUDY ARESUGGESTED AND DESCRIBED IN THIS GUIDE. SEQUENCE A (GRADES4-12) ALLOWS A STUDENT TO OBTAIN A REAL LANGUAGE PROFICIENCYBASED ON AN INTUITIVE UNDERSTANDING OF THE CULTURE AS WELL ASTHE OPPORTUNITY TO BEGIN A SECOND MODERN LANGUAGE LATER INHIS SECONDARY SCHOOL CAREER. SEQUENCE B (GRADES 7-12)PROVIDES A STUDENT WITH A GOOD FOUNDATION IN A MODERNLANGUAGE. SEQUENCE C (GRADES 9 OR 10-12) PROVIDES THE STUDENTWITH THE NECESSARY FUNDAMENTAL SKILLS. A CHART DETAILS TIMEREQUIREMENTS FOR EACH SEQUENCE LEVEL AND A LIST OF DESIREDGOALS. TEACHING TECHNIQUES, MATERIALS, ACTIVITIES, AND COURSECONTENT FOR EACH LEVEL ARE DISCUSSED IN DETAIL. INCLUDED ALSOARE SECTIONS ON DRILLS, THE LANGUAGE LABORATORY, PROGRAMEDLEARNING, EDUCATIONAL TELEVISION, AND TEACHER EDUCATION, ANDA BIBLIOGRAPHY OF MATERIALS. (AF)
n 1 cHi
aJ
0
A G
UID
E F
OR
INST
RU
CT
ION
in
MO
DE
RN
FO
RE
IGN
LA
NG
UA
GE
S
Gra
des
4-12
Stat
e of
. Min
neso
ta
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
N
St. P
aul
1965
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H, E
DU
CA
TIO
N &
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT.
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RY
RE
PR
ES
EN
T O
FF
ICiA
L O
FF
ICE
OF
ED
UC
AT
ION
PO
SIT
ION
OR
PO
LIC
Y.
Cur
ricu
lum
Bul
letin
No.
27
Prop
erty
of
Scho
olD
istr
ict
Cou
nty
Min
neso
ta
Cod
e V
IIiA
-E-C
2
MO
DE
RN
FO
RE
IGN
LA
NG
UA
GE
SC
urri
culu
m B
ulle
tin N
o. 2
7
Gra
des
4-6
*ON
Stat
e of
Min
neso
ta
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
N
St. P
aul
1965
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CO
MM
ITT
EE
ME
MB
ER
S
Dr.
Em
ma
Bir
kmai
er, C
hair
man
Prof
esso
r of
For
eign
Lan
guag
e E
duca
tion,
Uni
vers
ity o
f M
inne
sota
Jerm
aine
Are
ndt,
Con
sulta
ntFo
reig
n L
angu
age
Con
sulta
nt,
Min
neap
olis
Pub
lic S
choo
ls*L
aver
n B
rusv
enIn
stru
ctor
, Hig
h Sc
hool
, Oliv
ia*M
rs. M
ario
n Fo
rslu
nd H
ero
Inst
ruct
or, E
lem
enta
ry S
choo
l,E
dina
-Mor
ning
side
Ger
hard
Hau
kebo
Ass
ista
nt P
rofe
ssor
, Con
cord
ia
Mar
y H
ayes
Dr.
Car
roll
H. H
opf
*Will
iam
Joh
nson
Fran
k T
. Jan
es
Col
lege
, Moo
rhea
dFo
reig
n L
angu
age
Spec
ialis
t,U
nite
d St
ates
Off
ice
of E
duca
tion,
Was
hing
ton,
D.C
.D
irec
tor
of E
lem
enta
ry E
duca
tion,
Publ
ic S
choo
ls, W
inon
aIn
stru
ctor
, Jun
ior
Hig
h Sc
hool
, Clo
quet
Prin
cipa
l, W
est H
igh
Scho
ol,
Min
neap
olis
Form
erly
Mod
ern
Fore
ign
Lan
guag
eC
onsu
ltant
, Min
neso
ta S
tate
Dep
artm
ent o
f E
duca
tion
Inst
ruct
or, H
igh
Scho
ol, D
ulut
hIn
stru
ctor
, Ele
men
tary
Sch
ool,
Rob
bins
dale
Inst
ruct
or, E
lem
enta
ry S
choo
l, M
inne
apol
isA
ssis
tant
Pro
fess
or o
f M
oder
nL
angu
ages
(G
erm
an),
Car
leto
nC
olle
ge, N
orth
fiel
dIn
stru
ctor
, Hig
h Sc
hool
, Will
mar
Prof
esso
r an
d C
hair
man
Rom
ance
Lan
guag
es, U
nive
rsity
of
Min
neso
taSu
peri
nten
dent
of
Scho
ols,
Nor
th S
t. Pa
ulFo
rmer
ly I
nstr
ucto
r, H
igh
Scho
ol, E
dina
Ele
men
tary
Coo
rdin
ator
, Oro
no P
ublic
Scho
ols,
Lon
g L
ake
Inst
ruct
or in
Ger
man
, Ham
line
Uni
vers
ityIn
stru
ctor
, Uni
vers
ity H
igh
Scho
ol
Dr.
Rut
h K
ilche
nman
n
*Fra
nces
Kno
bloc
h*D
orot
hy L
eath
ers
*Car
ol L
ynch
Arn
old
Men
del
*Hel
en P
eter
son
Dr.
Arm
and
Ren
aud
Wal
ter
Ric
hard
son
*Joh
n Sa
nche
zM
yrtle
Sch
uman
n
*Rod
ney
Swen
son
*Elv
ira
Wri
ght
*Mem
bers
of
the
Wri
ting
Tea
m
Don
ald
L. G
auso
n, D
irec
tor
of C
urri
culu
mPa
tric
ia M
cCom
b, E
dito
r
CO
NT
EN
TS
Par
t I
1.So
cial
Sce
ne1
2.Pr
inci
ples
of
Seco
nd L
angu
age
Lea
rnin
g5
3.M
etho
d13
Par
t II
4.C
ours
es o
f St
udy
27
The
Nin
e Y
ear
Sequ
ence
29
The
Six
Yea
r Se
quen
ce45
The
Fou
r Y
ear
Sequ
ence
50
5.D
rills
for
Cla
ssro
om a
nd L
abor
ator
y57
6.E
valu
atio
n67
Par
t III
7.T
he F
orei
gn L
angu
age
Cla
ssro
om, L
abor
ator
y,an
d th
e E
lect
roni
c C
lass
room
75
8.Pr
ogra
med
Lea
rnin
g an
d T
each
ing
Mac
hine
s81
9.Fo
reig
n L
angu
age
Inst
ruct
ion
by E
duca
tiona
l Tel
evis
ion
87
10.
Tea
cher
Qua
lific
atio
ns a
nd P
repa
ratio
n91
Bib
liogr
aphy
95
App
endi
x A
101
App
endi
x B
109
App
endi
x C
111
Cha
pter
SOC
IAL
SC
EN
E
Thi
s is
an
age
of p
rofo
und
chan
ge; i
ndee
d, r
apid
cha
nge
seem
s to
be
the
very
ess
ence
of
our
daily
live
s. I
t is
not a
t all
impr
obab
le th
at m
ore
sign
ifi-
cant
cha
nges
will
take
pla
ce in
the
next
dec
ade
than
hav
e be
enex
peri
ence
din
the
last
fif
ty y
ears
. Whe
n on
e co
nsid
ers
the
imm
ensi
ty a
nd c
halle
nge
ofth
e w
orld
und
ergo
ing
this
tran
sfor
mat
ion,
the
aspe
cts
of it
are
not
onl
yfr
ight
-en
ing
and
alm
ost o
verw
helm
ing,
but
als
o ve
ry p
rom
isin
g. I
n th
e fo
rese
eabl
efu
ture
som
e of
the
area
s in
whi
ch th
e gr
eate
st c
hang
es m
ay o
ccur
aee
nucl
ear
ener
gy, e
lect
roni
cs, m
edic
al s
cien
ce, a
gr:
Atti
re, t
rans
port
atio
n, p
sych
olog
y,so
cial
psy
chol
ogy,
and
com
mun
icat
ion.
The
last
of
thes
e el
emen
ts, t
he c
om-
mun
icat
ive
aspe
ct w
hich
the
com
ing
gene
ratio
n fa
ces
is th
e su
bjec
t and
pur
pose
of th
is p
rese
nt g
uide
. It i
s no
t unr
easo
nabl
e to
pre
dict
that
in th
e ne
arfu
ture
whe
n th
e cu
rren
t wor
ld p
opul
atio
n of
alm
ost t
hree
bill
ion
has
incr
ease
dby
seve
ral b
illio
n in
habi
tant
s, c
omm
unic
atio
n be
twee
n pe
ople
s w
ill b
ecom
e m
ore
impo
rtan
t and
will
aff
ect t
he li
fe o
f th
e in
divi
dual
citi
zen
trem
endo
usly
.M
etho
ds o
f co
mm
unic
atio
n to
mor
row
will
dif
fer
grea
tly f
rom
thos
ew
hich
are
know
n to
day.
Wor
ld-w
ide
tele
visi
onis
a r
ealit
y w
hile
sat
ellit
e co
mm
uni-
catio
ns a
nd e
lect
roni
c in
nova
tions
are
alr
eady
mak
ing
inte
rcou
rse
betw
een
cont
inen
ts a
s co
mm
onpl
ace
as lo
cal t
elep
hone
cal
ls. C
omm
unic
atio
n, a
nd th
esk
ills
requ
ired
to u
se it
eff
ectiv
ely
and
purp
osef
ully
, will
no
long
er b
e th
eta
skof
the
few
; the
ent
ire
popu
latio
n w
ill p
artic
ipat
e in
this
for
m o
f w
orld
co-
oper
atio
n.A
few
sta
tistic
s ab
out t
he c
urre
nt s
cene
will
pro
vide
val
id il
lust
ratio
ns f
orth
e in
crea
sing
urg
ency
for
mor
e ef
fect
ive
com
mun
icat
ion
and
unde
rsta
ndin
gon
a g
loba
l sca
le. I
n 19
60 o
ver
two
mill
ion
Am
eric
ans
rece
ived
pas
spor
tsfo
r tr
avel
abr
oad,
alm
ost o
ne-h
alf
of w
hom
vis
ited
coun
trie
s in
Eur
ope;
appr
oxim
atel
y 20
,000
Am
eric
ans
wor
k in
the
dipl
omat
ic s
ervi
ce; a
bout
200,
000
peop
le a
re e
mpl
oyed
in f
eder
al a
genc
ies
in f
orei
gn c
ount
ries
; ove
r7,
000
wor
k in
the
fore
ign
serv
ice;
ove
r on
e-th
ird
of th
e th
ree
mill
ion
in th
ear
med
for
ces
are
stat
ione
d ab
road
. To
this
fig
ure
of A
mer
ican
s liv
ing
and
wor
king
in o
ther
cou
ntri
es c
an b
e ad
ded
the
num
bers
in s
tude
nt-t
each
er e
x-ch
ange
s ab
road
, the
Pea
ce C
orps
, the
Poi
nt F
our
prog
ram
s, th
e ev
er in
crea
sing
busi
ness
con
tact
s re
sulti
ng f
rom
the
grow
ing
Com
mon
Mar
ket a
s w
ell a
sot
her
com
mer
cial
ven
ture
s ov
erse
as a
nd th
e va
riou
s A
mer
ican
mis
sion
slo
cate
d in
num
erou
s co
untr
ies
thro
ugho
ut th
e w
orld
. Tra
vel a
broa
d is
no
long
er a
s lim
ited
as b
efor
e an
d to
day
it is
use
d m
ore
than
eve
r fo
r liv
ing,
wor
king
, and
stu
dyin
g. A
n un
ders
tand
ing
of th
e po
litic
al, s
ocia
l, ec
onom
ic,
and
cultu
ral f
orce
s w
hich
pro
pel t
his
chan
ging
wor
ld w
ith e
ver
incr
easi
ngsp
eed
is e
ssen
tial i
f th
e U
nite
d St
ates
is to
ful
fill
its r
espo
nsib
ility
as
a gr
eat
natio
n. I
n sh
ort,
the
ques
tion
of la
ngua
ge e
duca
tion
beco
mes
a m
atte
r of
acqu
irin
g a
skill
dem
ande
d by
a d
ynam
ic m
oder
n st
ate.
"Nev
er h
ave
so
1
man
y A
mer
ican
s en
coun
tere
d so
muc
hfo
reig
n sp
eech
with
so
little
equ
ip-
men
t for
com
mun
icat
ion
and
so m
uch
depe
ndin
g up
onco
mm
unic
atio
n."
1T
he n
ew p
ersp
ectiv
e ta
kes
in th
e w
orld
as
a w
hole
. Am
eric
a ha
s of
ten
been
mis
unde
rsto
od a
nd w
rong
ly c
ritic
ized
for
her
rol
e in
the
mod
em w
orld
. How
-ev
er, h
er c
ritic
s ar
e un
anim
ous
in a
ttack
ing
her
lingu
istic
isol
atio
nism
. No
atte
mpt
mus
t be
Inad
e to
infl
ict t
he E
nglis
h la
ngua
ge u
pon
the
emer
ging
natio
ns; o
n th
e co
ntra
ry, a
n at
tem
pt m
ast b
e m
ade
to g
ain
favo
r an
d fr
iend
-sh
ip b
y m
eetin
g th
ese
peop
les
on th
eir
own
grou
nd a
nd th
roug
h th
eir
own
lang
uage
. The
old
slo
gan,
"L
et th
em le
arn
Eng
lish,
" is
less
val
id th
an e
ver.
In o
rder
to m
eet t
he c
halle
nge
of p
eace
and
the
thre
at o
f w
ar a
n ed
ucat
edci
tizen
ry is
ess
entia
l in
the
wor
ld o
f to
day
and
of th
e fu
ture
. The
pre
vaili
ngor
der
of th
e fu
ture
mig
ht w
ell b
e or
ient
al, o
r. A
fric
an, b
ut it
will
ass
ured
lybe
mar
ked
by W
este
rn th
ough
t. T
he r
est o
f th
e w
orld
has
ado
pted
Wes
tern
conc
epts
of
indu
stri
aliz
atio
n, la
rge-
scal
e en
terp
rise
, eco
nom
icw
elfa
re a
ndad
vanc
emen
t, an
d th
e m
ass
med
ia o
f co
mm
unic
atio
n an
d pr
opag
anda
so
read
ily th
at th
e m
onop
oly
of th
e W
este
rn c
ount
ries
in th
e kn
owle
dge
and
skill
s re
quir
ed in
indu
stri
al a
nd m
ilita
ry te
chno
logy
no
long
er e
xist
s. T
opr
eser
ve w
orld
pea
ce, i
ndee
d to
pre
serv
e ex
iste
nce
itsel
f, a
nef
fort
mus
t be
mad
e to
und
erst
and
othe
r pe
ople
s an
d to
wor
k in
har
mon
y w
ith th
em. T
heem
erge
nce
of a
com
mon
, bas
ical
ly W
este
rn c
ivili
zatio
n on
the
wor
ld h
oriz
onw
ith th
e pu
rpos
e of
pre
serv
ing
free
man
in a
fre
e so
ciet
y, c
onst
itute
s th
egr
eat c
halle
nge
that
fac
es th
e w
orld
toda
y. I
nvol
vem
ent w
ithth
e un
der-
deve
lope
d co
untr
ies
has
beco
me,
abo
ve a
ll, a
n op
port
unity
to in
vest
in th
efu
ture
.
Rol
e of
Lan
guag
eIt
wou
ld b
e un
real
istic
to a
ssum
e th
at la
ngua
ge s
tudy
in it
self
will
acc
om-
plis
h in
tern
atio
nal u
nder
stan
ding
, yet
no
one
can
deny
that
an
unde
rsta
ndin
gan
d an
app
reci
atio
n of
ano
ther
per
son'
s th
ough
t pro
cess
es w
ill c
ontr
ibut
eto
a s
ympa
thet
ic d
isce
rnm
ent o
f th
e re
latio
nshi
p be
twee
n in
divi
dual
s.It
isdi
ffic
ult t
o ga
in in
sigh
t int
o an
othe
r m
an's
cul
ture
thro
ugh
any
othe
r la
n-gu
age
than
his
ow
, , a
fac
t whi
ch c
lear
ly il
lust
rate
s th
e ca
sefo
r lo
nger
sequ
ence
s of
mod
em la
ngua
ge s
tudy
in o
ur p
ublic
sch
ools
.O
nly
with
an
enlig
hten
ed c
itize
nry,
equ
ippe
d w
ith th
e sk
ills
requ
ired
for
mod
em c
om-
mun
icat
ion,
can
we
hope
to p
lay
a pa
rt in
the
chan
ging
soc
ial s
cene
.O
ur n
atio
n's
deve
lopm
ent c
an b
e ef
fect
ive
only
if it
s yo
uth
is e
duca
ted
to th
e lim
it of
its
pote
ntia
l. T
he a
cqui
sitio
n of
a w
orki
ng k
now
ledg
e of
the
stru
ctur
es a
nd p
roce
sses
in c
omm
unic
atio
n of
the
scie
nces
and
of
the
crea
tive
arts
pro
vide
for
toda
y's
stud
ent a
fin
e lib
eral
edu
catio
n, w
hich
sho
uld
crea
te
'Par
ker,
p. 1
01.
unde
rsta
ndin
g an
d be
havi
orth
at w
ill b
ecom
e a
part
of
the
very
lives
of
the
lear
ners
. Thi
s tr
aini
ngw
hich
stu
dent
s sh
ould
hav
ein
com
mon
ena
bles
them
to b
ette
r se
rve
asin
divi
dual
s an
d ci
tizen
s in
our
free
, dem
ocra
tic s
ocie
ty,
and
in th
e w
orld
soci
ety
of th
e fu
ture
. A f
unct
ion
of la
ngua
ge le
arni
ng, a
s
of e
very
sub
ject
inth
e A
mer
ican
sch
ool
curr
icul
um, i
s to
dev
elop
in th
est
uden
t a c
urio
sity
for
mor
e le
arni
ng a
nd a
des
ire
to c
ontin
ue h
is e
duca
tion
thro
ugh
any
aven
ue o
fle
arni
ng w
hich
mig
ht b
e av
aila
ble
tohi
m a
fter
his
form
al s
choo
ling
has
ende
d.
Nat
iona
l Goa
ls a
nd M
oder
nL
angu
ages
In 1
938
the
Edu
catio
nalP
olic
ies
Com
mis
sion
sta
ted
the
purp
oses
of e
duca
-
tion
whi
ch a
re g
ener
ally
acce
pted
by
both
the
prof
essi
onal
and
the
lay
com
-
mun
ity. T
hey
are
the
obje
ctiv
es o
f se
lf-r
ealiz
atio
n,hu
man
rel
atio
nshi
ps,
econ
omic
eff
icie
ncy,
and
civ
icre
spon
sibi
lity.
The
stu
dy o
f a
mod
ern
lang
uage
play
s an
impo
rtan
t rol
ew
ithin
this
fra
mew
ork
and
impl
emen
ts e
ach
of th
ese
obje
ctiv
es.
Self
-rea
lizat
ion
The
stu
dy o
f a
mod
ern
lang
uage
aro
uses
an
inte
llect
ual
curi
osity
in th
e
stud
ent.
Thr
ough
the
unfo
ldin
g of
ano
ther
cul
ture
new
vist
as a
re o
pene
d
whi
ch o
ffer
unl
imite
dop
port
uniti
es f
or in
quir
y,co
mpa
riso
n, a
nd c
reat
ivity
.
1. T
he s
tudy
of
a m
oder
nla
ngua
ge h
elps
the
stud
ent t
o gr
owin
his
abi
lity
to th
ink
ratio
nally
, to
expr
ess
his
thou
ghts
cle
arly
, and
tore
ad a
nd li
sten
with
unde
rsta
ndin
g. I
t mak
es h
imco
nsci
ous
of la
ngua
ge a
s a
tool
for
com
mun
i-
catio
n an
d as
the
vehi
cle
for
the
trE
nsm
issi
on o
f a
cultu
re. H
e ge
ts d
irec
t
expe
rien
ce in
man
ipul
atin
gan
othe
r la
ngua
ge a
nd b
ecom
essk
illfu
l in
anal
yzin
g
and
cont
rast
ing
lang
uage
stru
ctur
es. T
he e
lem
ent
of p
leas
ure
deri
ved
from
the
invo
lvem
ent i
n an
othe
rla
ngua
ge is
oft
en o
ne o
f th
e m
ost
stim
ulat
ing
and
grat
ifyi
ng a
spec
ts o
f la
ngua
gele
arni
ng.
2. I
n a
tech
nolo
gica
lso
ciet
y a
stud
ent n
eeds
toun
ders
tand
the
met
hod
of
scie
nce
and
the
infl
uenc
eit
has
on h
uman
life
.T
hrou
gh th
e st
udy
of a
mod
ern
lang
uage
the
stud
ent e
xten
ds th
e re
sour
ces
he h
as a
t his
com
man
d
for
gain
ing
info
rmat
ion
and
solv
ing
prob
lem
s in
oth
erfi
elds
of
lear
ning
. He
beco
mes
con
scio
us o
f th
eun
iver
salit
y of
sci
entif
ic e
ndea
vor
in d
isco
veri
ng
fact
s co
ncer
ning
the
natu
reof
the
wor
ld a
nd o
f m
an,
and
of a
ll pe
ople
s'st
rivi
ng f
or th
e go
od li
fe.
3. I
n t t
echn
olog
ical
age
whi
ch a
llow
s m
ore
and
mor
efr
ee ti
me
the
stud
ent
need
s to
lear
n ho
w to
ext
end
the
scop
e of
his
leis
ure-
time
activ
ities
in w
ays
whi
ch y
ield
sat
isfa
ctio
nan
d w
hich
are
soc
ially
usef
ul. H
e us
es th
e m
oder
nla
ngua
ge a
s an
avo
catio
nal
purs
uit b
y pa
rtic
ipat
ing
in g
oodw
ill o
rgan
iza-
tiona
l act
iviti
es, i
n th
eate
r, o
pera
,ba
llet,
radi
o, f
ilm, a
nd te
levi
sion
.H
e en
joys
a gr
eate
r va
riet
y of
book
s, f
olks
ongs
, art
son
gs,
mag
azin
es, n
ewsp
aper
s, a
nd
loca
l and
for
eign
cul
tura
lac
tiviti
es.
4. T
he s
tude
nt n
eeds
man
yop
port
uniti
es to
dev
elop
his
capa
city
to a
ppre
-
ciat
e be
auty
in li
tera
ture
, art
,m
usic
, and
nat
ure.
In
the
stud
y of
a m
oder
nla
ngua
ge h
e sh
ould
lear
n to
brea
k hi
s cu
lture
-bou
ndat
titud
e to
war
d be
auty
in li
tera
ture
, art
, arc
hite
ctur
e,m
usic
, dan
ce, h
andi
craf
ts,
and
natu
re b
y sh
ar-
ing
vica
riou
sly
and
dire
ctly
in th
e cr
eativ
e ac
tiviti
esof
the
fore
ign
peop
lean
d un
ders
tand
ing
thei
rfo
rm o
f ar
tistic
exp
ress
ion.
He
wid
ens
his
aest
hetic
hori
zon,
whi
ch in
turn
ext
ends
his
capa
city
for
sel
f-ex
pres
sion
and
crea
tivity
.2
ill11
1121
1 R
elat
ions
hips
The
stu
dy o
f a
mod
ern
lang
uage
tend
s to
fos
ter
a re
spec
tfo
r hu
man
ity.
The
stu
dent
bec
omes
aw
are
of th
e un
iver
salit
y of
hum
an p
robl
ems,
whi
ch
know
no
natio
nal b
ound
arie
s;he
lear
ns to
app
reci
ate
and
tore
spec
t the
mer
its o
f ot
her
cultu
res
and
othe
r pe
ople
s.1.
As
he le
arns
the
mod
ern
lang
uage
he
part
icip
ates
inth
e cu
lture
of
afo
reig
n pe
ople
dir
ectly
thro
ugh
use
of th
eir
com
mun
icat
ion
skill
s; v
icar
ious
ly
he p
artic
ipat
es in
thei
r da
ilyliv
es, t
heir
hol
iday
s, th
eir
wor
k an
d pl
ay. F
rien
d
ship
on
a pe
rson
al le
vel o
ften
resu
lts a
s th
e ab
ility
to c
omm
unic
ate
deve
lops
.
2. T
he s
tude
nt le
arns
abo
utth
e ro
le o
f th
e fa
mily
inan
othe
r cu
lture
, and
the
soci
al r
elat
ions
hips
whi
ch e
xist
, and
thei
r ef
fect
on
the
indi
vidu
al, h
ispa
rtic
ular
soc
iety
, and
the
wor
ld.
Eco
nom
ic E
ffic
ienc
yI.
The
stu
dent
can
mak
e a
stud
y of
the
fore
ign
lang
uage
,its
are
a an
dci
viliz
atio
n, h
is c
aree
r.2.
A c
omm
and
of a
mod
ern
lang
uage
will
be
of c
onsi
dera
ble
valu
e in
any
num
ber
of p
rofe
ssio
nal a
ndco
mm
erci
al a
reas
.3.
In
his
prof
essi
onal
and
com
mer
cial
dea
lings
with
rep
rese
ntat
ives
ofot
her
cultu
res,
the
stud
ent m
ust
know
abo
ut th
eir
conc
epts
of
wor
k an
d th
eir
cultu
ral a
ttitu
des
tow
ard
wor
k.4.
In
his
prof
essi
onal
and
com
mer
cial
dea
lings
with
the
peop
les
of o
ther
cultu
res,
the
stud
ent m
ust
unde
rsta
nd c
asua
l rel
atio
nshi
psbe
twee
n th
e ph
ysi-
cal a
nd s
ocia
l env
iron
men
t;fo
r ex
ampl
e: th
e ef
fect
of
clim
ate
and
envi
ron-
men
t on
cust
oms,
die
t,co
nsum
ptio
n of
goo
ds a
nd s
ervi
ces,
arch
itect
ure,
recr
eatio
n, f
or e
xam
ple,
and
thei
r ef
fect
upo
n th
e so
cial
and
econ
omic
life
of th
e co
untr
y.
Civ
ic R
espo
nsib
ility
Thr
ough
the
stud
y of
a m
oder
nla
ngua
ge a
nd it
s cu
lture
the
stud
ent
beco
mes
a m
ore
inte
llige
nt c
itize
nof
his
ow
n co
untr
y.1.
The
stu
dent
incr
ease
shi
s ef
fect
iven
ess
outs
ide
of h
isna
tiona
l com
mun
ity.
Com
pete
ncy
in a
mod
ern
lang
uage
per
mits
him
a k
ind
and
qual
ity o
f re
la-
tions
hip
whi
ch d
oes
not e
xist
with
out t
his
tool
.2.
The
stu
dent
lear
ns to
res
pect
the
vaki
es a
nd c
usto
ms
of o
ther
coun
trie
s
as b
eing
as
valid
as
his
own.
3. T
he s
tude
nt r
ealiz
esth
e in
terr
elat
ions
hip
of c
ultu
res:
the
cont
ribu
tion
of o
ther
cul
ture
s to
his
ow
n,an
d of
his
cul
ture
to o
ther
s.A
s a
resu
lt he
appr
ecia
tes
and
trea
ts w
ith r
espe
cthi
s fe
llow
citi
zens
of
fore
ign
birt
h.4.
Exi
stin
g at
titud
es o
f fe
ar,d
istr
ust,
or d
isap
prov
al o
f th
at w
hich
is f
orei
gn
tend
to d
imin
ish
as th
est
uden
t bec
omes
ale
rt to
oth
erpe
ople
s' h
opes
, ach
ieve
-
men
ts, a
nd f
rust
ratio
ns.
5. T
he s
tude
nt d
evel
ops
an a
war
enes
sof
and
an
inte
rest
in th
e w
orld
as
aw
hole
. He
beco
mes
less
prov
inci
al a
nd m
ore
wor
ld c
onsc
ious
as
he r
ecog
-ni
zes
his
plac
e in
the
com
mon
task
of
wor
king
for
pea
ce a
ndun
ders
tand
ing.
Imm
edia
te O
bjec
tives
The
stu
dy o
f an
othe
r pe
ople
,th
eir
cultu
re, a
nd th
eir
lang
uage
aim
s at
the
follo
win
g ob
ject
ives
in th
eac
quis
ition
of
skill
s, in
form
atio
n, a
ndat
titud
es.
Not
all
stud
ents
will
atta
inth
ese
obje
ctiv
es to
the
sam
e de
gree
.T
his
will
be te
mpe
red
by th
e le
vel,
capa
bilit
ies,
and
env
iron
men
tof
the
indi
vidu
alst
uden
t, th
e le
ngth
of
the
prog
ram
, and
the
com
pete
ncy
ofhi
s te
ache
rs.
Lis
teni
ng C
ompr
ehen
sion
I. T
he la
ngua
ge le
arne
r pr
ogre
sses
fro
ma.
The
und
erst
andi
ng o
f th
eed
ucat
ed n
ativ
e w
hen
he e
nunc
iate
sca
refu
lly a
nd s
peak
s si
mpl
y on
fam
iliar
sub
ject
sto
b. T
he u
nder
stan
ding
of
som
e co
nver
satio
ns o
f av
erag
e te
mpo
,si
m-
ple
lect
ures
, and
new
s br
oadc
asts
toc.
The
und
erst
andi
ng o
f no
rmal
gro
upco
nver
satio
ns, p
lays
, mov
ies,
and
the
mor
e so
phis
ticat
ed r
adio
and
TV
pro
gram
s.
Spea
king
IL T
he la
ngua
ge le
arne
r, a
s he
lear
ns to
spe
ak w
ith a
pron
unci
atio
nan
d in
tona
tion
read
ily u
nder
stan
dabl
e to
a n
ativ
e, p
rogr
esse
sfr
oma.
Usi
ng th
e co
mm
on e
xpre
ssio
nsne
eded
for
get
ting
arou
nd in
the
fore
ign
coun
try
and
spea
king
with
a p
ronu
ncia
tion
and
into
natio
nre
adily
und
erst
anda
ble
to a
nat
ive
tob.
Tal
king
on
prep
ared
topi
cs w
ithou
t too
muc
h fa
lteri
ngto
c. C
omm
andi
ng s
uffi
cien
tvo
cabu
lary
and
str
uctu
re o
f th
e la
ngua
geto
exp
ress
his
thou
ghts
in s
usta
ined
con
vers
atio
n an
dbe
ing
at e
ase
in s
ocia
l situ
atio
ns. R
eadi
ng C
ompr
ehen
sion
III.
The
lang
uage
lear
ner
prog
ress
es f
rom
a. C
ompr
ehen
ding
dir
ectly
the
mea
ning
of s
impl
e pr
ose
tob.
Rea
ding
with
com
preh
ensi
on p
rose
of
aver
age
diff
icul
ty,
with
out
too
muc
h re
cour
se to
the
dict
iona
ry f
,1:6
0) 2
toc.
Rea
ding
with
enj
oym
ent n
ewsp
aper
s,m
agaz
ines
, and
lite
ratu
reas
an
art f
orm
and
as
are
flec
tion
of c
ultu
re.
Wri
ting
IV. T
he la
ngua
ge le
arne
r pr
ogre
sses
fro
ma.
Cop
ying
and
wri
ting
from
dic
tatio
nm
ater
ials
whi
ch th
e st
uden
tha
s al
read
y he
ard
and
spok
ento
b. W
ritin
g co
rrec
tly m
ater
ial s
uch
as h
e de
velo
psor
ally
for
cla
ss-
room
situ
atio
nsto
c. W
ritin
g a
shor
t, si
mpl
e le
tter
tod.
Wri
ting
a fr
ee c
ompo
sitio
n w
ith c
lari
ty a
nd c
orre
ctne
ssin
str
uc-
ture
and
idio
m.
Cul
tura
l Ana
lysi
sV
. The
lang
uage
lear
ner
a. B
ecom
es a
war
e th
at la
ngua
ge is
the
oral
and
wri
tten
expr
essi
onof
ano
ther
way
of
life
b. O
btai
ns a
wor
king
kno
wle
dge
of th
e ge
ogra
phy,
his
tory
,lit
erat
ure,
fine
art
s an
d ha
ndic
raft
s, s
ocia
l cus
tom
s, a
nd c
onte
mpo
rary
civi
liza-
tion
of th
e pe
ople
who
se la
ngua
ge is
bei
ng le
arne
dc.
Obt
ains
a f
irst
hand
kno
wle
dge
..th
e lit
erar
y m
aste
rpie
ces
d. A
naly
zes
the
fore
ign
cultu
re a
nd c
ontr
asts
it w
ithhi
s ow
ne.
Thr
ough
cor
resp
onde
nce,
trav
el, o
r re
side
nce
abro
ad e
stab
lishe
sfr
iend
ship
on
a pe
rson
al b
asis
Ana
lysi
s of
Lan
guag
e St
ruct
ure
VI.
The
lang
uage
lear
ner
a. O
btai
ns a
wor
king
com
man
dof
the
soun
d an
d st
ruct
ural
pat
-te
rns
of th
e fo
reig
n la
ngua
ge a
nd a
kno
wle
dge
ofits
mai
n di
ffer
-en
ces
from
and
sim
ilari
ties
to E
nglis
hb.
Obt
ains
ling
uist
ic tr
aini
ng a
nd in
sigh
t whi
ch f
acili
tate
sth
e ac
quis
i-tio
n of
oth
er la
ngua
ges
An
artic
le in
the
Mod
ern
Lan
guag
e Jo
urna
l of
som
e ye
ars
ago
stat
esth
at if
ast
uden
t mus
t loo
k up
mor
e th
an o
ne w
ord
in s
ixty
it is
impo
ssib
le to
call
the
prac
tice,
read
ing.
Cha
pter
II
PRIN
CIP
LE
S O
F SE
CO
ND
LA
NG
UA
GE
LE
AR
NIN
G
Any
teac
her,
whe
ther
he
be a
teac
her
of m
oder
n la
ngua
ges,
mat
hem
atic
s,th
e so
cial
stu
dies
, or
the
scie
nces
, nee
ds to
kno
w a
s m
uch
as h
e ca
nab
out t
heps
ycho
logy
of
lear
ning
. A m
ajor
ity o
f fo
reig
n la
ngua
ge te
xtbo
oks
and
muc
hla
ngua
ge te
achi
ng o
f th
e pa
st h
ave
been
bas
ed o
n a
clas
sifi
catio
n of
the
subj
ect
mat
ter
of la
ngua
ge. V
ery
little
con
side
ratio
n ha
n be
engi
ven
to h
ow th
e in
di-
vidu
al, e
spec
ially
the
y -.
ing
pers
on, l
earn
s.A
n in
stru
ctor
mus
t kno
w c
lear
ly (
1) w
Int n
e w
ants
io d
o, (
2) w
hy h
e w
ants
to d
o it,
and
(3)
wha
t pri
ncip
les
of le
a- -
ing
he m
ust h
ave
in m
ind
ashe
sel
ects
the
way
s in
whi
ch to
do
it. T
hus
it is
able
for
the
mod
ern
lang
uage
teac
her
occa
sion
ally
to r
evie
w s
ome
lear
ning
pri
ncip
les
whi
ch h
ave
a di
rect
bea
ring
on
the
teac
hing
and
lear
ning
of
mod
ern
lang
uage
s.L
earn
ing
resu
lts in
an
obse
rvab
le c
hang
e in
the
beha
vior
of
an in
divi
dual
.It
is d
epen
dent
upo
n an
indi
vidu
al's
phy
sica
l bei
ng, u
pon
the
soci
al g
roup
s to
whi
ch h
e be
long
s an
d up
on h
is o
wn
psyc
holo
gica
l org
aniz
atio
n.T
he s
ocia
l gro
ups
whi
ch in
flue
nce
the
deve
lopm
ent a
nd le
arni
ng o
f th
ein
-di
vidu
al in
clud
e fa
mily
, chu
rch,
sch
ool,
the
peer
gro
up, t
he c
lass
room
gro
up,
and
the
com
mun
ity. T
hese
gro
ups
cons
ciou
sly
and
subc
onsc
ious
lyco
mm
uni-
cate
thei
r va
lue
syst
ems
to th
e gr
owin
g in
divi
dual
.The
y us
ually
pie
-det
erm
ine
the
kind
of
lear
ning
whi
ch a
gro
win
g in
divi
dual
will
acc
ompl
ish.
The
y im
pose
the
stan
dard
s of
exc
elle
nce
and
the
age
leve
ls a
t whi
ch c
erta
in k
inds
of le
arn-
ing
task
s m
ust b
e m
aste
red.
The
way
s in
whi
ch th
ese
grou
ps r
espo
nd to
the
in-
divi
dual
's le
arni
ng a
ttem
pts
have
a m
ajor
impa
ct u
pon
him
.B
ecau
se o
f th
is in
tera
ctio
n be
twee
n th
e gr
owin
g in
divi
dual
and
his
soc
ial e
n-vi
ronm
ent,
he d
eriv
es m
eani
ngs:
mea
ning
s ab
out h
is p
hysi
cal e
nvir
onm
ent,
abou
t the
soc
ial i
nstit
utio
ns a
roun
d hi
m, a
bout
oth
er p
eopl
e, a
nd a
bout
his
"sel
f."
The
se a
ccum
ulat
ed m
eani
ngs
not o
nly
are
an in
dica
tion
of w
hat t
he in
-di
vidu
al h
as le
arne
d bu
t the
y w
ill s
tron
gly
infl
uenc
e w
hat h
e w
ill le
arn
in th
efu
ture
. The
y co
nstit
ute
the
indi
vidu
Ca
psyc
holo
gica
l org
aniz
atio
n, c
ompl
ex in
all o
f its
asp
ects
. Thi
s ps
ycho
logi
cal o
rgan
izat
ion
of th
e le
arne
r co
nfro
nts
the
teac
her
in e
ach
indi
vidu
al h
e ha
s in
his
cla
sses
.L
earn
ing
invo
lves
the
acqu
irin
g of
new
way
s of
doi
ng th
ings
. Lea
rnin
g a
sec-
ond
lang
uage
is th
e ac
quis
ition
of
a ne
w m
ode
of b
ehav
ior
for
the
lear
ner.
The
teac
her,
by
help
ing
the
stud
ent l
earn
the
new
ski
lls o
f a
seco
nd la
ngua
ge, b
ydi
rect
ing
his
atte
ntio
n to
the
best
tech
niqu
es f
or m
akin
g ac
tive
use
of it
, by
help
ing
him
see
the
fact
ors
rela
ting
to h
is s
ucce
ss, b
y gi
ving
him
a f
eelin
g of
conf
iden
ce a
nd s
ecur
ity a
ssis
ts th
e le
arne
r, a
nd h
is r
esis
tanc
e to
som
e of
the
rigo
rous
and
unp
alat
able
task
s di
sapp
ears
muc
h m
ore
read
ily. T
he a
ccen
tua-
tion
of th
e po
sitiv
e as
pect
s of
the
lear
ning
situ
atio
n, th
e w
arm
sup
port
ive
re-
latio
nshi
p be
twee
n th
e le
arne
r, th
e te
ache
r, a
nd th
e cl
ass
grou
p fa
cilit
ate
the
prog
ress
of
any
stud
ent i
n an
y 'e
arri
ngsi
tuat
ion.
5
Rea
dine
ssT
he s
low
, ord
erly
unf
oldi
ng o
f th
e hu
man
bei
ng p
hysi
cally
and
psyc
holo
g-ic
ally
det
erm
ines
in la
rge
mea
sure
the
timin
g of
the
lear
ning
task
sof
whi
chhe
is c
apab
le a
t any
giv
en m
omen
t. T
he te
ache
r pl
ays
a m
ajor
rol
e in
the
wha
t,ho
w, a
nd w
hen
of le
arni
ng. A
kno
wle
dge
of c
hild
and
ado
lesc
ent
psyc
holo
gyw
ill h
elp
him
det
erm
ine
the
timin
g of
the
spec
ific
task
s to
be
lear
ned
in h
is s
ub-
ject
-mat
ter
fiel
d.T
he u
se o
f la
ngua
ge is
dep
ende
nt u
pon
the
mat
urat
ion
of th
e ne
uro-
mus
cula
rco
nnec
tions
. Acq
uiri
ng th
e pr
onun
ciat
ion,
the
into
natio
n, th
e au
tom
atic
feel
f ar
the
mea
ning
of
the
stru
ctur
e pa
ttern
s ar
e th
e ta
sks
best
lear
ned
at v
ery
earl
yag
e le
vels
pre-
kind
erga
rten
, kin
derg
arte
n, a
nd g
rade
sch
ool l
evel
s. T
hf in
-cr
easi
ng r
igid
ity o
f th
e ne
uro-
mus
cula
r sy
stem
at l
ater
age
leve
ls m
akes
the
abov
e m
entio
ned
task
s m
ore
diff
icul
t to
lear
n. W
hen
a la
ngua
ge is
lear
ned
atla
ter
age
leve
ls, t
he la
ngua
ge la
bora
tory
mus
t pla
y an
impo
rtan
t rol
e in
ove
r-co
min
g th
is la
ck o
f ea
rly
lang
uage
trai
ning
At l
ater
age
leve
ls th
e la
ngua
ge te
ache
r is
cha
lleng
ed to
iden
tify
thos
e la
n-gu
age
lear
ning
task
s w
hich
are
con
tinge
nt u
pon
the
lear
ner's
L,f
fity
to s
ym-
boliz
e at
the
verb
al le
vel,
to a
naly
ze, d
iscr
imin
ate,
and
gen
eral
ize
abou
tw
hat
he h
as le
arne
d.T
he te
ache
r m
ust a
lso
capi
taliz
e on
the
curi
osity
of
the
lear
ner,
his
par
ticu-
lar
inte
rest
s at
that
age
leve
l and
the
com
pete
ncie
s he
has
alr
eady
acq
uire
d.H
esh
ould
hel
p th
e le
arne
r fe
el th
at w
hat h
e is
lear
ning
is s
igni
fica
nt a
ndha
s po
si-
tive
mea
ning
at t
he m
omen
t as
wel
l as
late
r. W
hen
the
cont
ent o
f th
esu
bjec
t-m
atte
r fi
eld
is a
ppro
pria
te to
the
lear
ning
leve
l of
the
youn
gste
rit w
ill g
ener
ate
in h
im a
fee
ling
of p
erso
nal c
ontr
ol o
ver
the
mat
eria
ls to
Le
lear
ned.
To
suc-
ceed
in th
is a
spec
t of
the
lear
ring
situ
atio
n th
e te
ache
r m
ust b
e aw
are
ofth
ein
tere
sts
and
pote
ntia
l of
his
stud
ents
in o
rder
that
he
can
arra
nge
the
lear
ning
task
s ap
prop
riat
e to
thei
r ab
ility
. Som
e of
the
char
acte
rist
ics
of c
hild
ren
and
adol
esce
nts
whi
ch m
ight
be
of h
elp
to th
e te
ache
r in
det
erm
inin
g w
hat t
o do
inth
e cl
assr
oom
are
list
ed in
Cha
pter
IV
.
Lea
rnin
g T
o D
o B
y D
oing
Prac
tice
does
not
nec
essa
rily
mak
e pe
rfec
t, bu
t per
fect
pra
ctic
e do
es m
ake
perf
ect.
Dev
elop
ing
prof
icie
ncy
in a
lang
uage
is li
ke d
evel
opin
g pr
ofic
ienc
y in
play
ing
a m
usic
al in
stru
men
t. O
ne c
..n
pick
up
a ce
rtai
n am
ount
of
abili
ty in
play
ing
the
pian
o by
tria
l-er
ror
imita
tion
just
as
one
pick
s up
a m
odem
lan-
guag
e th
roug
h in
form
al a
ssoc
iatio
n w
ith th
e sp
eake
rs o
f th
at la
ngua
ge. T
hepr
ofic
ienc
y de
velo
ped
depe
nds
upon
the
oppo
rtun
ity th
e le
arne
r ha
s to
pra
ctic
eth
e la
ngua
ge, u
pon
his
leve
l of
insi
ght a
nd h
is d
esir
e to
lear
n, M
uch
will
als
obe
dep
ende
nt u
pon
the
corr
ectn
ess
of th
e m
odel
s w
hich
the
stud
ent h
as c
hose
n
to im
itate
. How
ever
, if
the
stud
ent i
sfo
rtun
ate
in h
avin
g an
exp
ert g
uide
him
,pr
ogre
ss w
ill b
e m
ore
rapi
d,pr
ofic
ienc
y m
ore
prof
essi
onal
than
if h
ere
lied
sole
ly o
n hi
s ra
ther
inad
equa
te p
ower
s of
obs
erva
tion
and
tria
l-er
ror
lear
ning
.C
ompe
tenc
y an
d fa
cilit
y ar
e ac
hiev
ed o
nly
to th
e ex
tent
the
stud
ent p
ract
ices
and
uses
the
lang
uage
. The
stu
dent
who
has
rec
eive
d so
me
basi
c tr
aini
ng in
Ger
man
und
er th
e gu
idan
ce o
f an
exp
ert t
each
erha
s a
grea
ter
chan
ce o
f ge
tting
mor
e ou
t of
his
asso
ciat
ion
with
the
Ger
man
peo
ple
on a
trip
to G
erm
any
than
will
the
stud
ent w
ho r
elie
s so
lely
upo
n pi
ckin
g up
the
lang
uage
ove
rth
ere
as h
eas
soci
ates
with
the
nativ
es.
The
Mod
elT
he q
ualit
y of
the
lang
uage
lear
ned
will
dep
end
upon
the
corr
ectn
ess
ofth
e m
odel
s th
e st
uden
t is
give
n to
itni
ta:z
in m
ost c
ases
it w
ill b
e th
e te
ache
ral
one,
in m
any
case
s th
ere
will
be
nativ
e in
fo 't
ants
, voi
ces
on ta
pes
and
rec-
ords
, and
film
pre
sent
atio
ns. Y
oung
chi
ldre
n, m
ost o
f al
l,ne
ed to
be
taug
ht b
yca
refu
l mod
elin
g an
d de
mon
stra
tion.
By
mod
elin
g th
ele
arne
r ha
s an
opp
or-
tuni
ty to
list
en, t
o se
e, to
res
pond
vic
ario
usly
. If
the
mat
eria
lis
mea
ning
ful a
ndsi
gnif
ican
t for
him
, he
perc
eive
s th
e un
it or
dia
logu
e to
be
lear
ned
as s
ome-
thin
g he
als
o w
ants
to d
o. H
e se
es th
e un
it of
lang
uage
as
aw
hole
pron
unci
a-tio
n, in
tona
tion,
ges
ture
, and
exp
ress
ion,
with
out
beco
min
g aw
are
of e
ach
as a
sepa
rate
ele
men
t. T
hus
a m
odel
or
dem
onst
ratio
n pu
ts th
e st
uden
t in
clos
eps
ycho
logi
cal r
elat
ions
hip
with
the
expe
rien
ce o
rbe
havi
or h
e w
ishe
s to
acq
uire
.T
he m
odel
mus
t be
accu
rate
and
as
near
nat
ive
aspo
ssib
le. A
t the
ver
y be
-gi
nnin
g of
lang
uage
lear
ning
, esp
ecia
lly w
hen
it is
beg
unin
the
elem
enta
rysc
hool
, it i
s ab
solu
tely
nec
essa
ry th
at th
e te
ache
r ha
s a
near
nativ
e pr
onun
cia-
tion
and
into
natio
n an
d th
at h
e is
fam
iliar
with
the
habi
ts a
nd c
usto
ms
of th
epe
ople
who
se la
ngua
ge h
e is
teac
hing
. If
he d
oes
not
have
a n
ear
nativ
e pr
o-nu
ncia
tion
and
into
natio
n, h
e m
ust r
ely
upon
goo
d m
odel
s on
film
, TV
, tap
e,or
rec
ord,
or
he m
ust f
ind
nativ
es w
ho c
ome
to th
e cl
ass
seve
ral t
imes
aw
eek
tohe
lp a
nd to
che
ck th
e pr
ogre
ss b
eing
mad
e.N
or is
the
task
fin
ishe
d w
hen
the
corr
ect m
odel
has
been
giv
en. T
he le
arne
r'sre
spon
ses
mus
t als
o at
tain
a n
ear
nativ
e qu
ality
. In
addi
tion
to th
e te
ache
r'sca
refu
l gui
danc
e in
the
clas
sroo
m,
mim
icry
-mem
oriz
atio
n dr
ills
in c
lass
room
and
labo
rato
ry s
uppl
y th
e ad
ditio
nal p
ract
ice
whi
ch d
eman
ds in
divi
dual
in-
volv
emen
t and
res
pons
e. I
f th
e le
arni
ng ta
skha
s be
en c
aref
ully
gra
ded
and
stru
ctur
ed th
e le
arne
r sh
ould
soo
n at
tain
a n
ear
nativ
e m
anip
ulat
ion
of th
atpa
rtic
ular
uni
t of
lang
uage
beh
avio
r w
hich
has
bee
nm
odel
ed f
or h
im,
Usi
ng th
e la
ngua
ge a
nd p
ract
icin
g th
e la
ngua
ge a
reof
gre
at im
port
ance
inpr
even
ting
the
stud
ent f
rom
bec
omin
gse
lf-c
onsc
ious
. It a
lso
prev
ents
a w
eak-
enin
g of
his
sel
f-co
nfid
ence
. The
teac
her's
top
job
is to
avo
id h
avin
g th
e st
u-de
nt b
ecom
e af
raid
to s
ay a
nyth
ing
for
fear
of
viol
atin
g so
me
rule
or
bein
gco
rrec
ted
ever
y tim
e he
ope
ns h
is m
outh
.O
verc
orre
ctio
n is
a n
egat
ive
dete
r-re
nt in
bui
ldin
g Sp
rach
gefi
thl.
No
skill
is e
ver
lear
ned
with
out s
ome
erro
rs.
If m
ista
kes
are
rega
rded
as
diff
icul
ties
to b
e ov
erco
me
rath
er th
an s
omet
hing
to b
e pu
nish
ed a
nd r
idic
uled
the
teac
her
build
s th
e ba
sis
for
a po
sitiv
e at
titud
ein
the
stud
ent t
owar
d le
arni
ng f
rom
his
mis
take
sju
st a
s an
y in
telli
gent
per
son
does
. Whe
n a
stud
ent p
ract
ices
his
dri
llskn
owin
g th
at th
is is
the
way
he
shou
lddo
it to
ove
rcom
e th
e pa
rtic
ular
dif
ficu
ltyhe
has
with
the
lang
uage
, the
lear
ning
to d
o by
doi
ng is
inte
llige
nt le
arni
ngra
ther
than
the
blin
d tr
ial-
erro
r ac
tivity
one
so o
ften
see
s in
lang
uage
clas
sroo
m a
nd la
bora
tory
.6
An
impo
rtan
t fun
ctio
n in
a la
ngua
ge te
ache
r's d
utie
sis
to a
djus
t the
con
tent
and
activ
ities
in h
is c
lass
to th
e le
vels
of
insi
ght
his
stud
ents
hav
e so
that
the
poss
ibili
ties
of e
rror
will
be
redu
ced
to a
min
imum
.T
he te
ache
r pr
ovid
es th
eex
peri
ence
s by
teac
hing
spe
ech
patte
rns
thro
ugh
activ
ities
com
preh
ende
d by
and
part
icul
arly
sui
ted
to th
e le
arne
r's a
ge g
roup
.M
eani
ng is
pro
vide
d by
shor
t con
vers
atio
ns a
nd n
arra
tives
whi
ch c
an b
eut
ilize
d in
the
ever
y-da
y si
t-ua
tions
of
the
lear
ner
and
his
peer
s.In
the
deve
lopm
ent o
f th
e pa
ssiv
e sk
ills,
list
enin
gan
d re
adin
g, th
e te
ache
rm
ust d
evel
op f
ollo
w-u
p m
ater
ials
whi
ch d
eman
d ov
ert,
activ
e re
spon
ses
eith
eror
ally
or
in w
ritin
g. H
ere
the
lear
ning
task
shou
ld c
onsi
st o
f lis
teni
ng o
r re
ad-
ing
for
a sp
ecif
ic id
ea, s
ecur
ing
a pa
rtic
ular
bit o
f in
form
atio
n, o
r so
lvin
g a
prob
lem
or
a ta
sk w
hich
is o
f si
gnif
ican
ce to
the
youn
gste
r.T
his
will
ass
ure
the
teac
her
that
the
lear
ner
is a
ctiv
ely
invo
lved
with
wha
teve
r he
is li
sten
ing
to o
rre
adin
g.T
he te
ache
r m
ust a
lway
s re
mem
ber
that
expl
anat
ions
, dri
lls, a
nd e
xerc
ises
are
exce
edin
gly
help
ful,
but p
rim
acy
mus
t be
give
n to
abu
ndan
topp
ortu
nitie
sfo
r th
e st
uden
t to
hear
and
rea
d th
ela
ngua
ge in
nat
ural
situ
atio
ns to
dev
elop
a di
scri
min
atin
g ea
r an
d ey
e,an
d to
spe
ak a
nd w
rite
the
lang
uage
in e
mul
atio
nof
goo
d m
odel
s.
Prac
tice
Mea
ning
ful p
ract
ice
task
s m
ust i
ncor
pora
te f
requ
entr
epet
ition
to b
ring
abo
uten
ough
ove
rlea
rnin
g to
gua
rant
ee r
eten
tion.
A d
rill
or a
nex
erci
se is
not
ap-
prop
riat
e un
less
the
unit
of la
ngua
ge b
ehav
ior
prac
ticed
res
ults
in th
e m
ost
effi
cien
t acq
uisi
tion
of th
e sk
ill d
esir
ed. I
nm
aste
ring
lang
uage
the
appr
opri
ate
drill
s an
d ex
erci
ses
dem
and
muc
h re
petit
ion.
One
doe
s no
t lea
rn to
type
, pla
yth
e pi
ano,
or
spea
k a
fore
ign
lang
uage
with
out
cons
ider
able
rep
etiti
ve p
rac-
tice.
Mim
icry
-mem
oriz
atio
n dr
ills,
sub
stitu
tion
and
tran
sfor
mat
ion
drill
s ha
bitu
-at
e as
soci
atio
ns. H
owev
er, t
he e
ffic
ient
lear
ning
of
a sk
ill r
equi
res
a de
licat
eba
lanc
e be
twee
n re
petit
ion
and
unde
rsta
ndin
g.M
ere
repe
titio
n is
not
eno
ugh.
The
pra
ctic
e m
ust h
ave
a pu
rpos
e. T
hele
arne
r m
ust u
nder
stan
d w
hat h
e is
doin
g an
d w
hy h
e is
doi
ng it
in th
e m
anne
rpre
scri
bed.
The
teac
her
can
neve
ras
sum
e th
at a
stu
dent
's c
orre
ctve
rbal
res
pons
e si
gnif
ies
unde
rsta
ndin
g.D
rills
and
prac
tice
exer
cise
s m
ust b
e co
nstr
ucte
din
suc
h a
man
ner
that
th-
e:T
uden
tsar
e on
the
aler
t eve
ry m
inut
eof
the
drill
per
iod.
Ove
rlea
rnin
g co
nsol
idat
es c
hang
es in
beha
vior
whi
ch a
re p
erm
anen
tly d
e-si
rabl
e. P
rofi
cien
cy in
a m
odem
lang
uage
resu
lts o
nly
whe
n th
e le
arne
r ul
ti-m
atel
y as
soci
ates
all
the
corr
ect r
espo
nses
with
the
appr
opri
ate
cues
. For
ex-
ampl
e, th
e ch
ange
in a
stu
dent
'sla
ngua
ge b
ehav
ior
has
com
e ab
out o
nly
whe
nth
e st
uden
t lea
rnin
g Sp
anis
h w
illau
tom
atic
ally
use
the
form
al U
STE
D f
orm
(res
pons
e) w
hen
addr
essi
ng th
e te
ache
r(c
ue)
or a
n ad
ult (
cue)
, but
the
fa-
mili
ar T
U f
orm
(re
spon
se)
whe
nta
lkin
g to
his
pee
rs (
cues
). T
he im
port
ant
fact
or is
that
the
.gill
s an
d pr
actic
eex
erci
ses
are
as s
imila
r as
pos
sibl
e to
the
real
situ
atio
ns f
or w
hich
they
are
supp
osed
to p
repa
re th
e st
uden
ts.
Dis
trib
uted
Ver
sus
Mas
sed
Prac
tice
Tea
cher
s in
juni
or a
nd s
enio
r hi
ghsc
hool
s ne
ed to
th ik
ser
ious
ly a
bout
the
arra
ngem
ent a
nd le
ngth
of
time
spen
t on
lear
ning
task
s su
ch a
s dr
ills
and
prac
-tic
e ex
erci
ses
in th
eir
mod
ern
lang
uage
clas
ses.
In
the
elem
enta
ry s
choo
l the
clas
sroo
m te
ache
r is
fre
e to
man
ipul
ate
the
time
arra
ngem
ents
of
the
lear
ning
Fin
task
s sh
e m
ust h
andl
e ev
ery
day.
In
the
lear
ning
of
skill
s su
ch a
s ar
e re
quir
edin
a m
oder
n la
ngua
ge th
e te
ache
r ne
eds
to k
now
how
bes
t to
carr
y ou
t the
drill
and
pra
ctic
e se
ssio
ns n
eede
d to
mak
e th
e la
ngua
ge f
unct
iona
l and
aut
o-m
atic
.*-
Dri
lls a
nd p
ract
ice
sess
ions
can
be
pres
ente
d in
sm
all o
r la
rge
dose
s. W
hen
prac
tice
is c
once
ntra
ted
in lo
ng, u
nint
erru
pted
per
iods
, it i
s m
asse
d pr
actic
e;w
hen
it is
dis
trib
uted
ove
r a
peri
od o
f tim
e, it
is d
istr
ibut
ed o
r sp
aced
pra
ctic
e.St
udie
s co
ncer
ned
with
the
rela
tive
effe
ctiv
enes
s of
the
two
trea
tmen
ts in
ver
bal
lear
ning
sho
w th
at f
or b
est r
esul
ts p
ract
ice
shou
ld b
e sp
aced
. A f
ew d
rills
and
prac
tice
exer
cise
s da
ily f
or a
wee
k w
ill g
ive
bette
r re
sults
than
man
y su
ch d
rills
and
exer
cise
s bu
nche
d in
one
long
ses
sion
.T
he s
hort
er th
e pr
actic
e se
ssio
n th
e gr
eate
r th
e le
arni
ng th
at o
ccur
s. E
xper
i-m
ents
that
wor
ked
with
pra
ctic
e pe
riod
s of
15,
30,
45,
and
60
min
utes
inle
ngth
sho
wed
the
30 m
inut
e pr
actic
e pe
riod
to b
e th
e m
ost e
ffec
tive.
The
op-
timal
leng
th a
nd s
paci
ng o
f th
e pr
actic
es d
epen
d up
on th
e ki
nd o
f le
arni
ngta
sk a
nd th
e ag
e of
the
lear
ner.
Res
earc
h fi
nds
that
larg
e am
ount
s of
mat
eria
l in-
tend
ed to
be
over
leam
ed s
houl
d be
spr
ead
over
sev
eral
per
iods
. Dif
ficu
lt m
a-te
rial
s re
quir
e th
at p
erio
ds b
e sh
orte
r th
an f
or e
asy
mat
eria
ls. Y
oung
chi
ldre
nsh
ould
hav
e sh
orte
r le
arni
ng p
erio
ds th
an o
lder
stu
dent
s.W
hen
the
amou
nt o
f w
ork
invo
lved
in le
arni
ng is
gre
at, w
hen
the
mat
eria
lto
be
lear
ned
is c
ompl
ex o
r no
t par
ticul
arly
mea
ning
ful,
whe
n th
e po
ssib
ility
of
mak
ing
erro
rs is
like
ly to
be
high
or
whe
n m
otiv
atio
n is
low
or
the
amou
nt o
fef
fort
req
uire
d hi
gh, t
he p
ract
ice
shou
ld b
e sp
aced
.M
asse
d pr
actic
e pe
riod
s ar
e fa
vora
ble
if th
e ta
sk is
hig
hly
mea
ning
ful,
whe
nin
sigh
tful
lear
ning
is p
ossi
ble,
whe
n th
e m
ater
ial h
as p
revi
ousl
y be
en o
ver-
lear
ned
but d
urin
g a
prol
onge
d tim
e in
terv
al th
e fo
rget
ting
has
been
gre
at,
whe
n pe
ak p
erfo
rman
ce is
req
uire
d on
task
s al
read
y w
ell k
now
n, o
r w
hen
pro-
long
ed w
arm
-up
peri
ods
are
nece
ssar
y to
bec
ome
invo
lved
in th
e ta
sk. F
orex
ampl
e, a
stu
dent
has
had
thre
e ye
ars
of F
renc
h in
his
ear
ly h
igh
scho
ol y
ears
and
find
s he
has
bee
n gi
ven
the
oppo
rtun
ity to
spe
nd h
is ju
nior
yea
r of
col
lege
stud
ying
at a
Fre
nch
univ
ersi
ty. I
n th
e in
terv
enin
g th
ree
year
s he
fee
ls th
at h
eha
s fo
rgot
ten
mos
t of
his
Fren
ch. T
wo
to th
ree
wee
ks o
f hi
ghly
con
cent
rate
dpr
actic
e an
d re
view
with
the
assi
stan
ce o
f ta
pes
and
reco
rds
wou
ld e
nabl
e hi
mto
rec
all h
is p
revi
ous
lear
ning
qui
ckly
. The
spe
ed w
ith w
hich
he
reca
lls th
ela
ngua
ge d
epen
ds o
n th
e de
gree
of
over
lear
ning
in h
is p
revi
ous
lear
ning
of
the
lang
uage
.N
ew ta
sks
shou
ld b
e gi
ven
to c
hild
ren
in s
mal
l qua
ntiti
es w
ith s
hort
initi
alpr
actic
es a
nd s
hort
res
t int
erva
ls. G
radu
al le
ngth
enin
g of
the
prac
tice
peri
ods
shou
ld f
ollo
w. T
his,
of
cour
se, i
s ne
cess
ary
in o
rder
to d
o a
good
job
of r
e-en
teri
ng p
revi
ousl
y le
arne
d m
ater
ials
. The
dai
ly p
ract
ice
sess
ion
prom
otes
re-
tent
ion
of le
arni
ng a
nd f
aste
r re
call
whe
n th
e la
ngua
ge is
nee
ded
in a
spo
n-ta
neou
s si
tuat
ion.
Rev
iew
Sinc
e pe
rman
ent r
ecal
l, or
hab
ituat
ion
is th
e A
IM in
lear
ning
a m
oder
n la
n-gu
age,
lear
ning
to th
e po
int o
f im
med
iate
rec
all o
r re
cogn
ition
is n
ot s
uffi
cien
t.T
he s
kills
mus
t be
over
leam
ed. L
earn
ing
a la
ngua
ge is
a c
umul
ativ
e pr
oces
san
d is
dep
ende
nt u
pon
prev
ious
ly a
cqui
red
know
ledg
e. T
o se
cure
ret
entio
nst
uden
ts s
houl
d re
view
fre
quen
tly, a
t sho
rt in
terv
als,
alm
ost i
mm
edia
tely
aft
er
7
the
orig
inal
lear
ning
has
take
n pl
ace
and
then
aft
er lo
nger
and
long
er in
terv
als
as th
e tim
e fr
om th
e or
igin
al le
arni
ng in
crea
ses.
Freq
uent
or
even
dai
ly r
evie
w p
reve
nts
the
dele
teri
ous
effe
cts
offa
tigue
and
inte
rfer
ence
due
to th
e pi
ling
up o
f to
o m
uch
mat
eria
l at a
sin
gle
sitti
ng.T
hey
give
the
stud
ent n
umer
ous
oppo
rtun
ities
for
con
solid
atin
g an
din
tegr
atin
g th
em
ater
ials
he
has
lear
ned
in a
s m
any
diff
eren
t way
s as
the
teac
her
prov
ides
for
him
. Fre
quen
t tes
ting
stim
ulat
es r
evie
w a
nd h
as a
sal
utar
yef
fect
on
rete
n-tio
n. B
ut te
stin
g m
ust b
e re
gard
ed a
s a
mea
ns o
f pr
omot
ing
lear
ning
rat
her
than
mea
suri
ng it
.In
the
new
mat
eria
ls b
eing
dev
elop
ed f
or th
e le
arni
ng o
fFr
ench
, Ger
man
,Sp
anis
h, a
nd R
ussi
an, t
he d
ialo
gue,
con
vers
atio
ns, d
rills
, pra
ctic
e ex
erci
ses,
and
narr
ativ
es in
corp
orat
e in
sys
tem
atic
fas
hion
pre
viou
sly
lear
ned
utte
ranc
esan
dst
ruct
ure
- to
pro
vide
a c
onst
ant r
evie
w o
f th
e ea
rlie
r m
ater
ials
lear
ned.
Whe
n st
uden
ts s
tart
to r
ead
and
wri
te th
e la
ngua
ge th
e re
view
mat
eria
lsde
-ve
lope
d sh
ould
dem
and
reca
ll. R
e-re
adin
g or
re-
liste
ning
is n
ot e
noug
h.T
rue-
fals
e or
mul
tiple
cho
ice
item
s, a
nsw
erin
g qu
estio
ns, c
hang
ing
a na
rrat
ive
into
a pl
ay o
r vi
ce v
ersa
, wri
ting
shor
t ski
ts,
revi
ewin
g th
e pl
ot o
f a
stor
y, w
ritin
ga
char
acte
r sk
etch
, a d
escr
iptio
n of
asi
tuat
ion
thes
e ar
e on
ly a
few
of
the
tech
niqu
es u
sed
to r
evie
w a
nd f
ixat
e th
e or
igin
al le
arni
ng.
Rei
nfor
cem
ent O
r R
ewar
dT
he a
cqui
ring
of
a ne
w h
abit
or b
ehav
ior
is b
roug
ht a
bout
by
cond
ition
ing
stim
ulus
-res
pons
ean
d by
rei
nfor
cem
ent.
Any
res
pons
e or
utte
ranc
e w
hich
brin
gs a
rew
ard
is le
arne
d m
ore
easi
ly. I
f th
e le
arne
r kn
ows
wha
t he
is d
oing
and
the
purp
ose
for
his
doin
g it,
kno
win
g th
at h
e is
doi
ng it
cor
rect
ly is
a r
e-w
ard
in it
self
and
will
rei
nfor
ce h
is b
ehav
ior.
Rew
ardi
ng o
r re
info
rcin
g a
de-
sire
d re
spon
se h
as a
tend
ency
to in
crea
se th
e pr
obab
ility
that
the
resp
onse
will
be r
epea
ted
agai
n in
a s
imila
r si
tuat
ion.
Dri
lls a
nd p
ract
ice
exer
cise
s sh
ould
be
arra
nged
so
that
whe
n a
stud
ent m
akes
a co
rrec
t res
pons
e he
is im
med
iate
ly r
ewar
ded.
A s
mile
and
a n
od o
f th
ehe
adaf
ter
a co
rrec
tly g
iven
res
pons
e is
mor
e ef
fect
ive
than
any
big
rew
ard
give
nla
ter.
Mar
ks o
n te
sts
retu
rned
sev
eral
day
s af
ter
bein
g gi
ven
do n
ot h
ave
muc
hle
arni
ng v
alue
. Lan
guag
e la
bora
tory
dri
lls a
nd e
xerc
ises
are
bas
ed o
n im
med
iate
rein
forc
emen
t. Pr
ogra
med
sel
f-in
stru
ctio
n is
eff
ectiv
e to
a c
onsi
dera
ble
degr
eebe
caus
e kn
owle
dge
of s
ucce
ss is
fed
bac
k im
med
iate
ly a
fter
the
lear
ner
re-
spon
ds.
The
rea
l ski
ll of
the
teac
her
is s
how
n no
t in
corr
ectin
g or
pun
ishi
ng b
ut in
crea
ting
situ
atio
ns in
whi
ch th
e le
arne
r ca
nnot
hel
p re
spon
d co
rrec
tly. R
ewar
d-in
g is
mor
e ef
fect
ive
than
cri
ticiz
ing
and
ridi
culin
g. T
hese
hav
e un
cert
ain
ef-
fect
s up
on le
arni
ng. T
hey
mos
t lik
ely
brin
g ab
out a
void
ance
tend
enci
es o
n th
epa
rt o
f th
e le
arne
r an
d a
min
d-se
t is
esta
blis
hed
agai
nst l
earn
ing
the
lang
uage
whi
ch p
reve
nts
any
furt
her
prog
ress
. The
rel
atio
nshi
p be
twee
n th
e le
arne
r, th
ecl
assr
oom
situ
atio
n, a
nd th
e te
ache
r is
als
o di
stur
bed.
For
rein
forc
emen
t or
rew
ard
to p
lay
a m
axim
um r
ole
in le
arni
ng, t
he s
truc
-tu
re o
r ut
tera
nce
to b
e re
info
rced
mus
t pro
gres
s fr
om th
e si
mpl
e to
the
com
-pl
ex. T
he c
aref
ul in
trod
uctio
n of
onl
y on
e el
emen
t at a
tim
e, s
ubst
itutio
n an
dtr
ansf
orm
atio
n ex
erci
ses
and
drill
sal
l the
se n
ewer
tech
niqu
es in
teac
hing
lang
uage
red
uce
the
poss
ibili
ty o
f er
ror
alm
ost t
o th
e ze
ro p
oint
. It i
s es
timat
edth
at in
a p
rope
rly
cond
ucte
d le
arni
ng e
xper
ienc
e th
e st
uden
t sho
uld
mak
e th
eco
rrec
t res
pons
e 95
per
cent
of
the
time.
Prov
: ',I
ng th
e le
arne
r w
ith a
kno
wle
dge
of r
esul
ts a
nd h
elpi
ng h
im le
arn
how
to o
verc
ome
his
erro
rs is
pro
babl
y th
e m
ost d
iffi
cult
task
the
teac
her
has
tofa
ce in
a g
roup
situ
atio
n. T
he p
rinc
iple
of
rein
forc
emen
t if
carr
ied
out c
on-
scie
ntio
usly
wou
ld in
crea
se th
e le
arni
ng o
f st
uden
ts r
emar
kabl
y. E
qual
ly im
-po
rtan
t is
the
fact
that
err
oneo
us r
espo
nses
, if
not c
orre
cted
imm
edia
tely
, per
-si
st. I
f th
e le
arne
r m
akes
err
ors
whi
ch a
re n
ot c
orre
cted
, he
tend
s to
acc
ept
and
reta
in th
em a
s co
rrec
t. O
nce
thes
e er
rors
are
ingr
aine
d it
is a
lmos
t im
-po
ssib
le to
era
dica
te th
em. I
f im
med
iate
and
pos
itive
rei
nfor
cem
ent l
eads
toin
crea
sed
lear
ning
and
ret
entio
n, th
e la
ngua
ge in
stru
ctor
sho
uld
utili
ze th
iste
chni
que
in a
s m
any
way
s as
pos
sibl
e.
Tra
nsfe
r of
Tra
inin
gIt
is p
ossi
ble
to p
ract
ice
a sk
ill p
erfe
ctly
but
so
diff
eren
tly f
rom
the
way
it is
actu
ally
to b
e us
ed th
at th
ere
is a
lmos
t no
tran
sfer
fro
mon
e si
tuat
ion
to a
noth
er.
A g
reat
dea
l of
fore
ign
lang
uage
act
ivity
can
be
so c
ateg
oriz
ed. V
erbs
are
prac
ticed
in is
olat
ion;
the
voca
bula
ry is
dif
fere
nt f
rom
that
use
d in
the
situ
a-tio
ns in
whi
ch th
e st
uden
t fin
ds h
imse
lf; o
ral a
nd w
ritte
n dr
ills
and
exer
cise
sar
e in
the
form
of
disc
onne
cted
exe
rcis
es w
hich
are
like
jigs
aw p
uzzl
es r
athe
rth
an in
the
form
of
mea
ning
ful t
opic
s no
rmal
ly f
ound
in r
eadi
ng, w
ritin
g, a
ndco
nver
satio
n. A
stu
dent
with
his
min
d se
t on
form
and
mec
hani
cs m
ight
do
exce
llent
wor
k in
tran
slat
ing
exer
cise
s an
d fa
il m
iser
ably
in th
e w
ritin
g of
a le
t-te
r, c
arry
ing
on th
e gi
ve a
nd ta
ke o
f no
rmal
con
vers
atio
n, o
r de
liver
ing
a re
-po
rt o
n a
subj
ect o
f co
ncer
n to
the
clas
s. T
hus,
pra
ctic
e m
ay b
e pe
rfec
t but
the
resu
lts a
re q
uest
iona
ble
sinc
e tr
ansf
er is
han
dica
pped
by
diff
eren
ces
in th
e le
arn-
ing
situ
atio
n an
d th
e ac
tual
situ
atio
n in
whi
ch th
e la
ngua
ge s
kills
are
to b
eap
plie
d. T
rans
fer
occu
rs o
nly
whe
n th
ere
is a
clo
se s
imila
rity
of
the
com
-po
nent
ele
men
ts o
r w
hen
the
lear
ner
has
the
abili
ty to
gen
eral
ize
and
appl
yw
hat h
e le
arns
to v
ario
us s
ituat
ions
. Tra
nsfe
r ca
nnot
be
take
n fo
r gr
ante
d. T
hest
uden
t's a
bilit
y to
ana
logi
ze a
nd to
see
app
licat
ions
dep
ends
upo
n hi
s ba
ck-
grou
nd o
f ex
peri
ence
, his
leve
l of
insi
ght,
and
his
prev
ious
con
ditio
ning
in th
isdi
rect
ion.
Inte
rfer
ence
The
re is
an
auto
mat
ic tr
ansf
er in
the
lear
ning
of
a se
cond
lang
uage
of
whi
chth
e te
ache
r m
ust b
e aw
are.
It i
s us
ually
cal
led
inte
rfer
ence
, the
inte
rfer
ence
of
the
spee
ch p
atte
rns
of o
ne's
nat
ive
lang
uage
. Int
erfe
renc
e ca
n be
alm
ost n
egli-
gibl
e as
in th
e ca
se o
f th
e bi
lingu
al w
ho le
arns
his
lang
uage
dur
ing
child
hood
.T
his
fact
als
o sp
eaks
for
the
intr
oduc
tion
of f
orei
gn la
ngua
ge a
t an
earl
y ag
ele
vel,
sinc
e th
e ad
oles
cent
and
adu
lt ca
n fi
nd th
is in
terf
eren
ce a
con
side
rabl
eha
ndic
ap.
The
teac
her
mus
t con
stan
tly b
e aw
are
of a
nd ,i
ve s
peci
al e
mph
asis
to th
epo
ints
of
inte
rfer
ence
. The
aut
omat
ic tr
ansf
er o
f th
e le
arne
r's n
ativ
e sp
eech
habi
ts m
ust b
e dr
illed
out
of
him
. The
men
tal s
et o
f th
e cl
ass
mus
t be
com
-pl
etel
y in
the
fore
ign
lang
uage
env
iron
men
t. A
fter
the
stru
ctur
es w
hich
inte
r-fe
re w
ith e
ach
othe
r in
the
two
lang
uage
s ha
ve b
een
care
fully
exa
min
ed th
epr
actic
e w
ork
and
all o
ther
act
iviti
es o
f th
e cl
ass
mus
t be
stee
ped
in th
e fo
r-ei
gn la
ngua
ge a
nd it
s m
ilieu
. Eng
lish
mus
t be
rule
d ou
t. T
he s
tude
nt m
ust n
oton
ly g
et a
n au
tom
atic
fee
l of
the
lexi
cal m
eani
ngs
of th
e m
odem
lang
uage
but
mos
t of
all h
e m
ust g
et th
e fe
el o
f th
e st
ruct
ural
mea
ning
s or
, in
othe
r w
ords
,th
e gr
amm
atic
al m
eani
ngs
of th
e pa
ttern
s.
8
Dis
crim
inat
ion
Eld
on a
nd G
ener
aliz
atio
nT
he s
tude
nt h
as o
ne o
ther
abi
lity
whi
ch c
an a
ssis
t him
imm
easu
rabl
y in
ac-
quir
ing
new
lear
ning
his
abili
ty to
per
ceiv
e co
nfig
urat
ions
or
patte
rns,
his
abili
ty to
dis
crim
inat
e an
d to
gen
eral
ize.
The
se c
an b
e of
gre
at v
alue
to h
im in
lear
ning
a f
orei
gn la
ngua
ge.
Any
lang
uage
is a
n el
abor
ate
syst
em o
f pa
ttern
s. T
he p
atte
rns
of o
ne's
nat
ive
lang
uage
are
man
ipul
ated
aut
omat
ical
ly w
ithou
t thi
nkin
g. T
hous
ands
of
stim
u-lu
s-re
spon
se s
ituat
ions
hav
e br
ough
t thi
s ab
out.
No
alre
ady
esta
blis
hed
syst
emof
spe
ech
patte
rns
of a
noth
er la
ngua
ge in
terf
ere.
Lea
rnin
g su
ch a
s ta
kes
plac
ein
acq
uiri
ng o
ur o
wn
nativ
e la
ngua
ge d
eman
ds a
long
per
iod
of ti
me,
a p
li-ab
le m
ind,
and
an
envi
ronm
ent w
hich
tole
rate
s on
ly th
e sp
eaki
ng o
f th
at s
pe-
cifi
c la
ngua
ge.
In th
e fo
rmal
sch
ool s
ituat
ion
such
con
ditio
ns a
re a
lmos
t im
poss
ible
toac
hiev
e. T
his
mea
ns u
se m
ust b
e m
ade
of e
very
abi
lity
the
stud
ent h
as to
hel
phi
m a
ttain
the
sam
e ki
nd o
f co
ntro
l of
the
fore
ign
lang
uage
that
he
has
of h
isow
n an
d th
is a
ttain
men
t mus
t be
acco
mpl
ishe
d in
a s
hort
er p
erio
d of
tim
e. T
hest
imul
i-re
spon
ses
of th
e dr
ills
and
prac
tice
exer
cise
s m
ust b
e so
des
igne
d th
atth
e st
uden
t bec
omes
aw
are
of th
e w
ay th
e la
ngua
ge is
str
uctu
red.
The
new
fore
ign
lang
uage
mat
eria
ls a
re v
ery
care
fully
doi
ng th
is. T
his
does
not
mea
nm
aste
ring
gra
mm
atic
al te
rmin
olog
y an
d do
zens
of
rule
s. T
he c
hief
aim
is th
atth
e st
uden
t is
mad
e co
nsci
ous
of th
e co
nstr
uctio
ns o
f th
e la
ngua
ge a
nd h
owth
ey f
ollo
w a
def
inite
pat
tern
. The
abi
lity
of th
e st
uden
t to
perc
eive
this
de-
pend
s up
on h
is in
telli
genc
e. I
t will
take
man
y m
ore
exer
cise
s an
d an
alog
ies
for
the
less
inte
llige
nt s
tude
nt. E
duca
tiona
l psy
chol
ogis
ts h
ave
foun
d a
high
cor
-re
latio
n be
twee
n I.
Q. a
nd a
stu
dent
's a
bilit
y to
man
ipul
ate
the
gram
mar
or
stru
ctur
al s
yste
m o
f th
e la
ngua
ge w
hen
he le
arns
it a
t a la
ter
age.
The
per
cept
ion
of a
pat
tern
, how
eer,
doe
s no
t mea
n th
at th
e st
uden
t cea
ses
prac
ticin
g hi
s dr
ills
and
exer
cise
s. H
e ha
s no
t yet
mas
tere
d th
e pa
ttern
alth
ough
he is
wel
l on
the
road
to d
oing
so.
To
use
patte
rns
and
stru
ctur
es a
utom
atic
ally
mea
ns c
ontin
uing
to d
rill
and
prac
tice
them
in v
arie
d co
ntex
ts a
nd s
ituat
ions
until
they
hav
e be
en o
verl
earn
ed. O
nly
such
pra
ctic
e ca
n gi
ve th
e m
aste
ryw
ante
d.T
he e
xam
ples
and
illu
stra
tions
use
d in
the
drill
s an
d ex
erci
ses
shou
ld r
elat
ecl
osel
y to
the
lear
ner's
leve
l of
mat
urity
and
his
inte
rest
s. I
f th
ese
drill
s ar
ebu
ilt in
to m
eani
ngfu
l con
text
and
in m
any
diff
eren
t situ
atio
ns, t
he in
telli
gent
stud
ents
, som
e of
who
m b
alk
afte
r ha
ving
dis
cove
red
the
way
a s
peci
fic
stru
c-tu
re w
orks
, will
fin
d ov
erle
arni
ng a
muc
h m
ore
pala
tabl
e ta
sk.
The
num
ber
and
vari
ety
of e
xam
ples
req
uire
d be
fore
a s
tude
nt p
erce
ives
apa
ttern
dep
ends
upo
n hi
s ab
ility
. The
teac
her
mus
t pro
vide
muc
h pr
actic
e an
dgu
ided
obs
erva
tion
so th
at th
e st
uden
t will
gen
eral
ize
and
tran
sfer
a p
artic
ular
mod
e of
res
pons
e. H
e w
ill h
ave
to d
o m
uch
mor
e of
this
for
the
less
abl
e st
u-de
nt th
an f
or th
e in
tcili
gent
stu
dent
.T
he g
ener
aliz
atio
n sh
ould
com
e fr
om th
e st
uden
t. A
gen
eral
izat
ion
disc
over
edby
a s
tude
nt is
mor
e pe
rman
ently
ret
aine
d th
an o
ne g
iven
by
the
teac
her
orfo
und
in th
e te
xtbo
ok. I
t may
take
a li
ttle
long
er b
ut th
e re
sults
are
mor
e re
-w
ardi
ng. T
he s
tude
nt h
as le
arne
d to
do
by d
oing
.T
he p
roce
sses
of
disc
rim
inat
ing
and
gene
raliz
ing
need
to b
e ca
refu
lly n
ur-
ture
d an
d de
velo
ped.
Und
erst
andi
ng a
pri
ncip
le a
bout
how
a s
truc
ture
wor
ksim
prov
es tr
ansf
er to
new
situ
atio
ns. W
e do
not
alw
ays
know
whe
ther
the
lan-
)
guag
e th
e st
uden
t is
lear
ning
will
be
the
lang
uage
he
may
use
late
r in
life
. Sho
uld
he n
eed
anot
her,
trai
ning
bas
ed o
n th
e ab
ove
prin
cipl
es w
ill b
e of
gre
at h
elp
tohi
m in
the
acqu
isiti
on o
f hi
s th
ird
and
four
th la
ngua
ge.
Ref
eren
ce T
o E
xper
ienc
eT
he u
nkno
wn
cann
ot b
e ap
prec
iate
d or
exp
erie
nced
exc
ept i
n te
rms
of th
ekn
own.
It i
s ri
dicu
lous
for
stu
dent
s to
lear
n th
e w
orki
ng p
rinc
iple
s of
a la
n-gu
age
in te
rms
of a
gra
mm
atic
al te
rmin
olog
y m
ore
diff
icul
t at t
imes
than
the
fore
ign
lang
uage
itse
lf. S
tude
nts
can
read
ily m
emor
ize
rule
s an
d de
fini
tions
with
out a
pply
ing
this
kno
wle
dge
to th
e la
ngua
ge it
self
. Red
ucin
g gr
amm
atic
alte
rmin
olog
y to
a m
inim
um is
a r
eal n
eed
in th
e le
arni
ng o
f fo
reig
n la
ngua
ges.
"The
sec
ond
pers
on s
ingu
lar
subj
ect p
rono
un"
can
mor
e ea
sily
be
unde
rsto
odif
rew
orde
d "t
he w
ord
you.
" In
stea
d of
say
ing
"the
def
inite
art
icle
" it
is m
uch
clea
rer
to th
e st
uden
t to
say
"the
wor
d th
e."
The
tim
e an
d ef
fort
con
sum
ed in
expl
aini
ng g
ram
mat
ical
term
s ca
n be
bet
ter
allo
cate
d to
act
ive
use
of th
e la
n-gu
age
itsel
f.In
the
area
of
pron
unci
atio
n st
uden
ts c
an b
e ta
ught
to d
iscr
imin
ate
soun
dsm
ore
effe
ctiv
ely
and
to n
otic
e th
e su
btle
dif
fere
nces
in p
ronu
ncia
tion
by c
om-
pari
ng th
e pr
onun
ciat
ion
of c
erta
in id
entic
al c
ogna
tes
in th
e le
arne
r's la
ngua
gean
d th
e ta
rget
lang
uage
. Und
er th
e te
ache
r's g
uida
nce
the
stud
ents
will
be
able
to h
ear
for
them
selv
es th
ese
diff
eren
ces
betw
een
the
fore
ign
soun
ds a
nd th
eir
near
est a
ppro
xim
atio
n in
the
nativ
e to
ngue
.In
the
area
of
read
ing
and
voca
bula
ry b
uild
ing
the
prin
cipl
e of
ref
eren
ce to
expe
rien
ce a
lso
play
s a
sign
ific
ant r
ole.
The
re a
re a
gre
at m
any
cogn
ates
am
ong
the
Wes
tern
Eur
opea
n la
ngua
ges.
Thi
s st
ock
of c
ogna
tes
can
prov
ide
an e
f-fe
ctiv
e nu
cleu
s in
term
s of
whi
ch th
e m
eani
ngs
of th
e no
n-co
gnat
e w
ords
can
be e
xpla
ined
. Of
cour
se, t
hey
are
inte
nded
onl
y to
sug
gest
the
mea
ning
. Ma-
teri
als
deve
lope
d w
ith th
is te
chni
que
faci
litat
e co
mpr
ehen
sion
and
wou
ld m
ake
poss
ible
the
use
of m
ore
idio
mat
ic v
ocab
ular
y co
nstr
uctio
ns, m
ore
mat
ure
in-
form
atio
nal c
onte
nt w
ithou
t dis
trac
ting
the
stud
ents
fro
m th
e th
ough
t exp
ress
edby
con
stan
t voc
abul
ary
thum
bing
. At t
he in
term
edia
te le
vel t
he p
aren
thet
ic u
seof
non
-cog
nate
wor
ds w
hich
hav
e al
read
y be
en a
ssim
ilate
d by
the
stud
ent s
erve
sa
sim
ilar
purp
ose.
Fore
ign
wor
ds a
nd u
ttera
nces
are
bes
t lea
rned
and
ret
aine
d w
hen
pres
ente
din
con
text
, in
asso
ciat
ion
with
obj
ects
, act
ions
, and
con
ditio
ns w
hich
are
thei
rre
fere
nts.
Aut
hent
ic r
epre
sent
atio
n of
situ
atio
ns a
s th
ey o
ccur
in r
eal l
ife
is th
usth
e be
st w
ay to
con
vey
wor
ds a
nd u
ttera
nces
whi
ch th
e le
arne
r is
like
ly to
use
.A
dia
logu
e in
the
clas
sroo
m b
etw
een
stud
ents
wou
ld n
ot li
kely
incl
ude
rand
omst
atem
ents
like
, "T
his
is a
gre
en h
at."
"T
his
is a
blu
e dr
ess,
" fo
r ex
ampl
e.H
owev
er, i
n a
role
-pla
ying
dia
logu
e w
hich
rep
rese
nts
an e
xcha
nge
of s
tate
-m
ents
bet
wee
n a
mot
her
and
her
child
the
com
mun
icat
ion
wou
ld li
kely
be
asfo
llow
s:Jo
hn: W
here
is m
y gr
een
hat,
Mot
her?
Mot
her:
I th
ink
you
left
it in
the
car.
The
mea
ning
fuln
ess
of th
e ph
rase
"gr
een
hat"
is a
cqui
red
thro
ugh
its r
elat
ion-
ship
to o
ther
wor
ds a
nd s
ente
nces
in th
e di
alog
ue a
nd is
mor
e ap
t to
be u
sed
ina
real
situ
atio
n. P
ract
ice
exer
cise
s th
us b
ecom
e th
e pr
otot
ype
for
the
unit
ofbe
havi
or o
r la
ngua
ge th
e le
arne
r w
ants
to a
cqui
re. A
gre
at h
elp
in a
cqui
ring
mea
ning
s in
lang
uage
lear
ning
is th
e de
velo
pmen
t of
expe
rien
ces
with
the
use
of v
isua
l aid
s su
ch a
s ch
arts
, illu
stra
tions
, film
stri
ps, s
lides
, and
sho
rt f
ilms.
9
Insu
ring
mea
ning
fuln
ess
thro
ugh
refe
renc
es to
the
expe
rien
ces
a st
uden
t has
mak
es f
or e
ase
of a
cqui
sitio
n an
d re
call.
Tea
cher
s m
ust a
void
the
pitf
all o
fha
ving
chi
ldre
n le
arn
lang
uage
thro
ugh
rote
lear
ning
. In
rote
lear
ning
it is
the
sequ
ence
that
is b
eing
lear
ned.
If
mea
ning
and
und
erst
andi
ng a
re to
be
de-
velo
ped
or tr
ansf
er is
des
ired
, oth
er m
eans
mus
t be
foun
d to
ach
ieve
them
.Fo
r ex
ampl
e, in
the
rote
lear
ning
of
a di
alog
ue b
y th
e tim
e it
is m
emor
ized
thou
ght a
ctiv
ity h
as a
lmos
t cea
sed.
The
fac
t tha
t a s
tude
nt c
an r
ecite
a d
ialo
gue
is n
o as
sura
nce
that
he
unde
rsta
nds
it or
that
ther
e w
ill b
e an
y tr
ansf
er. T
each
-er
s m
ust u
se m
any
mea
ns to
insu
re th
e un
ders
tand
ing
of th
e di
alog
ue. M
ean-
ingf
ulne
ss c
an b
e fa
cilit
ated
if th
e m
ater
ial i
n V
tle d
ialo
gue
is p
atte
rned
rat
her
than
uno
rgan
ized
so
that
rel
atio
ns c
an b
e m
ore
read
ily e
stab
lishe
d. R
elat
ion-
ship
s sh
ould
be
mad
e w
ith w
hat h
as a
lrea
dy b
een
lear
ned.
Und
erst
andi
ng w
illbe
incr
ease
d if
the
mat
eria
ls in
the
dial
ogue
rel
ate
to th
e pr
actic
al a
ctiv
ities
of
the
lear
ner,
eve
n m
ore
so, i
f th
e le
arne
r ac
tivel
y en
gage
s in
tho
activ
ity.
Insi
ght
Lea
rnin
g is
mor
e ef
fici
ent w
hen
the
lear
ner
proc
eeds
fro
m th
e si
mpl
e to
the
com
plex
. Thi
s do
es n
ot m
ean
proc
eedi
ng f
rom
mea
ning
less
par
ts to
mea
ning
-fu
l who
les,
but
fro
m s
impl
ifie
d w
hole
s to
mor
e co
mpl
ex w
Lol
es. F
or e
xam
ple,
in th
e le
arni
ng o
f a
dial
ogue
or
the
read
ing
of a
nar
rativ
e th
e st
uden
t is
firs
tex
pose
d to
the
sele
ctio
n in
its
entir
zty
seve
ral t
imes
to g
et th
e th
ough
t of
the
sele
ctio
n cl
earl
y es
tabl
ishe
d. T
he m
ater
ial t
hen
is d
ivid
ed in
to s
uita
ble
smal
lse
gmen
ts. T
hese
are
lear
ned
thor
ough
ly. F
inal
ly, t
he e
ntir
e di
alog
ue o
r na
rra-
tive
is r
evie
wed
to s
ecur
e th
e ad
equa
te o
rgan
izat
ion
of th
e pa
rts
into
the
tota
las
soci
ativ
e tr
ain.
Dur
ing
this
pro
cess
the
lear
ner
has
acqu
ired
the
mat
eria
l in
dept
h an
d gr
aspe
d th
e de
tails
thor
ough
ly. I
f a
stud
ent h
as a
spe
cifi
c pr
oble
mw
ith p
ronu
ncia
tion,
it w
ould
mea
n lit
tle f
or h
im to
stu
dy th
e pr
oduc
tion
ofon
e so
und
apar
t fro
m a
noth
er; i
f he
has
a p
robl
em w
ith a
str
uctu
re, t
he s
tudy
of a
nou
n or
ver
b be
com
es m
eani
ngfu
l onl
y as
it is
see
n in
rel
atio
n to
the
othe
rpa
rts
of th
e st
ruct
ural
uet
. The
teac
her
give
s th
e ne
cess
ary
expl
anat
ion
and
has
the
stud
ent p
ract
ice
the
nece
ssar
y dr
ills
only
whe
n th
ese
are
need
ed to
fix
and
faci
litat
e sp
ecif
ic v
ocab
ular
y, s
truc
ture
, or
usag
e w
ith w
hich
the
stud
ent
is h
avin
g di
ffic
ultie
s.N
o am
ount
of
theo
rizi
ng, n
o am
ount
of
prac
tice
in f
ittin
g in
divi
dual
par
tsto
geth
er a
ccor
ding
to r
ule
lead
s to
pro
fici
ency
in:m
g la
ngua
ge in
act
ual l
ive
situ
atio
ns, b
e th
ese
liste
ning
, spe
akin
g, r
eadi
ng, o
r w
ritin
g in
the
fore
ign
lan-
guag
e. I
f su
ch a
ctiv
ity w
ere
effe
ctiv
e, te
ache
rs w
ho h
ave
theo
rize
d ab
out l
an-
guag
e an
d m
anuf
actu
red
lang
uage
in c
ount
less
tran
slat
ion
exer
cise
s sh
ould
be
as p
rofi
cien
t and
flu
ent i
n a
lang
uage
as
a na
tive
of th
at la
ngua
ge. S
adly
enou
gh, t
his
is n
ot th
e ca
se. P
ract
icin
g an
d ov
erle
arni
ng th
e in
divi
dual
seg
-m
ents
of
a la
ngua
ge d
oes
not g
uara
ntee
a m
aste
ry o
f th
e w
hole
. Wha
t goo
d is
a pe
rfec
t pro
nunc
iatio
n if
the
stud
ent d
oes
not h
ave
the
voca
bula
ry a
nd c
ontr
olof
the
stru
ctur
es to
say
any
thin
g? I
n la
ngua
ge, t
he th
ough
t gro
up, a
com
bina
-tio
n of
wor
ds, t
heir
arr
ange
men
t and
the
into
natio
n gi
ven,
det
erm
ines
the
mea
n-in
g of
the
indi
vidu
al w
ords
and
oft
en r
epre
sent
s a
conc
ept d
iffe
rent
fro
man
yon
e of
the
com
pone
nts
of th
e th
ough
t gro
up.
At t
he v
ery
begi
nnin
g of
the
stud
ent's
lang
uage
car
eer
he s
houl
d ha
ve th
eop
port
unity
to li
sten
to s
hort
illu
stra
ted
talk
s, o
r a
brie
f di
alog
ue w
hich
is a
cted
out a
bout
som
ethi
ng o
f in
tere
st to
him
. Car
eful
ly c
onst
ruct
ed o
ral a
nd la
ter
wri
tten
drill
s, q
uest
ions
, tru
e-fa
lse
stat
emen
ts, s
houl
d st
ress
the
sign
ific
ant i
n-
form
atio
n. W
ith a
gre
atva
riet
y of
suc
h pr
actic
e,pr
onun
ciat
ion,
into
natio
n, v
o-
cabu
lary
, and
str
uctu
re a
rele
arne
d in
term
s of
wor
thw
hile
info
rmat
iona
l top
ics
in te
rms
of th
e w
hole
.T
he te
ache
r w
hom
akes
max
imum
use
of
the
prin
cipl
e of
insi
ght
will
see
to
it th
at h
is s
tude
nts
will
hav
e ab
unda
ntop
port
uniti
es f
rom
the
very
begi
nnin
g
to h
ear
and
use
the
lang
uage
as
a m
eans
of c
omm
unic
atin
g w
ants
,id
eas,
and
info
rmat
ion.
It i
s be
st to
prac
tice
the
lang
uage
ski
llsin
the
way
s th
ey a
re to
be
used
to a
ssur
e th
eirb
eing
use
d.
Mot
ivat
ion
Inte
rest
and
mot
ivat
ion
are
cruc
ial i
n an
y le
arni
ng p
rogr
amth
at n
orm
ally
exte
nds
over
a p
erio
d of
thre
e or
mor
e ye
ars.
In th
e ca
se o
f a
skill
that
take
s a
cons
ider
able
per
iod
of ti
me
toac
quir
e th
e de
sire
or
will
tole
arn
is o
f gr
eate
st
impo
rtan
ce. T
his
is e
spec
ially
true
whe
re th
eel
emen
tary
leve
l is
foun
datio
nal
and
mus
t be
last
ing.
In
the
proc
ess
of b
uild
ing
this
fou
ndat
ion
the
stud
ent m
ust
also
dev
elop
a la
stin
gin
tere
st w
hich
will
mak
ehi
m w
ant t
o us
e th
efo
reig
n la
n-
guag
e la
ter
inlif
e. T
here
is n
ot m
uch
sens
eha
ving
a s
tude
nt s
pend
yea
rsin
lear
ning
a la
ngua
ge ju
st to
lay
it as
ide
and
forg
etit.
Unf
ortu
nate
ly, t
his
happ
ens
far
mor
e of
ten
than
thos
ein
the
fiel
d ca
re to
adm
it.N
ot f
or a
mom
ent s
houl
dth
e te
ache
r fo
rget
that
as
the
stud
ent i
s le
arni
ng
the
lang
uage
he
is a
lso
lear
ning
that
whi
chhe
is th
inki
ng a
ndfe
elin
g as
he
un-
derg
oes
the
lear
ning
pro
cess
,an
d th
e m
ore
posi
tive
thes
e ar
e th
ebe
tter
the
rete
ntio
n.A
stu
dent
som
etim
esle
arns
a la
ngua
ge in
orde
r to
esc
ape
the
puni
shm
ent o
f
the
teac
her,
to g
et a
good
gra
de, o
r to
get
the
appr
oval
of
his
pare
nts
who
wan
t A's
on
the
repo
rtca
rd. F
alse
goa
ls s
uch
asth
ese
are
likel
y to
enge
nder
quic
k fo
rget
ting
ofth
e la
ngua
ge s
ince
the
imm
edia
te n
eed
has
been
sat
isfi
ed.
How
ever
, if
a la
ngua
ge is
lear
ned
as a
tool
whi
cheq
uips
the
lear
ner
for
som
e
of th
e ne
cess
ary
task
s in
a w
orld
shr
unk
insi
ze, t
he m
otiv
e is
fund
amen
tal a
nd
the
lear
ning
is n
ot a
sea
sily
sub
ject
to e
xtin
ctio
n.T
his
mot
ivat
ion
is w
hat
the
fore
ign
lang
uage
curr
icul
um s
houl
d st
rive
for
.A
teac
her
mus
tca
pita
lize
on w
hat i
sbe
ing
lear
ned
in th
efo
reig
n la
ngua
ge
clas
s. I
n to
o m
any
inst
ance
s th
e la
ngua
ge c
ours
eb
a po
tpou
rri o
f gr
amm
ar,
a da
b of
cultu
ral m
ater
ial u
sual
lyin
Eng
lish
plus
a g
reat
deal
of
activ
ity w
ith-
out d
irec
tion.
Insi
pid
read
ing
mat
eria
ls, s
teri
le o
ral a
ndw
ritte
n ex
erci
ses
dull
the
desi
re to
lear
n to
liste
n, s
peak
, rea
d, o
rw
rite
. Cla
ssic
s in
the
fore
ign
lan-
guag
e ar
e re
adw
hich
are
far
bey
ond
the
lingu
istic
abi
litie
s an
dm
atur
ity le
vel
of th
e st
uden
ts e
ven
in th
e ad
vanc
edcl
asse
s. T
he in
fant
ilest
orie
s so
oft
en
foun
d in
the
begi
nnin
gre
ader
s ar
e fa
r be
low
the
mat
urity
leve
l of
the
stud
ents
in th
e el
emen
tary
clas
ses
begi
nnin
g at
the
seve
nth,
nin
th, o
r te
nth
grad
e le
vels
.
The
con
vers
atio
nal
mat
eria
ls a
nd th
e ta
lks
tow
hich
the
stud
ents
list
en,
the
stor
ies
and
artic
les
whi
ch th
ey r
ead,
the
song
sth
ey s
ing,
the
poet
ryth
ey
lear
n m
ust h
ave
sign
ific
ance
and
inte
rest
or
the
stud
ents
' ski
lls w
ill n
otin
-
crea
se n
o m
atte
rho
w o
ften
wor
ds a
ndst
ruct
ures
are
rep
eate
din
kee
ping
with
a sc
ient
ific
ally
deri
ved
freq
uenc
y lis
t of
lexi
cal i
tem
s an
d sy
ntac
ticst
ruct
ures
.
Any
new
voc
abul
ary
and
stru
ctur
es in
basi
c se
nten
ces
whi
ch th
est
uden
t
lear
ns b
efor
e he
list
ens
to a
sele
ctio
n or
talk
or
read
s a
stor
y or
an
artic
le w
ill
be e
asily
lear
ned
ifhe
kno
ws
that
they
will
hav
e a
mes
sage
for
him
. Vita
lizin
g
the
fore
ign
lang
uage
pro
gram
thro
ugh
wor
thw
hile
con
tent
at
all l
evel
s of
in-
stru
ctio
n is
ext
rem
ely
impo
rtan
t. T
he c
onte
ntsh
ould
dev
elop
sig
nifi
cant
in-
sigh
ts, a
ttitu
des,
and
inte
rest
s in
the
cont
empo
rary
life
of th
e st
uden
t and
his
10
soci
ety.
Eve
ry m
ajor
for
eign
cultu
re h
as h
ad a
nd is
still
Icr
iaki
ng a
n im
pact
on
the
hist
ory,
the
arts
and
craf
ts, t
he s
cien
ce, t
he c
usto
ms
and
soci
al in
stitu
tions
of to
day.
Thi
s is
the
botto
mle
ss r
eser
voir
fro
mw
hich
to d
raw
the
cont
ento
f th
e
fore
ign
lang
uage
cou
rse.
If
such
mat
eria
l is
used
the
mod
ern
lang
uage
cla
ss
can
mak
e a
sign
ific
ant c
ontr
ibut
ion
toth
e ed
ucat
ion
of y
oung
peop
le. B
ut
whe
n la
ngua
ge c
ease
s to
com
mun
icat
e an
d th
e fo
cus
is s
olel
y on
the
stud
y of
its
stru
ctur
e, it
soo
n in
tere
sts
only
a f
ew p
oten
tial
lingu
istic
sci
entis
ts in
the
clas
s.
The
task
in g
ener
al e
duca
tion
goes
far
beyo
nd th
e tr
aini
ng o
fthe
se f
ew.
Mot
ivat
ion
beco
mes
mor
edi
ffic
ult i
f th
e te
ache
r lim
itsth
e ta
sks
to a
spe
cifi
c
set o
f m
ater
ials
tobe
lear
ned
in th
e cl
assr
oom
.L
earn
ing
occu
rs in
a la
rger
set
-
ting.
The
who
le s
choo
lsi
tuat
ion,
oft
en in
volv
ing
extr
a-cu
rric
ular
, out
-of-
scho
ol
and
com
mun
ity a
ctiv
ities
as
wel
l, co
ntri
bute
s to
the
stud
ent's
beh
avio
r an
d un
-
less
thes
e m
ore
incl
usiv
e an
dbr
oade
r as
pect
s of
exp
erie
nce
are
take
n in
to c
on-
side
ratio
n fo
r m
otiv
atin
gle
arni
ng, t
he te
ache
r w
ill b
ele
ss s
ucce
ssfu
l in
prod
uc-
ing
the
desi
eed
resu
lts.
Usi
ng la
ngua
ge m
eans
com
mun
icat
ing,
exc
hang
ing
wor
dsan
d id
eas
with
som
eone
els
ea
liste
ner,
are
ader
, a c
orre
spon
dent
, or
a ge
nup
of p
erso
ns. I
n
the
aver
age
clas
s th
e st
uden
tsre
cite
to th
e te
ache
r w
hosp
ends
mos
t or
his
time
corr
ectin
g an
d cr
itici
zing
the
"how
it is
sai
d" r
athe
r th
anth
e "w
hat i
s sa
id."
The
oth
er s
tude
nts
in th
ecl
ass
usua
lly p
ay n
o at
tent
ion
toth
e re
cita
tion.
The
y
are
mor
e co
ncer
ned
with
"w
hen
thei
r tu
rn c
omes
."B
uild
ing
the
righ
t aud
ienc
esi
tuat
ion
for
a cl
ass
impl
ies
that
the
stud
ent o
r st
uden
tspe
rfor
min
g m
ust h
ave
som
ethi
ng o
f im
port
ance
to o
ffer
,so
met
hing
that
is n
ot a
lrea
dykn
own
to th
e
grou
p an
d th
e gr
oup
mus
tbe
resp
onsi
ble
for
getti
ng th
e m
essa
ge.
Pen
pals
, tap
e pa
ls, t
he e
xcha
nge
of c
orre
spon
denc
e, m
ater
ials
and
tape
sbe
twee
n th
e cl
asse
s of
the
two
coun
trie
s, c
omm
unity
pro
ject
slik
e th
e tw
inni
ng
of a
n A
mer
ican
sch
ool o
r to
wn
with
one
in th
e fo
reig
n co
untr
yw
hose
lang
uage
is b
eing
taug
ht, s
hort
wav
era
dio
and
Tel
star
bro
adca
sts,
TV
, film
sal
l the
se
prov
ide
mot
ivat
ion
and
exce
llent
lear
ning
pos
sibi
litie
s. C
erta
inly
the
num
ber
of
peop
le s
triv
ing
to c
omm
unic
ate
pers
onal
ly w
:h o
ther
cul
tura
l gro
ups
is g
row
ing
by le
aps
and
boun
ds w
ith o
urin
crea
sed
wor
ld in
ter-
com
mun
icat
ion
achi
eve-
men
ts. I
t is
up to
the
crea
tive
geni
us o
f bo
th te
ache
r an
dst
uden
ts to
cap
italiz
e
on s
uch
oppo
rtun
ities
.If
stu
dent
s fe
el th
at th
ey a
rem
akin
g pr
ogre
ss to
war
ds th
ego
als
or o
bjec
-tiv
es th
ey h
ave
set f
or th
emse
lves
,le
arni
ng b
ecom
es in
tere
stin
g fo
rth
em. T
hete
ache
r m
ust p
lan
with
his
stu
dent
sth
e go
als
they
wis
h to
atta
in a
ndin
terp
ret
to th
em th
e re
leva
ncy
of th
e le
arni
ng a
ctiv
ities
incl
ass
and
labo
rato
ry to
thos
e
acce
pted
goa
ls.
The
exp
erie
nces
in th
e fo
reig
nla
ngua
ge c
ours
e m
ust i
ntri
nsic
ally
be o
f in
-te
rest
and
rel
ated
to th
ele
arne
rs' p
urpo
ses.
If
wha
t is
bein
gta
ught
ties
in s
ig-
nifi
cant
ly w
ith s
ome
expe
rien
ces
orde
sire
s th
ey h
ave,
the
lear
ning
will
take
plac
e m
ore
read
ily. W
hen
child
ren
lear
n to
spe
ak o
r re
ad a
fore
ign
lang
uage
they
sho
uld
see
the
poin
t in
acqu
irin
g th
ese
skill
s. T
he c
onte
nt o
f th
ele
sson
,
the
prob
lem
to b
e so
lved
, the
gene
raliz
atio
n to
be
mad
e sh
ould
be
sign
ific
ant
for
them
.T
each
ers
shou
ld n
ote
the
char
acte
rist
ics
of th
e ch
ildre
n an
dad
oles
cent
s w
ith
who
m th
ey a
re d
ealin
g. E
very
teac
her,
in e
very
cla
ssro
om, f
aces
in h
isst
uden
ts
diff
eren
ces
in a
ttitu
de o
r m
inds
etw
hich
det
erm
ine
whe
ther
wha
t is
done
in
the
clas
sroo
m h
as m
eani
ngan
d st
imul
ates
, or
is d
ull a
ndpo
intle
ss. C
hild
ren
are
inte
rest
ed in
the
. ace
age,
in a
nim
als,
inth
e w
orki
ngs
of n
atur
e, f
or e
x-am
ple.
The
y ar
e in
tere
sted
infa
ntas
y, in
thin
gs h
isto
rica
lly r
emot
e. T
hey
are
7
also
add
icte
d to
rep
etiti
veac
tivity
for
its
own
sake
in p
lay
and
mer
e ve
rbal
com
mun
icat
ion.
The
y w
illre
peat
cur
rent
TV
adv
ertis
ing
slog
ans
until
they
driv
e on
e to
dis
trac
tion.
The
sear
e th
e im
med
iate
goa
ls f
or th
em.
As
the
child
ren
mov
e to
war
dsad
oles
cenc
e, o
ther
long
rang
e go
als
and
need
sta
ke th
e pl
ace
of th
ese
imm
edia
tego
als.
The
gro
win
g em
phas
ison
lang
uage
pre
-re
quis
ites
for
colle
ge e
ntra
nce
and
prof
essi
onal
com
pete
ncy,
enr
ichi
ngon
e's
cultu
ral u
nder
stan
ding
or li
tera
ry s
cope
can
bec
ome
impe
lling
dri
ves.
Out
side
of
colle
ge e
ntra
nce
requ
irem
ents
,vo
catio
nal i
nter
ests
can
play
am
ajor
rol
e in
mot
ivat
ion,
alth
ough
freq
uent
ly th
ey a
re n
ot c
lear
eno
ugh
and
are
too
rem
ote
in ti
me
to f
orm
the
basi
sfo
r or
gani
zing
a la
ngua
gepr
ogra
m. I
m-
med
iate
opp
ortu
nitie
s to
use
the
lang
uage
in o
ut-o
f-sc
hool
act
iviti
esor
em
-pl
oym
ent a
ffor
d ex
celle
nt o
ppor
tuni
tyto
mot
ivat
e. S
tude
nts
shou
ld b
e m
ade
awar
e of
the
pote
ntia
l val
ue o
f kn
owin
gon
e or
mor
e fo
reig
n la
ngua
ges
in a
l-m
ost a
ny w
alk
in li
fe a
nd th
ata
wor
king
kno
wle
dge
of o
ne o
r mor
e m
odem
lan-
guag
es is
a d
istin
ct a
sset
in s
ecur
ing
a po
sitio
n. T
he te
ache
r sh
ould
als
o ca
pi-
taliz
e on
the
spec
ific
lang
uage
inte
rest
sof
the
stud
ents
and
sho
uld
diff
eren
tiate
the
activ
ities
and
con
tent
of
the
cour
se in
term
s of
a jo
b an
alys
is o
f th
e la
ngua
gene
eds
in c
erta
in ty
pes
of w
ork.
Due
to th
e fa
ct th
at d
rive
sar
e so
var
ied
and
so im
port
ant,
the
teac
her's
un-
ders
tand
ing
of th
e in
divi
dual
stu
dent
beco
mes
incr
easi
ngly
mor
e si
gnif
ican
t.K
now
ledg
e of
wha
t the
dri
ves
are,
why
and
how
they
cha
nge,
thei
r st
reng
th a
ndw
eakn
ess
at a
par
ticul
ar ti
me
isa
valu
able
ass
et. I
n ad
ditio
n, th
e pe
rson
alm
o-tiv
atio
n an
d en
thus
iasm
of
the
inst
ruct
orm
ust b
e su
ch th
at h
e is
cap
able
of
in-
spir
ing
and
setti
ng h
is s
tude
nts
on f
ire.
Thr
ough
the
met
hods
and
pro
cedu
res
he u
ses
and
thro
ugh
guid
ing
stud
ents
in a
cqui
ring
new
dri
ves
and
inte
rest
s,he
sho
uld
cont
ribu
te to
thei
r ha
ving
satis
fyin
g le
arni
ng e
xper
ienc
es. T
hus
we
see
that
val
id in
vent
orie
s of
the
inte
rest
san
d th
e ne
eds
of le
arne
rs a
t the
vari
ous
age
leve
ls a
re b
asic
to c
urri
culu
m d
evel
opm
ent.
Sum
mar
yL
et u
s su
mm
ariz
e w
hat h
as b
een
disc
usse
d in
con
nect
ion
with
the
prin
cipl
esof
lear
ning
whi
ch h
ave
a di
rect
bea
ring
on
wha
t is
done
in th
e te
achi
ng o
fa
mod
ern
fore
ign
lang
uage
.L
angu
age
may
be
said
to h
ave
been
acq
uire
d w
hen
the
lear
ner
has
inco
rpor
ated
it in
to h
is b
ehav
ior
patte
rn. I
f la
ter
heha
s us
edth
e la
ngua
ge, w
esa
y he
has
rem
embe
red
or r
etai
ned
wha
t he
has
acqu
ired
.T
rans
fer
of le
arni
ngoc
curs
whe
n w
hate
ver
he le
arns
inon
e si
tuat
ion
can
beus
ed in
a n
ew a
nd d
iffe
rent
situ
atio
n. T
hus,
the
rela
tions
hip
amon
g ac
quis
ition
,re
tent
ion,
and
tran
sfer
is f
airl
ydi
rect
noth
ing
can
be tr
ansf
erre
d un
less
it is
rem
embe
red
and
noth
ing
can
be r
emem
bere
d un
less
it is
thor
ough
lyle
arne
d in
the
firs
t pla
ce.
The
mod
ern
lang
uage
teac
her
who
exp
ects
you
ngst
ers
to a
cqui
rea
lang
uage
mus
t im
plem
ent c
erta
in le
arni
ng p
rinc
iple
s:1.
The
ori
gina
l lea
rnin
gm
ust b
e ta
ught
as
mea
ning
fully
and
thor
ough
ly a
spo
ssib
le.
2. T
here
mus
t be
cont
inue
d pr
actic
eor
ove
rlea
rnin
g w
ith im
med
iate
rei
n-fo
rcem
ent s
oon
afte
r th
e m
ater
ials
have
bee
n ac
quir
ed.
3. T
he m
ater
ial m
ust b
e re
view
edpe
riod
ical
ly th
erea
fter
.4.
The
nat
ure
of th
e m
ater
ial
to b
e le
arne
d an
d th
e co
nditi
ons
unde
rw
hich
it is
lear
ned
mar
kedl
y in
flue
nce
how
wel
l it i
s le
arne
d or
igin
ally
,ho
w w
ell i
t is
reta
ined
, and
how
wel
l it
can
be u
sed
in s
ituat
ions
oth
er th
an th
at in
whi
ch it
isle
arne
d.5.
Lea
rnin
g ta
sks
mat
eria
ls u
sed
and
activ
ities
dev
elop
edw
hich
hav
esi
gnif
ican
t soc
ial v
alue
, whi
char
e pr
oper
ly g
rade
d in
dif
ficu
lty to
the
stud
ents
'pr
esen
t ach
ieve
men
t lev
el, a
nd w
hich
foc
usup
on p
rinc
iple
s an
d m
eani
ngs
are
rem
embe
red
and
tran
sfer
bet
ter
than
does
mat
eria
l of
low
mea
ning
fuln
ess
ac-
quir
ed b
y ro
te m
emor
y.
11
Cha
pter
III
ME
TH
OD
Psyc
ho-L
ingu
istic
App
roac
hT
his
chap
ter
will
atte
mpt
to g
ive
the
teac
her
a bi
rd's
-eye
vie
w o
f a
mod
ern
lang
uage
cou
rse
in a
ccor
d w
ith p
sych
o-lin
guis
tic r
esea
rch
and
the
obje
ctiv
es o
fle
arni
ng la
ngua
ges
in th
e tw
entie
th c
entu
ry.
Lis
teni
ng-s
peak
ing
skill
s ca
n no
long
er b
e ig
nore
d. I
n ad
ditio
n to
the
in-
crea
sed
need
for
spe
aker
s of
for
eign
lang
uage
s in
toda
y's
wor
ld, l
ingu
istic
and
lear
ning
theo
ries
sup
port
the
idea
that
the
appr
oach
to m
odem
lang
uage
in-
stru
ctio
n sh
ould
be
audi
o-lin
gual
in n
atur
e, th
at th
e de
velo
pmen
t of
the
lis-
teni
ng-s
peak
ing
skill
s is
bas
ic in
lang
uage
lear
ning
. The
refo
re, a
ural
-ora
l pra
c-tic
es s
houl
d pr
eced
e le
arni
ng to
rea
d an
d w
rite
at t
he b
egin
ning
leve
ls a
nd m
ust
cont
inue
to p
lay
an im
port
ant p
art i
n cl
ass
activ
ities
at t
he in
term
edia
te a
ndad
vanc
ed le
vels
.A
udio
-lin
gual
inst
ruct
ion
is b
ased
, fir
st o
f al
l, on
the
prem
ise
that
the
lear
ner
will
bes
t lea
rn th
e so
und
syst
em o
f th
e fo
reig
n la
ngua
ge w
ithou
t int
erfe
renc
efr
om p
rint
ed s
ymbo
ls f
or w
hich
he
has
alre
ady
an e
stab
lishe
d se
t of
resp
onse
s.Se
cond
ly, t
he a
udio
- li
ngua
l app
roac
h ha
s tw
o hi
ghly
reg
arde
d be
nefi
ts: (
1) a
basi
c ph
rase
or
sent
ence
can
be
imita
ted
and
repe
ated
ora
lly f
ar o
ften
er th
an in
wri
ting,
and
(2)
ora
l cla
ssro
om a
nd la
bora
tory
pra
ctic
e pe
rmits
imm
edia
te c
or-
rect
ion
of e
rror
s.A
udio
-lin
gual
tech
niqu
es a
re a
lso
base
d on
the
impo
rtan
ce o
f pr
actic
e in
usin
g la
ngua
ge r
athe
r th
an ta
lkin
g ab
out i
t. L
angu
age
lear
ning
is o
ften
com
pare
dto
lear
ning
to p
lay
the
pian
o or
lear
ning
to r
ide
a bi
cycl
e. T
he a
nalo
gy s
ugge
sts
the
impo
rtan
ce o
f pr
actic
e as
opp
osed
to th
eory
. Las
tly, a
udio
-lin
gual
inst
ruc-
tion
base
d on
psy
cho-
lingu
istic
s is
des
igne
d to
pro
vide
inte
nsiv
e pr
actic
e on
con
-fl
ict p
oint
s be
twee
n th
e na
tive
and
the
fore
ign
lang
uage
. Suc
h co
nflic
t poi
nts
are
plac
es a
t whi
ch th
e se
cond
lang
uage
lear
ner
mak
es m
ista
kes
beca
use
his
nativ
e la
ngua
ge h
abits
con
flic
t with
the
new
sec
ond
lang
uage
hab
its h
e w
ishe
s to
acqu
ire.
The
aud
io-l
ingu
al a
ppro
ach
is n
ot th
e co
nver
satio
nal a
ppro
ach
nor
the
dire
ctm
etho
d ap
proa
ch. I
t em
phas
izes
the
abili
ty to
pro
noun
ce a
ccur
atel
y an
d w
ithpr
oper
into
natio
n th
ose
basi
c pa
ttern
s an
d co
nstr
uctio
ns o
f th
e fo
reig
n la
n-gu
age
whi
ch th
e st
uden
ts a
re le
arni
ng in
dia
logu
es a
nd o
ther
bas
ic c
onve
rsa-
tiona
l sen
tenc
es. T
each
ers
usin
g th
e au
dio-
lingu
al a
ppro
ach
do n
ot s
how
off
thei
r co
nver
satio
nal f
luen
cy; t
hey
limit
them
selv
es to
that
por
tion
of th
e la
n-gu
age
whi
ch th
e st
uden
ts a
re e
xpec
ted
to le
arn.
Lis
teni
ng is
of
utm
ost i
mpo
rtan
ce n
ot o
nly
beca
use
it is
the
key
to a
ll :s
peec
hbu
t als
o be
caus
e it
cont
rols
wha
t the
spe
aker
say
s, r
eads
, and
wri
tes.
At t
heel
emen
tary
leve
l of
lang
uage
lear
ning
, pri
ority
is g
iven
to th
e de
velo
pmen
t of
liste
ning
com
preh
ensi
on a
nd s
peak
ing
abili
ty s
ince
they
rei
nfor
ce e
ach
othe
r.A
t the
mor
e ad
vanc
ed le
vels
of
lang
uage
lear
ning
of
the
two
skill
s m
uch
mor
e
13
time
and
emph
asis
is g
iven
to th
e lis
teni
ng s
kill
than
to s
peak
ing,
alth
ough
spea
king
is a
lso
deve
lope
d th
roug
hout
the
lang
uage
cou
rse.
Nat
ural
ly, t
he a
bil-
ity to
spe
ak w
ill, i
n tim
e, b
e ou
tpac
ed b
y th
e lis
teni
ng s
kill.
Thi
s ca
n be
not
edin
the
deve
lopm
ent o
f ou
r ow
n na
tive
liste
ning
and
spe
akin
g ab
ilitie
s.T
he s
ame
can
be s
aid
of r
eadi
ng a
nd w
ritin
g sk
ills
deve
lopm
ent.
The
lear
ner
will
alw
ays
hear
and
rea
d (p
assi
ve s
kills
) m
uch
mor
e th
an h
e sp
eaks
and
wri
tes
(act
ive
skill
s). P
rogr
ess
is m
ore
rapi
d in
dev
elop
ing
the
liste
ning
and
rea
ding
skill
s bu
t goo
d re
tent
ion
of th
ese
pass
ive
skill
s is
str
engt
hene
d th
roug
h th
e de
-ve
lopm
ent o
f th
e ac
tive
skill
s.D
escr
iptiv
e lin
guis
ts h
old
toda
y th
at th
e lis
teni
ng-s
peak
ing
skill
s sh
ould
, at
leas
t, in
the
begi
nnin
g st
ages
of
lang
uage
lear
ning
, be
kept
sep
arat
e fr
om th
ere
adin
g-w
ritin
g sk
ills.
Whe
n th
e tr
ansi
tion
is m
ade
to th
e re
adin
g-w
ritin
g ph
ase
it m
ust b
e do
ne in
term
s of
mat
eria
ls a
lrea
dy le
arne
d w
ell a
t the
list
enin
g-sp
eaki
ng s
tage
. Fin
ally
, it m
ust b
e po
inte
d ou
t tha
t all
four
ski
lls m
ust b
e pr
ac-
ticed
at a
ll le
vels
and
kep
t up
to p
ar. S
ome
time
shou
ld b
e gi
ven
daily
to a
llfo
ur s
kills
in e
very
lang
uage
cla
ss.
Met
hod
The
met
hod
a te
ache
r us
es is
just
ifia
ble
only
if it
take
s in
to c
onsi
dera
tion:
1. T
he o
bjec
tives
of
the
cour
se2.
The
lear
ning
pri
ncip
les
invo
lved
3. T
he e
ffic
ienc
y in
tim
e an
d ef
fort
perm
anen
t ret
entio
n of
ano
ther
lan-
guag
e is
the
goal
4. T
he a
ge le
vel a
nt?
the
char
acte
rist
ics
of th
e le
arne
rs5.
The
pre
viou
s tr
aini
ng o
f th
e le
arne
rs6.
The
mat
eria
ls a
vaila
ble
7. T
he e
mpa
thy
betw
een
clas
s, te
ache
r, a
nd in
divi
dual
stu
dent
The
se s
even
fac
tors
are
fun
dam
enta
l to
the
deve
lopm
ent o
f a
good
for
eign
lan-
guag
e pr
ogra
m.
The
teac
her
teac
hes
a la
ngua
ge a
nd n
ot a
bout
a la
ngua
ge. H
e m
ust a
ccep
tth
e fa
ct th
at s
tude
nts
lear
n to
do
only
wha
t the
y do
and
that
he
mus
t ada
pt h
ism
ater
ials
to th
e ne
eds
of h
is s
tude
nts,
whi
ch m
eans
, he
does
not
cov
er B
ook
Ith
e fi
rst y
ear,
Boo
k II
the
seco
nd y
ear,
and
so
fort
h. H
e se
es to
it th
at w
hat-
ever
is le
arne
d in
the
mod
ern
lang
uage
cla
ssro
om m
ust b
e le
arne
d w
ell,
in f
act,
over
leam
ed. I
f al
l the
mat
eria
l in
Boo
k I
has
not b
een
lear
ned
duri
ng th
e fi
rst
year
, he
exte
nds
it in
to th
e se
cond
yea
r of
lang
uage
wor
k. T
his
is p
erfe
ctly
ad-
mis
sibl
e si
nce
stud
ents
to b
e co
mpe
tent
in u
sing
the
lang
uage
do
not k
now
60
perc
ent o
r 90
per
cent
of
the
lang
uage
an A
's w
orth
or
a C
's w
orth
. The
ykn
ow e
very
bit
of th
at w
hich
they
hav
e le
arne
d or
els
e th
ey c
anno
t han
dle
the
lang
uage
eas
ily a
nd f
luen
tly.
The
teac
her
mus
t hav
e av
aila
ble
all t
hein
form
atio
n ab
out w
hat t
he le
arne
rha
s le
arne
d in
his
pre
viou
s ye
ars,
wha
t bac
kgro
und
he c
omes
fro
m, a
nd w
hat
he is
pla
nnin
g to
do
in th
e fu
ture
. It i
s un
forg
ivab
le o
nth
e pa
rt o
f th
e la
ngua
gete
ache
r to
com
mit
a la
ngua
ge c
ours
e to
pas
sing
the
colle
ge b
oard
ent
ranc
e ex
-am
inat
ions
or
a si
mila
r ob
ject
ive.
The
Col
lege
Ent
ranc
eE
xam
inat
ion
Boa
rd(C
.E.E
.B.)
, is
at th
e pr
esen
t tim
e al
so, h
owev
ersl
owly
, cha
ngin
g its
test
ing
proc
edur
es to
be
mor
e in
har
mon
y w
ith th
e ne
wob
ject
ives
and
sec
ond
lan-
guag
e le
arni
ng p
rinc
iple
s.T
he te
ache
r m
ust c
omm
and
a w
ide
vari
ety
ofpr
oced
ures
and
mat
eria
ls f
rom
whi
ch h
e ch
oose
s. T
here
is n
o lo
nger
an
excu
sefo
r us
ing
impr
oper
ly d
esig
ned
mat
eria
ls. H
e sh
ould
acq
uain
t him
self
with
the
new
cou
rses
,es
peci
ally
thos
ede
sign
ed f
or n
ine-
year
, six
-yea
r, a
nd f
our-
year
seq
uenc
es,
sinc
e th
e pr
oble
m o
far
ticul
atio
n fr
om le
vel t
o le
vel a
nd a
cros
s se
quen
ces
is a
n es
peci
ally
cru
cial
one
.Sw
itchi
ng f
rom
one
boo
k de
sign
ed f
or th
e ne
wap
proa
ch to
ano
ther
boo
k de
-si
gned
for
the
gram
mar
-tra
nsla
tion
appr
oach
isde
vast
atin
g fo
r th
e st
uden
t and
for
lang
uage
lear
ning
.T
he n
ew la
ngua
ge c
ours
es c
onta
in c
lass
room
mat
eria
ls a
nd d
etai
led
teac
her's
man
uals
out
linin
g pr
oced
ures
, rec
ords
or
tape
sfo
r th
e la
ngua
ge la
bora
tory
and
hom
ewor
k, q
uizz
es a
nd te
sts,
wor
kboo
ks, a
ndau
dio-
visu
al a
ids,
In
som
e ca
ses
the
cour
ses
are
base
d on
the
teac
hing
film
orf
ilmst
rip.
The
Aud
io-L
ingu
al P
hase
Bef
ore
one
star
ts to
spe
ak h
is n
ativ
e la
ngua
gehe
list
ens
to q
uant
ities
of
spok
en la
ngua
ge f
or h
undr
eds
of h
ours
.M
uch
of o
ur k
now
ledg
e is
acq
uire
dth
roug
h lis
teni
ng to
our
nat
ive
tong
ue.
Whe
n te
achi
ng a
sec
ond
lang
uage
, the
lear
ner
has
to b
e co
nditi
oned
to h
ear
a w
hole
set
of n
ew s
ound
pat
tern
s w
::,h
ane
w in
tona
tion
and
toat
tach
in a
fla
shm
eani
ng to
the
new
sou
nd c
om-
bina
tions
. Thi
s th
e le
arne
r m
ust d
o in
muc
hle
ss ti
me
than
he
had
in le
arni
nghi
s na
tive
lang
uage
.O
ne o
f th
e co
mm
on e
rror
s to
day
is th
efa
ilure
to g
ive
stud
ents
ade
quat
e op
-po
rtun
ities
for
list
enin
g to
the
mod
ern
lang
uage
ata
ll le
vels
fro
m th
e el
emen
tary
thro
ugh
the
adva
nced
. The
aud
io-l
ingu
alex
peri
ence
s m
ust p
rovi
de f
or s
tu-
dent
s' li
sten
ing
to c
onve
rsat
ions
oth
erth
an th
ose
invo
lvin
g th
e te
ache
r an
dhi
s cl
ass.
Fro
m th
e ve
ry b
egin
ning
stu
dent
ssh
ould
be
expo
sed
as m
uch
as p
os-
sibl
e to
the
soun
ds o
f th
e la
ngua
geco
rrec
tly s
poke
n. L
iste
ning
exp
erie
nces
shou
ld b
e pr
ovid
ed b
y pe
rson
s w
ho h
ave
nativ
e ac
cent
s an
d w
ho s
peak
nat
ural
-ly
. The
teac
her
shou
ld p
rovi
de a
bund
ant
oppo
rtun
ities
for
sys
tem
atic
and
in-
tens
ive
prac
tice
exer
cise
s to
pro
mot
edi
scri
min
ator
y lis
teni
ng.
One
of
the
mos
t im
port
ant r
easo
ns f
orco
nduc
ting
a cl
ass
entir
ely
in th
e fo
r-ei
gn la
ngua
ge, t
akin
g ca
re o
f ro
utin
e m
atte
rssu
ch a
s ro
ll ca
ll, g
ivin
g di
rect
ions
,ta
lkin
g ab
out s
ocia
l am
eniti
es, s
uch
as c
once
rnab
out o
ne's
hea
lth, t
he w
eath
-er
, gre
etin
gs, u
sing
the
fore
ign
lang
uage
whe
n ta
lkin
g to
stu
dent
s ou
tsid
eth
eco
nfin
es o
f th
e cl
assr
oom
is to
fos
ter
aler
tnes
s to
fore
ign
lang
uage
sou
nds.
A s
hort
per
iod
at th
e be
ginn
ing,
inth
e m
iddl
e, o
r at
the
end
of th
e cl
ass
hour
may
be
devo
ted
to a
liste
ning
exe
rcis
e pr
esen
ted
by th
e te
ache
r or
on
a ta
pe.
On
a dr
ill ta
pe o
f 15
to 2
0 m
inut
esin
leng
th, f
or th
e sa
ke o
f va
riet
y an
d to
bre
akth
e m
onot
ony,
ther
e ar
e tw
o or
thre
em
inut
e in
terl
udes
dev
oted
to a
list
enin
gex
erci
sea
lew
true
-fal
se s
tate
men
tsab
out e
very
day
happ
enin
gs in
sch
ool
or in
the
com
mun
ity, a
ridd
le o
r pu
zzle
, a s
hort
nar
rativ
e, a
new
scas
t,th
e fi
rst
14
vers
e of
a p
opul
ar s
ong,
a s
hort
poe
m,
rhym
e or
jing
le, a
mot
to, o
r a
sayi
ngfr
om a
gre
at w
rite
r. S
ome
of th
ese
are
chos
enfo
r th
eir
valu
e in
intr
oduc
ing
as-
pect
s of
the
cultu
re.
At t
he f
irst
leve
l, th
e la
ngua
ge u
sed
in th
elis
teni
ng e
xerc
ises
sho
uld
be li
mite
das
muc
h as
pos
sibl
e to
the
voca
bula
ry a
nd s
truc
ture
s al
read
ym
aste
red
by th
est
uden
ts. L
ater
new
wor
ds a
nd s
truc
ture
s ca
nbe
inco
rpor
ated
. The
se, h
owev
er,
mus
t be
expl
aine
d be
fore
hand
,ei
ther
on
the
tape
or
by th
e te
ache
r.O
ccas
iona
l-ly
the
teac
her
may
wis
h, w
ithou
t pre
viou
sex
plan
atio
n, to
pla
y a
liste
ning
exe
r-ci
se w
ith a
few
new
exp
ress
ions
in o
rder
togi
ve th
e st
uden
ts p
ract
ice
in u
sing
cont
ext c
lues
. Tap
es m
akin
g us
e of
man
ydi
ffer
ent n
ativ
e vo
ices
are
impo
rtan
tfo
r lis
teni
ng e
xerc
ises
.T
here
are
two
type
s of
dia
logu
es o
rco
nver
satio
nal m
ater
ials
for
stu
dent
liste
ning
pra
ctic
e. O
ne c
onta
ins
the
key
stru
ctur
esfo
r la
ter
drill
s an
d pr
actic
eex
erci
ses,
and
the
othe
r fo
cuse
s on
the
deve
lopm
ento
f lis
teni
ng c
ompr
ehen
sion
only
. The
latte
r sh
ould
rea
lly b
e on
e of
the
culm
inat
ing
activ
ities
of
a la
ngua
gele
sson
. At t
he in
term
edia
te a
nd a
dvan
ced
leve
ls, t
he d
ialo
gues
for
list
enin
gco
mpr
ehen
sion
sho
uld
cont
ain
natu
ral n
ativ
esp
eech
and
in s
ome
inst
ance
s th
est
uden
ts s
houl
d be
com
e fa
mili
ar w
ith s
ome
ofth
e di
alec
tical
col
orin
g. P
arts
of th
e so
und
trac
ks o
f so
me
of th
e co
mm
erci
alfi
lms
mak
e go
od li
sten
ing
exer
-ci
ses.
The
pur
pose
her
e is
to g
ive
the
stud
ents
a c
hanc
e to
hear
sev
eral
sty
les
of s
poke
n la
ngua
ge.
Som
e lis
teni
ng e
xerc
ises
sho
uld
be s
o st
ruct
ured
that
the
initi
al c
onve
rsat
ion
or n
arra
tive
to w
hich
the
stud
ents
liste
n is
rep
eate
d w
ith a
ppro
pria
te p
ause
sfo
r st
uden
ts to
rep
eat t
he p
hras
es. R
epet
ition
by
the
stud
ents
of
wha
t the
y ar
elis
teni
ng to
rei
nfor
ces
the
lear
ning
and
con
ditio
ns th
em f
oror
al w
ork.
At l
ater
sta
ges
the
liste
ning
exp
erie
nces
sho
uld
be lo
nger
and
the
diff
icul
tyof
the
mat
eria
l inc
reas
ed u
ntil
at th
e ad
vanc
edle
vels
the
stud
ent s
houl
d be
abl
eto
list
en to
, and
take
not
es o
n, a
lect
ure
abou
t a s
ubje
ct w
ith w
hich
he
is f
a-m
iliar
. The
tape
and
the
lang
uage
labo
rato
ry c
lear
lybe
com
e an
impo
rtan
t ad-
junc
t to
the
lang
uage
teae
her
at th
e ad
vanc
ed a
ndin
term
edia
te le
vels
. It i
sth
e m
ater
ial o
n th
e ta
pe, s
uch
as c
onve
rsat
ions
am
ong
nativ
es, t
aped
cor
res-
pond
ence
or
tape
pal
s, r
eadi
ngs
of m
oder
n pr
ose
and
poet
ry,e
spec
ially
bal
lads
,on
e-ac
t pla
ys, r
adio
pla
ys, s
kits
, pop
ular
son
gs, a
sw
ell a
s fo
lk s
ongs
, film
soun
d tr
acks
, TV
and
rad
io c
omm
erci
als,
and
othe
r pr
ogra
ms
whi
ch p
rom
ote
and
exte
nd th
e lis
teni
ng e
xper
ienc
e at
the
adva
nced
leve
ls.
Any
list
enin
g ex
erci
se o
r ta
pe s
houl
d be
eval
uate
d in
som
e w
ay to
ass
ure
the
teac
her
of h
avin
g ac
tive
and
atte
ntiv
elis
tene
rs. T
he d
istr
ibut
ion
of w
orks
heet
son
whi
ch a
ppea
r qu
estio
ns,
true
-fal
se s
tate
men
ts, o
r m
ultip
le c
hoic
e ite
ms
are
imm
ense
ly h
elpf
ul. S
ee s
ectio
n on
aud
io-c
ompr
ehen
sion
drill
s.Pl
anne
d lis
teni
ng a
ctiv
ities
are
val
uabl
e fo
r al
lst
uden
ts. I
n ad
ditio
n, th
ese
exer
cise
s pr
ovid
e an
exc
elle
nt m
eans
of
taki
ng c
are
ofth
e in
divi
dual
dif
fere
nces
in th
e cl
ass.
Sup
plem
enta
ry li
sten
ing
exer
cise
s sh
ould
alw
ays
be a
vaila
ble
for
pupi
ls w
ho a
re w
illin
g an
d w
ant t
o do
mor
ew
ork
than
the
aver
age.
The
re a
re f
ive
step
s a
lear
ner
mus
t go
thro
ugh
to le
arn
to s
peak
a la
ngua
gew
ith a
ssur
ance
: 1)
reco
gniti
on, 2
)im
itatio
n, 3
) re
petit
ion,
4)
vari
atio
n, a
nd5)
sel
ectio
n. T
hese
lear
ning
ste
ps m
ust
be k
ept i
n m
ind
by th
e te
ache
r at
all
leve
lsel
emen
tary
, int
erm
edia
te, a
nd a
dvan
ced.
Som
eof
thes
e st
eps
will
be
emph
asiz
ed to
a g
reat
er o
r le
sser
ext
ent b
ut th
ey m
ust
be o
bser
ved
no m
atte
rw
heth
er th
e le
arne
r is
chi
ld, a
dole
scen
t, or
adu
lt.
c{
r J
Rec
ogni
tion
In th
e fi
rst s
tep,
rec
ogni
tion,
the
teac
her
guid
es th
e st
uden
ts in
iden
tifyi
ng th
efo
rms
of th
e la
ngua
ge s
uch
as th
e so
unds
and
the
into
natio
n, th
e w
ords
, the
phra
ses,
and
the
stru
ctur
es. A
s th
ese
elem
ents
are
iden
tifie
d, th
e le
xica
l mea
n-in
g is
als
o m
ade
clea
r. L
exic
al m
eani
ng is
got
ten
thro
ugh
cont
ext,
gest
ures
,vi
sual
aid
s, r
ole
play
ing,
and
fro
m e
xpla
natio
ns, a
t fir
st in
Eng
lish
and
late
r in
the
fore
ign
lang
uage
. Dur
ing
the
reco
gniti
on, i
mita
tion,
and
rep
etiti
on p
hase
s th
ete
ache
r sp
ends
muc
h tim
e w
alki
ng a
roun
d th
e cl
assr
oom
mod
elin
g th
e ph
rase
san
d se
nten
ces.
Imita
tion
If s
tude
nts
are
not f
irm
ly g
roun
ded
in s
tep
one,
ste
p tw
o, im
itatio
n, c
anon
ly r
esul
t in
rote
!ea
rnin
g, w
hich
is o
f lit
tle v
alue
to th
e la
ngua
ge le
arne
r. I
mit-
atio
n pu
ts th
e le
arne
r on
the
road
to a
cqui
re th
e ac
tive
skill
of
spea
king
. He
now
lear
ns to
do
by u
sing
the
utte
ranc
es h
e re
cogn
iaes
. He
repe
ats
imm
edia
tely
afte
r th
e m
odel
whi
ch c
an b
e th
e vo
ice
of th
e te
ache
r or
a v
oice
on
the
tape
.L
ater
he
read
s an
d w
rite
s th
e m
odel
sen
tenc
es. P
erfo
rmin
g im
med
iate
ly a
fter
the
mod
el im
prin
ts a
ural
ly a
nd k
ines
thet
ical
ly th
e co
rrec
t lan
guag
e ha
bits
.T
his
stag
e is
car
eful
ly s
uper
vise
d an
d m
onito
red
by th
e te
ache
r. S
uch
supe
rvi-
sion
can
bes
t be
dor
by u
sing
the
tape
rec
orde
r in
the
clas
sroo
m to
pro
vide
the
mod
el, t
here
by f
reei
ng th
e te
ache
r to
giv
e hi
s un
divi
ded
atte
ntio
n to
the
indi
vidu
al s
tude
nts
as h
e w
alks
aro
und
in th
e cl
assr
oom
, his
ear
car
eful
lytu
ned
to th
e in
divi
dual
res
pons
es. S
atur
ated
pra
ctic
e w
ith s
tep
two
mak
es it
easi
er f
or th
e st
uden
ts to
mem
oriz
e th
e ba
sic
sent
ence
s or
the
dial
ogue
. In
mos
tca
ses,
the
stud
ent h
as th
e di
alog
ue m
emor
ized
bef
ore
he is
aw
are
of it
. In
orde
rto
insu
re n
o ro
te m
emor
izat
ion
the
teac
her
freq
uent
ly c
heck
s on
mea
ning
s by
goin
g ba
ck to
ste
p on
e.R
epet
ition
The
thir
d st
ep, r
epet
ition
, cha
lleng
es th
e le
arne
r's m
emor
y. N
ow th
e st
uden
tre
prod
uces
the
fore
ign
lang
uage
with
out a
n im
med
iate
mod
el. E
nglis
h ha
bits
will
inte
rfer
e at
this
sta
ge if
sta
ges
one
and
two
have
not
bee
n th
orou
ghly
ex-
ploi
ted.
At t
his
cruc
ial s
tage
the
teac
her
mus
t not
allo
w a
ny in
corr
ect l
an-
guag
e ha
bits
. The
y m
ust b
e no
ted
imm
edia
tely
and
the
stud
ents
mus
t ret
urn
toim
itatin
g. M
emor
izat
ion
of th
e pa
ttern
s or
the
dial
ogue
s in
volv
es la
rge
scal
ere
petit
ion.
Var
iatio
nIn
ste
p fo
ur, v
aria
tion,
the
teac
her
guid
es th
e st
uden
ts in
pro
duci
ng u
tter-
ance
s pa
rtly
sim
ilar
to a
nd p
artly
dif
fere
nt f
rom
the
mod
els
acqu
ired
thro
righ
imita
tion
and
repe
titio
n. T
his
stag
e is
bes
t han
dled
thro
ugh
innu
mer
able
and
vari
ed s
ubst
itutio
n an
d tr
ansf
orm
atio
n dr
ills
whe
re in
the
form
er d
iffe
rent
vo-
cabu
lary
is u
sed
in th
e sa
me
gram
mat
ical
pat
tern
s, a
nd in
the
latte
r di
ffer
ent
gram
mat
ical
pat
tern
s ar
e dr
illed
with
the
use
of th
e sa
me
voca
bula
ry it
ems.
The
se d
rills
are
exp
ande
d an
d ex
tend
ed to
the
limit
of th
e pa
rtic
ular
lar
guag
ele
vel t
he s
tude
nt h
as r
each
ed a
t the
tim
e. Q
uest
ion-
answ
er p
ract
ice,
dir
ecte
d di
a-lo
gue,
and
con
vers
atio
n pr
actic
e en
hanc
e th
e va
riat
ion
stag
e. T
he s
tude
nts
atth
is s
tage
will
aga
in b
e he
lple
ss if
the
teac
her
does
not
insi
st o
n ov
erle
arni
ng,
with
und
erst
andi
ng, i
n st
ages
one
, tw
o, a
nd th
ree.
Sele
ctio
nT
he f
inal
and
mos
t im
port
ant s
tep,
to w
hich
the
prof
essi
on h
as n
ot g
iven
15
enou
gh a
ttent
ion,
is th
e fr
ee r
espo
nse
or s
elec
tion
stag
e. O
nce
the
lear
ner
con-
trol
s st
ruct
ures
and
a b
asic
voc
abul
ary
he s
houl
d be
abl
e to
sel
ect f
reel
y fr
omhi
s m
emor
y th
e re
spon
ses
or u
ttera
nces
nee
ded
to c
omm
unic
ate
with
oth
ers.
At
the
elem
enta
ry le
vel t
hese
res
pons
es a
re c
aref
ully
str
uctu
red
and
limite
d, b
ut a
tla
ter
leve
ls th
e st
uden
t is
give
n m
ore
latit
ude.
To
insu
re im
med
iate
rec
all o
fco
rrec
t res
pons
es, h
owev
er, t
he te
ache
r se
es to
it th
at s
tude
nts
are
cont
inu-
ousl
y re
view
ing
that
whi
ch h
as b
een
prev
ious
ly a
cqui
red.
He
mus
t pro
vide
for
syst
emat
ic r
e-en
try
of m
ater
ials
lear
ned
in e
arlie
r le
sson
s.T
he te
ache
r w
ill f
ind
that
the
Eng
lish
lang
uage
hab
its w
ill in
terf
ere
with
the
deve
lopm
ent o
f th
e ne
w p
atte
rns,
esp
ecia
lly a
t the
eae
ly s
tage
in la
ngua
ge le
arn-
ing.
If
this
hap
pens
fre
quen
tly, t
he te
ache
r m
oves
bac
k an
d pr
ocee
ds s
tep
byst
ep u
ntil
he f
eels
the
stud
ents
hav
e ar
rive
d at
a s
afe
plac
e to
mov
e fo
rwar
dag
ain.
At t
he f
irst
leve
l- s
tude
nts
are
aske
d to
pra
ctic
e or
ally
onl
y th
ose
sent
ence
sw
hich
they
und
erst
and
mea
ning
fully
, rea
d on
ly th
ose
sent
ence
s w
hich
they
hav
epr
actic
ed o
rally
tc th
e po
int o
f fl
uent
con
trol
, and
wri
te o
nly
thos
e se
nten
ces
whi
ch th
ey h
ave
com
plet
ely
mas
tere
d in
term
s of
und
erst
andi
ng, o
neak
ing,
and
read
ing.
At t
he m
ore
adva
nced
sta
ges
ther
e w
ill n
atur
ally
be
a gr
eate
r an
dfr
eer
hand
ling
of th
e vo
cabu
lary
but
not
unt
il th
e st
uden
t has
com
plet
ely
mas
-te
red
the
basi
c st
ruct
ures
of
the
lang
uage
can
the
teac
her
allo
w s
tude
nts
to"p
lay"
fre
ely
with
lang
uage
ora
lly a
nd in
wri
ting.
Alth
ough
at t
he in
term
edia
te a
nd a
dvan
ced
leve
rs a
ccur
acy
in p
ronu
ncia
tion
mus
t be
wat
ched
con
stan
tly, m
ore
and
mor
e em
phas
is s
houl
d be
giv
en to
flu
-en
cy in
spe
akin
g. T
he v
aria
tion
and
sele
ctio
n st
ages
bec
ome
mor
e an
d m
ore
prom
inen
t in
the
clas
sroo
m. C
erta
inly
ris
ks a
re in
volv
ed a
nd th
e st
uden
t is
apt
to m
ake
mis
take
s, b
ut h
e m
ust h
ave
the
oppo
rtun
ity to
use
the
lang
uage
mor
efr
eely
.W
hen
new
mat
eria
ls a
re d
evel
oped
with
mor
e ad
vanc
ed g
ram
mat
ical
str
uc-
ture
s, th
e ri
goro
us p
roce
dure
s w
ith d
rills
and
pra
ctic
e ex
erci
ses
used
at t
he e
le-
men
tary
leve
l of
lang
uage
lear
ning
mus
t be
repe
ated
. A s
yste
mat
ic r
evie
w in
key
pron
unci
atio
n se
nten
ces
of th
e so
unds
whi
ch c
onfl
ict i
n th
e na
tive
and
targ
etla
ngua
ges
beco
mes
impo
rtan
t so
that
the
teac
her
can
judg
e th
e co
ntin
uing
ora
lac
cura
cy o
f th
e st
uden
ts.
Eve
n at
the
inte
rmed
iate
leve
l the
maj
or p
ortio
n of
the
spok
en w
ord
is b
ased
on s
omet
hing
the
stud
ent h
as a
lrea
dy le
arne
d th
roug
h th
e ea
r an
d th
roug
h th
eey
e. H
e st
ill n
eeds
mod
els
and
cont
rols
to m
ake
sure
that
he
prod
uces
cor
rect
lang
uage
. The
re is
stil
l a n
eed
for
rath
er e
xplic
it di
rect
ions
in w
hich
the
stud
ent
is to
ld w
hat t
o in
clud
e in
a to
pic
for
a sh
ort c
onve
rsat
ion
or a
talk
.In
term
edia
te s
tude
nts
are
enco
urag
ed to
cre
ate
thei
r ow
n di
alog
ues
base
d on
wha
t the
y ha
ve li
sten
ed to
or
read
. The
y sh
ould
exp
ress
thei
r ow
n in
genu
ityw
ithin
the
limits
of
the
mat
eria
ls le
arne
d. T
hey
shou
ld b
e en
cour
aged
to le
arn
sele
cted
con
vers
atio
ns, s
hort
pla
ys, a
nd s
kits
. Dis
cuss
ion
of m
ater
ials
rea
dpr
o-m
otes
ora
l flu
ency
. Vis
uals
bec
ome
stim
uli f
or c
lass
room
dis
cuss
ion
and
even
labo
rato
ry w
ork.
Stu
dent
s m
ake
thei
r ow
n co
mm
enta
ries
for
a s
erie
s of
slid
es,
a fi
lmst
rip,
or
a fi
lm. T
he o
ne-a
ct p
lay
for
a fo
reig
n la
ngua
ge f
estiv
al o
r a
P.T
.A.
is a
lso
of g
reat
val
ue in
mai
ntai
ning
the
oral
flu
ency
of
tha
stud
ents
at t
hem
ore
adva
nced
leve
ls. C
ompe
titio
n is
kee
n w
hen
ther
e ar
e se
vera
l cas
ts f
or th
e pl
ay.
Wha
teve
r or
al w
ork
is d
one
in th
e cl
assr
oom
, if
it is
to b
e of
val
ue, m
ust b
e su
ch
that
the
othe
r st
uden
tsin
the
clas
s ar
ere
spon
sibl
e fo
r ge
tting
the
info
rmat
ion
disc
usse
d.O
ral w
ork
shou
ld n
ever
be in
the
form
of
reci
tatio
n by
the
stud
ent
for
the
teac
her
only
. It i
s th
ere
spon
sibi
lity
of e
ach
mem
ber
of th
e cl
ass
toun
ders
tand
and
get t
he in
form
atio
nw
hich
a s
tude
nt, o
rst
uden
ts, p
rodu
ce o
rally
in th
e
clas
sroo
m. T
he e
mph
asis
is o
n th
e m
essa
ge a
sw
ell a
s th
e m
anne
rin
whi
ch o
ral
wor
k is
del
iver
ed.
The
Dia
logu
e
Man
y ex
pert
s in
the
fiel
d of
lang
uage
lear
ning
reg
ard
the
dial
ogue
as
mos
t
prac
tical
for
teac
hing
lang
uage
str
uctu
res
inco
ntex
t. It
is a
valu
able
inst
rum
ent
in le
arni
ng th
e sp
oken
lang
uage
bec
ause
it is
basi
cally
con
vers
atio
nals
tyle
rat
her
than
boo
k la
ngua
ge.
The
dia
l°, u
e is
usu
ally
built
aro
und
anin
tere
st-c
ente
red
situ
atio
nan
d de
-
velo
ps a
con
vers
atio
nbe
twee
n tw
o or
mor
ein
divi
dual
s as
it w
ould
occ
urin
the
mili
eu in
whi
ch th
efo
reig
n la
ngua
ge is
spok
en. A
t any
leve
lit
shou
ld p
rese
nt
mat
eria
l tha
t the
stu
dent
can
use
imm
edia
tely
.A
wor
kabl
e di
alog
ue a
tthe
ele
men
tary
leve
lof
lang
uage
lear
ning
shou
ld n
ot
exte
nd o
ver
eigh
t to
twel
ve li
nes.
The
utte
ranc
eor
sen
tenc
ew
hich
the
stud
ents
are
to im
itate
and
mem
oriz
e sh
ould
stay
with
in th
e se
ven
sylla
ble
limit.
The
dif
-
ficu
lty o
f co
mpr
ehen
ding
,rem
embe
ring
, and
giv
ing
back
mor
e th
an s
even
syl-
labl
es in
seq
uenc
e ca
nre
adily
be
unde
rsto
odw
hen
one
cont
empl
ates
the
con-
cern
ofi
ndiv
idua
ls in
hav
ing
toco
mm
it to
mem
ory
tele
phon
e nu
mbe
rs o
f m
ore
than
sev
en d
igits
! A
noc
casi
onal
ly lo
nger
utte
ranc
eis
per
mis
sibl
e an
d m
aybe
chal
leng
ing.
If a
sta
tem
ent o
r ut
tera
nce
exce
eds
the
seve
n sy
llabl
elim
it pa
rtia
l "ba
ckw
ard
build
-up"
pra
ctic
e st
artin
gw
ith th
e en
d ph
rase
shou
ld b
e w
orke
d th
roug
hby
the
teac
her
and
the
stud
ents
. Thi
s ne
ver
leav
es a
stud
ent i
n m
idai
r, th
eim
port
ant
into
natio
n of
the
sent
ence
rem
ains
inta
ct. B
ackw
ard
build
-up,
fur
ther
mor
e, e
n-
able
s th
e le
arne
r to
mov
efr
om a
new
ele
men
t to
anal
read
y pr
actic
ed p
hras
e
whi
ch h
e kn
ows
he c
ando
cor
rect
ly, t
here
byin
crea
sing
his
con
fide
nce.
The
dia
logu
e an
d al
lor
al e
xerc
ises
are
deve
lope
d an
d pr
actic
ed a
tno
rmal
spee
d. C
lass
room
proc
edur
es, e
spec
ially
at
the
elem
enta
ry s
tage
, are
char
acte
r-
ized
by
muc
h ch
oral
wor
k in
imita
tion
ofth
e te
ache
r or
of
the
voic
es o
n th
e
tape
whi
ch s
erve
as
mod
els,
fir
st b
y th
e en
tire
clas
s, th
en "
ny h
alve
s, th
en r
ows,
befo
re a
skin
g th
ein
divi
dual
stu
dent
to r
espo
nd.I
t is
one
way
of
getti
ngar
ound
the
emba
rras
smen
tof
som
e st
uden
ts,
espe
cial
ly th
e ol
der
adol
esce
nts,
whe
n
they
hav
e to
per
form
befo
re th
eir
peer
s. W
hen
ast
uden
t hes
itate
s or
fum
bles
,
the
teac
her
imm
edia
tely
supp
lies
the
prop
er m
odel
for
imm
edia
te im
itatio
n by
the
stud
ent.
The
teac
her
shou
ld d
oth
is, n
ot a
noth
er s
tude
nt. I
tis
wis
e to
take
the
sent
ence
bac
k to
the
grou
p fo
r a
few
repe
titio
ns f
ollo
wed
by
anot
her
repe
titio
n
by th
e st
uden
t who
mad
e th
e er
ror.
Aft
er th
e cl
ass
ha;
eras
ped
the
mea
ning
of
the
dial
ogue
, wor
ked
thro
ugh
it
line
by li
ne, c
umul
ativ
ely,
until
the
stud
ents
hav
eco
mm
itted
the
entir
e di
alog
ue
to m
emor
y,ea
ch s
tude
nt s
ees
toit
that
he
him
self
can
say
it fl
uent
ly a
nd w
ith-
out h
esita
tion.
Not
mor
e th
an te
nm
inut
es d
aily
sho
uld
bede
vote
d to
com
-
mitt
ing
a di
alog
ue to
mem
ory.
Thi
s ty
pe o
f ac
tivity
beco
mes
mon
oton
ous
if
carr
ied
on to
o lo
ngan
d le
arni
ng w
ill c
ease
.A
s th
e lin
es a
re m
aste
red,
the
stru
c-
ture
s th
eyco
ntai
n ar
e pr
actic
edth
roug
h pa
ttern
dri
lls o
fva
riou
s ki
nds.
See
Cha
pter
V.
Whe
n th
e di
alog
ueha
s be
en w
ell l
earn
edit
shou
ld b
e dr
amat
ized
,if
pos
sibl
e
with
var
iatio
ns, w
ith a
llm
embe
rs o
f th
e cl
ass
getti
ng a
chan
ce to
pat
-fit1
pae.
Rep
hras
ing
and
revi
ew o
fpre
viou
s di
alog
ues
and
com
bini
ng th
em w
ith th
e ne
w
dial
ogue
, dev
elop
ing
ques
tions
and
answ
ers,
utte
ranc
es a
nd r
espo
nses
,ski
ts a
nd
narr
ativ
es, s
uppl
y va
luab
lepr
actic
e in
the
man
ipul
atio
nof
the
stru
ctur
es a
ndvo
cabu
lary
lear
ned.
For
the
stud
ent i
t is
a ch
alle
ngin
g ga
me
to c
reat
e ne
w s
it-
uatio
ns o
r ep
isod
es w
ithin
the
limits
of
the
stru
ctur
esan
d vo
cabu
lary
lear
ned.
The
pur
pose
of
the
dial
ogue
,th
en, i
s to
giv
e th
e st
uden
ts a
spri
ngbo
ard
for
prac
tice
on th
e m
emor
ized
stru
ctur
es. W
hen
the
dial
ogue
and
its
atte
ndan
t
drill
s ar
e co
mpl
eted
by
the
stud
ent a
nd o
verl
earn
edth
roug
h in
num
erab
le r
epe-
titio
ns a
nd v
aria
tions
, the
str
uctu
res
lear
ned
will
sig
nal m
eani
ng to
him
as
he
is li
sten
ing
and
he w
illm
anip
ulat
e th
e st
ruct
ures
read
ily to
exp
ress
his
ow
n
idea
s.R
eadi
ngT
here
are
val
id r
easo
ns f
orin
trod
ucin
g re
adin
g af
ter
the
liste
ning
and
spe
ak-
ing
skill
s Si
nce
lang
uage
is e
ssen
tially
spe
ech,
and
spee
ch is
bas
ical
ly c
omm
u-
nica
tion
thro
ugh
the
med
ium
of s
ound
the
maj
or p
ortio
nof
the
time
in th
e el
e-
men
tary
leve
l of
lang
uage
lear
ning
is s
pent
on
mas
teri
ngth
e so
und
syst
em a
nd
the
into
natio
n of
the
lang
uage
.T
hus
a so
lid f
ound
atio
nin
the
aura
l and
ora
l
skill
s is
est
ablis
hed.
The
stud
ent f
aces
a d
iffi
cult
kind
of le
arni
ng w
hen
the
prin
ted
sym
bols
of
a fo
reig
nla
ngua
ge a
re in
trod
uced
tohi
m, e
spec
ially
whe
n
the
prin
ted
sym
bols
are
the
Rom
an a
lpha
bet w
ith w
hich
he a
utom
atic
ally
as-
soci
ates
Eng
lish
soun
ds. T
o th
ena
tive
spea
ker
of E
nglis
h w
hati
s sa
id a
nd w
hat
is w
ritte
n ar
e th
e sa
me
thin
g; h
e go
es f
rom
sou
nd to
wri
tten
sym
bol a
nd v
ice-
vers
a hu
ndre
ds o
ftim
es d
aily
. The
se to
him
are
the
only
pos
sibl
e re
spon
ses.
As
a re
sult,
the
stud
ent t
ryin
g to
lear
n th
epr
inte
d sy
mbo
ls o
f th
e ne
wla
ngua
ge d
is-
cove
rs th
at h
isna
tive
habi
ts in
terf
ere
cons
tant
ly.
Inte
rfer
ence
Whe
n th
e st
uden
t sta
rts
to r
ead
in a
lang
uage
like
Spa
nish
,Fr
ench
, and
Ger
-
man
, he
lear
ns to
asso
ciat
e th
e fo
reig
n la
ngua
geso
unds
, stil
l qui
te n
ew to
him
,
with
the
fam
iliar
wri
tten
sym
bols
of
the
Rom
anal
phab
et. T
he s
tude
nt w
ill h
ave
a st
rong
tend
ency
tole
t his
Eng
lish
soun
d-w
ritte
nsy
mbo
l hab
its p
reva
il an
d
the
care
ful t
rain
ing
he h
asha
d in
the
soun
d sy
stem
of
the
mod
ern
lang
uage
will
be
was
ted
if th
e te
ache
ris
not
car
eful
in m
inim
izin
gth
is in
terf
eren
ce. T
his
prob
lem
sho
uld
be a
naly
zed
for
the
stud
ents
and
they
shou
ld b
e m
ade
to r
ealiz
e
how
impo
rtan
t it i
s to
keep
thei
r ha
rd w
on s
peak
ing
habi
ts in
tact
. At a
ll la
n-
guag
e le
arni
ngle
vels
the
teac
her
shou
ldal
way
s in
sist
on
the
sam
ehi
gh s
tand
-
ards
of
pron
unci
atio
n an
din
tona
tion
whe
n th
e st
uden
tre
ads,
as
wel
l as
whe
n
he c
onve
rses
. Thi
s be
com
espa
rtic
ular
ly im
port
ant i
n th
e ad
vanc
edle
vels
of
lang
uage
lear
ning
.In
the
audi
o-lin
gual
appr
oach
the
stud
ent d
oes
not r
ead
onhi
s ow
n fo
r so
me
time.
Int
erfe
renc
e w
ill b
e to
o gr
eat
and
he w
ill q
uick
ly r
ever
t to
his
fam
iliar
nativ
e la
ngua
ge h
abits
. In
the
earl
y st
ages
rea
ding
isal
way
s or
al a
nd b
ased
on
mat
eria
l pre
viou
sly
lear
ned
audi
o-lin
gual
ly. H
e do
es n
ot r
ead
sile
ntly
unt
il he
has
a go
od c
omm
and
of th
e re
latio
nshi
p be
twee
nso
und
and
grap
hic
sym
bols
and
until
he
has
hear
dth
e m
ater
ial r
ead
alou
d by
the
teac
her
or f
rom
a ta
pe.
Spel
ling
It is
wis
e to
spe
ll in
the
mod
ern
lang
uage
.Pe
rhap
s th
e fi
rst w
ords
to b
esp
elle
d co
uld
be th
e st
uden
ts' n
ames
,sin
ce th
ese
are
alre
ady
fam
iliar
toth
em b
y
4 )
as
rx
&st
and
and
la m
any
case
s by
wri
tten
sym
bols
.T
he te
ache
r sh
ould
lear
n to
say
:"T
his
is th
e w
ay th
is s
ound
is w
ritte
n,"
whi
ch is
qui
te d
iffe
rent
fro
m th
ew
ayth
ey h
ave
been
taug
ht!
As
in th
e te
achi
ng o
f an
y sk
ill, t
he te
ache
rbe
gins
with
sm
all s
teps
; in
this
case
sm
all u
nits
of
soun
d-le
tter
corr
espo
nden
ces
in w
ords
and
phra
ses,
not
in-
divi
dual
sou
nds.
Aft
er m
aste
ry h
as b
een
achi
eved
, the
stu
dent
pro
gres
ses
toth
e lo
nger
, mor
e co
mpl
ex c
laus
es,
sent
ence
s, a
nd p
arag
raph
s. I
n so
me
lang
uage
slik
e G
erm
an a
nd S
pani
sh th
ere
isa
clos
e re
latio
nshi
p be
twee
n th
e so
und
and
the
grap
hic
sym
bol,
whe
reas
inla
ngua
ges
like
Fren
ch a
nd E
nglis
h th
ere
is a
cons
ider
able
dif
fere
nce.
The
few
er th
esy
mbo
ls u
sed
for
a gi
ven
soun
d, th
eea
sier
the
task
of
esta
blis
hing
a so
und
lette
r co
rres
pond
ence
. In
any
case
, the
read
ing
skill
can
be
acqu
ired
onl
yth
roug
h m
uch
prac
tice
and
thro
ugh
a va
riet
yof
dri
ll te
chni
ques
all
of w
hich
mus
t be
rein
forc
ed c
onst
antly
.Si
nce
the
stud
ent a
t the
beg
inni
ng o
f hi
sre
adin
g ex
peri
ence
s re
ads
only
that
whi
ch h
e ha
s le
arne
d au
dio-
lingu
ally
,th
e te
ache
r m
ust t
ake
prec
autio
ns to
in-
sure
that
the
stud
ent i
s no
t mer
ely
reci
ting
from
a cu
e. W
hen
the
stud
ent s
tart
sto
rea
d m
ater
ial w
ith w
hich
he
is f
amili
ar,
to m
ake
sure
that
the
stud
ent
rec-
ogni
zes
the
wri
tten
sym
bols
, the
teac
her
rear
rang
es th
e lin
es o
r ph
rase
s in
man
yw
ays.
Hav
ing
stud
ents
fol
low
the
prin
ted
page
sile
ntly
as
the
teac
her
read
sal
oud
incr
ease
s st
uden
t con
fide
nce
at th
e sa
me
time
that
the
stud
ent i
s bu
ildin
gso
und-
lette
r co
rres
pond
ence
s.
Exp
ecte
d D
iffi
culti
esIt
is u
sual
ly p
ossi
ble
to p
redi
ct th
e so
und-
wri
tten
corr
espo
nden
ces
whi
ch w
illpr
esen
t the
gre
ates
t dif
ficu
lty to
the
stud
ents
. The
sear
e th
e so
unds
in th
e fo
reig
nla
ngua
ge w
hich
are
rep
rese
nted
by
the
sam
e R
oman
lette
rs a
s E
nglis
h bu
t are
pron
ounc
ed d
iffe
rent
ly. E
xam
ple:
Eng
lish
colle
ge,
Span
ish
cane
; Eng
lish
we,
Ger
man
wir
; Eng
lish
Jack
, Fre
nch
jard
in. T
hest
uden
t usu
ally
fai
ls to
see
the
impo
rtan
ce o
f di
acri
tical
mat
ics
in o
ther
lang
uage
sbe
caus
e th
ese
sign
s ar
e no
tus
ed in
Eng
lish.
The
fac
t tha
t dia
criti
cal m
arks
are
an in
tegr
al p
art o
f th
e m
od-
em la
ngua
ge n
eeds
to b
e fi
rmly
ingr
aine
d fr
om th
e tim
e th
est
uden
t see
s hi
s fi
rst
prin
ted
wor
d. T
hrou
gh a
pai
ring
of
two
wor
ds, o
ne w
ith a
nd o
ne w
ithou
t a d
ia-
criti
cal m
ark
scho
n, s
chtin
;G
iiern
ica;
car
, fra
ncai
san
d el
iciti
ngan
ora
l res
pons
e, b
oth
visu
al a
nd o
ral e
xper
ienc
esar
e ac
hiev
ed.
Dri
lls in
rea
ding
, for
that
mas
ter
in a
ll of
the
lang
uage
ski
lls, s
houl
d be
use
don
ly w
hen
the
teac
her
find
s th
at th
e cl
ass
is h
avin
gdi
ffic
ulty
with
cer
tain
item
s,in
this
cas
e, w
ith w
ritte
n sy
mbo
ls. A
poi
ntw
orth
y of
rei
tera
tion
here
is th
atre
adin
g dr
ills,
as
indi
cate
d in
the
prev
ious
sec
tion
on li
sten
ing
and
spea
king
,m
ust n
ot b
e to
o lo
ng, f
ive
or te
n m
inut
espe
r da
y is
sug
gest
ed. S
hort
, spa
ced
prac
tice
is m
ost e
ffic
ient
. Inte
rmed
iate
and
Adv
ance
d L
evel
sA
t the
inte
rmed
iate
and
adv
ance
d le
vels
of
lang
uage
lear
ning
, the
list
enin
gan
d re
adin
g sk
ills
mus
t be
give
n pr
iori
ty. I
n th
e fi
rst l
evel
of la
ngua
ge le
arni
ngth
e vo
cabu
lary
acq
uire
d is
far
sho
rt o
f th
evo
cabu
lary
nee
ded
by th
e st
uden
tfo
r hi
m to
rea
d w
ith e
ase.
The
stu
dent
is f
amili
ar w
ithth
e ba
sic
stru
ctur
es o
fth
e la
ngua
ge th
roug
h hi
s au
dio-
lingu
al m
imic
ry,
mem
oriz
atio
n, a
nd v
aria
tion
drill
s. H
e ou
ght t
o be
abl
e to
siz
eup
nou
n an
d ve
rb c
lust
ers
and
inte
rpre
t the
gene
ral s
ente
nce
stru
ctur
e co
rrec
tly f
or th
epu
rpos
e of
com
preh
ensi
on. I
f th
ere
adin
g m
ater
ial i
s ca
refu
lly g
rade
d an
d co
rrel
ated
with
the
audi
o-lin
gual
ma-
teri
als
he c
an a
lso
lean
on th
e co
ntex
t. H
e kn
ows
enou
gh a
bout
how
peo
ple
beha
ve to
hel
p hi
m w
ith th
e in
terp
reta
tion
of w
hat h
e is
rea
ding
.V
ery
few
mod
ern
lang
uage
stu
dent
s w
illbe
com
e di
ctio
nary
add
icts
in a
for
-ei
gh la
ngua
ge. W
ear
e no
t dic
tiona
ry a
ddic
ts in
our
nat
ive
lang
uage
. If
80 p
er-
cent
of
a st
uden
t's ti
me
mus
t be
spen
t in
dict
iona
ry th
umbi
ng, h
e w
ill b
y-pa
ssus
for
mor
e in
tere
stin
g fi
elds
. Whe
nne
w w
ords
occ
ur in
our
nat
ive
lang
uage
we
try
to g
uess
and
usu
ally
we
gues
s ri
ght.
Gue
ssin
g in
our
nativ
e la
ngua
gede
pend
s on
our
rec
ogni
tion
of th
epa
rt o
f sp
eech
fun
ctio
n of
wor
ds a
nd th
eco
ntex
t. A
nd it
take
s tim
e,ev
en in
our
nat
ive
lang
uage
, to
shar
pen
up th
em
eani
ng o
f th
e ne
w w
ord.
Sinc
e it
is im
port
ant t
o he
lp th
e st
uden
tin
crea
se h
is v
ocab
ular
y, th
e te
ache
rm
ust s
ee to
it th
at th
e ne
w w
ords
occu
r in
fam
iliar
con
text
to h
elp
the
stud
ent
lear
n ho
w to
infe
r or
to "
gues
s se
nsib
ly."
For
exam
ple,
sup
pose
we
have
the
sent
ence
:T
he a
xe r
esou
nded
aga
inst
the
tree
trun
ks a
s lit
tle b
y lit
tle th
em
angr
oves
wea
kene
d un
der
the
ince
ssan
t (co
ntin
uous
)bl
ows.
The
stu
dent
doe
s no
t kno
w w
hat
man
grov
es a
re. T
he w
ord
fits
in th
e no
un s
lot
and
is p
lura
l (-s
). F
rom
the
cont
ext i
t sou
nds
like
som
e ki
nd o
f tr
ee. T
he p
ic-
ture
of
a m
angr
ove
in it
s na
tive
habi
tat c
an b
e of
gre
at h
elp.
Alth
ough
the
wor
din
cess
ant i
s un
fam
iliar
to th
e st
uden
t, th
esy
nony
m c
lear
s up
the
wor
d im
med
i-at
ely.
Enc
ount
erin
g th
e w
ord
man
grov
es e
noug
h tim
es w
ill f
inal
ly c
lari
fy it
sm
eani
ng a
nd it
will
bec
ome
a pa
rt o
f th
e st
uden
t's p
assi
ve a
nd p
erha
psev
en h
isac
tive
voca
bula
ry.
It is
thro
ugh
this
"tw
iligh
t zon
e" th
at th
ete
ache
r m
ust g
uide
the
stud
ents
and
trai
n th
em to
gue
ss s
ensi
bly
or in
fer.
In
the
firs
t lev
el th
e st
uden
ts p
roba
-bl
y ha
ve a
cqui
red
only
400
to 1
,000
wor
dsan
d so
me
of th
ese
perh
aps
they
are
not t
oo s
ure
of. N
or h
ave
they
bee
n co
nditi
oned
eno
ugh
to w
ork
with
gram
mat
ical
clu
es. T
hese
clu
es m
ust b
e dr
illed
thro
ugh
the
use
of k
ey q
ues-
tions
abo
ut th
e pa
rtic
ular
str
uctu
re a
nd it
sm
eani
ng. I
f st
uden
ts d
o no
t lea
rnto
do
this
at t
he in
term
edia
te le
vel,
the
criti
cal
stag
e in
lang
uage
lear
ning
,th
ey w
ill s
oon
lose
inte
rest
and
giv
eup
. The
teac
her
mus
t als
o be
on
the
aler
tco
nsta
ntly
for
the
appe
aran
ck o
f cu
ltura
ldi
ffer
ence
s oc
curr
ing
in th
e re
adin
gm
ater
ials
. It w
ill b
e ne
cess
ary
to e
xpla
in c
erta
inel
emen
ts o
f cu
lture
whi
char
eun
know
n to
the
non-
nativ
e sp
eake
r. I
ntel
ligen
tgu
essi
ng a
bout
mea
ning
may
be im
poss
ible
with
out t
his
adde
d he
lp.
In th
e in
term
edia
te s
tage
of
lang
uage
lear
ning
the
teac
her
also
pre
pare
s th
est
uden
ts f
or th
e ne
w v
ocab
ular
y w
hich
will
occu
r in
a r
eadi
ng s
elec
tion.
He
uses
the
nc A
T w
ords
and
phr
ases
in b
asic
sen
tenc
es. H
epa
raph
rase
s in
the
fore
ign
lang
uage
; som
etim
es E
nglis
h gl
ossi
ngis
nec
essa
ry. H
e us
esm
any
vis-
ual d
evic
es h
e ha
s at
his
com
man
d. W
hen
the
stud
ent a
rriv
es a
t the
act
ual
read
ing
of th
e st
ory
or n
arra
tive,
he
will
be
able
to r
ead
with
eas
e an
d at
the
mos
t not
hav
e to
look
up
mor
e th
anon
e w
ord
in 6
0 ru
nnin
g w
ords
of
pros
e.A
n id
iom
suc
h as
"he
bur
nsm
e up
" w
hich
doe
s no
t hav
e th
e m
eani
nga
know
l-ed
ge o
f th
e in
divi
dual
wor
ds w
ould
lead
one
to e
xpec
t, sh
ould
be
para
phra
sed
in th
e fo
reig
n la
ngua
ge w
hene
ver
poss
ible
.
Tra
nsla
tion
If r
eadi
ng is
test
ed b
y as
king
for
tran
slat
ion,
the
stud
ent w
ill r
ever
t to
the
dict
iona
ry h
abit
and
mem
oriz
e lo
ng li
sts
of f
orei
gnla
ngua
geE
nglis
h w
ord
lists
. He
will
not
tran
sfer
his
Eng
lish
read
ing
habi
ts o
f su
cces
sful
gue
ssin
gor
17
infe
renc
e w
hich
are
nec
essa
ry if
he
is e
ver
to e
njoy
his
rea
ding
exp
erie
nce
inth
e fo
reig
n la
ngua
ge. T
he te
ache
r m
ust b
ecom
e fa
mili
ar w
ith th
e m
ore
prod
uc-
tive
tech
niqu
es o
f te
stin
g fo
r re
adin
g. S
tudy
ing
care
fully
the
new
tech
niqu
esus
ed in
the
Coo
pera
tive
Lan
guag
e T
ests
and
the
new
2 ',
dent
Lan
guag
e T
ests
deve
lope
d by
Edu
catio
nal T
estin
g Se
rvic
es w
ill g
ive
the
teac
her
man
y ne
wle
ads
abou
t the
tech
niqu
es h
e ca
n us
e fo
r te
stin
g co
mpr
ehen
sion
with
out h
av-
ing
to r
esor
t to
tran
slat
ion.
The
cha
pter
on
Eva
luat
ion
can
also
giv
e hi
m m
uch
help
.A
t the
ele
men
tary
leve
l of
lang
uage
lear
ning
, rea
ding
is u
sed
prim
arily
to r
e-in
forc
e an
d re
peat
wha
t was
lear
ned
aura
lly a
nd o
rally
. At t
he in
term
edia
tele
vel t
he m
ater
ials
use
d fo
r re
adin
g sh
ould
con
tain
as
muc
h re
alis
tic c
onve
rsa-
tiona
l mat
eria
l as
poss
ible
to b
e su
re th
at th
e au
dio-
lingu
al s
kills
will
rem
ain
at p
eak
perf
orm
ance
as
the
emph
asis
sw
ings
ove
r to
the
liste
ning
and
rea
d-in
g sk
ills.
It i
s at
the
adva
nced
leve
ls th
at th
e te
ache
r ta
kes
care
of
the
indi
vid-
ual d
iffe
renc
es w
ithin
a c
lass
by
havi
ng a
wid
e va
riet
y of
inte
rest
ing
read
ing
mat
eria
ls, c
halle
ngin
g to
indi
vidu
al s
tude
nts,
and
con
tain
ing
wor
thw
hile
info
r-m
atio
n w
hich
the
stud
ent c
an d
iscu
ss w
ith h
is c
lass
mat
es. I
t is
now
that
the
stud
ents
lear
n to
rea
d by
rea
ding
. The
inve
stm
ent i
n th
e au
dio-
lingu
al f
ound
a-tio
n re
turn
s di
vide
nds
with
bet
ter
read
ing
spee
d an
d gr
eate
r in
sigh
t rat
her
than
a la
bori
ous
deci
pher
ing
of w
ords
. The
stu
dent
sho
uld
be m
ade
tore
aliz
eth
at m
uch
valu
able
info
rmat
ion
for
his
liber
al e
duca
tion
is a
vaila
ble
thro
ugh
the
read
ing
of m
ater
ials
in o
ther
lang
uage
s.
Wri
ting
The
teac
her
at th
e el
emen
tary
leve
l in
a fo
reig
n la
ngua
ge w
ill th
ink
of w
rit-
ing
only
as
a m
eans
of
rein
forc
ing
the
audi
o-lin
gual
and
rea
ding
ski
lls. I
t is
not
until
the
mor
e ad
vanc
ed s
tage
s of
lang
uage
lear
ning
that
wri
ting
can
be c
on-
side
red
in it
s ow
n ri
ght.
It w
ill n
atur
ally
be
the
leas
t dev
elop
ed o
f th
e fo
ursk
ills.
The
stu
dent
mus
t hav
e fi
rm c
ontr
ol o
f th
e w
ay th
e so
unds
are
rep
rese
nted
grap
hica
lly if
he
wis
hes
to b
ecom
e an
eff
ectiv
e re
ader
and
wri
ter
of th
e fo
r-ei
gn la
ngua
ge. T
o es
tabl
ish
soun
d-le
tter
corr
espo
nden
ces
copy
ing
dial
ogue
san
d ex
erci
ses
and
freq
uent
dic
tatio
n of
alr
eady
fam
iliar
mat
eria
l are
indi
s-pe
nsab
le w
ritin
g ex
erci
ses
at th
e el
emen
tary
leve
l. T
he s
tude
nt p
rogr
esse
s fr
omth
is s
tage
of
copy
ing
to a
lim
ited
free
res
pons
e ex
erci
se in
whi
ch h
e co
m-
plet
es a
sen
tenc
e, w
rite
s a
sent
ence
whi
ch is
car
eful
ly c
ontr
olle
d, m
akes
chan
ges
such
as
thos
e in
volv
ing
tens
e, p
erso
n, a
nd n
umbe
r. T
he w
ritin
g of
a go
od s
ente
nce
is th
e fo
cal p
oint
of le
vel o
ne. T
he s
tude
nt d
oes
not c
reat
ela
ngua
ge. A
nyth
ing
he w
rite
s is
bas
ed o
n so
met
hing
he
has
lear
ned
aura
lly,
oral
ly, a
nd in
rea
ding
, and
whe
n he
rep
rodu
ces
the
lang
uage
thus
lear
ned
the
exer
cise
or
task
is c
aref
ully
con
trol
led.
The
se w
ritin
g ex
erci
ses
whi
ch in
-vo
lve
the
gram
mat
ical
man
ipul
atio
n of
sen
tenc
es s
houl
d be
bas
ic to
bot
h th
eel
emen
tary
and
inte
rmed
iate
leve
ls.
The
wri
ting
of a
goo
d pa
ragr
aph
is th
e ai
m o
f th
e in
term
edia
te le
vel o
f la
n-gu
age
lear
ning
. Bot
h at
the
inte
rmed
iate
and
adv
ance
d le
vels
, the
stu
dent
still
nee
ds m
odel
s an
d co
ntro
ls s
o th
at h
e do
es n
ot p
rodu
ce la
ngua
ge n
ot in
acco
rd w
ith g
ood
usag
e in
the
fore
ign
cultu
re. T
here
is a
nee
d fo
r m
uch
di-
rect
ed w
ritin
g w
here
a s
tude
nt is
told
wha
t to
incl
ude.
Que
stio
ns a
nd a
nsw
ers
base
d on
the
oral
wor
k an
d on
the
read
ing,
wri
tten
gram
mar
exe
rcis
esno
tth
e fi
lling
in o
f bl
anks
!no
w b
ecom
e a
part
of
the
stud
y an
dho
mew
ork
18
task
s. A
ny w
ritin
g ex
erci
se s
houl
d be
cor
rect
ed a
nd r
etur
ned
imm
edia
tely
so
that
the
stud
ent w
ill r
ecei
ve th
e sa
me
bene
fits
fro
m h
is w
ritte
nw
ork
that
he
does
fro
m h
is o
ral d
rills
and
exe
rcis
es. S
ince
the
corr
ectin
g of
wri
tten
wor
k is
an a
rduo
us ta
sk th
e te
ache
rsh
ould
be
reas
onab
le in
ass
igni
ng w
ritte
n le
s-so
ns. M
ost i
mpo
rtan
t, as
sign
men
tssh
ould
just
ify
them
selv
es in
term
s of
the
resu
lting
stu
dent
lear
ning
. The
y m
ust n
ot b
e bu
sy w
ork.
Typ
es o
f w
ritin
g w
ith w
hich
stu
dent
s an
d th
e te
ache
rsh
ould
be
wor
king
at
the
inte
rmed
iate
and
adv
ance
d le
vels
are
sho
rt n
arra
tives
,de
scri
ptio
ns o
f pe
r-so
ns, p
lace
s, e
vent
s, e
xpos
itory
wri
ting,
dia
logu
es, a
nd ta
king
of
note
s on
som
e-th
ing
the
stud
ent h
as r
ead
or li
sten
ed to
, let
ters
and
dia
ries
.A
t the
adv
ance
dle
vel t
he s
tude
nt a
lso
mov
es o
n to
con
scio
us im
itatio
n of
the
styl
eof
goo
dco
ntem
pora
ry w
rite
rs in
the
fore
ign
cultu
re. S
ome
stud
ents
will
eve
n be
abl
eto
dev
elop
a s
tyle
of
thei
r ow
n, b
ut th
ey w
ill b
e fe
w.T
his
is a
dif
ficu
lt ta
sk in
one'
s ow
n na
tive
lang
uage
. The
teac
her
can
also
, at t
he a
dvan
ced
leve
ls o
fla
ngua
ge le
arni
ng, i
ntro
duce
the
stud
ents
to th
e di
ffic
ult s
kill
oftr
ansl
atio
nan
d th
e fe
w s
tude
nts
who
will
be
able
to d
o th
is w
ith s
uper
ior
prow
ess
shou
ldha
ve th
e op
port
unity
of
havi
ng th
eir
wor
k ap
pear
in th
e sc
hool
lite
rary
mag
a-zi
nes
or n
ewsp
aper
reg
ardl
ess
of w
heth
er it
is f
rom
for
eign
lang
uage
toE
ng-
lish
or v
ice
vers
a.
Cul
ture
Cul
ture
con
sist
s of
the
entir
e be
havi
or p
atte
rn a
nd m
ater
ial a
chie
vem
ents
prod
uced
and
sha
red
by m
embe
rs o
f a
com
mun
ity. T
he la
ngua
ge s
poke
n by
that
com
mun
ity is
the
core
of
the
cultu
re a
nd r
efle
cts
that
cul
ture
.It
is th
eke
y w
hich
mak
es p
ossi
ble
the
lear
ning
and
sha
ring
of
that
cul
ture
. Lan
guag
ean
d cu
lture
mus
t be
taug
ht in
the
clas
sroo
m. U
nles
s st
uden
tsun
ders
tand
the
cultu
ral c
onte
xt in
whi
ch s
tate
men
ts a
re m
ade,
they
can
eas
ily m
iss
the
full
impl
icat
ion
of th
e st
atem
ents
and
at t
imes
com
plet
ely
mis
unde
rsta
nd w
hat
ism
eant
. It i
s re
alis
tic, t
here
fore
, for
stu
dent
s to
lear
n a
lang
uage
with
in s
itua-
tions
and
con
text
whi
ch r
efle
ct th
e cu
lture
.C
omm
uniti
es w
hich
dif
fer
in th
eir
way
s of
doi
ng th
ings
will
fin
d th
ose
ea.ie
_-en
ces
refl
ecte
d in
thei
r sp
eech
. Esk
imo
has
ari
ch v
ocab
ular
y fo
r di
ffer
ent
kind
s of
sno
w; E
nglis
h on
ly a
few
wor
ds. O
ne c
an e
asily
infe
r th
at s
now
has
a re
al c
ultu
ral s
igni
fica
nce
to th
e E
skim
o.A
mer
ican
for
ms
of a
ddre
ss a
requ
ite s
impl
e: "
you"
and
"M
r., M
rs.,
Mis
s" f
or p
ract
ical
ly e
very
body
. Suc
hsp
eech
hab
its r
efle
ct a
soc
iety
in w
hich
soc
ial c
lass
es a
re f
luid
. In
man
y ot
her
coun
trie
s th
ere
are
diff
eren
t way
s of
add
ress
ing
a pe
rson
old
er o
r m
ore
pow
-er
ful t
han
ones
elf,
or
youn
ger
or le
ss p
ower
ful t
han
ones
elf.
Sttc
h di
ffer
ence
sre
flec
t an
elab
orat
ely
stru
ctur
ed s
yste
m o
f so
cial
dif
fere
nces
. Not
bei
ng a
war
eof
thes
e di
ffer
ence
s ca
n of
ten
crea
te b
arri
ers
diff
icul
t for
the
"for
eign
er"
to p
enet
rate
. Thu
s it
is n
eces
sary
to g
ive
spec
ial e
mph
asis
to th
e pa
ttern
s of
the
cultu
re w
hich
cla
sh w
ith th
e pa
ttern
s of
our
ow
n cu
lture
.E
lem
enta
ry la
ngua
ge s
houl
d be
com
bine
d w
ith th
e le
arni
ng o
f cu
lture
in th
ean
thro
polo
gica
l sen
se, n
ot w
ith "
cultu
re"
as w
e un
ders
tand
it in
the
grea
tar
tistic
ai-
zd li
tera
ry a
chie
vem
ents
of
a ci
viliz
atio
n. A
gen
uine
und
erst
andi
ngof
the
grea
t lite
rary
wor
ks o
f a
natio
n, th
eir
plot
s, c
hara
cter
s, th
emes
, de-
pend
s a
grea
t dea
l on
the
lear
ner's
gra
sp o
f th
e ev
ery
day
cultu
ral b
ehav
ior
of th
at n
atio
n's
peop
le. T
he s
mal
l tal
k an
d th
e co
mm
on e
very
day
situ
atio
nsar
e th
e ba
ckbo
ne o
f an
und
erst
andi
ng o
f a
natio
n's
liter
ary
achi
evem
ents
.T
each
ers
shou
ld u
se li
tera
ry s
elec
tions
, esp
ecia
lly p
oetr
y, ju
dici
ousl
y, in
the
L.! fl 5
elem
enta
ry a
nd in
term
edia
te le
vels
of
lang
uage
lear
ning
. Whe
n us
ed th
eysh
ould
giv
e us
a r
eal u
nder
stan
ding
of
the
cont
empo
rary
cul
ture
.O
nly
afte
ra
mod
em la
ngua
ge h
as b
een
lear
ned
wel
l can
the
styl
e an
d ch
arac
teri
stic
s of
a pa
rtic
ular
pie
ce o
f lit
erat
ure
be th
orou
ghly
appr
ecia
ted.
The
teac
her
shou
ld p
rese
nt c
ultu
ral m
ater
ial e
very
day
,ei
ther
dir
ectly
or
vica
riou
sly,
by
tran
sfor
min
g th
e la
ngua
ge c
lass
room
into
a"c
ultu
ral i
slan
d"w
ith a
ll th
e re
alia
and
vis
ual a
ids
whi
ch c
an a
ssis
tth
e te
ache
r in
imm
ersi
ngth
e st
uden
ts in
the
fore
ign
cultu
re, b
y bu
ildin
g ba
sic
ce'..
dral
con
cept
s in
to th
em
ater
ials
and
situ
atio
ns c
hose
n. O
n th
e fi
rst d
ay in
the
clas
sroo
m th
e fi
rst
cont
act w
ith a
for
eign
cul
ture
can
occ
ur b
y gi
ving
child
ren
nam
es c
hara
cter
is-
tic o
f th
e fo
reig
n cu
lture
and
by
usin
g th
e co
rret
.t.fo
rms
of a
ddre
ss.
The
re a
re e
xten
sive
list
s of
cul
tura
l pat
terk
. v 'h
ich
shou
ldbe
taug
ht to
stu
-de
nts.
3 T
he te
ache
r sh
ould
ada
pt th
ese
patte
rns
as ti
me
and
circ
umst
ance
per
-m
it. T
he f
ollo
win
g ar
e on
ly a
few
of
the
man
y cu
ltura
lite
ms
stud
ents
sho
uld
know
:1)
the
ever
yday
soc
ial a
men
ities
2) th
e im
port
ance
of
and
the
man
ner
in w
hich
the
spea
kers
of
the
lang
uage
hand
le e
xple
tives
and
par
ticle
s "W
hy, t
hat's
a lo
vely
dres
s!"
or "
It's
just
beau
tiful
."3)
fol
klor
e an
d fa
bles
4) c
hild
hood
lite
ratu
re5)
dis
cipl
ine
6) f
estiv
als
and
holid
ays
7) g
ames
8) m
usic
9) f
rien
ds a
nd f
rien
dshi
p10
) ra
dio,
TV
, film
s11
) ho
bbie
s12
) at
titud
es to
war
ds s
choo
l and
lear
ning
13)
fam
ily li
fe14
) tr
avel
and
rec
reat
ion
15)
rura
l lif
e ve
rsus
urb
an li
fe16
) he
roes
17)
wha
t is
hum
orou
s18
) ru
les
of c
ourt
ship
19)
care
ers
Stud
ents
are
inte
rest
ed in
thes
e th
ings
and
a k
now
ledg
e of
them
dee
pens
thei
rin
tere
st a
nd in
vari
ably
impr
oves
thei
r pe
rfor
man
ce in
the
lang
uage
.T
he n
eces
sary
task
in te
achi
ng th
e cu
lture
of
a la
ngua
ge is
to s
ee th
at s
tu-
dent
s ar
e aw
are
of la
ngua
ge tr
aps
whe
n de
alin
g w
ith a
noth
er la
ngua
ge c
om-
mun
ity a
nd a
re r
eady
to s
uspe
ct th
em w
hen
com
mun
icat
ion
star
ts to
brea
kdo
wn.
The
ver
bal s
ymbo
l its
elf
does
not
tell
us w
hat t
he b
ehav
ior
shou
ldbe
but i
t ale
rts
us to
obs
erve
bot
h th
e ve
rbal
and
the
non-
verb
al b
ehav
ior
of th
ein
divi
dual
s of
that
cul
ture
in th
eir
rela
tions
hips
to e
ach
othe
r. F
inal
ly, t
hrou
gha
know
ledg
e an
d un
ders
tand
ing
of th
e fo
reig
ncu
lture
the
stud
ent's
atti
tude
sw
ill b
road
en a
nd f
requ
ently
a s
igni
fica
nt r
esul
t is
a de
eper
app
reci
atio
n an
d a
grea
ter
insi
ght i
nto
the
mel
ting
pot o
f hi
s ow
n cu
lture
.
3Bro
oks,
Nel
son.
Lan
guag
e an
d L
angu
az r
Lea
rnin
g. H
arco
urt,
1960
pp.
79-
93.
Lin
ton,
Ral
ph. T
he S
cien
ce o
f M
an in
Wor
ld C
risi
s. C
olum
bia,
194
5 p.
124
.
19
Gra
mm
atic
al S
truc
ture
sIn
the
audi
o-lin
gual
app
roac
h st
uden
ts h
ave
been
lear
ning
fun
ctio
nal g
ram
-m
ar f
rom
the
very
fir
st d
ay in
the
fore
ign
lang
uage
cla
ssro
om.
Tha
t mea
nsth
at g
ram
mat
ical
str
uctu
res
are
taug
ht in
con
text
.A
s so
meo
ne o
nce
said
:"I
ate
" is
mor
e lik
ely
to b
e fo
llow
ed b
y "a
pie
ce o
fpi
e,"
than
by
"you
ate
,""h
e at
e,"
"we
ate,
" fo
r ex
ampl
e. T
he s
ente
nces
sele
cted
for
pat
tern
dri
lls in
a la
ngua
ge le
sson
em
body
the
basi
c gr
amm
atic
al p
atte
rns
of th
efo
reig
n la
n-gu
age.
The
pri
mar
y jo
b of
the
elem
enta
ry a
nd in
term
edia
te le
vels
in la
n-gu
age
lear
ning
is to
hab
ituat
e th
ese
patte
rns
in th
e st
uden
t's o
ral-
aura
l and
visu
al r
eper
toir
es.
Aft
er th
e pa
ttern
s ha
ve b
een
wel
l lea
rned
thro
ugh
the
use
of in
num
erab
leex
ampl
es a
nd d
rills
, the
stu
dent
s, w
ith th
e he
lp a
ndgu
idan
ce o
f th
e te
ache
r,an
alyz
e, d
iscr
imin
ate,
and
mak
e ge
nera
lizat
ions
abo
utth
e la
ngua
ge s
truc
ture
s.T
hey
then
com
pare
thei
r st
atem
ents
abo
ut th
ela
ngua
ge s
truc
ture
s w
ith th
est
atem
ents
in th
e te
xtbo
ok.
In te
achi
ng th
e pa
ttern
s of
a la
ngua
gece
rtai
n "h
andl
es,"
like
nou
n, p
ro-
noun
, ver
b, a
djec
tive,
infi
nitiv
e, c
anbe
hel
pful
whe
n ge
nera
lizat
ions
abo
utth
ela
ngua
ge a
re b
eing
mad
e. T
he u
se o
f gr
amm
atic
alte
rmin
olog
y lik
e "t
he s
ub-
junc
tive
of in
dire
ct d
isco
urse
" ho
wev
er is
usu
ally
an
obst
acle
to th
e la
ngua
gele
arne
r an
d th
orou
ghly
con
fuse
s hi
nW
ithin
a s
choo
l or
scho
ol s
yste
m, t
hem
oder
n la
ngua
ge te
ache
rs to
geth
er w
ith th
e E
nglis
hte
ache
rs, s
houl
d ag
ree
tous
e a
stan
dard
set
of
gram
mar
term
sth
ereb
y av
oidi
ng n
eedl
ess
conf
usio
n fo
rth
e st
uden
ts a
nd u
sele
ss b
icke
ring
am
ong
the
teac
hers
.T
he te
rmin
olog
y no
tne
eded
in th
e le
arni
ng o
f E
nglis
h bu
t use
ful a
nd n
eces
sary
in th
e fo
reig
n la
n-gu
age
can
be ta
ughi
. by
the
fore
ign
lang
uage
teac
her.
In p
rese
ntin
g th
e gr
amm
ar o
f th
e fo
reig
n la
ngua
ge to
the
stud
ents
the
teac
her
mus
t con
stan
tly r
emem
ber
that
a m
oder
nla
ngua
ge is
to b
e le
arne
d as
a to
olfo
r co
mm
unic
atio
n, a
nd n
ot a
s a
seri
es o
f sy
ntac
tical
item
san
d lo
ng li
sts
of p
ar-
adig
ms.
Dri
lls a
nd E
xerc
ises
Lea
rnin
g an
othe
r la
ngua
ge w
ould
be
easy
if th
ere
wer
e a
one-
to-o
ne c
or-
resp
onde
nce
amon
g la
ngua
ges.
How
ever
, lan
guag
es a
rest
ruct
ured
dif
fere
nt-
ly, t
hey
port
ray
thin
gs d
iffe
rent
ly. T
hese
dif
fere
nces
cau
seth
e la
ngua
ge le
arne
rth
e m
ost d
iffi
culty
. As
a re
sult,
any
con
stru
ctio
n in
the
mod
ern
lang
uage
whi
chcl
ashe
s w
ith it
s co
unte
rpar
t in
Eng
lish
mus
t be
mad
eth
e ob
ject
of
a sp
ecia
ldr
ill. H
ence
, dri
ll or
pat
tern
pra
ctic
e is
the
nucl
eus
offu
nctio
nal l
angu
age
teac
hing
.A
lmos
t all
drill
s us
ed in
the
lang
uage
cla
ss c
anbe
cla
ssif
ied
as r
epet
ition
,su
bstit
utio
n, tr
ansf
orm
atio
n dr
ills
or a
com
bina
tion
ofth
e la
st tw
o. I
n a
sub-
stitu
tion
drill
the
prim
ary
purp
ose
is to
hab
ituat
e a
part
icul
ar la
ngua
ge p
at-
tern
. Aft
er th
e or
igin
al p
atte
rn h
as b
een
lear
ned
othe
r vo
cabu
lary
item
s re
-pl
ace
the
item
s in
the
orig
inal
exa
mpl
e. T
he s
ubst
itute
dvo
cabu
lary
doe
s no
tch
ange
the
stru
ctur
e of
the
patte
rn w
hich
we
wan
tha
bitu
ated
in th
e la
ngua
gele
arne
r. T
hus,
whe
n vo
cabu
lary
sub
stitu
tion
has
been
com
plet
ed, t
he s
tude
nten
ds u
p w
ith a
dif
fere
nt le
xica
l mea
ning
fro
m th
eor
igin
al e
xam
ple,
but
the
patte
rn, w
hich
has
its
own
stru
ctur
al m
eani
ngde
term
ined
by
the
rela
tions
hips
of f
unct
ion
wor
ds, e
ndin
gs a
nd s
ente
nce
arra
ngem
ent r
emai
ns c
onst
ant.
The
tran
sfor
mat
ion
drill
use
s se
vera
l exa
mpl
es o
f a
give
n pa
ttern
and
by
a sp
ecif
ic m
anip
ulat
ion
chan
ges
each
of
thes
e ex
ampl
es in
to a
new
pat
tern
such
as
chan
ging
a s
tate
men
tin
to a
que
stio
n or
chan
ging
a s
tate
men
t to
the
nega
tive.
All
othe
r ty
pes
of p
atte
rnpr
actic
e ar
e es
sent
ially
subs
titut
ion
and
tran
sfor
-
mat
ion
drill
s:1)
the
expa
nsio
n dr
ill e
nlar
ges
afr
ame
by a
ddin
g a
new
elem
ent
2) th
e co
ntra
ctio
n dr
illsh
orte
ns a
n ut
tera
nce
3.)
the
mor
e in
volv
edre
plac
emen
t dri
ll in
volv
esch
angi
ng o
ne f
ram
e to
an-
othe
r, s
uch
as is
fou
nd in
repl
acin
g no
uns
with
pro
noun
s,in
sub
stitu
ting
sub-
ject
s th
ereb
y re
quir
ing
a ch
ange
in v
erb
form
4) th
e gr
adua
ted
repl
acem
entd
rill
chan
ges
one
elem
ento
f a
fram
e an
d gr
adu-
ally
intr
oduc
es o
ther
subs
titut
ion
and
tran
sfor
mat
ion
oper
atio
ns5)
res
tate
men
t or
dire
cted
res
pons
edr
ills,
com
plic
ated
for
ms
of tr
ansf
orm
a-
tions
, req
uire
sev
eral
sim
ulta
neou
sop
erat
ions
6) in
tegr
atio
n dr
ills
com
bine
two
utte
ranc
es o
r st
atem
ents
7) tr
ansl
atio
n dr
ills
focu
s on
targ
et la
ngua
ge u
ttera
nces
devi
atin
g co
nsid
er-
ably
fro
m th
ose
in th
ena
tive
lang
uage
. See
Cha
pter
V f
or d
etai
led
desc
ript
ions
and
exam
ples
of
drill
sPa
ttern
dri
lls, e
spec
ially
tran
sfor
mat
ion
drill
s, s
tart
out
with
a c
hang
e of
only
one
item
at a
tim
e be
fore
the
stud
ent m
oves
toth
e m
ore
com
plex
dri
lls
invo
lvin
g tw
o or
mor
e ch
ange
s.T
hus
auto
mat
ic r
espo
nses
resu
lting
fro
m p
atte
rn
drill
s ar
e gr
adua
lly r
epla
ced
by tr
ee r
espo
nses
whe
rest
uden
ts b
egin
to m
ake
choi
ces.
It is
not
unu
sual
to h
ear
stud
ents
com
plai
ning
abou
t how
bor
ed th
ey g
etfr
om
ince
ssan
t dri
ll se
ssio
ns. A
cle
ver
teac
her
will
use
hum
or in
her
patte
rn d
rills
or h
ave
little
inte
rlud
es w
hich
incl
ude
alin
e of
a s
ong,
a r
iddl
e, o
r a
rhym
e
betw
een
drill
s. I
n th
e fi
nala
naly
sis,
how
ever
, it m
ustb
e m
ade
clea
r to
the
stud
ent
that
it is
this
dri
lling
whi
ch w
ill a
ssur
e hi
m th
eau
tom
atic
res
pons
e he
ultim
atel
y
wan
ts in
acq
uiri
ngth
e fo
reig
n la
ngua
ge.
For
man
y st
uden
ts th
is is
the
only
way
to le
arn
tom
anip
ulat
e th
e la
ngua
ge s
kills
whi
ch th
ey w
ould
not
be
able
to d
o if
they
had
to c
onst
ruct
sent
ence
s an
d ut
tera
nces
by th
e pu
rely
ana
lytic
al
appr
oat.h
. The
old
fas
hion
edtr
ansl
atio
n ex
erci
se u
sual
lyde
man
ded
man
y di
ffer
-
ent p
atte
rns
and
muc
hgu
essi
ng. R
espo
nses
nev
erbe
cam
e au
tom
atic
. Exe
rcis
es
in w
hich
bla
nks
wer
ele
ft f
or th
e st
uden
t to
fill
in d
id n
ot f
orce
stu
dent
sto
thin
k of
the
com
plet
e pa
ttern
s.A
fter
all,
the
stud
ent d
oes
not
perf
orm
by
endi
ngs
alon
e!T
o do
not
hing
but
dri
llsis
like
doi
ng n
othi
ngbu
t pra
ctic
ing
scal
es a
nd a
r-
pegg
ios
with
out b
eing
giv
en a
chan
ce to
per
form
a m
usic
alco
mpo
sitio
n at
a c
on-
cert
. The
dri
ll is
onl
y a
mea
nsto
an
end.
The
abi
lity
to u
se th
e la
ngua
gefr
eely
by a
nsw
erin
g qu
estio
ns,
posi
ng q
uest
ions
, mak
ing
stat
emen
ts, e
ngag
ing
in c
on-
vers
atio
n, o
r gi
ving
a ta
lk o
n a
spec
ific
sub
ject
thes
e ar
e th
e te
st o
f w
heth
er
or n
ot th
e pa
ttern
drill
s an
d pr
actic
e ex
erci
ses
have
don
e th
e jo
b.
Impo
rtan
ce o
f th
e L
angu
age
Lab
orat
ory
The
for
eign
lang
uage
labo
rato
ry is
dis
cuss
ed in
Cha
pter
VII
. How
ever
, afe
w
wor
ds n
eed
to b
e sa
id h
ere
with
reg
ard
to th
e im
port
antr
ole
the
lang
uage
labo
ra-
tory
pla
ys in
the
audi
o-lin
gual
app
roac
h to
lang
uage
lear
ning
. The
labo
rato
ry
is n
eede
d 1)
to e
stab
lish
lang
uage
hab
its a
nd 2
) to
rein
forc
e an
d co
rrec
t im
-
med
iate
ly th
e re
spon
ses
the
stud
ents
mak
e. I
n th
ecl
assr
oom
onl
y on
e st
uden
t
can
reci
te a
t atim
e. A
lthou
gh c
hora
l res
pons
ein
clud
es m
ore
than
one
stud
ent,
such
gro
up p
erfo
rman
cele
ssen
s th
e in
divi
dual
stud
ent's
atte
ntio
n an
dm
otiv
a-
tion.
The
rew
ard
for
the
corr
ect r
espo
nse
isdi
rect
ed to
the
grou
p th
usbe
com
ing
20
less
eff
ectiv
e fo
r th
ein
divi
dual
stu
dent
. In
a ch
oral
res
pons
eth
ere
is a
lso
p e
dang
er o
f ha
ving
a f
ewle
ader
s an
d m
any
follo
wer
sca
usin
g th
e re
spon
ses
to
beco
me
mer
e re
petit
ion
inst
ead
of in
depe
nden
t res
pons
esto
a c
ue. T
his
does
not b
elitt
le th
e im
port
ance
of c
hora
l res
pons
e in
the
clas
sroo
m w
ork
but i
t poi
nts
up th
e ne
ed f
or th
ela
bora
tory
.A
labo
rato
ry a
llow
s a
larg
e nu
mbe
r of
stu
dent
s to
wor
k at
the
sam
e tim
e an
d
inde
pend
ently
of
each
oth
er.
Eac
h in
divi
dual
is r
ewar
ded
imm
edia
tely
by
the
affe
ct a
nsw
er g
iven
on
the
tape
. Thi
s op
port
unity
for
imm
edia
te c
orre
ctio
nis
a di
stin
ctad
vant
age
over
cor
rect
ion
whi
ch o
ccur
s ho
urs
afte
rth
e st
uden
t has
mad
e th
e m
ista
ke in
his
hom
ewor
k or
the
type
of
corr
ectio
n w
hich
occ
urs
in
fron
t of
his
peer
s in
the
clas
sroo
m.
The
labo
rato
ry p
erio
d is
cons
ider
ed to
be
the
prac
tice
sess
ion
or th
e ho
me-
wor
k se
ssio
n. P
ract
ice
and
hom
ewor
k se
ssio
ns s
houl
d fi
xan
d ha
bitu
ate
the
cor-
rect
res
pons
es. A
t the
elem
enta
ry le
vel t
his
is r
eally
the
prim
ary
func
tion
ofho
mew
ork.
The
new
lang
uage
mat
eria
ls in
clud
e pr
actic
e re
cord
s,pr
actic
e ta
pes
for
the
stud
ent t
o ta
keho
me
if ti
me
and
sche
dulin
gdo
not
per
mit
afte
,: sc
hool
or s
tudy
hal
l typ
ela
bora
tory
ses
sion
s.T
he la
bora
tory
is th
e be
stpl
ace
for
the
stim
ulus
-res
pons
epa
rt o
f la
ngua
ge
lear
ning
whe
re th
e st
uden
tm
anip
ulat
es la
ngua
ge p
atte
rns
in s
ubst
itutio
n an
d
tran
sfor
mat
ion
drill
s. T
hecl
assr
oom
sho
uld
be r
eser
ved
for
expl
anat
ion
and
the
use
of th
e dr
illed
spee
ch p
atte
rns
in m
eani
ngfu
lcon
text
and
fre
e re
spon
ses.
In c
ompa
ring
two
area
sof
ski
lls le
arni
ng w
eha
ve a
situ
atio
n so
met
hing
like
the
follo
win
g:
Prac
tice
Ana
lysi
s;(G
ener
aliz
atio
n)Pe
rfor
man
ceN
ativ
es in
a L
ive
Situ
atio
n
Mod
ern
Lan
guag
eL
abor
ator
yC
lass
room
Foot
ball
Prac
tice
Fiel
dC
lass
room
Foot
ball
Stad
ium
The
re a
re o
ccas
ions
whe
n pa
ttern
sar
e pr
actic
ed in
the
clas
sroo
m. T
his
usua
lly
occu
rs a
s a
dem
onst
ratio
n to
sho
w h
owit
is to
be
done
in th
ela
bora
tory
and
wha
t tne
inst
ruct
or is
driv
ing
at w
ith th
e pa
rtic
ular
drill
. The
labo
rato
ry
is a
lso
the
perf
ect p
lace
for
wor
king
on
the
exte
nsio
nof
the
stud
ents
' lis
teni
ngsk
ills,
for
lear
ning
of
a so
ng, a
gam
e,fo
r lis
teni
ng to
rad
ioco
mm
erci
als,
for
the
reco
rdin
g of
stu
dent
talk
s an
d ot
her
suita
ble
activ
ities
whi
ch li
ven
up th
e
lear
ning
of
the
lang
uage
.Cer
tain
ly th
e la
ngua
ge la
bora
tory
play
s a
very
impo
r-
tant
par
t in
the
mor
ead
vanc
ed le
vels
of
lang
uage
lear
ning
whe
n st
uden
ts s
houl
d
have
the
oppo
rtun
ity o
flis
teni
ng to
mod
ern
liter
atur
e, n
ews
revi
ews,
and
the
like.
No
mat
ter
wha
t, th
ete
ache
r m
ust a
lway
s co
nsid
erth
e cl
assr
oom
and
the
labo
rato
ry a
s co
mpl
emen
tary
toea
ch o
ther
, the
one
sup
port
ing
the
othe
r bu
t
neve
r du
plic
atin
g.Pr
ogra
med
lear
ning
with
its
conc
ept o
f ha
bit
form
atio
n, im
med
iate
con
-
firm
atio
n of
cor
rect
res
pons
e,an
d m
inim
al s
tep
lear
ning
mak
es m
axim
um u
se o
f
the
labo
rato
ry w
hich
inth
is c
ase
take
s on
apr
ivat
e tu
tori
al f
unct
ion.
For
high
ly m
otiv
ated
adu
lts a
ndst
uden
ts th
e la
bora
tory
with
its tu
tori
al m
achi
ne
then
bec
omes
the
inst
ruct
oran
d st
uden
ts a
dvan
ce a
ndac
quir
e th
e lin
guis
tic
patte
rns
at th
eir
own
spee
dw
ith li
ttle
supe
rvis
ion
from
the
regu
lar
teac
her.
Voc
abul
ary
Dec
idin
g ju
st w
hat v
ocab
ular
ysh
ould
be
taug
ht a
nd h
owm
uch
of th
at v
o-
-
cabu
lary
to te
ach
at e
ach
leve
l are
two
ques
tions
whi
ch p
lagu
e ev
ery
lang
uage
teac
her.
The
teac
her
mus
t kno
w th
at th
e st
uden
t's p
assi
ve v
ocab
ular
y, th
evo
cabu
lary
he
need
s to
rec
ogni
ze w
hen
liste
ning
to th
e sp
oken
lang
uage
and
read
ing
it m
ust
be m
uch
mor
e ex
tens
ive,
a r
atio
of
9 to
1 in
our
nat
ive
lang
uage
,th
an h
is a
ctiv
evo
cabu
lary
, the
wor
ds h
e ne
eds
to r
ecal
l in
spea
king
and
wri
ting
the
lang
uage
.T
he te
ache
r m
ust a
lso
diff
eren
tiate
bet
wee
n1)
fun
ctio
n w
ords
, wor
ds s
igni
fyin
g re
latio
nshi
ps a
nd g
ram
mat
ical
mea
ning
ssu
ch a
s pr
epos
ition
s, c
onju
nctio
ns, a
nd r
epla
cem
ent w
ords
suc
h as
pro
noun
s,w
hich
rea
lly o
pera
te a
s a
part
of
the
stru
ctur
e of
tine
lang
uage
2) c
onte
nt w
ords
, nou
ns, v
erbs
, adj
ectiv
es, a
nd a
dver
bsw
hich
bea
r th
e bu
r-de
n of
the
lexi
cal m
eani
ng o
f an
utte
ranc
e.Fu
nctio
n w
ords
are
lim
ited
in n
umbe
r an
d ar
e an
intr
icat
e pa
rt o
f a
sen-
tenc
e. T
hey
mus
t be
taug
ht a
s pa
rt o
f th
e pa
ttern
ors
truc
ture
if th
e st
uden
tis
eve
r to
com
man
d an
act
ive
and
corr
ect u
se o
f th
em.T
heir
fre
quen
cy o
f oc
-cu
rren
ce is
so
grea
t tha
t the
y al
mos
t tea
chth
emse
lves
.C
onte
nt w
ords
are
ano
ther
mat
ter.
Whe
n th
e st
uden
t wan
ts to
say
som
ethi
ngab
out a
par
ticul
ar th
ing,
he
need
s to
kno
w th
e na
me
of th
at th
ing
whe
ther
it is
on a
fre
quen
cy li
st o
r no
t. M
ost f
requ
ency
lists
are
bas
ed o
n ni
nete
enth
cen
tury
liter
ary
wor
ds a
nd a
re o
f lit
tle v
alue
for
toda
y's
lang
uage
obj
ectiv
es.
Res
earc
hsh
ows
that
aft
er th
e fi
rst 7
50 to
1,0
00 w
ords
, inc
ludi
ngth
e fu
nctio
n w
ords
ther
e is
act
ually
no
valid
ity a
t all
in th
e ra
nkin
gs. A
s fa
r as
nov
els,
stor
ies,
and
play
s go
, the
stu
dent
will
fin
d as
man
y ne
w w
ords
on
page
500
as h
e do
eson
pag
e 25
. For
ty p
erce
nt o
f th
e w
ords
on
any
page
are
am
ong
the
mos
t com
-m
on w
ords
. Mos
t are
fun
ctio
n w
ords
. We
have
no
rese
arch
to s
how
us
how
man
y pa
ges
a st
uden
t mus
t rea
d be
fore
the
num
ber
of n
ew w
ords
on
a gi
ven
page
com
es d
own
to a
leve
l whi
ch p
erm
itsre
adin
g w
ithou
t rea
l voc
abul
ary
prob
lem
s.T
he v
ocab
ular
y in
clud
ed in
a la
ngua
ge c
ours
e sh
ould
cont
ain
thos
e w
ords
judg
ed n
eces
sary
to e
xpre
ss e
ssen
tial c
once
pts
and
thos
e w
hich
in tu
rn c
an b
eus
ed to
exp
ress
sev
eral
con
cept
s. A
t the
beg
inni
ng, s
ynon
yms
shou
ld b
e av
oide
das
wel
l as
voca
bula
ry w
hich
can
be
adeq
uate
ly e
xpre
ssed
by
othe
r vo
cabu
lary
item
s. A
t the
ele
men
tary
and
inte
rmed
iate
leve
ls th
is b
ecom
es a
mat
ter
of e
ffi-
cien
cy a
nd e
cono
my
so th
at th
e st
uden
t can
con
cent
rate
on
the
stru
ctur
alm
eani
ng o
f th
e la
ngua
ge. T
he d
iffi
culty
with
lear
ning
con
tent
wor
ds is
that
they
are
dete
rmin
ed b
y w
hat t
he s
peak
erne
eds
to s
ay a
t a g
iven
mom
ent i
n a
cer-
tain
env
iron
men
t. In
itial
voc
abul
ary
shou
ld a
lso
be b
ased
on
the
conc
epts
or
situ
atio
ns m
ost c
omm
on a
nd u
nive
rsal
in e
very
day
spee
ch. T
he li
sts
dete
r-m
ined
by
the
Fren
ch g
over
nmen
t, th
e Sp
anis
h fr
eque
ncy
list d
evel
oped
inPu
erto
Ric
o, th
e G
erm
an li
st n
ow in
the
proc
ess
of d
evel
opm
ent u
nder
the
dire
ctio
nof
Dr.
Ala
n Pf
effe
r of
Pitt
sbur
gh U
nive
rsity
rep
rese
nt th
e sp
oken
lang
uage
.T
hey
repr
esen
t the
ess
entia
l fun
ctio
n an
d co
nten
t wor
ds w
hich
can
be
used
in e
asy
and
natu
ral c
omm
unic
atio
n.T
he te
ache
r sh
ould
nev
er a
ttem
pt to
teac
h vo
cabu
lary
, eve
n at
the
mor
e ad
-va
nced
leve
ls, a
s a
disc
reet
num
ber
of it
ems
in a
list
pai
red
with
thei
r"so
-cal
led"
Eng
lish
equi
vale
nts.
The
sm
alle
st u
nit o
f co
mm
unic
atio
n is
an
utte
ranc
ein
-vo
lvin
g sp
eake
r, li
sten
er, a
nd s
ituat
ion.
Voc
abul
ary,
ther
efor
e, is
bes
t lea
rned
thro
ugh
the
dial
ogue
and
pat
tern
pra
ctic
e. T
he le
arni
ng o
f ite
miz
ed v
ocab
ular
ylis
ts c
an le
ad to
rid
icul
ous
erro
rs in
cho
osin
g vo
cabu
lary
for
an
utte
ranc
e.N
eith
er s
houl
d a
voca
bula
ry it
em b
e te
sted
with
out p
uttin
g it
into
the
cont
ext
of a
n ut
tera
nce.
21
It is
true
that
the
dict
iona
ry w
ill h
ave
tobe
use
d w
hen
read
ing
but a
clue
to th
e m
eani
ng is
pro
vide
d by
the
cont
exto
f th
e pa
ssag
e in
whi
ch th
evo
cabu
lary
item
occ
urs.
How
ever
, whe
n a
stud
ent h
as to
cons
ult a
dic
tiona
ry f
or th
e pu
r-po
se o
f fo
rmul
atin
g hi
s ow
n ut
tera
nces
or
wri
ting
a co
mpo
sitio
n at
the
mor
ead
vanc
ed s
tage
s of
lang
uage
lear
ning
, he
shou
ld b
etr
aine
d to
pay
spe
cial
at-
tent
ion
to th
e sa
mpl
e se
nten
ces
prov
ided
by
the
dict
iona
ry. I
f a
dict
iona
ry d
oes
not p
rovi
de e
xam
ples
of
the
usag
e of
aw
ord,
it is
less
than
use
less
in c
om-
posi
tion
and
tran
slat
ion
wor
k.V
ocab
ular
y ca
n be
bui
lt be
st b
y ex
tens
ive
liste
ning
and
rea
ding
. The
lan-
guag
e fi
eld
is in
nee
d of
thou
sand
s of
pag
es o
f gr
adua
ted
liste
ning
and
read
ing
mat
eria
ls b
ased
on
the
new
fre
quen
cy li
sts
and
onth
e in
tere
sts
of y
oung
peo
ple.
In h
elpi
ng s
tude
nts
expa
nd v
ocab
ular
y,pi
ctor
ial a
ids
are
of g
reat
hel
p in
getti
ng d
irec
tly f
rom
the
conc
ept t
o th
e w
ord.
Mem
oriz
ing
poem
s, ji
ngle
s, p
rov-
erbs
, mot
toes
, son
gs, p
lays
and
ski
ts a
lso
aid
in b
uild
ing
voca
bula
ry f
or r
ecal
:.U
sing
gam
es s
uch
as "
quiz
mas
ter,
" "t
raff
icsi
gnal
s,"
"mov
ie a
ctor
s,"
"spo
rts
hero
es,"
"gr
eat b
ooks
," "
auth
ors,
" an
d ga
mes
deal
ing
with
the
geog
raph
y an
dhi
stor
y of
the
coun
try
now
pub
lishe
d in
the
vari
ous
coun
trie
s, a
re o
f gr
eat h
elp.
Tea
chin
g yo
ung
peop
le h
ow to
infe
r th
e m
eani
ngof
a w
ord
from
the
cont
ext
thro
ugh
cogn
ates
and
par
tial c
ogna
tes
and
thro
ugh
wor
d fa
mili
es, i
s a
mus
t.So
met
imes
, for
the
sake
of
econ
omy
and
less
con
fusi
on, i
t is
perm
issi
ble
togi
ve th
e m
eani
ng o
f a
voca
bula
ry it
em in
Eng
lish.
How
ever
, the
def
initi
on in
the
fore
ign
lang
uage
, the
use
of
a sy
nony
m o
ran
tony
m h
ave
the
adva
ntag
eof
allo
win
g te
ache
r an
d cl
ass
to s
tay
with
in th
efo
reig
n la
ngua
ge, a
lthou
gh d
efin
i-tio
ns a
re n
ot a
lway
s cl
ear
and
syno
nym
s an
dan
tony
ms
neve
r de
fine
with
100
perc
ent p
reci
sion
.Fu
nctio
n w
ords
mus
t be
tied
to s
truc
ture
and
are
best
lear
ned
thro
ugh
the
habi
t for
min
g'ls
and
exe
rcis
es. C
onte
nt w
ords
are
als
ole
arne
d th
roug
h th
eir
inco
rpor
atio
n in
the
drill
s. B
ut p
rim
arily
they
mus
tbe
inte
grat
ed w
ith s
ituat
ions
.T
hus,
per
haps
mos
t app
ropr
iate
in v
ocab
ular
ybu
ildin
g is
the
orga
niza
tion
ofco
nten
t voc
abul
ary
acco
rdin
g to
situ
atio
ns u
r un
its o
f ex
peri
ence
suc
h as
are
foun
d in
the
mor
e re
cent
mod
ern
lang
uage
mat
eria
ls.
Les
son
Org
aniz
atio
nA
less
on c
onsi
stin
g of
a n
umbe
r of
rule
s of
gra
mm
ar, f
ollo
wed
by
a se
ries
of v
ocab
ular
y ite
ms
and
tran
slat
ion
exer
cise
s in
whi
ch th
e st
uden
t is
expe
cted
to p
uzzl
e ou
t ent
irel
y on
his
ow
nth
e ap
plic
atio
n of
the
gram
mar
rul
es to
the
voca
bula
ry it
ems,
a le
sson
whi
ch tr
ies
togi
ve c
ompl
ete
cove
rage
to a
sin
gle
poin
t of
gram
mar
incl
udin
g al
l of
the
exce
ptio
ns, r
uns
coun
ter
to p
sych
o-lin
guis
tic te
achi
ng p
rinc
iple
s. W
hat s
eem
slik
e a
logi
cal o
rgan
izat
ion
of la
ngu-
age
subj
ect m
atte
r to
the
teac
her
is n
ot n
eces
sari
ly th
e on
e su
itabl
efo
r at
-ta
inin
g co
mpe
tenc
y in
the
use
of th
e la
ngua
gesk
ills.
Lea
rnin
g a
lang
uage
mea
nses
tabl
ishi
ng n
ew b
ehav
ior
patte
rns.
Exc
eptio
nsan
d co
mpl
icat
ed p
at -
;ern
s sh
ould
not b
e br
ough
t int
o a
lang
uage
less
onun
til b
asic
pat
tern
s ha
ve b
een
firm
ly e
s-ta
blis
hed.
The
re a
re s
ever
al a
ppro
ache
s to
less
on o
rgan
izat
ion.
The
fir
st is
to o
rgan
ize
the
less
on o
r le
sson
s ar
ound
bas
ic p
ersi
sten
tlif
e ex
peri
ence
s su
ch a
s: a
t bre
akfa
st,
goin
g to
the
mov
ie, C
hris
tmas
, get
ting
up in
the
mor
ning
, goi
ng to
sch
ool,
wat
ch-
ing
the
foot
ball
gam
e, a
nd s
o fo
rth.
Thi
sap
proa
ch a
ssum
es c
aref
ul p
lann
ing
onth
e pa
rt o
f th
e te
ache
r or
text
book
wri
ter.
Such
uni
ts a
re p
alat
able
, hol
d th
ein
tere
st o
f yo
ungs
ters
and
ado
lesc
ents
, and
cont
ain
a nu
mbe
r of
use
ful e
x-,
pres
sion
s w
hich
for
m th
e sm
all t
alk
in e
very
life
. How
ever
, the
teac
her
mus
tha
ve tw
o pr
imar
y co
ncer
ns in
this
type
of
less
on o
rgan
izat
ion:
1) T
he n
ew s
truc
ture
s an
d ne
w v
ocab
ular
y ite
ms
in th
e un
it m
ust b
.:si
ngle
dou
t for
spe
cifi
c _7
12)
The
old
str
uctu
res
and
old
voca
bula
ry it
ems,
alr
eady
dri
lled
and
lear
ned,
mus
t be
re-e
nter
ed to
ass
ure
good
con
tinui
ty o
f le
arni
ng.
Ano
ther
app
roac
h em
phas
izes
pri
mar
ily th
e fa
ct th
at la
ngua
ge le
arni
ng is
habi
t for
mat
ion
and
the
basi
c un
it of
inst
ruct
ion
is th
e dr
ill o
r pr
actic
e ex
erci
se.
The
se d
rills
are
con
side
red
the
links
in a
cha
in, e
ach
drill
taki
ng u
p on
ly o
nedi
ffic
ulty
at a
tim
e an
d ov
erle
amed
bef
ore
prog
ress
ing
to th
e ne
xt d
rill.
To
this
cont
inuu
m a
re a
dded
exe
rcis
es f
or r
evie
w, e
xam
ples
of
conn
ecte
d sp
eech
,st
orie
s, e
xpos
itory
nar
rativ
e, a
ll ba
sed
on th
e in
tere
sts
and
need
s of
the
par-
ticul
ar a
ge le
vel w
ith w
hich
the
teac
her
is w
orki
ng.
The
two
outli
nes
belo
w g
ive
only
the
basi
c co
nten
t of
a la
ngua
ge le
sson
.T
he te
ache
rs' i
ngen
uity
and
cre
ativ
ity m
ay b
ring
in o
ther
lang
uage
act
iviti
essu
ch a
s a
song
, a g
ame,
and
so
fort
h, b
ut h
e m
ust a
lway
s se
e to
it th
at th
e ba
sic
ingr
edie
nts
are
ther
e to
mov
e th
e la
ngua
ge c
ompe
tenc
y of
the
lear
ner
forw
ard.
Whe
n a
teac
her
deci
des
wha
t bas
ic m
ater
ials
he
wan
ts to
use
in h
is la
ngua
gecl
asse
s, h
e sh
ould
be
sure
that
the
unit
or le
sson
in th
e m
ater
ials
con
tain
s th
ese
basi
c st
eps: Les
son
Org
aniz
atio
nT
ype
IA
. Dia
logu
e or
nar
rativ
e in
corp
orat
-in
g ne
w p
atte
rns
to b
e ta
ught
B. D
rills
and
exe
rcis
es b
ased
on
the
new
pat
tern
s to
be
over
leam
edC
. Que
stio
n-an
swer
exe
rcis
es b
ased
on th
e di
alog
ue o
r na
rrat
ive
whi
chin
corp
orat
e in
the
answ
ers
the
new
patte
rns
lear
ned
in A
D. A
num
ber
of d
ialo
gues
and
nar
-ra
tives
in n
ew s
ituat
ions
or
fram
es o
fre
fere
nce
inco
rpor
atin
g th
e ol
d an
dne
w p
atte
rns
to e
xten
d pr
imar
ily th
est
uden
ts' l
iste
ning
and
rea
ding
ski
lls
Les
son
Org
aniz
atio
nT
ype
IIA
. Eig
ht o
r m
ore
drill
s an
d ex
erci
ses
base
d on
the
new
pat
tern
s to
be
over
-le
arne
dB
. Dia
logu
e or
nar
rativ
e in
whi
ch th
eei
ght n
ew p
atte
rns
lear
ned
in th
e dr
ills
are
used
in m
eani
ngfu
l con
text
C. Q
uest
ion-
answ
er a
nd o
ther
exe
r-ci
ses
base
d on
the
dial
ogue
or
nar-
rativ
e an
d w
hich
inco
rpor
ate
in th
ean
swer
s th
e ne
w p
atte
rns
lear
ned
inA
Ori
enta
tion
The
fir
st d
ay o
r tw
o of
a la
ngua
ge c
lass
sho
uld
orie
nt th
e st
uden
ts to
wha
tla
ngua
ge is
and
to th
e ob
ject
ives
of
a la
ngua
ge c
ours
e. T
his
is e
spec
ially
true
for
the
begi
nnin
g cl
ass
at a
ny le
vel
grad
e sc
hool
, jun
ior
or s
enio
rhi
gh s
choo
l, c
liege
, or
adul
t eve
ning
cla
ss. T
he te
ache
r sh
ould
est
ablis
h at
-tit
udes
, stim
ulat
e m
otiv
atio
n, a
nd g
uide
the
lang
uage
lear
ner
in h
ow to
go
abou
t lea
rnin
g a
seco
nd la
ngua
ge. S
uch
orie
ntat
ion
is a
lso
ofim
mea
sura
ble
valu
e fo
r pa
rent
s.In
man
y sc
hool
s th
e fi
rst P
.T.A
. mee
ting
is d
evot
ed to
acqu
aint
ing
pare
nts
with
act
iviti
es g
oing
on
in th
e cl
assr
oom
as
they
mov
e th
roug
hth
eir
sche
dule
. Suc
h cl
ass
peri
ods
last
fro
m 1
5 to
20
min
utes
. Thi
sgi
ves
the
lang
uage
teac
her
an o
ppor
tuni
ty to
enl
ight
en p
aren
ts o
n th
e ne
wap
proa
chan
d de
velo
pmen
ts in
lang
uage
teac
hing
and
to e
nlis
t par
ent
coop
erat
ion
in
22
deve
lopi
ng th
e ri
ght a
tmos
pher
e an
d co
nditi
ons
for
lang
uage
lear
ning
in th
eho
me
and
the
com
mun
ity.
The
stu
dent
s sh
ould
be
enco
urag
ed to
for
mul
ate
thei
r ow
nth
inki
ng a
bout
the
natu
re o
f la
ngua
ge a
nd h
ow it
is u
sed,
abo
ut th
e ne
ed to
com
mun
i-ca
te w
ith o
ur w
orld
nei
ghbo
rs in
thei
r ow
n la
ngua
ges,
abo
ut th
e be
nefi
tsof
bei
ng a
ble
to u
se th
e la
ngua
ge a
s a
tool
for
get
ting
at m
ore
know
ledg
eor
for
hel
ping
one
in o
ne's
cho
sen
voca
tion.
Not
e:A
ser
ies
of f
ive
35-m
inut
e re
els:
I. T
he N
atur
e of
Lan
guag
ean
d H
owIt
Is
Lea
rned
, II.
The
Sou
nds
of L
angu
age,
III
. The
Org
aniz
atio
nof
Lan
guag
e,IV
. Wor
ds a
nd T
heir
Mea
ning
s, V
. Mod
ern
Te^
h:qu
cs in
Lan
guag
e T
each
-in
g de
velo
ped
in 1
960
and
1962
und
er th
e au
spic
es o
fT
each
ing
Film
Cus
-to
dian
s, M
odem
Lan
guag
e A
ssoc
iatio
n of
Am
eric
a an
d th
eC
ente
r fo
r A
p-pl
ied
Lin
guis
tics
shou
ld b
e us
ed b
y th
e m
odem
lang
uage
teac
her
duri
ngth
e or
ient
atio
n pe
riod
. A te
ache
r's m
anua
l acc
ompa
nies
the
seri
es. S
uch
a"s
hort
cou
rse"
will
pay
div
iden
ds. T
he f
ilms
can
be o
btai
ned
from
the
Aud
ioV
isua
l Ser
vice
Bur
eau,
Uni
vers
ity o
f M
inne
sota
, Min
neap
olis
14,
Min
neso
ta.
The
teac
her
shou
ld c
ompa
re la
ngua
ge s
tudy
with
mus
ic o
r a
spor
t,su
ch a
sba
seba
ll. L
ike
thes
e ac
tiviti
es, l
angu
age
lear
ning
is a
ski
ll, a
nd li
keth
esk
ill r
equi
red
of a
goo
d ba
ll pl
ayer
or
a go
od m
usic
ian,
it c
alls
for
a tr
e-m
endo
us a
mou
nt o
f pr
actic
e. T
he f
luen
t spe
aker
of
a fo
reig
n la
ngua
ge,t
hefi
ne b
all p
laye
r or
mus
icia
n m
ust t
hen
tran
sfer
ther
e pr
acli-
,-.0
skill
s ov
erto
rea
l lif
e si
tuat
ions
the
ball
gam
e, th
e co
ncer
t,co
inri
ium
catio
n w
ith n
a-tiv
e sp
eake
rs. T
he la
ngua
ge le
arne
r, li
ke th
e at
hlet
e an
d th
e m
usic
ian,
can
enjo
y us
ing
his
skill
eve
n as
he
prog
ress
es th
roug
h th
e va
riou
s st
ages
of
lear
ning
the
skill
s.H
elps
for
suc
cess
ful l
angu
age
stud
y sh
ould
be
disc
usse
d an
d de
mon
stra
ted
in c
lass
room
and
labo
rato
ry to
dis
pel t
he e
rron
eous
pre
conc
eive
dno
tions
abou
t lan
guag
e le
arni
ng s
o m
any
stud
ents
hav
e. I
f th
is s
tep
is c
arri
ed o
ut,
the
teac
her
will
not
hav
e to
str
uggl
e w
ith th
e st
ubbo
rn a
dher
ence
to tr
a-di
tiona
l gra
mm
ar-t
rans
latio
n m
etho
ds b
y so
me
stud
ents
who
are
infl
uenc
edby
par
ents
trai
ned
in th
e ol
d te
chni
ques
. A b
ulle
tin o
n st
udy
habi
ts s
houl
dbe
put
in th
e ha
nds
of e
ach
lang
uage
lear
ner
at th
e ve
ry b
egin
ning
of
his
lang
uage
car
eer
and
shou
ld b
e re
ferr
ed to
con
stan
tly u
ntil
good
lear
ning
habi
ts h
ave
been
est
ablis
hed.
See
App
endi
x B
.If
the
lang
uage
teac
her
is f
ortu
nate
eno
ugh
to te
ach
in a
sch
ool w
here
the
lang
uage
art
s or
Eng
lish
clas
ses
are
taug
ht b
y te
ache
rs u
sing
the
new
lingu
istic
mat
eria
ls d
evel
oped
und
er P
RO
JEC
T E
NG
LIS
H a
t the
Uni
vers
ityof
Min
neso
ta, c
orre
latin
g th
e w
ork
of th
e E
nglis
h an
d m
odem
lang
uage
clas
ses
will
sav
e m
uch
valu
able
tim
e fo
r th
e la
ngua
ge te
ache
r. N
ot o
nly
will
ithe
lp w
ith th
e or
ient
atio
n pe
riod
itse
lf, b
ut th
roug
h co
nsta
nt c
oope
ratio
n,th
e m
oder
n la
ngua
ge te
ache
r w
ill b
e ab
le to
bui
ld o
n th
e co
ncep
ts a
nd te
r-m
inol
ogy
used
in th
e la
ngua
ge a
rts
clas
sroo
ms,
ther
eby
allo
win
g hi
m to
de-
vote
his
tim
e in
the
fore
ign
lang
uage
cla
ssro
om to
usi
ng th
e m
oder
nla
n-gu
age
itsel
f w
ith th
e st
uden
ts. S
uch
corr
elat
ion
is f
ar b
ette
r th
an c
ompl
aini
ngab
out t
he E
nglis
h te
ache
r no
t tea
chin
g co
nven
tiona
l gra
mm
ar. N
ew c
on-
cept
s in
the
lingu
istic
fie
ld r
ule
out s
uch
criti
cism
sin
ce e
ach
lang
uage
has
its
own
uniq
ue s
truc
ture
and
slic
es it
s co
ncep
ts a
ndm
eani
ngs
acco
rdin
g to
its
own
cultu
ral i
nter
pret
atio
n of
the
wor
ld.
Form
aliz
ing
the
rule
s ac
cord
ing
to w
hich
the
lang
uage
cla
ss w
ill b
e co
n-du
cted
and
the
lang
uage
lear
ned
save
s th
e te
ache
r m
any
head
ache
s an
d
j
CT
A
was
tefu
l min
utes
late
r in
con
vinc
ing
stud
ents
why
cer
tain
pro
cedu
res
are
in-
sist
ed u
pon
in c
lass
room
and
labo
rato
ry.
Usi
ng E
nglis
h in
the
Cla
ssro
omT
he u
se o
f E
nglis
h in
the
clas
sroo
m c
an b
e de
fend
ed o
nly
on th
e ba
sis
of it
s be
ing
an e
cono
my
proc
edur
e to
fre
e cl
ass
time
for
mor
e pr
actic
e in
the
fore
ign
lang
uage
. It i
s ad
visa
ble
to li
mit
the
use
of E
nglis
has
muc
h as
poss
ible
in th
e ea
rly
leve
ls o
f fo
reig
n la
ngua
ge le
arni
ng. A
t the
mor
e ad
-va
nced
leve
ls th
e fo
reig
n la
ngua
ge s
houl
d be
use
d al
mos
t exc
lusi
vely
. Eng
lish
shou
ld n
ever
be
used
by
the
lear
ner.
Sw
itchi
ng f
rom
one
lang
uage
to th
eot
her
in p
ract
ice
and
perf
orm
ance
can
not b
e ju
stif
ied.
A b
rief
exp
lana
tion
in E
nglis
h by
the
teac
her
may
sav
e tim
e fo
r m
ore
conc
entr
ated
lear
ning
, and
avo
id c
onfu
sion
and
dis
orga
niza
tion.
In
the
earl
yst
ages
of
lang
uage
lear
ning
, dir
ectio
ns f
or te
sts
and
exam
inat
ions
, for
hom
e-w
ork,
for
dri
lls o
n ta
pes
shou
ld b
e gi
ven
in E
nglis
h so
that
the
lear
ner
know
sex
actly
wha
t he
is e
xpec
ted
to d
o.T
he la
st f
ew o
r fi
rst f
ew m
inut
es o
f cl
ass
time
can
be c
ondu
cted
inE
nglis
h to
allo
w f
or q
uest
ions
and
exp
lana
tions
. Eng
lish
can
be u
sed
in th
ein
itial
pre
sent
atio
n of
a d
ialo
gue
or n
arra
tive
so th
at th
e le
arne
r ha
san
idea
of
wha
t it i
s th
at h
e is
lear
ning
. Occ
asio
nally
Eng
lish
may
be
used
sotto
voc
e fo
r qu
ick
lexi
cal c
lari
fica
tion
to p
reve
nt a
ny w
aste
of
time.
Eng
-lis
h ca
n be
use
d in
des
crib
ing
a si
tuat
ion
in w
hich
the
stud
ents
are
to p
erfo
rmw
ith f
ree
resp
onse
s.A
fri
end
com
es to
you
and
ask
s fo
r a
few
she
ets
of p
aper
. He
says
he
will
retu
rn it
as
soon
as
poss
ible
. You
tell
him
he
will
fin
d in
k an
d pa
per
in y
our
brot
her's
roo
m. H
e sa
ys h
e do
esn'
t kno
w y
our
brot
her.
You
tell
him
you
are
sure
he
won
't m
ind.
He
than
ks y
ou a
nd s
ays
he a
lso
need
s a
pen.
You
giv
ehi
m o
ne a
nd h
e th
anks
you
aga
in.
At t
he m
ore
adva
nced
sta
ges
thes
e de
scri
ptio
ns c
an b
e gi
ven
in th
e fo
reig
nla
ngua
ge.
The
tim
e w
hen
Eng
lish
shou
ld b
e pe
rmitt
ed in
the
clas
sroo
m a
s an
ess
entia
lpa
rt o
f th
e in
stru
ctio
nal p
roce
dure
is w
hen
diff
icul
ties
revo
lve
arou
nd c
on-
tras
ts b
etw
een
the
Eng
lish
and
fore
ign
lang
uage
sou
nds
and
stru
ctur
es. U
sing
Eng
lish
patte
rns
and
com
pari
ng th
em w
ith th
e fo
reig
n la
ngua
ge p
atte
rns
focu
ses
atte
ntio
n on
the
diff
eren
ces
and
driv
es th
em h
ome
to th
e le
arne
r. S
ee C
hapt
er V
.W
hen
Eng
lish
is u
sed
in th
is m
anne
r, it
sho
uld
be o
ral o
nly.
Usi
ng E
nglis
has
the
oral
stim
ulus
min
imiz
es th
e da
nger
of
wor
d fo
r w
ord
tran
slat
ion.
Onc
e th
e co
mpa
riso
n be
twee
n E
nglis
h an
d fo
reig
n la
ngua
ge s
ound
or s
truc
-tu
re p
atte
rns
has
been
mad
e, E
nglis
h sh
ould
be
cut o
ut o
r us
ed o
nly
asa
cue.
Ora
l Eng
lish
allo
ws
us to
mak
e an
acc
urat
e co
mpa
riso
n. S
tres
son
var
ious
part
s of
an
Eng
lish
sent
ence
may
mea
n a
diff
eren
ce in
str
uctu
ring
the
fore
ign
lang
uage
utte
ranc
e.
Eng
lish
Fren
chG
erm
anSp
anis
hI
don'
t lik
e it.
Je n
e l'a
ime
pas.
Es
gefa
llt m
irN
o m
e gu
sta.
I do
n't l
ike
it.M
oi, j
e m
e l'a
ime
nich
t.pa
s.M
ir g
efal
lt es
nich
t.A
mi n
o m
e
Thu
s th
e on
ly p
ositi
ve a
dvan
tage
of
usin
g E
nglis
h lie
s in
sho
win
g th
edi
ffer
ence
bet
wee
n a
stru
ctur
e in
Eng
lish
and
in th
e fo
reig
n la
ngua
ge. U
sing
23
Eng
lish
in th
e cl
assr
oom
nev
er ta
kes
the
plac
e of
mea
ning
ful p
ract
ice
in th
efo
reig
n la
ngua
ge.
Vis
ual A
ids
It is
a w
ell k
now
n fa
ct th
at a
pic
ture
is f
ar m
ore
pow
erfu
l as
a le
arni
ngai
d th
an th
e pr
inte
d w
ord.
Thi
s ho
lds
true
as
wel
l in
the
lear
ning
of
afo
reig
n la
ngua
ge. H
owev
er, p
icto
rial
aid
s m
ust b
e us
ed ju
dici
ousl
y an
d no
tov
erdo
ne. M
aps,
wal
l cha
rts,
pos
ters
, tra
vel f
olde
rs, p
ictu
res,
car
toon
s, s
tam
ps,
coin
s, s
lides
, film
stri
ps, f
ilms,
mag
azin
es a
nd n
ewsp
aper
s, c
omic
str
ips,
cal
-en
dars
, gam
es, m
odel
s of
hou
ses,
fur
nish
ings
, cos
tum
es, d
olls
, TV
all h
elp
in a
s.oc
iatin
g ob
ject
or
actio
n di
rect
ly w
ith th
e fo
reig
n la
ngua
ge w
ord
c on
cept
.In
the
audi
o-lin
gual
app
roac
h m
any
of th
ese
aids
exp
edite
the
wor
k of
;he
teac
her
cons
ider
ably
. We
shal
l con
side
r ju
st a
few
of
the
poss
ibili
ties
to f
ive
the
lang
uage
teac
her
an id
ea o
f w
hat c
an b
e do
ne w
ith th
em.
1. T
here
is th
e us
ual p
ictu
re o
r fl
ashc
ard
used
pri
mar
ily f
or c
uing
voc
abu-
lary
item
s or
pat
tern
dri
lls.
2. A
noth
er k
ind
of p
ictu
re s
how
s a
scen
e or
an
actio
n. T
here
are
bea
utif
ulw
all p
ictu
res
and
film
stri
ps o
n th
e m
arke
t whi
ch in
corp
orat
esc
enes
ypi
cal
of th
e w
ay o
f lif
e in
the
fore
ign
cultu
re. T
hese
pic
ture
sca
n ex
pedi
te th
e, le
arn-
ing
of v
erbs
and
hel
p de
velo
p a
topi
cal v
ocab
ular
y. T
hese
pic
ture
sar
e i a
luab
leal
so in
pre
sent
ing
voca
bula
ry a
nd s
truc
ture
s al
read
y le
arne
d,or
to b
e le
arne
d,in
mea
ning
ful s
ituat
ions
and
can
be
of g
reat
hel
p in
test
ing
and
revi
ewin
i,.3.
The
re a
re p
icto
rial
aid
s w
hich
rep
rese
nt a
sen
tenc
e or
a s
truc
ture
. Lin
-gu
istic
ally
thes
e ar
e of
con
side
rabl
e va
lue.
The
y ca
nco
nvey
the
exac
t mea
ning
of a
sen
tenc
e su
ch a
s: "
Der
Man
n tr
inkt
ein
e T
asse
Kaf
fee"
; "E
l hom
bre
tom
aun
a ta
za d
e ca
fe":
"L
'hom
me
bolt
une
tass
e de
caf
e"; b
y po
rtra
ying
a m
andr
inki
ng a
cup
of
coff
ee. T
here
are
lang
uage
mat
eria
ls o
n th
e m
arke
t whi
chsk
illfu
lly u
se s
tick
figu
res
for
this
pur
pose
. An
exte
nsio
n of
this
type
of
pic-
tori
al a
id c
ombi
nes
the
indi
vidu
al s
truc
ture
with
a s
ingl
e pi
ctur
e. 7
'he
aid
does
not c
onve
y th
e ex
act m
eani
ng o
f th
e st
ruct
ure,
onl
y re
info
rces
it 'a
nd b
ecom
esth
e cu
e fo
r re
calli
ng th
at p
artic
ular
str
uctu
re.
4. P
icto
rial
aid
s ca
n se
rve
to te
ach
a le
xica
l con
cept
or
a la
ngua
ge p
atte
rnw
hich
is d
iffi
cult
to le
arn
beca
use
of th
e in
terf
eren
ce c
omin
g fr
om E
nglis
hsp
eech
hab
its. F
or e
xam
ple,
pic
tori
al a
ids
can
uniq
uely
illu
stra
te th
e di
ffer
ence
betw
een
"Ihm
ist w
arm
," a
nd "
Das
Bro
t ist
nos
h w
arm
." L
ine
grap
hs w
hich
illus
trat
e th
e m
eani
ng o
f di
ffer
ent t
ense
s, s
uch
as th
e im
perf
ect a
nd p
rete
rit
tens
es in
Spa
nish
and
Fre
nch,
or
the
aspe
cts
of th
e R
ussi
an v
erb
can
be o
f co
n-si
dera
ble
help
.5.
A p
icto
rial
aid
whi
ch b
lock
s se
nten
ce p
atte
rns
can
help
stu
dent
s be
tter
deve
lop
thei
r po
wer
s of
dis
crim
inat
ion
and
gene
raliz
atio
n at
the
mor
e ad
-va
nced
sta
ges
of la
ngua
ge le
arni
ng. E
xam
ples
of
the
sam
e pa
ttern
are
pre-
sent
ed to
the
stud
ent i
n su
ch a
man
ner
that
the
elem
ents
whi
ch f
ulfi
ll id
entic
alfu
nctio
ns in
the
patte
rn a
re li
ned
up v
ertic
ally
and
put
into
the
sam
e sl
ot in
the
stru
ctur
al f
ram
e. S
ome
rece
nt la
ngua
ge m
ater
ials
for
the
clas
sroo
m d
o th
is e
f-fe
ctiv
ely
in th
eir
prac
tice
sect
ions
, esp
ecia
lly in
rep
lace
men
t dri
lls, a
nd th
eir
sect
ions
on
gene
raliz
atio
ns a
bout
pat
tern
s. T
hese
met
hods
are
mor
e ef
fect
ive
than
a g
ram
mat
ical
exp
lana
tion
in h
elpi
ng th
e st
uden
tse
e th
e si
mila
ritie
s an
ddi
ffer
ence
s be
twee
n pa
ttern
s an
d gr
amm
atic
al w
ord
clas
ses.
6. T
here
are
pic
tori
al c
hart
s w
hich
are
use
d to
illu
stra
te a
gra
mm
atic
alca
te-
gory
suc
h as
a c
hart
whi
ch s
how
s va
riou
s si
tuat
ions
illu
stra
ting
the
uses
of
the
verb
est
ar, o
r th
e te
ache
r ca
n co
nstr
uct a
cha
rt il
lust
ratin
g th
e im
port
ant v
erbs
whi
ch ta
ke d
irec
t obj
ects
in G
erm
an, w
here
as th
e E
nglis
h co
unte
rpar
t tak
e a
prep
ositi
onal
obj
ect.
Such
a c
hart
:nig
ht s
how
a p
ictu
re o
f a
child
look
ing
for
his
toy
"Das
Kin
d su
cht s
ein
Spie
izeu
g."
Such
pic
tori
al c
hart
s m
entio
ned
abov
e ha
ve p
roba
bly
the
mos
t im
med
iate
appl
icat
ion
to li
ngui
stic
teac
hing
, for
it is
this
type
of
char
t tha
t can
be
used
mos
t eff
ectiv
ely
in th
e ba
sic
drill
tech
niqu
es o
f su
bstit
utio
n an
d tr
ansf
orm
atio
n.A
cha
rt o
r se
ries
of
pict
ures
sho
win
g se
vera
l obj
ects
or
pers
ons
can
prov
ide
the
noun
s to
be
subs
titut
ed in
a p
atte
rn. T
he te
ache
r pr
ovid
es th
e pa
ttern
to b
egr
illed
, and
mer
ely
by p
oint
ing
to d
iffe
rent
pic
ture
s he
elic
its r
espo
nses
pro
-vi
ding
the
subs
titut
ion
item
s.E
ven
mor
e us
eful
for
pat
tern
dri
lls is
the
char
t whi
ch is
com
pose
d of
ase
ries
of
actio
n pi
ctur
es. T
he s
tude
nt le
arns
the
basi
c se
nten
ce w
hich
des
crib
esea
ch a
ctio
n ta
king
pla
ce o
n th
e ch
art.
Onc
e ea
ch s
ente
nce
has
been
lear
ned
and
asso
ciat
ed w
ith th
e pi
ctur
e, th
e la
tter
beco
mes
the
cue
for
trig
geri
ng s
tu-
dent
res
pons
es. F
or e
xam
ple,
the
basi
c se
nten
ces
may
be
tran
sfor
med
into
diff
eren
t ten
ses.
By
poin
ting
to th
e pi
ctur
e an
d us
ing
a w
ord
like
gest
ern,
man
-an
a, h
ier,
the
teac
her
drill
s th
e cl
ass
to r
espo
nd w
ith th
e co
rrec
t ten
se. T
hete
ache
r m
ay a
sk th
e cl
ass
or in
divi
dual
stu
dent
s to
sub
stitu
te d
iffe
rent
sub
ject
sin
the
actio
ns o
f th
e ch
art.
The
bas
ic s
ente
nces
may
be
nega
tive
or tr
ansf
orm
edin
to q
uest
ions
; nou
ns c
an b
e re
plac
ed b
y pr
onou
ns; q
uest
ions
may
be
aske
dab
out t
he s
ubje
cts,
the
obje
cts,
or
the
actio
ns.
Met
hodo
logi
cally
, pic
tori
al a
ids
have
imm
ense
val
ue in
for
eign
lang
uage
lear
ning
. The
re a
re f
ilm c
ours
es to
day
whi
ch c
ombi
ne s
ucce
ssfu
lly th
e sh
owin
gof
the
cultu
ral a
spec
ts o
f th
e co
untr
y w
ith th
e te
achi
ng o
f th
e lin
guis
tic p
at-
term
s ex
pres
sing
this
cul
ture
. .le
pad
e fr
anfa
is. P
ar lo
ns f
ranf
ais,
La
Fam
ilia
Fern
ande
z.
Indi
vidu
al D
iffe
renc
esT
he s
tric
tly li
mite
d an
d hi
ghly
str
uctu
red
elem
enta
ry le
vel i
n au
dio-
lingu
alin
stru
ctio
n do
es n
ot a
llow
for
muc
h di
ffer
entia
tion
amon
g st
uden
ts. T
he li
m-
itatio
n on
voc
abul
ary,
the
mul
titud
inou
s dr
ills
and
prac
tice
exer
cise
s te
nd to
-w
ard
conf
orm
ity r
athe
r th
an d
iffe
rent
iatio
n. B
ut s
tude
nts
have
thei
r ow
n in
-di
vidu
al r
ates
of
lear
ning
that
will
sho
w u
p at
the
late
r le
vels
in a
n ev
er in
-cr
easi
ng s
prea
d in
ach
ieve
men
t. Pe
rson
ality
trai
ts c
an c
ause
dif
fere
nces
inle
arni
ng. A
nat
ural
ly q
uiet
per
son,
one
who
doe
s no
t lik
e to
per
form
bef
ore
peer
s, w
ill n
ot d
o as
wel
l in
oral
wor
k as
the
garr
ulou
s ty
pe, a
lthou
gh f
unda
-m
enta
lly th
e fo
rmer
may
com
man
d th
e la
ngua
ge a
s w
ell,
if n
ot b
ette
r th
an, t
hela
tter.
Som
e st
uden
ts w
ill d
o ex
trem
ely
wel
l in
the
liste
ning
and
/or
read
ing
skill
s. I
t is
up to
the
teac
her
to g
ive
the
stud
ents
eve
ry o
ppor
tuni
ty to
go
as f
ast
as th
ey c
an in
thos
e sk
ills
they
per
form
wel
l, w
ithou
t alto
geth
er n
egle
ctin
g th
esk
ills
they
nee
d pr
actic
e in
. A g
ood
teac
her
is o
ne w
ho f
oste
rs th
ese
indi
vidu
aldi
ffer
ence
s by
bri
ngin
g al
ong
the
slow
lear
ner
and
spee
ding
up
thos
e w
ho s
eem
to h
ave
no li
mit
to th
eir
lear
ning
cap
aciti
es. H
is c
lass
room
will
look
like
am
inia
ture
libr
ary
of b
ooks
and
tape
s to
take
car
e of
the
spec
ial a
nd in
divi
dual
need
s of
his
stu
dent
s.A
t the
beg
inni
ng o
f th
e in
term
edia
te le
vel a
nd e
ven
the
adva
nced
leve
l som
est
uden
ts w
ithin
the
clas
s w
ill h
ave
com
e fr
om a
noth
er s
choo
l usi
ng d
iffe
rent
mat
eria
ls a
nd a
ccus
tom
ed to
pro
cedu
res
quite
dif
fere
nt f
rom
thos
e us
ed in
the
24
audi
o lin
gual
app
roac
h. S
ome
will
hav
e lit
tle a
ural
-of
fal c
ompe
tenc
e an
d fu
nc-
tiona
l con
trol
of
the
stru
ctur
es. R
ev; ;
w ta
pes
or r
ecor
ds p
ract
iced
in a
n ex
tra
hour
or
spec
ial s
tudy
per
iod
assi
gnm
ent c
an g
o a
long
way
tow
ard
help
ing
thes
e st
uden
ts.
At t
hese
leve
ls th
ere
shou
ld a
lway
s be
an
exte
nsiv
e re
view
the
firs
t few
wee
ksof
the
new
aca
dem
ic y
ear.
Any
goo
d te
xtbo
ok s
houl
d ha
ve in
the
firs
t few
les-
sons
bui
lt in
rev
iew
s of
the
mat
eria
ls le
arne
d at
the
prev
ious
leve
ls. T
he la
n-gu
age
labo
rato
ry s
essi
ons
can
play
an
impo
rtan
t rol
e fo
r re
view
ing
prev
ious
mat
eria
ls in
the
firs
t mon
th b
ack
at s
choo
l. It
may
be
wel
l to
at le
ast r
evie
w th
edi
alog
ues,
or
go th
roug
h so
me
of th
e m
ore
chal
leng
ing
drill
s of
the
prev
ious
year
.
Hom
ewor
kH
omew
ork
shou
ld n
ot b
e th
ough
t of
as s
omet
hing
to g
ive
stud
ents
to k
eep
them
bus
y af
ter
scho
ol o
r in
the
even
ing.
A h
ome
task
sho
uld
rein
forc
e th
e ne
wle
arni
ng w
hich
goe
s on
in c
lass
room
and
labo
rato
ry. T
he te
ache
r sh
ould
at-
tem
pt to
tie
in a
ny e
xper
ienc
es w
ith th
e fo
reig
n la
ngua
ge w
hich
can
occ
ur o
ut-
side
the
clas
sroo
m a
fter
sch
ool h
ours
. To
do th
is th
e te
ache
r m
ust k
now
the
com
mun
ity r
esou
rces
whi
ch h
e ca
n us
e; h
e sh
ould
be
aler
t to
com
mer
cial
TV
prog
ram
s an
d ed
ucat
iona
l TV
lang
uage
pro
gram
s of
fere
d to
the
publ
ic in
the
even
ings
. The
se a
ctiv
ities
are
oft
en a
sou
rce
of e
nric
hmen
t and
rei
nfor
cem
ent.
Ass
ignm
ents
sho
uld
be f
lexi
ble
enou
gh to
pro
vide
for
indi
vidu
al d
iffe
renc
es,
espe
cial
ly a
t the
inte
rmed
iate
and
adv
ance
d le
vels
. Dir
ectio
ns s
houl
d be
cle
aran
d de
fini
te a
nd a
ssig
nmen
ts s
houl
d be
with
in th
e ca
paci
ties
of th
e st
uden
ts to
do w
ithin
a r
easo
nabl
e pe
riod
of
time.
On
the
aver
age,
a h
ome
task
sho
uld
neve
r ex
ceed
a th
irty
-fiv
e m
inut
e lim
it. S
tude
nts
do ta
ke o
ther
sub
ject
s to
whi
chso
me
time
mus
t be
devo
ted
afte
r sc
hool
. Stu
dent
s sh
ould
als
o be
enc
oura
ged
to d
o th
eir
fore
ign
lang
uage
hom
ewor
k as
the
last
stu
dy a
ctiv
ity o
f th
e da
y, a
ndth
ey s
houl
d be
enc
oura
ged
to r
evie
w f
or te
n m
inut
es o
r so
in th
e m
orni
ng.
At f
irst
, hom
e w
ork
assi
gnm
ents
sho
uld
be g
iven
in E
nglis
h, b
ut la
ter
they
shou
ld b
e gi
ven
in th
e fo
reig
n la
ngua
ge. I
t is
wel
l for
the
teac
her
to g
o th
roug
hth
e as
sign
men
t or
give
det
aile
d in
stru
ctio
ns w
ith a
few
exa
mpl
es. H
omew
ork
shou
ld a
lway
s hr
1.z
.cir
2d w
hen
it is
due
. If
read
ing
mat
eria
ls a
re a
ssig
ned
atth
e la
ter
St=
y:;.
.leig
n la
ngua
ge le
arni
ng, t
he te
ache
r sh
ould
hav
e ch
eck
shee
ts o
rw
ith tr
ue-f
alse
, mul
tiple
cho
ice
item
s, o
r qu
estio
ns to
be
answ
ere&
e th
e st
uden
ts h
ave
done
the
assi
gnm
ent a
nd c
ompr
ehen
ded
the
impo
t [au
nt it
ems
corr
ectly
. Thi
s is
ext
rem
ely
impo
rtan
t at t
he m
ore
ad-
vanc
ed le
vels
whe
n st
uden
ts a
re g
iven
ext
ensi
ve r
eadi
ng a
ssig
nmen
ts.
Pare
nts
of s
tude
nts
shou
ld b
e ur
ged
to h
ave
a ta
pe r
ecor
der
or a
pho
nogr
aph
in th
e ho
me.
Ora
l exe
rcis
es o
n ta
pes
or d
iscs
are
an
indi
spen
sibl
e ad
junc
t to
lang
uage
lear
ning
. The
new
lang
uage
mat
eria
ls h
ave
inex
pens
ive
sets
of
disc
sw
hich
the
stud
ent c
an b
uy o
r bo
rrow
fro
m th
e sc
hool
to ta
ke h
ome.
Whe
reve
rpo
ssib
le, t
he la
ngua
ge la
bora
tory
sho
uld
be o
pen
befo
re a
nd a
fter
sch
ool a
nddu
ring
lunc
h ho
ur to
giv
e st
uden
ts th
e op
port
unity
to d
o th
is ty
pe o
f or
al h
ome-
wor
k. S
ome
libra
ries
hav
e lis
teni
ng f
acili
ties
whi
ch s
tude
nts
can
use.
In th
e fi
rst m
onth
s of
lang
uage
wor
k, h
omew
ork
shou
ld b
e co
nfin
ed o
nly
toth
ose
mat
eria
ls w
hich
hav
e be
en th
orou
ghly
lear
ned
oral
ly in
the
clas
sroo
man
d la
bora
tory
. Lat
er th
e st
uden
t can
cop
y th
ese
mat
eria
ls to
hel
p hi
m d
evel
opa
disc
rim
inat
ing
eye.
Wri
tten
drill
s ca
n be
ass
igne
d w
hich
req
uire
cha
nges
inw
ord
orde
r or
in f
orm
s. A
ny a
ssig
nmen
t is
a le
gitim
ate
one
prov
ided
it c
an b
e
n O (I
3
r,1 '
(71
done
with
out d
ange
r of
wro
ng le
arni
ng, a
nd p
rovi
ded
it w
ill m
ake
a re
al c
on-
trib
utio
n to
cor
rect
lear
ning
.If
stu
dent
s ha
ve n
o ou
t-of
-cla
ss a
cces
s to
tape
rec
orde
rs o
r ph
onog
raph
s, th
efi
rst f
ew w
eeks
of
the
fore
ign
lang
uage
cou
rse
shou
ld b
e gi
ven
over
to r
eadi
ngm
ater
ials
in E
nglis
h ab
out t
he c
ultu
re a
nd th
e la
ngua
ge. T
he f
orei
gn la
ngua
gete
ache
r sh
ould
cor
rela
te h
is w
ork
with
that
of
the
othe
r te
ache
rs in
the
othe
rdi
scip
lines
. Stu
dent
s ca
n re
ad a
tran
slat
ion
of s
ome
of th
e lit
erar
y w
orks
in a
nE
nglis
h cl
ass,
or
repo
rt o
n a
scie
ntis
t in
the
fore
ign
cultu
re f
or s
cien
ce c
lass
.T
he m
ore
fore
ign
lang
uage
is in
corp
orat
ed w
ith th
e to
tal l
earn
ing
situ
atio
n in
scho
ol, t
he b
ette
r. T
he li
brar
ian
and
the
lang
uage
teac
her
shou
ld d
evel
op li
sts
of r
eadi
ng m
ater
ials
in E
nglis
hbo
oks,
per
iodi
cals
, ref
eren
ce w
orks
. Thi
s lis
tca
n th
en b
e ha
nded
out
imm
edia
tely
dur
ing
the
firs
t cla
ss s
essi
on. A
sec
tion
of a
scho
ol li
brar
y ca
n be
dev
oted
to f
orei
gn la
ngua
ge m
ater
ials
.In
the
begi
nnin
g of
the
year
at t
he in
term
edia
te a
nd a
dvan
ced
leve
ls, r
evie
was
sign
men
ts m
ake
good
hom
ewor
k m
ater
ial.
Such
ass
ignm
ents
str
engt
hen
the
alre
ady
fam
iliar
pat
tern
s. W
orkb
ooks
con
tain
ing
drill
s an
d ex
erci
ses
shou
ldpl
ay a
maj
or r
ole
in h
omew
ork.
At t
he la
ter
elem
enta
ry le
vel a
nd th
e in
term
edi-
ate
leve
l sho
rt r
eadi
ng s
elec
ticns
whi
ch r
ewor
k th
e m
ater
ials
lear
ned
oral
ly,
follo
wed
by
wor
kshe
et a
ssig
nmen
ts, a
re b
enef
icia
l. A
t the
adv
ance
d le
vel b
ooks
and
artic
les
in m
agaz
ines
sho
uld
be a
ssig
ned
for
repo
rts
in c
lass
.If
the
stud
ents
hav
e ac
cess
to ta
pe r
ecor
ders
and
labo
rato
ries
, the
teac
her
can
assi
gn th
e st
uden
ts to
list
en to
a r
ecor
ding
by
nativ
e sp
eake
rs. M
any
Pen
and
Tap
e Pa
l act
iviti
es c
an b
e ho
me
task
s. S
omet
imes
a s
tude
nt w
ants
to s
hare
with
his
pee
rs th
e ta
pe h
is ta
pe p
al h
as s
ent h
im. A
ctiv
ities
suc
h as
pre
pari
ngth
e le
tter,
the
tape
, get
ting
read
y to
rep
ort o
n w
hat t
his
frie
nd in
the
fore
ign
cultu
re is
doi
ng, c
an b
e pa
rt o
f a
hom
ewor
k si
tuat
ion
and
be d
iscu
ssed
in c
lass
the
next
day
.T
hese
sug
gest
ions
are
giv
en o
nly
to s
timul
ate
the
teac
her
to th
ink
abou
t oth
erw
orth
whi
le h
ome
task
s w
hich
do
not b
ecom
e a
bore
to th
e st
uden
ts a
ndar
e in
keep
ing
with
the
new
app
roac
h.
Cha
pter
IV
CO
UR
SES
OF
STU
DY
Intr
oduc
tion
Man
y ty
pes
of f
orei
gn la
ngua
ge p
rogr
ams,
som
e of
them
exp
erim
enta
l in
natu
re, a
re d
evel
opin
g in
the
scho
ols.
A s
choo
l sys
tem
fac
es th
e pr
oble
m o
fch
oosi
ng a
nd w
orki
ng w
ith a
pro
gram
app
ropr
iate
to it
s lo
cal r
esou
rces
. In
the
stat
e of
Min
neso
ta th
ere
is a
gro
win
g tr
end
to in
trod
uce
a m
odem
lang
uage
at
the
elem
enta
ry s
choo
l lev
el, g
rade
s 4-
12, a
nd a
t the
juni
or h
igh
su;n
ool
grad
es 7
-12.
Som
e sc
hool
s ar
e m
ovin
g in
to th
e fo
ur-y
ear
sequ
ence
, gra
des
9-12
and
man
y ar
e ju
st b
egin
ning
to m
ake
a th
ree-
year
cou
rse,
gra
des
10-1
2,av
aila
ble
to th
eir
stud
ents
.W
ith th
is v
arie
ty o
f se
quen
ces
a se
riou
s pr
oble
m o
f ar
ticul
atio
n ex
ists
, 1)
be-
twee
n le
vels
with
in a
giv
en s
eque
nce,
2)
betw
een
sequ
ence
s, a
nd 3
) in
inte
-gr
atin
g di
ffer
ent s
eque
nces
at t
he m
ore
adva
nced
leve
ls. I
n an
atte
mpt
to h
elp
alle
viat
e th
ese
prob
lem
s th
ree
cour
se; o
f st
udy
are
sugg
este
d: th
e fi
rst d
esig
ned
for
grad
es 4
thro
ugh
12se
quen
ce A
, the
sec
ond
for
grad
es 7
thro
ugh
12se
quen
ce B
, and
the
thir
d fo
r gr
ades
9 th
roug
h 12
with
its
mod
ifie
dfo
rm f
orgr
ades
10
thro
ugh
12se
quen
ce C
. Seq
uenc
e A
, the
nin
e ye
ar p
rogr
am is
de-
sign
ed to
beg
in in
gra
de 4
bec
ause
mos
t mat
eria
ls p
rese
ntly
ava
ilabl
e fo
r el
e-m
enta
ry s
choo
l pro
gram
s ar
e in
tend
ed f
or a
beg
inni
ng a
t thi
s gr
ade
leve
l. Se
-qu
ence
A a
llow
s a
stud
ent t
o ob
tFin
a r
eal l
angu
age
prof
icie
ncy
base
d on
an
in-
tuiti
ve u
nder
stan
ding
of
the
cultu
re. S
uch
cultu
ral u
nder
stan
ding
and
ling
uist
icpr
ofic
ienc
y ca
n on
ly b
e de
velo
ped
thro
ugh
long
sys
tem
atic
exp
osur
e. S
eque
nce
A a
lso
allo
ws
a st
uden
t the
opp
ortu
nity
to b
egin
a s
econ
d m
oder
n la
ngua
gela
ter
in h
is s
econ
dary
sch
ool c
aree
r. S
eque
nce
B, g
rade
s 7-
12, p
rovi
des
a st
u-de
nt w
ith a
goo
d fo
unda
ticn
in a
mod
ern
lang
uage
. Seq
uenc
e C
, gra
des
9-12
,an
d its
mod
ifie
d fo
rm, g
rade
s 10
-12,
will
giv
e th
e st
uden
t the
nec
essa
ry f
unda
-m
enta
l ski
lls.
Sugg
este
d Se
quen
ces
In F
orei
gn L
angu
age
Inst
ruct
ion
The
cha
rt b
elow
sug
gest
s th
e tim
e re
quir
ed f
or e
ach
leve
l of
the
sequ
ence
san
d a
list o
f th
e de
sire
d go
als
for
each
seq
uenc
e. T
hese
goa
ls c
an b
e ac
hiev
edun
der
optim
um c
ondi
tions
. If
it is
nec
essa
ry f
or a
sch
ool s
yste
m to
adj
ust t
ime
allo
tmen
ts, r
esul
ts w
ill v
ary.
Out
com
es w
ill b
e te
mpe
red,
als
o, b
y th
e co
m-
pete
nce
and
enth
usia
sm o
f th
e te
ache
r. A
ll st
uden
ts w
ill n
ot a
chie
ve th
ese
goal
sto
the
sam
e de
gree
. The
ir c
ompe
tenc
e w
ill b
e de
term
ined
par
tly b
y th
eir
in-
tere
st, c
apab
ilitie
s, a
nd e
nvir
onm
ent.
The
tale
nted
stu
dent
with
a c
ompe
tent
teac
her
shou
ld b
e ab
le to
atta
in m
axim
um p
erfo
rman
ce a
nd u
nder
stan
ding
.It
is im
port
ant t
o cl
arif
y th
e m
eani
ng o
f "l
evel
." L
evel
I is
not
nec
essa
rily
iden
tifie
d w
ith th
e el
emen
tary
pro
gram
. Lev
el I
can
occ
ur a
t any
tim
e in
the
lear
ner's
exp
erie
nce,
whe
ther
he
is a
pre
-sch
ool c
hild
beg
inni
ng to
lear
n th
e la
n-gu
age
or a
n ad
ult.
How
ever
, Lev
elI
in o
ne s
eque
nce
cann
ot b
e ex
actly
equ
ated
with
Lev
el I
in a
noth
er s
eque
nce.
We
mus
t alw
ays
rega
rd th
e m
atur
ity a
nd in
-
27
divi
dual
inte
rest
s of
the
lear
ner;
we
also
mus
t con
side
r w
heth
er o
r no
t he
has
had
anot
her
fore
ign
lang
uage
. But
we
mus
t alw
ays
real
ize
that
if th
e le
arne
r ha
sha
d no
pre
viou
s ex
peri
ence
with
the
fore
ign
lang
uage
in q
uest
ion,
he
is o
n th
epr
imar
y le
vel.
The
lear
ner
arri
ves
at th
e m
ore
adva
nced
leve
ls w
hen
he c
an c
omm
unic
ate
wel
l eno
ugh
to b
e un
ders
tood
by
the
nativ
e sp
eake
r. E
xper
ienc
e in
the
past
,ho
wev
er, h
as s
how
n th
at m
any
stud
ents
hav
e ne
ver
reac
hed
this
leve
l. T
here
-fo
re, t
each
ers
and
adm
inis
trat
ors
shou
ld c
onsi
der
seri
ousl
y th
e ad
vant
age
ofSe
quen
ce A
. The
stu
dent
in S
eque
nce
A w
ill c
ompl
ete
the
elem
enta
ry s
tage
s of
lang
uage
lear
ning
bef
ore
he r
each
es th
e se
cond
ary
scho
ol a
nd w
ill b
e ab
le to
ac-
quir
e a
prof
icie
ncy
whi
ch w
as n
ever
bef
ore
poss
ible
. Ano
ther
adv
anta
ge o
f fo
l-lo
win
g Se
quen
ce A
is th
at th
e st
uden
t can
sta
rt a
noth
er la
ngua
ge, f
or e
xam
ple,
Sequ
ence
C ,
whi
ch h
e ca
n le
arn
mor
e ef
fici
ently
bec
ause
he
is a
lrea
dy a
c-qu
aint
ed w
ith th
e te
chni
que
of la
ngua
ge le
arni
ng.
SEQ
UE
NC
E A
The
Nin
e-Y
ear
Prog
ram
LE
VE
LG
RA
DE
I4,
5,6
II
III
IV V VI
7, 8
9 10 11 12
Mon
day
Tue
sday
Wee
k 1
ML
Wee
k 2
SM
LM
LM
oder
n L
angu
age
Aft
er n
ine
year
s in
this
uni
nter
rupt
edtio
ns, t
he s
tude
nt s
houl
d be
abl
e to
:
TIM
E15
-30
min
utes
a d
ay5
days
a w
eek
1/2
hour
dai
ly45
-50
min
utes
, 3 d
ays
a w
eek
*1
peri
od5
days
a w
eek
1 pe
riod
S da
ys a
wze
k1
peri
od5
days
a w
eek
**1
peri
od5
days
a w
eek
Wed
nesd
ayT
hurs
day
Frid
ayM
LS
ML
SM
LS
Ano
ther
Sub
ject
sequ
ence
, and
und
er o
ptim
um c
ondi
-
* O
n th
e ba
sis
of a
two-
wee
k bl
ock,
som
e sc
hool
s w
ill a
ltern
ate
the
mod
-em
lang
uage
cla
ss w
ith a
noth
er s
ubje
ct:
** A
t the
V a
nd V
I L
evel
s sc
hool
s ca
n re
duce
the
num
ber
of c
lass
hou
rsan
d op
erat
e in
the
sam
e m
anne
r as
und
er L
evel
IL
1) C
omm
unic
ate
effe
ctiv
ely
on to
pics
of
gene
rali
nter
est i
n hi
s ow
n an
d in
the
fore
ign
cultu
re.
2) S
peak
with
acc
urat
epr
onun
ciat
ion
and
into
natio
n.3)
Rea
d ea
sily
and
with
unde
rsta
ndin
g, m
agaz
ines
, new
spap
ers,
and
book
s re
ad
by th
e av
erag
e st
uden
tof
his
age
in th
e fo
reig
ncu
lture
.
4) H
ave
a tr
uecr
oss-
cultu
ral i
nsig
ht th
roug
hlo
ng-c
ontin
ued
expo
sure
to th
e
fore
ign
cultu
re.
5) B
e ab
le to
tran
spos
ew
ith a
fee
ling
for
corr
ect
inte
rpre
tatio
n fr
om o
ne la
n-
guag
e to
the
othe
r, m
ater
ial w
ithin
the
scop
eof
his
kno
wle
dge
and
expe
ri-
ence
.6)
Pro
gres
s in
to a
dvan
ced
wor
k on
syn
tax,
com
posi
tion,
and
mat
ure
liter
atur
e
on th
e ba
sis
of a
soun
d ba
sic
know
ledg
e of
the
fore
ign
lang
uage
and
cul
ture
.
SEQ
UE
NC
E B
The
Six
-Yea
r-Pr
ogra
mL
EV
EL
I
GR
AD
E7,
8
9 10 11 12
TIM
E1
peri
od4
or 5
day
s a
wee
k
II1
peri
od5
days
a w
eek
III
1 pe
riod
5 da
ys a
wee
k
Iv1
peri
od5
days
a w
eek
V1
peri
od5
days
a w
eek
*
Six
year
s in
this
unin
terr
upte
d se
quen
ce s
houl
dpr
oduc
e, u
nder
opt
imum
cond
ition
s a
stud
ent w
ho c
an:
1) C
omm
unic
ate
with
eas
e in
eve
ryda
ysi
tuat
ions
2) S
peak
with
apr
onun
ciat
ion
and
into
natio
nre
adily
und
erst
anda
ble
byna
tive
spea
kers
3) G
rasp
dir
ectly
the
mea
ning
of
sim
ple,
non-
tech
nica
l pro
se
* Se
e Se
quen
ce A
,N
ote
** u
nder
Lev
els
Van
d V
I, a
bove
.
4) U
nder
stan
d cr
oss-
cultu
rald
iffe
renc
es5)
Tra
nspo
se c
orre
ctly
fro
m o
nela
ngua
ge to
ano
ther
mat
eria
ls w
ithin
the
scop
e of
his
kno
wle
dge
6) P
rogr
ess
into
adv
ance
dw
ork
in c
onve
rsat
ion,
com
posi
tion,
syn
tax,
and
cul-
ture
SEQ
UE
NC
E C
1T
he F
our-
Yea
r Pr
ogra
m
SEQ
UE
NC
E C
o
The
Thr
ee-Y
ear
Prog
ram
LE
VE
LG
RA
DE
TIM
EL
EV
EL
GR
AD
ET
IME
I9
1 pe
riod
I10
1 pe
riod
5 da
ys a
wee
k5
days
a w
eek
101
peri
odII
111
peri
od5
days
a w
eek
5 da
ys a
wee
k
III
111
peri
odII
i12
1 pe
riod
5 da
ys a
wee
k5
days
a w
eek
IV
12
1 pe
riod
5 da
ys a
wee
k
28
The
stu
dent
who
, und
erop
timum
cond
ition
s, h
as f
ollo
wed
this
four
-ye
ar p
rogr
am s
houl
d:1)
Und
erst
and
and
use
flue
ntly
com
-m
on e
xpre
ssio
nsin
the
mod
ern
lang
uage
2) S
peak
with
apr
onun
ciat
ion
and
into
natio
n w
hich
can
be
unde
r-st
ood
by n
ativ
e sp
eake
rs3)
Gra
sp d
irec
tly th
em
eani
ng o
fsi
mpl
e pr
ose
4) B
e aw
are
of c
ross
-cul
tura
ldi
f-fe
renc
es5)
Hav
e fu
ndam
enta
l ski
lls n
eces
-sa
ry f
or a
bro
ader
,de
eper
stu
dyth
e la
ngua
ge
Aft
er th
e th
ree-
year
seq
uenc
e th
e st
u-de
nt s
houl
d:
1) U
nder
stan
d an
d us
e co
mi o
n ex
-pr
essi
ons
in th
e m
oder
n la
ngua
ge
2) H
ave
a co
mm
and
of th
eba
sic
soun
d pa
ttern
s of
the
mod
ern
lan-
guag
e3)
Rea
d gr
aded
text
book
mat
eria
lw
ith v
ocab
ular
y he
lp4)
Be
awar
e of
cro
ss-c
ultu
ral d
if-
fere
nces
in li
mite
d ar
eas
5) B
e fa
mili
ar w
ith th
e ba
sic
stru
c-tu
res
of th
e m
oder
n la
ngua
ge
TH
E N
INE
YE
AR
PR
OG
RA
M
Sequ
ence
AT
he N
ine
Yea
r Pr
ogra
m f
or G
rade
s Fo
ur T
hrou
gh T
wel
veA
nin
e ye
ar p
rogr
am p
rovi
des
an e
arly
sta
rt in
lang
uage
stu
dy a
nd th
epu
pil
has
an o
ppor
tuni
ty to
rea
ch a
sta
te o
f pr
ofic
ienc
y in
a f
orei
gn la
ngua
ge.
Thi
spl
an a
lso
offe
rs th
e pu
pil a
n op
port
unity
to s
tudy
mor
e th
an o
ne f
orei
gnla
n-gu
age
duri
ng h
is s
choo
l yea
rs. B
egin
ning
his
stu
dyea
rly
capi
taliz
es o
n th
eab
ility
of
the
youn
g ch
ild to
und
erst
and
and
imita
te th
e or
al p
hase
of
a la
ngua
gew
ith le
ss d
iffi
culty
than
the
mor
e m
atur
e le
arne
r. T
he s
tudy
of
a fo
reig
n la
n-gu
age
shou
ld b
e a
cum
ulat
ive
and
prog
ress
ive
expe
rien
ce w
hich
is a
n in
tegr
alpa
rt o
f th
e ch
ild's
stu
dy o
f la
ngua
ge f
or c
omm
unic
atio
n.A
long
seq
uenc
e pr
o-vi
des
the
child
with
eff
ectiv
e to
ols
of c
omm
unic
atio
nlis
teni
ng, s
peak
ing,
read
ing,
and
wri
ting.
A c
ontin
uous
exp
erie
nce
with
the
cultu
ral a
spec
ts o
f a
fore
ign
coun
try
gain
ed th
roug
h la
ngua
ge e
nabl
es th
e pu
pil t
o m
atur
ew
ith a
mor
e co
mpl
ete
unde
rsta
ndin
g of
oth
erpe
ople
s.A
con
tinuo
us e
xper
ienc
e w
ith a
for
eign
lang
uage
impl
ies
anun
inte
rrup
ted
stud
y of
the
sam
e la
ngua
ge th
roug
h al
l nin
e ye
ars.
Unl
ess
prov
isio
n is
mad
e to
cont
inue
the
stud
y of
the
lang
uage
at t
he ju
nior
and
sen
ior
high
sch
ooll
evel
s,th
e va
lue
of a
n el
emen
tary
sch
ool p
rogr
am is
dou
btfu
l.4 T
he s
tude
ntw
ho h
aspr
ogre
ssed
thro
ugh
lang
uage
stu
dy in
the
elem
enta
ry s
choo
l mus
tbe
pla
ced
ina
juni
or h
igh
scho
ol p
rogr
am w
hich
wou
ld c
ontin
ue f
rom
whe
re th
e ch
ildre
nle
ft o
ff in
the
sixt
h gr
ade.
The
se c
hild
ren
cann
ot b
e pl
aced
in a
begi
nnin
g se
v-en
th g
rade
cla
ss.
The
fol
low
ing
sect
ions
dis
cuss
pos
sibl
e ob
ject
ives
, con
tent
, tec
hniq
ues,
and
mat
eria
ls w
hich
can
be
used
in th
is p
rogr
am. T
he s
eque
nce
has
thre
e m
ain
di-
visi
ons:
Gra
des
4, 5
, 6; G
rade
s 7,
8, 9
, and
Gra
des
10, 1
1, 1
2.
Lev
el I
Sequ
ence
AT
he E
lem
enta
ry S
choo
l Chi
ld A
s A
Lan
guag
e L
earn
erA
ccor
ding
to th
e fa
med
neu
rolo
gist
, Wild
er P
enfi
eld,
if o
ne w
ere
tose
lect
the
idea
l tim
e fo
r a
child
to b
egin
to le
arn
a fo
reig
n la
ngua
ge,t
hat t
ime
wou
ldbe
bet
wee
n th
e ag
es o
f fo
ur a
nd te
n. P
enfi
eld
says
that
the
youn
g ch
ild h
as a
rem
arka
bly
flex
ible
spe
ech
mec
hani
sm a
nd a
spe
cial
cap
acity
for
lear
ning
lan-
guag
e, a
n ab
ility
that
dec
reas
es w
ith th
e pa
ssag
eof
yea
rs. C
anac
4 fo
r im
itatio
nis
max
imum
bet
wee
n fo
ur a
nd e
ight
.B
etw
een
the
ages
of
six
and
eigh
t the
nor
mal
chi
ld h
as f
crm
ed h
is n
ativ
esp
eech
hab
its c
ompl
etel
y. R
apid
voc
abul
ary
acqu
isiti
on in
the
nativ
ela
ngua
gebe
gins
at a
ge s
ix a
nd is
acc
eler
ated
aft
er a
ge n
ine.
Lea
rnin
g of
voc
abul
ary
pro-
' Acc
ordi
ng to
Ges
ell a
nd E
g, v
alue
s ot
her
than
ling
uist
ic w
hich
are
gai
ned
in e
arly
fore
ign
lang
uage
lear
ning
are
not
lost
whe
n st
udy
is d
isco
ntin
ued.
Ges
ell,
Arn
old,
and
Fran
ces
Ilg.
The
Chi
ld f
rom
Fiv
e to
Ten
. Har
per,
194
6. G
esel
l, A
rnol
d, a
nd F
ranc
es11
g. Y
outh
: The
Yea
rs f
rom
Ten
to S
ixte
en. H
arpe
r, 1
956.
29
ceed
s ra
pidl
y on
ce th
e so
und
syst
em a
nd th
e gr
amm
ar a
ndsp
ellin
g sy
stem
s ar
em
aste
red.
The
se e
arly
lear
ning
s fo
rm f
ixed
hab
its a
nd a
ccen
tan
d us
age
stub
-bo
rnly
res
ist c
hang
e.L
earn
ing
his
own
lang
uage
has
a s
peci
al u
rgen
cy f
or th
e yo
ungs
ter
of th
isag
e fo
r it
satis
fies
his
unq
uenc
habl
ecu
rios
ity b
y un
lock
ing
secr
ets
of li
fe b
ypr
ovid
ing
him
with
a m
eans
of
satis
fyin
g hi
s w
ants
. Whe
n se
cond
lang
uage
lear
ning
pro
vide
s th
e sa
me
grat
ific
atio
n, it
can
be
sim
ilarl
y m
otiv
ated
.Sh
ould
a s
econ
d la
ngua
ge b
e in
trod
uced
in th
e ea
rly
year
s, th
ele
arni
ng c
anpr
ocee
d pa
ralle
l to
but s
epar
ate
from
the
firs
t lan
guag
e w
ith n
one
ed f
or tr
ans-
latio
n fr
om o
ne to
the
othe
r. I
deal
ly th
e se
cond
lang
uage
will
be
taug
ht b
y a
met
hod
whi
ch m
akes
it n
ot s
o m
uch
a su
bjec
t to
be s
tudi
ed b
ut th
e m
eans
toce
rtai
n en
ds, a
veh
icle
and
a w
ay o
f lif
e ju
st a
s th
e fi
rst l
angu
age
is.
Gen
eral
Pri
ncip
les
The
ele
men
tary
sch
ool f
orei
gn la
ngua
ge p
rogr
am s
houl
d be
bas
ed o
nth
ede
mon
stra
ted
capa
city
of
elem
enta
ry s
choo
l you
ngst
ers
to m
imic
for
eign
lan-
guag
e so
unds
with
acc
urac
y an
d gr
asp
the
stru
ctur
eof
the
lang
uage
, alm
ost i
n-tu
itive
ly. T
he in
stru
ctio
n sh
ould
aim
for
nea
r-na
tive
pron
unci
atio
n an
d in
tona
-tio
n ha
bits
. To
achi
eve
thes
e ha
bits
, pup
ils m
ust h
ave
an e
xcel
lent
mod
el.
Ifth
e cl
assr
oom
teac
her
hers
elf
cann
ot p
rovi
de th
at m
odel
, a p
erip
atet
ic s
pe-
cial
ist,
reco
rdin
gs, r
adio
or
tele
visi
on s
houl
d br
ing
nativ
e or
nea
r-na
tive
spee
chin
to th
e cl
assr
oom
.A
ural
com
preh
ensi
on o
f at
leas
t all
mat
eria
l whi
ch w
ill b
e us
ed u
ltim
atel
yin
conv
ersa
tion
prac
tice
is n
eces
sary
. The
re s
houl
d be
am
ple
oppo
rtun
ity f
or p
u-pi
ls to
hea
r a
vari
ety
of v
oice
s us
ing
the
expr
essi
ons
whi
ch m
ake
up th
e m
ate-
rial
to b
e le
arne
d. A
ural
com
preh
ensi
on is
an
impo
rtan
t ski
ll in
itse
lf. A
n op
-po
rtun
ity to
hea
r la
ngua
ge m
ust p
rece
de a
ny a
ttem
pt to
rep
rodu
ce it
ora
lly.
Som
e di
sagr
eem
ent s
eem
s to
rev
olve
aro
und
the
ques
tion
of h
ow m
uch
audi
opr
actic
e is
nec
essa
ry. O
ne e
xper
imen
tal p
rogr
am is
cur
rent
ly r
epor
ting
bene
-fi
cial
eff
ects
upo
n ot
her
skill
s fr
om a
n ex
tend
ed a
udio
per
iod.
Thi
s pr
ogra
m a
l-lo
ws
the
pupi
l to
begi
n to
spe
ak th
e fo
reig
n la
ngua
ge w
hen
he f
eels
he
is r
eady
.
Obj
ectiv
es o
f th
e Fo
reig
n L
angu
age
Ele
men
tary
Sch
ool.
Prog
ram
The
ele
men
tary
sch
ool f
orei
gn la
ngua
ge, F
LE
S, p
rogr
am is
par
t of
a lo
ngse
quen
ce o
f fo
reig
n la
ngua
ge s
tudy
and
as
such
figu
res
in th
e ac
hiev
emen
t of
gene
ral l
ong
rang
e ai
ms
of s
uch
stud
y. H
owev
er, i
t has
, as
wel
l, ra
ther
spe
cifi
cgo
als
whi
ch c
onsi
der
the
uniq
ue p
art t
he e
lem
enta
ry s
choo
l can
pla
y in
lan-
guag
e le
arni
ng. G
oals
of
elem
enta
ry s
choo
l for
eign
lang
uage
pro
gram
s ar
e th
efo
llow
ing:
Gen
eral
Obj
ectiv
es1.
Dev
elop
ing
posi
tive
attit
udes
tow
ard
fore
ign
lang
uage
lear
ning
and
to-
war
d pe
ople
who
spe
ak f
orei
gn la
ngua
ges.
2. B
egin
ning
wor
thw
hile
ling
uist
icle
arni
ngs
that
can
be
used
as
a ba
se f
or
furt
her
wor
k in
a lo
ng s
eque
nce
3. B
egin
ning
the
long
pro
cess
of
lear
ning
afo
reig
n cu
lture
thro
ugh
the
for-
eign
lang
uage
Spec
ial L
ingu
istic
Obj
ectiv
es1.
Mas
tery
of
the
soun
d sy
stem
of
the
fore
ign
lang
uage
2. A
ural
com
preh
ensi
onof
a li
mite
d nu
mbe
rof
sen
tenc
e pa
ttern
s co
mm
on
to th
e la
ngua
ge,p
roba
bly
abou
t 400
3. M
emor
izat
ion
of b
etw
een
80 a
nd10
0 pe
rcen
t of
the
patte
rns
com
pre-
hend
ed a
nd a
bilit
y to
use
them
mea
ning
fully
as
talk
4. A
bilit
y to
rea
dap
prox
imat
ely
60 to
80
perc
ent o
f th
e pa
ttern
sco
mpr
e-
hend
ed5.
Com
man
d of
the
wri
ting
syst
em to
the
exte
nt th
at a
bout
60 to
80
perc
ent
of th
e m
ater
ial
mas
tere
d bo
th a
ural
lyan
d lin
gual
ly c
anbe
rep
rodu
ced
corr
ectly
spe
lled,
capi
taliz
ed, a
nd p
unct
uate
din
dic
tatio
n ex
erci
ses
and
in
sim
ple
dire
cted
wri
ting
activ
ities
6. W
ithin
the
gene
ralg
uide
lines
sta
ted
abov
eth
e te
ache
r w
illre
cogn
ize
and
prov
ide
for
indi
vidu
alin
tere
sts
and
lear
ning
rat
es
7. E
ach
unit
ofw
ork
will
acq
uain
tth
e pu
pil w
ithau
then
tic u
ttera
nces
built
into
situ
atio
nald
ialo
gues
or
song
s, p
oem
s, g
ames
,or
stor
ies
whi
ch w
ill g
ive
the
stud
ent a
n ev
erbe
tter
unde
rsta
ndin
gof
wha
t it m
eans
tobe
a c
hild
in a
for
eign
cou
ntry
Con
tent
of
the
Fore
ign
Lan
guag
e E
lem
enta
rySc
hool
Pro
gram
Mat
eria
l cho
sen
asth
e su
bjec
t mat
ter
for
elem
enta
ry f
orei
gnla
ngua
ge le
arn-
ing
mus
t be
inte
rest
ing
to th
e yo
ungs
ter
of e
lem
enta
ry s
choo
l age
.It
mus
t pro
-
vide
him
with
the
sam
est
rong
des
ire
for
lear
ning
the
seco
ndla
ngua
ge th
at h
e
feel
s fo
r th
e fi
rst.
The
lang
uage
cho
sen
for
elem
enta
ryfo
reig
n la
ngua
gele
arni
ng m
ust b
e au
-
then
tic a
nd w
orth
whi
le.So
meo
ne h
as s
aid
that
"I a
te"
is m
ore
ofte
nfo
llow
ed
by "
a pi
ece
ofpi
e" th
an "
you
ate,
""h
e at
e,"
and
so o
n.Y
et p
arad
igm
s ha
ve
play
ed a
larg
e pa
rtin
inst
ruct
iona
lpra
ctic
es o
f th
e pa
st.
Lea
rnin
g lo
ng li
sts
of
voca
bula
ry h
as a
lso
very
limite
d va
lue.
A w
ord
that
can
not b
e us
edin
an
ut-
tera
nce
is n
ext t
ous
eles
s. "
Das
ist e
ine
Nas
e" o
r "E
s un
aca
beza
" ar
e se
nten
ces
rare
ly u
sed
outs
ide
the
clas
sroo
m y
et m
any
fore
ign
lang
uage
cla
sses
have
spe
nt
inor
dina
te a
mou
nts
of ti
me
prac
ticin
gth
ese
expr
essi
ons.
Dia
logu
es
Dia
logu
es b
ased
on
situ
atio
ns w
ith w
hich
the
child
is f
amili
arpr
ovid
e ex
-
celle
nt m
ater
ial f
orpe
rfec
ting
audi
o-lin
gual
skill
s th
roug
hm
imic
ry-m
emor
iza-
tion
and
vari
atio
n.Si
tuat
ions
sui
tabl
efo
r us
e in
the
elem
enta
rysc
hool
are
:
The
Sch
ool
inci
dent
s de
alin
g w
ithle
arni
ng a
ctiv
ities
,cl
assr
oom
man
age-
men
t, ho
usek
eepi
ngch
ores
, and
scho
ol-c
onne
cted
out
-of-
clas
sact
iviti
es
The
Hom
eea
ting
one
of th
em
eals
, kee
ping
hou
se,
play
ing,
wat
chin
g te
le-
visi
on The
Com
mun
ityus
ing
publ
ictr
ansp
orta
tion,
sho
ppin
g,le
arni
ng a
bout
the
adul
t wor
ld a
t wor
k,as
king
dir
ectio
nsT
he I
ndiv
idua
lpr
actic
ing
good
hea
lthha
bits
, get
ting
up,
dres
sing
, enj
oy-
ing
hobb
ies
30
Soci
al L
ife
goin
g to
or
givi
ngpa
rtie
s, v
acat
ioni
ng,
trav
elin
g, e
njoy
ing
sea-
sona
l rec
reat
ion,
cele
brat
ing
holid
ays,
visi
ting
the
zoo
and
circ
us
Dia
logu
es u
sed
at th
ebe
ginn
ing
of L
evel
I w
ill b
e ve
rysh
ort.
Com
pone
nt
part
s of
dia
logu
em
ater
ial f
or a
typi
calu
nit w
ill b
e:
1. T
he b
asic
dia
logu
efo
r m
imic
ry-m
emor
izat
ion
2. T
he d
ialo
gue
adap
tatio
n or
var
iatio
nw
hich
mak
es m
inor
chan
ges
in th
e
basi
c di
alog
ue to
mak
eit
fit d
iffe
rent
situ
atio
ns
3. D
irec
ted
dial
ogue
sw
hich
ena
ble
the
teac
her
to e
licit
utte
ranc
esle
arne
d
from
bas
ic d
ialo
gues
4. R
espo
nse
drill
sw
hich
pro
vide
ast
imul
us s
tate
men
t or
ques
tion
calli
ng
for
a gi
ven
resp
onse
5. R
ecom
bina
tion
dial
ogue
s w
hich
re-
use
utte
ranc
es in
new
com
bina
tions
to
form
new
dia
logu
esSa
mpl
e D
ialo
gue
1st c
hild
: Hel
lo, w
hat's
you
rna
me?
2nd
child
: My
nam
eis
Joe
. And
you
rs?
1st c
hild
: My
nam
eis
Pet
er.
Sam
ple
Dia
logu
eA
dapt
atio
n1s
t chi
ld: H
ello
, wha
t's y
ourc
at's
nam
e?2n
d ch
ild: H
is n
ame
is P
utzi
. And
you
rca
t?
1st c
hild
: His
nam
eis
Max
.
Sam
ple
Dir
ecte
dD
ialo
gue
Tea
cher
: Ask
that
boy
wha
t his
nam
e is
.1s
t chi
ld: W
hat's
you
rnam
e?2n
d ch
ild: M
y na
me
isJo
e. A
nd y
ours
?1s
t chi
ld: M
y na
me
is P
eter
.
Sam
ple
Res
pons
e D
rill
Tea
cher
: Hel
lo, w
hat's
you
rnam
e?Pu
pil I
: My
nam
eis
Joh
n.T
each
er: A
nd w
hat's
you
rnam
e?Pu
pil I
I: M
y na
me
isPe
ter.
Tea
cher
: Wha
t's th
isgi
rl's
nam
e?Pu
pil I
II: H
er n
ame
is M
ary.
Sam
ple
Rec
ombi
natio
nD
ialo
gue
for
liste
ning
or
furt
hers
peak
ing
prac
tice
Pupi
l I: H
ello
, wha
t's y
ourn
ame?
Pupi
l II:
My
nam
e is
John
. And
you
rs?
Pupi
l I: M
y na
me
is P
eter
. Is
that
you
rcat
?
Pupi
l II:
Yes
. His
nam
eis
Max
.Pu
pil I
: My
cat's
nam
eis
Put
zi.
Tec
hniq
ues
for
Tea
chin
gD
ialo
gues
The
bas
ic d
ialo
gues
are
intr
oduc
ed b
y th
ete
ache
r sp
eaki
ng a
t nor
mal
spee
d
usin
g no
rmal
link
ing
and
into
natio
n.M
eani
ng is
est
ablis
hed
thro
ugh
actio
ns,
gest
ures
, fac
iale
xpre
ssio
ns, p
ictu
res,
and
real
obj
ects
. Eng
lish
shou
ld b
e av
oide
d
if a
t all
poss
ible
in o
rder
to k
eep
the
seco
nd la
ngua
ge s
epar
ate
from
the
firs
t.
If E
nglis
h m
ustb
e us
ed f
orcl
arif
icat
ion,
the
expl
anat
ion
shou
ld n
ot b
e a
liter
al
tran
slat
ion
but t
hena
tura
l Eng
lish
utte
ranc
ew
hich
wou
ld b
e us
ed in
asi
mila
r
situ
atio
n.W
hen
the
entir
ecl
ass
has
prac
ticed
repe
atin
g th
e di
alog
ue s
ente
nces
afte
r
the
teac
her-
mod
el, s
mal
ler
and
smal
l;..-
r gr
oups
with
in th
e cl
ass
are
calle
d up
onfo
r re
petit
ion,
and
fin
ally
indi
vidu
al r
espo
nses
are
req
uire
d.N
ext,
dial
ogue
s ar
e pr
actic
ed w
ith th
e te
ache
r ta
king
one
rol
e w
hile
the
who
lecl
ass
take
s th
e ot
her.
Aga
in, g
radu
ally
the
size
of
the
grou
p is
red
uced
unt
il on
epu
pil h
as th
e ro
le o
ppos
ite th
e te
ache
r. W
hen
the
child
ren
can
resp
ond
ac-
cura
tely
and
con
fide
ntly
bot
h in
cho
rus
and
indi
vidu
ally
, the
par
ts s
houl
d be
reve
rsed
so
that
the
pupi
ls 1
,arn
all
dial
ogue
utte
ranc
es. E
vent
ually
pup
ils c
anta
ke b
oth
role
s w
ithou
t the
teac
her.
Aft
er a
dia
logu
e is
lear
ned,
it is
rep
eate
dly
dram
atiz
ed b
y th
e ch
ildre
n. D
ram
atiz
atio
n pr
ovid
es v
arie
ty in
cla
ss a
ctiv
ities
and
take
s ad
vant
age
of th
e yo
ungs
ter's
ent
husi
asm
for
rol
e pl
ayin
g. F
urth
er-
mor
e, it
invo
lves
the
child
phy
sica
lly a
s w
ell a
s m
enta
lly, t
hus
stre
ngth
enin
gth
e as
soci
atio
n be
twee
n. m
eani
ng a
nd la
ngua
ge. P
uppe
t sho
ws
and
skits
are
ef-
fect
ive
mea
ns o
f dr
amat
izat
ion.
Onc
e a
dial
ogue
has
bee
n le
arne
d w
ell,
ther
e sh
ould
be
freq
uent
re-
entr
y of
the
utte
ranc
es in
to n
ew m
ater
ial t
o m
ake
the
utte
ranc
es m
eani
ngfu
l. L
earn
ing
mat
eria
ls c
hose
n sh
ould
pro
vide
for
suc
h re
-ent
ry in
late
r un
its. G
ames
, son
gs,
or s
impl
e na
rrat
ives
sho
uld
be c
hose
n fo
r cl
ass
activ
ities
whe
n th
ey o
ffer
an
op-
port
unity
to u
se f
amili
ar la
ngua
ge in
new
way
s.
Lon
ger
Dia
logu
esL
onge
r an
d m
ore
com
plic
ated
dia
logu
es a
re le
arne
d la
ter
in L
evel
I w
hen
the
child
ren
have
mas
tere
d m
any
sim
ple
dial
ogue
s de
alin
g w
ith e
very
day
top-
ics.
The
se lo
nger
dia
logu
es p
rovi
de f
or r
e-en
try
of m
ater
ial l
earn
ed e
arlie
r by
inco
rpor
atin
g pa
ttern
sen
tenc
es w
hich
hav
e al
read
y be
en le
arne
d w
ith n
ewph
rase
s. A
s in
sho
rter
dia
logu
es, p
atte
rn s
ente
nces
whi
ch h
ave
alre
ady
been
lear
ned
can
be r
e-in
trod
uced
with
occ
asio
nal v
ocab
ular
y ch
ange
s, i.
e., "
Wha
t'syo
ur n
ame?
" be
com
es "
Wha
t's y
our
cat's
nam
e?"
or "
Wha
t's y
our
sist
er's
nam
e?"
Sam
ple
Dia
logu
e1s
t chi
ld: H
ello
, Pet
er.
2nd
child
: Hel
lo, J
oe.
1st c
hild
: Whe
re d
o yo
u liv
e?2n
d ch
ild: I
live
at 1
015
Mai
n st
reet
. And
you
?1s
t chi
ld: I
live
at 9
65 M
aple
Str
eet.
2nd
Do
you
have
a d
og o
r a
cat a
t hom
e?1s
t chi
ld: I
hav
e a
cat b
ut I
don
't ha
ve a
dog
.2n
d ch
ild: W
hat's
you
r ca
t's n
ame?
1st c
hild
: Its
nam
e is
Mitz
i. D
o yo
u ha
ve a
dog
?2n
d ch
ild: Y
es, I
hav
e a
dog.
Its
nam
e is
Fid
o.
Lea
rnin
g lo
ng d
ialo
gues
is a
ccom
plis
hed
by th
e sa
me
met
hods
as
lear
ning
shor
t one
s. H
owev
er, a
s ut
tera
nces
get
long
er th
e te
ache
r w
ill h
ave
to m
ake
apo
int o
f br
eaki
ng th
em d
own
into
ele
men
ts w
hich
stu
dent
s ca
n re
prod
uce.
Or-
dina
rily
utte
ranc
es s
houl
d be
bro
ken
dow
n in
to m
eani
ngfu
l phr
ases
abo
ut s
ixsy
llabl
es in
leng
th. T
hese
sho
rter
phr
ases
are
mod
eled
by
the
teac
her
and
re-
peat
ed b
y th
e pu
pils
beg
inni
ng w
ith th
e la
st p
hras
e of
the
utte
ranc
e an
d ad
ding
addi
tiona
l pre
cedi
ng e
lem
ents
unt
il th
e ut
tera
nce
is c
ompl
ete.
Whi
le m
ost r
epe-
titio
n w
ill b
e ch
oral
in n
atur
e, o
ccas
iona
lly in
divi
dual
rep
etiti
on s
houl
d al
so b
eca
lled
for.
31
Sam
ple
Utte
ranc
eai
ldup
Tea
cher
: I h
ave
a ca
t, bu
t I d
on't
have
a d
og.
Tea
cher
I do
n't h
ave
a do
g.Pu
pils
:I
don'
t hav
e a
dog.
Tea
cher
:,
but I
don
't ha
ve a
dog
.Pu
pils
:,
but I
don
't ha
ve a
dog
.T
each
er: I
hav
e a
cat,
but I
don
't ha
ve a
dog
.Pu
pils
:. .
I ha
ve a
cat
, but
I d
on't
have
a d
og.
Nar
rativ
es a
nd D
escr
iptio
nsN
arra
tives
and
des
crip
tions
can
pro
vide
list
enin
g an
d sp
eaki
ng p
ract
ice
whi
chis
val
uabl
e fo
r th
e le
arne
r. A
nar
rativ
e is
a s
tory
rel
atin
g a
prog
ress
ion
ofev
ents
. An
exam
ple
of a
sim
ple
narr
ativ
e is
the
follo
win
g ac
coun
t of
daily
rout
ine.
Sam
ple
Nar
rativ
eI
get u
p at
eig
ht o
'clo
ck.
I w
ash
my
hand
s an
d fa
ce a
nd c
omb
my
hair
.I
eat b
reak
fast
.I
go to
sch
ool.
Such
nar
rativ
es c
an f
irst
be
pres
ente
d by
tape
, film
stri
p, f
ilm, o
r te
levi
sion
,or
by
the
teac
her
with
the
help
of
a se
t of
pict
ures
. Lat
er s
uch
a na
rrat
ive
can
be d
ram
atiz
ed b
y th
e ch
ildre
n w
ith s
uita
ble
gest
ures
and
act
ions
.Si
mpl
e st
orie
s fr
om th
e fo
reig
n co
untr
y ca
n be
told
to th
e ch
ildre
n be
fore
long
. In
this
way
the
pupi
ls a
re e
xpos
ed to
som
e of
the
sam
e ex
peri
ence
s as
thei
rag
e m
ates
in a
noth
er c
ount
ry. T
he g
radu
al in
trod
uctio
n of
nar
rativ
es a
lso
has
the
virt
ue o
f pr
epar
ing
the
child
for
the
lang
uage
of
narr
ativ
e pr
ose
as o
ppos
edto
the
lang
uage
of
spee
ch. O
ne m
ust a
lso
note
that
the
elem
enta
ry c
hild
ishi
ghly
rec
eptiv
e to
the
imag
inat
ive
stor
ies
so ty
pica
l of
folk
lore
. Nev
er a
gain
in h
is li
fe w
ill h
e be
so
inte
rest
ed in
fai
ry ta
les
and
fabl
es. W
hile
suc
h st
orie
ssh
ould
not
dom
inat
e th
e pr
ogra
m, u
sed
wis
ely,
they
can
pro
vide
str
ong
mot
iva-
tion
for
the
youn
g la
ngua
ge 1
;am
en. C
hild
ren
also
enj
oy d
ram
atiz
ing
such
sto
r-ie
s an
d w
ill p
ut g
reat
eff
ort i
nto
cost
umin
g an
d le
arni
ng r
oles
for
live
pre
sent
a-tio
ns o
r bu
ildin
g th
eate
rs a
nd m
akin
g pu
ppet
s fo
r pu
ppet
pre
sent
atio
ns.
A d
escr
iptio
n en
umer
ates
the
qual
ities
of
som
ethi
ng. A
n ob
ject
suc
h as
ape
rson
, a d
oll,
a ho
use,
or
the
clas
sroo
m p
rovi
des
an o
ppor
tuni
ty f
or d
escr
ip-
tion.
Sam
ple
Des
crip
tion
My
hous
e is
a b
ig h
ouse
in th
e ci
ty.
It is
new
and
whi
te.
It h
as a
bro
wn
roof
and
larg
e w
indo
ws.
Lik
e na
rrat
ives
, des
crip
tions
may
be
pres
ente
d th
roug
h a
tape
pro
gram
, film
,te
levi
sion
, and
by
the
clas
sroo
m te
ache
r. E
vent
ually
the
child
ren
will
enj
oy p
re-
sent
ing
thei
r ow
n de
scri
ptio
ns o
f pi
ctur
es a
nd o
bjec
ts th
ey b
ring
to s
choo
l.
Song
s, R
hym
es, a
nd G
ames
The
rol
e of
son
gs, r
hym
es, a
nd g
ames
in p
rovi
ding
hig
hly
mot
ivat
ed r
e-en
try
of v
ocab
ular
y an
d st
ruct
ure
has
alre
ady
been
men
tione
d. T
he m
elod
y an
drh
ythm
a s
ongs
hel
p es
tabl
ish
good
pro
nunc
iatio
n an
d in
tona
tion.
Rhy
mes
and
sim
ple
poem
s ar
e al
so u
sed
for
this
pur
pose
. Chi
ldre
n en
joy
actin
g ou
tth
e so
ngs
as th
ey s
ing.
Gam
es p
rovi
de a
cha
nge
of p
ace
for
prac
tice
ofne
w e
x-pr
essi
ons
and
for
revi
ew. G
ames
cho
sen
mus
t act
ually
pro
vide
opp
ortu
nity
for
wor
thw
hile
lang
uage
use
rat
her
than
dem
andi
ng o
nly
phys
ical
act
ivity
. Unl
ess
the
gam
e is
pla
nned
as
an e
xten
ded
lear
ning
act
ivity
it s
houl
d in
trod
uce
little
new
voc
abul
ary
and
no n
ew s
truc
ture
s. stru
ctur
eIf
rea
l lan
guag
e is
use
d fo
r fo
reig
n la
ngua
ge c
lass
room
act
iviti
es, m
uch
func
-tio
nal g
ram
mar
will
be
lear
ned
natu
rally
and
eff
ortle
ssly
. How
ever
, lan
guag
etr
aini
ng w
ill b
e m
ost e
ffic
ient
if s
ome
atte
mpt
is m
ade
to p
urpo
sely
intr
oduc
e:,t
ruct
ures
that
giv
e th
e le
arne
r m
ost d
iffi
culty
bec
ause
they
con
flic
t with
pat
tern
sE
nglis
h. G
ood
elem
enta
ry f
orei
gn la
ngua
ge m
ater
ials
will
pro
vide
suf
fici
ent
prac
tice
in u
sing
suc
h "c
onfl
ictin
g" s
truc
ture
s in
ord
er th
at th
eir
use
will
be-
com
e na
tura
l for
the
non-
nativ
e le
arne
r. O
cca.
:nna
l sho
rt p
atte
rn d
rills
may
prov
e ef
fect
ive
for
prac
ticin
g m
anip
ulat
ion
of p
atte
rns,
esp
ecia
lly in
the
uppe
rgr
ades
; how
ever
, the
y sh
ould
be
used
spa
ring
ly.
Rea
ding
Cur
rent
ly, m
ost e
lem
enta
ry f
orei
gn la
ngua
ge p
rogr
ams
dela
y th
e in
trod
uc-
tion
of r
eadi
ng a
nd w
ritin
g un
til w
ell a
fter
aud
io-l
ingu
al le
arni
ng h
as b
egun
.T
here
is c
onsi
dera
ble
evid
ence
to s
how
that
mos
t pup
ils w
ill le
arn
prop
er p
ro-
nunc
iatio
n an
d in
tona
tion
bette
r if
they
con
cent
rate
fir
st o
n lis
teni
ng a
nd im
i-ta
ting
rath
er th
an r
eadi
ng. T
he c
hild
ren
will
be
mor
e lik
ely
to g
ive
Eng
lish
valu
es to
the
',..tt
ers,
wor
ds, a
nd s
ente
nce'
s if
they
see
them
in p
rint
bef
ore
they
have
est
ablis
hed
adeq
uate
pro
nnvi
atio
n an
d in
tona
tion
habi
ts.
In m
os' c
lass
es th
ere
is p
roba
ly n
o re
ason
why
the
intr
oduc
tion
of p
rint
edsy
mbo
ls s
houl
d be
pro
long
ed b
eyon
d on
e ye
ar a
fter
the
begi
nnin
g of
lang
uage
stud
y w
hen
elem
enta
ry f
orei
gn la
ngua
ge p
rogr
ams
begi
n as
late
as
the
4th
grad
e. A
s a
mat
ter
of f
act t
he c
hild
ren
are
usua
lly e
ager
to le
arn
to r
ead
and
ofte
n m
ust b
e he
ld b
ack
agai
nst t
heir
will
unt
il a
solid
aud
io-l
ingu
al b
ase
ises
-ta
blis
hed.
The
teac
her
shou
ld c
ontin
ue to
use
the
grea
ter
part
of
the
inst
ruc-
tiona
l tim
e fo
r de
velo
pmen
t of
liste
ning
-spe
akin
g sk
ills
thro
ugho
ut L
evel
LT
he c
hild
mus
t dev
elop
a r
eadi
ng r
eadi
ness
in th
e fo
reig
n la
ngua
ge ju
stas
he d
id in
his
ow
n. R
eadi
ness
to le
arn
to r
ead
incl
udes
, bey
ond
a de
sire
to r
ead,
an o
ral f
acili
ty in
the
use
of a
ppro
xim
atel
y th
at d
ialo
gue
mat
eria
l whi
ch m
ight
be in
trod
uced
in o
ne y
ear
of f
orei
gn la
ngua
ge in
stru
ctio
n. T
he c
hild
sho
uld
beab
le to
use
this
mat
eria
l in
sim
ple
conv
ersa
tion
with
out h
esita
tion
and
his
pro-
nunc
iatio
n of
this
mat
eria
l sho
uld
be r
itiv
e or
nea
r na
tive.
Mat
eria
ls p
rese
nted
for
rea
ding
sho
uld
cons
ist o
f th
e ex
pres
sion
s al
read
ym
aste
red
in th
e fi
rst y
ear
of o
ral-
aura
l ins
truc
tion.
The
teac
her
will
fin
d it
de-
sira
ble
to r
ead
an u
ttera
nce
from
the
chal
kboa
rd, t
hen
have
the
stud
ents
rea
d in
chor
us. S
he s
houl
d ha
ve th
em r
ead
indi
vidu
al w
ords
and
phr
ases
out
of
orde
rto
insu
re th
at p
upils
pay
car
eful
atte
ntio
n to
the
conf
igur
atio
n of
eac
h w
ord.
Aft
er m
ass
mim
icry
pra
ctic
e, in
divi
dual
s m
ay b
e ca
lled
upon
to r
ead
the
phra
ses
and
indi
vidu
al w
ords
fro
m th
e ut
tera
nce.
It i
s hi
ghly
impo
rtan
t tha
t the
teac
her
veri
fy th
at th
e st
uden
t is
actu
ally
rea
ding
rat
her
than
sim
ply
reca
lling
the
utte
ranc
e fr
om m
emor
y. A
s m
ore
expr
essi
ons
from
a d
ialo
gue
are
intr
o-du
ced,
the
teac
her
shou
ld p
rese
nt th
em o
n th
e ch
alkb
oard
in r
ando
m o
rder
tove
rify
lear
ning
. A p
ictu
re d
epic
ting
the
actio
n ac
com
pany
ing
the
utte
ranc
em
ayhe
lp to
rei
nfor
ce m
eani
ng f
or th
e ch
ildre
n.
32
Tow
ard
the
end
of th
e el
emen
tary
gra
des
som
e ch
ildre
nm
ay b
e re
ady
for
sim
r"%
.t su
pple
men
tary
rea
ding
mat
eria
l. V
ocab
ular
y an
d st
ruct
ures
shou
ld n
otgo
k.,e
yond
that
mat
eria
l alr
eady
a p
art o
f th
e fo
reig
n la
ngua
ge h
sal
rea
ding
prog
ram
but
onl
y re
info
rce
it by
usi
ng th
e la
ngua
ge to
exp
ress
new
idea
s. A
few
new
voc
abul
ary
wor
ds m
ay b
e in
trod
uced
in th
:s m
ater
ial
to g
ive
pupi
lspr
actic
e in
infe
rrin
g m
eani
ng f
rom
con
text
clu
es; M
icha
el W
est
sugg
ests
one
new
wor
d in
eac
h 60
wor
ds o
f te
xt.
Wri
ting
Wri
ting,
or
bette
r ye
t, co
pyin
g sh
ould
beg
in a
lmos
t sim
ulta
neou
sly
with
the
intr
oduc
tion
of r
eadi
ng. T
he c
hild
sho
uld
be e
xpec
ted
to w
rite
onl
y w
hat
heca
n re
ad. C
opyi
ng d
ialo
gue
uttte
ranc
es r
einf
orce
s re
adin
g by
com
pelli
ng th
epu
pil t
o ob
serv
e ea
ch w
ord
care
fully
in o
rder
to r
epro
duce
it. O
ther
sim
ple
wri
ting
activ
ities
i,A
ude
filli
ng in
a m
issi
ng w
ord
or p
hras
e in
a se
nten
ce, w
ork-
ing
cros
swor
d pu
zzle
s, u
nscr
ambl
ing
sent
ence
s, a
nd m
akin
g pi
ctur
edi
ctio
n-ar
ies.
The
pup
ils m
ay b
e as
ked
to w
rite
labe
ls f
orm
aps,
cha
rts,
obj
ects
in th
ecl
assr
oom
, sho
wca
ses
and
bulle
tin b
oard
dis
play
s. I
n tim
e, d
icta
tion
and
sim
ple
desc
ript
ions
are
wri
tten.
Dic
tatio
n w
ill b
e fr
om s
hort
pass
ages
pre
viou
sly
stud
ied
in s
poke
n an
d w
ritte
n fo
rm. D
escr
iptio
nsm
ay h
ave
thei
r so
urce
in th
eliv
es o
f th
e ch
ildre
n. "
My
hous
e" o
r "O
ur d
og"
are
poss
ible
topi
cs. I
n an
y ca
se,
prac
tice
shou
ld a
lway
s be
on
mea
ning
ful p
hras
es, n
ot is
olat
ed w
ords
.
Cul
ture
The
ele
men
tary
pup
il le
arni
ng a
for
eign
lang
uage
sho
uld
com
e to
und
erst
and
that
man
kind
has
dev
elop
ed m
any
way
s of
livi
ng a
nd c
omm
unic
atin
g.G
row
thin
cul
tura
l und
erst
andi
ng g
oes
hand
in h
and
with
the
acqu
isiti
on o
ffo
reig
nla
ngua
ge s
kills
. The
chi
ld r
eadi
ly s
ees
sim
ilari
ties
and
diff
eren
ces
betw
een
his
own
cultu
re a
nd th
e fo
reig
n la
ngua
ge c
ultu
re in
are
as s
uch
as s
choo
l, re
crea
-tio
n, a
nd o
ccup
atio
ns. T
he p
ictu
resq
ueor
qua
int e
lem
ents
of
a cu
lture
sho
uld
not b
e ov
erst
ress
ed. T
hrou
gh s
ituat
ions
cul
tura
l und
erst
andi
ngs
are
deve
lope
d.Fo
r ex
ampl
e, a
uni
t on
hom
e lif
e co
ntra
sts
Am
eric
an h
ome
life
with
that
of
the
fore
ign
coun
try.
The
se s
ituat
ions
dev
elop
the
child
'sap
prec
iatio
n of
his
own
cultu
re a
s w
ell a
s an
app
reci
atio
n of
the
fore
ign
lang
uage
cul
ture
. An
ap-
prec
iatio
n of
the
fore
ign
lang
uage
cul
ture
is d
evel
oped
thro
ugh
lear
ning
au-
then
tic s
ayin
gs; i
diom
s, r
hym
es, p
rove
rbs,
gam
es, a
nd s
ongs
whi
ch a
re f
avor
ites
of th
e ch
ild o
f hi
s ow
n ag
e in
the
fore
ign
coun
try.
One
asp
ect o
f cu
lture
isle
arne
d by
dis
cuss
ing
and
read
ing
abou
t the
infl
uenc
e of
the
fore
ign
coun
try
onA
mer
ican
soc
iety
thro
ugh
holid
ays,
cus
tom
s, a
nd c
ontr
ibut
ions
of f
amou
spe
ople
. The
stu
dy o
f cu
lture
mus
t be
a pl
anne
dpa
rt o
f th
e fo
reig
n la
ngua
gele
arni
ng.
Lan
guag
e le
arni
ng is
eff
ectiv
ely
incr
ease
d by
cor
rela
tion
with
othe
r cu
rric
u-lu
m a
reas
suc
h as
soc
ial s
tudi
es, a
rith
met
ic, m
usic
, art
s, a
nd li
tera
ture
.
Mat
eria
ls A
t Lev
el I
, Seq
uenc
e A
Mat
eria
ls in
clud
e te
ache
r gu
ides
, tex
ts, i
nteg
rate
dpr
ogra
ms,
aud
io-v
isua
l aid
s,an
d su
pple
men
tary
boo
ks. S
ome
crite
ria
to k
eep
in m
ind
whe
n ch
oosi
nga
basi
cpr
ogra
m a
re th
e fo
llow
ing:
(1)
Mat
eria
ls p
rese
nted
sho
uld
be s
uita
ble
to th
eag
e an
d in
tere
sts
of th
eru
pils
. Mat
eria
ls s
houl
d m
ake
use
ofco
mm
on f
orm
s of
com
mun
icat
ion
such
as
dial
ogue
s, s
tori
es, d
ram
atiz
atio
ns, q
uest
ions
and
answ
ers,
and
appr
opri
ate
smal
l tal
k.
(2)
The
sub
ject
mat
ter
shou
ld b
e su
ch th
at th
e ch
ildre
nca
n us
e it
in c
on-
vers
atio
ns a
mon
g th
emse
lves
. All
wor
ds a
nd s
ente
nces
sho
uld
be p
art
of c
onne
cted
dis
cour
se a
nd r
elat
ed to
a r
eal l
ife
situ
atio
n.(3
) T
he q
uant
ity o
f m
ater
ial s
houl
d be
lim
ited
to a
llow
suf
fici
ent t
ime
toes
-ta
blis
h go
od la
ngua
ge h
abits
. The
re s
houl
d be
sys
tem
atic
recu
rren
ce o
fba
sic
sent
ence
pat
tern
s an
d vo
cabu
lary
. Mas
tery
of
basi
c la
ngua
ge is
mor
e im
port
ant t
han
the
amou
nt o
f m
ater
ial c
over
ed.
(4)
The
re s
houl
d be
no
over
sim
plif
icat
ion
of th
e la
ngua
ge to
avo
id id
iom
atic
expr
essi
ons,
irre
gula
r ve
rbs,
and
oth
er c
ompl
icat
ions
. Use
of
both
the
fam
iliar
and
for
mal
for
ms
of a
ddre
ss s
houl
d be
incl
uded
sin
ce th
e ch
ildof
com
para
ble
age
in th
e fo
reig
n cu
lture
em
ploy
s bo
th. F
urth
erm
ore,
ach
ild a
cqui
res
the
intr
icac
ies
ofa
lang
uage
far
mor
e re
adily
than
the
adol
esce
nt a
nd th
e ad
ult.
(5)
The
gui
de s
houl
d co
ntai
n so
ngs,
rhy
mes
, gam
es, a
nd c
ultu
ral i
nfor
ma-
tion.
It s
houl
d su
gges
t sou
rces
fro
m w
hich
sup
plem
enta
ry m
ater
ials
may
be o
btai
ned.
Man
y ne
w m
ater
ials
are
bec
omin
g av
aila
ble
for
fore
ign
lang
uage
teac
hing
inth
e el
emen
tary
sch
ool.
All
mat
eria
ls m
ust b
e ca
refu
lly e
valu
ated
. Tea
cher
s w
illfi
nd a
dditi
onal
mat
eria
ls li
sted
in th
e M
oder
n L
angu
age
Ass
ocia
tion'
s Se
lect
ive
Lis
t of
Mat
eria
ls.
LE
VE
L I
I --
I Se
quen
ce A
The
Jun
ior
IRO
Sch
ool C
hild
As
A 'L
angu
age
Lea
rner
The
juni
or h
igh
scho
ol c
hild
is in
the
initi
al s
tage
s of
the
tran
sitio
n pe
riod
be-
twee
n ch
ildho
od a
nd a
dulth
ood.
He
is to
rn b
etw
een
a de
sire
to r
etai
n ch
ild-
hood
sec
urity
and
obt
ain
adul
t sta
tus.
The
se y
oung
ster
s fe
ar th
e di
sapp
rova
lof
thei
r pe
ers
and
yet t
hey
need
adu
lt sa
nctio
nas
wel
l. T
hey
are
beco
min
g in
-cr
easi
ngly
aw
are
of s
ex d
iffe
renc
es a
nd b
oys
are
quic
k to
rej
ect m
ost t
hing
sw
hich
they
reg
ard
as b
elon
ging
to th
e gi
rls'
wor
ld. Y
et, p
arad
oxic
ally
, gir
lsar
ebe
ginn
ing
to a
' -ac
t the
m. G
irls
are
oft
en m
uch
mor
e bo
ld th
an b
oys
in in
dica
t-in
g in
tere
st in
the
oppo
site
sex
. Phy
sica
lly a
nd in
telle
ctua
lly g
irls
will
pro
babl
ybe
mor
e m
atur
e th
an b
oys.
The
juni
or h
igh
scho
ol c
hild
is m
ore
anal
ytic
al th
an h
is e
lem
enta
ry s
choo
lbr
othe
rs a
nd s
iste
rs in
lang
uage
lear
ning
and
gen
eral
atti
tude
. Gen
eral
izat
ions
,i.e
., ru
les,
are
mor
e to
his
liki
ng. H
e is
bet
ter
able
to d
eal i
n ab
stra
ct c
once
pts
and
incr
easi
ngly
abl
e to
em
ploy
sym
bols
.B
ecau
se h
is b
ackg
roun
d of
exp
erie
nce
is in
crea
sing
, the
chi
ld o
f ag
es 1
2-14
year
s is
a m
ore
effi
cien
t lea
rner
than
ear
lier
and
mor
e lik
ely
to p
rofi
t fro
m in
-te
nsiv
e tr
aini
ng. H
e is
mor
e sk
illfu
l at s
olvi
ng a
rith
met
ical
pro
blem
s, q
uick
er in
iden
tifyi
ng c
olor
s an
d ha
s a
bette
r un
ders
tand
ing
of th
e co
ncep
t of
time.
His
mem
ory
span
is lo
nger
.T
he ju
nior
hig
h ch
ild h
as a
gre
at c
urio
sity
whi
ch h
e w
ants
to s
atis
fy im
-m
edia
tely
. The
re is
a n
eed
for
cons
ider
able
var
iety
in h
is c
lass
room
wor
k.
Obj
ectiv
es o
f th
e Ju
nior
Hig
h Pr
ogra
m, L
evel
II
7 an
d 8,
Lev
el H
I9
The
juni
or h
igh
scho
ol p
rogr
am, g
rade
s 7-
9, w
ill o
rdin
arily
allo
w th
eyo
ung-
ster
to c
ompl
ete
inte
rmed
iate
leve
ls I
I an
d II
I in
the
long
seq
uenc
e. I
t will
bui
ldon
for
eign
lang
uage
lear
ning
s br
ough
t fro
m th
e el
emen
tary
sch
ool a
nd p
repa
reth
e ch
ild f
or a
dvan
ced
wor
k in
the
seni
or h
igh
scho
ol. T
he p
rogr
am m
ust t
ake
into
con
side
ratio
n th
e fa
ct th
at th
e in
com
ing
7th
grad
er h
as a
lrea
dy s
pent
thre
e
33
year
s le
arni
ng b
y m
eans
of
situ
atio
nal d
ialo
gues
and
can
alr
eady
rea
d an
dw
rite
to a
lim
ited
degr
ee.
Obj
ectiv
es f
or L
evel
s II
and
III
fol
low
:
Gen
eral
Obj
ectiv
es1.
Cre
ate
an in
tere
st in
lang
uage
and
lang
uage
lear
ning
2. D
evel
op a
n un
ders
tand
ing
of h
ow la
ngua
ge, a
ny la
ngua
ge, i
s le
arne
d3.
Dev
elop
an
unde
rsta
ndin
g of
the
natu
re o
f la
ngua
ge a
nd h
ow it
wor
ks4.
Dev
elop
an
unde
rsta
ndin
g of
the
life
of th
e ea
rly
adol
esce
nt in
the
fore
ign
coun
try
with
spe
cial
em
phas
is o
n al
ertin
g th
e le
arne
r to
cro
ss-c
ultu
ral
diff
eren
ces
Spec
ific
Lin
guis
tic O
bjec
tives
1. A
ural
und
erst
andi
ngde
velo
p th
e ab
ility
to g
et th
e se
nse
of w
hat a
ned
ucat
ed n
ativ
e sa
ys w
hen
he is
enu
ncia
ting
care
fully
and
spe
akin
g si
mpl
yon
a g
ener
al s
ubje
ct.
2. S
peak
ing
deve
lop
the
abili
ty to
talk
on
prep
ared
topi
cs, e
.g.,
for
clas
s-ro
om s
ituat
ions
, with
out o
bvio
us f
alte
ring
and
to u
se th
e co
mm
on e
x-pr
essi
ons
need
ed f
or g
ettin
g ar
ound
in th
e fo
reig
n co
untr
y, s
peak
ing
with
nativ
e or
nea
r na
tive
pron
unci
atio
n an
d in
tona
tion.
3. R
eadi
ngde
velo
p th
e ab
ility
to r
ead
with
out t
rans
latio
n, f
ictio
n in
-te
nded
for
chi
ldre
n of
his
age
in th
e fo
reig
n co
untr
y an
d no
n-fi
ctio
n of
the
leve
l com
mon
ly f
ound
in e
lem
enta
ry s
choo
l tex
ts o
f th
e fo
reig
nco
untr
y.4.
Wri
ting
deve
lop
the
abili
ty to
wri
te c
orre
ctly
sim
ple
repo
rts,
fri
endl
yle
tters
, ski
ts, f
or e
xam
ple,
dea
ling
with
ass
igne
d re
adin
g an
d da
ily li
fe.
Con
tent
of
Lev
el I
I in
Seq
uenc
e A
(T
he N
ine
Yea
r Pr
ogra
m)
As
note
d ea
rlie
r, if
the
nine
yea
r se
quen
ce o
f fo
reig
n la
ngua
ge s
tudy
is g
oing
to b
e a
succ
essf
ul p
rogr
am, i
t mus
t be
a ca
refu
lly d
evel
oped
con
tinuu
m p
rovi
d-in
g fo
r a
sequ
entia
l mas
tery
of
all l
angu
age
skill
s. B
etw
een
the
elem
enta
rysc
hool
and
juni
or h
igh
scho
ol th
e gr
eate
st o
bsta
cle
to s
moo
th a
rtic
ulat
ion
is th
ela
ck o
f m
ater
ials
esp
ecia
lly c
onst
ruct
ed to
pro
vide
for
suc
h a
sequ
entia
l dev
el-
opm
ent f
rom
gra
des
4-9.
Mat
eria
ls a
re o
nly
now
bec
omin
g av
aila
ble
whi
chw
ill b
ridg
e th
e ga
p w
hich
cur
rent
ly e
xit s
bet
wee
n le
arni
ng m
ater
ials
pre
pare
dfo
r el
emen
tary
sch
ool u
se a
nd th
ose
prep
ared
for
use
in th
e ju
nior
hig
h sc
hool
.
Rev
iew
A c
aref
ul r
evie
w o
f pr
evio
usly
lear
ned
mat
eria
l is
impo
rtan
t for
the
lan-
guag
e le
arne
r at
the
begi
nnin
g of
any
sch
ool y
ear.
Suc
h a
revi
ew is
par
ticul
arly
cruc
ial a
t the
beg
inni
ng o
f L
evel
II
in S
eque
nce
A. A
t thi
s po
int t
he y
oung
ster
sar
e ju
st b
egin
ning
the
juni
or h
igh
scho
ol, a
rad
ical
ly d
iffe
rent
kin
d of
exp
eri-
ence
sin
ce m
ost o
f th
em h
ave
had
thei
r pr
evio
us f
orm
al e
duca
tion
in s
elf-
con-
tain
ed c
lass
room
s. T
hey
will
hav
e fo
rgot
ten
som
e la
ngua
ge o
ver
the
sum
mer
and
may
bel
ieve
they
kno
w le
ss th
an th
ey a
ctua
lly d
o kn
ow. T
opic
al u
nits
cov
ered
by
vari
ous
clas
ses
in th
k.!e
men
tary
for
eign
lang
uage
pro
gram
may
hav
eva
ried
, lea
ding
to d
iffe
renc
es in
voc
abul
ary
and
stru
ctur
e le
arni
ng. F
or v
ario
usre
ason
s le
arni
ng m
ay h
ave
been
bet
ter
in s
ome
case
s th
an o
ther
s.W
hen
the
mat
eria
ls u
sed
in th
e el
emen
tary
sch
ool d
o no
t art
icul
ate
dire
ctly
with
a ju
nior
hig
h sc
hool
for
eign
lang
uage
ser
ies,
juni
or h
igh
teac
hers
wou
lddo
wel
l to
star
t fro
m th
e be
ginn
ing
of o
ne o
f th
e w
idel
y us
ed a
udio
-lin
gual
sys-
tem
s pr
oduc
ed f
or s
econ
dary
sch
ools
, usi
ng e
arly
uni
ts f
or r
evie
w a
nd r
ein-
forc
emen
t of
skill
s al
read
y le
arne
d in
the
elem
enta
ry f
orei
gn la
ngua
ge s
eque
nce.
Bas
ic C
onte
ntL
evel
II
Con
vers
atio
ns a
nd s
kits
whi
ch d
eal w
ith s
ubje
ct m
atte
r of
inte
rest
to 1
1-13
year
old
s w
ill p
rovi
de th
e ve
hicl
e fo
r a
subs
tant
ial p
art o
f th
e la
ngua
gepr
actic
ein
Lev
el I
I. S
ome
topi
cs a
ppro
pria
te f
or 7
th a
nd 8
th g
rade
use
are
the
follo
win
g:1.
Hob
bies
2. S
port
s3.
Hom
e L
ife
4. S
choo
l Lif
e5.
Rec
reat
ion
6. A
dven
ture
(ju
ngle
, spa
ce, m
yste
ry)
7. A
nim
als
8. H
umor
9. H
eroe
sC
onve
rsat
ions
and
ski
ts w
ill b
e pr
actic
ed in
sub
stan
tially
the
sam
e w
ay a
sdi
alog
ues
in L
evel
I. H
owev
er, t
each
ers
shou
ld b
e al
ert t
o th
e fa
ct th
at y
oung
-st
ers
in th
e lo
ng s
eque
nce
will
hav
e al
read
y pr
actic
ed m
imic
ry-m
emor
izat
ion
for
thre
e ye
ars
in th
e el
emen
tary
sch
ool.
Stud
ents
may
qui
ckly
bec
ome
bore
dif
they
bel
ieve
that
they
are
get
ting
just
mor
e of
the
sam
e ki
nd o
f tr
aini
ng th
eyha
d in
gra
des
4, 5
, and
6. A
n in
crea
sing
am
ount
of
new
mat
eria
l will
be
pre-
sent
ed th
roug
h re
adin
g in
Lev
el I
I an
d w
ill b
e dr
illed
less
inte
nsiv
ely
than
for
-m
erly
. Stu
dent
s in
Lev
el I
I w
ill b
enef
it fr
om r
eadi
ng th
e fo
llow
ing:
1. S
impl
e no
n-fi
ctio
n de
alin
g w
ith g
eogr
aphy
, clim
ate,
popu
latio
n, p
rodu
cts,
mus
ic, a
rt, c
usto
ms,
and
his
tory
.2.
Sim
ple
biog
raph
y an
d hi
stor
ical
ane
cdot
es.
3. S
impl
e pl
ays,
eas
y sh
ort-
shor
t sto
ricc
,ge
nds,
poe
try,
and
lette
rs.
Lis
teni
ng, s
peak
ing,
and
rea
ding
act
iviti
es w
ill a
ll be
des
igne
d to
fos
ter
in-
crea
sing
inde
pend
ence
on
the
part
of
ae le
arne
r. H
e w
ill b
e en
cour
aged
to u
seco
ntex
t clu
es in
und
erst
andi
ng s
poke
n an
dw
ritte
n la
ngua
ge a
nd to
use
ana
logy
in b
uild
ing
utte
ranc
es th
at v
ary
som
ewha
t fro
m m
odel
s he
has
mem
oriz
edea
rlie
r. A
ll ac
tiviti
es w
ill s
tres
s vo
cabu
lary
dev
elop
_aen
t to
a gr
eate
r de
gree
than
in L
evel
I.
Use
of
Eng
lish
It is
impo
rtan
t tha
t the
stu
dent
kno
ws
the
mea
ning
of
the
cont
ent s
tudi
ed.
How
ever
, the
use
of
tran
slat
ion
to g
et a
t the
mea
ning
of
narr
ativ
e pr
ose
is n
otre
com
men
ded
in L
evel
II
and
the
teac
her
may
oft
en s
ettle
for
som
e va
guen
ess
in u
nder
stan
ding
in o
rder
to f
oste
r th
inki
ng in
the
lang
uage
. Nor
mal
eve
ryda
ycl
assr
oom
act
iviti
es, r
oll t
akin
g, c
olle
ctin
g pa
pers
, ope
ning
win
dow
s, f
or e
x-am
ple,
sho
uld
be c
ondu
cted
in th
e fo
reig
n la
ngua
ge. E
nglis
h eq
uiva
_ent
s m
aypr
ofita
bly
be u
sed
to g
ive
lexi
cal m
eani
ng to
bas
ic s
ente
nces
in d
ialo
gues
, to
sum
mar
ize
cont
ent o
f na
rrat
ives
to b
e re
ad, t
o ex
plai
n gr
amm
ar a
nd to
dri
llgr
amm
ar in
tran
slat
ion
type
pat
tern
dri
lls. S
ee C
hapt
er V
.
Lis
teni
ng I
n L
evel
II
(The
Nin
e Y
ear
Prog
ram
)L
evel
II
liste
ning
act
iviti
es w
ill c
ontin
ue to
pro
vide
mod
els
for
a su
bsta
ntia
l
34
amou
nt o
f m
imic
ry-m
emor
izat
ion
as o
n L
evel
I. S
tude
nts
will
hav
e an
in-
crea
sed
resp
onsi
bilit
y, in
add
ition
, for
pro
vidi
ng p
ract
ice
inun
ders
tand
ing
thro
ugh
cont
ext c
lues
. Unf
amili
ar v
ocab
ular
y, id
iom
s or
str
uctu
res
will
be
in-
trod
uced
in ju
dici
ous
amou
nts
as s
tude
nts
are
wea
ned
from
exc
essi
vede
pend
-en
ce o
n ov
erle
amed
bas
ic s
ente
nces
and
guid
ed to
war
d un
ders
tand
ing
the
rich
vari
ety
of u
ttera
nces
pos
sibl
e in
com
mon
dis
cour
se a
nd o
ral n
arra
tive.
Typ
esof
list
enin
g ex
erci
se w
ill in
clud
e th
e fo
llow
ing:
1. B
asic
dia
logu
e m
ater
ial t
ape
reco
rded
by
nativ
e sp
eake
rs2.
Rec
ombi
natio
ns o
f di
alog
ue m
ater
ial i
n di
alog
ue o
r na
rrat
ive
form
and
pres
ente
d by
the
teac
her
or ta
pe r
ecor
ding
s fo
r co
mpr
ehen
sion
prac
tice
3. R
athe
r ea
sy, s
hort
dra
mat
izat
ions
, sto
ries
, leg
ends
, poe
ms,
and
son
gsth
atar
e ba
sic
to a
uni
t of
stud
y or
that
pro
vide
supp
lem
enta
ry a
ctiv
ities
for
aun
it of
stu
dy4.
Occ
asio
nal e
asy
film
s
All
r ..a
ch li
sten
ing
activ
ities
sho
uld
have
a p
urpo
se r
eadi
lydi
scer
nibl
e to
the
stud
ent.
With
bas
ic d
ialo
gue
mat
eria
l, lis
teni
ng a
ctiv
ities
sho
uld
bequ
ickl
yfo
llow
ed b
y m
imic
ry-m
emor
izat
ion
or q
uest
ion-
answ
er p
ract
ice.
With
rec
om-
bina
tions
or
othe
r m
ater
ial r
ecor
ded
for
liste
ning
pra
ctic
e, s
tude
nts
shou
ld b
ehe
ld r
espo
nsib
le f
or c
onte
nt th
roug
h or
al o
r w
ritte
n di
scus
sion
. Ans
wer
ing
ques
tions
, giv
ing
sum
mar
ies,
ret
ellin
g in
one
's o
wn
wor
ds o
r ch
angi
ng to
an-
othe
ri.e
., di
alog
ue to
nar
rativ
e or
nar
rativ
e to
dia
logu
e, a
re s
ome
way
sto
fol
low
up
a lis
teni
ng a
ctiv
ity a
nd c
heck
on
pupi
l com
preh
ensi
on.
Spea
king
In
Lev
el I
I (T
he N
ine
Yea
r Pr
ogra
m)
As
a re
sult
of th
eir
elem
enta
ry f
orei
gn la
ngua
ge e
xper
ienc
e st
uden
tssh
ould
have
est
ablis
hed
good
com
man
d of
the
soun
d an
d m
elod
y sy
stem
of
the
fore
ign
lang
uage
. How
ever
, ear
ly w
eeks
of
the
seco
nd le
vel 7
vill
have
to b
e sp
ent i
nre
view
of
mat
eria
l cov
ered
in L
evel
I. W
hen
all e
lem
enta
ry p
upils
hav
ele
arne
dth
e sa
me
mat
eria
l, th
e ju
nior
hig
h sc
hool
teac
her
can
use
the
elem
enta
ry m
a-te
rial
s as
a b
asis
for
the
revi
ew. T
his
will
be
part
icul
arly
suc
cess
ful i
f th
e 7t
hgr
ade
has
as a
bas
ic p
rogr
am m
ater
ials
whi
ch a
re w
ritte
n to
bui
ld p
reci
sely
on
the
elem
enta
ry f
orei
gn la
ngua
ge le
arni
ng.
As
indi
cate
d ea
rlie
r, w
here
mat
eria
ls in
ele
men
tary
sch
ool a
nd ju
nior
hig
hsc
hool
are
not
so
care
fully
coo
rdin
ated
, rev
iew
and
rei
nfor
cem
ent o
f ph
onol
-og
y, in
tona
tion,
sim
ple
gram
mar
, and
syn
tax
can
be p
rovi
ded
by e
arly
cha
pter
sof
a b
egin
ning
aud
io-l
ingu
al te
xt. M
assi
ve d
osag
es o
f m
imic
ry-m
emor
izat
ion
prac
tice
shou
ld b
e un
nece
ssar
y. E
arly
mat
eria
l sho
uld
ordi
nari
ly b
e co
vere
dqu
ickl
y.R
evie
w d
ialo
gues
in e
ither
cas
e w
ill s
erve
the
purp
ose
of "
retu
ning
" th
e st
u-de
nts'
ear
s an
d vo
cal a
ppar
atus
to p
ronu
ncia
tion,
pitc
h, a
nd s
tres
s of
the
sec-
ond
lang
uage
.A
fter
the
revi
ew p
erio
d, th
e te
ache
r sh
ould
con
tinue
to d
evot
e tim
e to
pra
c-tic
ing
pron
unci
atio
n. S
uch
atte
ntio
n is
nec
essa
ry to
pro
vide
rei
nfor
cem
ent a
ndpr
even
t det
erio
ratio
n of
this
ski
ll. M
imic
ry-m
emor
izat
ion
will
con
tinue
to b
eus
ed f
or p
ract
icin
g lo
nger
utte
ranc
es a
nd n
ew to
pics
whi
ch w
ill c
hara
cter
ize
situ
atio
nal d
ialo
gues
in L
evel
H.
Subs
titut
ion
and
tran
sfor
mat
ion
drill
s w
ill b
e us
ed o
ften
to m
ake
man
ipul
a-tio
n of
str
uctu
re a
utom
atic
. Con
flic
t poi
nts,
i.e.
, are
as o
f le
arni
ng th
at a
re d
if-
ficu
lt be
caus
e of
dif
fere
nces
in E
nglis
h an
d th
e fo
reig
n la
ngua
ge, w
ill b
e pa
r-tic
ular
ly s
tres
sed.
I
Incr
easi
ng f
reed
om w
ill b
e al
low
ed th
e le
arne
r to
spe
ak o
ut o
f th
e na
rrow
conf
ines
of
the
basi
c se
nten
ces
he le
arne
d in
Lev
el I
. Tea
cher
and
stu
dent
-led
ques
tion-
answ
er d
rill
will
dea
l with
mat
eria
l hea
rd a
nd r
ead.
Suc
h ac
tivity
giv
esst
uden
ts p
ract
ice
in r
ephr
asin
g el
emen
ts o
f a
ques
tion
to m
ake
a re
ply.
Stu
dent
sw
ill b
e di
rect
ed to
bui
ld r
ecom
bina
tion
dial
ogue
s or
rep
orts
acc
ordi
ng to
out
-lin
es g
iven
them
in E
nglis
h or
the
fore
ign
lang
uage
. Exa
mpl
e re
com
bina
tion
assi
gnm
ent:
Tel
l a f
rien
d ab
out a
lette
r yo
u go
t fro
m a
Ger
man
pen
pal
. Rel
ate
wha
t he
told
you
abo
ut h
is f
amily
. Giv
e th
e fa
ther
's p
rofe
ssio
n an
d da
ily a
ctiv
ities
of
mot
her
and
olde
r br
othe
r.
Stud
ents
may
be
assi
gned
the
prep
arin
g of
"or
igin
al"
skits
re-
usin
g ut
ter-
ance
s le
arne
d in
bas
ic d
ialo
gues
or
base
d on
an
anec
dote
. For
exa
mpl
e, s
tu-
dent
s m
ight
dra
mat
ize
a B
aron
Miin
chha
usen
adv
entu
re.
A f
inal
pos
sibl
e ac
tivity
is th
e pr
epar
atio
n of
an
oral
rep
ort c
aref
ully
mod
-el
ed o
n a
prev
ious
ly s
tudi
ed n
arra
tive.
In
this
tyre
of
repo
rt m
inim
al c
hang
esin
the
text
mak
e it
poss
ible
for
all
stud
ents
to g
ive
pers
onal
pre
sent
atio
ns.
Exa
mpl
e of
mod
el te
xt f
or o
ral r
epor
t:M
y fa
ther
is 5
3 ye
ars
old
and
my
mot
her
45. M
y fa
ther
was
bor
n in
Dul
uth
and
my
mot
her
in M
oorh
ead.
My
fath
er is
a b
rick
laye
r. M
y m
othe
r w
asfo
rmer
ly a
sec
reta
ry.
..
Rea
ding
In
Lev
el 1
1 (T
he N
ine
Yea
r Pr
ogra
m)
Dur
ing
Lev
el I
mos
t stu
dent
s w
ill h
ave
done
ver
y lit
tle r
eadi
ng. R
eadi
ng a
c-tiv
ities
will
hav
e be
en li
mite
d m
ainl
y to
rea
ding
of
dial
ogue
s pr
evio
usly
pra
c-tic
ed e
xten
sive
ly in
ora
l-au
ral d
rills
and
som
e re
com
bina
tion
dial
ogue
s an
dna
rrat
ives
. On
Lev
el I
I in
the
long
seq
uenc
e th
e st
uden
t mus
t lea
rn to
rea
d an
dun
ders
tand
voc
abul
ary
and
stru
ctur
es w
hich
hav
e no
t bec
ome
a pa
rt o
f hi
ssp
eech
rep
erto
ire.
He
mus
t lea
rn to
rea
d sw
iftly
and
ext
ensi
vely
sim
ple
stir
ies,
essa
ys, a
nd o
ther
wri
tings
.In
the
begi
nnin
g w
hen
the
read
ing
aim
beg
ins
to r
ecei
ve a
larg
e sh
are
of th
ele
arne
r's ti
me,
he
will
be
hand
icap
ped
by h
is la
ck o
f vo
cabu
lary
, his
inab
ility
to u
se c
onte
xt c
lues
unc
onsc
ious
ly a
nd a
mon
ocul
tura
l bac
kgro
und
whi
chm
ay m
ake
it di
ffic
ult f
or h
im to
und
erst
and
mat
eria
l wri
tten
by f
orei
gn a
utho
rsor
abo
ut th
e fo
reig
n co
untr
y.B
ecau
se o
f th
ese
diff
icul
ties
ther
e w
ill b
e a
tem
ptat
ion
to s
ettle
for
tran
sla-
tion
of m
ater
ial r
ead
in o
rder
to c
heck
com
preh
ensi
on. S
uch
a te
mpt
atio
n sh
ould
be r
esis
ted
as s
houl
d an
y te
nden
cy to
ass
ign
voca
bula
ry li
sts
for
lear
ning
. Ac-
tiviti
es w
hich
are
teac
her
rew
arde
d sh
ould
be
thos
e w
hich
invo
lve
usin
g th
efo
reig
n la
ngua
ge r
eadi
ng te
xt f
or a
pur
pose
suc
h as
dis
cuss
ion
in th
e fo
reig
nla
ngua
ge.
Tea
cher
gui
danc
e w
ill b
e ne
cess
ary
to h
elp
the
stud
ent m
ake
cons
ciou
s us
eof
gra
mm
ar c
lues
, bac
kgro
und
know
ledg
e of
a s
ubje
ct a
nd k
now
ledg
e of
like
lyna
tura
l beh
avio
r, h
uman
and
oth
erw
ise,
in g
uess
ing
at m
eani
ng o
f un
know
nco
nstit
uent
s in
a s
ente
nce
or p
arag
raph
.In
Lev
el I
I st
uden
ts w
ill c
ontin
ue to
rea
d m
uch
mat
eria
l whi
ch is
pre
sent
edfi
rst f
or a
udio
-lin
gual
pra
ctic
e. T
hey
will
als
o re
ceiv
e pr
actic
e in
rea
ding
dia
-lo
gue
mat
eria
l in
new
for
ms,
for
exa
mpl
e, r
ecom
bine
d in
to n
ew d
ialo
gues
or
narr
ativ
es. S
ome
mat
eria
l will
be
lear
ned
initi
ally
in n
arra
tive
form
. Usu
ally
such
nar
rativ
es w
ill b
e fi
rst p
rese
nted
by
the
teac
her
or a
tape
rec
ordi
ng f
orlis
teni
ng d
rill
and
then
for
mim
icry
-rea
ding
pra
ctic
e by
the
clas
s.
35
The
abo
ve m
ater
ial r
epre
sent
s w
hat i
s of
ten
calle
d a
basa
l rea
ding
pro
gram
beca
use
stud
ents
wor
k at
it to
geth
er. A
lrea
dy in
Lev
el I
I th
ere
will
be
som
est
uden
ts w
ho c
an p
rofi
tabl
y be
gin
read
ing
sim
ple
grad
ed m
ater
ials
out
side
the
basa
l pro
gram
. Suc
h ex
tens
ive
read
ing
shou
ld b
e en
cour
aged
but
the
stud
ent
shou
ld b
e al
low
ed to
rea
d a
num
ber
of te
xts
at a
ny o
ne le
vel o
f di
ffic
ulty
bef
ore
he is
pus
hed
ahea
d to
a n
ew a
nd m
ore
diff
icul
t lev
el. S
uch
exte
nsiv
e re
adin
gre
pres
ents
one
exc
elle
nt w
ay to
pro
vide
for
indi
vidu
al d
iffe
renc
es in
the
fore
ign
lang
uage
cla
ssro
om. Wri
ting
In L
evel
II
(The
Nin
e Y
ear
Prog
ram
)A
lthou
gh r
eadi
ng a
nd w
ritin
g, i.
e., c
opyi
ng, m
ay h
ave
been
intr
oduc
ed s
i-m
ulta
neou
sly
in L
evel
I, t
he f
act t
hat w
ritin
g ha
s re
ceiv
ed le
ss p
ract
ice
than
any
of th
e ot
her
skill
s w
ill m
ean
that
it h
as la
gged
beh
ind
liste
ning
, spe
akin
g, a
ndre
adin
g. W
ritin
g ac
tiviti
es w
ill in
crea
se c
onsi
dera
bly
in th
e se
cond
leve
l, bu
tth
ey w
ill r
emai
n at
a lo
wer
leve
l tha
n ot
her
activ
ities
. Wri
ting
assi
gnm
ents
mus
t not
ask
stu
dent
s to
exp
ress
idea
s th
ey a
re n
ot a
ble
to e
xpre
ss o
rally
.St
uden
ts in
Lev
el I
I sh
ould
in th
e be
ginn
ing
have
the
bene
fit o
f re
view
wri
t-in
g pr
actic
e ju
st a
s th
ey r
evie
w o
ther
ski
lls. S
uch
revi
ew s
houl
d in
volv
e co
pyin
gat
hom
e m
ater
ial r
evie
wed
at l
east
onc
e an
d se
vera
l tim
es if
nec
essa
ry. S
hort
daily
dic
tatio
n pr
actic
e sh
ould
che
ck o
n ab
ility
of
stud
ents
to w
rite
pas
sage
sw
ithou
t ref
eren
ce to
the
text
book
. Usi
ng r
ecom
bina
tion
dial
ogue
s an
d na
rra-
tives
for
dic
tatio
n ex
erci
se w
ill p
rovi
de v
arie
ty th
at w
ill n
ot o
verl
y ta
x th
ele
arne
r.A
fter
the
revi
ew p
erio
d st
uden
ts w
ill b
egin
to le
arn
incr
easi
ng a
mou
nts
ofne
w a
nd m
ore
diff
icul
t mat
eria
l. O
ccas
iona
l cop
ying
ass
ignm
ents
will
con
tinue
to b
e ne
cess
ary.
How
ever
, man
y ot
her
kind
s of
wri
ting
activ
ities
will
be
nece
s-sa
ry to
pro
vide
var
iety
and
opp
ortu
nity
for
incr
easi
ng in
depe
nden
ce o
f ex
pres
-si
on. S
ome
sugg
este
d w
ritin
g ac
tiviti
es a
re th
e fo
llow
ing:
1. C
ontin
ued
occa
sion
al c
opyi
ng a
nd d
icta
tion
prac
tice
2. R
eorg
aniz
atio
n of
jum
bled
sen
tenc
es to
for
m m
eani
ngfu
l utte
ranc
es(h
ouse
, aft
er, J
ane,
sch
ool,
our,
wen
t, to
)3.
Mod
ifyi
ng a
sen
tenc
e to
pra
ctic
e m
akin
g ch
ange
s in
gra
mm
ar a
na s
ynta
x-ch
angi
ng te
nse,
sin
gula
r to
plu
ral,
inve
rtin
g w
ord
orde
r, f
or e
xam
ple
Not
e: M
any
oral
sub
stitu
tion
and
tran
sfor
mat
ion
drill
s le
nd th
emse
lves
tow
ritte
n pr
actic
e.4.
Wri
ting
an a
ssig
nmen
t alr
eady
giv
en in
an
oral
rep
ort
a. P
ract
ice
in c
hang
ing
poin
t of
view
: for
exa
mpl
e, c
hang
ing
a di
alog
ue to
the
repo
rt o
f th
e in
cide
nt b
y a
thir
d pe
rson
.b.
Com
plet
ion
of a
par
agra
ph to
fol
low
a s
uppl
ied
topi
c se
nten
ce, i
.e.,
Tod
ay I
wen
t to
the
beac
h.c.
Wri
ting
a co
ntro
lled
(dir
ecte
d) c
ompo
sitio
n ou
tline
d in
Eng
lish
or th
efo
reig
n la
ngua
ge f
or th
e st
uden
t. Se
e ex
ampl
es a
bove
: rec
ombi
natio
nsp
eaki
ng a
ssig
nmen
t and
sam
ple
mod
el te
xt f
or o
ral r
epor
t.5.
Ans
wer
ing
ques
tions
that
fol
low
a d
ialo
gue
or n
arra
tive
in th
e te
xtbo
ok.
Nor
mal
ly th
e qu
estio
ns s
houl
d be
ans
wer
ed o
rally
fir
st in
cla
ss.
Gra
mm
ar I
n L
evel
II
(The
Nin
e Y
ear
Prog
ram
)E
ven
in th
e el
emen
tary
for
eign
lang
uage
pro
gram
stu
dent
s ar
e ex
pose
d to
the
gram
mar
of
lang
uage
thro
ugh
basi
c se
nten
ces
and
occa
sion
al p
atte
rn d
rills
used
to s
tren
gthe
n ab
ility
to m
anip
ulat
e ba
sic
patte
rns.
In
Lev
el I
I gr
amm
ar
shou
ld b
e st
udie
d m
ore
syst
emat
ical
lyan
d fo
rmal
ly. P
atte
rn d
rills
will
be
used
mor
e ex
tens
ivel
y an
dst
uden
ts w
ill b
ecom
e ac
quai
nted
with
rule
s of
gra
mm
ar.
Muc
h ha
s be
en s
aid
abou
t whe
ther
stud
ents
sho
uld
crea
te th
eir
own
rule
s or
bepr
ovid
ed w
ith th
e ru
les
in th
e te
xt o
rby
the
teac
her.
Act
ually
ther
e is
evid
ence
to in
dica
te th
at s
tude
nts
lear
n a
give
n la
ngua
ge e
qual
ly w
ell b
yei
ther
met
hod.
How
ever
, one
may
spe
cula
te th
at s
tude
nts
who
lear
n by
the
'6-.
11;s
cove
ry m
etho
d"m
ight
bec
ome
mor
e pe
rcep
tive
lear
ners
and
be b
ette
r ab
le to
lear
n a
thir
dla
n-
guag
e w
hen
and
if th
issh
ould
bec
ome
nece
ssar
y. I
n an
y ca
se g
ram
mar
know
l-
edge
is a
rel
evan
t par
t of
the
cultu
re a
ndsh
ould
be
lear
ned.
It s
houl
d no
tbe
over
stre
ssed
for
its
own
sake
at t
his
leve
l. G
ener
aliz
atio
ns a
bout
str
uctu
re,
i.e.,
gram
mar
rul
es, s
houl
d be
avai
labl
e fo
r re
fere
nce
in th
e st
uden
t tex
tan
dte
ache
rs s
houl
d be
sur
e th
at s
tude
nts
are
fam
iliar
with
the
loca
tion
and
use
of
the
refe
renc
e. T
each
ers
and
pupi
lssh
ould
dis
cuss
bri
efly
the
patte
rns
of s
truc
-tu
re c
hang
e as
suc
h pa
ttern
sbe
com
e cl
ear
in b
asic
dia
logu
es a
nd p
atte
rndr
ills.
Cul
ture
In
Lev
el I
I (T
he N
ine
Yea
rPro
gram
)
In L
evel
II
the
stud
ent s
houl
dha
ve s
ome
expe
rien
ces
whi
ch a
rety
pica
l for
the
youn
g ad
oles
cent
in th
e fo
reig
nla
nd. M
ater
ial a
t the
sec
ond
leve
l sho
uld
draw
the
stud
ent's
atte
ntio
n to
cros
s-cu
ltura
l con
tras
ts in
ozd
er to
aler
t stu
dent
s
to s
peci
fic
cultu
ral d
iffe
renc
esan
d to
mak
e th
em m
ore
likel
y to
disc
over
add
i-tio
nal d
iffe
renc
es o
n th
eir
own.
Act
iviti
es s
peci
fica
lly d
esitI
ncd
toac
hiev
e cu
l-
tura
l obj
ectiv
es a
re th
e fo
llow
ing:
1. S
tudy
ing
dial
ogue
s an
dna
rrat
ives
that
dea
l with
dai
ly li
fein
the
fore
ign
land
. See
sug
gest
ed to
pics
und
erB
asic
Con
tent
., L
evel
IL
2. L
earn
ing
song
s an
d ga
mes
appr
opri
ate
to y
oung
ster
s of
this
age
,12-
13.
3. R
eadi
ng s
ome
sim
plif
ied
fict
ion
sim
ilar
to th
at r
ead
by y
oung
adol
esce
nts
in th
e fo
reig
n la
nd.
4. S
tudy
ing
the
geog
raph
y of
the
fore
ign
coun
try.
5. R
eadi
ng b
iogr
aphi
cal
sket
ches
abo
ut s
ome
grea
t per
sons
in h
isto
ry a
ndth
e ar
ts.
6. V
iew
ing
slid
es, f
ilmst
rips
,fi
lms,
and
pic
ture
s of
all
kind
s th
atsh
ow th
een
viro
nmen
t whi
ch s
urro
unds
nat
ive
spea
kers
of
the
lang
uage
bei
ngst
udie
d.L
evel
III
Sequ
ence
A
Gen
eral
Con
tent
for
Lev
el I
II(T
he N
ine
Yea
r Pr
ogra
m)
In g
ener
al o
ne m
ay s
ayth
at L
evel
III
mus
t be
conc
erne
d w
ith r
evie
w a
nd e
x-
tens
ion
of le
arni
ngs
inlis
teni
ng, s
peak
ing,
rea
ding
,an
d w
ritin
g. T
he le
vel s
houl
d
be c
hara
cter
ized
by
anin
crea
sing
syn
thes
is o
f th
e fo
ursk
ills
and
prov
ide
for
thei
r co
ncur
rent
pra
ctic
e.T
he f
ocus
on
read
ing
will
incr
ease
, but
mat
eria
l rea
d
shou
ld a
lso
be d
iscu
ssed
in o
ral a
nd w
ritte
n w
ork
and
som
epr
ovis
ion
shou
ld
be m
ade
for
unit-
rela
ted
liste
ning
act
iviti
es.
Perc
enta
ge o
f T
ime
Dev
oted
toV
ario
us S
kills
Lev
el I
II
Lis
teni
ngI
Spea
king
Rea
ding
Wri
ting
25%
25%
35%
15%
Uni
ts o
f st
udy
shou
ld b
e se
lect
edw
hich
will
app
eal t
o st
uden
t of
this
age
leve
l; an
d w
hen
poss
ible
, the
,uni
ts s
houl
d re
late
to o
ther
sub
ject
sbe
ing
stud
ied.
In a
dditi
on te
ache
rs s
houl
dco
nsid
er in
divi
dual
stu
dent
inte
rest
s an
d pr
ovid
eop
port
uniti
es f
or s
tude
nts
to u
seth
eir
lang
uage
ski
ll an
din
itiat
ive
on in
de-
pend
ent a
nd g
roup
pro
ject
s. C
lass
room
activ
ities
con
tinue
to b
e va
ried
not
only
from
day
to d
ay b
ut d
urin
g th
ecl
ass
peri
od. T
each
ers
ough
t to
avoi
d th
e te
mpt
a-
tion
to s
pend
the
who
le h
our
on o
neac
tivity
in o
rder
to "
core
r"it
exce
pt o
n
occa
sion
s w
hen
the
activ
ity w
ill e
xcite
high
inte
rest
in a
ll st
uden
ts.
At t
he b
egin
ning
of
the
scho
ol y
ear
teac
hers
and
pup
ils to
geth
ersh
ould
exam
ine
the
Lev
el I
II b
asic
text
and
note
the
kind
s of
mat
eria
l cov
ered
. Stu
-
dent
s sh
ould
kno
w h
ow th
is y
ear
will
dif
fer
from
pre
viou
s ye
ars
and
why
. The
y
shou
ld b
e to
ld th
e re
adin
gm
ater
ials
will
be
unsi
mpl
ifie
d.St
uden
ts o
ught
to
know
the
impo
rtan
ce o
f re
adin
gdi
ffer
ent k
inds
of
text
mat
eria
lan
d of
win
gdi
ffer
ent r
eadi
ng te
chni
ques
. Tim
esh
ould
be
spen
t in
show
ing
stud
ents
how
to
use
cont
ext c
lues
and
to c
ope
with
dif
fere
nt w
ritin
gst
yles
. Stu
dent
s al
so n
eed
to
unde
rsta
nd th
e co
ntin
r:-I
g im
port
ance
of im
prov
ing
oral
ski
lls a
ndbe
com
ing
bette
r w
rite
rs.
Abo
ve a
ll, L
evel
III
fos
ters
incr
easi
ng s
tude
nt in
depe
nden
cein
lang
uage
use
.
Car
eful
pla
nnin
g in
sure
s th
at s
tep
by s
tep
stud
ents
are
gui
ded
tofl
exib
ility
in
liste
ning
and
rea
ding
ski
lls. I
n th
e co
urse
of th
e ye
ar o
ppor
tuni
ties
are
prov
ided
for
incr
easi
ngly
uns
truc
ture
d or
alan
d w
ritte
n pr
actic
e.
Uni
t Top
ics
Suita
ble
topi
cs f
or u
se in
Lev
el I
II a
re m
any.
No
unit
shou
ld c
onta
in a
nex
haus
tive
trea
tmen
t of
the
subj
ect.
The
subj
ect s
houl
d be
inte
rest
ing
to a
four
-te
en-y
ear-
old,
and
may
be
rela
ted
to o
ther
cou
rse
wor
k of
the
nint
h gr
ade
stu-
dent
. Som
e su
gges
tions
for
gen
eral
are
as a
relis
ted
belo
w. U
nits
sho
uld
deal
with
som
e lim
ited
topi
c w
ithin
the
broa
dsu
bjec
t are
a.
Sugg
este
d A
reas
for
Stu
dy1.
His
tory
Col
umbu
s D
isco
vers
Am
eric
a2.
Spo
rts
Socc
er3.
Etiq
uette
Eat
ing
Out
4. S
cien
ceA
tom
ic E
nerg
y5.
Pol
itics
Ele
ctin
g a
Pres
iden
t (or
Cha
ncel
lor)
6. E
duca
tion
Hig
h Sc
hool
in G
erm
any
7. F
ashi
onC
loth
ing,
The
n an
d N
ow8.
Con
serv
atio
nH
ydro
-ele
ctri
c Pr
ojec
ts9.
Ent
erta
inm
ent
Enj
oyin
g T
elev
isio
n an
d M
ovie
s10
. Fam
ous
Pers
ons
in V
ario
usFi
elds
--
Art
, lite
ratu
re, p
oliti
cs,
educ
atio
n,
scie
nce,
for
exa
mpl
e11
. Mod
ern
Lite
ratu
reA
Sel
ecte
d M
oder
n Pl
ay12
. Mus
ic, P
opul
ar a
nd C
lass
ical
,Fo
lkso
ngs
13. C
ompa
rativ
e G
ram
mar
Som
e W
ays
that
Eng
lish
Dif
fers
from
the
Tar
get L
angu
age
App
ropr
iate
Mat
eria
ls
By
the
time
the
stud
entr
each
es L
evel
III
a w
ealth
of
mat
eria
lis
avai
labl
e fo
r
stud
y. S
ome
new
lear
ning
sys
tem
sco
ntai
n sp
lend
id s
elec
tions
of
diff
eren
tki
nds
of m
ater
ials
. In
the
case
of o
ther
s th
e te
ache
r w
ill h
ave
tosu
pple
men
t fro
mva
riou
s so
urce
s in
ord
er to
prov
ide
the
vari
ety
nece
ssar
y to
enc
oura
geen
thus
i-
astic
lear
ning
. App
ropr
iate
sou
rces
of m
ater
ials
for
stu
dy a
re th
e fo
llow
ing:
1. C
onte
mpo
rary
Lite
ratu
re:
Dra
ma,
jour
nalis
tic w
ritin
g, s
hort
stor
ies,
text
-
36
r
jl
I -7 Nr)
book
sel
ectio
ns c
over
ing
vari
ous
subj
ects
, adv
ertis
emen
ts,
com
ics,
joke
s,
cart
oons
, poe
try,
and
mys
tery
stor
ies.
2. G
ram
mar
Boo
ks3.
Mus
ic B
ooks
and
Rec
ordi
ngs:
Con
tem
pora
ry, f
olk,
ope
ratic
4. F
orei
y L
angu
age
Film
s5.
Rec
orde
d R
adio
Pro
gram
s6.
Var
ious
Ref
eren
ce B
ooks
:Fo
reig
n la
ngua
ge e
ncyc
lope
dias
,at
lase
s an
ddi
ctio
nari
es, f
or e
xam
ple
Lev
el 1
11 L
iste
ning
Act
iviti
es (
The
Nin
e Y
ear
Prog
ram
)L
iste
ning
act
iviti
es d
urin
g L
evel
III
shou
ld f
eatu
re a
var
iety
of
voic
es s
peak
-
ing
the
fore
ign
lang
uage
at t
heno
rmal
rat
e in
a v
arie
ty o
f ljt
uatio
ns.
Mal
e an
dfe
mal
e vo
ices
of
vari
ous
ages
spea
king
with
som
e di
alec
t dif
fere
nces
are
ap-
prop
riat
e. T
hrou
ghou
t the
yea
rin
crea
sing
ly d
iffi
cult
mat
eria
l sho
uld
be in
tro-
duce
d.R
ecor
ding
s of
pla
ys, p
arts
of
oper
as,f
ilms,
lect
ures
, poe
ms,
son
gs, a
nd c
on-
tem
pora
ry n
arra
tives
are
suita
ble
cont
ent.
Oft
en th
ism
ater
ial w
ill a
lso
best
udie
d in
pri
nted
for
m. S
ome
of th
em
ater
ial m
ay p
rofi
tabl
y be
mem
oriz
edan
d
reci
ted
or d
ram
atiz
ed. M
uch
stud
ent
liste
ning
pra
ctic
e, o
f co
urse
, will
com
efr
om h
eari
ng f
ello
w p
upils
in v
ario
ussp
eaki
ng a
ctiv
ities
or
from
teac
her
pres
-en
tatio
n. H
owev
er, i
t con
tinue
s to
be
high
ly im
port
ant f
or s
tude
nts
tohe
ar
man
y au
then
tic n
ativ
evo
ices
.A
ll lis
teni
ng a
ctiv
ities
sho
uld
have
a p
urpo
se o
bvio
us to
the
stud
ent.
Usu
ally
it w
ill b
e ga
ther
ing
info
rmat
ion
abou
t the
gen
eral
topi
c be
ing
stud
ied.
Oc-
casi
onal
ly th
e pu
rpos
e m
ay b
een
tert
ainm
ent.
In a
ny c
ase,
it is
ver
yim
port
ant
that
the
stud
ent h
ave
a sp
ecif
icas
sign
men
t as
he li
sten
s an
d th
at h
ebe
hel
d re
-sp
onsi
ble
for
that
ass
ignm
ent.
The
stud
ent m
ay b
e to
ld to
take
not
es o
nth
e
mat
eria
l. H
e m
ay b
e gi
ven
aqu
estio
n or
que
stio
ns to
ans
wer
, i.e
.,W
hat d
o w
ele
arn
abou
t Rus
sian
foo
ds f
rom
this
pro
gram
? U
sual
ly c
lass
dis
cuss
ion
of th
em
ater
ial s
houl
d fo
llow
its
pres
enta
tion.
Som
etim
es it
will
be
nece
ssar
y to
pre
pare
stud
ents
for
list
enin
g, a
nd v
iew
ing
in th
e ca
se o
f a
film
. Thi
s m
ay m
ean
prov
idin
g th
e m
eani
ng o
f th
e ne
w e
xpre
s-si
ons;
it m
ay m
ean
givi
ng th
est
uden
t an
idea
of
the
cont
ents
.T
he a
mou
nt o
fpr
e-lis
teni
ng o
rien
tatio
n w
ill d
epen
d on
the
diff
icul
ty o
f th
e m
ater
ial.
Cer
tain
lym
ater
ial s
elec
ted
shou
ld n
ot b
e ov
erly
diff
icul
t, no
r sh
ould
it e
xpec
t too
muc
hof
the
stud
ent c
ultu
rally
. For
exam
ple,
stu
dent
bac
kgro
und,
not
teac
her
inte
r-
est,
shou
ld d
eter
min
ew
hen
stud
ents
are
rea
dy to
lear
n ab
outo
pere
tta, f
orei
gngo
vern
men
t, or
the
hist
ory
ofla
ngua
ge. O
f co
urse
, ski
llful
teac
hing
may
whe
tst
uden
t int
eres
t in
a to
pic
that
ate
ache
r be
lieve
s is
impo
rtan
t.
Lev
el f
fi S
peak
ing
Act
iviti
es (
The
Nin
e Y
ear
Prog
ram
)
In th
e th
ird
leve
l the
for
eign
lang
uage
cla
ss s
houl
d be
con
duct
eden
tirel
y in
the
fore
ign
lang
uage
. Ora
lac
tiviti
es o
f va
riou
s ki
nds
will
gro
wna
tura
lly o
ut o
flis
teni
ng a
nd r
eadi
ng a
ssig
nmen
ts.
Con
side
rabl
e at
tent
ion
mus
t con
tinue
tobe
pai
d to
mai
ntai
ning
pro
nunc
ia-
tion
and
into
natio
n sk
ills
asst
uden
ts le
arn
in L
evel
III
. A n
umbe
r of
activ
ities
will
mak
e it
poss
ible
tom
aint
ain
and
perh
aps
impr
ove
such
kill
s.St
uden
tsm
ust c
ontin
ue to
hea
r a
num
ber
of g
ood
mod
els
for
imita
tion.
Thi
s m
eans
that
port
ions
of
narr
ativ
e m
ater
ial u
nder
stud
y sh
ould
be
used
for
cho
ral a
ndin
di-
vidu
al m
imic
ry-r
eadi
ng in
clas
sroo
m a
nd la
ngua
ge la
bora
tory
. Sec
ondl
y, s
ome
37
dial
ogue
mat
eria
l sho
uld
be p
arto
f th
ird
leve
l lea
rnin
g.T
his
is b
est
prac
ticed
by m
imic
ry-m
emor
izat
ion
tech
niqu
es a
s in
ear
lier
leve
ls. F
inal
ly, m
any
mod
-
em p
lays
are
appr
opri
ate
for
stud
y at
this
leve
l par
ticul
arly
whe
ndr
amat
ic r
e-
cord
ings
of
the
text
are
avai
labl
e fo
r lis
teni
ngre
petit
ion
prac
tice.
Suc
hpl
ays
or p
arts
of
them
may
be p
erfo
rmed
by
stud
ent g
roup
sfo
r th
eir
clas
smat
es,
for
fore
ign
lang
uage
stu
dent
s at
oth
erle
vels
, and
for
non
-stu
dent
grou
ps s
uch
as
the
PTA
.C
erta
in o
ther
spe
akin
g ac
tiviti
esof
pre
viou
s le
vels
will
be c
ontin
ued.
Que
s-
tion-
answ
er p
ract
ice
deal
ing
with
con
tent
of te
xt m
ater
ial h
elps
stud
ents
to r
e-
tain
new
info
rmat
ion
as w
ell a
sle
arn
new
voc
abul
ary,
idio
ms,
and
str
uctu
re.
Que
stio
ns m
ay b
e po
sed
by th
ete
ache
r or
stu
dent
s in
the
clas
sroo
m, o
r on
tape
in th
e la
ngua
ge la
bora
tory
.Whe
n st
uden
ts th
emse
lves
are
to a
sk th
e qu
estio
ns,
they
can
pre
pare
the
ques
tions
outs
ide
of c
lass
.T
he d
irec
ted
dial
ogue
so
usef
ul in
Lev
els
I an
dII
con
tinue
s to
hav
e a
pine
in L
evel
III
act
iviti
es. I
tw
ill p
rovi
de a
noth
er w
ay to
revi
ew m
ater
ial f
ound
in
read
ing
and
to h
elp
stud
ents
begi
n to
use
suc
h m
ater
ial
oral
ly. B
esid
es s
ome
of
the
kind
s of
dir
ecte
d di
alog
ues
outli
ned
for
the
firs
t tw
ole
vels
, a s
emi-
dire
cted
dial
ogue
is u
sefu
l for
enco
urag
ing
som
e cr
eativ
ityin
dia
logu
e bu
ildin
g.In
ase
mi-
dire
cted
dia
logu
e th
e st
uden
ts a
repr
ovid
ed w
ith th
e fi
rst p
art
of e
ach
ut-
tera
nce
upon
whi
chth
ey b
uild
to m
ake
part
s of
the
conv
ersa
tion.
Sam
ple
Sem
i-D
irec
ted
Dia
logu
eSt
uden
t A: (
Intr
oduc
es to
pic)
I w
as in
tere
sted
to r
ead
this
mor
ning
that
..
.
Stud
ent B
: (A
gree
s a.
,1 a
dds
apo
int)
I f
ound
it in
tere
stin
g,to
o. I
t als
o sa
id
that
..
.St
uden
t C: (
Ask
s fo
r m
ore
info
rmat
ion)
Who
? .
..
Wha
t?.
..
Whe
n?
..
.W
hy?
..
.
Spea
ker
A: A
nsw
ers
Spea
ker
C: A
sks
anot
herq
uest
ion
Spea
ker
B: (
Ans
wer
s) I
bel
ieve
that
.T
he a
bove
pat
tern
and
othe
r si
mila
r fo
rmat
s m
ay b
eus
ed to
talk
abo
ut m
any
diff
eren
t sub
ject
s.P-
al R
epor
tsIn
divi
dual
ora
l rep
orts
rel
ated
toto
pics
und
er s
tudy
are
exc
elle
ntfo
r ad
ding
inte
rest
to u
nits
. By
Lev
el I
IIst
uden
ts s
houl
d be
abl
e to
mak
e sh
ort r
epor
ts o
n
inde
pend
ent r
eadi
ng a
nd li
sten
ing
activ
ities
. To
be m
ost e
ffec
tive
such
ass
ign-
men
ts s
houl
d ap
pear
toev
olve
nat
ural
ly o
ut o
fcl
ass
disc
ussi
on. I
ndiv
idua
lre
port
s w
ill a
ppea
r im
port
ant t
oal
l whe
n th
ey a
re a
ssig
ned
tocl
ear
up a
que
s-
tion
aske
d by
a m
embe
r of
the
clas
s or
the
teac
her,
or
whe
n th
ey a
dd in
tere
stin
gad
ditio
nal i
nfor
mat
ion
to th
atpr
ovid
ed b
y th
e ba
sic
set o
f le
arni
ngm
ater
ials
.
Obv
ious
ly s
peci
al r
epor
ts a
re a
nex
celle
nt w
ay o
f pr
ovid
ing
for
indi
vidu
al a
bil-
ities
and
inte
rest
s of
stu
dent
s.So
me
appr
opri
ate
topi
cs a
resu
gges
ted
belo
w.
1. A
n Im
port
ant M
anin
His
tory
2. M
y H
ero
3. A
n In
tere
stin
g Pe
rson
4. A
Boo
k I
Hav
e R
ead
5. A
n In
tere
stin
g Pl
ay I
Hav
eSe
en6.
My
Futu
re C
aree
rO
ther
indi
vidu
alin
-fro
nt-o
f-th
e-cl
ass
pres
enta
tions
that
can
be
mad
e ar
e:te
lling
a jo
ke, e
xpla
inin
g a
wor
d,tr
ying
to s
ell a
pro
duct
or
ase
rvic
e, d
escr
ibin
g
an in
cide
nt o
r a
thin
g,te
lling
a s
tory
, pre
sent
ing
a ne
wsc
ast
and
givi
ng a
"ho
w
to d
o it"
dem
onst
ratio
n.C
lass
Dis
enio
nB
egin
ning
and
mai
ntai
ning
ast
imul
atin
g di
scus
sion
in th
ecl
assr
oom
is a
n ar
t.
To
be r
eally
suc
cess
ful i
t sho
uld
invo
lve
all s
tude
nts
and
not r
equi
reco
nsta
nt
ques
tions
and
com
men
ts b
y th
ete
ache
r. S
tude
nts
in L
evel
III
may
not f
eel a
s
free
to jo
in in
a d
iscu
ssio
n as
they
wou
ld in
oth
er c
lass
es in
whi
ch E
nglis
h is
the
mea
ns o
f co
mm
unic
atio
n.A
dvan
ce s
truc
turi
ng o
f th
edi
scus
sion
can
hel
p to
in-
sure
that
it w
ill g
osm
ooth
ly. S
tude
nts
shou
ld b
eal
erte
d be
fore
hand
to th
e co
n-tr
ibut
ions
that
mem
bers
of
the
grou
p ca
nm
ake
to b
egin
a d
iscu
ssio
n an
dke
ep
it m
ovin
g. T
he f
ollo
win
g ou
tline
sugg
ests
a p
atte
rn f
or g
roup
disc
ussi
on:
1. A
n id
ea o
r to
pic
is in
trod
uced
2. A
gree
men
t with
the
idea
is e
xpre
ssed
3. D
isag
reem
ent i
s ex
pres
sed
4. A
dditi
onal
info
rmat
ion
is a
sked
for
5. A
dditi
onal
info
rmat
ion
is p
rovi
ded
6. T
he id
ea is
illu
stra
ted
thro
ugh
an a
necd
ote
from
pers
onal
exp
erie
nce
7. A
new
per
son
is d
raw
nin
to th
e di
scus
sion
by
aqu
estio
n8.
The
sub
ject
is c
hang
ed to
are
late
d to
pic
Bes
ides
ale
rtin
g st
uden
ts to
the
mec
hani
cs o
f di
scus
sion
s,th
e te
ache
r w
ill
have
to in
sure
that
the
topi
cits
elf
will
stim
ulat
e st
uden
tth
ough
t. oo
met
imes
topi
cs m
ay b
e se
lect
ed w
hich
are
exci
ting
grea
t cur
rent
stu
dent
inte
rest
. A p
op-
ular
teen
-age
idol
, a p
oliti
cal
cam
paig
n, lo
wer
ing
the
votin
g ag
e, a
scho
ol p
rob-
lem
or
issu
e, o
r ra
isin
gth
e m
inim
um a
ge f
orob
tain
ing
a dr
iver
's li
cens
e ca
nus
ually
be
depe
nded
on
toex
cite
spi
rite
d di
scus
sion
.O
ften
the
teac
her
will
find
it p
ossi
ble
to b
ase
disc
ussi
on o
n to
pics
fou
nd in
read
ing
assi
gnm
ents
. For
exam
ple,
rea
ding
abo
utm
edie
val c
ities
mig
ht d
evel
opin
to a
dis
cuss
ion
abou
tho
w th
e to
wn
wal
l bec
ame
anan
achr
onis
m. T
he la
tter
then
mig
ht le
ad in
to a
disc
ussi
on c
once
rnin
g th
e im
plic
atio
nsof
nuc
lear
ene
rgy
for
mod
ern
war
fare
.
Gro
up P
rese
ntat
ions
In L
evel
s I
and
II s
tude
nts
are
ofte
n as
ked
to m
emor
ize
dial
ogue
s fo
r pr
es-
enta
tion
befo
re th
e cl
ass.
In
Lev
elII
I st
uden
ts s
houl
d co
ntin
ue to
perf
orm
be-
fore
the
clas
s. H
owev
er,
mem
oriz
atio
n of
a d
ialo
gue
from
the
text
will
be
less
com
mon
.St
uden
ts w
ill o
ften
eag
erly
spe
nd m
any
hour
s pr
epar
ing
mat
eria
l for
eve
n-
tual
cla
ss p
rese
ntat
ion.
The
yes
peci
ally
like
wri
ting
and
pres
entin
g sa
tires
or
paro
dies
of
radi
o an
d te
levi
sion
pro
gram
s.Pr
esen
ting
a co
mne
rcia
l, pr
ofes
-si
onal
lect
ure,
mag
ic a
ct, a
qui
z pr
ogra
m,
a sp
orts
cast
or
ane
wsc
ast a
re ty
pes
of a
ctiv
ity th
ey m
ay e
njoy
from
tim
e to
tim
e. O
rigi
nal
skits
may
be
dial
ogue
vers
ions
of
mat
eria
l fou
nd in
read
ing
P.ss
ignm
ents
. Whe
nth
e cl
ass
read
s a
play
the
teac
her
mig
ht d
eter
min
ew
heth
er o
r no
t som
e po
rtio
nsof
the
play
sho
uld
be
perf
orm
ed b
y cl
ass
mem
bers
.N
orm
ally
suc
h pe
rfor
man
ces
wou
ld n
ot r
equi
rem
emor
izat
ion
of p
arts
of
the
play
. Mem
oriz
atio
nT
houg
h di
alog
ue m
emor
izat
ion
will
be
less
com
mon
inL
evel
III
than
inpr
evio
us le
vels
, mem
oriz
atio
n of
port
ions
of
vari
ous
wri
tten
mat
eria
ls c
ontin
ues
to b
e an
eff
ectiv
e le
arni
ngac
tivity
. Mem
oriz
atio
n of
dial
ogue
s an
d po
rtio
ns o
f
grea
t pla
ys, p
oem
s, s
ongs
,an
d na
rrat
ive
text
will
cont
inue
to g
ive
stud
ents
ma-
38
teri
al u
pon
whi
ch th
ey c
anbu
ild s
peak
ing
skill
s. A
sof
ten
as p
ossi
ble,
mem
o-
riza
tion
shou
ld h
ave
a m
ore
obvi
ous
purp
ose
than
the
stud
ents
bei
ng a
ble
to r
e-
cite
fro
m m
emor
y fo
rth
e te
ache
r or
the
clas
s.M
emor
izin
g so
ngs
for
grou
p
sing
ing
is u
sual
ly p
urpo
seen
ough
to ju
stif
y th
e ef
fort
.Bei
ng a
ble
to q
uote
wha
t
a gr
eat w
rite
rha
s sa
id a
bout
a s
ubje
ct is
one
of th
e m
arks
of
aned
ucat
ed m
an.
Lev
el I
II R
eadi
ng A
ctiv
ities
The
Nin
e Y
ear
Prog
ram
)
In L
evel
III
rea
ding
activ
ities
sho
uld
plac
e an
emph
asis
on
com
preh
ensi
on
rath
er th
an s
tyle
and
lite
rary
anal
ysis
. Stu
dent
s at
this
leve
l nee
d pr
actic
ein
read
ing
for
diff
eren
t pur
pose
s,i.e
., ge
nera
l ide
a, d
etai
ls, o
rsk
imm
ing
to f
ind
a sp
ecif
ic p
iece
of in
form
atio
n. T
hey
need
pra
ctic
e in
rea
ding
exte
nsiv
ely
as
wel
l as
inte
nsiv
ely.
The
yne
ed to
rea
d m
any
diff
eren
t kin
ds o
f te
xts.
Dur
ing
Lev
el I
II th
ey s
houl
d ha
veco
ntac
ts w
ith e
ssay
s, p
oem
s,hi
stor
ical
text
, sho
rt
stor
ies,
new
spap
ers,
mag
azin
es,
dram
a, s
hort
nov
els.
Sele
ctio
ns c
hose
n sh
ould
tend
to b
e sh
ort o
r at
leas
tsh
ort f
or th
eir
type
, and
they
sho
uld
by th
eir
styl
e
and
subj
ect m
atte
r ap
peal
toyo
uth
of th
e ag
e th
at w
ill u
seth
em. W
rite
rs w
ho
use
long
and
com
plic
ated
sen
tenc
es a
ndw
hose
wri
ting
is h
ighl
yst
yliz
ed s
houl
d
be a
void
ed.
As
men
tione
d ea
rlie
r th
ele
arne
r w
ill c
ontin
ue to
bene
fit f
rom
occ
asio
nal
prac
tice
in c
hora
l rea
ding
afte
r th
e te
ache
r or
a ta
ped
voic
e. I
ndiv
idua
ls s
houl
d
also
be
calle
d up
on to
read
ora
lly f
rom
tim
e to
time
from
mat
eria
ls u
nder
stud
y. S
uch
prac
tice
will
hel
pde
velo
p na
tura
l int
onat
ion,
pron
unci
atio
n, s
peed
,
and
plea
sing
cad
ence
, and
read
ing
in th
ough
t uni
ts.
Eve
n th
ough
ext
rem
e ca
reis
take
n to
pro
vide
agr
adua
l inc
reas
e in
dif
ficu
lty
of r
eadi
ng m
ater
ials
, stu
dent
sw
ill c
onst
antly
run
up
agai
nst w
ords
and
phr
ases
that
they
do
not u
nder
stan
d.In
gen
eral
teac
hers
and
stud
ents
sho
uld
try
to
avoi
d tu
rnin
g to
Eng
lish
form
eani
ng. G
loss
arie
s an
dfo
reig
n la
ngua
ge d
ictio
n-
arie
s w
ill h
elp
the
stud
ent
lear
n ne
w e
xpre
ssio
ns a
ndre
info
rce
old
lear
ning
s.
Tea
chin
g st
uden
ts to
use
con
text
clue
s, f
orei
gn la
ngua
gede
fini
tions
, and
to r
ec-
ogni
ze w
ord
fam
ilies
will
help
stu
dent
s to
bec
ome
incr
easi
ngly
inde
pend
ent.
Syno
nym
s an
d an
tony
ms
for
new
wor
ds c
an o
ften
be
prov
ided
tocl
arif
y m
ean-
ing
in p
refe
renc
e to
giv
ing
equi
vale
nts
in E
nglis
h.T
each
ers
can
ofte
n an
ticip
ate
that
rea
ding
sel
ectio
ns w
ill p
rese
ntdi
ffic
ultie
s
for
stud
ents
. In
such
cas
esth
e te
ache
r ca
n pr
ovid
epr
e-re
adin
g or
ient
atio
n
abou
t set
ting,
cha
ract
ers,
plot
, and
aut
hor
to p
repa
reth
e cl
ass.
Whe
n ne
cess
ary
part
icul
arly
dif
ficu
lt el
emen
tsof
gra
mm
ar, i
diom
s, o
run
usua
l voc
abul
ary
can
be s
tudi
ed b
efor
e th
e re
adin
gis
und
erta
ken.
Con
side
rabl
e pr
actic
e in
sig
htre
adin
g of
unf
amili
ar m
ater
ials
will
be
bene
-
fici
al to
lear
ners
and
hel
pde
term
ine
thei
r pr
ogre
ss in
read
ing
skill
s. S
tude
nts
shou
ld b
e he
ld r
espo
nsib
lefo
r di
spla
ying
thei
r un
ders
tand
ing
of a
t lea
st th
ege
nera
l ide
as o
f th
e m
ater
ial.
Of
cour
se, r
eadi
ng m
atte
rch
osen
mus
t mak
ere
ason
able
dem
ands
on
the
lear
ner.
Indi
vidu
al o
ut-o
f-cl
ass
read
ing
shou
ld in
crea
se in
Lev
el I
II.
Som
etim
es s
uch
read
ing
will
be
done
as
an e
xtra
assi
gnm
ent i
n or
der
to f
ind
out
addi
tiona
l fac
ts
abou
t the
sub
ject
und
erst
udy.
In
addi
tion,
teac
hers
shou
ld e
ncou
rage
out
side
read
ing
base
d on
spe
cial
inte
rest
s. B
oth
fict
ion
and
non-
fict
ion
in th
e fo
reig
n
lang
uage
sho
uld
be a
vaila
ble
in th
e cl
assr
oom
or
libra
ry f
orth
e pu
rpos
e of
ap-
peal
ing
to in
divi
dual
inte
rest
san
d ab
ilitie
s. T
he id
eal
fore
ign
lang
uage
cla
ss-
room
will
hav
ebo
okca
ses
fille
d w
ith b
ooks
in E
nglis
h an
d th
e fo
reig
n la
ngua
ge
as w
ell a
sfo
reig
n la
ngua
ge n
ewsp
aper
s an
dpe
riod
ical
s in
rac
ks.
!!!
Cg g
C r C C C A t C
Lev
el il
l Wri
ting
Act
iviti
es (
The
Nin
e Y
ear
Prog
ram
)O
n L
evel
III
far
less
tim
e th
an p
revi
ousl
y sh
ould
be
devo
ted
to s
impl
e co
py-
ing
of s
ectio
ns o
f ne
w m
ater
ials
. Occ
asio
nal c
opyi
ng m
ay b
e do
ne a
s a
part
of
a re
adin
g as
sign
men
t in
whi
ch s
tude
nts
are
told
to lo
cate
sen
tenc
es w
hich
prov
e a
poin
t, i.e
., ill
ustr
ate
an a
spec
t of
char
acte
r or
indi
cate
the
mai
n po
ints
of a
n ar
gum
ent.
Loc
atin
g an
d co
pyin
g to
pic
sent
ence
s m
ay te
ach
stud
ents
how
to s
umm
ariz
e th
e m
ain
thou
ghts
of
an e
ntir
e es
say.
The
se s
ente
nces
may
als
obe
com
e m
ain
poin
ts in
an
outli
ne.
Dic
tatio
nW
ritin
g di
ctat
ion
cont
inue
s to
hav
e va
lue
sinc
e it
fixe
s st
uden
t atte
ntio
n on
prec
ise
spel
ling,
cap
italiz
atio
n, a
nd p
unct
uatio
n of
new
mat
eria
l lea
rned
. Stu
-de
nts
shou
ld o
rdin
arily
be
advi
sed
abou
t a f
orth
com
ing
dict
atio
n te
st s
o th
atth
ey m
ay p
repa
re f
or it
. Dur
ing
Lev
el I
II a
mod
ifie
d di
ctat
ion
prov
ides
a c
re-
ativ
e ex
erci
se f
or th
e le
arne
r. T
he m
odif
ied
dict
atio
n m
ay b
e on
e of
two
type
s:1.
The
teac
her
dict
ates
a d
ialo
gue
or n
arra
tive
omitt
ing
cert
ain
elem
ents
,fo
r ex
ampl
e, w
ords
and
phr
ases
. Stu
dent
s go
bac
k an
d ad
d ap
prop
riat
em
ater
ial.
2. T
he te
ache
r di
ctat
es o
ne-h
alf
of a
dia
logu
e or
nar
rativ
e. S
tude
nts
then
add
enou
gh o
rigi
nal m
ater
ial t
o co
mpl
ete
the
exer
cise
.
Wri
ting
answ
ers
to q
uest
ions
on
the
read
ing,
as
men
tione
d in
Lev
el I
I, is
ofte
n an
exc
elle
nt m
etho
d of
pro
vidi
ng th
e st
uden
t with
som
e op
port
unity
tofr
ame
answ
ers
eith
er b
y us
ing
the
exac
t wor
ding
of
the
text
or
by u
sing
a c
on-
side
rabl
e pa
rt o
f th
e qu
estio
n pl
us a
wor
d or
phr
ase
from
the
text
. In
the
cot s
eof
this
act
ivity
the
stud
ent g
ets
cons
ider
able
pra
ctic
e in
cha
ngin
g in
terr
ogat
ive
sent
ence
s to
dec
lara
tive
ones
.D
rill
type
wri
ting
activ
ities
for
Lev
el I
II a
re th
e fo
llow
ing:
1. R
ewri
ting
jum
bled
sen
tenc
es. F
or e
xam
ple:
Tow
n to
Joh
n dr
ivin
g is
.(J
ohn
is d
rivi
ng to
tow
n)2.
Wri
ting
stru
ctur
e dr
ills
or tr
ansl
atio
n dr
ills.
See
Cha
pter
V.
3. R
ewri
ting
sent
ence
s or
par
agra
phs
in a
dif
fere
nt p
erso
n or
tens
e.4.
Com
bini
ng s
ente
nces
, sim
ple
to c
ompo
und
or c
ompl
ex.
5. W
ritin
g si
mpl
e se
nten
ces
from
a c
ompo
und
or c
ompl
ex s
ente
nce.
A s
impl
e w
ritte
n ex
erci
se is
one
in w
hich
bla
nks
are
left
in p
rint
ed s
um-
mar
ies
or r
ecom
bina
tions
of
mat
eria
l pre
viou
sly
stud
ied.
Stu
dent
s fi
ll in
the
blan
ks P
ith a
ppro
pria
te w
ords
or
phra
ses.
A m
ore
adva
nced
type
of
com
posi
tion
activ
ity p
rovi
des
the
stud
ent w
ith a
topi
c se
nten
ce w
hich
he
is to
dev
elop
into
a w
ritte
n pa
ragr
aph.
Som
etim
es h
em
ay b
e gi
ven
a tit
le a
nd to
ld to
wri
te a
topi
c se
nten
ce f
or it
. Nex
t he
wri
tes
thre
e se
nten
ces
to d
evel
op th
e to
pic
and
fina
lly a
dds
a co
nclu
ding
sen
tenc
e.O
ne ty
pe o
f gu
ided
com
posi
tion
has
seve
ral s
teps
. Fir
st th
e st
uden
t wri
tes
an-
swer
s to
que
stio
ns o
n a
dial
ogue
. Nex
t, he
com
bine
s an
d ex
pand
s th
e an
swer
sto
wri
te a
nar
rativ
e.A
s th
e st
uden
t bec
omes
mor
e sk
illfu
l in
para
grap
h w
ritin
g he
may
be
re-
quir
ed to
wri
te o
n to
pics
of
the
follo
win
g ty
pe:
1. T
ellin
g an
inci
dent
bas
ed o
n a
pers
onal
exp
erie
nce
2. R
epor
ting
on a
sch
ool e
vent
3. E
xpre
ssin
g an
opi
nion
or
pref
eren
ce o
n a
spec
ific
topi
c
39
Man
y te
ache
rs f
ind
that
they
are
abl
e to
insp
ire
stud
ent
wri
ting
thro
ugh
pic-
ture
s de
pict
ing
som
e ac
tion
or th
ing.
Stu
dent
s ar
e to
ld to
wri
te a
sto
ry o
r di
a-lo
gue
desc
ribi
ng w
hat t
hey
see.
Rew
ritin
g a
prev
ious
ly r
ead
stor
yfr
om m
emor
yis
ano
ther
met
hod
of p
rovi
ding
sem
i-gu
ided
com
posi
tion
prac
tice.
Gra
ding
Com
posi
tions
In g
radi
ng a
wri
tten
exer
cise
a n
umbe
r of
fac
tors
mus
tbe
take
n in
toac
coun
t. T
each
ers
shou
ld c
onsi
der
the
follo
win
g:1.
Tot
al o
utpu
t-.
lum
ber
of w
ords
2. R
ange
and
div
ersi
ty o
f vo
cabu
lary
3. A
ccur
acy
in s
pelli
ng, c
apita
lizat
ion,
and
pun
ctua
tion
4. C
orre
ctne
ss o
f la
ngua
ge u
sage
5. Q
ualit
y in
sen
tenc
e st
ruct
ure,
i.e.
, var
iety
in ty
pe a
nd le
ngth
Lev
el I
ll L
ette
r W
ritin
g (T
he N
ine
Yea
r Pr
ogra
m)
An
activ
ity w
hich
exc
ites
extr
eme
inte
rest
on
the
part
of m
any
stud
ents
is w
ritin
g le
tters
to s
tude
nts
of th
e sa
me
age
in a
fore
ign
coun
try.
By
Lev
elII
I w
ith c
aref
ul g
uida
nce
frc
:n th
e te
ache
r m
ost s
tude
nts
coul
d be
gin
wri
ting
indi
vidu
al le
tters
. Tea
cher
s ca
n he
lp s
tude
nts
by in
itial
lypr
ovid
ing
mod
elle
tters
whi
ch c
an b
e ea
sily
mod
ifie
d to
fit
each
indi
vidu
al.
Let
ter
exch
ange
sw
ill u
sual
ly g
et o
ff to
a b
ette
r st
art i
f te
ache
rs v
olun
teer
tore
view
rou
ghco
pies
of
thei
r st
uden
ts' l
ette
rs. S
tude
nts
shou
ld b
e en
cour
aged
tobr
ing
tocl
ass
lette
rs w
hich
they
get
fro
m o
vers
eas
in o
rder
that
all
stud
ents
may
bene
fit.
Som
e te
ache
rs p
refe
r to
set
up
lette
r ex
chan
ges
betw
een
thei
r ow
n cl
ass
and
a cl
ass
in a
for
eign
cou
ntry
. In
this
cas
e al
l stu
dent
s ca
nsh
are
in w
ritin
gan
d re
ceiv
ing
the
lette
rs. O
nce
begu
n th
e ex
chan
ge c
an g
row
into
an
ex-
chan
ge o
f ta
pe r
ecor
ding
s, s
crap
book
s, a
nd o
ther
cla
ss p
roje
cts.
Iave
ls I
V, V
, VI
Sequ
ence
AG
rade
s 10
, 11,
12
The
Sen
ior
Hig
h Sc
hool
Stu
dent
as
a L
angu
age
Lea
rner
(N
ine
Yea
r Pr
ogra
m)
The
sen
ior
high
sch
ool s
tude
nt is
incr
easi
ngly
des
irou
s of
gain
ing
inde
-pe
nden
ce f
rom
adu
lt su
perv
isio
n an
d co
ncer
ned
abou
t mai
ntai
ning
or
achi
ev-
ing
stat
us in
pee
r gr
oups
. He
may
act
ually
be
relu
ctan
t to
begi
n le
arni
ngto
spe
ak a
for
eign
lang
uage
for
fea
r of
sou
ndin
g qu
eer
toot
hers
. He
is in
-cr
easi
ngly
inte
rest
ed in
abs
trac
t tho
ught
and
sol
ving
pro
blem
s. A
s a
cons
e-qu
ence
, if
he is
just
beg
inni
ng a
for
eign
lang
uage
, he
may
wan
t to
tran
slat
ean
d kn
ow th
e "r
ules
" of
the
lang
uage
. He
is n
o lo
nger
eag
er to
mem
oriz
em
ater
ial a
nd h
as lo
st s
ome
of h
is a
bilit
y to
imita
te n
ew s
ound
s.In
sen
ior
high
sch
ool s
tude
nts
beco
me
inte
rest
ed in
colle
ge, c
aree
rs, a
ndid
entif
ying
des
irab
le c
hara
cter
istic
s fo
r a
mar
riag
e pa
rtne
r. T
hese
you
ngad
ults
mat
urin
g in
thei
r ab
ility
to r
easo
n an
d bu
ildin
g pe
rson
alph
iloso
phie
s an
dat
titud
es to
war
d lif
e ar
e m
ore
fully
aw
are
than
eve
r be
fore
of
the
soci
al,
econ
omic
, and
pol
itica
l iss
ues
of th
e da
y. T
hey
are
inte
rest
ed in
thei
r pr
esen
tcu
lture
and
tech
nolo
gy a
nd p
robl
ems
conc
erni
ng th
eir
com
mun
ity, n
atio
n,an
d w
orld
. At t
he s
ame
time
the
seni
or h
igh
scho
ol s
tude
nt is
incr
easi
ngly
awar
e of
the
impo
rtan
ce o
f le
sson
s of
the
past
for
solv
ing
prob
lem
s of
the
pres
ent.
He
is g
ener
ally
ope
n m
inde
d an
d w
elco
mes
new
lear
ning
exp
erie
nces
.T
he s
enio
r hi
gh s
choo
l stu
dent
is r
eady
to e
njoy
hea
ring
, rea
ding
, dis
cuss
-in
g, a
nd w
ritin
g ab
out m
atur
e to
pics
. The
topi
cs o
f in
tere
st to
him
will
pro
-
vide
exc
elle
nt v
ehic
les
for
stre
ngth
enin
g co
mm
unic
atio
nssk
ills
at th
e sa
me
time
that
they
hel
p hi
m to
bette
r de
al w
ith th
e pr
oble
ms
of li
fe.
Sinc
e co
mpe
tenc
y in
afo
reig
n la
ngua
ge is
par
t of
alib
eral
edu
catio
n,
the
fore
ign
lang
uage
pro
gram
in th
e se
nior
hig
h sc
hool
shou
ld c
orre
late
with
othe
r su
bjec
ts in
the
stud
ent's
sche
dule
. The
stu
dent
now
use
sth
e fo
reig
nla
ngua
ge f
or lo
catin
g in
form
atio
nab
out m
atte
rs o
f im
port
ance
tohi
m a
sw
ell a
s fo
r pr
ovid
ing
a ke
y to
wor
thw
hile
use
of
leis
ure
time
for
read
ing
or tr
avel
.
Obj
ectiv
es f
or th
e Se
nior
Hig
h Sc
hool
Lev
els
IV, V
, VI
(The
Nin
e Y
earP
rogr
am)
The
Sen
ior
Hig
h Sc
hool
pro
gram
in th
e ni
ne y
ear
sequ
ence
will
nor
mal
ly
allo
w th
e st
uden
t to
fini
shad
vanc
ed le
vels
, IV
, V, a
nd V
Iin
the
fore
ign
lang
uage
. It w
ill s
tres
s ac
cultu
ratio
nth
roug
h ex
posu
re to
ele
men
tsof
the
for-
eign
cul
ture
typi
cally
a p
art o
f an
olde
r te
en-a
ger's
exp
erie
nce
in th
e fo
reig
nla
nd. O
bjec
tives
for
Lev
els
IVth
roug
h V
I fo
llow
:
Gen
eral
Obj
ectiv
es1.
Dev
elop
an
unde
rta
ndin
g of
the
natu
re o
fla
ngua
geits
cha
ngin
gch
arac
ter,
how
it r
ofie
cts
cultu
re2.
Con
tinue
to f
oste
r an
inte
rest
in la
ngua
ge a
nd la
ngua
gele
arni
ng
3. D
evel
op a
n ap
prec
iatio
nof
the
role
that
the
fore
ign
lang
uage
can
pla
y
in a
chie
ving
the
gene
ralg
oals
of
educ
atio
n, d
evel
opin
gsa
labl
e sk
ills,
pro
-
mot
ing
wor
thw
hile
use
of
leis
ure
time
4. D
evel
op a
true
cros
s-cu
ltura
l ins
ight
bec
ause
of
long
exp
osur
e to
the
fore
ign
cultu
re
Spec
ific
Lin
guis
tic O
bjec
tives
1. D
evel
op th
e ab
ility
toco
mm
unic
ate
in a
fas
hion
appr
opri
ate
for
the
youn
g
adul
t in
the
fore
ign
soci
ety
onto
pics
of
gene
ral i
nter
est
from
his
ow
n an
d
the
fore
ign
coun
try.
2. D
evel
op s
kill
inre
adin
g fo
r di
ffer
ent p
urpo
ses
the
man
y ki
nds
of m
a-te
rial
s ty
pica
lly r
ead
by a
n av
erag
est
uden
t of
his
age
inth
e fo
reig
n
cultu
re3.
Dev
elop
insi
ghts
into
adu
lt lif
e in
the
fore
ign
coun
try
with
spec
ial
emph
asis
on
aler
ting
the
lear
ner
to c
ross
-cul
tura
ldi
ffer
ence
s be
twee
n
the
fore
ign
cultu
re a
nd h
is o
wn
4. D
evel
op a
n ab
ility
totr
ansl
ate
with
a f
eelin
gfo
r co
rrec
t int
erpr
eta-
tion
from
one
lang
uage
toth
e ot
her
mat
eria
l with
inth
e sc
ope
of h
is
know
ledg
e an
d ex
peri
ence
5. B
egin
adv
ance
d w
ork
in c
onve
rsat
ion,
syn
tax,
com
posi
tion,
and
mat
ure
liter
atur
e on
the
basi
s of
aso
und
fund
amen
tal k
now
lelg
eof
the
fore
ign
lang
uage
and
cul
ture
Bas
ic C
onte
nt L
evel
IV
(T
heN
ine
Yea
r Pr
ogra
m)
Gra
de10
Whe
n ch
oosi
ng c
onte
ntfo
r L
evel
IV
one
mus
tke
ep in
min
d th
at th
ela
n-
guag
e le
arne
r in
the
nine
yea
r se
quen
ce is
a15
-yea
r-ol
d, n
ot a
col
lege
stud
ent.
His
bac
kgro
und
may
mak
e hi
m a
s ye
tuna
ppre
ciat
ive
of r
eally
gre
atw
orks
of
liter
atur
e ev
en if
he
can
read
them
. His
inte
rest
sw
ill te
nd to
cen
ter
arou
nd
the
follo
win
g ar
eas:
1. S
choo
l Lif
e2.
Spo
rts
40
3. H
igh
adve
ntur
e,es
peci
ally
for
the
boys
4. T
rave
l5.
Hum
or6.
Rom
ance
, esp
ecia
lly f
orth
e gi
rls
7. F
amily
life
, esp
ecia
llyfo
r th
e gi
rls
8. S
cien
ce, e
spec
ially
for
the
boys
Con
tent
for
Lev
el I
V s
houl
dbe
cho
sen
for
itsap
peal
to th
e 15
-yea
r-ol
d
child
as
wel
l as
for
itsed
ucat
iona
l val
ue. I
t is
poss
ible
als
o in
Gra
de10
to
rela
te m
any
activ
ities
toot
her
cour
ses
that
stu
dent
s ar
est
udyi
ng. S
uita
ble
cont
ent i
nclu
des
the
follo
win
g:
1. C
onte
mpo
rary
lite
ratu
rere
ad b
oth
in a
nd o
utof
cla
ss
2. C
urre
nt e
vent
s3.
His
tory
, som
e pa
ralle
lun
its to
coi
ncid
e w
ithth
e w
orld
his
tory
cou
rse
4. S
cien
ce, p
artic
ular
lyim
port
ant b
iolo
gist
s an
d so
me
of th
e co
ncep
ts w
hich
they
dis
cove
red
5. T
rave
l, in
clud
ing
som
esi
tuat
iona
l dia
logu
es,
read
ings
, and
film
s ab
out
vari
ous
area
s in
the
fore
ign
coun
try
6. T
he f
orei
gn la
ngua
ge,i
ts s
ourc
e an
d de
velo
pmen
t7.
The
for
eign
her
itage
grea
t sch
olar
s, a
rtis
ts,
wri
ters
, com
pose
rs, a
nd
mon
umen
tsFo
reig
n la
ngua
ge te
ache
rsw
ho w
ish
to te
ach
units
rela
ted
to th
ose
taug
ht
by c
olle
ague
s in
oth
erde
part
men
ts s
houl
d in
vest
igat
ew
hat u
nits
will
be
taug
ht
to 1
0th
grad
e st
uden
tspa
rtic
ular
ly b
y te
ache
rs in
the
lang
uage
art
s an
d so
cial
stud
ies.
Som
e pa
rtic
ular
lypr
omis
ing
units
for
the
10th
grad
e ar
e su
gges
ted
in A
Gui
de f
or I
nstr
uctio
nin
the
Lan
guag
e A
rts5
Adv
entu
res
Far
and
Nea
rR
adio
and
Tel
evis
ion
App
reci
atio
nFa
mily
and
Hom
eR
eadi
ng M
agaz
ines
for
Ple
asur
ean
d Pr
ofit
The
Pow
er o
f L
angu
age
Tea
m P
lay
and
Indi
vidu
ality
Exc
elle
nt s
ugge
stio
ns f
orde
velo
ping
thes
e un
its a
lso
appe
arin
this
gui
de
for
Eng
lish
teac
hers
.For
eign
lang
uage
teac
hers
cou
ld u
sem
uch
of th
is m
ater
ial
in d
evel
opin
g co
rres
pond
ing
units
of
inst
ruct
ion.
Mat
eria
ls to
be
used
in L
evel
IV w
ill n
ot v
ary
grea
tlyin
kin
d fr
om th
ose
used
in L
evel
III
. The
y w
ill,
how
ever
, be
som
ewha
t mor
edi
ffic
ult b
oth
in
the
idea
s th
ey p
rese
nt a
ndin
the
lang
uage
they
use
.Su
itabl
e m
ater
ials
in-
clud
e: 1. R
ecor
ding
s of
radi
o pr
ogra
ms,
new
scas
ts,
play
s, p
oetr
y, m
usic
, and
narr
ativ
es2.
Film
stri
ps, s
lides
, and
soun
d fi
lms
3. P
lays
, nov
els,
sho
rtst
orie
s, p
oem
s, n
ewsp
aper
san
d m
agaz
ines
It s
houl
d be
rem
embe
red
that
indi
vidu
al d
iffe
renc
esin
abi
lity
and
inte
rest
amon
g st
uden
tsw
ill r
equi
re th
at te
ache
rsin
divi
dual
ize
assi
gnm
ents
as
muc
h
as is
pos
sibl
e.T
each
ers
shou
ld in
form
them
selv
es r
egar
ding
stu
dent
inte
rest
s
`A G
uide
for
Ins
truc
tion
inth
e L
angu
age
Art
s. G
rade
s7-
12. C
urri
culu
m B
ulle
tinN
o. 1
8, S
tate
Dep
artm
ent o
fEdu
catio
n, S
t. Pa
ul. 1
956.
pp.
219-
285.
and
capi
taliz
e on
thos
e in
tere
sts
to s
timul
ate
lear
ning
. Inf
orm
atio
n ab
out s
tu-
dent
inte
rest
s ca
n be
gat
here
d th
roug
h qu
estio
nnai
res
and
clas
s di
scus
sion
s. A
tno
tim
e sh
ould
teac
hers
fal
l int
o th
e ha
bit o
f ha
ving
all
stud
ents
rea
d ol
d fa
vor-
ites
from
thei
r co
llege
day
s. S
uch
stor
ies
ofte
n ha
ve li
ttle
appe
al f
or la
rge
num
-be
rs o
f st
uden
ts in
a g
iven
cla
ssro
om. Rev
iew
The
beg
inni
ng o
f se
nior
hig
h sc
hool
, Lev
el I
V, i
s an
impo
rtan
t pla
ce f
orsy
stem
atic
rev
iew
bef
ore
proc
eedi
ng to
ent
irel
y ne
w m
ater
ial.
In L
evel
IV
stud
ents
with
var
ying
bac
kgro
unds
will
be
com
ing
toge
ther
for
the
firs
t tim
ein
the
unfa
mili
ar s
enio
r hi
gh s
choo
l set
ting.
The
se s
tude
nts
will
gai
n co
nfid
ence
from
wor
king
with
ele
tren
ts o
f la
ngua
ge w
hich
do
not o
vert
ax th
eir
lingu
istic
abili
ty. G
ener
ally
one
can
say
that
a s
timul
atin
g re
ader
, no
mor
e di
ffic
ult
than
the
last
wor
k re
ad in
Lev
el I
II, c
an b
e us
ed f
or r
eadi
ng, d
iscu
ssio
n,an
d w
ritin
g pr
actic
e. S
uch
initi
al s
tudy
can
be
very
hel
pful
in a
idin
g th
ete
ache
r to
dis
cove
r ar
eas
need
ing
rem
edia
l pra
ctic
e an
d to
det
erm
ine
ap-
prox
imat
e ab
ilitie
s in
the
four
ski
lls. M
ass
mim
icry
or
spec
ial p
ronu
ncia
tion
prac
tice,
into
natio
n pr
actic
e, p
atte
rn p
ract
ice,
and
wri
ting
drill
s of
var
ious
kind
s m
ay b
e ne
cess
ary
to p
repa
re s
tude
nts
befo
re la
unch
ing
into
the
real
Lev
el I
V c
ours
e w
ork.
Dur
ing
the
revi
ew p
erio
d, h
owev
er, s
tude
nts
with
mor
e ad
equa
te c
omm
and
of th
e la
ngua
ge s
houl
d no
t hav
e to
mar
k tim
e w
hile
othe
rs tr
y to
cat
ch u
p. T
hey
shou
ld b
e gi
ven
wor
thw
hile
uni
t rel
ated
list
enin
g,sp
eaki
ng, r
eadi
ng, a
nd w
ritin
g as
sign
men
ts.
Perc
enta
ge o
f T
ime
Dev
oted
to V
ario
us S
kills
Lev
el I
V
Lis
teni
ng20
%Sp
eaki
ng20
%R
eadi
ng40
%1 1
Wri
ting
20%
Lis
teni
ng A
ctiv
ities
for
Lev
el I
V (
The
Nin
e Y
ear.
Pro
wam
)B
y L
evel
IV
spe
cifi
c lis
teni
ng a
ctiv
ities
take
a m
uch
smal
ler
port
ion
ofst
udy
time
than
for
mer
ly. L
iste
ning
act
iviti
es a
re n
o lo
nger
cho
sen
prim
arily
to g
ive
stud
ents
pra
ctic
e in
und
erst
andi
ng o
ral l
angu
age,
but
bec
ause
the
activ
ity w
ill c
ontr
ibut
e so
me
valu
able
info
rmat
ion
to th
e un
it un
der
stud
y.St
uden
ts g
et d
aily
list
enin
g pr
actic
e in
the
cour
se o
f m
onito
ring
stu
dent
and
teac
her
disc
ussi
ons
and
pres
enta
tions
dur
ing
norm
al c
lass
pro
cedu
res.
How
ever
, tea
cher
s sh
ould
mak
e it
a ru
le to
pla
n so
me
spec
ific
list
enin
g ac
tivi-
ties
as a
par
t of
ever
y un
it. R
ecor
ding
s of
lite
rary
rea
ding
s, m
usic
, pla
ys,
radi
o pr
ogra
ms,
new
scas
ts, a
nd f
ilms
can
usua
lly b
e fo
und
whi
ch p
erta
in to
aun
it of
stu
dy. R
ecor
ding
s of
lite
rary
mat
eria
ls a
re n
ow r
eadi
ly o
btai
nabl
e fr
omA
mer
ican
rep
rese
ntat
ives
of
fore
ign
com
pani
es. E
nter
pris
ing
indi
vidu
als
ofte
nfi
nd it
pos
sibl
e to
tape
rec
ord
Voi
ce o
f A
mer
ica
or f
orei
gn r
adio
tran
smis
-si
ons.
Whe
n su
ch p
rogr
ams
are
not e
asily
obt
aina
ble,
syn
thet
ic n
ewsc
asts
may
be
reco
rded
fro
m f
orei
gn la
ngua
ge n
ewsp
aper
sto
ries
by
the
teac
her
orso
me
loca
l for
eign
lang
uage
spe
aker
. Stu
dent
s ca
n be
nefi
t fro
m li
sten
ing
toso
me
lect
ures
, tap
ed o
r liv
e, w
hen
the
lect
ures
rel
ate
to u
nit l
earn
ing
activ
ities
.
Spea
king
Act
iviti
es f
or L
evel
IV
(T
he N
ine
Yea
r Pr
ogra
m)
In L
evel
IV
the
fore
ign
lang
uage
cla
ss w
ill b
e co
nduc
ted
entir
ely
in th
efo
reig
n la
ngua
ge. I
n ad
ditio
n. th
e cl
ass
will
mor
e an
d m
ore
stre
ss p
upil
to41
pupi
l dis
cuss
ion
as th
e te
ache
r tr
ies
to p
lay
a le
ss o
bvio
us r
ole
in m
anag
ing
clas
s af
fair
s. S
uita
ble
spea
king
act
iviti
es f
or L
evel
IV
fol
low
:1.
Cla
ss a
nd s
mal
l gro
ups
may
dis
cuss
ind;
vidu
al in
tere
sts,
con
tem
pora
ryto
pics
and
mat
eria
l hea
rd, r
ead,
or
view
ed. D
iscu
ssio
ns o
f lit
erat
ure
shou
ld p
erta
in to
plo
t, ch
arac
ters
, situ
atio
ns, a
nd le
vels
of
mea
ning
liter
al, s
ymbo
lic, p
hilo
soph
icap
prop
riat
e to
the
age
of th
e st
uden
t2.
Stu
dent
s m
ay p
rese
nt p
repa
red
and
impr
ompt
u sp
eech
es a
bout
aut
hors
,no
vels
, pla
ys, p
erso
nal t
opic
s, c
urre
nt e
vent
s, a
nd c
ultu
ral t
opic
s3.
Pro
nunc
iatio
n, in
tona
tion,
and
phr
asin
g pr
actic
e w
ill b
e in
trod
uced
as
need
ed4.
Por
tions
of
play
s m
ay b
e pr
esen
ted
by c
lass
gro
ups
5. O
ral r
eadi
ngs
of p
rose
and
poe
try
may
be
pres
ente
d to
the
clas
s
Rea
ding
In
Lev
el I
V (
The
Nin
e Y
ear
Prog
ram
)It
mus
t be
pres
umed
that
stu
dent
s in
Lev
el I
V w
ill b
e co
ncer
ned
with
lear
ning
task
s no
rmal
ly a
ssig
ned
to m
atur
e re
ader
s. L
earn
ing
to r
ead
wel
lis
, of
cour
se, a
long
term
task
and
som
e at
tent
ion
will
be
dire
cted
to d
e-ve
lopi
ng r
eadi
ng s
kills
cha
ract
eris
tic o
f th
e go
od m
atur
e re
ader
. Inc
reas
ing
atte
ntio
n m
ust b
e pa
id to
rea
ding
spe
ed to
a p
oint
con
sist
ent w
ith g
ood
com
preh
ensi
on a
nd le
arni
ng to
rea
d fo
r in
fere
nce
and
deta
il. F
urth
erm
ore,
stud
ents
will
hav
e to
con
tinue
to g
ain
expe
rien
ce r
eadi
ng a
wid
e va
riet
y of
mat
eria
ls f
or m
any
diile
rent
pur
pose
s. S
ome
prac
tice
in e
ach
of th
e fo
llow
ing
kind
s of
rea
ding
sho
uld
be in
clud
ed in
the
read
ing
prog
ram
: ski
mm
ing,
read
ing
for
the
gene
ral s
igni
fica
nce
of a
pas
sage
, org
aniz
ing
wha
t is
read
,re
adin
g to
fol
low
dir
ectio
ns, r
eadi
ng to
pre
dict
out
com
es, f
orm
ing
sens
ory
impr
essi
ons
from
wha
t is
read
, not
ing
deta
ils a
nd r
eadi
ng c
ritic
ally
. Muc
h of
the
read
ing
in L
evel
IV
sho
uld
be d
one
inde
pend
ently
out
side
of
clas
s.A
ll st
uden
ts s
houl
d be
enc
oura
ged
to s
elec
t boo
ks in
the
fore
ign
lang
uage
from
the
scho
ol o
r pu
blic
libr
ary
for
indi
vidu
al r
eadi
ng. R
efer
ence
boo
ks in
the
fore
ign
lang
uage
sho
uld
be u
sed
to lo
cate
info
rmat
ion
need
ed f
or u
nits
of s
tudy
. Pre
fera
bly
mos
t for
eign
lang
uage
boo
ks o
ther
than
bas
ic te
xts
used
by L
evel
IV
stu
dent
s sh
ould
be
loca
ted
in th
e sc
hool
libr
ary.
Stu
dent
s sh
ould
be e
ncou
rage
d to
use
libr
ary
faci
litie
s fo
r pr
epar
ing
fore
ign
lang
uage
ass
ign-
men
ts.
Whe
neve
r po
ssib
le li
tera
ture
ass
ignm
ents
sho
uld
be m
ade
with
a v
iew
topr
ovid
ing
insi
ghts
into
the
fore
ign
cultu
re. C
odes
of
etiq
uette
, cus
tom
s of
fam
ily li
fe, s
uch
as m
arri
age,
bir
th, d
eath
, edu
catio
n, a
nd p
rofe
ssio
ns a
reso
me
area
s th
at m
ay b
e be
tter
unde
rsto
od th
roug
h re
adin
g an
d di
scus
sion
..
Wri
ting
Act
iviti
es I
n L
evel
IV
(T
he N
ine
Yea
r Pr
ogra
m)
Man
y L
evel
III
wri
ting
activ
ities
will
be
equa
lly u
sefu
l in
Lev
el I
V. S
ome
dict
atio
n pr
actic
e w
ill c
ontin
ue to
be
usef
ul in
lear
ning
to w
rite
new
mat
eria
l.A
nsw
erin
g qu
estio
ns r
egar
ding
sub
ject
mat
ter
shou
ld a
lso
be c
ontin
ued
inL
evel
IV
. How
ever
, que
stio
ns s
houl
d be
ask
ed s
o th
at s
tude
nts
will
oft
en n
otbe
abl
e to
sim
ply
reph
rase
the
ques
tion
to p
rovi
de th
e m
ajor
par
t of
the
answ
er. N
eith
er s
houl
d th
ey a
lway
s be
abl
e to
ans
wer
by
copy
ing
a st
ate-
men
t fro
m th
e te
xt. M
ore
and
mor
e qu
estio
ns s
houl
d re
quir
e st
uden
t int
er-
pret
atio
n of
the
read
ing.
Ans
wer
s sh
ould
rep
rese
nt th
ough
tful
stu
dent
com
-m
ent r
athe
r th
an s
impl
y pa
rrot
ing
sent
ence
s fr
om te
xtbo
oks.
Oth
er w
ritin
gac
tiviti
es a
re:
1. W
ritin
gco
mpo
sitio
ns a
nd r
esum
esde
alin
g w
ith f
ihr
read
ings
, and
reco
rded
mat
eria
ls2.
Tak
ing
note
sin
the
fore
ign
lang
uage
on
clas
sdi
scus
sion
s, r
epor
ts,
and
lect
ures
3. W
ritin
gex
erci
ses
to r
einf
orce
lear
ning
of
basi
cla
ngua
ge s
truc
ture
s
and
to p
ract
ice
stru
ctur
es th
at a
ppea
ron
ly in
wri
ting
with
occ
asio
nal
use
of f
orei
gnla
ngua
ge r
efer
ence
gra
mm
ars
and
dict
iona
ries
Wri
ting
exer
cise
s as
wel
l as
othe
r ac
tiviti
essh
ould
be
gear
ed to
indi
vidu
al
diff
eren
ces
in b
ackg
roun
dan
d ab
ility
.
Dev
elop
ing
A U
nit o
fFor
eign
Lan
guag
eIn
stru
ctio
n
The
term
"U
nit
of I
nstr
uctio
n"ha
s se
vera
lm
eani
ngs.
As
used
earl
ier
in
this
gui
de it
oft
enre
ferr
ed to
not
hing
mor
eth
an a
cha
pter
in a
text
book
,
that
is, a
gra
mm
arun
it, o
r a
basi
cdi
alog
ue p
lus
cert
ain
activ
ities
, suc
h as
patte
rn d
rills
,dia
logu
e ad
apta
tions
,and
rec
ombi
natio
nna
rrat
ives
.
For
mor
e m
atur
ele
arne
rs w
ho h
ave
acqu
ired
bas
ic s
kills
in la
ngua
gew
heth
er
thei
r na
tive
lang
uage
or
a se
cond
one
,a
unit
is m
ore
com
plic
ated
. Pro
perl
y
conc
eive
d it
isde
velo
ped
arou
nd a
ques
tion
or a
pro
blem
that
is m
eani
ngfu
l,
even
exc
iting
for
the
lear
ner.
It m
ay p
rovi
defo
r le
arni
ng in
seve
ral s
ubje
ct-
mat
ter
area
s,th
at is
, lan
guag
ean
d so
cial
stu
dies
or
scie
nce,
and
sho
uld
incl
ude
a va
riet
yof
lear
ning
activ
ities
and
mat
eria
ls.A
sug
gest
edou
tline
fol
low
s.
A G
ood
Uni
t ofI
nstr
uctio
nA
. Bet
ting
orO
rien
tatio
n1.
Are
lear
ning
mat
eria
ls a
t the
pro
per
lingu
istic
dif
ficu
lty le
vel
avai
l-
able
for
the
stud
ents
?2.
Are
the
lear
ners
inte
rest
edin
the
prop
osed
topi
c or
can
they
be
inte
rest
ed in
it?
3. C
an th
eyo
uthf
ul le
arne
run
ders
tand
the
com
plex
ities
of
the
topi
c?
4. W
hat l
ingu
istic
and
gene
ral
expe
rien
ces
mus
t he
have
had
to e
ngag
e
in s
tudy
of
the
unit
topi
c?5.
Wha
t com
mon
expe
rien
ces,
ling
uist
ican
d ot
herw
ise,
mus
tthe
teac
her
prov
ide
as a
prer
equi
site
to w
ork
onth
e un
it of
stu
dy?
B. T
he O
bjec
tives
1. T
o fu
rthe
rth
e st
uden
t's a
bilit
yto
do
inde
pend
ent l
earn
ing
inth
e
fore
ign
lang
uage
2. T
o st
imul
ate
the
stud
ent's
des
ire
to le
arn
thro
ugh
read
ing
in th
e
fore
ign
lang
uage
,view
ing
film
s an
d ot
her
sim
ilar
activ
ities
3. T
o ga
insi
gnif
ican
t kno
wle
dge,
cultu
ral o
r so
cial
,fr
om th
e un
it
activ
ities
4. T
o pa
rtic
ipat
ein
the
form
ulat
ion
and
acce
ptan
ce o
fobj
ectiv
es
The
Int
rodu
ctio
nan
d A
ppro
ach
1. D
oes
the
unit
grow
out o
f an
imm
edia
te, v
ital,
real
, and
sign
ific
ant
inte
rest
and
ther
efor
eta
p th
e en
thus
iasm
of th
e gr
oup?
2. I
s th
ein
trod
uctio
n a
join
t-co
oper
ativ
e ac
tivity
of
the
teac
her
and
stud
ents
?3.
Do
the
intr
oduc
tion
and
appr
oach
ser
ve to
rev
eal
indi
vidu
al in
ter-
ests
and
back
grou
nds
that
may
be c
ultiv
ated
insp
ecia
l ind
epen
dent
and
grou
p pr
ojec
ts,
for
exam
ple,
ora
lan
d w
ritte
n re
port
s,cr
eativ
e
wri
ting?
42
4. D
o th
e in
trod
uctio
nan
d ap
proa
ch v
erve
tore
veal
indi
vidu
al n
eeds
for
spec
ial h
elp
and
atte
ntio
nin
und
erst
andi
ng th
ela
ngua
ge a
nd c
on-
cept
s pe
culia
r to
the
topi
c?5.
Doe
s th
ein
trod
uctio
n pr
ovid
e th
est
uden
t with
aco
mpr
ehen
sive
over
view
of
the
unit
and
unde
rsta
ndin
g of
the
obje
ctiv
es?
6. D
oes
the
intr
oduc
tion
guid
e th
e st
uden
t to
the
appr
opri
ate
fore
ign
lang
uage
stu
dy m
ater
ials
as
wel
l as
acqu
aint
him
with
pro
per
tech
-
niqu
es f
or u
sing
the
mat
eria
ls?
D. T
he L
earn
ing
Act
iviti
es1.
Is
ther
e a
vari
ety
of le
arni
ng a
ctiv
ities
prov
ided
to m
eet
indi
vidu
al
and
grou
p in
tere
sts
and
need
s, th
at is
,ac
tiviti
es th
at c
all f
orob
-
serv
atio
n, li
sten
ing,
read
ing,
gat
heri
ngin
form
atio
n, o
rgan
izin
g,cr
iti-
cal r
efle
ctio
n,ge
nera
lizin
g, a
pplic
atio
n,cr
eativ
e ex
pres
sion
, coo
p-
erat
ive
actio
n, a
nd s
ocia
lpar
ticip
atio
n?2.
Are
ther
edi
ffer
entia
ted
activ
ities
for
pupi
ls o
f di
ffer
ent
leve
ls o
f
abili
ty a
nd m
atur
ity?
3. A
re th
ere
com
mon
activ
ities
to a
ssur
e m
aste
ryof
a "
kern
el"
cont
ent
of c
once
pts
and
lang
uage
?4.
Are
ther
e di
agno
stic
activ
ities
to c
heck
qua
lity
of le
arni
ng a
nd r
eme-
dial
act
iviti
es to
cor
rect
mis
unde
rsta
ndin
gs o
f co
nten
t as
wel
l as
mis
use
of la
ngua
ge?
5. A
re th
ere
activ
ities
desi
gned
to im
prov
ew
ork
and
stud
yha
bits
?
6. A
re th
ere
activ
ities
prov
ided
to in
sure
that
eve
rypu
pil m
ay e
x-
peri
ence
suc
cess
?7.
Are
ther
e ac
tiviti
espr
ovid
ed s
o th
at s
tude
nts
will
bec
ome
mor
e re
-
spon
sibl
e an
d se
lf-d
irec
tive
in u
sing
the
fore
ign
lang
uage
to in
crea
se
thei
r ow
n kn
owle
dge?
8. A
re th
ere
plan
ned-
in-a
dvan
ce a
ctiv
ities
whi
ch a
re a
dapt
able
toin
-
divi
dual
nee
ds a
nd in
tere
sts
asth
e un
it de
velo
ps?
9. D
o st
uden
ts h
ave
anop
port
unity
to s
ugge
st a
nd e
ngag
ein
for
eign
lang
uage
act
iviti
es n
otin
clud
ed in
the
orig
inal
pla
n?
10. H
ave
suff
icie
ntst
uden
t stu
dy a
ids,
sou
rce
mat
eria
ls, a
nd r
efer
ence
s
in th
e fo
reig
n la
ngua
gebe
en m
ade
avai
labl
e?11
. Doe
s th
e te
ache
rha
ve n
eces
sary
ref
eren
ces
and
reso
urce
mat
eria
ls
for
his
own
use?
E. T
he E
valu
atio
nof
Ind
ivid
ual G
row
th1.
Are
all
obje
ctiv
es,l
ingu
istic
and
idea
tiona
l,ev
alua
ted?
2. D
o st
uden
ts e
ngag
ein
sel
f-ev
alua
tion?
F. G
ener
al F
eatu
res
of U
nit P
lann
ing
and
Con
stru
ctio
n
1. I
s th
e un
it a
unif
ied
who
le d
esig
ned
to f
urth
er f
orei
gnla
ngua
ge
com
mun
icat
ion
skill
sth
roug
h m
eani
ngfu
lcon
tent
?
2. A
re a
ctiv
ities
of th
e un
it in
agre
emen
t with
sou
ndpr
inci
ples
of
lear
ning
?3.
Are
the
activ
ities
rea
listic
and
do th
ey e
mbo
dylif
elik
e us
e of
lan-
guag
e?4.
Is
the
leng
thof
the
unit
dete
rmin
ed b
y th
e ex
tent
,va
riet
y, a
nd
com
plex
ity o
f th
ele
arni
ng a
ctiv
ities
esse
ntia
l to
the
real
izat
ion
of
the
obje
ctiv
es?
5. I
s th
e un
itco
rrel
ated
with
oth
erfo
reig
n la
ngua
ge le
arni
ngun
its a
nd
lear
ning
in o
ther
sub
ject
area
s?
C.
Con
tent
for
Lev
el V
and
Lev
el V
I (T
he N
ine
Yea
r Pr
ogra
m)
Lev
el V
and
Lev
el V
I fo
reig
n la
ngua
ge le
arne
rs h
ave
a ri
ch b
ackg
roun
dof
for
mal
and
info
rmal
lear
ning
whi
ch th
e fo
reig
n la
ngua
ge te
ache
rsm
ayut
ilize
in b
uild
ing
units
of
inst
ruct
ion.
Mor
e an
dm
ore
of th
ese
stud
ents
will
be a
ble
to a
ppre
ciat
e th
e co
ntri
butio
ns o
f th
e pa
st in
art a
nd li
tera
ture
as
wel
l as
unde
rsta
nd p
ast h
isto
rica
l eve
nts
whi
ch s
hape
dou
r pr
esen
t wor
ld.
At t
he s
ame
time,
of
cour
se, t
hey
reta
inan
inte
nse
inte
rest
in c
onte
mpo
rary
civi
lizat
ion.
In L
evel
V a
nd V
I th
e ac
cent
sho
uld
be o
n lit
erat
ure
and
civi
lizat
ion.
Som
e em
phas
is s
houl
d be
pla
ced
on li
tera
ry s
tyle
, set
ting,
and
cha
ract
er d
e-ve
lopm
ent.
Bio
grap
hica
l dat
a ab
out t
he a
utho
r an
d hi
s pl
ace
in th
e lit
erar
ysc
ene
shou
ld b
e so
ught
out
and
dis
cuss
ed. S
tude
nts
shou
ld a
ttem
pt to
pla
cew
orks
in th
eir
hist
oric
al c
onte
xt b
y st
udy
of s
ocia
l and
cul
tura
l bac
kgro
unds
.T
each
ers
shou
ld s
eek
to le
ad s
tude
nts
to c
ross
cul
tura
l und
erst
andi
ngs
thro
ugh
liter
atur
e.L
earn
in. g
s w
ill c
ome
from
rea
ding
s an
d fr
om o
ther
sour
ces
as s
tude
nts
inve
stig
ate
such
are
as a
s ar
t, sc
ienc
e, m
usic
, geo
grap
hy, e
cono
mic
geo
grap
hy,
cust
oms,
and
his
tory
.C
ontr
ibut
ions
of
the
fore
ign
cultu
re to
Am
eric
a ar
e no
ted
as w
ell a
s A
mer
i-ca
n co
ntri
butio
ns to
the
fore
ign
coun
try.
Als
o im
port
ant t
o no
te a
re th
efo
reig
n cu
lture
's c
ontr
ibut
ions
in p
hysi
cs, u
sual
ly L
evel
V, a
nd in
che
mis
try,
usua
lly L
evel
VI,
as
wel
l as
nota
ble
achi
evem
ents
in m
athe
mat
ics.
Tea
cher
s sh
ould
be
espe
cial
ly a
lert
to p
rovi
de o
ppor
tuni
ties
for
stud
ents
to e
ngag
e in
spe
cial
inte
rest
pro
ject
s. S
tude
nts
mus
t lea
rn th
at th
eyca
nsa
tisfy
som
e of
thei
r ne
eds
for
info
rmat
ion
thro
ugh
fore
ign
lang
uage
ma-
teri
als.
The
16-
17-y
ear-
old
in E
nglis
h cl
asse
s w
ill b
egin
to r
ead
inte
nsiv
ely
ifno
tex
tens
ivel
y in
som
e w
orks
of
earl
ier
eras
. As
a re
sult
of h
is s
ocia
l stu
dies
he
will
gai
n a
back
grou
nd in
wor
ld h
isto
ry. H
e is
like
ly to
be
lear
ning
phy
sics
,ta
king
a c
ours
e in
spe
ech
and/
ora
num
ber
of b
usin
ess
subj
ects
. He
may
be
sing
ing
in th
e ch
oir
or p
layi
ng in
the
high
sch
ool b
and.
The
for
eign
lang
uage
pro
gram
s, in
deed
the
who
le e
duca
tiona
lpr
ogra
m w
illbe
nefi
t whe
n fo
reig
n la
ngua
ge le
arni
ngs
com
plem
ent l
earn
ings
inot
her
subj
ect
area
s. P
ossi
ble
cont
ent f
or L
evel
V s
tudy
incl
udes
the
follo
win
g:1.
Cur
rent
Eve
nts
2. C
onte
mpo
rary
Soc
ial a
nd P
oliti
cal P
robl
ems
3. M
ajor
Lite
rary
Wor
ks4.
His
tory
, or
som
e el
emen
ts o
f hi
stor
y, s
tudi
ed th
roug
h th
e fo
reig
n la
n-gu
age
5. F
orei
gn C
ontr
ibut
ions
in M
usic
and
Art
6. F
orei
gn C
ontr
ibut
ions
in S
cien
ce a
nd M
athe
mat
ics
7. I
ndep
ende
nt R
eadi
ngs
in F
ictio
n an
d N
on-f
ictio
nA
num
ber
of u
nits
sug
gest
ed in
oth
er M
inne
sota
sub
ject
-mat
ter
guid
essh
ould
be
exam
ined
by
fore
ign
lang
uage
teac
hers
who
wis
h to
rel
ate
fore
ign
lang
uage
cla
ss c
onte
nt to
oth
er s
tude
nt s
tudi
es. S
uch
units
are
the
follo
win
g:So
cial
Stu
dies
6Im
pact
of
Oth
er N
atio
ns o
n th
e U
nite
d St
ates
The
Pre
ssur
e of
Pop
ulat
ion
Upo
n R
esou
rces
e Se
e M
inne
sota
Sta
te G
uide
s fo
r L
angu
age
Art
s an
d So
cial
Stu
dies
.
I
43
Lan
guag
e A
rts6
Enj
oyin
g H
umor
The
Sea
rch
for
the
Goo
d L
ife
The
Rol
e of
the
Pres
sT
he L
evel
VI
stud
ent,
now
17-
18ye
ars
of a
ge, w
ill b
e st
udyi
ng w
orld
liter
atur
e an
d/or
Eng
lish
liter
atur
e,ch
emis
try,
mat
hem
atic
s, a
nd s
ocia
lst
udie
s. H
e m
ay b
e le
arni
..6 o
usin
ess
skill
s.In
add
ition
he
may
be
in e
xtra
-cur
-ri
cula
r ac
tiviti
es a
nd/o
r be
em
ploy
edpa
rt ti
me
Suita
ble
cont
ent i
nclu
des
the
follo
win
g:1.
Ele
men
ts o
f Fo
rmal
Gra
mm
ar in
the
Fore
ign
Lan
guag
e2.
Und
erst
andi
ng L
itera
ture
inte
nsiv
e st
udy
of m
ajor
lite
rary
wor
ks3.
Cur
rent
Eve
nts
4. C
onte
mpo
rary
Pro
blem
s5.
Bus
ines
s an
d So
cial
Cor
resp
onde
nce
6. T
he W
orld
of
Wor
k7.
Ind
epen
dent
Rea
ding
of
Fict
ion
8. I
ndep
ende
nt R
esea
rch
Tea
cher
s m
ay a
lso
exam
ine
guid
es in
oth
er s
ubje
ctar
eas
for
unit
subj
ects
with
whi
ch th
ey m
ay c
orre
late
thei
r w
ork.
Som
e su
ch u
nits
arc
the
follo
win
g:L
angu
age
Art
s?T
he D
ram
aM
otio
n Pi
ctur
esU
nder
stan
ding
the
Wor
ld a
t Wor
kIn
flue
nce
of. E
nvir
onm
ent
on P
erso
nalit
y an
d T
houg
ht a
s re
veal
ed in
nov
els
by a
utho
rs o
f va
riou
s na
tiona
litie
sD
evel
opin
g a
Pers
onal
Phi
loso
phy
Wha
t Sha
ll I
Rea
d?So
cial
Stu
dies
?U
nder
stan
ding
Our
selv
es a
nd O
ther
sas
Ind
ivid
uals
Lea
rnin
g to
Liv
e Su
cces
sful
lyas
a M
embe
r of
a F
amily
in th
e U
nite
dSt
ates
Bei
ng a
n E
ffec
tive
Citi
zen
in O
ur D
emoc
racy
Liv
ing
in a
n In
dust
rial
ized
Soc
iety
Am
eric
a, L
and
of M
any
Peop
les
Prob
lem
s in
Man
's S
earc
h fo
r Pe
ace
A w
ide
rang
e of
mat
eria
ls w
ill b
ene
cess
ary
to p
rovi
de v
arie
ty a
nd d
epth
to th
e L
evel
V a
nd V
I pr
ogra
ms.
Suc
h m
ater
ials
are:
Cla
ss s
ets
of n
ovel
s, s
hort
sto
ry c
olle
ctio
ns, a
nd a
ntho
logi
esFo
reig
n la
ngua
ge g
ram
mar
boo
ksFo
reig
n la
ngua
ge n
ewsp
aper
s an
d m
agaz
ines
Fore
ign
lang
uage
his
tory
text
sFe
atur
e fi
lms
and
shor
t film
s in
the
fore
ign
lang
uage
Fore
ign
lang
uage
ref
eren
ce b
ooks
, suc
has
dic
tiona
ries
, atla
ses,
and
at
ency
clop
edia
Fore
ign
lang
uage
rec
ordi
ngs
refl
ectin
g re
gion
al d
iale
ctdi
ffer
ence
s an
d di
f-fe
renc
es in
sty
le a
ppro
pria
te to
var
ious
spe
ech
situ
atio
ns
7 Ib
id.
The
abo
ve m
ater
ials
sho
uld
be s
elec
ted
from
thos
e su
gges
ted
in th
e M
oder
nL
angu
age
Ass
ocia
tion'
s Se
lect
ed L
ist o
fM
ater
ials
and
the
year
ly b
ulle
tin o
fth
e A
dvan
ced
Plac
emen
t Pro
gram
. Tex
ts a
ndre
fere
nces
in th
e fo
reig
n la
n-gu
age
can
be c
hose
nfr
om a
mon
g th
ose
used
in s
choo
ls o
f th
e fo
reig
n la
nd.
Act
iviti
esM
any
activ
ities
sui
tabl
e fo
r L
evel
s V
and
VI
have
bee
nsu
gges
ted
earl
ier
for
Lev
els.
III
and
IV
. Som
e pa
rtic
ular
ly s
uita
ble
activ
ities
are
:
1. L
iste
ning
to r
ecor
ding
s an
d vi
ewin
g fi
lms
onw
hich
a v
arie
ty o
f re
-gi
onal
dia
lect
s ap
pear
2. L
iste
ning
to r
ecor
ding
s an
d re
view
ing
film
sw
hich
pre
sent
spe
ech
ap-
prop
riat
e to
dif
fere
nt s
ituat
ions
and
whi
ch d
emon
stra
te b
oth
sexe
sus
ing
lang
uage
cha
ract
eris
tical
ly3.
Mak
ing
indi
vidu
al a
nd g
roup
rep
orts
. Gro
up d
iscu
ssio
ns.
Gro
up w
ork
shou
ld b
e co
nduc
ive
to in
crea
sing
stu
dent
initi
ativ
e an
d gr
oup
plan
ning
.E
xam
ples
: a r
epor
z on
a n
ovel
, poe
m, p
lay,
or
mov
ie; a
dis
cuss
ion
onth
e lif
e an
d ph
iloso
phy
of a
wri
ter,
a c
r.' 4
eal d
escr
iptio
n of
aw
ork
of
44
art,
an e
xam
ple
of a
rtis
tic s
tyle
, an
eval
uatio
nof
the
wor
k of
a c
om-
pose
r4.
Pra
ctic
e in
usi
ng s
peec
h ap
prop
riat
e to
dif
fere
ntsi
tuat
ions
5. L
earn
ing
to m
ake
soph
istic
ated
use
of
scho
ol a
ndco
mm
unity
libr
arie
sfo
r sa
tisfy
ing
clas
s as
sign
men
ts6.
Rea
ding
man
y ki
nds
of m
ater
ials
with
spe
cial
atte
ntio
n to
his
tori
cal,
soci
olog
ical
, and
pol
itica
l bac
kgro
und
and
to w
ritin
g st
yle
7. W
ritin
g va
riou
s ki
nds
of le
tters
, soc
ial a
nd b
usin
ess
3. W
ritin
g su
mm
arie
s of
lite
rary
wor
ks, f
ilms,
and
rec
ordi
ngs
9. W
ritin
g cr
itiqu
es, i
nter
pret
atio
ns, a
nd e
valu
atio
ns o
flit
erat
ure,
art
, and
mus
ic s
tudi
ed10
. Wri
ting
rese
arch
pap
ers
on s
ubje
cts
of th
e st
uden
t's c
hoic
e11
. Wri
ting
of o
rigi
nal s
tude
nt p
oem
s an
d sh
ort s
tori
es12
. Pay
ing
atte
ntio
n in
ora
l and
wri
tten
prod
uctio
n to
sty
le; n
u? a
ces
ofla
ngua
ge, a
s w
ell a
s ex
pres
sion
of
thou
ght
13. F
or a
t lea
st s
ome
stud
ents
pra
ctic
e in
ora
l and
wri
tten
tran
slat
ion
into
Eng
lish
from
the
fore
ign
lang
uage
and
vic
e ve
rsa
with
atte
ntio
n to
ac-
cura
te r
ende
ring
of
styl
e
C C ,it
C) r r
TH
E S
IX Y
EA
R P
RO
GR
AM
Sequ
ence
B (
The
Six
Yea
r Pr
ogra
m)
for
Gra
des
7-12
In th
e co
urse
of
the
six
year
s of
Seq
uenc
e B
the
stud
ent h
as a
cum
ulat
ive
and
prog
ress
ive
lear
ning
exp
erie
nce
that
can
pro
vide
him
with
goo
d lis
teni
ng,
spea
king
, rea
ding
, and
wri
ting
skill
s. H
e al
so h
as a
n op
port
unity
to g
ain
ago
od u
nder
stan
ding
of
the
fore
ign
cultu
re. F
urth
erm
ore,
if h
e w
ishe
s, th
est
uden
t may
beg
in th
e st
udy
of a
sec
ond
fore
ign
lang
uage
in th
e se
nior
high
sch
ool a
s he
con
tinue
s to
per
fect
his
com
man
d of
the
firs
t for
eign
lang
uage
.St
uden
ts w
ho b
egin
the
six-
year
seq
uenc
e sh
ould
und
er n
orm
al c
ircu
m-
stan
ces
cont
inue
in o
ne la
ngua
ge th
roug
h gr
ade
12. T
hey
shou
ld b
e to
ldin
the
begi
nnin
g !h
at la
ngua
ge le
arni
ng is
a lo
ng p
roce
ss a
nd th
ey m
ay h
ave
to b
e re
min
ded
from
tim
e to
tim
e th
at it
req
uire
s ye
ars
of e
ffor
t.A
s in
the
nine
-yea
r pr
ogra
m, p
rovi
sion
mus
t be
mad
e fo
r a
care
fully
de-
sign
ed s
eque
ntia
l dev
elop
men
t of
fore
ign
lang
uage
ski
lls. T
his
sequ
entia
l de-
velo
pmen
t will
gen
eral
ly b
e be
st a
ccom
plis
hed
by th
e ad
optio
n of
a b
asic
inte
grat
ed c
omm
ey.c
ial c
ours
e pl
us s
uppl
emen
tary
mat
eria
ls.
The
Jun
ior
Hig
h Sc
hool
Chi
ld A
s A
Lan
guag
e L
earn
erSe
e Se
quen
ce A
Lev
el I
I fo
r a
desc
ript
ion
of th
e ch
arac
teri
stic
s of
the
juni
orhi
gh s
choo
l chi
ld.
Obj
ectiv
es o
f th
e Ju
nior
11.
:,h P
rogr
am (
The
Six
Yea
r Pr
ogra
m)
Alo
ng w
ith th
e ov
er-a
ll ob
ject
ives
of
the
six
year
seq
uenc
e, th
e ju
nior
hig
hsc
hool
for
eign
lang
uage
pro
gram
has
mor
e lim
ited
goal
s w
hich
mus
t be
defi
ned.
Gen
eral
Obj
ectiv
es1.
Dev
elop
pos
itive
atti
tude
s to
war
d fo
reig
n la
ngua
ge le
arni
ng a
nd to
war
dpe
ople
who
spe
ak f
orei
gn la
ngua
ges
2. D
evel
op a
n un
ders
tand
ing
of h
ow a
lang
uage
is le
arne
d3.
Dev
elop
an
unde
rsta
ndin
g of
the
natu
re o
f la
ngua
ge4.
Dev
elop
an
unde
rsta
ndin
g of
the
life
of th
e ea
rly
adol
esce
nt in
the
fore
ign
coun
try
with
spe
cial
em
phas
is o
n al
ertin
g th
e le
arne
r to
cro
ss-
cultu
ral d
iffe
renc
es
Spec
ific
Lin
guis
tic O
bjec
tives
1. A
ural
und
erst
andi
ngD
evel
op th
e ab
ility
to u
nder
stan
d w
hat a
n ed
u-ca
ted
nativ
e sa
ys w
hen
he is
enu
ncia
ting
care
fully
and
usi
ng s
truc
ture
s an
dvo
cabu
lary
that
the
stud
ent h
as le
arne
d in
the
fore
ign
lang
uage
cla
ss2.
Spe
akin
gD
evel
op th
e ab
ility
to ta
lk o
n si
mpl
e pr
epar
ed to
pics
, for
exam
ple,
cla
ssro
om s
ituat
ions
with
out o
bvio
us f
alte
ring
and
to u
se th
eco
mm
on e
very
day
expr
essi
ons
nece
ssar
y fo
r ev
eryd
ay li
fe in
the
fore
ign
coun
try,
spe
akin
g w
ith g
ood
pron
unci
atio
n an
d in
tona
tion
3. R
eadi
ngD
evel
op th
e ab
ility
to r
ead
with
out t
rans
latio
n, f
ictio
n an
d
45
SEQ
UE
NC
E B
non-
fict
ion
chos
en to
app
eal t
o th
e ju
nior
hig
h sc
hool
chi
ld a
nd e
s-pe
cial
ly g
rade
d fo
r th
e be
ginn
ing
lear
ner
4. W
ritin
gD
evel
op th
e ab
ility
to w
rite
cor
rect
ly, s
impl
e co
ntro
lled
com
-po
sitio
ns s
uch
as r
epor
ts, f
rien
dly
lette
rs, a
nd s
kits
, dea
ling
with
topi
csst
udie
d in
cla
ss, e
spec
ially
thos
e ha
ving
to d
o w
ith d
aily
life
Con
tent
of
Lev
el I
, Seq
uenc
e B
(T
he S
ix Y
ear
Prog
ram
)G
rade
s 7-
8M
ater
ial c
hose
n as
the
subj
ect m
atte
r fo
r ju
nior
hig
h sc
hool
for
eign
lan-
guag
e le
arni
ng m
ust f
irst
of
all b
e in
tere
stin
g to
the
lear
ner.
It i
s a
trui
smth
at n
o ap
prec
iabl
e le
arni
ng w
ill r
esul
t if
the
lear
ner
does
not
wan
t to
lear
n. S
uita
ble
subj
ects
for
uni
ts o
f w
ork
in th
e ju
nior
hig
h sc
hool
are
the
fol-
low
ing:
1. S
choo
l Lif
ein
cide
nts
deal
ing
with
lear
ning
act
iviti
es, c
lass
room
man
-ag
emen
t, ho
usek
eepi
ng c
hore
s, a
nd s
choo
l con
nect
ed o
ut-o
f-cl
ass
activ
i-tie
s2.
Fam
ily L
ife
eatin
g m
eals
, per
form
ing
chor
es, l
iste
ning
to r
ecor
ds, a
ndw
atch
ing
tele
visi
on3.
Com
mun
ity L
ife
usin
g pu
blic
tran
spor
tatio
n, s
hopp
ing,
lear
ning
abo
utth
e ad
ult w
orld
at w
ork,
ask
ing
dire
ctio
ns4.
Rec
reat
ion
goin
g to
or
givi
ng p
artie
s, v
acat
ioni
ng, t
rave
ling,
enj
oyin
gse
ason
al r
ecre
atio
n, c
eleb
ratin
g ho
liday
s, v
isiti
ng a
rt g
alle
ries
and
mu-
seum
s, g
oing
to th
e m
ovie
s, e
njoy
ing
hobb
ies
and
gam
es5.
Spo
rts
part
icip
atin
g in
spo
rts
and
enjo
ying
them
as
a sp
ecta
tor
6. I
ndiv
idua
l act
iviti
esge
tty lg
up,
dre
ssin
g, p
ract
icin
g go
od p
erso
nal h
y-gi
ene
7. A
dven
ture
disc
ussi
ng ta
ll ta
les,
sto
ries
of
expl
orat
ion,
mys
tery
sto
ries
,an
d ex
ploi
ts o
f he
roic
fig
ures
8. R
eadi
ngre
adin
g an
d di
scus
sing
fab
les,
ani
mal
ane
cdot
es, b
iogr
aphy
,hi
stor
y, a
nd h
umor
ous
anec
dote
s an
d st
orie
s
Dia
logu
esD
ialo
gues
bas
ed o
n ev
eryd
ay s
ituat
ions
typi
cal f
or th
e yo
ungs
ter
of 1
2-13
year
s, p
rovi
de a
ppro
pria
te m
ater
ial f
or le
arni
ng a
udio
-lin
gual
ski
lls th
roug
hm
imic
ry-m
emor
izat
ion
and
vari
atio
n T
hey
also
are
sui
tabl
e fo
r be
ginn
ing
read
ing
and
wri
ting
prac
tice
whe
n th
ese
latte
r sk
ills
are
intr
oduc
ed.
Dia
logu
es in
Lev
el I
sho
uld
be r
elat
ivel
y sh
ort.
Indi
vidu
al u
ttera
nces
sho
uld
prob
ably
not
run
ove
r si
x to
eig
ht s
ylla
bles
and
dia
logu
es s
houl
d pr
obab
ly n
otbe
for
;-r
than
eig
ht to
ten
lines
in le
ngth
.C
ompo
nent
par
ts o
f di
alog
ue m
ater
ial f
or a
typi
cal u
nit w
ill b
e:
1. T
he b
asic
dia
logu
e or
bas
ic s
ente
nces
for
mim
icry
-mem
oriz
atio
n
2. T
he d
ialo
gue
adap
tatio
n or
var
iatio
n w
hich
mak
es m
inor
cha
nges
in th
eba
sic
dial
ogue
to m
ake
it fi
t dif
fere
nt s
ituat
ions
3. T
he d
irec
ted
dial
ogue
s w
hich
ena
ble
the
teac
her
to e
licit
utte
ranc
esle
arne
d fr
om b
asic
dia
logu
es4.
Res
pons
e dr
ills
whi
ch p
rovi
de a
stim
ulus
sta
tem
ent o
r qu
estio
n ca
lling
for
a gi
ven
resp
onse
5. R
ecom
bina
tion
dial
ogue
s w
hich
re-
use
utte
ranc
es in
new
com
bina
tions
tofo
rm n
nw d
ialo
gues
6. P
atte
rn d
rills
for
pra
ctic
ing
subs
titut
ion
and
vari
atio
n w
ithin
bas
ic s
en-
tenc
esSe
e L
evel
I, S
eque
nce
A, D
rills
, for
exa
mpl
es o
f th
e ab
ove.
Tec
hniq
ues
for
Tea
chin
g D
ialo
gues
See
"Tec
hniq
ues
for
Tea
chin
g D
ialo
gues
," L
evel
I, S
eque
nce
A, "
Lon
ger
Dia
logu
es."
Oth
er M
atez
ials
The
juni
or h
igh
scho
ol c
hild
like
the
child
in e
lem
enta
ry s
choo
l can
bene
fit f
rom
occ
asio
nal e
xpos
ure
to n
arra
tives
and
des
crip
tions
. See
"N
ar-
rativ
es a
nd D
escr
iptio
ns,"
Lev
el I
, Seq
uenc
e A
, for
sug
gest
ions
. In
addi
tion
see
"Son
gs, R
hym
es, a
nd G
ames
," f
or a
dis
cuss
ion
of th
ero
le th
ey c
anpl
ay in
lang
uage
lear
ning
. How
ever
, the
par
ticul
ar s
ubje
ct m
atte
r of
the
narr
ativ
es a
nd d
escr
iptio
ns m
ust b
e su
itabl
e to
the
mat
urity
of
the
7th
grad
eras
opp
osed
to th
e 4t
h an
d 5t
h gr
ader
. Son
gs,
rhym
es, a
nd g
ames
will
be
thos
e ap
prop
riat
e to
the
twel
ve-y
ear-
old
rath
er th
an th
e ni
ne-y
ear-
old
child
.Id
eally
thos
e ch
osen
will
be
the
ones
enj
oyed
by
youn
gste
rs o
f a
sim
ilar
age
in th
e fo
reig
n co
untr
y.St
ruct
ure
In S
eque
nce
B, t
he L
evel
I p
rogr
am w
ill p
rovi
de c
onsi
dera
ble
oppo
rtun
ityfo
r dr
illin
g el
emen
ts o
f la
ngua
ge s
truc
ture
. Dia
logu
e ad
apta
tions
, dir
ecte
ddi
alog
ues,
res
pons
e dr
ill a
nd r
ecom
bina
tion
dial
ogue
s w
ilR a
ll be
use
d to
giv
eth
e st
uden
t pra
ctic
e in
var
iatio
n of
lang
uage
pat
tern
s. X
n ad
ditio
n, s
ubst
itu-
tion
and
tran
sfor
mat
ion
drill
s w
ill b
e us
ed to
fur
ther
foc
us o
n pa
rtic
ular
lear
ning
dif
ficu
lties
. Pat
tern
dri
lls a
re b
est u
sed
for
only
sho
rt p
erio
ds o
f th
ecl
ass
hour
, fiv
e to
ten
min
utes
. The
y ar
e ef
fect
ivel
y us
ed to
dri
ll a
new
str
uc-
ture
or
to r
emed
y fa
ulty
stu
dent
lear
ning
whe
n it
reve
als
itsel
fin
ora
l and
wri
tten
prod
uctio
n. S
tude
nt a
ttent
ion
will
lag
and
lear
ning
will
not
ord
inar
ilyoc
cur
if s
tude
nts
are
allo
wed
to b
ecom
ehy
pnot
ized
by
the
over
long
cha
ntin
gof
sub
stitu
tion
and
tran
sfor
mat
ion
drill
s.Ju
nior
hig
h sc
hool
stu
dent
s ca
n al
so b
enef
it by
eng
agin
g in
sho
rt, f
ive
tote
n m
inut
e cl
ass
disc
ussi
ons
of th
e gr
amm
ar th
ey h
ave
been
pra
ctic
ing
inva
riou
s dr
ills.
Gen
eral
ly s
tude
nts
can
be le
d to
mak
e th
eir
own
gene
raliz
atio
nsab
out a
spec
ts o
f gr
amm
ar. W
hen
disc
ussi
ng g
ram
mar
, tea
cher
s sh
ould
dis
-tin
guis
h be
twee
n or
al a
f cl
wri
tten
gram
mar
. Gra
mm
ar d
iscu
ssio
ns d
ealin
gw
ith s
poke
n la
ngua
ge s
houl
d de
al w
ith th
e re
al p
heno
men
a of
ora
l com
-m
unic
atio
n.R
eadi
ngL
ike
his
elem
enta
ry s
choo
l bro
ther
s an
d si
ster
s th
e ju
nior
hig
h sc
hool
pup
ilpr
obab
ly s
houl
d ha
ve a
n in
itial
per
iod
of p
urel
y au
dio-
lingu
al in
stru
ctio
n.D
urin
g th
is p
erio
d pu
pils
will
con
cent
rate
on
liste
ning
to n
ativ
e an
d ne
ar46
nativ
e sp
eake
rs a
nd a
ttem
pt to
imita
te p
ronu
ncia
tion
and
into
natio
n. O
rtho
g-ra
phy
of th
e ne
w la
ngua
ge w
ill n
ot b
e in
trod
uced
as
pupi
ls d
irec
t eve
ryat
tent
ion
to c
orre
ct r
epro
duct
ion
of n
ew s
ound
s an
d co
mbi
natio
ns o
f so
unds
.N
o de
fini
te ti
me
can
be s
et f
or th
e in
trod
uctio
n of
rea
ding
. Gen
eral
ly, i
t can
be s
aid
that
rea
ding
may
be
intr
oduc
ed w
hen
seei
ng th
e w
ritte
n la
ngua
ge w
illno
t ser
ious
ly d
istu
rb g
ood
habi
ts o
f pr
onun
ciat
ion,
phr
asin
g, a
nd s
tres
sing
.O
bvio
usly
then
the
orth
ogra
phy
for
lang
uage
s w
ith w
ritte
n sy
mbo
ls e
ntir
ely
diff
eren
t fro
m E
nglis
h m
ay b
e in
trod
uced
rel
ativ
ely
soon
aft
er th
e se
cond
lang
uage
lear
ning
beg
ins.
Suc
h an
ort
hogr
aphy
will
not
con
fuse
the
stud
ent
by d
eman
ding
sou
nds
diff
eren
t fro
m th
e on
es th
e st
uden
t hab
itual
ly u
ses
with
sym
bols
. The
tim
e la
g m
ay b
e sh
orte
r fo
r Sp
anis
h th
an F
renc
h be
caus
eth
e Sp
anis
h sp
ellin
g is
less
con
fusi
ng f
or th
e st
uden
t. In
the
fina
l ana
lysi
sth
e te
ache
r he
rsel
f m
ust d
ecid
e w
hen
her
stud
ents
can
beg
in to
rea
d w
ithou
tse
riou
sly
impa
irin
g or
al s
kills
.W
hen
read
ing
begi
ns, s
ome
drop
in o
ral a
ccur
acy
may
be
expe
cted
. To
min
imiz
e th
e de
teri
orat
ion
of s
peak
ing
skill
stu
dent
s w
ill b
egin
to r
ead
ma-
teri
al th
ey h
ave
alre
ady
prac
ticed
ora
lly, a
nd s
uch
read
ing
will
be
rein
forc
edby
cho
ral r
eadi
ng a
fter
the
teac
her
or a
tape
d vo
ice.
See
Rea
ding
, Lev
el I
, Seq
uenc
e A
, for
add
ition
al s
ugge
stio
ns r
egar
ding
teac
h-in
g te
chni
ques
.W
ritin
gC
opyi
ng o
f a
dial
ogue
and
oth
er u
nit m
ater
ial m
ay b
egin
imm
edia
tely
aft
erth
e st
uden
t lea
rns
to r
ead
the
text
. The
chi
ld s
houl
d be
exp
ecte
d to
wri
te o
nly
mat
eria
l whi
ch h
e ca
n re
ad. B
esid
es c
opyi
ng, t
he b
egin
ning
stu
dent
may
be
as-
sign
ed o
ther
sim
ple
wri
ting
task
s. T
hey
incl
ude
filli
ng in
a m
issi
ng w
ord
orph
rase
in a
sen
tenc
e, w
orki
ng c
ross
wor
d pn
zile
s, u
nscr
ambl
ing
jum
bled
utte
r-an
ces,
labe
ling
map
s, c
hart
s, s
how
case
s, a
nd b
ulle
tin b
oard
dis
play
s.A
fter
pra
ctic
e in
cop
ying
, stu
dent
s m
ay b
e as
ked
to w
rite
the
dial
ogue
ma-
teri
al f
rom
dic
tatio
n. T
he te
ache
r w
ill w
ant t
o in
sist
upo
n ac
cura
cy in
cap
i-ta
lizat
ion,
pun
ctua
tion,
spe
lling
, and
par
agra
phin
g du
ring
the
copy
ing-
dict
a-tio
n pe
riod
in o
rder
to f
ix h
abits
whi
ch w
ill c
arry
ove
r in
to th
e fr
eer
wri
ting
activ
ities
of
late
r le
vels
.L
evel
I s
tude
nts
may
als
o be
ass
igne
d sh
ort d
escr
iptio
ns a
nd n
arra
tives
.Su
ch to
pics
as
"My
Hou
se,"
"M
y Fa
mily
," "
My
Day
," o
r "A
n E
xcur
sion
toth
e B
each
," a
re s
uita
ble.
In
Lev
el I
suc
h as
sign
men
ts s
houl
d be
car
eful
lym
odel
ed a
fter
a r
eadi
ng a
ssig
nmen
t alr
eady
stu
died
and
will
usu
ally
fol
low
oral
pre
sent
atio
n of
the
desc
ript
ion
or n
arra
tive.
Cul
ture
In L
evel
I th
e fi
rst o
bjec
tive
is le
arni
ng a
lim
ited
amou
nt o
f th
e fo
reig
nla
ngua
ge. T
his
task
alo
ne is
a s
izab
le o
ne w
ithou
t tak
ing
cons
ider
able
tim
efo
r le
arni
ng a
bout
the
fore
ign
cultu
re. N
orm
ally
a s
yste
mat
ized
trea
tmen
t of
cultu
ral c
ontr
asts
bet
wee
n th
e st
uden
t's o
wn
cultu
re a
nd th
e fo
reig
n cu
lture
shou
ld w
ait u
ntil
at le
ast L
evel
II.
Dur
ing
Lev
el I
the
stud
ent w
ill b
e ap
plyi
ngth
e fo
reig
n la
ngua
ge to
fam
iliar
situ
atio
ns in
his
eve
ryda
y lif
e.H
owev
er, e
ven
in L
evel
I s
ome
time
may
be
devo
ted
to d
evel
opin
g an
und
er-
stan
ding
that
man
kind
has
dev
elop
ed d
iffe
rent
way
s of
livi
ng a
nd c
omm
unic
at-
ing.
Occ
asio
nal f
ilms
in E
nglis
h m
ay b
e us
ed to
beg
in a
cqua
intin
g th
e st
uden
tw
ith c
hara
cter
istic
s of
the
fore
ign
coun
try.
Rea
ding
boo
ks in
Eng
lish
whi
chha
ve th
eir
setti
ngs
in th
e fo
reig
n la
nd w
ill s
erve
the
sam
e pu
rpos
e. O
cca-
j
sion
al r
eadi
ng a
nd d
iscu
ssio
n of
the
infl
uenc
es o
f th
e fo
reig
n cu
lture
on
Am
eri-
can
soci
ety
thro
ugh
such
thin
gs a
sho
liday
s, c
usto
ms,
and
con
trib
utio
ns o
ffa
mou
s pe
ople
will
pro
ve b
enef
icia
l as
wel
l.Fu
rthe
r ap
prec
iatio
n of
the
fore
ign
cultu
re is
dev
elop
edth
roug
h le
arni
ng in
the
fore
ign
lang
uage
, aut
hent
ic s
ayin
gs, i
diom
s, r
hym
es,
prov
erbs
, gam
es,
and
song
s, th
at a
re e
njoy
ed b
y ch
ildre
n of
aco
mpa
rabl
e ag
e in
the
fore
ign
coun
try.
Hom
ewor
kU
nlik
e m
ost y
oung
ster
s in
Lev
el I
, Seq
uenc
e A
,ju
nior
hig
h sc
hool
stu
-de
nts
in S
eque
nce
B c
an n
orm
ally
be
assi
gned
som
eho
me
stud
y ac
tiviti
es.
Hom
e st
udy
reco
rds,
wor
kboo
ks, a
nd te
ache
r-m
ade
read
ing
and
wri
ting
as-
sign
men
ts c
an c
ontr
ibut
e to
lang
uage
lear
ning
at t
he s
ame
time
that
they
teac
h re
spon
sibi
lity
for
inde
pend
ent l
earn
ing.
Con
tent
of
Lev
el I
I, S
eque
nce
B (
The
Six
Yea
r Pr
ogra
m)
Gra
de 9
The
bro
ad to
pica
l uni
ts w
hich
wer
e su
gges
ted
for
Lev
el I
are
gen
eral
lysa
tisfa
ctor
y fo
r L
evel
II.
How
ever
, the
em
phas
is w
illbe
gin
to b
e on
mor
ere
adin
g as
stu
dent
s in
crea
sing
ly u
se r
eadi
ng a
ssig
nmen
ts a
s a
star
ting
poin
tfo
r or
al a
nd w
ritte
n w
ork.
The
y w
ill c
ontin
ue,
how
ever
, to
liste
n to
tape
and
teac
her-
pres
ente
d m
ater
ial a
s a
sour
ce f
orsu
ch a
ctiv
ities
as
wel
l. Si
mpl
efi
lms
in th
e fo
reig
n la
ngua
ge s
houl
d be
use
d as
oft
en a
sth
ey w
ill c
ontr
ibut
e to
achi
evin
g th
e ob
ject
ives
of
the
cour
se.
Mat
eria
l hea
rd, v
iew
ed, a
nd r
ead
will
dea
l inc
reas
ingl
yw
ith a
spec
ts o
f th
efo
reig
n cu
lture
, con
stan
tly c
ontr
astin
g it
with
the
stud
ent's
ow
n w
ay o
f lif
e.M
ater
ial c
hose
n m
ust a
ppea
l to
the
youn
gste
rs. I
t sho
uld
deal
with
con
tem
-po
rary
life
and
avo
id th
e qu
aint
.It s
houl
d de
al w
ith a
spec
ts o
f th
e lif
e of
for
-ei
gn y
oung
ster
s of
the
sam
e ag
e as
our
9th
gra
ders
,th
at is
, 14
year
s.St
uden
ts in
Lev
el I
I w
ill b
enef
it fr
om r
eadi
ng a
nddi
scus
sing
the
fol-
low
ing:
1. S
impl
e no
n-fi
ctio
n de
alin
g w
ith g
eogr
aphy
,cl
imat
e, p
opul
atio
n, p
rod-
ucts
, mus
ic, a
rt, c
usto
ms,
and
his
tory
2. S
impl
e bi
ogra
phy
and
hist
oric
al a
necd
otes
3. D
ialo
gues
, sim
ple
play
s, ta
les,
lege
nds,
poe
try,
and
frie
ndly
lette
rs
Lis
teni
ng, s
peak
ing,
and
rea
ding
act
iviti
es w
ill a
ll be
chos
en to
fos
ter
in-
crea
sing
inde
pend
ence
on
the
part
of
the
lear
ner.
He
will
be e
ncou
rage
d to
use
cont
ext c
lues
in u
nder
stan
ding
spo
ken
and
wri
tten
lang
uage
and
to u
se a
nalo
gyin
bui
ldin
g ut
tera
nces
that
var
y so
mew
hat f
rom
the
mod
el h
e ha
sm
emor
ized
earl
ier.
All
activ
ities
will
str
ess
voca
bula
ry d
evel
opm
ent t
o a
grea
ter
degr
eeth
an in
Lev
el I
.U
se o
f E
nglis
hSe
e L
evel
II,
Seq
uenc
e A
Lis
t& 4
, Spe
akin
g, R
eadi
ng, a
nd W
ritin
g in
Lev
el I
I, S
eque
nce
B(T
he S
ix Y
ear
Prog
ram
)Se
e L
evel
II,
Seq
uenc
e A
for
a d
iscu
ssio
nof
act
iviti
es in
the
four
ski
lls.
Gra
mm
ar I
n L
evel
II
(The
Six
Yea
r Pr
ogra
m)
In L
evel
I, S
eque
nce
B, s
tude
nts
will
hav
eus
ed m
ater
ials
esp
ecia
lly w
rit-
ten
to d
eal s
yste
mat
ical
ly w
ith p
robl
ems
of la
ngua
ge s
truc
ture
. The
y w
ill h
ave
mad
e so
me
gene
raliz
atio
ns a
bout
how
the
fore
ign
lang
uage
wor
ks in
con
tras
t
47
to E
nglis
h. L
evel
II
mat
eria
ls w
ill c
ontin
ue to
be
stru
ctur
ally
ori
ente
d an
dst
uden
ts s
houl
d be
enc
oura
ged
to m
ake
up r
ules
of
gram
mar
base
d on
thei
rob
serv
atio
ns o
f th
e gr
amm
ar s
yste
m. A
few
min
utes
at t
he e
nd o
f a
clas
spe
riod
sho
uld
suff
ice
for
stud
ents
and
teac
hers
to d
iscu
ss th
ew
orki
ngs
ofla
ngua
ge a
s de
mon
stra
ted
in a
day
's d
rills
. Suc
h br
ief
gram
mar
ses
sion
ssh
ould
be h
eld
for
wha
t the
y w
ill c
ontr
ibut
e to
the
stud
ent's
con
trol
of
the
lang
uage
.T
hey
shou
ld n
ever
str
etch
into
leng
thy
disc
ussi
ons
of g
ram
mar
for
its
own
sake
. How
ever
, tex
t mat
eria
ls o
r te
ache
r-pr
epar
ed m
ater
ials
sho
uld
cont
ain
gene
raliz
atio
ns a
bout
str
uctu
re a
nd s
tude
nts
ough
t to
know
how
to f
ind
and
use
thei
r ru
les
whe
n th
ey n
eed
to. S
ee "
Gra
mm
ar in
Lev
el I
I, T
he N
ine
Yea
rSe
quen
ce,"
for
add
ition
al d
iscu
ssio
n.
Cul
ture
In
Lev
el I
I (T
he S
ix Y
ear
Prog
ram
)Se
e C
ultu
re in
Lev
el I
I, T
he N
ine
Yea
r Se
quen
ce
Mat
eria
ls f
or S
eque
nce
BSe
e "I
nteg
rate
d M
ater
ials
for
the
Juni
or H
igh
Scho
ol,"
Seq
uenc
e A
LE
VE
LS
III,
TV
, VT
he S
enio
r H
igh
Scho
ol S
tude
nt, G
rade
s 10
, 11,
12
See
"The
Sen
ior
Hig
h Sc
hool
Stu
dent
as
a L
angu
age
Lea
rner
"Se
quen
ce A
Obj
ectiv
es f
or th
e Se
nior
Hig
h Sc
hool
Lev
els
(The
Six
Yea
r Pr
ogra
m)
The
sen
ior
high
sch
ool p
rogr
am in
the
six
year
seq
uenc
e w
ill n
orm
ally
allo
w th
e st
uden
t to
fini
sh in
term
edia
te a
nd a
dvan
ced
Lev
els
III,
IV
, and
V in
the
fore
ign
lang
uage
. It w
ill s
tres
s la
ngua
ge tr
aini
ng a
nd a
ccul
tura
tion
thro
ugh
expo
sure
to e
lem
ents
of
the
fore
ign
cultu
re ty
pica
lly p
art o
f an
old
erte
en-a
ger's
exp
erie
nce
in th
e fo
reig
n la
nd.
Obj
ectiv
es f
or L
evel
s II
I, I
V, V
Gen
eral
Obj
ectiv
es1.
Dev
elop
an
unde
rsta
ndin
g of
the
natu
re o
f la
ngua
geits
chi
tgin
g ch
ar-
acte
r, h
ow it
ref
lect
s cu
lture
2. C
ontin
ue to
fos
ter
an in
tere
st in
lang
uage
and
lang
uage
lear
ning
3. D
evel
op s
ome
appr
ecia
tion
of th
e ro
le th
at th
e fo
reig
n la
ngua
ge c
anpl
ay in
ach
ievi
ng th
e ge
nera
l goa
ls o
f ed
ucat
ion
deve
lopi
ng s
alea
ble
skill
s, p
rom
otin
g w
orth
whi
le u
se o
f le
isur
e tim
e, f
or e
xam
ple
4. D
evel
op c
onsi
dera
ble
cros
s-cu
ltura
l ins
ight
bec
ause
of
exte
nded
exp
osur
eto
the
fore
ign
cultu
re th
roug
h th
e fo
reig
n la
ngua
ge
Spec
ific
Lin
guis
tic O
bjec
tives
1. D
evel
op th
e ab
ility
to c
omm
unic
ate
with
eas
e in
eve
ryda
y si
tuat
ions
that
are
typi
cal f
or th
e yo
ung
adul
t2.
Dev
elop
ski
ll in
rea
ding
for
dif
fere
nt p
urpo
ses
the
man
y ki
nds
of m
a-te
rial
s us
ually
rea
d by
the
aver
age
stud
ent o
f hi
s ag
e in
the
fore
ign
cultu
re3.
Dev
elop
insi
ghts
into
adu
lt lif
e in
the
fore
ign
coun
try
with
spe
cial
emph
asis
on
aler
ting
the
lear
ner
to c
ross
-cul
tura
l dif
fere
nces
bet
wee
nth
e fo
reig
n cu
lture
and
his
ow
n4.
Dev
elop
an
abili
ty to
tran
slat
e w
ith a
fee
ling
for
corr
ect i
nter
pret
atio
nfr
om o
ne la
ngua
ge to
the
othe
r, m
ater
ial w
ithin
the
scop
e of
his
kno
wle
dge
and
expe
rien
ce5.
Beg
in a
dvan
ced
wor
k in
con
vers
atio
n, s
ynta
x, c
ompo
sitio
n, a
nd m
atur
e
liter
atur
e on
the
basi
s of
a s
ound
fund
amen
tal k
now
ledg
e of
the
fore
ign
lang
uage
and
cul
ture
Rev
iew
The
beg
inni
ng o
f se
nior
hig
h sc
hool
Lev
el I
II, i
s an
impo
rtan
t pla
ce f
orsy
stem
atic
rev
iew
bef
ore
proc
eedi
ng o
n th
een
tirel
y ne
w m
ater
ial i
n Se
quen
ceB
. In
Lev
el I
II s
tude
nts
with
vary
ing
back
grou
nds
will
be
com
ing
toge
ther
for
the
firs
t tim
e in
the
unfa
mili
arse
nior
hig
h sc
hool
set
ting.
The
stu
dent
sm
ay f
eel s
omew
hat
inse
cure
. It w
ill b
e th
e se
nior
hig
h sc
hool
teac
her's
initi
al ta
sk to
insp
ire
stud
ent c
onfi
denc
e an
d to
iden
tify
and
show
up
wea
k-ne
sses
that
may
exis
t in
vari
ous
stud
ent's
lang
uage
ski
lls.
The
sen
ior
high
scho
ol te
ache
r sh
ould
at n
o tim
e cr
itici
zest
uden
ts o
r th
eir
form
er te
ache
rsfo
r ap
pare
nt g
aps
in th
e st
uden
t'sba
ckgr
ound
. Cri
tical
com
men
ts o
f th
iski
nd c
an o
nly
frus
trat
e an
d di
scou
rage
the
stud
ents
. Whi
le it
is th
e ju
nior
high
sch
ool t
each
er's
res
pons
ibili
ty to
pre
pare
stud
ents
for
sen
ior
high
sch
ool
wor
k, th
e se
nior
hig
h sc
hool
teac
her
mus
tta
ke h
er s
tude
nts
whe
re th
ey a
rean
d m
ove
ahea
d w
ith th
em.
Gen
eral
Con
tent
for
Lev
el I
II (
The
Six
Yea
rPro
gram
)
See
Lev
el I
II, S
eque
nce
A, T
heN
ine
Yea
r Se
quen
ce, i
nclu
ding
sugg
este
d
"Uni
t Top
ics"
and
"A
ppro
pria
teM
ater
ials
."
Lev
el I
IIL
iste
ning
, Spe
akin
g, R
eadi
ng, a
nd W
ritin
gA
ctiv
ities
See
Lev
el I
II, S
eque
nce
A,
for
deta
iled
disc
ussi
on o
f ap
prop
riat
eac
tiviti
es
for
Lev
el I
II.
Gen
eral
Con
tent
for
Lev
el I
Y (
The
Six
Yea
r Pr
ogra
m)
The
Lev
el I
V s
tude
nt in
Seq
uenc
eB
is a
juni
or in
the
seni
orhi
gh s
choo
l.H
is in
tere
sts
and
back
grou
nd a
redi
rect
ing
him
tow
ard
adul
t tel
evis
ion,
mov
ies,
and
read
ings
in f
ictio
n an
dno
n-fi
ctio
n. H
e ha
s an
eve
rgro
win
gun
ders
tand
ing
of th
e w
orld
pre
sent
and
pas
t.W
hile
he
is u
sual
ly a
n en
thus
iast
icpa
rtic
ipan
tin
sch
ool a
ctiv
ities
this
stu
dent
is a
lrea
dy lo
okin
g be
yond
hig
hsc
hool
to c
ol-
lege
and
/or
a ca
reer
.A
s an
11t
h gr
ader
the
stud
entw
ill n
orm
ally
be
stud
ying
Am
eric
anlit
erat
ure,
Am
eric
an h
isto
ry, p
hysi
cs, a
ndm
athe
mat
ics.
He
may
in a
dditi
on, b
epl
ayin
g
in th
e sc
hool
ban
d or
orc
hest
ra,
part
icip
atin
g in
one
or
mor
e ot
her
extr
a-cu
rric
ular
act
iviti
es, o
r w
orki
ng a
t apa
rt-t
ime
job.
For
eign
lang
uage
leam
ings
will
be
mor
e m
eani
ngfu
l for
the
stud
ent i
f un
its o
f st
udy
are
plan
ned
tore
late
to s
tude
nts'
inte
rest
s an
dac
tiviti
es a
t thi
s le
vel.
Inte
rest
s m
aybe
sum
-
mar
ized
as
follo
ws:
1. S
choo
l and
col
lege
life
2. S
port
s3.
Mat
ure
adul
t adv
entu
re4.
Tra
vel
5. B
oy-g
irl r
elat
ions
hips
6. P
oliti
cs a
nd w
orld
aff
airs
7. S
ocia
l pro
blem
s8.
Sci
ence
Suita
ble
cont
ent i
nclu
des
the
follo
win
g:
1. C
onte
mpo
rary
lite
ratu
rere
ad b
oth
in a
nd o
ut o
f cl
ass
48
2. C
urre
nt e
vent
s3.
His
tory
som
e pa
ralle
l uni
ts th
atco
rrel
ate
with
Am
eric
an h
isto
ry c
ours
es4.
Sci
ence
part
icul
arly
impo
rtan
t phy
sici
sts
and
conc
epts
whi
ch th
eyfo
rmul
ated
5. T
rave
lin
clud
ing
som
e si
tuat
iona
l dia
logu
es, r
eadi
ngs,
and
film
s ab
out
som
e ar
eas
in th
e fo
reig
n co
untr
y6.
The
for
eign
lang
uage
sou
rce
and
deve
lopm
ent
7. T
he f
orei
gn h
erita
gegr
eat s
chol
ars,
art
ists
, wri
ters
, com
pose
rs, m
on-
umen
tsFo
reig
n la
ngua
ge te
ache
rs w
ho w
ish
to te
ach
units
rel
ated
to th
ose
taug
htby
col
leag
ues
in o
ther
dep
artm
ents
sho
uld
inve
stig
ate
wha
t uni
ts w
ill b
e ta
ught
by 1
1th
grad
e te
ache
rs, p
artic
ular
ly in
Eng
lish
and
soci
al s
tudi
es. S
ee M
in-
neso
ta S
tate
Dep
artm
ent o
f E
duca
tion
Gui
des
for
Lan
guag
e A
rts
and
Soci
alSt
udie
s fo
r su
gges
ted
11th
gra
de u
nits
. Lev
els
V a
nd V
I, S
eque
nce
A, o
f th
isgr
ade
lists
som
e tit
les
that
see
m p
artic
ular
lyap
prop
riat
e.
Mat
eria
lsM
ater
ials
to b
e us
ed in
Lev
el I
V w
ill n
ot v
ary
grea
tly in
kin
d fr
om th
ose
used
in L
evel
III
. The
y w
ill, h
owev
er,
be m
ore
diff
icul
t in
the
idea
s th
eypr
esen
t and
in th
e la
ngua
ge th
ey u
se.S
uita
ble
mat
eria
ls in
clud
e:
1. R
ecor
ding
s of
rad
io p
rogr
ams,
new
scas
ts,
play
s, p
oetr
y, m
usic
, and
nar
-ra
tives
2. F
ilmst
rips
, slid
es, a
nd s
ound
film
s3.
Pla
ys, n
ovel
s, s
hort
sto
ries
, poe
ms,
and
artic
les
from
new
spap
ers,
mag
a-zi
nes,
and
enc
yclo
pedi
as
Apt
.R.U
.t4
t
,
ti tr; r7
Indi
vidu
al d
iffe
renc
es in
stu
dent
abi
litie
s w
ill r
equi
re th
at te
ache
rs in
divi
du-
aliz
e as
sign
men
ts a
s m
uch
as p
ossi
ble.
Tea
cher
s m
ay in
form
them
selv
es r
e-ga
rdin
g st
uden
t int
eres
ts a
nd c
tmita
lize
on th
eir
inte
rest
s to
stim
ulat
e le
arni
ng.
Info
rmat
ion
abou
t stu
dent
int,.
cst
s ca
n be
gat
here
d th
roug
h qu
estio
nnai
res
or c
lass
dis
cuss
ions
.
Lis
teni
ng, S
peak
ing,
Rea
ding
, and
Wri
ting
Act
iviti
es f
or L
evel
IV
(The
Six
Yea
r Pr
ogra
m)
See
Lev
el I
V, S
eque
nce
A, t
he N
ine
Yea
r se
quen
ce f
or a
nex
tens
ive
disc
ussi
on o
f lis
teni
ng, s
peak
ing,
rea
ding
, and
wri
ting
activ
ities
.
Uni
ts o
f In
stru
ctio
nSe
e "D
evel
opin
g a
Uni
t of
Fore
ign
Lan
guag
e In
stru
ctio
n."
Ref
er to
Seq
uenc
e A
, Lev
el I
V.
Con
tent
for
Lev
el V
, Seq
uenc
e B
(T
he S
ix Y
ear
Prog
ram
)T
houg
h Se
quen
ce B
stu
dent
s w
ill n
ot u
sual
ly r
each
the
sam
ele
vel o
fle
arni
ng a
s th
ose
who
fin
ish
Sequ
ence
A, t
he c
onte
nt u
sed
at th
isle
vel i
s ve
rysi
mila
r. T
hat i
s, th
ere
is a
dif
fere
nce
in d
egre
e ra
ther
than
kin
d.T
here
fore
,th
e de
scri
ptio
n of
con
tent
for
Lev
els
V a
nd V
I in
Seq
uenc
eA
, The
Nin
eY
ear
Sequ
ence
, is
appr
opri
ate
for
Sequ
ence
B s
tude
nts
as w
ell.
TH
E F
OU
R Y
EA
R P
RO
GR
AM
SEQ
UE
NC
E C
In m
any
resp
ects
the
four
-yea
r-se
quen
ce is
sim
ilar
to th
e ni
ne y
ear
and
six
year
seq
uenc
es. T
here
can
, for
exa
mpl
e, b
e no
com
prom
ise
with
the
effo
rt to
deve
lop
all f
our
lang
uage
ski
lls. F
urth
erm
ore,
in g
ener
al, t
he a
ppro
pria
te te
ch-
niqu
es f
or le
vels
of
inst
ruct
ion
in s
eque
nces
A, B
, or
C w
ill b
e si
mila
r.H
owev
er, s
ome
diff
eren
ces
will
nec
essa
rily
exi
st f
or a
num
brr
of r
easo
ns.
In th
e fi
rst p
lace
the
age
of th
e be
ginn
er in
seq
uenc
e C
det
erm
ines
that
he
will
not w
ant t
o le
arn
from
the
sam
e m
ater
ials
as
the
youn
ger
child
. Whi
leth
e sa
me
gene
ral s
ubje
ct a
rea,
sch
ool l
ife,
may
be
appr
opri
ate
to L
evel
I in
any
sequ
ence
, spe
cifi
c di
alog
ue s
ituat
ions
and
rea
ding
s m
ust b
e ap
prop
riat
e to
the
inte
rest
s of
the
lear
ner
of a
giv
en a
ge.
Bes
ides
the
diff
eren
ce in
inte
rest
s du
e to
mat
urity
, one
mus
t men
tion
the
diff
eren
ce in
abi
lity
due
to m
atur
atio
n. T
he o
lder
chi
ld h
as h
ad a
muc
hri
cher
bac
kgro
und
of e
xper
ienc
e th
an th
e 4t
h or
7th
gra
der.
His
for
mal
and
info
rmal
edu
catio
n m
ake
him
abl
e to
und
erst
and
conc
epts
whi
ch w
ould
be
unin
telli
gibl
e to
the
youn
ger
child
.G
ener
ally
he
is a
bet
ter
stud
ent.
Tha
t is
to s
ay, t
he o
lder
stu
dent
will
hav
eac
quir
ed s
tudy
ski
lls w
hich
ena
ble
him
to d
o m
uch
lear
ning
with
out c
onst
ant
teac
her
dire
ctio
n. H
e w
ill e
xpec
t hom
e st
udy
assi
gnm
ents
and
can
usu
ally
be
expe
cted
to c
ompl
ete
them
if h
e ju
dges
that
the
assi
gnm
ents
are
rea
sona
ble.
He
will
be
bette
r ab
le to
lear
n in
the
lang
uage
labo
rato
ry. H
is b
ackg
roun
d in
form
al g
ram
mar
whi
le s
ketc
hy, m
ay in
clud
e se
vera
l yea
rs o
f st
udy
in h
is E
nglis
hcl
asse
s. H
e m
ay b
e ge
tting
som
e tr
aini
ng in
gra
mm
ar a
s he
beg
ins
his
fore
ign
lang
uage
stu
dy. I
f he
has
alr
eady
bee
n st
udyi
ng a
sec
ond
lang
uage
, he
will
brin
g co
nsid
erab
le k
now
ledg
e of
for
eign
lang
uage
stu
dy te
chni
ques
to th
e st
udy
of th
e se
cond
for
eign
lang
uage
.B
ecau
se o
f th
e m
atur
ity o
f th
e Se
quen
ce C
stu
dent
, he
can
lear
n m
uch
mor
e in
a s
hort
er ti
me
than
beg
inni
ng a
nd in
term
edia
te s
tude
nts
in o
ther
se-
quen
ces.
He
can
form
gen
eral
izat
ions
and
app
ly th
em to
ora
l and
wri
tten
lang
uage
. How
ever
, he
need
s, ju
st a
s yo
unge
r st
uden
ts d
o, c
onsi
dera
ble
prac
-tic
e de
vote
d to
&lu
ll fo
rmat
ion
in th
e ar
eas
of p
ronu
ncia
tion,
into
natio
n,gr
amm
ar, a
nd s
ynta
x. K
now
ing
abou
t lan
guag
e is
hel
pful
to h
im, b
ut it
is n
ota
subs
titut
e fo
r co
nsta
nt in
tens
ive
prac
tice
in u
sing
lang
uage
.R
eadi
ng in
stru
ctio
n, w
hile
it s
houl
d no
t be
allo
wed
to in
terf
ere
with
de-
velo
pmen
t of
oral
ski
lls, m
ust b
egin
ear
ly in
Seq
uenc
e C
and
mus
t be
mor
ein
tens
ifie
d th
an in
Seq
uenc
e A
or
B. R
apid
dev
elop
men
t of
read
ing
skill
sis
impo
rtan
t bec
ause
of
the
Lev
el C
stu
dent
s ne
ed f
or m
atur
e m
ater
ial.
In a
d-di
tion,
one
can
not i
gnor
e th
e sh
ort t
ime
befo
re p
ossi
ble
use
of la
ngua
ge in
colle
ge a
nd u
nive
rsity
cou
rses
.B
ecau
se th
e Se
quen
ce C
stu
dent
is e
xpos
ed to
the
fore
ign
lang
uage
ove
r a
shor
ter
span
of
year
s th
an s
tude
nts
in s
eque
nces
A a
nd B
, he
will
not
get
the
expe
rien
ce o
f "g
row
ing
up"
in th
e fo
reig
n cu
lture
to th
e de
gree
that
oth
erst
uden
ts d
o. H
e ca
n an
d sh
ould
, how
ever
, "gr
ow u
p" in
the
four
-yea
r pr
o-
50
gram
to th
e ex
tent
that
this
is p
ossi
ble
in a
rel
ativ
ely
inte
nsiv
e co
urse
of
stud
yw
hich
beg
ins
whe
n th
e le
arne
r is
alr
eady
14
year
s ol
d. A
t eac
h le
vel t
hepr
ogra
m s
houl
d at
tem
pt to
trea
t som
e su
bjec
ts w
hich
wou
ld ty
pica
lly b
e of
inte
rest
to th
e yo
ungs
ter
of c
orre
spon
ding
age
in th
e fo
reig
n la
nd. O
bvio
usly
,th
e cu
ltura
l obj
ectiv
es w
ill b
e m
ore
limite
d th
an th
ose
in th
e ot
her
sequ
ence
s.
The
Stu
dent
In
Sequ
ence
C a
s A
Lan
guag
e L
earn
erSt
uden
ts b
egin
ning
for
eign
lang
uage
lear
ning
in g
rade
nin
e an
d co
ntin
uing
stud
y in
gra
des
10-1
2 ar
e be
st d
escr
ibed
in th
e se
ctio
n "T
he S
enio
r H
igh
Scho
ol S
tude
nt a
s a
Lan
guag
e L
earn
er."
How
ever
, tea
cher
s ar
e re
min
ded
that
man
y pr
oble
ms
of a
rtic
ulat
ion
have
ari
sen
in th
e pa
st w
hen
stud
ents
fro
mju
nior
hig
h sc
hool
pro
gram
s ha
ve b
een
enro
lled
in L
evel
II
high
sch
ool
clas
ses
with
old
er s
tude
nts
who
had
beg
un s
tudy
as
soph
omor
es o
r ju
nior
s.Pa
rt o
f th
is p
robl
em h
as a
rise
n be
caus
e it
was
ass
umed
that
the
nint
hgr
ader
cou
ld le
arn
exac
tly th
e sa
me
mat
eria
l in
the
sam
e w
ay a
s se
nior
high
sch
ool s
tude
nts.
As
a ge
nera
l rul
e, h
e is
less
mat
ure,
less
abl
e to
wor
k in
tens
ivel
y an
d ha
s di
ffer
ent i
nter
ests
. He
tend
s to
be
mor
e liv
ely
and
enth
usia
stic
. Tea
cher
s re
spon
sibl
e fo
r L
evel
I in
stru
ctio
n in
gra
de n
ine
will
not
e th
at m
uch
of th
e m
ater
ial u
nder
"T
he J
unio
r H
igh
Scho
ol S
tude
ntas
a L
angu
age
Lea
rner
" is
app
licab
le to
stu
dent
s in
thes
e cl
asse
s.
Obj
ecL
es o
f T
he F
our
Yea
r Pr
ogra
m S
eque
nce
CT
he f
our
year
seq
uenc
e of
for
eign
lang
uage
stu
dy p
rovi
des
an o
ppor
tuni
tyfo
r th
e le
arne
r to
dev
elop
a g
ood
com
man
d of
the
four
lang
uage
ski
lls.
Thi
s le
arni
ng c
an la
ter
be e
xten
ded
thro
ugh
colle
ge w
ork,
oth
er s
tudy
, or
fore
ign
trav
el a
nd f
orei
gn r
esid
ence
. Obj
ectiv
es a
re th
e fo
llow
ing:
Gen
eral
Obj
ectiv
es:
1. D
evel
op p
ositi
ve a
ttitu
des
tow
ard
fore
ign
lang
uage
lear
ning
and
tow
ard
peop
le w
ho s
peak
for
eign
lang
uage
s2.
Dev
elop
an
unde
rsta
ndin
g of
how
lang
uage
is le
arne
d3.
Dev
elop
an
unde
rsta
ndin
g of
the
natu
re o
f la
ngua
geits
cha
ngin
gch
arac
ter,
how
it r
efle
cts
cultu
re4.
Dev
elop
som
e ap
prec
iatio
n of
the
role
that
the
fore
ign
lang
uage
can
play
in a
chie
ving
the
gene
ral g
oals
of
educ
atio
n, d
evel
opin
g sa
leab
lesk
ills,
pro
mot
ing
wor
thw
hile
use
of
leis
ure
time
5. D
evel
op a
n un
ders
tand
ing
of th
e lif
e of
the
adol
esce
nt a
nd a
dult
inth
e fo
reig
n co
untr
y w
ith s
peci
al e
mph
asis
on
aler
ting
the
lear
ner
tocr
oss-
cultu
ral d
iffe
renc
es
Spec
ific
Lin
guis
tic O
bjec
tives
:1.
Dev
elop
the
abili
ty to
und
erst
and
a na
tive
spea
ker
whe
n he
is s
peak
ing
at n
orm
al s
peed
on
a ge
nera
l top
ic
LS
,11
St
2. D
evel
op th
e ab
ility
to c
omm
unic
ate
with
a f
air
amou
nt o
f sk
ill in
eve
ry-
day
situ
atio
ns ty
pica
l for
the
youn
g ad
ult
3. D
evel
op s
kill
in r
eadi
ng f
or d
iffe
rent
pur
pose
s a
num
ber
of k
inds
of
mat
eria
ls ty
pica
lly r
ead
by th
e av
erag
e yo
uth
of h
is a
ge in
the
fore
ign
cultu
re4.
Beg
in a
dvan
ced
wor
k in
con
vers
atio
n, s
ynta
x, c
ompo
sitio
n, a
nd m
atur
elit
erat
ure
on th
e ba
sis
of s
ound
fun
dam
enta
l kno
wle
dge
of th
e la
ngua
gean
d cu
lture
5. B
egin
at a
n ad
vanc
ed le
vel t
o de
velo
p an
abi
lity
to tr
ansl
ate
with
afe
elin
g fo
r co
rrec
t int
erpr
etat
ion
from
one
lang
uage
to th
e ot
her
that
mat
eria
l whi
ch is
with
in th
e sc
ope
of o
ne's
kno
wle
dge
and
expe
rien
ce
Con
tent
of
Lev
el I
-II
Sequ
ence
C (
The
Fou
r Y
ear
Prog
ram
)G
rade
s 9-
10E
ach
sequ
ence
of
fore
ign
lang
uage
stu
dy m
ust b
e ca
refu
lly ta
ilore
d to
the
inte
rest
s an
d ta
lent
s of
the
age
grou
p fo
r w
hich
it is
inte
nded
. Thu
s,w
hile
the
gene
ral t
opic
s tr
eate
d in
uni
ts o
f Se
quen
ce C
do
not d
iffe
r gr
eatly
from
thos
e of
Seq
uenc
es A
and
B, t
he w
ay in
whi
ch th
ey a
re tr
eate
d w
illdi
ffer
. Sui
tabl
e to
pics
for
uni
ts o
f w
ork
in S
eque
nce
C a
re th
e fo
llow
ing:
1. S
choo
l Lif
ein
cide
nts
deal
ing
with
lear
ning
act
iviti
es, c
lass
room
man
-ag
emen
t, ho
usek
eepi
ng c
hore
s, a
nd s
choo
l con
nect
ed o
ut-o
f-cl
ass
ac-
tiviti
es2.
Fam
ily L
ife
eatin
g m
eals
, doi
ng h
ouse
hold
cho
res,
list
enin
g to
rec
ords
,an
d w
atch
ing
tele
visi
on3.
Com
mun
ity L
ife
usin
g pu
blic
tran
spor
tatio
n, s
hopp
ing,
lear
ning
abo
utth
e w
orld
at w
ork,
ask
ing
dire
ctio
ns4.
Rec
reat
ion
goin
g to
or
givi
ng p
artie
s, v
acat
ioni
ng, t
rave
ling,
enj
oyin
gse
ason
al r
ecre
atio
n, c
eleb
ratin
g ho
liday
s, v
isiti
ng a
rt g
alle
ries
and
mu-
seum
s, a
nd g
oing
to th
e m
ovie
s, e
njoy
ing
hobb
ies
and
gam
es5.
Spo
rts
part
icip
atin
g in
spo
rts
and
enjo
ying
them
as
a sp
ecta
tor
6. I
ndiv
idua
l act
iviti
esge
tting
up,
dre
ssin
g, p
ract
icin
g go
od p
erso
nal
hygi
ene
7. A
dven
ture
read
ing
and
disc
ussi
ng s
tori
es o
f ex
plor
atio
n, m
yste
ry s
tor-
ies,
tale
s of
intr
igue
, and
oth
er a
dven
ture
sto
ries
8. R
eadi
ngre
adin
g an
d di
scus
sing
sto
ries
whi
ch d
eal w
ith th
e pr
oble
ms
of y
oung
peo
ple
and
adul
ts
Dia
logu
es I
n L
evel
s I
and
IID
ialo
gues
bas
ed o
n ev
eryd
ay s
ituat
ions
com
mon
for
you
ngst
ers
of 1
4-15
year
s pr
ovid
e ap
prop
riat
e m
ater
ial f
or le
arni
ng a
udio
-lin
gual
skill
s th
roug
hm
imic
ry-m
emor
izat
ion
and
vari
atio
n. D
ialo
gue
text
is a
lso
suita
ble
for
begi
n-ni
ng r
eadi
ng a
nd w
ritin
g pr
actic
e w
hen
stud
ents
beg
in to
rea
d an
d w
rite
.C
ompo
nent
par
ts o
f a
typi
cal u
nit w
ill b
e:
1. T
he b
asic
dia
logu
e or
bas
ic s
ente
nce
for
mim
icry
-mem
oriz
atio
n2.
Ada
ptat
ions
or
vari
atio
ns w
hich
mak
e m
inor
cha
nges
in th
e ba
sic
dia-
logu
e to
mak
e it
fit d
iffe
rent
situ
atio
ns3.
Dir
ecte
d di
alog
ues
whi
ch e
nabl
e th
e te
ache
r or
stu
dent
lead
ers
to e
licit
utte
ranc
es le
arne
d fr
om b
asic
dia
logu
es4.
Res
pons
e dr
ills
whi
ch p
rovi
de a
stim
ulus
sta
tem
ent o
r qu
estio
n ca
lling
51
for
a gi
ven
resp
c-,s
e. Q
uest
ions
may
rel
ate
to th
e ba
sic
dial
ogue
or
toth
e lif
e of
stu
dent
s in
the
clas
sroo
m5.
Rec
ombi
natio
n di
alog
ues
whi
ch r
e-us
e ut
tera
nce.
- in
new
com
bina
tions
to f
orm
new
dia
logu
es6.
Pat
tern
dri
lls f
or p
ract
icin
g su
bstit
utio
n an
d :n
atio
n w
ith b
asic
sen
tenc
es7.
Nar
rativ
e re
-com
bina
tions
of
dial
ogue
mat
eria
ls to
giv
e st
uden
ts p
ract
ice
in r
eadi
ng n
arra
tive
styl
e
Sam
ple
basi
c di
alog
ueR
ober
t: H
i, B
ill!
Whe
re a
re y
ou g
oing
?W
illia
m: H
i, B
ob. I
hav
e to
go
to th
e st
ore
for
a lo
af o
f br
ead.
Rob
ert:
Goo
d. I
hav
e to
go
to th
e st
ore,
too.
Will
iam
: Say
, who
's th
at c
ute
girl
. I n
ever
saw
her
bef
ore.
Rob
ert:
Tha
t's S
andr
a Jo
hnso
n. S
he ju
st m
oved
in. W
ould
you
like
tom
eet h
er?
Will
iam
: You
bet
I w
ould
.R
ober
t: H
i, Sa
ndy.
Thi
s is
Bill
Sw
anso
n. H
e liv
es in
the
next
blo
ck.
Sand
ra: H
i, B
ill. I
see
you
hav
e a
good
Iri
sh n
ame
like
min
e.W
illia
m: Y
es, I
hav
e. W
e're
goi
ng to
the
stor
e. A
re y
ou w
alki
ng th
at w
ay?
Sand
ra: Y
es, I
hav
e to
go
to th
e st
ore,
too.
Will
iam
: Gre
at!
Let
's a
ll go
toge
ther
.
Sam
ple
Dia
logu
e A
dapt
atio
n or
Var
iatio
nD
ougl
as: H
i, Pe
te!
Whe
re a
re y
ou g
oing
?Pe
ter:
Hi,
Dou
g. I
hav
e to
rid
e up
to th
e st
atio
n. M
y tir
es n
eed
air.
Do
you
wan
t to
ride
alo
ng?
Dou
glas
: No,
I c
an't.
We'
re g
oing
to e
at lu
nch
in a
few
min
utes
.M
rs. A
nder
son:
Dou
g! L
unch
ire
ady.
Oh,
hel
lo, P
eter
. How
are
you
?Pe
ter:
I'm
fin
e, M
rs. A
nder
son.
Are
you
fee
ling
bette
r?M
rs. A
nder
son:
Yes
, I a
m. T
hank
you
, Pet
er.
Pete
r: T
hat's
goo
d. W
ell,
I'd b
ette
r go
now
. Goo
dbye
, Mrs
. And
erso
n.So
long
, Dou
g.M
rs. A
nder
son:
Goo
dbye
, Pet
er.
Dou
glas
: So
long
.
Sam
ple
Dir
ecte
d D
ialo
gue
Tea
cher
: Tho
mas
, gre
et J
ohn
and
ask
how
he
is.
Pupi
l I: H
i, Jo
hn. H
ow a
re y
ou?
Pupi
l II:
Hi,
Bill
. I'm
fin
e. H
ow a
re y
ou?
Pupi
l I: I
'm f
ine,
too,
than
ks.
Tea
cher
: Joh
n, a
sk M
ary
whe
re s
he's
goi
ng.
Pupi
l II:
Mar
y, w
here
are
you
goi
ng?
Pupi
l III
: I h
ave
to g
o to
the
offi
ce.
Sam
ple
Res
pons
e D
rill
Tea
cher
: Hel
lo, J
ohn.
Whe
re a
re y
ou g
oing
?Pu
pil I
: I'm
goi
ng to
the
libra
ry.
Tea
cher
: Mad
e, a
re y
ou g
oing
to th
e lib
rary
?Pu
pil I
I: N
o, I
'm g
oing
to th
e of
fice
.T
each
er: W
here
is B
ill g
oing
?Pu
pil I
I: H
e's
goin
g ho
me.
Sam
ple
Rec
ombi
natio
n D
ialo
gue
Pupi
l I: H
ello
, Del
ores
. Whe
re a
re y
ou g
oing
?Pu
pil I
I: H
i, Su
e. I
'm g
oing
to th
e be
auty
par
lor.
I h
ave
a tw
o o'
cloc
kap
poin
tmen
t.Pu
pil I
: I'll
wal
k al
ong.
I'm
goi
ng to
the
bake
ry.
Pupi
l II:
Who
's th
at c
ute
boy
acro
ss th
e st
reet
?Pu
pil I
: Tha
t's G
eorg
e N
elso
n. H
e's
a ne
w b
oy in
the
neig
hbor
hood
,Pu
pil I
I: I
'd li
ke to
mee
t him
.Pu
pil I
:in
trod
uce
you
som
etim
e. W
e do
n't h
ave
time
now
.
Patte
rn D
rills
See
the
sect
ion
on "
Dri
lls"
for
exam
ples
of
patte
rn d
rills
.
Rec
ombi
natio
n N
arra
tive
Bill
is le
avin
g th
e ho
use
on h
is w
ay to
the
stor
e w
hen
his
frie
nd B
ob c
omes
by. B
ob h
as to
go
to th
e st
ore,
too,
and
so
they
set
out
toge
ther
. The
y go
only
a f
ew s
teps
whe
n B
ob n
otic
es a
pre
tty b
lend
gir
l sitt
ing
onth
e st
eps
of a
hou
se a
cros
s th
e st
reet
. Bill
wav
es to
her
, sm
iles,
and
say
she
llo,
but w
hen
Pnb
says
he
wou
ld li
ke to
mee
t the
gir
l, B
ill te
lls h
im th
ey d
ono
t hav
e tim
e an
d hu
rrie
s hi
m a
way
. Bot
h B
ob a
nd th
egi
rl w
onde
r w
hy B
illis
in s
uch
a hu
rry.
Tec
hniq
ues
for
Tea
chin
g D
ialo
gues
The
bas
ic d
ialo
gues
are
intr
oduc
ed b
y th
e te
ache
r sp
eaki
ng a
tnor
mal
spe
edus
ing
norm
al li
nkin
g an
d in
tona
tion,
or
by p
layi
ng a
tape
reco
rdin
g of
nat
ive
spea
kers
pre
sent
ing
the
dial
ogue
. Mea
ning
may
be
esta
blis
hed
thro
ugh
ac-
tions
, ges
ture
s, f
acia
l exp
ress
ions
, pic
ture
s, a
nd r
eal o
bjec
ts.
If E
nglis
h is
used
for
cla
rifi
catio
n, th
e E
nglis
h "e
quiv
alen
ts"
for
the
basi
c se
nten
ces
shou
ld n
ot b
e lit
eral
tran
slat
ions
but
nat
ural
Eng
lish
utte
ranc
es w
hich
wou
ld b
eus
ed in
a s
imila
r si
tuat
ion.
Whe
n th
e en
tire
clas
s ha
s pr
actic
ed r
epea
ting
the
dial
ogue
sen
tenc
esaf
ter
the
teac
her
mod
el, s
mal
ler
and
smal
ler
grou
ps w
ithin
the
clas
s ar
eca
lled
upon
for
repe
titio
n; a
nd f
inal
ly in
divi
dual
res
pons
es a
re c
alle
d fo
r.N
ext,
dial
ogue
s ar
e pr
actic
ed w
ith th
e te
ache
r ta
king
one
role
whi
le th
ew
hole
cla
ss ta
kes
the
othe
r. A
gain
, gra
dual
ly th
e si
ze o
f th
e gr
oup
is r
educ
edun
til o
ne s
tude
nt h
as th
e ro
le o
ppos
ite th
e te
ache
r. W
hen
the
indi
vidu
als
can
resp
ond
accu
rate
ly a
nd c
onfi
dent
ly b
oth
in c
horu
s an
din
divi
dual
ly, t
he p
arts
shou
ld b
e re
vers
ed s
o th
at th
e st
uden
ts le
arn
all d
ialo
gue
utte
ranc
es.
Eve
ntua
lly,
stud
ents
can
take
bot
h ro
les
with
out t
he te
ache
r. A
fter
a d
ialo
gue
is le
arne
d, it
is r
epea
tedl
y dr
amat
ized
by
diff
eren
t mem
bers
of
the
clas
s. D
ram
atiz
atio
n pr
o-vi
des
vari
ety
in c
lass
act
iviti
es a
nd in
volv
es th
e le
arne
r ph
ysic
ally
as
wel
l as
men
tally
, thu
s st
reng
then
ing
the
asso
ciat
ion
betw
een
mea
ning
and
lang
uage
.Fr
eque
ntly
, with
long
er u
ttera
nces
the
teac
her
will
hav
e to
mak
e a
poin
tof
bre
akin
g th
em d
own
into
ele
men
ts w
hich
stu
dent
s ca
n re
prod
uce.
Ord
i-na
rily
, utte
ranc
es s
houl
d be
bro
ken
dow
n in
to m
eani
ngfu
l phr
ases
abo
ut s
ixsy
llabi
es in
leng
th. T
hese
sho
rter
phr
ases
are
mod
eled
by
the
teac
her
and
repe
ated
by
the
lear
ners
beg
inni
ng w
ith th
e la
st p
hras
e of
the
utte
ranc
e an
dad
ding
add
ition
al p
rece
ding
ele
men
ts u
ntil
the
utte
ranc
e is
com
plet
e. W
hile
mos
t rep
etiti
on w
ill b
e ch
oral
in n
atur
e, o
ccas
iona
llyin
divi
dual
rep
etiti
onsh
ould
als
o be
cal
led
for.
Sam
ple
Utte
ranc
e B
uild
up:
52
Tea
cher
: I h
ave
a ca
t, bu
t I d
on't
have
a d
og.
Tea
cher
:I
don'
t hav
e a
dog.
Pupi
ls:
I do
n't h
ave
a do
g.T
each
er:
but I
don
't ha
ve a
dog
.Pu
pils
:bu
t I d
on't
have
a d
og.
Tea
cher
: I h
ave
a ca
t, bu
t I d
on't
have
a d
eg.
Pupi
ls: I
hav
e a
cat b
ut I
don
't ha
ve a
dog
.O
nce
a di
alog
ue h
as b
een
over
lear
ned
them
shou
ld b
e fr
eque
nt r
e-en
try
of th
e ut
tera
nces
into
new
mat
eria
l to
mak
e th
e ut
tera
nces
mea
ning
ful.
Lea
rnin
g m
ater
ials
cho
sen
shou
ld p
rovi
de f
or s
uch
re-e
ntry
in la
ter
units
.G
ames
, son
gs, o
r si
mpl
e na
rrat
ives
sho
uld
be c
hose
nfo
r cl
ass
activ
ities
whe
nth
ey o
ffer
an
oppo
rtun
ity to
use
fam
iliar
lang
uage
in n
ew w
ays.
Nar
rativ
es a
nd D
escr
iptio
nsN
arra
tives
and
des
crip
tions
can
pro
vide
list
enin
gan
d sp
eaki
ng p
ract
ice
whi
ch is
val
uabl
e fo
r th
e le
arne
r. A
nar
rativ
e is
a s
tory
rela
ting
a pr
ogre
s-si
on o
f ev
ents
. An
exam
ple
of a
sim
ple
narr
ativ
e is
the
follo
win
g ac
coun
t of
daily
-ou
tine.
Sam
ple
Nar
rativ
e:I
get u
p at
eig
ht o
'clo
ck.
I w
ash
my
hand
s an
d fa
ce a
nd c
omb
my
hair
.I
eat b
reak
fast
.I
go to
sch
ool.
Such
nar
rativ
es c
an f
irst
be
pres
ente
d by
tape
,fi
lmst
rip,
film
, or
tele
visi
onor
by
the
teac
her
with
the
help
of a
set
of
pict
ures
.In
Lev
el I
, sim
ple
stor
ies
from
the
fore
ign
coun
try
may
soo
nbe
rel
ated
by th
e te
ache
r or
a ta
ped
voic
e. S
uch
stor
ies
shou
ld b
e ch
osen
acc
ordi
ngto
wha
t the
y w
ill c
ontr
ibut
e to
lang
uage
lear
ning
and
kno
wle
dge
of th
e fo
r-ei
gn c
ultu
re a
s w
ell a
s th
e st
orie
s' a
ppea
l to
the
lear
ner.
The
gra
dual
intr
oduc
-tio
n of
nar
rativ
es a
lso
has
the
virt
ue o
fpre
pari
ng th
e st
uden
t for
the
lang
uage
of n
arra
tive
pros
e as
opp
osed
to th
e la
ngua
ge o
fspe
ech.
Whi
le s
uch
stor
ytel
ling
shou
ld n
ot b
e ov
erdo
ne,
it ca
n pr
ovid
e a
wel
com
ech
ange
of
pace
in c
lass
act
iviti
es. A
def
inite
assi
gnm
ent s
houl
d ac
com
pany
such
a li
sten
ing
activ
ity. T
hat i
s, s
tude
nts
shou
ldbe
cal
led
on to
ans
wer
ques
tions
abo
ut th
e st
ory
oral
ly o
r in
wri
ting.
Stu
dent
s m
aybe
cha
rged
with
prep
arin
g qu
estio
ns to
ask
eac
h ot
her
abou
t the
sto
ry.
The
y m
ay w
rite
a s
um-
mar
y of
the
stog
y in
the
firs
t mon
ths
in E
nglis
h an
d la
ter
on in
the
fore
ign
lang
uage
.A
des
crip
tion
enum
erat
es th
e qu
aliti
es o
fso
met
hing
. An
obje
ct s
uch
as a
pers
on, a
hou
se, o
r th
ecl
assr
oom
pro
vide
s an
opp
ortu
nity
for
des
crip
tion.
Sam
ple
desc
ript
ion:
My
hous
e is
a b
igho
use
in th
e ci
ty.
It is
new
and
whi
te.
It h
as a
bro
wn
roof
and
larg
e w
indo
ws.
Initi
ally
, lik
e na
rrat
ives
, des
crip
tions
may
be
pres
ente
dth
roug
h a
tape
pro
gram
,fi
lm, t
elev
isio
n, a
nd b
y th
e cl
assr
oom
teac
her.
Eve
ntua
lly th
e st
uden
ts m
ay b
eas
k:4
to p
rese
nt th
eir
own
desc
ript
ions
of p
ictu
res
and
obje
cts
they
bri
ng to
scho
ol.
C t C
A
E Cr
F
Song
s, R
hym
es, a
nd G
ames
Song
s, r
hym
es, a
nd g
ames
may
be
taug
ht to
1;:o
vide
hig
hly
mot
ivat
ed r
e-en
try
of v
ocab
ular
y an
d st
ruct
ure.
The
mel
ody
and
rhyt
hm o
f so
ngs
help
es-
tabl
ish
good
pro
nunc
iatio
n an
d in
tona
tion.
Rhy
mes
and
sim
ple
poem
s ar
eal
so u
sed
for
this
pur
pose
. Nin
th g
rade
rs w
ill p
artic
ular
ly e
njoy
son
gs th
atre
quir
e so
me
phys
ical
act
ivity
suc
h as
han
d cl
appi
ng. G
ames
pro
vide
a c
hang
eof
pac
e fo
r pr
actic
e of
new
exp
ress
ions
and
for
rev
iew
. Gam
es c
hose
nm
ust a
ctua
lly p
rovi
de o
ppor
tuni
ty f
or w
orth
whi
le la
ngua
ge u
se r
athe
r th
ande
man
ding
onl
y ph
ysic
al a
ctiv
ity. U
nles
s th
e ga
me
is p
lann
ed a
s an
ex-
tend
ed le
arni
ng a
ctiv
ity, i
t sho
uld
intr
oduc
e lit
tle n
ew v
ocab
ular
y an
d no
new
str
uctu
res.
Stru
ctur
eIn
Seq
uenc
e C
the
Lev
el I
and
II
prog
ram
will
pro
vide
con
side
rabl
e op
por-
tuni
ty f
or d
rilli
ng e
lem
ents
of
lang
uage
str
uctu
re. D
ialo
gues
, dia
logu
e ad
ap-
tatio
ns, d
irec
ted
dial
ogue
s, r
espo
nse
drill
s, a
nd r
e-co
mbi
natio
n di
alog
ues
are
all u
sed
to g
ive
the
stud
ent p
ract
ice
in v
aria
tion
of la
ngua
ge p
atte
rns.
In
addi
tion,
sub
stitu
tion
and
tran
sfor
mat
ion
drill
s w
ill b
e us
ed to
foc
us s
peci
-fi
cally
on
aspe
cts
of s
truc
ture
whi
ch a
re e
spec
ially
dif
ficu
lt fo
r th
e A
mer
ican
lear
ning
the
part
icul
ar f
orei
gn la
ngua
ge. P
atte
rn d
rills
are
bes
t use
d fo
r re
l-at
ivel
y sh
ort p
erio
ds, 5
-15
min
utes
, of
the
clas
s ho
ur. T
hey
are
used
to d
rill
a ne
w s
truc
ture
or
to r
emed
y fa
ulty
stu
dent
lear
ning
whe
n it
reve
als
itsel
fin
ora
l and
wri
tten
activ
ities
. Tea
cher
s sh
ould
wat
ch f
or e
vide
nce
of f
lagg
ing
inte
rest
dur
ing
patte
rn p
ract
ice
and
chan
ge to
oth
er a
ctiv
ities
whe
n th
e dr
ills
are
no lo
nger
pro
duci
ng th
e de
sire
d re
sults
.St
uden
ts in
Seq
uenc
e C
will
als
o be
nefi
t fro
m s
lnrt
cla
ss d
iscu
ssio
ns o
f th
egr
amm
ar th
at th
ey h
ave
been
pra
ctic
ing
in th
e va
rL,u
s nn
it ac
tiviti
es. O
ften
stud
ents
can
be
led
to m
ake
thei
r ow
n ge
nera
lizat
ions
abo
ut a
spec
ts o
f gr
am-
mar
. Whe
n di
scus
sing
gra
mm
ar, t
each
ers
shou
ld c
aref
ully
dis
tingu
ish
betw
een
oral
and
wri
tten
gram
mar
. Gra
mm
ar d
iscu
ssio
ns d
ealin
g w
ith s
poke
n la
ngua
gesh
ould
dea
l with
the
real
phe
nom
ena
of o
ral c
omm
unic
atio
n.
Voc
abul
ary
Intr
oduc
tion
of le
xica
l ite
ms
will
be
care
fully
lim
ited
in L
evel
I a
s st
uden
tsde
vote
mos
t of
thei
r at
tent
ion
to p
hono
logy
, mor
phol
ogy,
and
syn
tax.
Ins
tead
of le
arni
ng m
any
new
wor
ds e
very
day
, stu
dent
s w
ill le
arn
a lim
ited
num
ber
but w
ill p
ract
ice
them
inte
nsiv
ely
in li
sten
ing,
spe
akin
g, r
eadi
ng, a
nd w
ritin
gdr
ills.
Rea
ding
Con
side
rabl
e re
cent
con
trov
ersy
has
cen
tere
d ar
ound
the
ques
tion
of w
heth
eran
ext
ende
d au
dio-
lingu
al p
erio
dsh
ould
pre
cede
the
intr
oduc
tion
of r
eadi
ngan
d w
ritin
g. O
ne th
ing
seem
s su
re, t
he p
rofe
ssio
n is
gen
eral
ly a
gree
d th
at s
ome
pre-
read
ing
is a
dvis
able
and
that
for
a c
onsi
dera
ble
part
of
Lev
e' I
muc
h of
the
basi
c m
ater
ial s
houl
d be
intr
oduc
ed b
y lis
teni
ng a
nd r
epea
ting
rath
er th
anre
adin
g. P
upils
sho
uld
be a
ble
to c
once
ntra
te o
n lis
teni
ng to
nat
ive
and
near
nativ
e sp
eake
rs a
nd r
epro
duci
ng th
e ne
w s
ound
s an
d co
mbi
natio
ns o
f so
unds
.N
o de
fini
te ti
me
can
be s
et f
or th
e in
trod
uctio
n of
rea
ding
to s
tude
nts.
Gen
-er
ally
one
may
say
that
rea
ding
sho
uld
be in
trod
uced
whe
n se
eing
the
wri
tten
lang
uage
will
not
ser
ious
ly d
istu
rb le
arni
ng a
nd m
aint
aini
ng a
ccep
tabl
e ha
bits
of p
ronu
ncia
tion,
phr
asin
g, a
nd s
tres
sing
. As
note
d in
oth
er s
eque
nces
, the
53
orth
ogra
phy
for
lang
uage
s us
ing
wri
tten
sym
bols
ent
irel
y di
ffer
ent
from
Eng
-lis
h m
ay b
e in
trod
uced
rel
ativ
ely
soon
aft
er th
e se
cond
lang
uage
lear
ning
be-
gins
. Suc
h or
thog
raph
y w
ill n
ot c
onfu
se th
e st
uden
t by
prov
idin
ghi
m w
itha
fam
iliar
sym
bol a
nd d
eman
ding
sou
nds
diff
eren
t fro
m th
e on
es th
at h
eha
bitu
ally
use
s w
ith th
e sy
mbo
l. T
he ti
me
lag
may
be
shor
ter
for
Span
ish
than
for
Fre
nch
beca
use
tilt S
pani
sh s
pelli
ng is
less
con
fusi
ng f
orth
e st
uden
ts.
In th
e fi
nal a
naly
sis
the
teac
her
hers
elf
mus
t dec
ide
whe
n he
r st
uden
ts c
anbe
-gi
n to
rea
d w
ithou
t ser
ious
ly im
pair
ing
oral
ski
lls.
Whe
n re
adin
g be
gins
, som
e dr
op in
ora
l acc
urac
y m
ay b
e ex
pect
ed.
To
min
imiz
e th
e de
teri
orat
ion
of s
peak
ing
skill
, stu
dent
s w
ill b
egin
to r
ead
mat
eria
lth
at th
ey h
ave
alre
ady
prac
ticed
ora
lly. S
uch
oral
rea
ding
will
be
rein
forc
edby
cho
ral r
eadi
ng a
fter
the
teac
her
or a
tape
d vo
ice.
One
tech
niqu
e in
be-
ginn
ing
less
ons
is to
wri
te a
dia
logu
e on
the
chal
kboa
rd. T
he te
ache
r th
enre
ads
an u
ttera
nce
afte
r w
hich
the
clas
s re
ads
the
utte
ranc
es in
cho
rus.
Aft
erth
e en
tire
dial
ogue
has
bee
n re
ad, t
he s
tude
nts
are
then
ask
ed to
rea
d w
ords
,ph
rase
s, a
nd s
ente
nces
whi
ch th
e te
ache
r se
lect
s ou
t of
thei
r no
rmal
ord
er in
the
dial
ogue
. Aft
er m
ass
mim
icry
pra
ctic
e, in
divi
dual
s ar
e ca
lled
upon
to r
ead
utte
ranc
es a
nd in
divi
dual
wor
ds. T
he te
ache
r w
ill h
ave
to c
heck
car
eful
ly to
be s
ure
that
stu
dent
s ar
e re
adin
g ra
ther
than
quo
ting
the
dial
ogue
mat
eria
lfr
om m
emor
y. S
ome
stud
ents
may
fin
d it
easi
er to
try
to g
uess
at u
ttera
nces
rath
er th
an lo
okin
g cl
osel
y at
the
wri
tten
sym
bols
. Suc
h st
uden
ts n
eed
to b
ehe
lped
to s
ee th
e im
port
ance
of
lear
ning
to r
ead
the
new
lang
uage
wel
l. T
hete
ache
r m
ay h
ave
to w
ork
patie
ntly
but
fir
mly
to in
sure
that
thes
e st
uden
tsdo
lear
n to
rea
d.W
ritin
gB
egin
ning
wri
ting
shou
ld f
irst
of
all m
ean
care
fully
cop
ying
dia
logu
e m
a-te
rial
that
has
bee
n he
ard,
spo
ken,
and
rea
d. S
uch
copy
ing
shou
ld b
egin
al-
mos
t sim
ulta
neou
sly
with
lear
ning
to r
ead,
for
cop
ying
for
ces
the
stud
ent t
oob
serv
e ea
ch w
ord
care
fully
in o
rder
to r
epro
duce
it. O
ther
sim
ple
wri
ting
ac-
tiviti
es in
clud
e fi
lling
in a
mis
sing
wor
d or
phi
use
in a
sen
tenc
e, w
orki
ng c
ross
-w
ord
puzz
les,
uns
cram
blin
g se
nten
ces,
and
wri
ting
from
dic
tatio
n. W
hen
stu-
dent
s ta
ke a
dic
tatio
n te
st, t
he te
ache
r sh
ould
insi
st o
n ac
cura
cy in
spe
lling
,pu
nctu
atio
n, c
apita
lizat
ion,
and
par
agra
phin
g. W
ithou
t suc
h in
sist
ence
som
est
uden
ts m
ay th
ink
that
man
y "i
dios
yncr
acie
s" o
f fo
reig
n or
thog
raph
y ar
e no
tim
port
ant e
noug
h to
lear
n.L
evel
I s
tude
nts
may
be
assi
gned
sho
rt d
escr
iptio
ns a
nd n
arra
tives
. Suc
hto
pics
as
"My
Hou
se,"
"M
y Fa
mily
," "
My
Day
," o
r "A
n E
xcur
sion
to th
eB
each
," a
re s
uita
ble.
In
Lev
el I
suc
h as
sign
men
ts s
houl
d be
car
eful
ly m
odel
edaf
ter
a di
alog
ue o
r na
rrat
ive
pass
age
alre
ady
stud
ied.
Stud
ents
may
als
o be
ask
ed to
wri
te a
nsw
ers
to q
uest
ions
abo
ut d
ialo
gues
and
narr
ativ
es o
r co
rrec
t fal
se s
tate
men
ts a
bout
text
con
tent
. Oft
en th
e cl
ass
shou
ld g
o th
roug
h th
e as
sign
men
t ora
lly b
efor
e at
tem
ptin
g to
wri
te.
Cul
ture
See
"Cul
ture
"Se
quen
ce B
Out
-of-
Cla
ss A
ssig
nmen
ts I
n L
evel
I, G
rade
9St
uden
ts in
Seq
uenc
e C
are
mat
ure
enou
gh to
ben
efit
from
con
side
rabl
e in
-de
pend
ent s
tudy
. Fir
st, h
owev
er, t
hey
need
to b
e m
ade
acqu
aint
ed w
ith p
rope
rte
chni
ques
of
lang
uage
lear
ning
. Onc
e th
ey h
ave
lear
ned
the
tech
niqu
es, t
hest
uden
ts c
an g
ener
ally
be
depe
nded
on
to c
ompl
ete
lear
ning
ass
ignm
ents
out
-
side
of
scho
ol h
ours
. Out
-of-
clas
s as
sign
men
ts, o
f co
urse
, sho
uld
mak
e a
real
cont
ribu
tion
to le
arni
ng f
or s
tude
nts
like
teac
hers
hav
e m
uch
to d
o. T
each
ers
shou
ld r
esis
t any
tend
ency
to a
ssig
n bu
sy w
ork.
The
fol
low
ing
activ
ities
are
appr
opri
ate
for
Lev
el I
:1.
In
the
begi
nnin
g w
eeks
of
the
scho
ol y
ear,
bef
ore
stud
ents
lear
n to
rea
dan
d w
rite
in th
e fo
reig
n la
ngua
ge th
ey m
ay r
ead
fict
ion
and
non-
fict
ion
in E
nglis
h ab
out t
he f
orei
gn c
ount
ry.
2. L
iste
ning
and
spe
akin
g pr
actic
e m
ay b
e do
ne in
depe
nden
tly in
the
lan-
guag
e la
bora
tory
rat
her
than
dur
ing
clas
s pe
riod
s w
hen
scho
ol s
ched
ules
perm
it.3.
Mim
icry
-mem
oriz
atio
n ca
n be
pra
ctic
ed w
ith h
omes
tudy
rec
ords
and
tape
reco
rdin
gs, p
refe
rabl
y w
ith th
ose
whi
ch a
ccom
pany
the
text
. How
ever
,ot
her
reco
rds
may
coo
rdin
ate
clos
ely
with
cla
ssw
ork
and
also
be
appr
o-pr
iate
for
hom
e us
e.4.
Lis
teni
ng c
an b
e pr
actic
ed w
ith r
ecor
ds a
nd ta
pes
whe
n re
cord
ings
re-
com
bine
utte
ranc
es a
lrea
dy le
arne
d in
to n
ew d
ialo
gues
and
nar
rativ
es.
Sim
ple
reco
rded
sto
ries
may
be
assi
gned
for
hom
e st
udy.
5. C
opyi
ng p
ortio
ns o
f un
it m
ater
ials
and
oth
er w
ritin
g as
sign
men
ts s
ug-
gest
ed a
bove
can
be
com
plet
ed a
s ho
me
wor
k.
Lev
el I
I, S
eque
nce
C (
The
Fou
r Y
ear
Prog
ram
)W
hile
rev
iew
is im
port
ant a
t the
beg
inni
ng o
f ea
ch le
vel,
Lev
el I
I in
Seq
uenc
eC
will
be
cruc
ial.
Stud
ents
will
then
be
star
ting
thei
r se
nior
hig
h sc
hool
yea
rs.
Des
pite
the
best
eff
orts
of
teac
hers
to a
rtic
ulat
e th
eir
prog
ram
s, s
tude
nts
will
inev
itabl
y co
me
to L
evel
II
with
som
e di
ffer
ence
s in
bac
kgro
und
and
may
hav
eto
bec
ome
accu
stom
ed to
a n
ew te
ache
r as
wel
l as
a ne
w s
choo
l.T
he L
evel
II
teac
her
will
do
wel
l to
disc
uss
the
Lev
el I
I pr
ogra
m w
ith s
tu-
dent
s in
the
firs
t day
s of
cla
ss e
xpla
inin
g ho
w it
will
dif
fer
from
Lev
el I
. At t
hesa
me
time
she
shou
ld r
evie
w L
evel
I w
ork
whi
ch w
ill b
e pa
rtic
ular
ly im
port
ant
to s
ucce
ss in
Lev
el I
I. T
he r
evie
w p
erio
d sh
ould
con
tain
all
of th
e va
riou
ski
nds
of L
evel
I a
ctiv
ities
in o
rder
that
rev
iew
incl
ude
prac
tice
in a
ll of
the
four
skill
s. W
hile
stu
dent
s ar
e ga
inin
g co
nfid
ence
and
est
ablis
hing
a c
omm
on b
ase
for
Lev
el I
I w
ork,
the
teac
her
will
be
lear
ning
to k
now
eac
h st
uden
t bet
ter
asan
indi
vidu
al. T
he te
ache
r w
ill th
en b
e ab
le to
eff
ectiv
ely
deal
with
the
need
sof
eac
h le
arne
r in
the
fore
ign
lang
uage
pro
gram
.Fo
r th
e m
ost p
art t
he L
evel
II
prog
ram
in S
eque
nce
C w
ill r
esem
ble
the
pro-
gram
in L
evel
II
of S
eque
nce
B. T
he m
ain
diff
eren
ce to
be
kf.p
t in
min
dis
that
stud
ents
in S
eque
nce
C w
ill b
e on
e ye
ar o
lder
. The
y w
ill b
e so
mew
hat m
ore
mat
ure
and
thei
r sc
hool
and
out
-of-
scho
ol a
ctiv
ities
will
be
prov
idin
g th
emw
ith a
dif
fere
nt b
ackg
roun
d of
exp
erie
nces
.
Con
tent
of
Lev
el I
I, S
eque
nce
C (
The
Fou
r Y
ear
Prog
ram
)Se
e di
scus
sion
und
er "
Con
tent
of
Lev
el I
I, S
eque
nce
A, T
he S
ix Y
ear
Pro-
gram
.U
se o
f E
nglis
hSe
e L
evel
II,
Seq
uenc
e A
.
Lis
teni
ng, S
peak
ing,
Rea
ding
, and
Wri
ting
In L
evel
II,
Seq
uenc
e B
(The
Fou
r Y
ear
Prog
ram
)Se
e L
evel
II,
Seq
uenc
e A
for
a d
iscu
ssio
n of
Lev
el I
I ac
tiviti
es in
the
four
skill
s.54
Gra
mm
ar I
n L
evel
11
Ref
er to
"G
ram
mar
in L
evel
II,
The
Six
Yea
r Pr
ogra
m."
Cul
ture
In
Lev
el I
ISe
e "C
ultu
re in
Lev
el I
I, T
he N
ine
Yea
r Pr
ogam
."
Lev
el I
II (
The
Fou
r Y
ear
Prog
ram
)R
efer
to "
Lev
el I
II, S
eque
nce
A, T
he N
ine
Yea
r Pr
ogra
m,"
incl
udin
g su
g-ge
sted
"U
nit,
Top
ics,
" "A
ppro
pria
te M
ater
ials
," a
nd "
Lis
teni
ng,
Spea
king
,R
eadi
ng, a
nd W
ritin
g A
ctiv
ities
."L
evel
IV
The
Lev
el I
V s
tude
nt in
Seq
uenc
e C
is a
12t
h gr
ader
inth
e se
nior
hig
hsc
hool
. He
is li
kely
to b
e ac
tive
in s
choo
l aff
airs
, but
at t
he s
ame
time
he is
in-
crea
sing
ly c
once
rned
with
life
bey
ond
high
sch
ool,
with
sta
rtin
gco
llege
, or
getti
ng w
ork.
Int
eres
ted
in a
dult
tele
visi
on, m
ovie
s, a
ndre
adin
g, th
e hi
ghsc
hool
sen
ior
is c
once
rned
abo
ut p
oliti
cal a
ffai
rs, l
ocal
, nat
iona
l, an
din
tern
a-tio
nal.
As
a 12
th g
rade
r, th
e st
uden
t will
nor
mal
ly b
e st
udyi
ngw
orld
lite
ratu
re,
wor
ld p
robl
ems,
che
mis
try,
and
mat
hem
atic
s be
side
s hi
s fo
reig
nla
ngua
ge. H
em
ay in
add
ition
be
enga
ged
in o
ne o
r m
ore
extr
a-cu
rric
ular
act
iviti
es o
r ha
vepa
rt-t
ime
empl
cym
ent.
Uni
ts o
f in
stru
ctio
n in
for
eign
lang
uage
will
he
mos
tsu
cces
sful
for
the
stud
ent i
f th
ey a
re r
elat
ed to
stu
dent
s' a
ctiv
ities
and
inte
rest
s.In
tere
sts
of th
e ol
der
stud
ent i
n se
nior
hig
h sc
hool
incl
ude
the
follo
win
g:1.
Sch
ool a
nd c
olle
ge li
fe2.
The
wor
king
wor
ld3.
Spo
rts
4. M
atur
e ad
ult a
dven
ture
5. T
rave
l6.
Adu
lt ro
man
ce7.
Soc
ial p
robl
ems
8. P
oliti
cs a
nd w
orld
aff
airs
9. S
cien
ceSu
itabl
e co
nten
t for
Lev
el I
V in
clud
es th
e fo
llow
ing:
1. C
onte
mpo
rary
and
occ
asio
nal p
iece
s of
cla
ssic
al li
tera
ture
2. C
urre
nt e
vent
s3.
Cer
tain
hig
h po
ints
in th
e hi
stor
y of
the
fore
ign
coun
try
4. R
eadi
ngs
whi
ch p
rovi
de s
ome
indi
catio
n of
sci
entif
ic a
chie
vem
ents
of th
ena
tiona
ls o
f th
e fo
reig
n la
nd5.
Tra
vel,
incl
udin
g so
me
situ
atio
nal d
ialo
gues
app
ropr
iate
for
trav
elpl
usre
adin
gs a
nd f
ilms
abou
t som
e ar
eas
in th
e fo
reig
n co
untr
y6.
The
for
eign
lang
uage
, its
sou
rce
and
deve
lopm
ent
7. T
he f
orei
gn h
erita
gegr
eat s
chol
ars,
art
ists
, wri
ters
, com
pose
rs, a
ndm
onum
ents
Fore
ign
lang
uage
pro
gram
s w
ill b
enef
it in
Lev
el I
V w
hene
ver
teac
hers
can
rela
te th
eir
inst
ruct
ion
to o
ther
lear
ning
s in
the
scho
ol c
urri
culu
m. S
tude
nts
shou
ld b
e en
cour
aged
to r
efer
to le
arni
ngs
from
oth
er c
lass
es in
cla
ss d
iscu
s-si
ons.
Whe
neve
r po
ssib
le s
tude
nts
shou
ld g
et c
redi
t in
othe
r cl
asse
s fc
rfo
reig
nla
ngua
ge r
eadi
ngs
whi
ch r
elat
e to
wor
k do
ne in
thos
e cl
asse
s. S
tude
nts
shou
ldbe
enc
oura
ged
to u
nder
take
spe
cial
inte
rest
pro
ject
s in
volv
ing
rese
arch
in f
or-
......
,,....
.,....
3 )
no n L' a
eign
lang
uage
mat
eria
ls. I
n sh
ort,
stud
ents
sho
uld
be le
arni
ng th
at th
e fo
reig
nla
ngua
ge c
an b
e a
tool
for
gai
ning
info
rmat
ion
they
nee
d an
d w
ant t
o kn
ow.
Mat
eria
lsM
ater
ials
in L
evel
IV
will
not
var
y gr
eatly
in k
ind
from
thos
e us
ed in
Lev
elII
I. T
hey
will
, how
ever
, be
mor
e di
ffic
ult i
n th
e id
eas
they
pre
sent
and
in th
ela
ngua
ge th
ey u
se. S
uita
ble
mat
eria
ls in
clud
e:1.
Rec
ordi
ngs
of r
adio
pro
gram
s, n
ewsc
asts
, pla
ys, p
oetr
y, m
usic
, and
nar
-ra
tives
2. F
ilmst
rips
, slid
es, a
nd s
ound
film
s
55
3. N
ovel
s, p
lays
, sho
rt s
tori
es, a
nd p
oem
s, a
s w
ell a
s ar
ticle
s fr
om n
ews-
pape
rs, m
agaz
ines
, and
enc
yclo
pedi
as
Lis
teni
ng, S
peak
ing,
Rea
ding
, Wri
ting
Act
iviti
es f
or L
evel
IV
(The
Fou
r Y
ear
Prog
ram
)R
efer
to "
Lev
el I
V, S
eque
nce
A, T
he N
ine
Yea
r Pr
ogra
m"
for
a di
scus
-si
on o
f L
evel
IV
act
iviti
es f
or im
prov
ing
the
four
ski
lls.
Uni
ts o
f In
stru
ctio
nSe
e "D
evel
opin
g a
Uni
t of
Fore
ign
Lan
guag
e In
stru
ctio
n."
Cha
pter
V
DR
ILL
S FO
R C
LA
SSR
OO
M A
ND
LA
BO
RA
TO
RY
The
aud
io-l
ingu
al a
ppro
ach
to la
ngua
gele
arni
ng r
equi
res
mat
eria
ls o
f a
type
not f
ound
in tr
aditi
onal
text
book
s.Su
ch m
ater
ials
mus
t be
base
d on
the
lan-
guag
e sp
oken
by
the
educ
ated
per
son
rath
er th
an th
e lit
erar
yla
ngua
ge. E
ffec
-tiv
e us
e of
thes
e m
ater
ials
req
uire
sda
ily d
rill
sess
ions
des
igne
d to
prov
ide
satu
ratio
n pr
actic
e pa
rtic
ular
ly o
n co
nflic
tpoi
nts;
that
is, a
reas
of
lear
ning
dif
-fi
culty
for
the
non-
nativ
e. D
rill
exer
cise
ssh
ould
at f
irst
be
cond
ucte
d in
the
clas
sroo
m b
y th
e te
ache
r. H
owev
er, a
fter
bein
g in
trod
uced
by
the
teac
her
drill
sar
e th
en r
einf
orce
d by
the
tape
rec
orde
d m
ater
ials
. Tap
edr
ills
prov
ide
the
mod
el f
or p
ronu
ncia
tion,
into
natio
n, a
nd la
ngua
gest
ruct
ure
and
perm
it pr
ac-
tice
in la
ngua
ge m
anip
ulat
ion.
Man
y ex
celle
nt a
udio
-lin
gual
mat
eria
ls a
re n
owav
aila
ble
from
com
mer
-ci
al s
ourc
es. T
each
ers
shou
ld e
xam
ine
thes
e ne
w la
ngua
ge le
arni
ng s
yste
ms
and
sele
ct a
n ap
prop
riat
e co
urse
sui
ted
to th
ein
divi
dual
sch
ool s
ituat
ion.
How
ever
,ev
en th
e te
ache
r us
ing
atr
aditi
onal
text
can
wri
te a
nd r
ecor
dau
dio-
lingu
al
drill
s fa
.: us
e w
ith e
lect
ro-m
echa
nica
leq
uipm
ent.
For
teac
hers
usi
ng th
e m
od-
em c
ours
e m
ater
ials
it m
ay b
e ad
visa
ble
to d
evel
op a
dditi
onal
reco
rded
ma-
teri
als
for
mor
e va
riet
y in
the
drill
exe
rcis
esan
d fo
r th
e co
rrec
tion
of le
arni
ngpr
oble
ms
whi
ch a
rise
in th
e cl
ass.
Cri
teri
a fo
r E
valu
atin
gW
heth
er th
e te
ache
r is
con
tem
plat
ing
purc
hase
of
pre-
reco
rded
mat
eria
lsor
pre
pari
ng h
is o
wn
reeo
rdin
gs th
ere
are
cert
ain
crite
ria
to b
eob
serv
ed.
Tec
hnic
al C
onsi
dera
tions
1. V
oice
(s)
used
sho
uld
be n
ativ
e or
nea
r na
tive
and,
if p
ossi
ble,
of
the
sam
e ag
e gr
oup
2. R
ate
of s
peec
h sh
ould
appr
oxim
ate
that
of
norm
al n
ativ
espe
ech
3. P
ronu
ncia
tion,
enu
ncia
tion,
and
into
natio
n sh
ould
be
natu
ral
4. V
oice
(s)
shou
ld b
epl
easi
ng to
the
ear
5. T
ape
voic
e(s)
sho
uld
be li
vely
and
ent
husi
astic
6. S
ound
sho
uld
be u
ndis
tort
ed.T
he ta
pe s
houl
d m
ake
soun
d di
scri
min
atio
nea
sy f
or n
on-n
ativ
ele
arne
rs7.
Vol
ume
leve
l sho
uld
be e
ven
8. A
ny p
ause
s on
the
tape
shou
ld b
e lo
ng e
noug
h to
per
mit
stud
ent r
espo
nse
but n
ot s
o lo
ng a
s to
slo
wth
e pa
ce o
f th
e dr
ill. R
epea
ting
time
for
the
stud
ent v
arie
s fr
om th
ree
seco
nds
plus
one
rep
etiti
on in
the
repe
titio
nty
pe d
rill
to th
ree
seco
nds
plus
two
repe
titio
ns in
the
subs
titut
ion
and
tran
sfor
mat
ion
type
dri
lls. R
epet
ition
s ar
egi
ven
in th
e no
rmal
rat
e of
spee
ch9.
Rep
etiti
on d
rills
mus
t be
shor
t; ut
tera
nces
for
the
begi
nnin
g st
uden
tsh
ould
be
with
in th
e se
ven
to te
nsy
llabl
e lim
it in
the
case
of
fam
iliar
mat
eria
l, fe
wer
syl
labl
es f
or u
nfam
iliar
mat
eria
l57
10. D
irec
tions
to s
tude
nts
shou
ld b
e cl
ear,
brie
f, a
nd in
clud
e a
sam
ple
with
the
corr
ect r
espo
nse
11. E
xerc
ises
sho
uld,
if p
ossi
ble,
con
tain
ava
riet
y of
voi
ces
to h
elp
avoi
dm
onot
ony
and
prov
ide
a va
riat
ion
ofex
peri
ence
s12
. Onl
y on
e pr
oble
m a
t a ti
me
shou
ld b
epr
esen
ted
in a
dri
ll ex
erci
se. A
prac
tice
exer
cise
con
tain
ing
seve
ral p
robl
ems
is a
res
ting
exer
cise
13. B
asic
ally
dri
lls s
houl
d be
a) T
hree
pha
se:
MO
DE
L 'U
TT
ER
AN
CE
STU
DE
NT
RE
SPO
NSE
CO
RR
EC
TR
ESP
ON
SEO
Rb)
Fou
r ph
ase:
MO
DE
L U
TT
ER
AN
CE
STU
DE
NT
RE
SPO
NC
OR
RE
CT
RE
SPO
NSE
STU
DE
NT
RE
PET
ITIO
N14
. Dri
lls s
houl
d em
phas
ize
the
phon
emic
and
stru
ctur
al c
ontr
asts
bet
wee
nna
tive
and
targ
et la
ngua
ge15
. Tap
ed e
xerc
ises
sho
uld
prov
ide
a ju
dici
ous
amou
ntof
var
iatio
n, to
avo
idm
onot
ony
16. D
rills
and
pat
tern
pra
ctic
es s
houl
d be
clo
sely
corr
elat
ed w
ith th
e sp
ecif
iccl
assr
oom
act
ivity
.17
. Tap
ed d
rills
sho
uld
be u
sefu
l and
cha
lleng
ing
toth
e le
arne
r
Typ
es o
f T
aped
Dri
llsT
he f
ollo
win
g dr
ills
are
of v
ario
us ty
pes
desi
gned
to g
ive
the
stud
ent p
rac-
tice
in th
e la
ngua
ge s
kills
. Alth
ough
tape
ddr
ills
are
part
icul
arly
use
ful i
nst
reng
then
ing
the
audi
o-lin
gual
ski
lls th
ey d
o pl
ay a
par
tin
dev
elop
ing
the
read
ing
and
wri
ting
skill
s as
wel
l. M
any
of th
e dr
ills
adap
t the
mse
lves
for
test
-in
g pu
rpos
es e
ven
thou
gh th
ey a
re d
esig
ned
forp
ract
ice.
Rep
etiti
on D
rill
The
rep
etiti
on d
rill
teac
hes
corr
ectp
ronu
ncia
tion
and
into
natio
n by
pro
vid-
ing
a m
odel
for
stu
dent
imita
tion.
Thi
s ty
pe o
f dr
ill is
als
o us
ed f
or o
verl
earn
-in
g an
d m
emor
izin
g th
e lin
guis
tic p
atte
rns
and
voca
bula
ry o
f th
e ta
rget
lan-
guag
e. N
ew m
ater
ials
, new
patte
rns,
and
new
voc
abul
ary
are
intr
oduc
ed b
yth
e re
petit
ion
drill
. Sin
ce la
ngua
ge is
acqu
ired
thro
ugh
soun
d an
d rh
ythm
the
utte
ranc
es m
ust b
e br
ief
to b
ere
tain
ed b
y th
e ea
r.
Exa
mpl
esT
hree
Pha
se D
rill
Mod
el:
Why
don
't yo
u co
me
to m
y pa
rty?
Res
pons
e:W
hy d
on't
you
com
eto
my
part
y?W
hy d
on't
you
com
eto
my
part
y?
Cor
rect
Res
pons
e :
Why
don
't yo
u co
me
to m
y pa
rty?
Four
Pha
se D
rill
Mod
el:
Why
don
't yo
u co
me
to m
y pa
rty?
Cor
rect
Res
pons
e:
Why
don
't yo
u co
me
to m
y pa
rty?
Res
pons
e:
Why
don
't yo
u co
me
to m
y pa
rty?
Why
don
't yo
u co
me
to m
y pa
rty?
Res
pons
e:
Why
don
't yo
u co
me
to m
y pa
rty?
Thr
ee P
hase
Bac
kwar
d B
uild
-up
Dri
ll
mod
e:
Why
don
't yo
u br
ing
Mar
y al
ong
to m
y pa
rty
tom
orro
w n
ight
?W
hy d
on't
you
brin
gM
ary
alon
g to
my
part
yto
mor
row
nig
ht?
tom
orro
w n
ight
?
Cor
rect
Res
pons
e:
tom
orro
w n
ight
?
M:
to m
y pa
rty
CR
:
to m
y pa
rty
M:
to m
y pa
rty
tom
orro
wni
ght?
CR
:
to m
y pa
rty
tom
orro
wni
ght?
Res
pons
e:
tom
orro
w n
ight
?to
mor
row
nig
ht?
to m
y pi
xty
to m
y pa
rty
to m
y pa
rty
tom
orro
w n
ight
?to
my
part
y T
omor
row
nig
ht?
58
M:
alon
g
CR
:
alon
g
M:
alon
g to
my
part
yto
mor
row
nig
ht?
CR
: alon
g to
my
part
yto
mor
row
nig
ht?
brin
g M
ary
CR
:
brin
g M
ary
brin
g M
ary
alon
gto
my
part
y to
mor
row
nig
ht?
CR
:br
ing
Mar
y al
ong
to m
y pa
rty
tom
orro
w n
ight
?
M: W
hy d
on't
you
CR
: Why
don
't yo
u
Why
don
't yo
u br
ing
Mar
y al
ong
to m
y pa
rty
tom
orro
w n
ight
?
alon
gal
ong
alon
g to
my
part
yto
mor
row
nig
ht?
alon
g to
my
part
yto
mor
row
nig
ht?
brin
g M
ary
brin
g M
ary
brin
g M
ary
alon
gto
my
part
y to
mor
row
nig
ht?
brin
g M
ary
alon
gto
my
part
y to
mor
row
nig
ht?
Why
don
't yo
uW
hy d
on't
you
Why
don
't yo
u br
ing
Mar
y al
ong
to m
y pa
rty
tom
orro
w n
ight
?W
hy d
on't
you
brin
gM
ary
alon
g to
my
part
yto
mor
row
nig
ht?
rm n
CR
: Why
don
't yo
u br
ing
Mar
y al
ong
to m
y pa
rty
tom
orro
w n
ight
?
The
pat
tern
dri
ll de
velo
ps th
e le
arne
r'sor
al c
omm
and
of th
e st
ruct
ures
of
the
lang
uage
. A g
ood
patte
rn d
rill
utili
zes
the
spok
en la
ngua
ge to
foc
us a
tten-
tion
on o
ne s
truc
ture
at a
tim
e, g
ivin
g th
est
uden
t ext
ensi
ve p
ract
ice
by u
sing
the
stru
ctur
e in
a c
aref
ully
con
trol
led
cont
ext.
The
pat
tern
s to
be
drill
ed in
a p
atte
rndr
ill a
re p
rese
nted
fir
st to
the
lear
ner
in a
rep
etiti
on d
rill.
The
pat
tern
dri
ll th
en te
sts
his
unde
rsta
ndin
g of
the
stru
c-tu
res
by a
skin
g hi
m to
mak
eap
prop
riat
e ch
ange
s ac
cord
ing
to th
e cu
e.
Tra
nsfo
rmat
ion
and
Rep
lace
men
t (Su
bstit
utio
n)T
he m
ost i
mpo
rtan
t dri
lls a
re b
asic
ally
the
tran
sfor
mat
ion
and
repl
acem
ent
or s
ubst
itutio
n dr
ills.
Mos
t dri
lls a
re a
com
bina
tion
or e
xten
sion
of b
oth.
In
the
repl
acem
ent o
r su
bstit
utio
n dr
ill o
new
ord
or s
truc
tura
l ite
m is
sub
stitu
ted
in th
e ut
tera
nce.
In
the
tran
sfor
mat
ion
drill
one
wor
d or
str
uctu
ral i
tem
isch
ange
d, o
ften
nec
essi
tatin
g a
chan
ge in
wor
d or
der.
Rep
lace
men
t (su
bstit
utio
n) :
Tra
nsfo
rmat
ion:
Nou
n ;z
tPr
onou
n
Susi
e bo
ught
a r
ecor
d.Su
sie
boug
ht it
.
Nou
n ;z
t Nou
nI
wan
t a s
andw
ich.
I w
ant a
coo
kie.
Pers
on-n
umbe
4-_-
>Pe
rson
-num
ber
I go
to s
choo
l.T
hey
go to
sch
ool.
You
go
to s
choo
l.
We
go to
sch
ool.
Ver
bV
erb
I se
e th
e bi
rd.
I he
ar th
e bi
rd.
Sing
ular
rzt
Plu
ral
Susi
e bo
ught
a r
ecor
d.Su
sie
boug
ht r
ecor
ds.
Gen
der
Gen
der
I kn
ow th
is a
ctor
.I
know
this
act
ress
.(r
are
in E
nglis
h)
Aff
irm
ativ
e ±
Neg
ativ
e
Igo
to s
choo
l.I
don'
t go
to s
choo
l.
Aff
irm
ativ
e ;=
t Int
erro
gativ
e
I go
to s
choo
l.D
o Ig
o to
sch
ool?
Ten
se ;z
t Ten
se
She
likes
can
dy.
She
liked
can
dy.
171
In a
ll of
the
follo
win
g dr
ills
the
num
ber
of u
ttera
nces
sho
uld
be in
crea
sed
to s
even
ore
ight
of
each
type
.
EN
GL
ISH
FRE
NC
HG
ER
MA
N
RE
PLA
CE
ME
NT
DR
ILL
Rep
lace
the
obje
ct w
ith a
pro
noun
:
SPA
NIS
H
I ha
ve b
ooks
.J'
ai d
es li
vres
.Ic
h ha
be d
ie B
iiche
r.T
engo
los
libro
s.
I ha
ve th
em.
J'en
ai.
Ich
habe
sie.
Los
teng
o.
Mar
y w
rote
the
lette
r.M
arie
a e
crit
une
lettr
e.M
arie
sch
rieb
den
13-
ief.
Mar
ia e
scri
hio
la c
aita
.
Mar
y w
rote
it.M
arie
1 'a
ecr
it.M
arie
sch
rieb
ihn.
Mar
ia la
esc
ribi
o.
PRO
GR
ESS
IVE
RE
PLA
CT
-1E
NT
DR
ILL
Subs
titut
e al
tern
atel
y ob
ject
and
sub
ject
acco
rdin
g to
the
cue:
John
bou
ght a
car
.Je
an a
ach
ete
une
voitu
re.
Han
s ka
ufte
ein
Aut
o.Ju
an c
ompr
o un
aut
omov
il.
bicy
cle
bicy
clet
teFa
hrra
dbi
cicl
eta
John
bou
ght a
bic
ycle
.Je
an a
ach
ete
une
bicy
clet
te.
Han
s ka
ufte
ein
Fah
rrad
.Ju
an c
ompr
o un
a bi
cicl
eta.
mot
her
mam
andi
e M
utte
rm
ama
Mot
her
boug
ht a
bic
ycle
.M
aman
a a
chet
e un
e bi
cycl
ette
.D
ie M
utte
r ka
ufte
ein
Fah
rrad
.M
amd
com
pro
uua
bici
clet
a.
radi
ora
dio
Rad
iora
dio
Mot
her
boug
ht a
rad
io.
Mam
an a
ach
ete
une
radi
o.D
ie M
utte
r ka
ufte
ein
Rad
io.
Mam
a co
mpr
o un
rad
io.
my
frie
ndm
on a
mi
mei
n Fr
eund
mi a
mig
o
My
frie
nd b
ough
t a r
adio
.M
on a
mi a
ach
ete
une
radi
o.M
ein
Freu
nd k
auft
e ei
n R
adio
.M
i am
igo
com
pro
un r
adio
.
59
EN
GL
ISH
Subs
titut
e th
e cu
e w
ord
with
Mar
y gi
ves
the
book
s to
Joh
n.
FRE
NC
H
a pr
onou
n:M
arie
don
ne le
s liv
res
a Je
an.
John
Jean
Mar
y gi
ves
the
book
s to
him
.M
arie
lui d
onne
les
livre
s.
book
sliv
res
Mar
y gi
ves
__ge
m to
him
.M
arie
les
lui d
onne
.
Mar
yM
arie
She
give
s th
em to
him
.E
lk le
s lu
i don
ne.
TR
AN
SFO
RM
AT
ION
DR
ILL
I go
to s
choo
l.
heH
e go
es to
sch
ool.
You
dri
ve a
car
.
she
She
driv
es a
car
.
Je v
ais
a 1
Icol
e.
II v
a a
1 'e
cole
.
Vou
s co
ndzd
sez
is v
oitu
re.
elle
Elle
con
duit
la v
oitu
re.
Mak
e ne
gativ
e st
atem
ents
out
of
the
follo
win
g:
John
run
s fa
st.
Jean
cou
rt v
ite.
John
doe
sn't
run
fast
.
John
rea
d? w
ell.
John
doe
sn't
read
wel
l.
RE
STA
TE
ME
NT
AN
DD
IRE
CT
ED
RE
SPO
NSE
DR
ILL
S
GE
RM
AN
Mar
ie g
ibt H
ans
die
Biic
her.
Han
sM
arie
gib
t ihm
die
Buc
her.
Eile
her
Mar
ie g
ibt s
ie ih
m.
Mar
ieSi
e gi
bt s
ie ih
m.
Ich
gehe
zur
Sch
ule.
erE
r ge
ht z
ur S
chul
e.
Ihr
fiih
rt A
uto.
sie
Sie
fiih
rt A
uto.
Han
s lii
uft s
chne
ll.
Jean
ne
cour
t pas
vite
.H
ans
lauf
t nic
ht s
chne
ll.
Jean
lit b
ien.
Jean
ne
lit p
as b
ien.
Han
s lie
st g
ut.
Han
s lie
st n
icht
gut
.
Res
tate
men
t and
dir
ecte
d re
spon
sedr
ills
prov
ide
the
lear
ner
with
a p
atte
rned
utte
ranc
e w
hich
he
uses
to r
e-en
terv
ocab
ular
y an
d st
ruct
ures
in d
iffe
rent
way
sby
add
ress
ing
a co
mm
and,
aqu
estio
n, o
r a
stat
emen
t to
som
eone
els
e ac
cord
-in
g to
the
cue.
It i
s an
impo
rtan
t ste
pfr
om c
ontr
ohed
var
iatio
n to
the
free
se-
lect
ion
of u
ttera
nces
at t
he a
dvan
ced
leve
ls o
f la
ngua
ge le
arni
ng.
CU
ED
RE
SPO
NSE
DR
ILL
Mar
y sp
eaks
fas
t.
And
the
stud
ents
?T
he s
tude
nts
spea
k fa
st, t
oo.
Whe
re a
re y
ou g
oing
on
your
vaca
tion?
to th
e be
ach
I'm g
oing
to th
e be
ach
on m
yva
catio
n.
Mar
ie p
arle
vite
.
Et l
es e
tudi
ants
?L
es e
tudi
ants
par
lent
vite
aus
si.
Oh
vas-
tu p
enda
nt le
s va
canc
es?
a la
pla
geJe
vai
s a
la p
lage
pen
dant
les
vaca
nces
.
Que
stio
ns r
equi
ring
yes
and
no
answ
ers
John
is a
lway
s la
te, i
sn't
he?
lean
est
touj
ours
en
reta
rd,
n'es
t-ce
pas
?
60
Mar
ie s
pric
ht s
chne
ll.
Und
die
Stu
dent
en?
Die
Stu
dent
en s
prec
hen
auch
sch
nell.
Woh
in f
ahrs
t du
in d
en F
erie
n?
an d
en S
tran
dIc
h fa
hre
in d
en F
erie
n an
den
Str
and.
SPA
NIS
H
Mar
ia d
a lo
s lib
ros
a Ju
an.
Juan
Mar
ia le
da
los
libro
s.
libro
sM
aria
se
les
da.
Mar
iaE
lla s
e lo
s da
.
Voy
a la
esc
uela
.
El v
a a
la e
scue
la.
Uds
. man
efan
un
auto
mO
vil.
ella
Ella
man
eja
un a
utom
ovil.
Juan
cor
re d
e pr
isa.
Juan
no
corr
e de
pri
sa.
Juan
lee
bien
.
Juan
no
lee
bien
.
Mar
ia h
abla
de
pris
a.
o-Y
los
estu
dian
tes?
Los
est
udia
ntes
tam
bien
hab
lan
de p
risa
.
&k
dond
e va
s a
pasa
r la
s va
caci
ones
?
a la
pla
yaV
oy a
la p
ia, a
.
Han
s ko
rnm
t im
mer
zu
spat
, nic
ht w
ahr?
Juan
sie
mpr
e lle
ga ta
rde,
ave
rdad
?
EN
GL
ISH
Yes
, Joh
n's
alw
ays
late
.
Jean
doe
sn't
play
wel
l, do
es s
he?
No,
she
doe
sn't.
Dir
ecte
d C
omm
and
Tel
l Mar
y no
t to
forg
et h
er h
omew
oi k
.
Mar
y, d
on't
forg
et y
our
hom
ewor
k.
Dir
ecte
d St
atem
ent
Tel
l Mar
y th
at y
ou're
goi
ngdo
wnt
own
tom
orro
w.
Mar
y, I
'm g
oing
dow
ntow
n to
mor
row
.
Dir
ecte
d Q
uest
ion
Ask
Rob
ert w
heth
er h
e w
ants
to c
ome
alon
g.
Rob
ert,
do y
ou w
ant t
o co
me
alon
g?
Cho
ice
Que
stio
nW
ould
you
like
Fre
nch
frie
s or
ric
e?
I'd li
ke F
renc
h fr
ies.
or I'd li
ke r
ice.
FRE
NC
HO
ui, J
ean
est t
oujo
urs
en r
etar
d.
Jean
ne n
e jo
ue p
as b
ien,
n'e
st c
e pa
s.
Non
, elle
ne
j:.e
pas
bien
.
Dite
s a
Mar
ie d
e ne
pas
oubl
ier
devo
ics!
Mar
ie, n
'oub
lie p
as te
n de
voir
s!
Dite
s a
Mar
ie q
ue v
ous
alle
zen
vile
dem
ain!
Mar
ie, j
e va
is e
n vi
le d
emai
n.
Dem
ande
z a
Rob
ert s
'il v
eut
veni
r av
ec n
ous!
Rob
ert,
veux
-tu
veni
r av
ec n
ous?
Pref
erez
-vou
s de
s fr
ites
ou d
ii ri
z?
Je p
refe
res
de d
es f
rite
s.or Je
pre
fere
du
riz.
GE
RM
AN
Ja, H
ans
kom
mt i
mm
er z
u sp
at.
Joha
nna
spie
lt ni
cht g
ut, n
icht
wat
er?
Nei
n, s
ie s
piel
t nic
ht g
ut.
Sage
n Si
e M
arie
, sie
sol
iih
re A
ufga
ben
nich
t ver
gess
en!
Mar
ie, v
ergi
ss d
eine
Auf
gabe
n ni
cht!
Sage
n Si
e M
arie
, das
s Si
em
orge
n in
die
Sta
dt g
ehen
!
Mar
ie, m
orge
n ge
h ic
h in
die
Sta
dt.
Frag
en S
ie R
ober
t, ob
er
mitk
omm
en w
ill!
Rob
ert,
will
st d
u m
itkom
men
?
Mac
hten
Sie
geb
acke
neK
arto
ffel
n od
er R
eis?
Ich
moc
hte
geba
cken
eK
arto
ffel
n.or
Ich
moc
hte
Rei
s.
EX
PAN
SIO
NA
n ex
pans
ion
drill
aid
s th
e le
arne
r in
the
deve
lopm
ent o
f Sp
rach
gefi
ihl f
or th
ear
rang
emen
t of
stru
ctur
al e
lem
ents
with
in a
n ut
tera
nce
or a
sen
tenc
e, s
ince
the
sequ
ence
and
pla
cem
ent
of it
ems
such
as
adve
rbs,
adv
erbi
al p
hras
es, a
nd m
odi-
fier
s us
ually
pre
sent
dif
ficu
lties
for
the
lang
uage
stu
dent
.
DR
ILL
S
He
told
me.
not y
etH
e ha
sn't
told
me
yet.
Hav
e yo
u se
en th
e su
nset
?
beau
tiful
Hav
e yo
u se
en th
e be
autif
ul s
unse
t?
He
play
s te
nnis
.
wel
lH
e pl
ays
tenn
is w
ell.
Ii m
e le
dit.
ne p
as .
.. e
ncor
e11
ne
me
l'a p
as e
ncor
e di
t.
Ave
z-vo
us v
u le
cou
cher
de
sole
il?
beau
Ave
z-vo
us v
u le
bea
u co
uche
r de
sol
eil?
Il jo
ue a
u te
nnis
.
bien
Il jo
ue b
ien
au te
nnis
.
61
Er
hat e
s m
ir g
esag
t.
noch
nic
htE
r ha
t es
mir
noc
h ni
cht g
esag
t.
Hab
en S
ie d
en S
onne
nunt
erga
ng g
eseh
en?
herr
lich
Hab
en S
ie d
en h
errl
iche
nSo
nnen
unte
rgan
g ge
sehe
n?
Er
spie
lt T
enni
s.
gut
Er
spie
lt gu
t Ten
nis.
SPA
NIS
H
SC, J
uan
siem
pre
llega
tard
e.
Juan
ita n
o to
ca m
uy b
ien,
ave
rdad
?
No,
no
toca
muy
bie
n.
iDig
ale
a M
aria
que
no
olvi
de s
us d
eber
es!
Mar
ia, '
no o
lvid
es tu
s de
bere
s!
iDig
ale
a M
aria
que
mai
lana
Ud.
va a
l cen
tro!
Mar
ia, m
afia
na v
oy a
l cen
tro.
iPre
gunt
ele
a R
ober
to s
i qui
ere
veni
r co
n no
sotr
os!
Rob
erto
, aqu
iere
s ve
nir
con
noso
tros
9
IQui
ere
Ud.
pap
as f
rita
s o
arro
z?
Qui
ero
papa
s fr
itas.
or Qui
ero
arro
z.
Me
lo h
a di
cho.
toda
via
noN
o m
e lo
ha
dich
o to
davi
a.
vist
o L
rd. l
a pu
esta
del
sol
?
herm
oso
vist
o U
d, la
her
mos
a pu
esta
del s
ol?
El j
uega
al t
enis
.
bien
El j
uega
bie
n al
tens
.
EN
GL
ISH
FRE
NC
HG
ER
MA
NSP
AN
ISH
I'm d
rivi
ng d
avai
tow
n.Je
vai
s en
vill
e.lc
h fa
hre
in d
ie S
tadt
.V
oy a
la c
iuda
d.
with
the
Bui
ckda
ns la
Ren
ault
-- m
it de
mV
olks
wag
enen
el S
eat
I'm d
rivi
ng d
ownt
own
with
Je v
ais
en v
ile d
ans
laIc
h fa
hre
mit
dem
Vol
ksw
agen
Voy
a la
ciu
dad
en e
l Sea
r.
the
Bui
ck.
Ren
ault.
in d
ie S
tadt
.
this
mor
ning
ce m
atin
heut
e m
orge
nho
y po
r la
mai
tana
Pm d
rivi
ng d
ownt
own
with
Ce
mat
in, j
e va
is e
n vi
lleIc
h fa
hre
heut
e m
orge
n m
itV
oy a
la c
iuda
d en
el S
eat h
oy
the
Bui
ck th
is m
orni
ng.
dans
la R
enau
lt.de
m V
olks
wag
en in
die
Sta
dt.
por
la m
aiia
na.
CO
NT
RA
CT
ION
A c
ontr
actio
n dr
ill r
educ
es th
e si
zeof
an
utte
ranc
e w
hen
the
ante
cede
nts
are
stat
ed b
efor
ehan
d or
are
cle
arly
und
erst
ood.
In s
ome
lang
uage
s co
ntra
ctio
nsm
ust b
e us
ed in
spe
cial
cas
esw
hile
in o
ther
s th
is is
opt
iona
l. Fo
rex
ampl
e, "
Ich
habe
zw
ei M
ark
fiir
das
Bac
h be
zahl
t.""I
ch h
ave
zwei
Mar
k da
fiir
bez
ahlt.
"J'a
i pay
e de
ux f
ranc
s po
ur le
livr
e."
"J'e
n ai
pay
e de
ux f
ranc
s."
DR
ILL
S
Tel
l him
that
the
play
is to
mor
row
.D
ites-
lui q
u'on
don
nera
la p
iece
dem
ain!
Sag
ihm
, day
s da
s St
iick
mor
gen
gesp
ielt
wir
d!
Tel
l it t
c, h
im.
Dite
s-le
-lui
!Sa
g es
ihm
'
I'm d
rivi
ng to
the
coun
try
tom
orro
w.
I'm d
rivi
ng th
ere.
INT
EG
RA
TIO
N D
RIL
LS
Je v
ais
a la
cam
pagn
e de
mai
n.Ic
h fa
hre
mor
gen
aufs
Lan
d.
J'y
vais
dem
ain.
Ich
fahr
e m
orge
n do
rthi
n.
The
inte
grat
ion
drill
com
bine
s tw
o ut
tera
nces
ors
tate
men
ts e
ither
coo
rdin
atin
gth
em o
r su
bord
inat
ing
one
to th
e ot
her.
In th
e di
ffer
ent l
angu
ages
inte
grat
ion
drill
s ar
e es
peci
ally
use
ful b
ecau
se th
eyde
al w
ith c
ruci
al p
robl
ems
such
as
the
use
of th
e su
bjun
ctiv
e,in
dire
ct d
isco
urse
, con
ditio
ns c
ontr
ary
tofa
ct, a
nd w
ord
orde
r.
1Dig
ale
que
la p
ieza
se
pres
enta
ra m
aiia
na!
iDig
asel
o!
Voy
al c
ampo
man
na.
Mar
iana
voy
In th
e de
velo
pmen
t of
the
drill
s it
isof
par
ticul
ar im
port
ance
that
the
sequ
ence
of s
ubor
dina
te c
laus
es a
nd m
ain
clau
ses
be v
arie
d:
SUB
OR
DIN
AT
E C
LA
USE
MA
IN C
LA
USE
MA
IN C
LA
USE
SUB
OR
DIN
AT
E C
LA
USE
MA
IN C
LA
USE
SUB
OR
DIN
AT
E C
LA
USE
CO
NT
INU
AT
ION
OF
MA
IN C
LA
USE
Coo
rdin
atin
g C
onju
nctio
nH
e is
hap
py a
bout
the
war
m11
se
rejo
uit d
u be
au te
mps
.E
r fr
eut s
ich
fibe
r da
s sc
hone
Se a
legr
a de
que
hag
a bu
en ti
empo
.
wea
ther
.11
aim
e na
ger.
Wet
ter.
He
likes
to s
wim
.E
r sc
hwim
mt g
em.
Qui
ere
nada
r.
beca
use
-czar
dean
porq
ue
He
is h
appy
abo
ut th
e w
arm
wea
ther
bec
ause
he
likes
to s
wim
.11
se
rejo
uit d
u be
au te
mps
,ca
r it
aim
e ha
ger.
Er
freu
t sic
h fi
ber
das
sche
me
Wet
ter,
den
n er
sch
wim
mt g
em.
Se a
legr
a de
que
hag
a bu
en ti
empo
porq
ue q
uier
e na
dar.
Subo
rdin
atin
g C
onju
nctio
nN
oun
clau
se
I kn
ow it
. Mar
y go
es to
scho
ol.
Je le
sai
l. M
arie
vs
it re
sole
.Ic
h w
eiss
es.
Mar
ie g
eht
zur
Schu
le.
Lo
se. M
aria
va
a la
esc
uela
.
62
EN
GL
ISH
that
I kn
ow th
at M
ary
goes
tosc
hool
.
Rel
ativ
e cl
ause
Mrs
. Whi
te is
ric
h.Sh
e tr
avel
s fr
eque
ntly
.
Mrs
. Whi
te, w
ho is
ric
h,tr
avel
s fr
eque
ntly
.
Adv
erbi
al c
laus
e
John
is la
te.
He
mis
sed
the
bus.
beca
use
John
is la
te b
ecau
se h
em
isse
d th
e bu
s.
TR
AN
SLA
TIO
N D
RIL
LS
Mod
el:
I ha
ve to
look
for
my
penc
il.
pen
book
-- n
oteb
ook
dog
car
Mod
el:
(The
cue
for
the
Eng
lish
expr
ess.
siun
wou
ld b
egi
ven
in J
iena
tive
lang
uage
of th
e le
arne
r)
It p
ays
to r
ead.
wor
k(T
he c
ue f
orth
e E
nglis
hex
pres
sion
wou
ld b
est
udy
give
n in
the
get u
p ea
rly
nativ
e la
n-gu
age
of th
esa
ve m
oney
lear
ner)
FRE
NC
H
que
Je s
ais
que
Mar
ie v
a a
Mol
e.
Mad
ame
Leb
lanc
est
ric
he.
Elle
voy
age
souv
ent.
Mad
ame
Leb
lanc
, qui
est
rich
e, v
oyag
e so
uven
t.
Jean
est
en
reta
rd.
II a
man
qué
l'aut
obus
.
parc
e qu
eJe
an e
st e
n re
tard
par
cequ
e ii
a m
anqu
é 1
'aut
obus
.
GE
RM
AN
dass
Ich
wei
ss, d
ass
Mar
ie z
urSc
hule
geh
t.
Frau
Wei
ss is
t rei
ch.
Sie
reis
t oft
.
Frau
Wei
ss, d
ie r
eich
ist,
reis
t oft
.
Han
s ko
mm
t zu
snat
.E
r ha
t den
Bus
ver
pass
t.
wel
lH
ans
kom
mt z
u sp
at, w
ell
er d
en B
us v
erpa
sst h
at.
Tra
nsla
tion
drill
s ar
e us
ed to
teac
h co
nstr
uctio
ns th
at d
evia
te c
onsi
dera
bly
inth
e ta
rget
lang
uage
fro
m th
e co
rres
pond
ing
nativ
e co
nstr
uctio
ns o
r id
iom
s.T
he ta
pe v
oice
or
the
teac
her
prov
ides
the
targ
et la
ngua
ge p
atte
rn w
hich
the
stud
ent r
epea
ts, t
hen
cont
inue
s w
ith a
ser
ies
of E
nglis
h cu
es r
epre
sent
ing
slig
htva
riat
ions
of
the
mod
el. T
rans
latio
n dr
ills
shou
ld b
e us
ed s
pari
ngly
sin
ce th
eyw
ork
agai
nst t
he o
bjec
tive
of le
arni
ng to
thin
k in
the
fore
ign
lang
uage
.
II f
aut q
ue je
che
rche
mon
cray
on.
II f
aut j
e ch
erch
e m
a pl
ume.
II f
aut q
ue je
che
rche
mon
livre
.n
faut
que
je c
herc
he m
onca
shie
r.II
fau
t que
je c
herc
he m
onch
ien.
Il f
aut q
ue je
che
rche
ma
voitu
re.
II v
aut l
a pe
ine
de li
re.
II v
aut l
a pe
ine
detr
avai
ller.
II v
aut l
a pe
ine
d'et
udie
r.11
vau
t la
pein
e de
se
leve
rde
bon
ne h
eure
.Il
vau
t la
pein
e d'
4par
gner
de l'
arge
nt.
63
Ich
mus
s m
eine
n B
leis
tift
such
en.
Ich
mus
s m
eine
Fed
er s
uche
n.Ic
h m
uss
mei
n B
uch
such
en.
Ich
mus
s m
ein
Hef
t suc
hen.
Ich
mus
s m
eine
n H
und
such
en.
Ich
mus
s m
eine
n W
agen
suc
hen.
Es
lohn
t sic
h zu
lese
n.
Es
lohn
t sic
h zu
arb
eite
n.
Es
lohn
z si
ch z
u st
udie
ren.
Es
lohn
t sic
h fr
ith a
ufzu
steh
en.
Es
lohn
t sic
h G
eld
zu s
pare
n.
SPA
NIS
H
que
Se q
ue M
aria
va
a la
esc
uela
.
La
Seiio
ra B
lanc
a es
ric
a.E
lla v
iaja
muc
ho.
La
Seif
ora
Bla
nca,
que
es
rica
,vi
aja
muc
ho.
Juan
lleg
a ta
rde.
El p
erdi
6 e
auto
bus.
porq
ueJu
an ll
ega
tard
e po
rque
per
did
el a
utob
ils.
Ten
go q
ue b
usca
r m
i lap
iz.
Ten
go q
ue b
usca
r m
i plu
ma.
Ten
go q
ue b
usca
r m
i lib
ro.
Ten
go q
ue b
usca
r m
r cu
adem
o.
Ten
go q
ue b
usca
r m
i per
ro.
Ten
go q
ue b
usca
r m
i car
ro.
Val
e la
pen
a le
er.
Val
e la
pen
a tr
abaj
ar.
Val
e la
pen
a cs
tudi
ar.
Val
e la
pen
a le
vant
arse
tem
pran
o.V
ale
Ile
pena
aho
rrar
din
ero.
rr
Mai
ntai
ning
Ora
l Ski
llsA
t the
beg
inni
ng s
tage
s of
rea
ding
it is
impo
rtan
t tha
t the
stu
dent
hea
r th
atw
hich
he
read
s. E
ither
the
teac
her
does
this
with
the
stud
ents
in th
e cl
assr
oom
or th
e ta
pe p
lays
the
part
of th
e te
ache
r in
the
lang
uage
labo
rato
ry a
sth
e st
u-de
nt s
ilent
ly r
eads
the
wri
tten
mat
eria
l. B
y m
eans
of th
e ex
plos
ion
tech
niqu
ew
here
the
mat
eria
l is
brok
en d
own
into
sho
rt u
ttera
nces
and
appr
opri
ate
phra
ses
the
teac
her
prov
ides
the
stud
ent w
ith th
eop
port
unity
to m
aint
ain
an a
ccur
ate
and
corr
ect p
atte
rn o
f st
ress
and
mel
ody.
Hea
ring
ora
lly w
hat h
e is
rea
ding
aids
the
lear
ner
in c
ompr
ehen
ding
the
wri
tten
text
. Som
e te
ache
rs d
evel
opta
pes
on a
ll m
ater
ials
rea
d in
cla
ss.
Tap
ed r
eadi
ng e
xerc
ises
can
be
of g
reat
assi
stan
ce to
the
teac
her
in p
ro-
vidi
ng r
eadi
ng p
ract
ice.
Onc
e th
ese
are
mad
eth
e te
ache
r ca
n de
vote
mor
e tim
eto
indi
vidu
al s
tude
nt le
arni
ng p
robl
ems.
A g
ood
shar
e of
the
read
ing
mat
eria
ls a
tal
mos
t any
leve
l sho
uld
cont
ain
dial
ogue
and
con
vers
atio
n. I
n th
e ta
ping
of
thes
e m
ater
ials
spe
cial
con
side
ra-
tion
shou
ld b
e gi
ven
to d
ram
atiz
atio
n;th
at is
, whe
n a
num
ber
of p
erso
ns a
rein
volv
ed in
the
conv
ersa
tions
and
dia
logu
esth
e ro
les
on th
e ta
pe s
houl
d, if
pos
-si
ble,
be
of th
e sa
me
sex
and
age
as th
ose
port
raye
d in
the
read
ing
sele
ctio
n.T
he s
tude
nts
oral
acc
urac
y an
d fl
uenc
y is
help
ed c
onsi
dera
bly
in im
itatin
g an
dpe
rhap
s ev
en m
emor
izin
g su
ch s
cene
s. I
nla
bora
tori
es w
here
stu
dent
s ca
n be
hook
ed u
p w
ith e
ach
othe
r an
d m
onito
red,
read
ing
such
sce
nes
alou
d pr
esen
tsa
chal
leng
ing
oral
act
ivity
for
the
stud
ent.
Dri
lls f
or W
ritin
gW
ritin
g in
the
begi
nnin
g sh
ould
esta
blis
h ac
cura
te h
abits
of
spel
ling,
cap
i-ta
lizat
ion,
and
pun
ctua
tion.
Stu
dent
s sh
ould
not
be a
sked
to w
rite
mat
eria
l the
yha
ve n
ot le
arne
d au
dio-
lingu
ally
. The
follo
win
g su
gges
tions
sho
uld
pro-
vide
the
teac
her
with
fur
ther
idea
s fo
rm
akin
g ta
ped
wri
ting
drill
s.A
stu
dent
list
ens
to a
sho
rt u
ttera
nce
read
twic
e by
the
teac
her
or th
e ta
ped
voic
e, th
en w
rite
s it.
Aft
er h
e ha
sco
mpl
eted
the
exer
cise
he
chec
ks it
aga
inst
a m
imeo
grap
hed
copy
of th
e ut
tera
nces
.A
t a m
ore
adva
nced
leve
l the
stu
dent
liste
ns to
an
entir
e pa
ragr
aph
or s
elec
-tio
n re
ad b
y th
e te
ache
r or
the
tape
dvo
ice.
The
voi
ce o
r th
e te
ache
r th
en b
e-gi
ns a
gain
by
read
ing
each
sen
tenc
etw
ice,
pau
sing
to a
llow
the
stud
ents
tow
rite
. Lon
g se
nten
ces
are
brok
enin
to s
mal
ler
m.m
ning
ful u
nits
whe
n ne
ces-
sary
. Fin
ally
the
entir
e pa
ragr
aph
or r
eadi
ng s
elec
tion
is r
erea
dw
hile
the
stu-
dent
list
ens
and
mak
es f
urth
er c
orre
ctio
ns.T
hen
he is
giv
en a
mim
eogr
aphe
dco
py o
f th
e te
xt a
gain
stw
hich
he
chec
ks h
is p
aper
.A
stu
dent
can
aim
be
supp
lied
with
a w
ritte
n te
xt in
whi
ch a
n oc
casi
onal
wor
d is
mis
sing
. He
fills
in th
e w
ords
as
requ
ired
acc
ordi
ng to
the
tape
d or
alte
xt. T
he o
mitt
ed w
ords
illus
trat
e a
poin
t of
spel
ling
or s
truc
ture
.T
aped
voi
ce: T
he w
oman
, who
m th
ech
ildre
n lo
ved
dear
ly, n
ever
cam
e ba
ck.
Wri
tten
text
to b
e fi
lled
in: T
heth
e ch
ildre
n lo
ved
dear
ly,
neve
r ca
me
back
.M
any
of th
e st
ruct
ure
drill
s as
wel
l as
the
repe
titio
n dr
ills
desc
ribe
d in
this
sect
ion
and
the
eval
uatio
n te
chni
ques
desc
ribe
d in
Cha
pter
Six
can
be
conv
erte
din
to w
ritin
g dr
ills.
Car
e m
ust b
e ta
ken,
how
ever
, to
prov
ide
stud
ents
with
long
erpa
uses
for
thei
r w
ritte
n re
spon
ses.
Tap
ed w
ritin
g dr
ills
have
the
adva
ntag
e of
not c
ater
ing
to th
e re
ques
tsof
the
stud
ents
for
innu
mer
able
rep
etiti
ons.
Proc
edur
es f
or M
akin
g A
Goo
d T
ape
Tea
cher
s w
ho m
ake
thei
r ow
ndr
ills
shou
ld e
xpec
t to
devo
te c
onsi
dera
ble
64
time
to th
e ac
tivity
. How
ever
, whe
nca
refu
lly d
one
the
resu
lts w
ill b
e hi
ghly
rew
ardi
ng. T
he te
ache
r sh
ould
obs
erve
the
follo
win
gpr
oced
ures
:1.
If
poss
ible
, rec
ord
in a
sou
ndpr
oof
room
or
boot
h. C
hoos
e a
quie
t are
aaw
ay f
rom
rin
ging
bel
ls,t
raff
ic, a
nd lo
ud n
oise
s. T
urn
off
fans
and
air
con-
ditio
ners
. Flu
ores
cent
ligh
ting
can
also
cau
setr
oubl
e. M
ake
sure
that
the
reco
rdin
g he
ads
on th
e ta
pe r
ecor
der
are
clea
nan
d de
mag
netiz
ed2.
To
avoi
d m
otor
vib
ratio
ns a
ffec
ting
prog
ram
qual
ity, s
uspe
nd th
e m
icro
-ph
one
or p
lace
it o
n a
seco
nd ta
ble
at s
ome
dist
ance
from
the
tape
rec
orde
r3.
The
mic
roph
one
shou
ld b
e pl
aced
at l
east
four
fee
t fro
m th
e ne
ares
t wal
lun
less
the
wal
l is
soun
dpro
ofed
, Thi
spo
sitio
n re
duce
s th
e po
ssib
ility
of
soun
d w
aves
bou
ncin
g fr
om w
all t
o m
icro
phon
e4.
If
poss
ible
, use
a p
rofe
ssio
nal q
ualit
ym
icro
phon
e. T
he o
ne s
uppl
ied
with
the
reco
rder
is u
sual
ly n
ot g
ood
enou
gh5.
Pla
ce th
e m
icro
phon
e cl
ose
to y
ourm
outh
with
in tw
o to
fou
r in
ches
, alit
tle to
one
sid
e. S
peak
pas
t the
mic
roph
one
rath
er th
an d
irec
tly in
to it
.T
his
will
red
uce
the
"puf
f" in
plo
sive
s su
ch a
s"p
" an
d hi
ssin
g si
bila
nts
6. M
ake
sure
that
you
r re
cord
ing
indi
cato
rpr
ovid
es a
goo
d re
cord
ing
leve
l,no
t too
hig
h an
d no
t too
low
and
adj
ustt
he to
ne to
the
voic
e le
vel
7. W
ork
pref
erab
ly w
ith a
tape
rec
orde
rth
at h
as a
pau
se b
utto
n. T
his
will
help
you
fee
l at e
ase
beca
use
you
know
that
you
can
sto
p an
d st
art t
he ta
peat
you
r di
scre
tion
8. H
ave
a gl
ass
of w
ater
rea
dy to
lubr
icat
e yo
urvo
ice
9. R
ecor
d fr
om a
wri
tten
scri
pt. R
ehea
rse
the
scri
ptbe
fore
rec
ordi
ng10
. Pla
ce th
e sc
ript
on
a re
adin
g st
and.
Thi
spo
sitio
n al
low
s re
adin
g of
the
scri
pt a
nd s
peak
ing
with
out l
ower
ing
and
rais
ing
the
head
11. T
urn
scri
pt p
ages
qui
etly
12. R
ecor
d a
few
line
s of
the
mat
eria
l and
pla
yba
ck f
or e
valu
atio
n be
fore
mak
ing
your
com
plet
e m
aste
r re
cord
ing
13. E
ach
exer
cise
sho
uld
begi
n by
iden
tifyr
,_its
elf
by n
ame
or th
e bo
ok it
ac-
com
pani
es a
nd c
hapt
ers,
if a
ny. T
he k
ind
ofdr
ill, t
hat i
s, r
epet
ition
, and
subs
titut
ion,
for
exa
mpl
e, s
houl
d al
so b
e gi
ven,
follo
wed
by
inst
ruct
ions
to th
e st
uden
tE
xplo
ded
Dri
ll T
echn
ique
Thi
s te
chni
que
is u
sed
to p
repa
re, d
uplic
ate,
or
edit
reco
rded
mat
eria
ls f
orte
achi
ng p
urpo
ses.
It c
onsi
sts
prim
arily
of
inse
rtin
g pa
uses
into
rec
orde
dm
ater
ial.
Proc
edur
e:1.
The
ori
gina
l pro
gram
, if
aph
onog
raph
rec
ordi
ng o
r a
radi
o pr
ogra
m, m
ust
firs
t be
reco
rded
on
tape
2. T
he ta
pe is
pla
ced
on a
tape
rec
orde
rw
ith a
n in
stan
tane
ous
star
ting
and
stop
ping
fac
ility
, a p
ause
but
ton
3. T
he o
utpu
t of
the
reco
rder
with
the
mas
ter
prog
ram
is c
onne
cted
to th
e in
-pu
t of
the
rece
ivin
g re
cord
er b
y m
eans
of a
pat
ch c
ord
4. B
oth
mac
hine
s ar
e st
arte
dsi
mul
tane
ousl
y; th
e m
aste
r re
cord
er is
set
on
"pla
y" a
nd th
e re
ceiv
ing
reco
rder
is s
et o
n"r
ecor
d"5.
The
con
trol
on
the
mas
ter
reco
rder
shou
ld b
e se
t bet
wee
n "b
alan
ced
tone
"an
d "t
rebl
e" a
nd o
n th
e re
ceiv
ing
reco
rder
on
"tre
ble"
6. B
y m
onito
ring
the
mas
ter
prog
ram
and
man
ipul
atin
g th
e in
stan
tane
ous
stop
-st
art s
witc
h th
e te
ache
r co
ntro
lsth
e ph
rase
s an
d pa
uses
as
the
rece
ivin
g re
-co
rder
rec
ords
11
7. T
imin
g an
d co
rrec
t phr
asin
g is
of
utm
osti
mpo
rtan
ce. T
he te
ache
r m
ay h
ave
to li
sten
to th
e ta
pe in
its
entir
ety
in o
rder
toju
dge
appr
opri
ate
spac
ing
8. T
he f
idel
ity o
f th
e re
cord
ing
is m
uch
hige
r on
tape
s re
cord
ed w
ith 7
1/2
ips
than
with
33A
ips.
Whi
le 3
3/4
ips
will
usua
lly s
uffi
ce f
or s
poke
n pr
ogra
ms,
song
s an
d m
usic
sho
uld
bere
cord
ed o
n 71
/2 ip
s.
PIC
TO
RIA
L H
OO
K-U
P
PAT
CH
CO
RD
mas
ter
tape
0pa
use
butto
n
OU
TPU
T9.
Acc
esso
ries
nee
ded
for
mak
ing
tare
s:a.
lead
er ta
pe
b. ti
min
g ta
pe
c. s
plic
ing
tape
(no
Scot
ch ta
pe)
d. ta
pe s
plic
er
e. b
ulk
eras
er(p
rovi
des
for
the
eras
ure
of u
sed
tape
s in
a m
atte
r of
seco
nds)
f. a
lliga
tor
clip
s (f
orre
-rec
ordi
ng d
isk
prog
ram
son
tape
)
rece
ivin
g ta
pe
INPU
T
g. p
atch
cor
d an
dex
tens
ion
cord
h. r
eadi
ng s
tand
i. st
op w
atch
j. st
ick-
on la
bels
k. Q
-tip
s an
d ru
bbin
g al
coho
l(f
or c
lean
ing
tape
hea
ds)
1. h
ead
dem
agne
tizer
m. s
ciss
ors,
pen
, and
penc
il
Tap
e H
andl
ing
Sinc
e re
peat
ed th
read
ing
tend
s to
wea
ran
d cr
ease
tape
end
s re
sulti
ngin
brea
ks, t
apes
sho
uld
have
lead
-ins
.L
eade
r ta
pe c
an b
e us
ed to
pro
tect
the
ends
of th
e ta
pe a
gain
st r
epea
ted
dam
age;
it al
low
s re
cord
ing
righ
t up
toth
e en
dof
the
tape
. For
tape
lead
-ins
spl
ice
two
to th
ree
feet
of
lead
er ta
pe to
each
end
of th
e m
agne
tic ta
pe u
sing
ast
anda
rd d
iago
nal s
plic
e. L
eade
r ta
pesh
ould
prov
ide
spac
e fo
r w
ritin
g a
desc
ript
ion
of th
e ta
pe w
ith p
en J
r pe
ncil.
The
pro
b-le
m o
f pl
acin
g th
e ta
pe in
the
wro
ngbo
x is
thus
avo
ided
and
both
end
s ca
nbe
iden
tifie
d w
ith a
cod
e nu
mbe
r or
title
. Usi
ng d
iffe
rent
col
ored
lead
er ta
peat
the
begi
nnin
g an
d th
e en
dof
the
tape
is h
elpf
ul.
Man
y te
ache
rs in
sert
lead
er ta
pebe
twee
n se
lect
ions
for
iden
tific
atio
n.T
he
sele
ctio
ns a
re e
asie
r to
fin
d si
nce
the
lead
er ta
pe c
ontr
asts
with
the
dark
mag
-ne
tic ta
pe. T
imin
g ta
pe is
als
oav
aila
ble
to h
elp
set u
p ta
pes
requ
irin
g pr
ecis
e
timin
g or
cue
ing
betw
een
sele
ctio
ns.
It is
ver
y im
port
ant t
o ha
ve ta
pe,
reel
, and
box
car
eful
ly la
bele
d. T
he ta
pebo
x sh
ould
be
labe
led
on it
sed
ges.
A c
ard
inde
x fi
le b
ased
on
the
abov
e la
bel-
65
ing
proc
edur
e ca
n co
mpl
ete
this
pro
cess
.T
he la
gua
ge d
epar
tmen
tsh
ould
,,ree
on
a sp
ecif
ic m
etho
dof
labe
ling
and
cata
logi
ng it
sta
pes.
Sta
ck d
escr
ibes
reat
det
ail a
n ef
fect
ive
met
hod
of d
oing
this
.8In
sto
ring
tape
s th
e fo
llow
ing
cons
ider
atio
ns s
houl
d be
obs
erve
d:St
orin
g of
unb
oxed
ree
ls o
f ta
pe s
houl
dbe
avo
ided
. The
box
pro
tect
sth
e
tape
fro
m d
ust a
nd p
hysi
cal d
amag
e.2T
Aft
er u
sing
a ta
pe it
sho
uld
bere
wou
nd b
efor
e pu
tting
itin
to th
e bo
x.fa
pes
shou
ld b
e st
ored
on
shel
ves
"on
edge
" or
fla
t, pr
efer
ably
"on
edge
,"
ei I
ce th
e w
eigh
t of
the
stac
king
may
war
pth
e pl
astic
ree
ls.
Whe
re th
ere
are
wid
e va
riat
ions
in h
umid
ity, t
ape
stor
age
in s
eale
d co
n-ta
iner
s is
rec
omm
ende
d. T
he u
se o
fdr
ying
or
hum
idif
ying
age
nts
is n
otre
com
men
ded
beca
use
of th
e di
ffic
ulty
inco
ntro
lling
the
resu
lts.
5) A
vold
ext
rem
es o
f te
mpe
ratu
re.
If ta
pes
are
subj
ecte
d to
ext
rem
esof
tem
-pe
ratu
res,
suc
h as
in s
hipm
ent,
allo
w 1
6 to
24
hour
s fo
r th
em to
retu
rn to
room
tem
pera
ture
bef
ore
usin
g.6)
Occ
asio
nal u
se o
f th
e ta
pem
inim
izes
sto
rage
dam
age.
Pla
ying
the
tape
on
a m
achi
ne r
elea
ses
stra
ins
and
adhe
sion
s.7)
Exc
essi
ve te
nsio
n in
rew
indi
ng ta
pe f
or s
tora
ge s
houl
dbe
avo
ided
. The
tape
may
bec
ome
stre
tche
d or
perm
anen
tly d
isto
rted
if w
ound
too
tight
ly.
8) T
he c
lean
ing
of ta
pe is
not
nec
essa
ryin
nor
mal
ope
ratio
n. I
f du
stis
ex-
cess
ive,
the
tape
may
be
clea
ned
by w
ipin
g it
with
a d
ry, c
lean
,lin
t fre
e
clot
h w
hile
rew
indi
ng.
9) I
f th
e ta
pe h
as b
een
stor
ed s
ixm
onth
s or
long
er, i
t is
a go
od id
ea to
rew
ind
it on
ce b
efor
e us
ing
it. I
f it
is to
be
stor
ed f
ive
year
s or
long
er, t
he ta
pesh
ould
be
plac
ed in
a s
eale
d co
ntai
ner.
Tap
e Q
ualit
yW
hile
ther
e ar
e m
any
diff
eren
tbra
nds
of ta
pe a
vaila
ble
ther
e ar
ees
sent
ially
only
two
type
s: a
ceta
te a
nd"u
nbre
akab
le"
tape
. In
dete
rmin
ing
wha
t kin
d of
tape
to b
uy th
e te
ache
rsho
uld
cons
ider
the
follo
win
g fa
ctor
s:
AC
ET
AT
EU
NB
RE
AK
AB
LE
Posi
tive
1. M
ore
econ
omic
al
2. B
reak
s cl
ean
3. D
oes
not s
tret
chth
e qu
ality
of
the
prog
ram
rem
ains
the
sam
e
Neg
ativ
e1.
Will
not
take
the
abus
e ot
her
tape
s w
ill ta
ke
2. N
eeds
mor
e ca
refu
l han
dlin
g3.
Is
susc
eptib
le to
hea
t and
hum
idity
1. D
oes
not b
reak
und
er n
orm
alco
nditi
ons
2. W
ill n
ot n
eed
exce
ssiv
e ca
rein
han
dlin
g3.
Hum
idity
and
hea
t fac
tors
will
not a
ffec
t the
tape
1. W
ill s
tret
ch w
hen
abus
edfa
stre
win
ding
and
sud
den
stop
sm
ight
hur
t it a
nd it
s fi
delit
y2.
Mor
e ex
pens
ive
Stac
k, E
dwar
d M
.The Language Laboratory and ModernLanguage Teaching,
Oxf
ord
Uni
vers
ity P
ress
, 196
0, C
hapt
erV
I, p
p. 7
2-83
.
Dri
llsB
rook
s, N
elso
n. L
angu
age
and
Lan
guag
e L
earn
ing,
2nd
ed.
Har
cour
t, 19
64.
Cha
pter
XI.
Hol
ton,
Jam
es, e
t al.
Soun
d L
angu
age
Tea
chin
g: T
he S
tate
of
the
Art
. New
Yor
k: U
nive
rsity
Pub
lishe
rs, 1
961.
Iodi
ce, D
on. G
uide
lines
to L
angu
age
Tea
chin
g in
Cla
ssro
om a
nd L
abor
a-to
ry. W
ashi
ngto
n, D
.C.:
Ele
ctro
nic
Tea
chin
g L
abor
ator
ies,
196
1.K
ufre
r, H
erbe
rt L
. The
Gra
mm
atic
al S
truc
ture
s of
Eng
lish
and
Ger
man
.U
. of
Chi
cago
Pre
ss, 1
962.
Lad
o, R
ober
t. L
angu
age
Tea
chin
g, A
Sci
entif
ic A
ppro
ach.
McG
raw
, 196
4.C
hapt
ers
X, X
I.L
ado,
Rob
ert.
Lin
guis
tics
Acr
oss
Cul
ture
s. A
nn A
rbor
, Mic
higa
n: U
. of
Mic
h-ig
an P
ress
, 195
7.
66
Mar
ty, F
erna
nd L
. Lan
guag
e L
abor
ator
y L
earn
ing.
Roa
noke
, Vir
gini
a: A
u-di
o-V
isua
l Pub
licat
ions
, Box
535
1, 1
960.
Mod
em L
angu
age
Ass
ocia
tion
of A
mer
ica.
ML
A S
elec
tive
Lis
t of
Mat
eri-
als-
. New
Yor
k: M
LA
For
eign
Lan
guag
e Pr
ogra
m R
esea
rch
Cen
ter,
3. W
ash-
ingt
on P
lace
Eas
t, N
ew Y
ork
3, 1
962.
pp.
147
-149
.M
oulto
n, W
illia
m G
. The
Sou
nds
of E
nglis
h an
d G
erm
an. U
. of
Chi
cago
Pres
s, 1
962.
Polit
zer,
Rob
ert L
. Tea
chin
g Fr
ench
: An
Intr
oduc
tion
to A
pplie
d L
ingu
is-
tics.
Gin
n, 1
960.
Polit
zer,
Rob
ert,
and
Stau
bnch
, C. N
. Tea
chin
g Sp
anis
h: A
Lin
guis
tic O
rien
-ta
tion.
Bcs
ton:
Gin
n, 1
961.
Stac
k, E
dwar
d M
. The
Lan
guag
e L
abor
ator
y an
d M
oder
n L
angu
age
Tea
ch-
ing.
New
Yor
k: O
xfor
d U
. Pre
ss, 1
960.
m ) I I I I I
Cha
pter
VI
EV
AL
UA
TIO
N
Ove
rall
Fore
ign
Lan
guag
ePr
ogra
m E
valu
atio
n
Eva
luat
ion
of a
tota
l edu
catio
nal p
rogr
amco
nsid
ers
the
amou
nt a
ndqu
ality
of e
ffor
t exp
ende
d on
a p
rogr
aman
d th
e ob
serv
able
res
ults
in te
rms
of s
tude
nt
lear
ning
. Spe
cifi
cally
, the
follo
win
g qu
estio
ns m
ay b
eas
ked
rega
rdin
g a
scho
ol's
for
eign
lang
uage
pro
gram
.A
dmin
istr
ativ
e C
onsi
dera
tions
1. I
s th
e sc
hool
sch
edul
efl
exib
le e
noug
h so
that
stu
dent
s m
ayen
roll
in f
or-
eign
lang
uage
cla
sses
with
out
sacr
ific
ing
othe
r w
orth
whi
leed
ucat
iona
l ex-
peri
ence
s?2.
Doe
s th
e sc
hool
pro
vide
afo
reig
n la
ngua
ge s
eque
nce
long
enou
gh s
o th
at
stud
ents
may
dev
elop
a r
ealp
rofi
cien
cy in
the
lang
uage
?3.
Has
pro
visi
on b
een
mad
efo
r co
ntin
uity
of
inst
ruct
ion
from
its
begi
nnin
g
thro
ugh
grad
e 12
?4.
Hav
e pr
oced
ures
bee
nes
tabl
ishe
d to
art
icul
ate
the
inst
ruct
iona
l pro
gram
betw
een
leve
ls in
any
giv
ensc
hool
and
/or
betw
een
elem
enta
ry s
choo
l,
juni
or h
igh
scho
ol, a
nd s
enio
rhi
gh s
choo
l whe
n pr
ogra
ms
exis
t at l
ower
leve
ls?
5. H
ave
adeq
uate
pro
visi
ons
been
mad
e to
coo
rdin
ate
the
prog
ram
with
in
a bu
ildin
g an
dw
ithin
the
scho
ol d
istr
ict?
6. I
s th
e pr
epar
atio
nof
the
teac
hing
sta
ffad
equa
te to
mee
t the
stat
ed
obje
ctiv
es?
7. D
oes
03 s
choo
l sys
tem
prom
ote
part
icip
atio
nin
in-s
ervi
ce tr
aini
ng,
nigh
t
cour
ses,
sum
mer
inst
itute
s, a
nd tr
avel
abr
oad?
8. A
re te
ache
rs c
ompe
nsat
edfo
r en
gagi
ng in
suc
h fu
rthe
rac
tivity
?
9. I
s th
e st
aff
utili
zatio
nap
prop
riat
e an
d ef
fect
ive?
10. I
s ad
equa
te s
uper
visi
onpr
ovid
ed f
or th
e pr
ogra
m?
11. I
s th
e co
mm
unity
invo
lved
in p
lann
ing
and
deve
lopi
ng th
e pr
ogra
m?
12. A
re f
orei
gn la
ngua
geex
peri
ence
s av
aila
bl..
for
allc
hild
ren?
13. H
as s
uffi
cien
t spa
ce,
mat
eria
ls a
nd e
qt. 2
inen
t - ta
pere
cord
ers,
rec
ord
play
ers,
slid
es, f
orei
gnla
ngua
ge p
erio
dica
ls, b
ooks
,re
alia
, and
tape
re-
cord
ings
- b
een
prov
ided
for
teac
hers
to c
reat
e a
vari
ed a
nd s
timul
atin
g
prog
ram
and
tode
al w
ith in
divi
dual
diff
eren
ces?
Inst
ruct
iona
l Con
side
ratio
ns
1. H
ave
the
obje
ctiv
esof
the
prog
ram
bee
ncl
earl
y de
fine
d?
2. A
re th
e in
stru
ctio
nal
met
hods
use
d su
itabl
e fo
rle
arni
ng a
ll fo
reig
n la
n-
guag
e sk
ills?
3. I
s th
ere
emph
asis
on
lang
uage
as
com
mun
icat
ion?
4. I
s th
e st
uden
tta
ught
spo
ken
lang
uage
appr
opri
ate
for
conv
ersa
tiona
l use
as w
ell a
slite
rary
lang
uage
?5.
Are
ther
eop
port
uniti
es to
com
pare
the
nativ
e w
ith th
e fo
reig
n cu
lture
?67
6. H
as th
e co
urse
bee
npl
anne
d in
suf
fici
ent
deta
il to
pro
vide
appr
opri
ate
guid
elin
es?
7. H
as th
e pr
ogra
mbe
en p
lann
ed in
acco
rdan
ce w
ith th
eto
tal c
urri
culu
m?
8. A
re m
ater
ials
use
din
inst
ruct
ion
appr
opri
ate
to th
e ab
ility
,m
atur
ity, a
nd
inte
rest
s of
the
lear
ner? E
valu
ativ
e C
onsi
dera
tions
1. D
o ev
alua
tion
activ
ities
mea
sure
com
man
d of
a la
ngua
gein
situ
atio
ns
appr
oxim
atin
g th
ose
in li
fe?
2. A
re a
ll fo
ur s
kills
eval
uate
d?3.
Is
ther
e ev
ide:
ice
of s
tude
nt p
rogr
essi
n al
l ski
lls?
4. H
ave
the
inst
ruct
iona
l mat
eria
ls a
ndeq
uipm
ent u
sed
prov
edef
fici
ent a
nd
adeq
uate
?5.
Is
stan
dard
ized
test
ing
used
?6.
Is
the
mat
eria
llea
rned
enj
oyed
and
use
dw
idel
y in
and
out
ofs
choo
l?
7. I
s th
ere
incr
ease
t."A
tere
st in
for
eign
peop
les
and
cultu
res?
8. I
s th
ere
evid
ence
of in
crea
sed
inte
rnat
iona
l und
erst
andi
ng a
ssh
own
by
activ
ities
suc
h as
:a.
Use
ofs
uppl
emen
tary
mat
eria
ls -
book
s, f
ilms?
b. C
onta
ct w
ith s
peak
erso
f th
e la
ngua
ge?
c. T
rips
?d.
Civ
ic a
ctiv
ities
?e.
For
eign
lang
uage
cam
ps?
f. P
en p
als,
tape
pal
s?9.
At t
he a
dvan
ced
leve
ls in
the
long
er s
eque
nces
is u
se m
ade
of m
oder
n
liter
ary
mat
eria
ls in
tere
stin
gto
stu
dent
s at
that
part
icul
ar a
ge le
vel?
10. I
s th
ere
part
icip
atio
nin
spe
cial
for
eign
lang
uage
and
rel
ated
activ
ities
in
scho
ol a
nd c
omm
unity
?11
. How
wel
l do
teac
hers
use
test
ing
and
othe
r fo
rms
of e
valu
atio
nin
ana
-
lyzi
ng th
e ef
fect
iven
ess
ofth
eir
teac
hing
?
Prog
nost
ic o
r A
ptitu
deT
estin
g
Prog
nosi
s, o
r th
e pr
edic
tion
of s
ucce
ss in
lear
ning
am
oder
n la
ngua
ge, i
s th
e
subj
ect o
f co
nsid
erab
lere
sear
ch a
mon
g m
oder
nla
ngua
ge e
duca
tors
. Atte
mpt
s
have
bee
n m
ade
to u
seva
riou
s m
eans
of
prog
nost
icat
ing
succ
ess
and
sele
ctin
g
stud
ents
who
are
cap
able
of le
arni
ng m
oder
nla
ngua
ges.
Som
e cr
iteri
a w
ere
the
requ
irem
ent o
f a
"B"
or b
ette
r av
erag
e, a
nIQ
of
100
or a
bove
in a
nin
-
telli
genc
e te
st, o
r hi
gh s
core
s on
aptit
ude
test
s.D
unke
l and
Pill
et f
ound
that
10
to 2
0 pe
rcen
tof
the
child
ren
"who
show
norm
al o
r su
peri
or a
bilit
yin
mos
t sch
ool s
ubje
cts
appe
arto
hav
e a
dist
inct
lack
of
abili
ty in
fore
ign
lang
uage
s."
Car
roll'
s un
publ
ishe
d st
udie
ssh
ow th
at
cert
ain
pred
ictiv
e te
sts
wer
eva
lid e
ven
amon
g ch
ildre
nw
ho h
ad a
lrea
dy b
een
sele
cted
for
hig
h in
telli
genc
e. R
esul
ts o
fth
e M
odem
Lan
guag
e A
ptitu
de T
est
indi
cate
that
this
pro
gnos
tic te
st w
as s
uper
ior
toin
telli
genc
e te
sts
in p
redi
ctiv
epo
wer
. In
othe
r w
ords
, the
IQ
has
prov
ed to
be
of q
uest
iona
ble
valu
e in
pre
dict
-in
g su
cces
s in
mod
em la
ngua
ge le
arni
ng.A
s ye
t, no
trul
y va
lid p
rogn
ostic
inst
ru-
men
ts h
ave
been
dev
ised
. The
bes
tpr
edic
tor
in th
e pr
ogno
sis
of a
chie
vem
ent
in m
odem
lang
uag'
stu
dy is
stil
l asa
mpl
e of
act
ual w
ork
in a
lang
uage
cla
ssov
er a
per
iod
of ti
me.
The
bes
tap
titud
e te
st o
n th
e m
arke
t tod
ay is
the
Car
roll-
Sapo
n M
oder
n L
angu
age
Apt
itude
Tes
t, M
LA
T, o
btai
nabl
e fr
om th
e Ps
ycho
-lo
gica
l Cor
pora
tion,
304
Eas
t 45t
h St
reet
,New
Yor
k 17
.A
poi
nt w
orth
y of
con
side
ratio
nis
that
lang
uage
stu
dy h
as s
omet
hing
toof
fer
to n
earl
y ev
ery
child
. A c
hild
'sac
hiev
emen
t in
flue
ncy
and
accu
ltura
tion
will
var
y in
deg
ree
with
his
nat
ive
inte
llige
nce,
his
inte
rest
, and
his
abi
lity
tohe
ar a
nd im
itate
sou
nds.
Chi
ldre
n w
hose
soun
d pe
rcep
tion
may
be
low
may
not b
e ab
le to
lear
n to
spe
ak w
ell,
but t
hey
can
lear
n to
rea
d in
the
lang
uage
.T
his
adds
som
ethi
ng o
f va
lue
to th
eir
broa
ded
ucat
iona
l exp
erie
nce
in g
ivin
gth
em s
ome
know
ledg
e of
ano
ther
peo
ple,
thei
r co
untr
y,th
eir
way
of
life,
thei
rcu
lture
, and
thei
r lit
erat
ure.
Ach
ieve
men
t Tes
ting
and
Eva
luat
ion
Tes
ting
is a
per
iodi
c sa
mpl
ing
of a
stu
dent
'sac
cum
ulat
ed k
now
ledg
e an
dsk
ills;
eva
luat
ion
invo
lves
the
stud
ent's
pro
gres
sin
all
area
s of
lear
ning
, bot
hob
ject
ive
and
subj
ectiv
e. M
ost s
choo
l sys
tem
sre
quir
e so
me
form
of
mar
king
or g
radi
ng, w
hich
ess
entia
llyis
an
eval
uatio
n of
the
stud
ent's
cap
abili
ties
and
achi
evem
ents
. Lan
guag
e le
arni
ng s
houl
d be
eva
luat
ed a
tal
l lev
els,
incl
udin
gth
e el
emen
tary
sch
ool,
in th
e sa
me
man
ner
as o
ther
subj
ects
in th
e cu
rric
ulum
.E
valu
atin
g st
ress
es th
e po
sitio
n of
the
mod
ern
lang
uage
pro
gram
as
anin
te-
gral
par
t of
gene
ral e
duca
tion.
The
eva
luat
ive
proc
ess
is u
sefu
l
1. T
o th
e st
uden
t for
eva
luat
ing
his
own
prog
ress
and
prov
idin
g fo
r hi
sm
otiv
atio
n2.
To
the
teac
her
in d
eter
mbi
ng th
e st
reng
ths
and
wea
knes
ses
of th
e la
n-gu
age
teac
hing
pro
cess
3. T
o th
e te
ache
r in
det
erm
inin
g st
reng
ths
and
wea
knes
ses
of th
e la
ngua
gele
arni
ng p
roce
ss4.
To
the
teac
her
in c
ompa
ring
the
achi
evem
ent o
f hi
s st
uden
ts o
nte
sts
with
natio
nal,
stan
dard
ized
nor
ms
5. I
n ar
ticul
atin
g th
e m
oder
n la
ngua
ge s
eque
nces
6. I
n ad
din.
4 ne
w s
eque
nces
7. T
o su
peri
nten
dent
s, p
rinc
ipal
s, a
nd s
choo
l boa
rds
inte
rest
ed in
the
mod
-em
lang
uage
pro
gram
8. F
or s
tude
nts
chan
ging
sch
ools
dur
ing
thei
r la
ngua
ge s
tudy
Prog
ress
in m
odem
lang
uage
ski
lls is
obs
erve
d th
roug
h an
anal
ysis
of
achi
evem
ent t
est r
esul
ts a
nd th
roug
h in
form
atio
n ga
ther
ed in
form
ally
. Pro
g-re
ss in
cul
tura
l und
erst
andi
ng a
s op
pose
d to
cultu
ral i
nfor
mat
ion
is v
ery
diff
i-cu
lt to
eva
luat
e ex
cept
thro
ugh
long
ran
ge f
ollo
w u
p of
indi
vidu
al s
tude
nt a
c-tiv
ities
and
obs
erva
tions
of
thei
r be
havi
or. A
chie
vem
ent t
est r
esul
tsin
dica
tein
divi
dual
pro
gres
s in
list
enin
g, s
peak
ing,
rea
ding
, wri
ting,
and
the
atta
inm
ent
of c
ultu
ral i
nfor
mat
ion.
Pro
gres
s m
ay b
e ex
amin
ed in
term
s of
the
indi
vidu
alst
uden
t, cl
assr
oom
, gra
de le
vel,
scho
ol, o
r di
stri
ct. U
neve
n pr
ogre
ss in
skill
s
68
may
der
ive
from
inad
equa
tete
chni
ques
or
mat
eria
ls, f
rom
dif
fere
nces
in s
tu-
dent
abi
lity,
or
from
var
iatio
ns in
teac
her
effe
ctiv
enes
s.A
s in
all
curr
icul
um a
reas
, mod
ern
lang
uage
s ar
ein
nee
d of
a c
ontin
uous
eval
uatio
n pr
ogra
m, s
o th
at th
e gr
eate
st a
mou
nt o
f pr
ogre
ss m
aybe
rea
lized
by th
e in
divi
dual
stu
dent
and
so
that
opt
imum
teac
hing
effe
ctiv
enes
s m
ay b
eob
tain
ed b
y th
e in
divi
dual
inst
ruct
or.
Info
rmal
Tes
ting
In C
lass
room
and
Lab
orat
ory
Eva
luat
ion
of p
upil
prog
ress
is a
n on
goin
g pr
oces
sw
hich
doe
s no
t alw
ays
requ
ire
the
use
of le
ngth
y fo
rmal
test
s. D
aily
obse
rvat
ion
of s
tude
nts'
ora
lw
ork
and
exam
inat
ion
of w
ritte
n w
ork
prov
idf.
.yth
e te
ache
r w
ith in
form
atio
nth
at c
an b
e hi
ghly
val
uabl
e in
indi
catin
g th
e di
rect
ion
futu
re in
stru
ctio
n sh
ould
take
. Suc
h ev
alua
tion
shou
ld b
e sy
stem
atic
.T
he te
ache
r m
ay s
elec
t sev
eral
poin
ts o
f pr
onun
ciat
ion
and
gram
mar
for
eva
luat
ion
each
day
and
gra
de a
sm
any
stud
ents
as
he is
abl
e on
thes
e po
ints
by
mon
itori
ng in
divi
dual
s du
ring
indi
vidu
al a
nd g
roup
rep
etiti
ons.
A s
imila
r pr
oces
s m
ay b
e us
ed in
the
lang
uage
labo
rato
ry. F
rom
the
con-
sole
the
teac
her
can
mon
itor
quic
kly
a si
zeab
lenu
mbe
r of
stu
dent
s gr
adin
gth
eir
oral
wor
k as
he
liste
ns. D
Eily
eva
luat
ion
of th
is ty
pein
cla
ssro
om a
ndla
bora
tory
pro
vide
s th
e te
ache
r w
ith a
con
stan
t rec
ord
indi
catin
g w
heth
er a
llst
uden
ts h
ave
been
rec
eivi
ng e
qual
atte
ntio
n in
ree
tatio
nac
tiviti
es.
Stac
k su
gges
ts a
fur
ther
info
rmal
type
of
labo
rato
ryev
alua
tion:
"If
a la
bo-
rato
ry p
erio
d is
beg
un w
ith th
e te
stin
g po
rtio
ns o
fth
e ta
pes
used
in th
e pr
e-ce
ding
labo
rato
ry s
essi
on, t
he m
onito
r w
ill o
btai
n gr
ades
sign
ific
ant o
f th
e de
-gr
ee o
f le
arni
ng ta
king
pla
ce.
Gra
des
shou
ld n
ot b
e as
sign
ed o
n th
e fi
rst t
ime
thro
ugh
a ne
w ta
pe. L
ikew
ise,
it m
ay b
e un
fair
to g
ive
ast
uden
t a g
rade
at
a po
int i
n a
tape
whe
reth
ere
is a
cha
nge
in p
atte
rn. T
he c
umul
ativ
e gr
ades
for
labo
rato
ry w
ork
over
a s
emes
ter
prov
ide
a re
liabl
egu
ide
to th
e st
uden
t'sau
ral c
ompr
ehen
sion
and
abi
lity
to s
peak
the
lang
uage
.T
hey
coul
d be
use
din
lieu
of
a sp
ecia
l aur
al-o
ral e
xam
inat
ion
in c
ompu
ting
this
par
t of
a st
uden
t'sfi
nal g
rade
." 9
Man
y sh
ort t
ests
of
diff
eren
t typ
es c
an b
e gi
ven
daily
; the
ypr
ovid
e a
stro
ngm
otiv
atin
g fa
ctor
, and
ser
ve to
sha
rpen
the
stud
ent's
ale
rtne
ss a
nd to
stim
u-la
te h
is in
tere
st. T
hey
have
psy
chol
ogic
al v
alue
in th
at th
ey m
ake
the
stud
ent
use
at o
nce
wha
t he
has
lear
ned,
rein
forc
ing
corr
ect u
sage
by
imm
edia
te c
or-
rect
ion.
'3ei
ng s
hort
, the
sm
all d
aily
test
giv
es th
e sl
owle
arne
r a
chan
ce to
acco
mpl
ish
a ta
sk th
at m
ay b
e to
o m
uch
for
him
on
a lo
nger
test
. Suc
h te
sts
shou
ld b
e fr
om f
ive
to te
n m
inut
es in
leng
th a
nd s
houl
d be
cons
ider
ed a
s di
ag-
nost
ic o
r le
arni
ng te
sts
rath
er th
an s
ervi
ng a
s a
basi
s fo
r gr
adin
g.
Prin
cipl
es f
or th
e C
onst
ruct
ion
of A
chie
vem
ent T
ests
Som
e of
the
new
mat
eria
ls f
or m
oder
nla
ngua
ge c
ours
es c
ome
com
plet
ew
ith u
nit t
ests
. How
ever
, tea
cber
s w
ill c
ontin
ue to
con
stru
ct a
size
able
num
-be
r of
thei
r ow
n te
sts.
Whe
ther
one
1.:
eval
uatin
g a
read
y-m
ade
test
or
build
ing
his
own,
the
fol-
low
ing
prin
cipl
es s
houl
d be
use
ful.
1. T
ests
sho
uld
dete
rmin
e w
hat t
he s
tude
nt k
now
s, n
otw
hat t
he te
ache
rkn
ows.
° E
TL
New
slet
ter:
CO
MM
UN
ICA
TE
.
t I!4
44
cj
t)
2. A
test
mus
t pro
vide
a le
afin
g ex
peri
ence
by
show
ing
the
stud
ent w
hat
is e
xpec
ted
of h
im a
nd b
y al
low
ing
him
to a
pply
wha
t he
has
lear
ned.
3. A
ll fo
ur s
kills
. sho
uld
be te
sted
.4.
The
item
s sh
ould
rep
rese
nt m
ater
ial l
earn
ed in
clas
s an
d th
e di
stri
butio
nsh
ould
cor
resp
ond
to th
e im
port
ance
of
the
skill
mea
sure
d.5.
The
test
sho
uld
ask
for
resp
onse
s in
nor
mal
lang
uage
beha
vior
.6.
The
test
wri
ter
shou
ldan
alyz
eth
esk
ills
inth
eex
pect
edla
n-gu
age
beha
vior
and
test
them
sep
arat
ely
as w
ell a
sco
llect
ivel
y.7.
Idi
oms,
voc
abul
ary,
str
uctu
res,
and
cul
tura
l ite
ms
shou
ld b
e te
sted
inco
ntex
t and
sho
uld
not a
ppea
r as
list
s of
fac
ts o
r :ti
les.
8. I
ncor
rect
for
ms
shou
ld n
ot b
e pr
esen
ted
to s
tude
nts.
9. T
est i
tem
s sh
ould
be
in th
e fo
reig
n la
ngua
ge a
ndas
k fo
r pe
rfor
man
ces
in th
e fo
reig
n la
ngua
ge. T
rans
latio
n sh
ould
be
requ
este
d on
ly a
tad
vanc
edle
vels
, tha
t is,
4th
, 5th
, 6th
yea
r, a
nd th
en e
ntir
ely
asev
iden
ce o
f th
e st
u-de
nt's
abi
lity
to r
ende
r ac
cura
tely
in E
nglis
h, te
chni
cal
artic
les,
for
eign
corr
espo
nden
ce, d
irec
tions
, or
liter
ary
mat
eria
l.10
. All
dire
ctio
ns s
houl
d be
sho
rt a
nd c
lear
. At t
heel
emen
tary
sta
ge d
irec
-tio
ns in
Eng
lish
are
pref
erab
le. U
sual
ly a
sam
ple
item
and
its
answ
erar
e ne
cess
ary.
Whe
n sa
mpl
eite
ms
are
not s
uppl
ied,
the
type
of
ques
tion
mus
t be
fam
iliar
to th
e st
uden
t.11
. Whe
n su
bjec
tive
eval
uatio
n is
nec
essa
ry a
qua
lity
scal
e sh
ould
be
used
.A
qua
lity
scal
e is
a s
erie
s of
res
pons
es v
aryi
ng in
wor
th f
rom
bes
t to
wor
st, e
ach
bear
ing
an e
valu
atio
n ta
gar
rive
d at
by
cons
ensu
s.T
he te
stin
g pr
oced
ures
list
ed b
elow
hav
e be
en d
evel
oped
inac
cord
ance
with
the
abov
e pr
inci
ples
. The
y ca
n be
adj
uste
d to
bot
h th
epr
e-re
adin
g an
d re
ad-
ing
phas
es a
nd a
dapt
ed to
all
leve
ls o
f la
ngua
ge le
arni
ng.
Tes
ting
Lis
teni
ng S
kills
With
the
incr
ease
d em
phas
is o
n th
e sp
oken
lang
uage
, new
tech
niqu
es f
orte
stin
g th
e lis
teni
ng c
ompr
ehen
sion
ski
ll ha
ve b
ecom
em
anda
tory
. Lis
teni
ngite
ms
are
used
to te
st g
ener
al c
ompr
ehen
sion
, com
mon
expr
essi
ons,
spe
cifi
cvo
cabu
lary
, pho
nolo
gy, m
orph
olog
y, a
nd s
ynta
x.
Proc
edur
es1.
The
stu
dent
s ha
ve a
ser
ies
of th
ree
orfo
ur p
ictu
res
in th
eir
book
lets
. The
teac
her
or th
e vo
ice
on th
e ta
pe r
eads
a s
tate
men
t in
the
targ
et la
ngua
ge.
The
stu
dent
s m
ark
the
pict
ure
whi
ch b
est a
gree
swith
the
stat
emen
t.2.
The
teac
her
or v
oice
on
the
tape
ask
s th
est
uden
ts to
per
form
cer
tain
task
sin
thei
r te
st b
ookl
ets,
suc
h as
giv
e th
e an
swer
tosi
mpl
e ar
ithm
etic
pro
b-le
ms,
dra
w a
cat
, put
eye
s in
the
outli
nes
of a
face
, dra
w a
squ
are,
aci
rcle
, or
part
s of
a d
raw
ing.
3. T
he te
ache
r or
voi
ce o
n th
e ta
pe m
akes
a s
tate
men
t.T
he s
tude
nts
mar
kw
heth
er it
is tr
ue o
r fa
lse.
4. T
he te
ache
r or
voi
ce o
n th
e ta
pegi
ves
an in
com
plet
e st
atem
ent.
The
mea
n-in
g of
the
stat
emen
t will
be
com
plet
ed c
orre
ctly
by o
ne o
f th
ree
sugg
este
dw
ords
or
expr
essi
ons
in th
e ta
rget
lang
uage
.5.
The
teac
her
or v
oice
on
the
tape
will
giv
e a
shor
t def
initi
on o
f a
pers
on,
obje
ct, o
r id
ea w
ithou
t act
ually
nam
ing
it. T
hree
ans
wer
sin
the
targ
et la
n-gu
age
will
be
give
n. O
ne o
fth
ese
will
be
sele
cted
by
the
stud
ents
as
the
corr
ect a
nsw
er.
69
6. V
oice
num
ber
one
on th
e ta
pe a
sks
aqu
estio
n. V
oice
num
ber
two
give
s
thre
e an
swer
s. T
he s
tude
nts
mar
k th
e nu
mbe
rof
the
corr
ect a
nsw
er.
7. V
oice
num
ber
one
on th
e ta
pegi
ves
an a
nsw
er. V
oice
num
ber
two
give
sth
ree
ques
tions
. The
stu
dent
s m
ark
the
num
ber
of th
e qu
estio
nw
hich
wou
ld e
licit
the
answ
er g
iven
by
voic
enu
mbe
r on
e.8.
A s
hort
dia
logu
e is
giv
en o
n th
e ta
pe.
Thi
s is
fol
low
ed b
y th
ree
orfo
uror
al s
tate
men
ts a
bout
the
dial
ogue
whi
ch a
re tr
ue u
rfal
se.
9. T
he s
tude
nts
are
pres
ente
d w
ith a
pict
ure
whi
ch e
ither
tells
a s
tory
or
de-
scri
bes
a si
tuat
ion.
The
voi
ce o
n th
e ta
pe o
rth
e te
ache
r de
scri
bes
thre
esi
tuat
ions
or
tells
thre
e sh
ort s
tori
es. O
neof
thes
e co
rres
pond
s w
ithth
e
pict
ure.
The
stu
dent
s ch
oose
the
num
ber
of th
e co
rrec
t aur
al d
escr
iptio
nof
the
pict
ure.
10. T
he s
tude
nts
are
told
a s
tory
con
tain
ing
anu
mbe
r of
spe
cifi
cs. T
hey
are
aske
d to
ret
ell t
he s
tory
in th
eir
own
wor
dsin
Eng
lish
at th
e el
emen
tary
stag
e an
d la
ter
in th
e ta
rget
lang
uage
.11
. The
&In
dent
s lo
ok a
t a p
ictu
re. T
hey
then
hea
r a
stat
emen
t abo
ut th
epi
c-tu
re a
nd in
dica
te o
n th
eir
answ
er s
heet
whe
ther
the
stat
emen
t is
true
or
fals
e.12
. The
stu
dent
s se
e a
pict
ure
and
then
hear
thre
e st
atem
ents
(A
, B, C
) ab
out
the
pict
ure.
The
y de
cide
whi
ch s
tate
men
tis
true
and
mar
k its
lette
r on
thei
r an
swer
she
et. T
he s
tude
nt s
ees
a pi
ctur
eof
a p
an. H
e he
ars:
A)
It's
a pa
n, B
) It
's a
pen
, C)
It's
a p
in.
13. T
he v
oice
on
tape
mak
es a
sta
tem
ent
and
seve
ral r
ejoi
nder
s. T
he s
tude
nts
sele
ct th
e m
ost l
ogic
al r
ejoi
nder
and
wri
teits
lette
r on
thei
r an
swer
she
ets.
I'm h
ungr
y A
) L
et's
go
to a
res
taur
ant.
B)
Her
e is
a g
lass
of
wat
er.
C)
I ca
n't e
at a
noth
er th
ing.
14. A
sho
rt ta
ped
conv
ersa
tion
is p
ayed
for
the
stud
ents
. The
y th
en in
dica
tew
here
it p
roba
bly
took
pla
ce o
r w
hois
spe
akin
g. L
ocat
ions
or
pers
ons
may
be
sugg
este
d in
a li
st.
15. S
tude
nts
liste
n to
a d
ialo
gue
orna
rrat
ive.
The
y th
en li
sten
to o
r re
ad a
num
ber
of s
tate
men
ts a
bout
the
pass
age
and
indi
cate
whe
ther
eac
h st
ate-
men
t is
true
or
fals
e.16
. Stu
dent
s he
ar a
sen
tenc
e re
ad a
loud
whi
ch is
sim
ilar
to J
ae o
f fo
ur w
rit-
ten
sent
ence
s an
d se
lect
the
sent
ence
they
thin
k th
ey h
eard
rea
d. T
his
item
test
s th
e re
cogn
ition
of
soun
dsy
mbo
l - w
ritte
n sy
mbo
l cor
res-
pond
ence
.
Tes
ting
Spea
king
Ski
llsT
he te
stin
g of
spe
akin
g is
dif
ficu
lt si
nce
resu
lts m
ust b
e ba
sed
on s
ubje
ctiv
eap
prai
sal.
Scor
ing
is m
ade
mor
e ob
ject
ive
by ta
ping
res
pons
es, a
nd b
y es
tab-
lishi
ng c
rite
ria
for
scor
ing
prio
r to
test
ing.
The
use
of
a ta
pe r
ecor
der
perm
itsev
alua
tion
by m
ore
than
one
sco
rer
and
allo
ws
scor
ers
to e
valu
ate
one
item
for
mor
e th
an o
ne a
spec
t of
the
spea
king
skill
. Stu
dent
s' r
espo
nses
may
be
eval
uate
d by
mea
ns o
f a
ratin
g sc
ale
from
one
tofi
ve o
n th
e ba
sis
of f
ive
cate
gori
es:
1. f
luen
cy2.
pro
nunc
iatio
n an
d in
tona
tion
3. c
orre
ctne
ss -
ord
er a
nd s
truc
ture
4. c
onve
ying
the
idea
5. u
se o
f vo
cabu
lary
For
inst
ance
, in
num
ber
four
conv
eyin
g th
e id
eath
e ra
ting
scal
e w
ould
be:
5 po
ints
: Stu
dent
con
veys
the
idea
com
plet
ely
and
corr
ectly
Or
Stud
ent c
onve
ys th
e id
ea c
ompl
etel
y an
d co
rrec
tly, b
ut e
labo
rate
san
d in
so
doin
g m
akes
som
e er
rors
whi
ch in
terf
ere
little
with
the
un-
ders
tand
ing
of th
e ut
tera
nce
Stud
ent c
onve
ys th
e si
mpl
e id
ea w
ith o
ne o
r m
ore
erro
rs in
pro
-nu
ncia
tion,
str
uctu
re, a
nd v
ocab
ular
y, b
ut th
ese
erro
rs a
re s
uch
asno
t to
inte
rfer
e w
ith th
e un
ders
tand
ing
of th
e id
eaSt
uden
t con
veys
som
e or
par
tial m
eani
ngSt
uden
t con
veys
ver
y lit
tle m
eani
ngor St
uden
t mak
es e
rror
s w
hich
obs
cure
som
e of
the
mea
ning
Stud
ent s
ays
noth
ing
or Stud
ent c
onve
ys w
rong
mea
ning
ent
irel
y
If a
lang
uage
labo
rato
ry w
ith r
ecor
ding
fac
ilitie
s is
not
avai
labl
e fo
r te
stin
gth
e sp
eaki
ng s
kill,
the
clas
sroo
m te
ache
r w
ill p
roba
bly
have
to u
se o
ne o
f th
efo
llow
ing
proc
edur
es f
or te
stin
g on
e st
uden
t at a
tim
e.
1. T
he te
ache
r re
cord
s m
aste
r te
st o
n ta
pe a
nd p
lace
sit
on r
ecor
der
prov
ided
with
hea
dpho
nes.
A s
econ
d re
cord
er w
ith m
icro
phon
e is
use
dby
the
stu-
dent
to r
ecor
d hi
s re
spon
ses.
He
sets
mac
hine
num
ber
two
onre
cord
and
mac
hine
num
ber
one
on p
lay.
With
ear
phon
es o
n he
pic
ks u
pth
e m
icro
-ph
one
and
resp
onds
to te
st it
ems.
Whe
n fi
nish
ed h
e st
ops
tape
mac
hine
two
and
rew
inds
tape
on
mac
hine
one
for
the
next
stu
dent
.T
o sa
ve ta
pe o
nm
achi
ne tw
o an
d te
ache
r co
rrec
tion
time,
the
stud
ent m
ay s
top
mac
hine
with
pau
se b
utto
n as
he
liste
ns to
eac
h ne
w it
em2.
For
ele
men
tary
and
juni
or h
igh
scho
ol s
tude
nts,
the
teac
her
will
hav
e to
perf
orm
rec
orde
r op
erat
ions
him
self
. In
this
cas
e, th
e re
cord
ers
shou
ld b
elo
cate
d aw
ay f
rom
the
clas
s an
d th
e te
st it
ems
broa
dcas
tth
roug
h th
e re
-co
rder
spe
aker
rat
her
than
thro
ugh
head
phon
es3.
The
teac
her
can
pres
ent t
he te
st it
ems
him
self
. In
this
cas
e,on
ly o
ne r
e-co
rder
will
be
need
ed to
rec
ord
stud
ent r
espo
nses
. The
teac
her
mus
t mak
esu
re th
at p
rese
ntat
ion
is u
nifJ
rrn
for
alls
tude
nts
4. A
noth
er m
etho
d el
imin
ates
the
need
for
rec
ordi
ng.
The
teac
her
wri
tes
abou
t fou
r te
st it
ems
for
each
stu
dent
. The
test
is a
dmin
iste
red
to o
nest
u-de
nt a
t a ti
me
whi
le th
e ot
hers
in th
e cl
ass
liste
n. A
size
able
num
ber
ofite
ms
of s
imila
r di
ffic
ulty
is n
eede
d in
this
cas
e
4 po
ints
:
3 po
ints
:2
poin
ts:
1 po
int:
Proc
edur
es1.
The
stu
dent
list
ens
to a
n ut
tera
nce
and
then
rep
eats
it w
ith p
rope
r pr
o-nu
ncia
tion
and
into
natio
n2.
The
teac
her
or th
e vo
ice
on th
e ta
peas
ks a
ser
ies
of q
uest
ions
abo
ut a
pict
ure
to w
hich
the
stud
ent r
ecor
ds h
is a
nsw
er3.
The
stu
dent
rec
ords
on
tape
one
or
two
sent
ence
sde
scri
bing
a p
ictu
re4.
The
stu
dent
rec
ords
on
tape
ans
wer
s tc
ase
ries
of
ques
tions
ask
ed b
y th
ete
ache
r or
the
voic
e on
the
tape
70
5. S
ame
as n
umbe
r fo
ur b
ut a
cue
is p
rovi
ded:
Why
are
you
goi
ng d
ownt
own?
Cue
: go
shop
ping
I'm g
oing
sho
ppin
g.6.
The
teac
her
or th
e vo
ice
on th
e ta
pe, i
n E
nglis
h or
in th
e ta
rget
lang
uage
,as
ks th
e st
uden
t to
give
a c
erta
in c
omm
and
or to
ask
a q
uest
ion
7. T
he s
tude
nt c
hang
es a
que
stio
n to
a s
tate
men
t or
vice
ver
sa:
John
is g
oing
toda
y.Is
Joh
n go
ing
toda
y?8.
A s
erie
s of
thre
e or
fou
r pi
ctur
es te
lling
a s
impl
e st
ory
issh
own
to th
est
uden
t who
rec
ords
his
ver
sion
of
the
stor
y9.
The
stu
dent
is g
iven
a s
hort
pas
sage
to r
ead.
Aft
er a
quic
k pr
evie
w h
ere
cord
s it
for
late
r ev
alua
tion
by th
e te
ache
r10
. A s
tate
men
t is
give
n. T
he s
tude
nt is
told
to r
epea
t the
sta
tem
ent,
prov
id-
ing
a sy
nony
m o
r an
ant
onym
for
an
indi
cate
d w
ord
11. T
he s
tude
nt is
told
to p
rovi
de a
sui
tabl
e re
join
der
for
each
of
a se
ries
of u
ttera
nces
:Sh
e's
fift
een.
She
does
n't a
ct li
ke it
12. A
stu
dent
is to
ld to
exp
and
an u
ttera
nce
by in
sert
ing
a gi
ven
wor
d or
phra
sew
ith th
e ne
cess
ary
chan
ges:
He
sing
s.H
e se
es th
e sq
uirr
el.
Cue
: bea
utif
ulC
ue: t
wo
He
sing
s be
autif
ully
.H
e se
es tw
o sq
uirr
els.
13. T
he s
tude
nt is
inst
ruct
ed to
cha
nge
an u
ttera
nce
or p
assa
gein
one
of
the
follo
win
g w
ays:
1) te
nse
2) n
ouns
to p
rono
uns
3) p
ositi
ve to
neg
ativ
e
4) s
ingu
lar
to p
lura
l5)
per
son
6) d
irec
t to
indi
rect
dis
cour
se, f
orex
ampl
e14
. The
stu
dent
is d
irec
ted
to c
ombi
ne tw
o se
nten
ces
into
a s
ingl
e se
nten
ce:
1) e
xpre
ssin
g a
cont
rary
to f
act s
ituat
ion,
or
2) u
sing
a s
peci
fied
con
junc
tion,
or
3) m
akin
g on
e se
nten
ce a
rel
ativ
e cl
ause
15. T
he s
tude
nt is
pro
vide
d w
ith a
n "a
ctio
n pi
ctur
e."
He
is to
ld to
des
crib
ew
hat i
s ta
king
pla
ce o
r gi
ve a
n im
agin
ary
conv
ersa
tion
16. A
stu
dent
is g
iven
a s
ituat
ion
in E
nglis
h bu
t lat
er in
the
targ
et la
ngua
ge. H
eis
dir
ecte
d to
pro
vide
app
ropr
iate
dia
logu
e:Y
ou m
eet a
fri
end
on th
e st
reet
. Gre
et h
im a
nd a
sk h
ow h
eis
.H
e an
swer
s he
's f
ine
and
asks
how
you
are
. You
tell
him
fine
too
and
ask,
whe
re h
e's
goin
g.H
e sa
ys h
e's
goin
g to
lunc
h an
d as
ksyo
u to
com
e al
ong.
You
say
fin
e, y
ou'd
like
to.
17. T
he s
tude
nt z
ither
list
ens
to o
r re
ads
a sh
ort p
assa
gean
d th
en g
ives
itfr
om m
emor
y. W
ord
cues
can
be
prov
ided
.
Tes
ting
Rea
ding
Ski
llsT
he s
tude
nt's
kno
wle
dge
of th
e lis
teni
ng, s
peak
ing,
read
ing,
and
wri
ting
skill
s w
ill d
eter
min
e th
e te
chni
ques
that
can
bes
t be
used
inte
stin
g re
adin
g.So
me
of th
e te
chni
ques
sug
gest
ed b
elow
for
rea
ding
invo
lve
othe
r sk
ills,
Als
o so
me
of th
e pr
oced
ures
use
d in
test
ing
the
liste
ning
ski
ll, c
an w
ith m
odif
i-
catio
ns b
e us
ed to
test
the
read
ing
skill
. The
item
s w
hich
test
the
unde
rsta
nd-
ing
of th
e re
adin
g pa
ssag
e or
utte
ranc
e m
ust u
se th
evo
cabu
lary
and
str
uc-
ture
s w
ith w
hich
the
stud
ent i
s al
read
y fa
mili
ar.
Thi
s ch
alle
nges
the
test
erin
the
elem
enta
ry s
choo
l whe
rech
ildre
n ha
ve o
nly
aru
dim
enta
ry c
omm
and
ofth
e
read
ing
skill
s.
Proc
edur
es1.
The
stu
dent
rea
ds o
rrec
ords
the
phra
ses
or u
ttera
nces
flas
hed
on a
scr
een
or f
ound
in a
test
book
let.
(A te
st f
or th
e re
cogn
ition
of g
raph
ic s
ymbo
ls.)
2. T
he s
tude
nts
hear
a s
ente
nce
read
alo
ud f
rom
fou
rsi
mila
r w
ritte
n se
n-
tenc
es a
nd s
elec
t the
one
whi
ch th
ey th
ink
they
hea
rdre
ad.
(A te
st f
or th
e re
cogn
ition
of s
ound
sym
bol-
wri
tten
sym
bol c
orre
spon
-
denc
e.)
3. A
stu
dent
is p
rese
nted
with
a p
ictu
re. I
n hi
s te
stbo
okle
t will
be:
a. A
ser
ies
ofth
ree
or f
our
sent
ence
s on
eof
whi
ch c
orre
ctly
dep
icts
the
situ
atio
n in
the
pict
ure
b. A
n in
com
plet
e se
nten
cefo
llow
ed b
y th
ree
or f
ourc
hoic
es, o
ne o
f w
hich
corr
ectly
com
plet
es th
e se
nten
ce4.
A s
tude
nt is
pre
sent
edw
ith tw
o or
mor
e pi
ctur
es. I
nhi
s te
st b
ookl
et is
an
utte
ranc
e or
a s
tate
men
tco
ntai
ning
a s
truc
ture
pro
blem
.T
he s
tude
nt
choo
ses
the
pict
ure
that
best
fits
the
utte
ranc
e. T
hepi
ctur
es m
ust b
e dr
awn
so th
at th
epi
ctur
e re
pres
entin
g th
e co
rrec
t ans
wer
diff
ers
by a
min
imal
dis
-
tinct
ive
feat
ure,
71
Thr
ee p
ictu
res
A. T
he b
oy h
its th
e gi
rl.
5. A
stu
dent
is p
rese
nted
with
ase
ries
of
four
or
mor
e pi
ctur
es, u
sual
ly te
lling
a st
ory.
In
his
test
book
let a
re a
ser
ies
of s
tate
men
ts to
be
arra
nged
cor
-re
ctly
acc
ordi
ng to
the
sequ
ence
of
the
pict
ures
.6.
A s
tory
or
read
ing
sele
ctio
n is
fol
low
ed b
ya.
A n
umbe
r of
true
and
fals
e st
atem
ents
fro
m w
hich
the
stud
ent c
heck
sth
e co
rrec
t sta
tem
ents
b. A
num
ber
of m
ultip
le c
hoic
e st
atem
ents
fro
m w
hich
the
stud
ent
chec
ks th
e co
rrec
t ite
ms
c. A
sta
tem
ent o
r se
ries
of
stat
emen
tsba
sed
on th
e re
adin
g se
lect
ion.
The
stud
ent c
heck
s th
ose
whi
ch c
an b
e co
rrec
tly in
ferr
ed f
rom
the
pass
-ag
ed.
A n
umbe
r of
que
stio
ns b
ased
on
the
cont
ent.
The
stu
dent
is to
ans
wer
them
with
com
plet
e se
nten
ces
oral
ly o
r in
wri
ting.
Thi
s is
an
inte
-gr
ated
test
item
whi
ch n
ot o
nly
test
s re
adin
gbu
t als
o th
e or
al o
r w
ritin
gsk
ills
7. A
def
initi
on o
r de
scri
ptio
n of
a p
erso
n,pl
ace,
thin
g, s
ituat
ion,
or
con-
cept
is g
iven
. Eac
h of
thes
e is
fol
low
edby
a n
umbe
r of
cho
ices
fro
m w
hich
the
stud
ent s
elec
ts th
e ite
m d
efin
ed o
r de
scri
bed.
8. A
wri
tten
stat
emen
t is
follo
wed
by
thre
e or
four
cho
ices
als
o in
the
targ
etla
ngua
ge, o
ne o
f w
hich
is th
e eq
uiva
lent
of
the
unde
rlin
ed w
ord
or p
hras
ein
the
stat
emen
t. T
he s
tude
nt s
elec
ts th
e co
rrec
tequ
ival
ent.
The
cho
ices
can
be g
iven
in E
nglis
h.9.
A w
ritte
n st
atem
ent i
n E
nglis
h is
fol
low
edby
thre
e or
fou
r w
ritte
n st
ate-
men
ts in
the
targ
et la
ngua
ge, o
ne o
f w
hich
is th
e eq
uiva
lent
of
the
Eng
lish
stat
emen
t.T
estin
g W
ritin
g Sk
ills
Whe
n te
stin
g th
e w
ritin
g sk
ill th
e te
ache
rev
alua
tes
a st
uden
t's a
bilit
y to
tran
sfer
sou
nd in
to w
ritte
n sy
mbo
ls, t
o sp
ell,
to m
anip
ulat
e th
e m
orph
olog
i-ca
l and
syn
tact
ical
asp
ects
of
the
lang
uage
as
wel
l as
the
voca
bula
ry. T
hequ
estio
n or
the
stim
ulus
at t
he e
lem
enta
ryle
vel s
houl
d be
car
eful
ly f
orm
u-la
ted
in o
rder
to e
licit
the
requ
ired
cont
rolle
d re
spon
se. A
t the
inte
rmed
iate
and
adva
nced
leve
ls it
ems
shou
ld c
all
for
free
r re
spon
ses.
An
eval
uatio
n of
wri
ting
in th
e el
emen
tary
sch
ool w
ill b
eru
dim
enta
ry if
the
skill
has
bee
n de
-ve
lope
d at
all.
Proc
edur
es1.
The
stu
dent
cop
ies
sim
ple
utte
ranc
esw
ith a
ttent
ion
also
pai
d to
pun
ctua
tion
and
diac
ritic
al m
arks
use
d in
the
lang
uage
.2.
A d
ialo
gue
or te
xt w
ithou
t any
punc
tuat
ion,
cap
italiz
atio
n, o
r pa
ragr
aph-
ing,
is g
iven
. The
stu
dent
rew
rite
sth
e te
xt w
ith c
orre
ct c
apita
lizat
ion,
pun
c-tu
atio
n, a
nd p
arag
raph
ing.
3. T
he s
tude
nt c
opie
s an
utte
ranc
ein
whi
ch h
e is
req
uest
ed to
mak
e a
di-
rect
ed o
r fr
ee c
hang
e of
an
item
.D
irec
ted:
I s
aw th
e ch
ild p
layi
ng.
Cue
: tw
oR
espo
nse:
I s
aw th
e tw
o ch
ildre
n pl
ayin
g.
Free
:I
saw
the
child
pla
ying
.I
saw
the
cat p
layi
ng.
72
Adv
ance
d fr
ee r
espo
nse:
I sa
w th
e gl
ub d
ubbi
ng.
(chi
ld p
layi
ng, o
r (T
wo
nons
ense
wor
ds w
hich
cat r
unni
ng, o
rte
st s
tude
nt's
gra
sp o
fdo
g ch
asin
g.)
stru
ctur
al m
eani
ng.)
4. T
he s
tude
nt c
ompl
etes
a s
tate
men
t in
acco
rdan
cew
ith th
e m
eani
ng s
ug-
gest
ed b
y a
pict
ure.
John
is e
atin
g.C
ue: p
ictu
re o
f an
app
leJo
hn is
eat
ing
an a
pple
.5.
An
utte
ranc
e or
sta
tem
ent i
s fl
ashe
d on
a s
cree
n.T
he s
tude
nt w
rite
s it
afte
rth
e vi
sual
imag
e ha
s be
en ta
ken
away
.6.
The
stu
dent
wri
tes
Ans
wer
s to
que
stio
ns
Wha
t's y
our
nam
e?M
y na
me
is A
nna
Hill
.
rejo
inde
rs to
giv
en u
ttera
nces
He'
s m
y fa
vori
te m
ovie
act
or.
rejo
inde
r: I
can
't st
and
him
.or
res
tate
men
ts o
f w
ritte
n st
atem
ents
Invi
te h
im to
spe
nd th
e w
eek
end
with
you
.W
ritte
n re
spon
se: H
ow w
ould
you
like
to s
pend
the
wee
kend
with
me?
or If a
t all
poss
ible
, com
e an
d sp
end
the
wee
kend
with
me.
7. T
he s
tude
nt m
ay b
e as
ked
to c
arry
out
one
of
the
follo
win
g:a.
Cha
nge
a st
ory
from
one
per
son
toan
othe
r, f
rom
one
tens
e to
ano
ther
,or
adj
ust t
he s
tory
to a
per
sona
lsitu
atio
nb.
Cha
nge
the
form
of
a st
ory
from
a d
ialo
gue
to a
narr
ativ
e or
vic
eve
rsa
c. W
rite
a s
ente
nce
usin
g th
e sa
me
stru
ctur
al p
atte
rn o
f th
e m
odel
sen
-te
nce
but u
sing
a d
iffe
rent
voc
abul
ary
Mod
el: T
he p
erso
n w
hom
he
saw
was
Joh
n.R
espo
nse:
The
hat
whi
ch h
e di
slik
ed w
ss im
port
ed8.
The
stu
dent
is p
rovi
ded
with
a p
assa
ge w
hich
has
a n
umbe
rof
wor
ds m
iss-
ing.
The
stu
dent
is to
rec
ogni
ze w
hich
wor
ds a
re to
be
adde
d an
d w
rite
them
in th
e pr
oper
bla
nks.
Tho
ugh
the
laun
drom
at is
a r
athe
r re
cent
fam
e is
inte
rnat
iona
l.a
grou
pA
fric
an s
tude
nts
arri
ved
Min
neap
olis
rec
ently
of th
eth
ings
they
wan
ted
was
suc
h an
.A
ccor
ding
to th
efo
reig
nus
ed th
em.
Not
e: I
f de
sire
d, a
glo
ssar
y of
term
s m
ay b
epr
ovid
ed, f
irst
lette
r cu
esgi
ven
or k
ind
of w
ord
spec
ifie
d, n
oun,
pro
noun
,for
exa
mpl
e.9.
The
stu
dent
is p
rovi
ded
with
wor
d cu
es.
Usi
ng th
em h
e w
rite
s a
sent
ence
,pa
ragr
aph,
or
dial
ogue
.C
ue: m
eans
, kno
w, d
o, I
, not
, wha
t, it.
Res
pons
e: I
do
not k
now
wha
t it m
eans
.10
. The
stu
dent
list
ens
twic
e to
a s
hort
pas
sage
of f
amili
ar s
ituat
iona
l and
Vt r ' :
3
4
lingu
istic
mat
eria
l. Se
vera
l que
stio
ns f
ollo
w a
nd th
e st
uden
t wri
tes
his
an-
swer
s. T
his
item
als
o te
sts
liste
ning
com
preh
ensi
on.
11. T
he s
tude
nt w
rite
s a
dire
cted
com
posi
tion
from
an
outli
ne in
Eng
lish
orin
the
targ
et la
ngua
ge.
"Wri
te a
lette
r to
you
r fr
iend
Bill
. Ask
him
how
he
isfe
elin
g. T
ell h
imth
at y
ou a
re g
oing
to s
pend
you
r su
mm
er in
Wyo
min
g.A
sk h
im if
he
has
ever
vis
ited
Lar
amie
, and
so
on."
12. T
he s
tude
nt s
umm
ariz
es a
sto
ry o
r pa
ragr
aph
byut
ilizi
ng th
e ex
pres
sion
sof
the
part
icul
ar p
assa
ge. A
t the
adv
ance
d le
vel t
he s
tude
nt m
ay u
sehi
sow
n w
ords
and
exp
ress
ions
.13
. Stu
dent
s ar
e gi
ven
a pi
ctur
e or
a s
erie
s of
pic
ture
s fo
rde
scri
ptio
n or
cre
a-tio
n of
a s
tory
..
14. T
he s
tude
nts
are
inst
ruct
ed to
rec
reat
e a
stor
y re
ad a
loud
by th
e te
ache
ror
a v
oice
on
tape
.T
estin
g C
ultu
ral I
nfor
mat
ion
Stud
ying
the
cultu
re o
f a
natio
n in
term
s of
its o
utst
andi
ng c
ontr
ibut
ions
toth
e ar
ts, c
raft
s, li
tera
ture
, soc
ial i
nstit
utio
ns,
and
scie
nce
is a
n im
port
ant o
bjec
-tiv
e in
the
stud
y of
a m
odem
lang
uage
. Suc
hkn
owle
dge
can
be te
sted
with
-ou
t muc
h di
ffic
ulty
in v
ario
us w
ays.
The
old
coo
pera
tive
mod
em la
ngua
ge te
sts
in th
e va
riou
s la
ngua
ges
devo
te a
n en
tire
sect
ion
tosu
ch c
ultu
ral i
nfor
mat
ion
and
know
ledg
e. T
hese
test
s ca
n be
obt
aine
dfr
om E
duca
tiona
l Tes
ting
Serv
ices
,Pr
ince
ton,
New
Jer
sey.
The
re is
ano
ther
impo
rtan
t asp
ect o
f cu
lture
whi
ch is
ess
entia
l in
atta
inin
ga
genu
ine
unde
rsta
ndin
g of
anot
her
peop
le. T
hat a
spec
t of
cultu
re w
hich
als
ode
eply
con
cern
s th
e an
thro
polo
gist
is th
e st
ruct
ural
sys
tem
of p
atte
rned
be-
havi
or, t
he w
ay o
f lif
e of
a p
eopl
e ra
ther
than
the
refi
nem
ent o
f a
peop
le. T
his
phas
e of
cul
ture
has
not
bee
n su
ffic
ient
ly s
tres
sed
inte
achi
ng a
nd h
as n
ot e
ven
been
touc
hed
in te
stin
g.T
he f
ollo
win
g ar
e so
me
sam
ples
whi
ch a
teac
her
coul
d us
e as
an
ince
ntiv
eto
dev
elop
his
ow
n te
sts
if h
e ha
s a
good
know
ledg
e of
the
patte
rns
of b
e-ha
vior
in th
e fo
reig
n cu
lture
as
wel
l as
his
own.
The
se it
ems
can
be c
on-
stru
cted
in E
nglis
h or
in th
e fo
reig
n la
ngua
ge.
1. T
he b
righ
t ray
s of
the
sun
glis
ten
onth
e sn
ow a
nd f
ilter
thro
ugh
the
huge
win
dow
s. I
n th
e ce
nter
of
the
grea
t hal
lin
the
Kre
mlin
sta
nds
a hu
ge f
irtr
ee b
eaut
iful
ly d
ecor
ated
with
orn
amen
tsan
d sw
eets
of
all k
inds
. Hun
-dr
eds
of c
hild
ren
dres
sed
in th
eir
holid
ayfi
nery
for
m a
hug
e ci
rcle
and
sin
gan
d da
nce
arou
nd th
e tr
ee. T
he r
oom
is p
iled
high
with
gif
t pac
kage
s w
hich
o'ly
Gra
ndfa
ther
Fro
st w
ill s
hare
with
the
child
ren
duri
ng th
e co
urse
of
the
cele
brat
ion.
The
tim
e of
this
cel
ebra
tion
is:
1) J
anua
ry 1
2) D
ecem
ber
253)
Jan
uary
64)
Nov
embe
r 7
5) F
ebru
ary
2N
umbe
r 1
is th
e co
rrec
t ans
wer
.
2. Y
ou a
re in
a s
mal
l vill
age
25m
iles
outs
ide
of a
larg
e in
dust
rial
city
inG
erm
any.
Whi
ch o
f th
ese
situ
atio
ns a
reno
rmal
occ
urre
nces
with
out s
peci
alm
eani
ng?
73
You
vis
it a
fam
ily a
nd f
ind
the
follo
win
g in
cide
nts
taki
ngpl
ace
betw
een
6 an
d 8:
30 o
n a
Mon
day
mor
ning
:1)
One
mem
ber
of th
e fa
mily
cat
ches
the
scho
ol b
us to
go
toth
e W
is-
sent
scha
ftlic
he M
ittel
schu
le in
the
city
.2)
One
mem
ber
take
s th
e bu
s to
go
to th
e la
rge
auto
mob
ile f
acto
ry o
ut-
side
the
city
.3)
One
mem
ber
gets
into
the
fam
ily V
olks
wag
en to
go
to th
eci
ty to
do s
ome
shop
ping
.4)
One
mem
ber
of th
e fa
mily
milk
s th
e co
w a
nd ta
kes
care
of
the
farm
chor
es.
5) O
ne m
embe
r is
stil
l eat
ing
a br
eakf
ast o
f or
ange
juic
e, to
ast,
ham
and
eggs
, and
cof
fee.
Num
bers
2, 3
, and
4 a
re n
orm
al o
ccur
renc
es.
3. U
nive
rsity
stu
dent
s ar
e si
tting
in th
e la
rge
hall
liste
ning
to a
lect
ure
bein
ggi
ven
by a
pro
fess
or. T
hey
are
stam
ping
thei
r fe
et1)
To
show
dis
agre
emen
t2)
To
show
ent
husi
astic
app
rova
l3)
To
-;po
w im
patie
nce
beca
use
the
prof
esso
r is
lect
urin
g ov
ertim
e4)
To
show
dis
com
fort
bec
ause
the
clas
sroo
m is
col
d5)
Bec
ause
it is
the
cust
om to
do
this
at t
he e
nd o
f a
lect
ure
Num
ber
2 is
the
best
pos
sibl
e an
swer
.
4. Y
ou a
re in
a c
afe
in S
pain
and
you
wis
h to
cal
l the
wai
ter
to in
dica
te th
atyo
u ha
ve c
hang
ed y
our
min
d an
d yo
uw
ish
to o
rder
som
ethi
ng e
lse.
You
wou
ld1)
Cla
p yo
ur h
ands
abo
ve y
our
head
2) S
nap
your
rin
gers
3) T
ry to
cat
ch th
e w
aite
r's e
ye4)
Sta
nd u
pT
he c
orre
ct a
nsw
er is
1.
Adv
ance
d Pl
acem
ent
In th
e la
st d
ecad
e th
e qu
estio
n of
Adv
ance
d Pl
acem
ent h
as r
epea
tedl
y ar
isen
as s
econ
dary
sch
ools
hav
e re
vise
d ce
rtai
ncu
rric
ula
with
the
inte
nt o
f m
ore
adeq
uate
ly p
repa
ring
the
stud
ents
for
thei
r fu
ture
wor
k in
col
lege
. The
col-
lege
s in
turn
, eag
er to
cap
italiz
e on
the
addi
tiona
l pre
para
tion
on th
e pa
rtof
thei
r en
teri
ng s
tude
nts,
hav
e ut
ilize
d te
sts
know
n as
Adv
ance
d Pl
acem
ent T
ests
,w
hich
mea
sure
the
stud
ent's
bac
kgro
und
and
know
ledg
e in
ord
er to
pla
ce h
imin
adv
ance
d co
urse
s an
d th
us a
void
the
repe
titio
n of
sec
onda
ry s
choo
l tra
inin
g.St
rong
sec
onda
ry s
choo
ls h
ave
been
will
ing
and
able
to p
repa
re th
eir
stud
ents
so s
ucce
ssfu
lly th
at m
any
can
ente
rse
cond
or
thir
d ye
ar c
olle
ge c
ours
es in
thei
rfr
eshm
an y
ear.
The
Col
lege
Ent
ranc
e E
xam
inat
ion
Boa
rd o
n A
dvan
ced
Plac
emen
t sup
plie
sex
amin
atio
ns to
inte
rest
ed s
tude
nts
at s
peci
fied
tim
es. T
he r
esul
ts, a
long
with
the
exam
inat
ions
them
selv
es a
nd th
e st
uden
ts' a
nsw
ers,
are
then
dis
trib
uted
to th
e co
llege
s an
d un
iver
sitie
s at
the
indi
vidu
al s
tude
nt m
ight
indi
cate
. The
coop
erat
ing
scho
ols
will
'hen
adm
it th
e st
uden
t to
an a
dvan
ced
cour
se, d
e-pe
ndin
g on
the
info
rmat
ion
gain
ed f
rom
the
exam
inat
ion
and
the
answ
ers.
The
plac
emen
t of
the
stud
ent i
n th
e co
llege
pro
gram
rem
ains
the
prer
ogat
ive
ofth
e in
divi
dual
col
lege
. Col
lege
s ha
ve d
evel
oped
two
diff
eren
t pra
ctic
es: e
ither
adva
nced
pla
cem
ent w
ith o
r w
ithou
t cre
dit.
Bot
h sy
stem
s af
ford
the
inco
m-
ing
stud
ent w
ith a
n ad
vant
age
and
good
stu
dent
s sh
ould
be
enco
urag
ed to
par
-tic
ipat
e in
the
prog
ram
. Man
y co
llege
s do
not
belo
ng to
the
Adv
ance
d Pl
ace-
men
t Pro
gram
and
adm
inis
ter
thei
r ow
n pl
acem
ent e
xam
inat
ions
.O
ther
seq
uate
one
yea
r of
sec
onda
ry s
choo
llan
guag
e st
udy
with
one
sem
este
r of
col
-le
ge a
nd p
lace
the
stud
ent i
n th
e co
rres
pond
ing
cour
sew
ithou
t any
for
mal
test
ing
prog
ram
.T
he A
dvan
ced
Plac
emen
t Pro
gram
had
incr
ease
d co
nsid
erab
ly in
the
past
few
yea
rs a
nd u
ndou
bted
ly it
ssi
gnif
ican
ce w
ill c
ontin
ue to
gro
w a
s m
ore
seco
ndar
y sc
hool
s re
vise
and
impr
ove
thei
rcu
rric
ula.
Adv
ance
d Pl
acem
ent i
sa
mea
ns o
f he
lpin
gth
e st
uden
t ben
efit
mor
e fr
om h
is c
olle
geed
ucat
ion
bygr
antin
g hi
m r
ecog
nitio
n fo
r hi
s ef
fort
and
suc
cess
in h
is s
econ
dary
sch
ool c
a-re
er.
A w
ord
of c
autio
n ne
eds
to b
e sa
idw
ith r
egar
d to
this
pro
gram
. With
out
a w
ell-
qual
ifie
d, n
ear
nativ
e la
ngua
ge te
ache
r th
e A
dvan
ced
Plac
emen
t Pro
-gr
am c
an v
itiat
e th
e pr
ogre
ssof
the
stud
ent w
ho h
as b
een
trai
ned
in th
e au
-di
o-lin
gual
app
roac
h by
hav
ing
the
cour
se tu
rnou
t to
be a
ser
ies
of le
ctur
esin
Eng
lish
on th
e lit
erar
y hi
stor
y of
the
fore
ign
coun
try
acco
mpa
nied
by
stu-
dent
s la
bori
ousl
y de
codi
ng s
elec
tions
from
the
grea
t mas
terp
iece
s. T
he P
ro-
gram
sho
uld
not b
een
tere
d up
on u
nles
s th
e st
uden
ts h
ave
had
a go
od f
our
year
s of
inte
nsiv
eau
dio-
lingu
al tr
aini
ng in
the
lang
uage
as
it is
spok
en to
day.
Sugg
este
d R
eadi
ngs
Bro
oks,
Nel
son.
Lan
guag
e an
dL
angu
age
Lea
rnin
g: T
heor
y an
dPr
actic
e. H
ar-
cour
t,1964.
Cha
pter
XV
Eva
luat
ive
Cri
teri
a. W
ashi
ngto
n,D
. C.:
Nat
iona
l Stu
dy o
f Se
cond
ary
Scho
ol
Eva
luat
ion,
196
0.E
valu
ativ
e C
rite
ria
for
Juni
orH
igh
Scho
ols.
Was
hing
ton,
D. C
.:N
atio
nal
Stud
y of
Sec
onda
ry S
choo
lEva
luat
ion,
196
0.
74
Lad
o, R
ober
t. L
angu
age
Tes
ting.
McG
raw
,1964.
ML
A C
oope
rativ
e Fo
reig
n L
angu
age
Tes
ts.
Prin
ceto
n, N
ew J
erse
y: E
duca
-tio
nal T
estin
g Se
rvic
e,1964.
Ava
ilabl
e in
Fre
nch,
Ger
man
, Ita
lian,
Rus
sian
,Sp
anis
h. T
here
are
two
leve
ls a
nd tw
o fo
rms
atea
ch le
vel.
Lad
e, R
ober
t. L
angu
age
Tea
chin
g, A
Scie
ntif
ic A
ppro
ach.
McG
raw
,1964.
Cha
pter
XV
I.
*it
1.11
11.1
0nom
iwi-
4--
4
se,
-41
I
Cha
pter
VII
TH
E F
OR
EIG
N L
AN
GU
AG
E C
LA
SSR
OO
M, T
HE
FO
RE
IGN
LA
NG
UA
GE
LA
BO
RA
TO
RY
, AN
D T
HE
EL
EC
TR
ON
IC C
LA
SSR
OO
M
Alo
ng w
ith th
e ch
ange
s in
the
obje
ctiv
es a
nd te
chni
ques
bein
g us
ed in
for
-ei
gn la
ngua
ge in
stru
ctio
n, f
acili
ties
for
mod
em f
orei
gnla
ngua
ge c
lass
es m
ust
also
cha
nge.
The
trad
ition
al c
lass
room
des
igne
d fo
r re
adin
gan
d w
ritin
g pr
ac-
tice
mus
t be
mod
ifie
d to
allo
w f
or th
e us
e of
ele
ctro
mec
hani
eal
equi
pmen
t.A
s ad
junc
ts to
the
clas
sroo
m, m
any
scho
ols
are
addi
ng la
ngua
ge la
bora
tori
es,
room
s w
ith e
xten
sive
inst
alla
tions
of
equi
pmen
t for
lang
uage
list
enin
g an
dsp
eaki
ng p
ract
ice.
Som
e sc
hool
s ar
ete
mpt
ing
to c
ombi
ne th
e cl
assr
oom
and
the
lang
uage
labo
rato
ry in
a c
onve
rtib
le in
stal
latio
n us
ually
refe
rred
to a
s th
eel
ectr
onic
cla
ssro
om. T
hese
fac
ilitie
s ar
e im
port
ant t
ools
inpr
ovid
ing
the
teac
her
and
the
stud
ent w
ith th
e be
st p
ossi
ble
envi
ronm
ent f
or le
arni
ng th
e fo
r-ei
gn la
ngua
ge.
Muc
h tim
e m
ust b
e de
vote
d to
pla
nnin
g th
ese
new
fac
ilitie
sif
eac
h hi
ghsc
hool
you
th is
to o
btai
n th
roug
h th
eir
use
the
max
imum
ben
efit
in le
arni
ngth
e ne
w la
ngua
ge. L
ogic
al s
teps
in p
lann
ing
incl
ude
the
follo
win
g:1.
The
goa
ls f
or e
ach
year
of
the
fore
ign
lang
uage
stu
dyan
d pl
ans
for
achi
evin
g th
ese
goal
s m
ust b
e de
term
ined
. Cur
rent
lyit
is g
ener
ally
fel
tth
at p
upils
will
use
the
labo
rato
ry m
ost i
n be
ginn
ing
year
sw
hen
deve
lop-
ing
audi
o-lin
gual
ski
lls, a
nd le
ss la
ter
whe
n re
adin
g an
dw
ritin
g re
-qu
ire
larg
er a
mou
nts
of ti
me.
1° A
s m
ater
ials
are
dev
elop
edan
d te
ache
rsbe
com
e m
ore
fam
iliar
with
labo
rato
ry te
chni
ques
, aco
ntin
ued
exte
nsiv
eus
e of
the
labo
rato
ry c
an b
e ob
serv
edat
mor
e ad
vanc
ed le
vels
of
inst
ruc-
tion.
Fac
ilitie
s pr
ovid
ed f
or te
ache
rs s
houl
d be
fle
xibl
een
ough
to b
ead
apta
ble
to th
e di
ffer
ent i
ndiv
idua
ls w
ho w
ill u
se th
em.
2. T
each
ers
mus
t dec
ide
whi
ch le
arni
ng a
ctiv
ities
can
best
be
done
in th
ecl
assr
oom
and
whi
ch a
re m
ore
adva
ntag
eous
for
the
labo
rato
ry. C
aref
ulin
tegr
atio
n be
twee
n th
e cl
assr
oom
and
the
labo
rato
ry m
ust b
e ke
pt in
min
d.3.
The
bes
t pla
nnin
g of
the
fore
ign
lang
uage
clas
sroo
m a
nd th
e fo
reig
nla
ngua
ge la
bora
tory
will
res
ult f
rom
team
wor
k.T
he te
am s
houl
d in
clud
efo
reig
n la
ngua
ge te
ache
rs o
n th
e st
aff,
sch
ool
adm
inis
trat
ors,
con
sulta
nts
in f
orei
gn la
ngua
ges
in lo
cal c
olle
ges
and
the
Stat
eD
epar
tmen
t of
Edu
-ca
tion.
The
team
sho
uld
seek
the
prof
essi
onal
advi
ce o
f ar
chite
cts,
eng
i-
"Hay
es m
akes
the
follo
win
g st
atem
ent i
n L
angu
age
Lab
orat
ory
Faci
litie
s, o
npa
ges
21-2
2. "
The
spe
cial
pupi
l-te
ache
r ra
ppor
t nec
essa
ry in
the
elem
enta
ry s
choo
l,th
e sh
orte
r at
tent
ion
span
of
youn
gch
ildre
n, a
nd th
e sp
ecia
l adm
inis
trat
ive
prob
-le
ms
at th
is le
vel t
end
to m
ilita
te a
gain
stth
e us
e of
ful
l-sc
ale
lang
uage
labo
rato
ries
belo
w g
rade
sev
en .
..
Con
tinue
d re
sear
ch a
nd e
xper
imen
tatio
n on
the
use
of s
uch
equi
pmen
t in
the
elem
enta
ry s
choo
l sho
uld
been
cour
aged
, how
ever
, sin
ce c
oncr
ete
evid
ence
of
the
way
in w
hich
its
effe
ctiv
enes
sdi
ffer
s fo
r di
ffer
ent a
ge g
roup
s is
alm
ost
who
lly la
ckin
g."
75
neer
s, e
lect
roni
c te
chni
cian
s, a
ndm
anuf
actu
rers
' rep
rese
ntat
ives
and
shou
ld e
mpl
oy a
con
sulta
nt to
hel
p pl
an a
nd d
o th
e fi
nal
chec
king
of
elec
tron
ic e
quip
men
t. T
he f
orei
gn la
ngua
ge c
onsu
ltant
of
the
Stat
e D
e-pa
rtm
ent s
houl
d be
con
tact
ed f
or a
list
ing
of a
vaila
ble
cons
ulta
nts.
For
info
rmat
ion
aboa
t mod
ern
fore
ign
lang
uage
fac
ilitie
s w
rite
to th
eD
irec
-to
r of
the
Scho
ol P
lant
Con
stru
ctio
n se
ctio
n of
the
Dep
artm
ent.
4. T
he te
am s
houl
d vi
sit f
orei
gn la
ngua
ge c
lass
room
s an
d la
bora
tori
esin
othe
r sc
hool
sys
tem
s. T
he m
embe
rs s
houl
d ob
serv
e th
ese
faci
litie
sin
oper
atio
n an
d be
ale
rt to
any
new
impr
ovem
ent t
hat w
ill s
erve
the
fore
ign
lang
uage
teac
her
and
impr
ove
the
oppo
rtun
ities
for
lear
ning
.5.
Fin
al p
lans
and
spe
cifi
catio
ns s
houl
d m
eet t
he te
am's
req
uire
men
tsfo
rel
ectr
onic
fac
ilitie
s w
hich
will
bes
t acc
ompl
ish
educ
atio
nal o
bjec
tives
inte
achi
ng f
orei
gn la
ngua
ges.
Fin
al p
lans
sho
uld
follo
w th
e in
stru
ctio
nsan
d gu
idel
ines
in th
e C
ounc
il of
Chi
ef S
tate
Sch
ool O
ffic
ers'
,Pu
rcha
seG
uide
for
Pro
gram
s in
Sci
ence
, Mat
hem
atic
s, M
oder
n Fo
reig
n L
an-
guag
es, p
p. 2
6-28
,163
-287
11, a
nd in
the
Supp
lem
ent t
o Pu
rcha
se G
uide
for
Prog
ram
s in
Sci
ence
, Mat
hem
atic
s, M
oder
n Fo
reig
n L
angu
ages
.12
The
For
eign
Lan
guag
e C
lass
room
In f
orei
gn la
ngua
ge in
stru
ctio
n, th
e cl
assr
oom
and
the
labo
rato
ry f
orm
an
effe
ctiv
e co
mbi
natio
n of
tool
s fo
r le
arni
ng. T
he c
lass
room
is th
e fa
cilit
y in
whi
ch th
e te
ache
r in
trod
uces
new
mat
eria
l for
late
r pr
actic
e in
the
labo
rato
ry.
Eff
ectiv
e la
bora
tory
stu
dy r
esul
ts f
rom
pre
limin
ary
drill
ing
in th
e cl
assr
oom
.G
ener
ally
, aft
er la
bora
tory
dri
ll th
e cl
assr
oom
pro
vide
s re
al o
ppor
tuni
ty f
orpr
actic
e of
the
lang
uage
as
true
com
mun
icat
ion
betw
een
teac
her
and
pupi
lsan
d am
ong
pupi
ls. L
angu
age
is c
ombi
ned
with
oth
er b
ehav
iora
l pat
tern
s, g
es-
ture
s, f
or e
xam
ple,
whi
ch f
orm
the
tota
l com
mun
icat
ion
proc
ess.
Thu
s, th
ecl
assr
oom
pro
vide
s a
lifel
ike
test
ing
grou
nd f
or u
se o
f th
e sp
oken
lang
uage
.T
he la
ngua
ge c
lass
room
is u
sed
for
wor
k in
rea
ding
and
wri
ting
in th
e fo
r-ei
gn la
ngua
ge. I
t mus
t pro
vide
fac
ilitie
s fo
r la
rge
and
smal
l gro
up w
ork.
In
shor
t, it
mus
t be
a fl
exib
le f
acili
ty f
or p
erfe
ctin
g th
e lis
teni
ng, s
peak
ing,
rea
d-in
g, a
nd w
ritin
g sk
ills.
Sugg
este
d Sp
ecif
icat
ions
for
the
Fore
ign
Lan
guag
e C
lass
room
Cha
nges
in s
econ
dary
sch
ool c
lass
room
s ha
ve r
esul
ted
from
cha
ngin
g m
eth-
ods
of in
stru
ctio
n an
d ch
angi
ng ty
pes
of c
lass
room
act
iviti
es. N
owhe
re is
this
mor
e tr
ue th
an in
the
case
of
the
teac
hing
of
mod
ern
fore
ign
lang
uage
s.T
he p
hilo
soph
y of
teac
hing
mod
em f
orei
gn la
ngua
ges
has
chan
ged
com
plet
ely
Gin
n an
d C
o., 1
959
"Gin
n an
d C
o., 1
961
in th
e la
st tw
ode
cade
s. T
oday
the
audi
o-lin
gual
met
hod
with
its
emph
asis
on
liste
n, s
peak
, rea
d, w
rite
,in
that
ord
er, i
s w
inni
ng g
row
ing
acce
ptan
ceby
teac
hers
of
fore
ign
lang
uage
san
d sc
hool
adm
inis
trat
ors.
Spec
ial f
eatu
res
are
need
ed f
orth
e fo
reig
n la
ngua
ge c
lass
room
to m
eett
hese
new
dem
ands
.T
he f
irst
con
cern
will
be
the
size
of
the
fore
ign
lang
uage
cla
ss-
room
. The
det
erm
inin
gfa
ctor
s ar
e L
s fo
llow
s:1.
How
man
y st
uden
ts a
rego
ing
to o
ccup
y th
is c
lass
room
in a
ny s
ingl
ecl
ass
peri
od?
Wha
t will
be
the
larg
est n
umbe
r du
ring
any
one
cla
ss p
e-ri
od?
If o
ne a
ssum
es th
at n
o cl
ass
will
exce
ed 3
0 st
uden
ts in
num
ber
and
that
30
squa
re f
eet p
er p
upil
isal
low
ed, t
he c
lass
room
will
hav
e to
mea
-su
re a
ppro
xim
atel
y 90
0 sq
uare
feet
.It
mus
t be
kept
in m
ind
that
the
num
ber
of s
tude
nts
who
will
occ
upy
the
room
at o
ne ti
me
and
the
activ
ities
they
are
to p
erfo
rm a
reba
sic
in p
lan-
ning
the
size
of
the
clas
sroo
m.
2. L
arge
gro
up te
achi
ng is
apo
ssib
ility
that
mus
t be
cons
ider
edin
mak
ing
plan
s fo
r th
e fo
reig
n la
ngua
gecl
assr
oom
. Ent
husi
asm
for
exp
erim
enta
-tio
n on
the
part
of
the
auth
oriti
esan
d th
e fo
reig
n la
ngua
ge te
ache
rs m
ayop
en p
ossi
bilit
ies
for
the
use
of la
rge
clas
sroo
ms
all p
urpo
se r
oom
s,lit
tle th
eate
rs, o
r au
dito
rium
sas
for
eign
lang
uage
clas
sre-
-)m
s. T
he f
or-
eign
lang
uage
labo
rato
rysu
pple
men
ts th
e la
rge
clas
sroo
m f
orad
ditio
nal
indi
vidu
al w
ork.
3. E
ach
clas
sroo
m s
houl
d ha
veth
e pr
oper
aco
ustic
al tr
eatm
ent.
The
cei
ling
of th
e ro
om s
houl
d be
acou
stic
ally
trea
ted.
Par
alle
l bla
nkw
alls
sho
uld
be tr
eate
d on
one
wal
l or
tiles
may
be
inst
alle
d on
the
top
port
ion
of
seve
ral w
alls
.4.
Eac
h cl
assr
oom
sho
uld
be s
uppl
ied
with
a lo
ud-s
peak
erof
hig
h qu
ality
resp
onse
, 36-
14,0
00 c
ps.;
cros
sove
rat
2,0
00 c
ps.,
capa
city
, 25
wat
ts,i
m-
peda
nce
16 o
hms.
The
spe
aker
shou
ld b
e ce
ntra
lly m
ount
ed o
nth
e fr
ont
wal
l sev
en f
eet f
rom
the
floo
rbu
t cle
ar o
f th
e w
all s
cree
n. I
tsh
ould
be p
ossi
ble
to p
lay
tne
tape
rec
orde
r,th
e re
cord
pla
yer,
or
to li
sten
toth
e so
und
trac
k of
a f
ilm th
roug
hth
e sp
eake
r w
hen
desi
red.
5. T
he li
ghtin
g sh
ould
be
inca
ndes
cent
or
stat
ic r
esis
tors
sho
uld
be in
stal
led
on f
luor
esce
ntlig
hts.
Ade
quat
e el
ectr
ical
out
lets
shou
ld b
e pr
ovid
ed. A
dequ
ate
elec
tric
alou
t-le
ts a
re d
efin
ed a
s si
x ou
tlets
:loca
ted
as f
ollo
ws
two
at th
e fr
ont o
fth
e ro
om; f
our
addi
iona
lou
tlets
loca
ted
in s
uch
a w
ay th
at tw
o ar
edi
stri
bute
d on
eac
h si
de, e
quid
ista
ntfr
ont a
nd b
ack,
plu
gmol
d at
the
rear
of th
e ro
om w
ith te
n ou
tlets
min
imum
. All
outle
ts s
houl
d be
36
inch
esab
ove
the
floo
r.6.
The
cha
lkbc
zrd
sho
uld
beap
prox
imat
ely
20 li
neal
fee
t, 42
inch
eshi
gh
on th
e fr
ont
wal
l. C
onsi
dera
tion
shou
ld b
egi
ven
to h
avin
g ad
ditio
nal
chal
kboa
rd o
n on
e si
de o
f th
e ro
om.
A ta
ckbo
ard
that
isap
prox
imat
ely
20 li
neal
fee
t, 42
inch
eshi
gh s
houl
dbe
pro
vide
d on
one
sid
e an
d/or
the
rear
of
the
room
.A
dis
play
are
a th
at c
onsi
sts
of a
com
bina
tion
map
rai
l and
tack
stri
p at
the
top
rail
of th
e ch
alk
and
tack
boar
ds s
houl
d be
pro
vide
d.7.
At t
he r
ear
of th
e fo
reig
nla
ngua
ge c
lass
room
at t
he p
rope
r he
ight
, ast
uden
t wor
k co
unte
r sh
ould
be p
rovi
ded.
The
cou
nter
sho
uld
be n
otle
ss
than
20
feet
long
and
thre
efe
et w
ide.
Ten
hea
dpho
nes
shou
ld b
e pr
o-vi
ded
at th
is lo
catio
n. T
he te
nst
uden
t pos
ition
s m
ust b
e co
nnec
ted
to
76
the
prog
ram
sou
rce
at th
e te
ache
r'sde
sk. W
irin
g be
twee
n th
e pr
ogra
mso
urce
and
the
stud
ent
posi
tion
may
run
via
a f
lat f
loor
mol
dco
ndui
t or
alon
g a
side
wal
l. E
ach
stud
ent p
ositi
onsh
ould
hav
e a
head
phon
e ja
ckan
d a
volu
me
cont
rol.
An
alte
rnat
e st
uden
t wor
k co
unte
ris
als
o av
aila
ble.
Ins
tead
of
each
po-
sitio
n ha
ving
sim
ply
a he
adph
one
jack
and
volu
me
cont
rol,
each
stu
dent
posi
tion
coul
d ha
ve a
sta
ndar
d ha
lf-t
rack
tape
reco
rder
with
hea
dpho
nes.
Thi
s al
tern
ate
plan
allo
ws
each
stu
dent
tom
ake
his
own
copy
of
the
teac
her's
less
on m
ater
ial o
n ta
pe a
nd to
proc
eed
with
his
stu
dy o
f it
athi
s ow
n ra
te o
f le
arni
ng.
The
For
eign
Lan
guag
e L
abor
ator
yA
lang
uage
labo
rato
ry is
an
inst
alla
tion
of e
leoA
rom
echa
nica
l equ
ipm
ent
prov
idin
g th
e st
uden
t with
tape
topr
actic
e th
e au
dio-
lingu
al a
spec
ts o
f th
ela
ngua
ge ju
st a
s a
conv
entio
nal l
angu
age
text
book
giv
es th
e st
uden
t pra
ctic
e in
read
ing
and
wri
ting.
The
bas
ic p
rinc
iple
sup
port
ing
the
use
of a
fore
ign
lang
uage
labo
rato
ry a
reim
port
ant i
n un
ders
tand
ing
its v
alue
info
reig
n la
ngua
ge le
arni
ng. T
hey
are
asfo
llow
s:1.
A la
ngua
ge la
bora
tory
can
supp
lem
ent a
nd im
plem
ent t
he w
ork
done
inth
e cl
assr
oom
, but
it c
anno
t rep
lace
the
teac
her.
In
fact
, the
pre
senc
e of
that
teac
her
as m
onito
r in
the
labo
rato
ryha
s a
dem
onst
rabl
y be
nefi
cial
effe
ct o
n le
arni
ng.
2. M
ater
ials
use
d in
the
labo
rato
ry m
ust
be w
ell-
prep
ared
and
org
aniz
ed,
and
mus
t be
utili
zed
in c
lose
cor
rela
tion
with
cla
ss w
ork.
3. P
ract
ice
in s
peak
ing
and
liste
ning
rein
forc
e an
d ar
e re
info
rced
by
read
-in
g an
d w
ritin
g, th
us u
tiliz
ing
all p
ossi
ble
aven
ues
of le
arni
ng.
4. L
abor
ator
y re
cord
ings
can
pro
vide
ava
riet
y of
nat
ive
voic
es a
s m
odel
sfo
r pr
onun
ciat
ion
and
into
natio
n.Fu
rthe
rmor
e, th
ey o
ffer
the
poss
ibili
-ty
of
repr
esen
ting
regi
onal
var
iatio
nsin
nat
ive
spee
ch p
atte
rns.
5. R
ecor
ding
s m
ade
at n
orm
al s
peed
of s
peak
ing
can
be li
sten
ed to
man
ytim
es, t
hus
elim
inat
ing
the
tem
ptat
ion
of s
low
ing
dow
n th
e pa
ce a
nddi
stor
ting
the
artic
ulat
ion,
pro
nunc
iatio
n, a
ndin
tona
tion
of th
e ut
ter-
ance
s.6.
Tap
e pr
ogra
ms
can
prov
ide
auth
entic
, con
sist
ent,
untir
ing
mod
els
ofsp
eech
for
imita
tion
and
drill
.7.
The
use
of
head
phon
es a
nd b
ooth
sgi
ves
the
stud
ent a
sen
se o
f is
olat
ion
and
an in
timat
e co
ntac
t with
the
lang
uage
and
an
equa
l cla
rity
of
soun
dis
ass
ured
all
stud
ents
.8.
The
lang
uage
labo
rato
ry h
elps
ast
uden
t ove
rcom
e hi
s ne
rvou
snes
s an
dse
lf-c
onsc
ious
ness
in o
ral e
xpre
ssio
n by
allo
win
ghi
m to
mak
e hi
s in
itial
erro
rs in
pri
vate
.9.
A la
ngua
ge la
bora
tory
pro
vide
s an
oppo
rtun
ity f
or a
ll st
uden
ts to
dri
llin
divi
dual
ly a
nd s
imul
tane
ousl
y th
ereb
y he
lpin
gth
em to
ach
ieve
ora
lco
mpe
tenc
e.10
. The
lang
uage
labo
rato
ry a
llow
sfo
r in
divi
dual
dif
fere
nces
as
it ca
n ac
-co
mm
odat
e si
mul
tane
ousl
y st
uden
ts in
nee
dof
spe
cial
rem
e-lia
l dri
ll,gr
oups
wor
king
on
the
regu
lar
daily
ass
ignm
ents
, and
adv
ance
d st
u-de
nts
wor
king
for
enr
ichm
ent o
r w
ithac
cele
rate
d m
ater
ials
.11
. In
the
labo
rato
ry th
e fo
reig
nla
ngua
ge te
ache
r is
abl
e to
foc
us h
is a
t-
tent
ion
on th
e in
divi
dual
stu
dent
's p
erfo
rman
ce w
ithou
t hav
ing
to in
-te
rrup
t the
wor
k of
the
grou
p.12
. Lab
orat
ory
wor
k pe
rmits
the
stud
ent t
o co
rrec
t his
res
pons
e im
med
i-at
ely
by c
ompa
ring
it w
ith th
at o
f th
e m
aste
r vo
ice.
It a
lso
faci
litat
esco
rrec
tion
by th
e te
ache
r w
h )
can
liste
n to
the
stud
ent r
ecor
ding
.13
. The
labo
rato
ry f
acili
tate
s tl.
e te
stin
g of
list
enin
g co
mpr
ehen
sion
and
the
spea
king
ski
ll.14
. Tea
cher
s ar
e pr
ovid
ed w
ith a
n op
port
unity
to im
prov
e th
eir
own
pro-
fici
ency
in u
nder
stan
ding
and
spe
akin
g th
e la
ngua
ge.
15. T
he 't
each
er c
an u
se th
e tim
e fo
rmer
ly u
sed
in r
outin
e cl
ass
drill
s to
conc
entr
ate
on im
agin
ativ
e an
d fl
exib
le la
ngua
ge p
ract
ice
duri
ng th
ele
sson
s co
nduc
ted
in th
e fo
reig
n la
ngua
ge c
lass
room
.16
. In
orde
r fo
r th
e la
ngua
ge la
bora
tory
to b
ecom
e an
inte
gral
par
t of
the
fore
ign
lang
uage
lear
ning
pro
cess
, aut
hori
ties
in th
e fi
eld
now
reco
m-
men
d th
at a
min
imum
of
two
clas
s ho
urs
a w
eek
be s
pent
in th
e la
bora
-to
ry w
ith m
onito
ring
by
the
inst
ruct
or.
Tec
hnic
al A
spec
ts o
f th
e Fo
reig
n L
angu
age
Lab
orat
ory
Kin
ds o
f Y
. ang
uage
Lab
orat
orie
s. A
lang
uage
labo
rato
ry g
ener
ally
con
-s'
" -
t3 o
f a
room
occ
upie
d by
stu
dent
boo
ths
or s
talls
. The
boo
ths
are
wir
edto
a c
entr
al c
ontr
ol c
onso
le w
hich
dis
trib
utes
pro
gram
s fo
r pu
pil a
udio
ling
ual
stud
y. W
ithin
this
bas
ic c
once
pt th
ere
are,
how
ever
, a n
umbe
r of
dif
fere
ntty
pes
of la
ngua
ge la
bora
tori
es w
hich
ser
ve d
iffe
rent
pur
pose
s:a.
In
the
audi
o-pa
ssiv
e la
bora
tory
the
stud
ent s
impl
y lis
tens
to m
ater
ials
reco
rded
by
the
teac
her
or b
y a
nativ
e sp
eake
r. I
f th
e st
uden
t res
pond
sdu
ring
pau
ses
on th
e ta
pe, h
e ne
ither
hea
rs h
inrx
h: th
roug
h he
adph
ones
nor
reco
rds
his
resp
onse
s. I
n L
angu
age
Lab
orat
ory
Faci
litie
s, A
lfre
d S.
Hay
es 1
3 ha
s id
entif
ied
syst
ems
of th
is ty
pe a
s th
ose
empl
oyin
g1)
a ta
pe r
ecor
der
or p
hono
grap
h w
ith a
bui
lt-in
loud
spe
aker
2) a
tape
rec
orde
r or
pho
nogr
aph
with
an
exte
rnal
am
plif
ier
and
a hi
ghqu
ality
spe
aker
, or
spea
kers
, ins
talle
d in
or
on w
alls
or
the
ceili
ngof
the
room
3) a
tape
rec
orde
r(s)
, or
tape
pla
yer(
s), o
r a
phon
ogra
ph, w
ith in
di-
divi
dual
hea
dpho
nes
b. T
he n
ext b
asic
type
of
labo
rato
ry is
an
audi
o-ac
tive
labo
rato
ry. }
yore
the
stud
ent h
ears
him
self
ele
ctro
nica
lly a
s he
res
pond
s to
the
stim
uli o
nth
e m
aste
r ta
pe. T
his
syst
em c
onsi
sts
of th
e fo
llow
ing
equi
pmen
t: pr
o-gr
am s
ourc
es, h
eadp
hone
s fo
r gr
oup
prac
tice,
and
mic
roph
ones
and
ampl
ific
atio
n to
mak
e th
e sy
stem
aud
io-a
ctiv
e.c.
The
re is
a th
ird
basi
c ty
pe o
f la
bora
tory
inst
alla
tion
calle
d th
e au
dio-
activ
e co
mpa
rativ
e sy
stem
. Thi
s sy
stem
is th
e sa
me
as th
e au
dio-
activ
e3n
e de
scri
bed
abov
e w
ith th
e ad
ditio
n of
sep
arat
e re
cord
ing
faci
lites
such
as
a ta
pe d
eck
for
indi
vidu
al s
tude
nts.
Bot
h th
e au
dio-
activ
e an
d th
e au
dio-
activ
e-co
mpa
rativ
e la
bora
tori
es m
ayha
ve f
acili
ties
for
inte
rcom
mun
icat
ion
betw
een
teac
her
and
pupi
l, pu
pil a
ndpu
pil,
and
mon
itori
ng d
evic
es f
rom
the
prog
ram
cen
ter.
Lab
orat
orie
s m
ay b
e us
ed f
or e
ither
gro
up o
r in
divi
dual
stu
dy. I
n a
grou
p-
"U.S
. Dep
t. of
Hea
lth, E
duca
tion,
and
Wel
fare
, 196
3. H
ayes
' tex
t als
o lis
ts th
epr
inci
ple
func
tions
of
each
type
of
labo
rato
ry, a
long
with
thei
r ad
vant
ages
and
limita
tions
.
77
stud
y la
bora
tory
all
stud
ents
list
en a
t the
sam
e tim
e to
a r
ecor
ding
ori
gina
ting
from
a r
emot
e so
urce
, a c
onso
le. T
he in
divi
dual
-stu
dy la
bora
tory
is o
ne in
whi
ch e
ach
stud
ent p
ositi
on is
equ
ippe
d w
ith r
ecor
ding
and
/or
play
back
equ
ip-
men
t and
eac
h st
uden
t has
a c
opy
of th
e te
ache
r's m
aste
r ta
pe w
hich
he
can
stop
, sta
rt, a
nd r
ewin
d as
he
wis
hes.
Suc
h an
indi
vidu
al-s
tudy
labo
rato
ry m
ayal
so b
e us
ed f
or g
roup
stu
dy.
The
aud
io. a
ctiv
e in
divi
dual
-stu
dy la
bora
tory
with
fac
ilitie
s fo
r re
cord
ing
is u
sual
ly th
e m
ost d
esir
able
. Suc
h a
labo
rato
ry b
est t
akes
into
con
side
ratio
nin
divi
dual
dif
fere
nces
am
ong
pupi
ls, p
erm
its in
divi
dual
test
ing,
and
allo
ws
for
flex
ible
use
. How
ever
, it i
s al
so th
e m
ost d
iffi
cult
to m
aint
ain
and
oper
ate.
Serv
ice
cost
s w
ill in
evita
bly
be h
ighe
r.2.
Phy
sica
l fac
ilitie
s. T
he s
ize
of th
e fo
reig
n la
ngua
ge la
bora
tory
isan
im-
port
ant c
onsi
dera
tion.
The
fac
ilitie
s of
the
fore
ign
lang
uage
labo
rato
ry s
houl
dbe
larg
e en
ough
to a
ccom
mod
ate
the
num
ber
of s
tude
nts
in th
e la
rger
cla
ss,
addi
tiona
l fac
ilitie
s ne
eded
in r
eser
ve f
or o
ccas
iona
lus
e fo
r in
divi
dual
stu
dyor
mak
eup,
plu
s re
serv
e un
its f
or u
se w
hen
brea
kdow
ns o
ccur
. A m
inim
um o
f30
squ
are
feet
of
labo
rato
ry s
pace
per
pup
il sh
ould
be
allo
wed
. If
the
larg
est
clas
s ha
s 30
pup
ils, t
he s
choo
l sho
uld
,asi
der
inst
allin
g 33
to 3
5 po
sitio
ns.
The
equ
ipm
ent i
n th
e fo
reig
n la
ngua
ge la
bora
tory
will
con
sist
of
the
teac
her
cons
ole,
the
stud
ent b
ooth
s, th
e el
ectr
omec
hani
cal e
quip
men
t for
the
stud
ent
posi
tions
, and
oth
er g
ener
al e
lect
rom
echa
nica
l equ
ipm
ent l
ike
a re
cord
pla
yer,
a po
rtab
le ta
pe r
ecor
der,
and
a lo
ud s
peak
er.1
4O
ther
rec
omm
enda
tions
that
are
oft
en in
clud
ed in
the
spec
ific
atio
ns f
orfo
reig
n la
ngua
ge la
bora
tori
es a
re:
a. O
ffic
e sp
ace
and
wor
k ar
ea, a
bout
10
feet
by
10 f
eet,
shou
ld b
e av
aila
ble
imm
edia
tely
adj
acen
t to
and
conn
ecte
d w
ith th
e la
bora
tory
. A w
indo
wfr
om th
e of
fice
per
mitt
ing
visu
al s
uper
visi
on o
f th
e la
bora
tory
is a
d-vi
sabl
e. T
he w
ork
area
sho
uld
be e
quip
ped
for
such
thin
gs a
s ed
iting
and
dupl
icat
ing
tape
s, li
sten
ing
to s
tude
nt r
ecor
ding
s, p
revi
ewin
g vi
sual
mat
eria
ls, l
iste
ning
to p
re-r
ecor
ded
mat
eria
ls, a
nd s
tori
ng ta
pes.
b. T
o in
sure
goo
d re
cord
ings
, a r
ecor
ding
roo
m, a
bout
10
feet
by
10 f
eet
shou
ld b
e pr
ovid
ed. I
t sho
uld
be e
quip
ped
with
dou
ble
door
s or
a R
iver
-ba
nk ty
pe d
oor,
aco
ustic
al tr
eatm
ent o
n ce
iling
and
wal
ls, i
ncan
desc
ent
light
s, a
nd a
sile
nt h
eatin
g an
d ve
ntila
tion
syst
em.
c. I
f po
ssib
le, a
pro
ject
ion
room
cen
tere
d be
hind
the
rear
of
the
labo
rato
rysh
ould
be
prov
ided
for
pro
ject
ion
of v
isua
l mat
eria
ls u
pon
a sc
reen
infr
ont o
f th
e ro
om. O
ther
wis
e, it
sho
uld
be p
ossi
ble
to u
se a
udio
-vis
ual
equi
pmen
t fro
m th
e re
ar o
f th
e la
bora
tory
. Sug
gest
ed e
quip
men
t in-
clud
es a
n op
aque
pro
ject
or, a
n ov
erhe
ad p
roje
ctor
, and
a p
erm
anen
tly-
mou
nted
wal
l scr
een,
a s
lide
and
film
stri
p pr
ojec
tor,
a m
otio
n pi
ctur
epr
ojec
tor.
Mai
nten
ance
of
the
Lab
orat
ory
Serv
icin
g an
d m
aint
aini
ng th
e la
ngua
ge la
bora
tory
ate
impo
rtan
t to
the
suc-
cess
ful o
pera
tion
of th
e fo
reig
n la
ngua
ge la
bora
tory
. Thr
ee ty
pes
of m
aint
e-na
nce
are
requ
ired
: (a)
reg
ular
pre
vent
ativ
e m
aint
enan
ce, (
b) a
sem
i-ye
arly
chec
kup
and
over
haul
, ant
i (c)
em
erge
ncy
and
rout
ine
serv
icin
g.
"See
sug
gest
ed s
peci
fica
tions
for
this
equ
ipm
ent l
iste
d in
For
eign
Lan
guag
e Fa
cili-
ties
in H
igh
Scho
ol. R
epor
t of
FL R
esea
rch
Com
mis
sion
, iss
ued
by th
e M
inne
sota
Scho
ol F
acili
ties
Cou
ncil.
Jer
mai
ne A
rend
t and
Wm
. Sca
nlan
, eds
. 196
2.
Reg
ular
Pre
vent
ativ
e M
aint
enan
cePr
even
tativ
e m
aint
enan
ce a
ctua
lly in
volv
es s
impl
e w
eekl
y m
aint
enan
ce b
ya
labo
rato
ry d
irec
tor
or o
ther
qua
lifie
d pe
rson
. Thi
s ca
re h
elps
insu
re h
igh
qual
ity S
Jund
and
mec
hani
cal o
pera
tion
in th
e fo
reig
n la
ngua
ge la
bora
tory
.W
eekl
y m
aint
enan
ce in
clud
es th
e fo
llow
ing:
Cle
anin
g of
rec
ordi
ng p
lay-
back
hea
ds, i
dler
s, a
nd c
apst
ans.
Rub
bing
alc
ohol
is th
e sa
fest
and
leas
tex
pens
ive
clea
ning
flu
id to
use
. Q-t
ips
are
pref
erab
le b
ecau
se o
f th
eir
ease
of h
andl
ing
Dem
agne
tizat
ion
of r
ecor
ding
pla
ybac
k he
ads,
. A s
tand
ard
head
dem
agne
tizer
sho
uld
be u
sed.
The
bar
e m
etal
tips
of
the
dem
agne
tizer
bho
uld
be c
over
ed w
ith e
lect
rica
l tap
e to
pre
vent
the
tips
from
scr
atch
ing
the
re-
cord
ing
play
back
hea
ds.
Setti
ng a
nd ti
ghte
ning
of
the
scre
ws
of a
ll sw
itche
s.C
heck
ing
and
adju
stin
g br
ake
tens
ion
on th
e ta
pe d
ecks
.C
heck
ing
and
adju
stin
g pr
essu
re p
ads
that
hol
d ta
pe a
gain
st th
e he
ads.
Sem
i-Y
earl
y O
verh
aul
A c
heck
up a
nd o
verh
aul b
y a
qual
ifie
d te
chni
cian
is r
ecom
men
ded
twic
ea
year
. Suc
h an
ove
rhau
l sho
uld
inth
e re
plac
emen
t of
wea
k tu
bes
ortr
ansi
stor
s, th
e ad
just
men
t of
brak
e an
d ne
lt te
nsio
ns, a
nd th
e al
ignm
ent o
f th
ere
cord
ing
and
play
back
hea
ds. S
omet
imes
the
labo
rato
ry d
irec
tor
and
othe
rsw
ho h
ave
had
expe
rien
ce in
labo
rato
ry m
aint
enan
ce m
ay b
e ab
le to
han
dle
thes
eop
erat
ions
.
Em
erge
ncy
and
Rou
tine
Serv
icin
gPa
rtic
ular
ly d
urin
g th
e fi
rst f
ew m
onth
s, th
e la
bora
tory
may
dev
elop
mal
-fu
nctio
ns a
nd n
eed
adju
stm
ents
. A tr
oubl
e sh
eet s
houl
d be
mai
ntai
ned
for
logg
ing
such
dif
ficu
lties
. Usu
ally
mou
nted
on
a cl
ipbo
ard
at th
e co
nsol
e, th
etr
oubl
e sh
eet s
houl
d co
ntai
n a
com
plet
e re
cord
of
oper
atio
nal t
roub
les
for
read
y re
fere
nce
by s
ervi
ce p
erso
nnel
. Som
etim
es a
ppar
ent m
alfu
nctio
ns o
ccur
beca
use
teac
hers
and
pup
ils u
sing
the
labo
rato
ry f
ail t
o op
erat
e th
e eq
uipm
ent
corr
ectly
. The
pro
blem
can
oft
en b
e co
rrec
ted
by a
djus
ting
earp
hone
, tur
ning
the
appr
opri
ate
switc
h, o
r ad
just
ing
the
volu
me,
for
exa
mpl
e.
Serv
ice
Pers
onne
lSo
met
imes
the
labo
rato
ry d
irec
tor
or o
ther
s on
the
staf
f w
ho h
ave
had
ex-
peri
ence
in la
bora
tory
or
elec
tron
ic m
aint
enan
ce m
ay b
e ab
le to
han
dle
thes
eop
erat
ions
. How
ever
, no
teac
her
shou
ld b
e ex
pect
ed to
per
form
mai
nten
ance
task
s in
add
ition
to f
ull-
tine
teac
hing
. if
no f
acul
ty m
embe
r is
qua
lifie
d cr
can
be r
elea
sed
for
mai
nten
ance
task
s, it
is w
ise
to n
egot
iate
a s
ervi
ce c
on-
trac
t with
the
inst
allin
g fi
rm o
r a
repu
tabl
e lo
cal e
lect
roni
cs f
irm
to in
sure
prom
pt e
mer
genc
y an
d ro
utin
e se
rvic
e.
The
Ele
ctro
nic
Cla
ssro
omM
any
scho
ols
wis
h to
hav
e so
me
of th
e ad
vant
ages
of
the
lang
uage
labo
ra-
tory
, but
fee
l tha
t the
fac
ility
mus
t be
cont
aine
d in
the
fore
ign
lang
uage
cla
ss-
room
. Oth
ers
feel
that
ther
e is
gre
at m
erit
in h
avin
g el
ectr
onic
s eq
uipm
ent a
l-w
ays
acce
ssib
le s
o th
at s
ome
tape
dri
lls m
ay b
e us
ed d
urin
g ev
ery
clas
s ho
ur.
Thi
s de
sire
to c
ombi
ne th
e ad
vant
ages
of
both
cla
ssro
om a
nd la
ngua
ge la
bora
-to
ry h
as s
timul
ated
the
deve
lopm
ent o
f th
e so
-cal
led
"ele
ctro
nic
clas
sroo
m,"
a cl
assr
oom
whi
ch m
ay b
e re
adily
con
vert
ed in
to a
labo
rato
ry-l
ike
clas
sroo
m.
In th
e el
ectr
onic
cla
ssro
om, e
ach
stud
ent p
ositi
on, d
esk
or ta
ble,
is w
ired
78
for
elec
tron
ic c
ompo
nent
s. Y
et in
mos
t oth
er r
espe
cts,
the
elec
tron
ic c
lass
room
is n
ot r
adic
ally
dif
fere
nt f
rom
any
oth
er f
orei
gn la
ngua
ge c
lass
room
.T
he e
lect
roni
c cl
assr
oom
may
bas
ical
ly b
e an
aud
io-p
assi
ve, a
n au
dio-
ac-
tive,
or
an a
udio
-act
ive
com
para
tive.
See
Tec
hnic
al A
spec
ts o
f th
e Fo
reig
nL
angu
age
Lab
orat
ory,
Kin
ds o
f L
abor
ator
ies,
fou
nd e
arlie
r in
this
sec
tion.
For
prac
tical
rea
sons
it is
usu
ally
, how
ever
, aud
io-p
assi
ve o
r au
dio-
activ
e.T
he f
urni
ture
of
the
elec
tron
ic c
lass
room
var
ies.
Man
y sc
hool
s m
ake
noat
tem
pt to
cre
ate
indi
vidu
al is
olat
ion
othe
r th
an th
at p
rovi
ded
by h
eadp
hone
s.In
this
cas
e, c
onve
ntio
nal s
tude
nt d
esks
or
tabl
es m
ay b
e w
ired
.So
met
imes
pup
il po
sitio
ns a
re e
quip
ped
with
con
vert
ible
boo
th e
quip
men
t.T
his
equi
pmen
t fea
ture
s fo
ldin
g pa
rtiti
ons
whi
ch c
reat
e so
me
stud
ent i
sola
tion
whe
n ra
ised
. Whe
n lo
wer
ed, s
uch
part
ition
s ge
nera
lly c
over
the
elec
tron
iceq
uipm
ent f
or c
onve
ntio
nal c
lass
room
act
iviti
es.
Whe
n pa
rtia
l ins
talla
tions
of
elec
tro
- m
echa
nica
l equ
ipm
ent a
re m
ade
in th
ela
ngua
ge c
lass
room
, the
y m
ay b
e in
stal
led
in c
onve
ntio
nal l
angu
age
labo
rato
rybo
oths
at t
he r
ear
or s
ides
of
the
room
. Use
of
boot
hs h
elps
to e
limin
ate
dist
ract
ions
bet
wee
n pu
pils
wor
king
at e
lect
roni
c po
sitio
ns a
nd th
ose
enga
ged
in o
ther
act
iviti
es. A
ll pu
pil f
urni
ture
whi
ch is
wir
ed s
houl
d be
per
man
ently
secu
red
to th
e fl
oor
to p
reve
nt b
reak
age
of w
irin
g.O
ther
des
irab
le f
eatu
res
of th
e el
ectr
onic
cla
ssro
om w
ill b
e fo
und
in th
isse
ctio
n un
der
The
For
eign
Lan
guag
e C
lass
room
and
The
For
eign
Lan
guag
eL
abor
ator
y. A
mot
ion
pict
ure
proj
ecto
r, o
paqu
e pr
ojec
tor,
ove
rhea
d pr
ojec
-to
r, s
lide
and
film
stri
p pr
ojec
tors
are
des
irab
le a
uxili
ary
equi
pmen
t.A
sm
all r
oom
, abo
ut 7
5 sq
uare
fee
t, at
the
rear
of
the
elec
tron
ic c
lass
room
is h
ighl
y de
sira
ble.
Thi
s ro
om c
an s
erve
for
sto
rage
of
equi
pmen
t and
ma-
teri
als.
In
addi
tion,
suc
h a
room
sho
uld
prov
ide
wor
k an
d re
ek, _
ling
spac
e,an
d se
rve
as a
pro
ject
ion
room
for
vis
ual a
ids.
The
equ
ipm
ent f
or th
e el
ec-
tron
ic c
lass
room
sho
uld
be m
aint
aine
d ju
st a
s th
at o
f th
e la
ngua
ge la
bora
tory
.
Stud
ent B
ehav
ior
Dis
cipl
ine
prob
lem
s in
the
fore
ign
lang
uage
labo
rato
ry o
r th
e el
ectr
onic
cla
ss-
room
res
ult f
rom
var
ied
caus
es: (
1) A
lack
of
defi
nitiv
e in
stru
ctio
ns c
once
rn-
ing
the
oper
atio
n of
the
equi
pmen
t, (2
) om
issi
on o
f sp
ecif
ic r
ules
con
cern
ing
the
gene
ral b
ehav
ior
in th
e la
ngua
ge la
bora
tory
, (3)
the
use
of c
oord
inat
edm
ater
ial w
hich
is e
ither
uni
nter
estin
g, to
o di
ffic
ult,
or n
on-c
halle
ngin
g.T
he d
isci
plin
e pr
oble
ms
resu
lt in
des
truc
tion
of e
quip
men
t, in
atte
ntio
n, a
nddi
stur
banc
e of
oth
ers
in th
e la
bora
tory
or
clas
sroo
m.
Cer
tain
pro
cedu
res
have
pro
ved
effe
ctiv
e in
elim
inat
ing
or r
educ
ing
disc
iplin
epr
oble
ms
in th
e la
ngua
ge la
bora
tory
.1.
Stu
dent
s sh
ould
und
erst
and
why
they
are
usi
ng la
bora
tory
fac
ilitie
s. B
e-fo
re th
e la
bora
tory
is u
sed
for
lang
uage
inst
ruct
ion,
an
orie
ntat
ion
ses-
sion
sho
uld
be d
evot
ed to
exp
lain
ing
the
purp
ose
of la
bora
tory
ses
sion
s.2.
Stu
eent
s sh
ould
be
assi
gned
a p
erm
anen
t pos
ition
in th
e la
bora
tory
. The
ym
ust b
e he
ld r
espo
nsib
le f
or e
qr'p
men
t at t
heir
pos
ition
s. A
ny d
amag
em
ust b
e re
port
ed im
med
iate
ly to
the
pers
on in
cha
rge.
3. S
tude
nts
shou
ld b
e ca
refu
lly in
stru
cted
in c
orre
ct p
roce
dure
s fo
r op
er-
atio
n an
d ca
re o
f eq
uipm
ent.
4. W
ork
mat
eria
ls s
uch
as ta
pes
and
wor
kshe
ets
shou
ld b
e di
stri
bute
dor
chec
ked
out b
y m
onito
rs o
r th
e te
ache
r in
cha
rge.
Stu
dent
s sh
ould
not
take
mat
eria
ls f
rom
the
cabi
nets
.
Li
L
5. S
tude
nts
shou
ld u
nder
stan
dth
at th
e la
bora
tory
is a
wor
k ro
om, w
here
soci
aliz
ing
is n
ot p
erm
itted
. Stu
dent
ssh
ould
be
expe
cted
to w
ork
onla
bo-
rato
ry h
omew
ork
whi
le in
the
labo
rato
ry.
6. T
ime
mus
t be
allo
tted
for
end-
of-t
he-h
our
hous
ekee
ping
task
s. T
apes
mus
t be
retu
rned
toca
bine
ts, e
quip
men
t tur
ned
off,
head
phon
es h
ung
up,
for
exam
ple.
7. T
he te
ache
r sh
ould
have
a c
omm
andi
ngpo
sitio
n fr
om th
e co
nsol
efo
r
labo
rato
ry a
dmin
istr
atio
n. S
ome
scho
ols
have
inst
alle
d an
anti-
pilf
erin
g
mir
ror
sim
ilar
to th
ose
used
in s
uper
mar
kets
and
reta
il st
ores
. Oth
ers
pref
er g
lass
fro
nts
in th
ebo
oths
per
mitt
ing
the
teac
her
bette
r co
ntro
l of
the
clas
s.
79
Cha
pter
VII
I
PRO
GR
AM
ED
LE
AR
NIN
G A
ND
TE
AC
HIN
G M
AC
HIN
ES
Lea
rnin
g W
ith P
rogr
amed
Mat
eria
lsM
any
educ
ator
s ar
e be
com
ing
incr
easi
ngly
exci
ted
abou
t pos
sibi
ties
for
lear
ning
thro
ugh
so-c
alle
d pr
ogra
med
mat
eria
ls. S
omet
imes
use
d w
ith a
pre
s-en
tatio
n de
vice
cal
led
a te
achi
ng m
achi
ne,
prog
ram
ed m
ater
ials
org
aniz
e a
body
of
lear
ning
in s
mal
l uni
ts o
r st
eps.
Def
inin
g le
arni
ng a
s ch
ange
in b
e-ha
vior
, tie
aut
hor
of th
e pr
ogra
m a
ttem
pts
toca
refu
lly c
ontr
ol o
r sh
ape
the
lear
ner's
pro
gres
s un
til a
new
des
ired
beha
vior
term
ed te
rmin
al b
ehav
ior
is
achi
eved
. Com
mon
ly th
e st
uden
t is
calle
d on
topr
actic
e us
ing
the
new
kno
wl-
edge
at l
east
onc
e fo
r ea
ch u
nit o
r st
ep;
thus
the
stud
ent i
s re
quir
ed to
be
cont
inuo
usly
act
ive
in th
e le
arni
ng p
roce
ss.
As
the
stud
ent p
rogr
esse
s st
epby
step
in th
e le
arni
ng ta
sk, h
epr
ocee
ds o
nly
at a
rat
e co
nsis
tent
with
his
dem
-on
stra
ted
unde
rsta
ndin
g. H
e do
es ',
rot m
ove
onto
mor
e di
ffic
ult m
ater
ial
until
he h
as c
ompl
etel
y m
aste
red
all s
teps
need
ed f
or u
nder
stan
ding
and
appl
ica-
tion.
Fin
ally
, at e
ach
step
in th
e le
arni
ng p
roce
ss,h
e is
giv
en im
med
iate
kno
wl-
edge
abo
ut th
e co
rrec
tnes
s of
his
res
pons
esto
que
stio
ns a
nd p
robl
ems.
His
corr
ect r
espo
nses
are
con
firm
edan
d hi
s m
ista
kes
are
corr
ecte
d.T
he p
rogr
amed
less
on h
as a
sits
obj
ectiv
e te
achi
ng a
bod
y of
mat
eria
l with
little
or
no o
utsi
de h
elp.
Whi
leei
ther
a c
onve
ntio
nal t
extb
ook
orpr
ogra
med
cour
se m
ay b
e us
edfo
r se
lf-i
nstr
uctio
n, th
e pr
ogra
med
mat
eria
ls a
re g
ener
ally
supe
rior
bec
ause
they
app
lypr
inci
ples
of
lear
ning
in s
truc
turi
ngth
e co
urse
.
Tw
o su
ch p
rinc
iple
s, a
ctiv
epa
rtic
ipat
ion
by th
e st
uden
t and
imm
edia
te c
on-
firm
atio
n w
ere
men
tione
d ab
ove.
Furt
herm
ore,
a p
rogr
amed
seq
uenc
eis
sup
erio
r to
ord
inar
y co
urse
mat
eri-
als
in a
noth
er w
ay, i
t is,
or
shou
ld b
e, tr
ied
out a
gain
and
aga
in o
nth
e ki
nd o
fle
arne
r fo
r w
hom
it is
inte
nded
.If
the
lear
ner
fails
to le
arn,
the
prog
ram
,no
t
the
lear
ner,
is a
t fau
lt an
dre
visi
ons
are
mad
e in
fau
lty it
ems.
Poss
ible
Use
s of
Pro
gram
ed L
earn
ing
In m
ost c
ases
, pro
gram
edm
ater
ials
hav
e be
en w
ritte
n to
pro
vide
basi
c in
-
stru
ctio
n fo
r a
com
plet
e co
urse
.In
this
cas
e, th
e co
urse
ispr
imar
ily s
elf-
in-
stru
ctio
nal w
ith th
e te
ache
rpr
ovid
ing
such
sup
plem
enta
ry a
ctiv
ities
as
he
wis
hes.
Som
etim
es th
e ba
sic
inst
ruct
ion
may
be
prov
ided
by
anot
her
med
ium
such
as
tele
visi
on o
r th
ecl
assr
oom
teac
her
with
pro
gram
edm
ater
ials
pro
vid-
ing
corr
elat
ed f
ollo
w-u
pac
tiviti
es. A
thir
d po
tent
ial u
se f
orpr
ogra
med
ma-
teri
als
13 a
s re
med
ial
inst
ruct
ion.
In
this
inst
ance
, a s
tude
ntw
ho h
as b
een
abse
nt f
rom
sch
ool o
r w
ho h
asfa
llen
behi
nd th
e cl
ass
for
som
e ot
her
reas
on,
can
easi
ly r
evie
wm
ater
ial w
hich
he
has
not l
earn
ed.
Prog
ram
ed in
stru
ctio
n is
also
bei
ng r
egar
ded
asha
ving
pot
entia
l for
pro
vidi
ngen
rich
men
t for
rap
idle
arne
rs. S
uch
stud
ents
mig
ht o
btai
n br
oade
r ex
peri
ence
sin
one
for
eign
lan-
guag
e or
eve
nst
udyi
ng tw
o la
ngua
ges
conc
urre
ntly
, one
pro
gram
ed a
nd o
neno
t, or
bot
h pr
ogra
r-;(
1.
81
For
stud
ents
who
sud
denl
y le
arn
they
are
goin
g to
a f
orei
gn c
ount
ryw
ithin
wee
ks o
r m
onth
s, p
rogr
amed
mat
eria
ls m
ayof
fer
an o
ppor
tuni
ty to
deve
lop
cons
ider
able
lang
uage
ski
ll ev
en th
ough
no
teac
her
in th
e sc
hool
kno
ws
the
Self
-Ins
truc
tiona
l Mat
eria
ls f
or F
orei
gnL
angu
age
Lea
rn:L
ig
Aut
o-in
stru
ctio
nal l
earn
ing
mat
eria
ls a
re n
owbe
ing
wri
tten
for
fore
ign
lan-
guag
e st
udy.
Lik
e m
ore
conv
entio
nal l
earn
ing
mat
eria
ls,
prog
ram
ed m
ater
ials
vary
con
side
rabl
y in
the
obje
ctiv
es o
r te
rmin
albe
havi
or th
ey s
eek
to a
chie
ve.
A n
umbe
r of
them
see
k to
pro
vide
the
equi
vale
nt o
f a
full
year
'sin
stru
ctio
n
and
som
e of
thes
e ar
e ba
sed
on th
epr
inci
ples
of
audi
o-lin
gual
inst
ruct
ion.
Inth
ese
latte
r pr
ogra
ms,
mas
tery
of
the
soun
dsy
stem
of
the
targ
et la
ngua
ge p
re-
cede
s th
e te
achi
ng o
f re
adin
g an
dw
ritin
g, a
nd s
tudy
of
all g
ram
mar
isgu
ided
by li
ngui
stic
pri
ncip
les.
Cur
rent
pro
gram
sfo
r fo
reig
n la
ngua
ge s
tudy
com
mon
-ly
mak
e us
e of
tape
rec
ordi
ngs
and
an a
ccom
pany
ing
prog
ram
ed te
xt.
The
so-c
alle
d te
achi
ng m
achi
ne is
a ta
pere
cord
er o
r a
tape
dec
k in
ala
ngua
ge
labo
rato
ry b
ooth
.T
he n
atur
e of
pro
gram
ed le
arni
ngis
per
haps
bes
t und
erst
ood
byex
amin
-
ing
a sa
mpl
e fo
reig
n la
ngua
ge p
rogr
am.
Not
e th
at th
e ob
ject
ives
in th
esh
ort
prog
ram
bel
ow a
re v
ery
prec
ise
and
that
the
prog
ram
er, o
rau
thor
, ind
i-ca
tes
that
th.:
prog
ram
has
unde
rgon
e co
nsid
erab
le te
stin
g an
d re
visi
on.
Initi
al F
ram
es f
or a
Pro
gram
ed U
nit o
fA
udio
-Lin
gual
Ger
man
The
fol
low
ing
fram
es a
re th
ebe
ginn
ing
of a
uni
t of
prog
ram
edin
stru
ctio
nde
sign
ed to
teac
h th
e co
ncep
t of
gend
er to
Am
eric
an s
tude
nts
ofG
erm
an.
Sinc
e m
ost n
ouns
in E
nglis
h do
not
pos
sess
gend
er, t
he A
mer
ican
stu
dent
oft
enre
gard
s ge
nder
sys
tem
s in
oth
erla
ngua
ges
as u
nim
port
ant a
nd c
onse
quen
tlydo
es n
ot le
arn
them
. How
ever
, in
Ger
man
and
man
y ot
her
lang
uage
s a
grea
t
part
of
the
gram
mar
sys
tem
isba
sed
on g
ende
r. W
hen
the
stud
ent
wis
hes
tosp
eak
or w
rite
lang
uage
, he
mus
t kno
w o
rha
ve r
eady
acc
ess
to th
e co
rrec
t gen
-de
r fo
r no
uns
he w
ishe
s to
use
.W
hen
wri
ting,
a d
ictio
nary
will
suff
ice
as a
sour
ce. H
owev
er, w
hen
one
wis
hes
to s
peak
Ger
man
, the
nou
n an
dits
art
icle
mus
t be
an in
sepa
rabl
e un
itin
the
min
d of
the
read
er to
be
pulle
d ou
tan
dsl
ippe
d in
to a
sen
tenc
e pa
ttern
whe
n ne
eded
.T
hus,
this
uni
t is
wri
tten
with
the
idea
that
the
stud
ent's
atte
ntio
n sh
ould
be
fixe
d on
gen
der
and
that
he
shou
ldle
arn
all n
ouns
with
thei
r ar
ticle
s if
thes
ew
ords
are
to b
e pa
rt o
f hi
s co
nver
satio
nalr
eper
toir
e.T
he w
ork
with
fra
mes
dep
ends
on
a ta
pem
achi
ne to
car
ry th
e bu
lk o
f th
ein
stru
ctio
n si
nce
the
cour
se is
mea
nt to
str
ess
audi
o-lin
gual
ski
lls. R
eadi
ngan
d w
ritin
g ar
e se
cond
ary
and
inde
ed a
re in
trod
uced
onl
y to
fur
ther
fix
the
stud
ent's
atte
ntio
n on
the
artic
le-n
oun
rela
tions
hip.
The
twen
ty-s
ix f
ram
es in
clud
ed h
ere
have
bee
n te
sted
on
five
sub
ject
s an
dth
e pr
ogra
m h
as u
nder
gone
con
side
rabl
e re
visi
on a
s a
resu
lt.T
he m
ater
ial w
hich
wou
ld o
rdin
arily
hav
e be
en o
n ta
pe is
incl
uded
in th
epr
inte
d fr
ames
. The
stu
dent
res
pons
es a
re a
lso
incl
uded
. The
lette
r "1
' ind
i-ca
tes
that
the
mat
eria
l sho
uld
be o
n ta
pe. T
he le
tter
"S"
sign
ifie
s a
stud
ent r
e-sp
onse
. The
sym
bol "
*" in
dica
tes
that
the
stud
ent i
s to
list
en to
a ta
pe p
assa
ge.
The
stu
dent
is to
rea
d do
wn
the
page
act
ivat
ing
his
tape
rec
orde
r w
hen
in-
dica
ted.
He
is to
res
pond
ora
lly o
r in
wri
ting
for
each
ste
p or
fra
me
and
chec
khi
s an
swer
s on
the
tape
or
in th
e ri
ght-
hand
col
umn
belo
w s
pace
for
his
wri
tten
answ
er. I
t may
be
help
ful f
or h
im to
mas
k th
e an
swer
s w
ith a
noth
er s
heet
of b
lank
pap
er u
ntil
he a
ccus
tom
s hi
mse
lf to
thin
king
it c
ut r
athe
r th
an s
impl
yre
adin
g th
e an
swer
.1.
In
your
pre
viou
s st
udy
you
may
have
not
iced
that
Ger
man
see
ms
toha
ve d
iffe
rent
wor
ds f
or th
e E
ng-
lish
wor
d "t
he."
"T
he"
is c
alle
d a
defi
nite
art
icle
. Ger
man
has
a n
um-
ber
ofar
ticle
s fo
r th
e si
n-gl
e E
nglis
h de
fini
te a
rtic
le "
the.
"
2. L
iste
n to
the
thre
e se
nten
ces
onta
pe a
nd d
eter
min
e ho
w m
any
dif-
fere
nt d
efin
ite a
rtic
les
are
used
.*T
Der
Fre
und
is h
ier
T D
ie B
iblio
thek
ist h
ie:
T D
as H
eft i
st h
ier
The
re w
ere
thre
e di
ffer
ent w
ords
for
"the
."
3. L
iste
n to
the
tape
sen
tenc
e an
d re
-pe
at a
fter
the
mod
el v
oice
.*T
Der
Fre
und
ist h
ier
S D
er F
reun
d is
t hie
rIn
this
sen
tenc
e, th
e w
ord
for
"the
"is
der
. Thu
s, th
e G
erm
an d
efin
itear
ticle
is
4. N
ow li
sten
to th
e m
odel
voi
ce a
ndre
peat
the
utte
ranc
e.*
T D
er F
reun
d is
t gut
S D
er F
reun
d is
t gut
In th
e se
nten
ce w
hich
you
rep
eate
d,th
e de
fini
te a
rtic
le f
or th
e no
un is
defi
nite
thre
e
der
der
82
5. O
ne m
ight
gue
ss f
rom
the
prec
ed-
ing
that
a c
lass
of
Ger
man
nou
nsca
n be
cal
led
rw
ords
.
6. N
ot a
ll G
erm
an n
ouns
are
"de
r"w
ords
, how
ever
. Lis
ten
to th
e ta
pean
d se
e if
you
can
hea
r an
othe
rde
fini
tear
ticle
. Rep
eat a
fter
the
mod
el v
oice
.*T
Freu
ndin
ist h
ier
S D
ie F
reun
din
ist h
ier
Wou
ld y
ou s
ay th
at th
is d
efin
ite a
r-tic
le w
ould
rhy
me
bette
r w
ith E
ng-
lish
"see
" or
"by
e"?
7. L
iste
n to
the
mod
el s
ente
nce
and
repe
at.*
T D
ie F
reun
din
ist h
ier
S D
ie F
reun
din
ist h
ier
The
Ger
man
s pr
int t
his
defi
nite
art
i-cl
e "d
ie."
The
refo
re "
der"
and
"e"
are
Ger
-m
an w
ords
for
"th
e."
8. R
epea
t aft
er th
e m
odel
voi
ce.*
T D
ie F
reun
din
S D
ie F
reun
din
Tho
ugh
we
may
say
that
die
rhy
mes
with
Eng
lish
"see
", it
sou
nds
shor
t-er
/long
er th
an th
e E
nglis
h w
ord.
9. R
epea
t eac
h se
nten
ce tw
ice
afte
rth
e m
odel
voi
ce.*
T D
er F
reun
d is
t hie
rS
Der
Fre
und
ist h
ier
S D
er F
reun
d is
t hie
rT
Die
Fre
undi
n is
t hie
rS
Die
Fre
undi
n is
t hie
rS
Die
Fre
undi
n is
t hie
rT
he s
ente
nce
usin
g th
e "d
ie"
wor
dw
as th
e (f
irst
, sec
ond)
.
10. R
epea
t eac
h se
nten
ce a
fter
the
mod
el v
oice
.*
der
see
die
shor
ter
seco
nd
I
T D
er F
reun
d is
t hie
rS
Der
Fre
und
ist h
ier
T D
ie F
reun
din
ist h
ier
S D
ie F
reun
din
ist h
ier
The
sen
tenc
e us
ing
the
"der
" w
ord
was
the
(fir
st, s
econ
d) .
11. T
he n
ouns
and
artic
les
bein
gle
arne
d ar
e pr
inte
d be
low
.Pl
ayth
e ta
pe a
nd r
ead
the
wor
dsal
oud
afte
r th
e m
odel
voi
ce.*
Der
Fre
und
Die
Fre
undi
nN
ow c
opy
the
wor
ds
12. N
ow p
lay
the
tape
, rep
eat
the
wor
ds a
fter
the
mod
el a
nd n
ote
whi
ch n
oun
and
artic
le g
oto
geth
-er
. * T D
er F
reun
dT
Die
Fre
undi
nD
raw
a li
ne f
rom
the
artic
le to
the
noun
with
whi
ch it
belo
ngs
die
Freu
din
der
Freu
nd
13. L
iste
n to
the
mod
el s
ente
nce.
The
nno
te th
at th
e ta
pe v
oice
prov
ides
ane
w n
oun
and
artic
le. W
hat d
oes
the
seco
nd s
peak
er d
o w
ithth
em?*
T D
er F
reun
d is
t hie
rT
Die
Fre
undi
nT
Die
Fre
undi
n is
t Ede
rT
he s
econ
d sp
eake
r re
plac
esth
e"d
er"
wor
d in
the
sent
ence
with
aw
ord.
14. T
his
time
you
repl
ace
the
"der
"w
ord
with
the
"die
" w
ord
sup-
plie
d. R
epea
t the
"di
e" w
ord
and
com
plet
e th
e se
nten
ce. C
heck
you
r
firs
t
Der
Fre
und
Die
Fre
undi
n
der
Freu
nd
die
Freu
ndin
die
83
resp
onse
with
the
answ
ergi
ven
onth
e ta
pe a
fter
the
paus
e.*
T D
er F
reun
din
ist h
ier
T D
ie F
reun
din
S D
ie F
reun
din
ist h
ier
T D
ie F
reun
din
ist h
ier
The
two
defi
nite
art
icle
s us
ed in
the
tape
d se
nten
ces
are
and
15. Y
ou m
ay h
ave
foun
d th
atth
epa
use
on th
e ta
pe w
as n
otlo
ngen
ough
for
you
to r
espo
nd. I
f yo
udi
d no
t hav
e tim
e to
fin
ish
your
resp
onse
, you
will
hav
e to
spea
kfa
ster
/slo
wer
16. T
he ta
pe v
oice
will
now
ask
aqu
estio
n. R
epea
t the
que
stio
n af
-te
r th
e vo
ice,
then
list
en f
orth
ean
swer
and
rep
eat i
t.*T
1st
der
Fre
und
hier
?S
1st d
er F
reun
d hi
er?
T N
ein
die
Freu
din
ist h
ier.
S N
ein
die
Freu
ndin
ist h
ier.
Alo
ng w
ithth
ech
ange
fro
mFr
eund
to F
reun
din
was
a c
hang
efr
om d
er to
17. T
he ta
pevo
ice
will
ask
you
whe
ther
you
r (b
oy)
frie
nd is
her
e.R
eply
no
but y
our
(gir
l) f
rien
d is
.C
heck
your
resp
onse
agai
nst
the
tape
.*T
1st
der
Fre
und
hier
?S
Nei
n, a
ber
die
Freu
ndin
ishi
er.
T N
ein,
abe
r di
e Fr
eund
in is
thi
er.
You
sho
uld
have
cha
nged
der
toto
acc
ompa
ny th
e ch
ange
in n
ouns
.
18. T
he ta
pe v
oice
will
now
ask
you
der,
die
fast
er
die die
whe
ther
you
r (g
irl)
fri
end
is h
ere.
Rep
ly th
at s
he is
n't b
ut y
our
(boy
)fr
iend
is. T
hen
chec
k yo
ur a
nsw
erw
ith th
e ta
ped
repl
y gi
ven
afte
rth
e pa
use.
*T
1st
Freu
ndin
hie
r?S
Nei
n, a
ber
der
Freu
nd is
thi
er.
T N
ein,
abe
r de
r Fr
eund
ist
hier
.Y
ou s
houl
d ch
ange
die
Fre
undi
nto
Freu
nd.
19. L
iste
n to
the
tape
and
rep
eat t
hese
nten
ces.
*T
Wo
ist d
er F
reun
d?S
Wo
ist d
er F
reun
d?T
Wo
ist d
ie B
iblio
thek
?S
Wo
ist d
ie B
iblio
thek
?T
Wo
ist d
as B
uch?
S W
o is
t das
Buc
h?T
he th
ird
clas
s of
nou
ns m
ay b
ete
rmed
"da
s" w
ords
. The
oth
er tw
oar
ean
d
20. R
epea
t aft
er th
e ta
pe.*
T W
o is
t der
Fre
und?
S W
o is
t der
Fre
und?
T W
o is
t die
Fre
undi
n?S
Wo
ist d
ie F
reun
din?
T W
o is
t das
Buc
h?S
Wo
ist d
as B
uch?
The
fir
st tw
o no
uns
are
der
Freu
nd,
die
Freu
ndin
. The
thir
d no
un is
s B
uch
21. R
epea
t aft
er th
e ta
pe. T
hen
subs
ti-tu
te th
e "d
as"
wor
d w
hich
you
will
hea
r. C
heck
you
r an
swer
with
the
tape
.*T
Wo
ist d
iel;'
reim
din?
S W
o is
t die
Fre
undi
n?T
Wo
ist d
as B
uch?
S W
o is
t das
Buc
h?D
raw
a li
ne f
rom
the
noun
to it
sar
ticle
.
der
der,
die
das
$4
das
Freu
ndin
die
Buc
h
22. R
epea
t the
fir
st s
ente
nce
afte
r th
em
odel
voi
ce. T
hen
use
the
new
noun
s su
pplie
d in
the
sent
ence
.C
heck
you
r re
spon
se w
ith th
eta
pe.*
T D
er F
reun
d is
t hie
r.S
Der
Fre
und
ist h
ier.
T D
ie F
reun
din
S D
ie F
reun
din
ist h
ier.
T D
as B
uch
S D
as B
uch
ist h
ier.
T D
er F
reun
dS
Der
Fre
und
ist h
ier.
Dra
w a
line
fro
m th
e ar
ticle
to it
sco
rres
pond
ing
noun
die
Buc
h Fr
eund
Fre
undi
nda
sde
r
23. R
epea
t the
fir
st s
ente
nce
afte
r th
em
odel
voi
ce. T
hen
use
the
new
noun
s su
pplie
d in
the
sent
ence
.C
heck
you
r re
spon
se w
ith th
et a
pe.*
T D
er F
reun
d is
t hie
r.S
Der
Fre
und
ist h
ier.
TFr
eund
inS
Die
Fre
undi
n is
t hie
r.T
Die
Fre
undi
n is
t hie
r.T
Buc
hS
Das
Buc
h is
t hie
r.T
Das
Buc
h is
t hie
r.T
Freu
ndS
Der
Fre
und
ist h
ier.
T D
er F
reun
d is
t hie
r.G
erm
an n
ouns
can
be
said
to f
all
in th
ree
clas
ses.
The
y ar
e ,
and
wor
ds.
24. R
epea
t aft
er th
e ta
pe a
nd n
otic
ew
hich
cla
ss o
f no
uns
are
used
.*
das
Freu
ndin
die
Buc
h
die
Buc
hFr
eund
Freu
ndin
der
der,
die
, das
T D
er F
reun
d is
t da
drub
en.
S D
er F
reun
d is
t da
drub
en.
T D
er T
isch
ist d
a dr
uben
.S
Der
Tis
ch is
t da
drub
en.
T D
er N
acht
isch
ist d
a dr
uben
.S
Der
Nac
htis
ch is
t da
drub
en.
All
noun
s us
ed in
the
tape
sen
-te
nces
wer
ew
ords
25. R
epea
t aft
er th
e ta
pe a
nd d
ecid
ew
hich
cla
ss o
f no
uns
are
used
.*T
Wo
ist d
er N
acht
isch
?S
Wo
ist d
er N
acht
isch
?T
Wo
ist d
er T
isch
?S
Wo
ist d
er T
isch
?T
Wo
ist d
er F
reun
d?S
Wo
ist d
er F
reun
d?A
ll no
uns
used
in th
e ta
pe s
en-
tenc
e w
ere
wor
ds.
26. L
iste
n to
the
firs
t sen
tenc
e an
d re
-pe
at it
. The
n us
e ea
ch o
f th
e ne
wno
uns
supp
lied
in th
e se
nten
ce.
Che
ck y
our
answ
er w
ith th
e ta
pe.*
T W
o is
t der
Fre
und?
S W
o is
t der
Fre
und?
Tde
r T
isch
?S
Wo
ist d
er T
isch
?T
Wo
ist d
er T
isch
?T
der
Nac
htis
ch?
S W
o is
t der
Nac
htis
ch?
T W
o is
t der
Nac
htis
ch?
Alth
ough
all
the
abov
e w
ords
are
der
wor
ds, w
e kn
ow o
ther
nou
nsw
hich
are
not
. The
se a
re c
alle
dan
dw
ords
.
der
der
die,
das
Rol
e of
the
Tea
cher
Con
side
rabl
e di
scus
sion
has
rev
olve
d ar
ound
the
role
of
the
teac
her
whe
nse
lf-i
nstr
uctio
nal m
ater
ials
and
dev
ices
car
ry m
uch
of th
e in
stru
ctio
nal b
urde
n.O
bvio
usly
, if
prog
ram
ing
has
been
suc
cess
ful,
the
teac
her
will
not
hav
e to
expl
ain
the
text
con
stan
tly o
r en
gage
in q
uest
ion-
answ
er r
ecita
tion
activ
ities
so
com
mon
in c
lass
room
s to
day.
How
ever
,th
e te
ache
r w
ill h
ave
to s
elec
t pro
per
prog
ram
s to
acc
ompl
ish
lear
ning
obje
ctiv
es ju
st a
s he
sel
ects
a te
xtbo
ok to
day.
Seco
ndly
, he
mus
t sel
ect p
rope
r su
pple
men
tary
lear
ning
act
iviti
es th
at w
ill c
orn-
85
plem
ent t
he s
elf-
inst
ruct
iona
l mat
eria
ls. H
ew
ill h
ave
time
to d
evel
opSo
cial
and
expr
essi
ve s
kills
.U
nder
nor
mal
cir
cum
stan
ces,
pro
gram
edle
arni
ng m
ater
ials
sho
uld
not
carr
y th
e en
tire
inst
ruct
iona
llo
ad. T
here
are
man
y va
ried
expe
rien
ces
whi
ch
form
a p
art o
f a
good
edu
catio
nal p
rogr
am.
Prog
ram
s w
ill n
ever
conc
eiva
bly
repl
ace
grou
p le
arni
ng, d
iscu
ssio
ns, r
eadi
nggo
od b
ooks
and
art
icle
s,w
ritin
gre
port
s, o
ral p
rese
ntat
ion
of s
kits
and
repo
rts,
and
mak
ing
fiel
dtr
ips.
Stu
dent
s,fu
rthe
rmor
e, r
ecei
ve th
e gr
eate
st b
enef
itfr
om s
elf-
inst
ruct
iona
l mat
eria
lsif
they
hav
e so
me
prep
arat
ion
or o
rien
tatio
nfo
r se
lf-s
tudy
act
iviti
es. A
fter
aun
itof
wor
k, th
ey s
houl
d en
gage
in s
ome
activ
ity r
equi
ring
them
to a
pply
wha
tth
ey h
ave
lear
ned.
Suc
h fo
llow
-up
may
be in
divi
dual
and
/or
grou
ple
arn-
ing
with
the
teac
her,
oth
er c
onve
rsat
ion
and
liste
ning
pra
ctic
es, v
iew
ing
a fi
lm,
read
ing
a ca
refu
lly s
truc
ture
d st
ory,
or
wri
ting
aca
refu
lly s
truc
ture
d co
mpo
-si
tion.
It i
s pa
rtic
ular
ly im
port
ant t
o re
mem
ber
that
no
mat
ter
how
eff
ectiv
epr
ogra
med
lear
ning
may
be,
the
stud
ent m
usth
ave
an o
ppor
tuni
ty to
use
lan-
guag
e fo
r m
eani
ngfu
l com
mun
icat
ion
with
his
teac
her
and
his
fello
wst
uden
ts.
Muc
h te
ache
r ex
peri
men
tatio
n w
ill b
e ne
cess
ary
toes
tabl
ish
the
prop
er b
lend
of v
ario
us te
achi
ng a
ids
and
met
hods
rang
ing
from
larg
e gr
oup
inst
ruct
ion
thro
ugh
tele
visi
on o
r fi
lms,
to in
divi
dual
stu
dyw
ith p
rogr
amed
mat
eria
ls.
Sele
ctin
g Pr
ogra
med
Mat
eria
lsSi
nce
prog
ram
ed m
ater
ials
for
for
eign
lang
uage
stu
dy a
re r
elat
ivel
y ne
w a
ndex
tend
ed s
eque
nces
are
not
yet
ava
ilabl
e,sc
hool
s ar
e ad
vise
d to
con
side
r th
emon
ly f
or e
xper
imen
tal u
se. E
ven
whe
n pr
ogra
ms
beco
me
mor
e ge
nera
lly a
vail-
able
in e
xten
ded
sequ
ence
s, s
choo
l sys
tem
sw
ill b
e ad
vise
d to
eng
age
in e
x-pe
rim
enta
tion
prio
r to
larg
e sc
ale
adop
tion.
How
ever
, for
exp
erie
nced
teac
hers
who
wis
h to
try
out t
hese
new
mat
eria
ls n
ow,
the
follo
win
g gu
idel
ines
for
the
sele
ctio
n an
d us
e of
pro
gram
ed m
ater
ials
are
prov
ided
. It i
s no
t eno
ugh
tore
ad a
dver
tisin
g br
ochu
res
desc
ribi
ngth
e pr
ogra
ms.
Exp
erie
nced
teac
hers
mus
tst
udy
the
mat
eria
ls to
det
erm
ine
whe
ther
or
nott
hey
are
desi
rabl
e.1.
Pro
gram
s m
ust m
eet t
hepr
edet
erm
ined
goa
ls o
f th
e fo
reig
n la
ngua
gede
part
men
t2.
Voc
abul
ary,
info
rmat
ion,
and
pred
eter
min
ed s
kills
mus
t be
appr
opri
ate
for
the
inte
nded
lear
ners
3. S
tyle
and
deg
ree
of d
iffi
culty
mus
t be
appr
opri
ate
for
the
grou
p4.
Ste
ps o
f th
e pr
ogra
m m
ust p
rovi
defo
r a
care
ful,
logi
cal p
rogr
essi
on o
fsu
bjec
t mat
ter
5. I
nfor
mat
ion
as to
how
the
prog
ram
has
been
test
ed a
nd w
hat r
evis
ions
have
bee
n m
ade
mus
t be
avai
labl
e6.
Dat
a sh
ould
be
avai
labl
e ab
out w
hat
stud
ents
act
ually
lear
n fr
om th
epr
ogra
m a
nd w
hat d
egre
e of
rete
ntio
n ha
s be
en a
chie
ved.
Inf
orm
atio
nre
gard
ing
the
cond
ition
s un
der
whi
ch th
isda
ta w
as o
btai
ned
is a
lso
nece
ssar
y7.
Tea
cher
s w
ho p
lan
to u
se th
em
ater
ials
sho
uld
acqu
aint
them
selv
es w
ithso
me
of th
e lit
erat
ure
in th
efi
eld
and
if p
ossi
ble
atte
nd a
wor
ksho
p or
colle
ge c
ours
e on
pro
gram
ed le
arni
ngA
dmin
istr
ativ
e pr
ovis
ions
mus
t be
mad
e fo
r st
uden
tspr
ogre
ssin
g at
dif
fer-
ent r
ates
thro
ugh
the
prog
ram
Sugg
este
d R
eadi
ngs
Hay
es, A
lfre
d S.
"A
New
Loo
k at
Lea
rnin
g."
Cur
rent
Iss
ues
in L
angu
age
(111
1MC
APA
RII
MM
TM
.IW
IRM
Ilar
m,1
=1/
Tea
chin
g, R
epor
ts o
f th
eW
orki
ng C
omm
ittee
, 196
2 N
orth
east
Con
fere
nce
onT
each
ing
of F
orei
gn L
angu
ages
.M
orto
n, F
. Ran
d. "
The
Lan
guag
eL
abor
ator
y as
a T
each
ing
Mac
hine
." I
n-te
rnat
iona
l Jou
rnal
of
Am
eric
anL
ingu
istic
s, X
XV
I, (
Oct
ober
, 196
0) .
Skin
ner,
Bur
rhus
F. "
The
Sci
ence
of L
earn
ing
and
the
Art
of
Tea
chin
g."
Tea
chin
g M
achi
nes
and
Prog
ram
ed L
earn
ing.
86
"Spe
cial
Pro
blem
s in
Pro
gram
min
gL
angu
age
Inst
ruct
ion
for
Tea
chin
gM
a-ch
ines
." I
nter
natio
nal J
ourn
al o
fA
mer
ican
Lin
guis
tics,
XX
VI,
(O
ctob
er,
1960
).U
nive
rsity
of
Mic
higa
n Pu
blic
atio
ns o
fthe
Lan
guag
e L
abor
ator
y.V
aidm
an, A
lber
t. "H
ow D
o W
e B
reak
the
Loc
kste
p."
Aud
io-V
isua
l Ins
truc
-tio
n.
Cha
pter
IX
FOR
EIG
N L
AN
GU
AG
E I
NST
RU
CT
ION
BY
ED
UC
AT
ION
AL
TE
LE
VIS
ION
Edu
catio
nal t
elev
isio
n, b
orn
afte
r W
orld
War
II, h
as n
ever
thel
ess
alre
ady
assu
med
an
impo
rtan
t pla
ce in
the
educ
atio
nal p
rogr
ams
of m
any
scho
ol s
ys-
tem
s. A
wid
e ra
nge
of s
ubje
cts
has
been
taug
ht to
lear
ners
inel
emen
tary
scho
ol, j
unio
r an
d se
nior
hig
h sc
hool
, and
colle
ge. T
elev
isio
n is
mak
ing
pos-
sibl
e an
exp
losi
ve e
xpan
sion
in e
lem
enta
ryfo
reig
n la
ngua
ge s
tudy
, and
nu-
mer
ous
educ
atio
nal
tele
visi
on f
orei
gn la
ngua
ge c
ours
es h
ave
beco
me
firm
lyes
tabl
ishe
d in
the
elem
enta
ry g
rade
s. I
n m
any
inst
ance
s, e
duca
tiona
l tel
evis
ion
prov
ides
the
mai
n m
ediu
m o
f in
stru
ctio
n in
the
fore
ign
lang
uage
cou
rses
.
Adv
anta
ges
of U
sing
Edu
catio
nal T
elev
isio
n to
Tea
k*C
hild
ren
The
ele
men
tary
chi
ld le
nds
him
self
ver
yw
ell t
o in
stru
atio
n by
tele
visi
on.
Chi
ldre
n in
the
elem
enta
ry g
rade
s va
lue
TV
hig
hly.
The
y lis
ten
tote
levi
sion
prog
ram
s se
ekin
g fa
ntas
y, e
scap
e,ex
cite
men
t, an
d re
crea
tion.
Whi
le th
eydo
not u
sual
ly w
atch
tele
visi
onw
ith th
e in
tent
to b
e ta
ught
or
to p
utfo
rth
effo
rt,
they
are
acc
usto
med
to e
njoy
ing,
conc
entr
atin
g on
, and
lear
ning
fro
mte
le-
visi
on. I
t is,
ther
efor
e, th
e go
al o
fed
ucat
iona
l tel
evis
ion
stat
ions
to d
evel
oppr
ogra
ms
that
app
eal t
oth
e in
tere
st o
f ch
ildre
n an
d at
the
sam
etin
:.e
prov
ide
a le
arni
ng e
xper
ienc
e.W
hen
teac
hing
is d
one
by a
ski
llful
inst
ruct
or, e
duca
-tio
nal t
elev
isio
n m
ay a
chie
ve a
n un
usua
lim
med
iacy
with
the
child
vie
wer
. Thi
sis
, of
cour
se, h
ighl
y de
sira
ble
forl
earn
ing.
Adv
anta
ges
of U
sing
Edu
catio
nal T
elev
isio
n to
Tea
ch F
orei
gn L
angu
ages
Edu
catio
nal t
elev
isio
n pr
ovid
es o
ther
inst
ruct
iona
l adv
anta
ges.
The
edu
ca-
tiona
l tel
evis
ion
less
ons
are
usua
lly m
ore
care
fully
pla
nned
than
the
conv
en-
tiona
l cla
ssro
om le
sson
s. B
ecau
seof
the
care
ful p
lann
ing,
mor
e co
nten
t can
be c
over
ed in
a c
lass
ses
sion
. One
or
mor
eof
the
gift
ed T
V te
ache
rs c
anre
ach
a la
rge
num
ber
ofst
uden
ts e
ach
of w
hom
is s
uppl
ied
with
a f
ront
sea
t vie
w.
Gre
ater
pos
sibi
litie
s fo
r pr
ogra
mva
riet
y ex
ist b
ecau
se o
f th
e m
any
reso
urce
sav
aila
ble
to th
e te
levi
sion
teac
her.
Tel
evis
ion
can
prov
ide
life-
like
dram
atiz
a-tio
ns a
nd s
kits
that
are
oft
en d
iffi
cult
topr
oduc
e in
the
clas
sroo
m. F
urth
er-
mor
e, th
e le
sson
s ca
nbe
vis
ualiz
ed m
ore
conc
rete
lybe
caus
e of
the
teac
her's
acce
ss to
and
use
of
ala
rge
num
ber
of r
ealia
and
vis
uala
ids.
Use
of
such
ma-
teri
als
incr
ease
s th
e po
ssib
ility
of
achi
evin
g th
e cu
ltura
l obj
ectiv
e of
afo
reig
nla
ngua
ge c
ours
e. I
n a
sens
e T
V c
antr
ansp
ort t
he le
arne
r to
the
fore
ign
land
,
and
thus
red
uce
the
need
for
tran
slat
ion
to e
stab
lish
mea
ning
.Thi
s ac
cultu
ra-
tion
may
for
ce th
e st
uden
t to
thin
k in
the
targ
et la
ngua
ge. C
ompl
ex o
rsi
mpl
ele
arni
ng e
xper
ienc
es m
ay b
e pr
esen
ted
in te
leca
sts.
Edu
catio
nal t
elev
isio
n ca
nde
velo
p un
ders
tand
ings
and
idea
s or
teac
h fa
cts.
Edu
catio
nal t
elev
isio
n al
so p
rovi
des
for
effe
ctiv
e us
e of
tim
e an
d sp
ace.
Roo
ms
do n
ot h
ave
to b
eda
rken
ed, t
hus
the
stud
ents
are
fre
e to
wri
te. T
hem
achi
ne is
sile
nt, i
n co
ntra
st to
afi
lm p
roje
ctor
or
a sl
ide
proj
ecto
r. T
hequ
ality
of th
e so
und
is u
sual
ly b
ette
rtha
n th
at o
f a
film
.87
Edu
catio
nal t
elev
isio
n ca
n be
used
as
a m
ediu
m o
fin
stru
ctio
n re
gard
less
of
the
chro
nolo
gica
l or
men
tal a
geof
the
child
. Ind
eed,
obse
rver
s ha
ve n
oted
that
child
ren
of lo
wer
apt
itude
see
mpa
rtic
ular
ly to
ben
efit
from
educ
atio
nal t
ele-
visi
on in
stru
ctio
n as
com
pare
d to
conv
entio
nal c
lass
room
inst
ruct
ion.
Edu
ca-
tiona
l tel
evis
ion
usua
lly r
equi
res
the
stud
ent t
o ac
cept
mor
ere
spon
sibi
lity
for
his
own
lear
ning
. At t
he s
ame
time
that
pup
ils a
rele
arni
ng f
rom
tele
cast
s,
clas
sroo
m te
ache
rs m
ay b
eim
prov
ing
thei
r ow
n kn
owle
dge
of s
ubje
ct m
atte
r
or b
enef
iting
from
obs
ervi
ng te
chni
ques
used
by
the
educ
atio
nal
tele
visi
on
teac
her.
One
of
the
rem
arka
ble
aspe
cts
of e
duca
tiona
lte
levi
sion
is th
e cl
ose
rapp
ort w
hich
can
be
esta
blis
hed
betw
een
TV
teac
her
and
pupi
l. T
heta
lent
ed
tele
visi
on te
ache
r ca
n de
velo
pte
achi
ng te
chni
ques
whi
chen
able
him
to e
stab
-
lish
an a
lmos
t per
sona
lre
latio
nshi
p w
ith th
e st
uden
t.R
apt a
ttent
ion
and
en-
thus
iasm
cha
ract
eriz
e cl
asse
sta
ught
by
man
y ex
celle
nted
ucat
iona
l tel
evis
ion
offe
ring
s.
The
Eff
ectiv
enes
s of
Edu
catio
nalT
elev
isio
n In
stru
ctio
n
Muc
h ca
n be
sai
d ab
out t
heef
fect
iven
ess
of e
duca
tiona
ltel
evis
ion
inst
ruct
ion.
Tel
evis
ion
teac
hing
has
oft
enpr
oved
to b
e as
eff
ectiv
e as
regu
lar
inst
ruct
ion
whe
n a
clas
sroo
m te
ache
rw
orks
with
the
tele
cast
.C
hild
ren
at a
ll le
vels
can
lear
n fr
om e
duca
tiona
lte
levi
sion
inst
ruct
ion,
and
som
etim
es le
arni
ng is
sig
ni-
fica
ntly
mor
e th
an th
at in
the
conv
entio
nal c
lass
room
.T
he r
ate
of f
orge
tting
is a
bout
the
sam
e as
that
of r
egul
ar in
stru
ctio
n.
Prob
lem
s an
d D
isad
vant
ages
of
Edu
catio
nal T
elev
isio
n In
stru
ctio
n
Tea
chin
g fo
reig
n la
ngua
gesb
y te
levi
sion
als
o pr
esen
tspr
oble
ms
and
has
som
e
disa
dvan
tage
s. T
he m
ost i
mpo
rtan
tw
eakn
esse
s of
edu
catio
nal
tele
visi
on a
re
its in
abili
ty to
ada
pt to
indi
vidu
al d
iffe
renc
es a
nd th
edi
srup
tion
of th
e no
rmal
resp
onse
rel
atio
nshi
pbe
twee
n th
e st
uden
t and
teac
her
that
is s
o in
here
ntin
the
deve
lopm
ent o
f la
ngua
gesk
ill. T
he T
V te
ache
r ca
nnot
know
50,
000
chil-
dren
per
sona
lly; h
e ca
nnot
give
per
sona
l atte
ntio
n to
the
stud
ents
; he
cann
otad
just
the
pace
of
the
less
on to
wha
t is
happ
enin
g in
the
clas
sroo
m; h
e ca
nnot
mai
ntai
n di
scip
line;
and
he c
anno
t enc
oura
ge th
esh
y st
uden
t or
rest
rain
the
bois
tero
us o
ne.
Var
ianc
e in
the
qual
ity a
ndty
pe o
f in
stru
ctio
n,or
gani
zatio
n, a
nd c
onte
nt
of th
e fo
reig
n la
ngua
geed
ucat
iona
l tel
evis
ion
cour
ses
also
can
be
a pr
oble
m.
To
a la
rge
exte
nt th
e su
cces
sof
for
eign
lang
uage
cou
rses
is d
epen
dent
upo
n
thes
e ve
ry e
lem
ents
. Edu
catio
nal
tele
visi
on p
rogr
ams
do n
otal
way
s br
ing
the
mos
t qua
lifie
d te
ache
rin
to th
e cl
assr
oom
, and
neith
er is
the
orga
niza
tion
ofth
e co
urse
or
its c
onte
nt a
lway
sth
e be
st th
at is
ava
ilabl
e.Sc
hedu
ling
is a
n im
port
ant a
spec
tof
usi
ng a
ny e
duca
tiona
lte
levi
sion
pro
-
gram
s in
the
clas
sroo
m. A
bove
all,
the
less
ons
mus
t be
sche
dule
d at
desi
r-
able
tim
es a
nd v
iew
ed in
desi
rabl
e lo
catio
ns to
avo
idin
terr
uptio
ns. U
sing
a
film
is s
omet
imes
mor
e co
nven
ient
as
film
s ar
em
uch
easi
er to
sch
edul
e in
toth
e sc
hool
pro
gram
.A
cous
tical
pro
blem
s an
d m
echa
nica
l fai
lure
s so
met
imes
cau
sedi
ffic
ultie
s in
view
ing
and
hear
ing
the
tele
cast
s. H
owev
er, a
mor
e co
mm
onsc
hool
pro
blem
is th
e Ja
ck o
f en
ough
tele
visi
on s
ets
so th
at o
verl
y la
rge
grou
ps m
ustw
atch
ate
leca
st a
t one
tim
e. T
he c
onfu
sion
and
tens
ion
that
res
ult f
rom
thes
e pr
ob-
lem
s ca
n ad
vers
ely
affe
ct th
e ed
ucat
iona
l tel
evis
ion
fore
ign
lang
uage
pro
gram
.
Sele
ctin
g A
n E
duca
tiona
l Tel
evis
ion
Fore
ign
Lan
guag
e Pr
ogra
mT
he s
elec
tion
of a
n ed
ucat
iona
l tel
evis
ion
fore
ign
lang
uage
pro
gram
or
pro-
gram
s fo
rth
e sc
hool
sys
tem
invo
lves
man
y co
nsid
erat
ions
. The
adm
inis
trat
ors
shou
ld b
e aw
are
of th
e ad
vant
ages
and
dis
adva
ntag
esof
edu
catio
nal t
elev
isio
nfo
reig
n la
ngua
ge in
stru
ctio
n. I
n ad
ditio
n, p
re-r
ecor
ded
and/
or p
roje
cted
tele
-vi
sion
pro
gram
s m
ust b
e st
udie
d ca
refu
lly in
ord
er to
dete
rmin
e th
eir
prob
able
effe
ctiv
enes
s. N
ote:
The
TV
teac
her
mus
t be
an o
utst
andi
ngte
ache
r. S
he m
ust
pres
ent a
n ex
celle
ntim
itativ
e m
odel
of
the
fore
ign
lang
uage
and
she
mus
t be
wel
l-ac
quai
nted
and
trai
ned
in th
e au
dio-
lingu
al a
ppro
ach.
She
mus
t als
o be
espe
cial
ly a
lert
to le
aren
c, d
iffi
culti
esth
at c
hild
ren
will
hav
e w
ith th
e ne
w la
n-gu
age
end
plan
in a
dvan
ce to
cop
e w
ith th
e m
ajor
ity o
f th
ese
diff
icul
ties.
Fur
-th
erm
ore,
she
mus
t hav
e to
a c
onsi
dera
ble
degr
eeth
e ab
ility
to m
ake
child
ren
wan
t to
lear
n.T
he o
rgan
izat
ion
and
cont
ent o
f th
e fo
reig
n la
ngua
gesh
ould
be
exam
ined
thor
ough
ly. A
n ed
ucat
iona
ltel
evis
ion
fore
ign
lang
uage
pro
gram
mus
t be
a w
ell-
plan
ned
prog
ram
that
is c
aref
ully
ada
pted
to e
ach
of th
e gr
ades
it is
inte
nded
to te
ach.
Thi
s ta
sk o
f ev
alua
ting
the
prog
ram
is n
ot e
asy
as m
ost o
f el
emen
tary
scho
ol f
orei
gn la
ngua
ge p
rogr
ams
cont
ain
orig
inal
mat
eria
l,m
uch
of w
hich
has
not b
een
prov
en to
be
adap
ted
toea
ch g
rade
. Old
for
eign
lang
uage
text
sm
ay n
otbe
use
d to
est
ablis
h st
anda
rds
for
com
pari
son
sinc
e th
e au
dio-
lingu
alm
etho
d do
es n
ot a
dher
e to
the
met
hods
and
tech
niqu
esof
the
trad
ition
al g
ram
-m
ar-o
rien
ted
text
book
s. F
orei
gn la
ngua
ge s
peci
alis
tsw
ho a
re k
now
ledg
eabl
ein
aud
io-l
ingu
al m
etho
ds a
nd te
chni
ques
shou
ld e
xam
ine
the
prog
ram
.T
he te
ache
rs' g
uide
s an
d di
rect
ed f
ollo
w-u
ple
sson
s sh
ould
be
exam
ined
tofi
nd o
ut if
they
info
rm a
nd d
irec
tth
e cl
assr
oom
teac
her
who
wor
ks w
ithth
e
educ
atio
nal t
elev
isio
n fo
reig
n la
ngua
ge p
rogr
ams,
in a
cle
arly
def
ined
man
ner.
If w
orkb
ooks
are
par
t of
the
HIV
pro
gram
, tea
cher
s' e
ditio
ns s
houl
d be
sup
-pl
ied,
alo
ng w
ith a
dequ
ate
inst
ruct
ions
on
whe
n an
d ho
w th
e w
orkb
ooks
are
to b
e us
ed in
the
clas
sroo
m.W
hen
tape
s ac
com
pany
the
prog
ram
s th
eysh
ould
pres
ent c
lear
and
acc
urat
ere
prod
uctio
ns o
f th
e fo
reig
n la
ngua
ge.
It is
als
oim
port
ant f
or th
ese
tape
s to
func
tion
as in
tegr
al s
egm
ents
of
the
entir
e ed
uca-
tiona
l tel
evis
ion
cour
se.
Som
e ed
ucat
iona
l tel
evis
ion
fore
ign
lang
uage
pro
gram
sha
ve c
onst
ruct
edte
sts
to a
ccom
pany
the
prog
ram
.V
alid
and
rel
iabl
e te
sts
will
hel
p th
e sc
h "o
Isy
stem
s ev
alua
teth
eir
own
prog
ram
s. A
num
ber
of e
lem
enta
rysc
hool
edu
ca-
tiona
l tel
evis
ion
cour
ses
pres
ent f
orei
gn la
ngua
gete
leca
sts
two
or th
ree
times
a w
eek.
The
oth
er d
ays
of th
e w
eek
the
clas
sroo
m te
ache
r ei
ther
use
s ta
pes
or f
ollo
ws
step
-by-
step
dire
ctio
ns in
pre
sent
ing
a te
ache
r di
rect
ed f
ollo
w-u
ple
sson
.W
ell-
prep
ared
edu
catio
nal
tele
visi
on f
orei
gn la
ngua
ge c
ours
es w
ill h
ave
asu
ffic
ient
num
ber
of s
uppl
emen
tary
tape
pro
gram
sto
be
used
whe
neve
r th
eyar
e ne
eded
. With
unte
sted
cou
rses
ther
e sh
ould
be
prov
isio
nfo
r ne
cess
ary
re-
88
visi
on o
f sc
ript
s af
ter
initi
al u
ses.
Con
tinui
ty is
esse
ntia
l in
a w
ell-
plan
ned
prog
ram
.T
he p
oten
tial e
ffec
tiven
ess
of e
duca
tiona
l tel
evis
ion
is s
ever
ely
limite
d w
ith-
out t
he h
elp
of a
n iti
nera
nt o
r he
lpin
gte
ache
r to
wor
k di
rect
ly w
ith c
lass
room
teac
hers
. Thi
s fa
ct h
as b
een
disc
over
ed in
stu
dies
dire
cted
to e
valu
ate
TV
in-
stru
ctio
n al
one
vers
us T
V in
stru
ctio
n co
mbi
ned
with
dir
ecte
d fo
llow
-up.
Fur
-th
erm
ore,
fre
quen
t con
tact
bet
wee
nth
e T
V te
ache
r an
d th
e he
lpin
g te
ache
ror
teac
hers
will
hel
p m
ake
asu
cces
sful
pro
gram
.
How
to I
mpr
ove
Edu
catio
nal T
elev
isio
n Fo
reig
n L
angu
age
Inst
ruct
ion
Impr
ovin
g th
e fo
reig
n la
ngua
geed
ucat
iona
l tel
evis
ion
inst
ruct
ion
has
been
a m
ajor
con
cern
of
scho
ol s
yste
ms
now
teac
hing
for
eign
lang
uage
via
tele
-vi
sion
. Man
y sc
hool
sys
tem
s as
sess
thei
r pr
ogra
m a
s th
ey g
oal
ong.
The
y st
udy
way
s to
impr
ove
it,an
d th
en p
lan
and
budg
et f
or it
s fu
ture
dev
elop
men
t.A
rea
s
that
are
oft
en in
clud
ed in
thei
rco
nsid
erat
ions
are
the
follo
win
g: (
1) a
rran
ge-
men
ts f
or th
e w
atch
ing
of th
e fo
reig
n la
ngua
gete
leca
sts,
(2)
the
follo
w-u
ple
sson
s, (
3) th
e ro
le o
f th
e cl
assr
oom
teac
her,
(4)
the
role
of
the
foig
nla
n-
guag
e sp
ecia
list,
(5)
in-s
ervi
ce p
rogr
ams,
(6
suita
ble
cour
se c
onte
nt,
and
(7)
the
role
of
the
pare
nts.
The
Cla
ssro
omT
he b
est a
tmos
pher
e is
not
alw
ays
pres
entw
hen
the
child
ren
wat
ch th
e fo
r-ei
gn la
ngua
ge te
leca
sts.
Afe
w g
uide
lines
will
impr
ove
the
atm
osph
ere
and
the
atte
ntio
n of
the
stud
ents
. Fir
st o
f al
l, th
ede
sks
shou
ld b
e cl
ear,
unl
ess
the
TV
less
on r
equi
res
the
use
of p
aper
, pen
cils
, or
cray
ons.
The
chi
ldre
n sh
ould
be
seat
ed in
thre
e or
fou
r ro
ws
arra
nged
in a
sem
i-ci
rcle
. An
aisl
e sh
ould
div
ide
them
into
two
grou
ps. S
ince
sea
ting
child
ren
very
clo
se to
geth
er e
ncou
rage
sin
atte
ntio
n, th
is s
houl
d be
avo
ided
if p
ossi
ble.
Follo
w-U
p A
ctiv
ities
The
teac
her's
rol
e be
fore
, dur
ing,
and
aft
erth
e te
leca
st w
ill v
ary
acco
rdin
gto
her
abi
lity
to u
se th
e fo
reig
n la
ngua
ge.
If s
he is
cap
able
, she
sho
uld
prov
ide
a fe
w m
inut
es o
f w
arm
-up
befo
re th
e te
leca
st b
egin
s. T
his
coul
d be
a s
ong,
gam
e, o
r pa
ttern
drill
. Dur
ing
the
tele
cast
she
mus
t sho
whe
r in
tere
st in
the
prog
ram
by
payi
ngca
refu
l atte
ntio
n to
it. S
he m
ust d
eman
d pa
rtic
ipat
ion
and
atte
ntio
n on
the
part
of
the
pupi
ls. I
t is
help
ful t
oha
ve th
e te
ache
r w
alk
quie
tlyab
out t
he r
oom
, loo
king
and
list
enin
g to
chec
k on
stu
dent
par
ticip
atio
n. M
ean-
whi
le s
he c
an a
lso
be r
epea
ting
soft
ly a
long
with
the
child
ren.
Aft
er th
e te
le-
cast
a s
hort
fol
low
-up
to r
einf
orce
lear
ning
is d
esir
able
.
Fore
ign
lang
uage
inst
ruct
ion
with
out f
ollo
w-u
p le
sson
s by
the
clas
sroo
mte
ache
r pr
oduc
es in
adeq
uate
ach
ieve
men
t, es
peci
ally
in c
ompr
ehen
sion
and
the
spon
tane
ous
use
ofth
e la
ngua
ge. T
hus,
the
follo
w-u
p le
sson
to a
larg
e de
gree
dete
rmin
es th
e su
cces
s of
an
ET
V f
orei
gn la
ngua
ge p
rogr
am.
The
ava
il ab
le
fore
ign
lang
uage
ET
V p
rogr
ams
vary
as
to th
e co
nten
t of
the
follo
w-u
r le
s-so
ns. S
ome
prog
ram
s su
pply
tape
sor
rec
ords
for
the
teac
her
to p
lay,
whi
le
othe
rs p
rodu
ce s
tep-
by-s
tep
less
on p
lans
for
the
teac
her
to f
ollo
w in
cor
iduc
t-
ing
follo
w-u
p ac
tiviti
es,
The
latte
r te
chni
que
is m
ore
effe
ctiv
e if
the
teac
her
has
the
nece
ssar
y ba
ckgr
ound
in la
ngua
ge.
The
Rol
e of
the
Cla
ssro
om T
each
er
Que
stio
ns a
re f
requ
ently
aske
d re
gard
ing
the
role
of
the
clas
sroo
m te
ache
r
<-
)
in e
duca
tiona
l tel
evis
ion
whe
n it
is u
sed
to p
rovi
defo
reig
n la
ngua
ge in
stru
c-
tion.
Doe
s sh
e ha
ve a
nyro
le?
Can
non
-flu
entt
each
ers
be u
sed
succ
essf
ully
in
teac
hing
for
eign
lang
uage
sin
the
elem
enta
ry s
choo
l?W
hat i
s th
e ro
le o
f th
e
spec
ialis
t?T
o be
gin
with
, usi
ngth
e cl
assr
oom
teac
her
has
num
erou
sad
vant
ages
for
fore
ign
lang
uage
lear
ning
prov
ided
she
set
s up
a g
ood
lear
ning
atm
osph
ere
in h
er r
oom
. The
clas
sroo
m te
ache
r kn
ows
her
child
ren
and
she
know
sho
w
to te
ach.
She
can
prov
ide
life
and
enth
usia
smth
roug
h he
r at
titud
e an
dhe
r
part
icip
atio
n in
the
prog
ram
.If
she
is a
goo
dte
ache
r, s
he c
an a
dapt
toin
-
divi
dual
dif
fere
nces
whe
nsh
e us
es th
e ta
pe d
rills
and
in th
e di
rect
edfo
llow
-up
less
ons,
thus
sup
plem
entin
gth
e T
V le
sson
s.E
very
for
eign
lang
uage
clas
sroo
m te
ache
r m
ust
know
wha
t the
chi
ldre
n ar
e
expe
cted
to d
o. S
he m
ust,
ther
efor
e, b
e w
ell
acqu
aint
ed w
ith th
e pr
ogra
man
d
be c
onst
antly
info
rmed
abou
t cha
nges
, pro
blem
s,an
d re
sults
of
the
ET
Vfo
r-
eign
lang
uage
inst
ruct
ion.
She
does
not
hav
e to
be a
ling
uist
. As
she
is n
ot a
spec
ialis
t she
is n
ot a
sked
topr
oduc
e a
mod
el o
fth
e sp
oken
wor
d. H
owev
er,
fore
ign
lang
uage
teac
hing
by th
e cl
assr
oom
teac
her
does
req
uire
the
sam
e en
-
thus
iasm
that
she
em
ploy
sin
her
oth
er te
achi
ng.
The
cla
ssro
om te
ache
r ca
nus
ually
be
clas
sifi
ed a
s a
non-
flue
nt te
ache
r or
a m
oder
atel
yfl
uent
teac
her
of th
ela
ngua
ge. I
f sh
e is
non
flu
ent
it is
ass
umed
that
she
has
not
stu
died
the
targ
et la
ngua
ge. I
fsh
e is
con
side
red
mod
erat
ely
flue
nt th
en it
can
be
assu
med
that
she
has
som
ekn
owle
dge
of th
e la
ngua
ge,
perh
aps
two
or th
ree
year
sof
stud
y.R
esea
rch
has
indi
cate
dth
at e
ven
a m
oder
atel
yfl
uent
teac
her
has
adva
ntag
es
over
the
non-
flue
nt.
How
ever
, int
eres
t and
mot
ivat
ion
are
as s
igni
fica
nt a
sth
e
teac
her's
lang
uage
ski
llin
the
follo
w-u
pac
tivity
. Inf
orm
al r
atin
gsof
the
teac
her,
fol
low
-up
corr
elat
epo
sitiv
ely
with
the
perf
orm
ance
of th
e cl
ass.
The
non-
flue
nt a
nd m
oder
atel
yfl
uent
teac
hers
ope
rate
bette
r w
ith b
egin
ning
gro
ups
than
with
lear
ners
whc
,l_. R
yeha
d se
vera
l yea
rs o
fins
truc
tion.
At t
he s
ame
time
the
non-
flue
nt a
nd th
e m
oder
atel
yfl
uent
teac
her
can
lear
n
with
the
help
of
care
fully
pre
pare
dm
ater
ials
. Her
for
eign
lang
uage
teac
hing
abili
ty c
an im
prov
e an
dst
uden
t lea
rnin
g w
ithou
t asp
ecia
list i
s po
ssib
le. I
t is
impo
rtan
t, ho
wev
er, t
oke
ep in
min
d th
atte
ache
rs w
ho a
re n
ot s
peci
alis
ts g
en-
eral
ly p
rodu
ce s
omew
hatl
ower
ach
ieve
men
t.T
houg
h lo
wer
, thi
s ac
hiev
emen
t
is n
ever
thel
ess
sign
ific
ant,
even
whe
nco
mpa
red
to th
e sp
ecia
list's
resu
lts. T
he
mai
n ar
ea in
whi
chlo
wer
ach
ieve
men
t occ
urs
whe
n ch
ildre
n ar
e no
tta
ught
by s
peci
alis
ts is
in th
eira
bilit
y.to
mak
e or
al r
espo
nses
.
The
Spe
cial
ist F
orei
gnL
angu
age
Tea
cher
Gro
ups
of c
hild
ren
taug
ht b
y sp
ecia
lists
will
gen
eral
ly b
e su
peri
orin
all
cate
gori
es. T
here
is,
how
ever
, a s
igni
fica
ntsh
orta
ge o
f w
ell-
qual
ifie
dsp
ecia
l-
ists
to p
rodu
ce th
ese
desi
rabl
e re
sults
. It i
sad
visa
ble
for
a sc
hool
sys
tem
to
empl
oy th
e he
lp o
f at
leas
t one
spe
cial
ist
who
can
giv
e ch
ildre
noc
casi
onal
in-
tens
ive
prac
tice
and
help
the
regu
lar
clas
sroo
mte
ache
r. T
his
spec
ialis
t will
be
of s
peci
al v
alue
inhe
lpin
g pu
pils
to le
arn
corr
ect p
ronu
ncia
tion
asw
ell a
s
stre
ngth
enin
g ot
her
aspe
cts
of o
ral s
kills
,pa
rtic
ular
ly im
med
iacy
of
resp
onse
s,
and
the
appr
opri
aten
ess
of th
e re
spon
ses.
The
for
eign
lang
uage
spec
ialis
t can
be
utili
zed
toth
e gr
eate
st a
dvan
tage
if
she
is e
mpl
oyed
as
asu
perv
isor
, a d
emon
stra
tion
teac
her,
and
an
in-s
ervi
ce
pers
on. S
uch
asp
ecia
list c
an v
isit
clas
sroo
ms,
enco
urag
e cl
assr
oom
part
icip
a-89tio
n, s
ugge
st te
chni
ques
, and
cond
uct i
n-se
rvic
e m
eetin
gs.I
n so
me
case
s it
may
be p
ossi
ble
for
this
spe
cial
ist t
ore
plac
e en
tirel
y th
e te
levi
sed
teac
her
prev
iew
.
In-S
ervi
ce P
rogr
ams
In-s
ervi
ce p
rogr
ams
are
ofte
npr
ovid
ed f
or th
e cl
assr
oom
teac
her
to im
prov
e
her
com
man
d of
the
fore
ign
lang
uage
. In
turn
the
teac
hers
who
atte
nd th
ese
clas
ses
are
bette
r ab
le to
pro
vide
an
adeq
uate
opp
ortu
nity
for
all
the
stud
ents
to le
arn
a se
cond
lang
uage
.T
hrou
gh in
-ser
vice
the
non-
flue
ntte
ache
r re
ceiv
es p
sych
olog
ical
supp
ort a
nd
reas
sura
nce
in h
erpo
sitio
n in
the
clas
sroo
m. T
hein
-ser
vice
cla
ss d
oes,
how
-
ever
, req
uire
her
activ
e pa
rtic
ipat
ion
if it
is to
be o
f va
lue
in th
ecl
assr
oom
.
Thu
s th
e te
ache
r's a
bilit
y to
use
the
fore
ign
lang
uage
in th
ecl
assr
oom
can
im-
prov
e an
d po
sitiv
ely
affe
ct h
er c
lass
's a
chie
vem
ent.
The
Rol
e of
the
Pare
nt
The
mos
t ine
ffec
tive
ET
Vfo
reig
n la
ngua
ge p
rogr
am is
the
one
in w
hich
ther
e is
no
prac
tice
in th
ecl
assr
oom
or
at h
ome.
The
wid
ely
used
ope
n-ci
rcui
t
TV
off
ers
a ne
w a
ndun
ique
opp
ortu
nity
for
the
pare
nts
to b
ecom
e di
rect
lyin
volv
ed a
nd to
coo
pera
te m
ore
effe
ctiv
ely
in th
eir
child
ren'
sed
ucat
ion.
Thi
s
pare
nt h
elp
at h
ome,
com
bine
d w
ith v
iew
ing
the
fore
ign
lang
uage
tele
cast
s an
d
ecle
ctic
cla
ssro
om te
ache
r-di
rect
edpr
actic
e pr
ovid
es f
or e
ven
mor
eef
fect
ive
lear
ning
of
the
fore
ign
lang
uage
.
Adm
inis
trat
ive
Res
pons
ibili
ties
The
pol
min
istr
atio
n ha
s a
num
ber
of r
espo
nsib
ilitie
sif
the
ET
V f
orei
gn la
n-
guag
e pr
ogra
mis
to b
e a
succ
ess.
Man
yof
thes
e re
spon
sibi
litie
s m
ustb
e co
n-
side
red
befo
re s
elec
ting
apa
rtic
ular
pro
gram
. Cos
t is
anim
port
ant i
tem
to c
on-
side
r. T
he m
ore
child
ren
who
can
wat
ch th
e pr
ogra
m, t
helo
wer
the
cost
will
be.
Lig
htin
g an
d el
ectr
ical
fac
ilitie
s m
ust
be e
xam
ined
to s
ee if
chan
ges
mus
t be
mad
e be
fore
ET
V c
an b
eus
ed. S
eatin
g an
d sc
hedu
ling
prob
lem
s m
ust b
e
wor
ked
out.
No
mor
e th
an30
chi
ldre
n sh
ould
wat
ch o
nete
levi
sion
set
at a
time,
so
the
avai
labi
lity
ofte
levi
sion
set
s is
sig
nifi
cant
.C
aref
ul p
repa
ratio
ns a
re
nece
ssar
y to
insu
re s
ucce
ss.
Bec
ause
the
clas
sroo
mte
ache
r pl
ays
such
an
impo
rtan
t rol
e in
ass
urin
g th
e
succ
ess
of E
TV
,sch
ool a
dmin
istr
ator
s sh
ould
show
inte
rest
in h
er e
ffor
tsan
d
prov
ide
enco
urag
emen
t.In
-ser
vice
trai
ning
sho
uld
be s
uppl
ied
for
thos
ete
ache
rs w
ho n
eed
it. T
his
can
be in
the
form
of
in-s
ervi
ce c
lass
es, r
egul
ar
wor
ksho
ps, s
umm
er c
ours
es, o
rth
e gu
idan
ce o
f a
fore
ign
lang
uage
spe
cial
ist.
The
adm
inis
trat
ion
shou
ldbe
sur
e th
at th
e te
ache
rvi
ews
the
less
ons
and
pre-
view
s th
e co
min
g le
sson
s.
The
Pla
ce o
f E
TV
in th
eFo
reig
n L
angu
age
Prog
ram
in th
eSc
hool
Inst
ruct
iona
l tel
evis
ion
may
be th
e on
ly m
eans
of
supp
lyin
gfo
reig
n la
ngua
ge
inst
ruct
ion
in s
mal
l iso
late
dsc
hool
sys
tem
s. I
t may
be
an a
nsw
erw
here
, for
lack
of
a te
ache
r, a
for
eign
lang
uage
is n
ot ta
ught
at a
ll, o
rw
here
inte
rmed
;ate
and
adva
nced
cou
rses
can
not
be ju
stif
ied
beca
use
enro
llmen
ts a
re v
ery
smal
l.
In a
ny s
choo
l sys
tem
it m
ay b
e a
mea
ns o
fus
ing
an u
nusu
ally
gif
ted
inst
ruct
or
to te
ach
larg
e gr
oups
of s
tude
nts.
The
cos
tis
mod
erat
e or
gre
at,
depe
ndin
g
upon
the
type
of in
stal
latio
n de
sire
d,cl
osed
cir
cuit
or s
ets
usin
g on
lybr
oad-
cast
s fr
om c
omm
erci
al o
red
ucat
iona
l sta
tions
, but
its
prop
ortio
nal c
ost d
oes
dim
inis
h w
ith th
e gr
eate
rnu
mbe
r of
stu
dent
s de
pend
ing
upon
it fo
r in
stru
ctio
n.
Whe
n us
edpr
oper
ly, t
elev
isio
nfo
r ed
ucat
iona
lin
stru
ctio
n of
a f
orei
gnla
n-
guag
e ca
ngr
eatly
incr
ease
the
stud
ent's
fac
ility
in th
esk
ills.
ET
V F
orei
gn L
angu
age
Cou
rses
and
the
Juni
orH
igh
Scho
ol
ET
V f
orei
gnla
ngua
ge c
ours
es h
ave
not y
et c
omm
only
foun
d th
eir
way
into
the
juni
or h
igh
scho
ol c
urri
culu
m.
Dat
a is
not
as
yet
avai
labl
e to
pro
ve th
e
effe
ctiv
enes
s of
usi
ngT
V f
or f
orei
gnla
ngua
ge in
stru
ctio
n at
that
leve
l. B
efor
e
such
dat
a w
ill b
e of
valu
e, it
will
be
nece
ssar
yto
dev
elop
pro
gram
sth
at a
re
desi
gned
spe
cifi
cally
for
the
juni
or h
igh
scho
ol s
tude
nt.
ET
V F
orei
gn L
angu
age
Cou
rses
and
the
Seni
orH
igh
Scho
ol
With
the
incr
easi
ngnu
mbe
r of
hig
h sc
hool
stud
ents
inte
rest
ed in
fore
ign
lan-
guag
e co
urse
sth
e tim
e m
ay s
oon
arri
ve f
or s
ome
scho
oldi
stri
cts
whe
n th
e
supp
ly o
f st
uden
tsex
ceed
s th
e su
pply
of q
ualif
ied
fore
ign
lang
uage
inst
ruct
ors.
ET
V f
orei
gn la
ngua
ge c
ours
esm
ay th
enbe
com
e an
inte
gral
par
tof
the
high
scho
ol f
orei
gn la
ngua
gecu
rric
ulum
. The
re a
real
so p
ossi
bilit
ies
for
utili
zing
the
teac
hing
tech
niqu
esof
ET
V to
exp
and
the
cultu
ral k
now
ledg
eof
stu
dent
s
in f
orei
gn la
ngua
ge c
ours
es.It
may
be
help
ful t
oha
ve le
ctur
es o
n fo
reig
nla
n-
guag
e lit
erat
ure
pres
ente
d ov
er T
Vby
wel
l-in
form
edco
llege
inst
ruct
ors
offo
r-
eign
lang
uage
lite
ratu
re c
ours
es.
Such
an
offe
ring
mig
ht b
e pa
rtic
ular
lyhe
lp-
ful f
or p
rovi
ding
cultu
ral a
nd li
tera
ryin
sigh
ts to
the
adva
nced
stud
ent i
n tl.
?,
nine
yea
r se
quen
ce.
With
inte
r-co
ntin
enta
lT
V b
ecom
ing
part
of o
ur e
nvir
o,i-
men
t, th
ere
is a
lso
the
poss
ibili
ty o
fus
ing
fore
ign
tele
cast
s as
am
otiv
atin
g fa
c-
tor
to k
eep
inte
rest
in f
orei
gn la
ngua
ges
aliv
e am
ong
high
sch
ools
tude
nts.
ET
V F
orei
gn L
angu
age
Cou
rses
and
Col
lege
s
Man
y co
llege
for
eign
lang
uage
cou
rses
are
pres
ently
bei
ng ta
ught
by E
TV
.
Lec
ture
s ar
e pr
esen
ted.
by te
levi
sion
and
usua
lly f
ollo
wed
by
smal
l gro
up s
es-
sion
s an
d la
bora
tory
prac
tice.
Som
ere
sear
ch s
eem
s to
indi
cate
that
suc
h in
-
stru
ctio
n is
just
as
effe
ctiv
e as
cla
sses
taug
ht b
y m
ore
conv
entio
nal m
etho
ds
in th
e pa
st.
90
Futu
re P
ossi
bilit
ies
A n
ew a
nd y
etre
lativ
ely
unde
velo
ped
fiel
din
for
eign
lang
uage
lear
ning
is
that
of
prog
ram
edin
stru
ctio
n. T
he f
utur
e E
TV
pro
gram
sm
ay c
ombi
neT
V
tele
cast
s an
d la
bora
tory
prac
tice
with
pro
gram
edin
stru
ctio
n. A
s pr
ogra
med
inst
ruct
ion
can
adap
t mor
ere
adily
to in
divi
dual
diff
eren
ces
than
tele
visi
on
alon
e, th
e re
sulti
ngle
arni
ng m
ay ta
ke f
orei
gnla
ngua
ge in
stru
ctio
n on
e st
ep
clos
er to
its
goal
off
luen
cy in
the
four
bas
icsk
ills
for
each
stu
dent
.
All
the
pres
ent a
ndfu
ture
ET
V f
orei
gn la
ngua
ge c
ours
esw
ill h
ave
to m
ain-
tain
a h
igh
leve
l of
show
man
ship
or
the
med
ium
will
lose
out
and
its
effe
ct
on e
duca
tion
will
dec
line.
Sugg
este
d R
eadi
ngs
The
Adm
inis
trat
or's
hand
book
for
Par
lon
Fran
cais
. Bos
ton:
Hea
thde
Roc
hem
ont,
1962
.D
esig
n fo
r E
TV
, Pla
nnin
gfo
r Sc
hool
s w
ithT
elev
isio
n. E
duca
tiona
l Fac
ili-
ties
Lab
orat
orie
s, 4
77M
adis
on A
venu
e, N
ew Y
ork
22,1
960.
Edu
catio
nal T
elev
isio
n, T
heN
ext T
en Y
ears
. Ins
titut
efo
r C
omm
unic
atio
n
Res
earc
h, S
tanf
ord
U.,
1962
.R
eid,
J. R
icha
rd. "
An
Exp
lora
tory
Sur
vey
of F
orei
gnL
angu
age
Tea
chin
g
by T
elev
isio
n in
the
Uni
ted
Stat
es."
Rep
orts
of
Surv
eys
and
Stud
ies
inth
e
Tea
chin
g of
Mod
ern
Fore
ign
Lan
guag
es. N
ew Y
ork:
Mod
ern
Lar
juag
e A
ssoc
i-
atio
n of
Am
eric
a, 1
961.
Schr
amm
, Wilb
ur, J
ack
Lyl
e, a
nd E
dwin
B. P
arke
r.T
elev
isio
n in
the
Liv
es
of O
ur C
hild
ren.
Stan
ford
U. P
ress
, 196
1.Sc
hram
m, W
ilbur
, Jac
k L
yle,
and
Ithi
el d
e So
la P
ool.
The
Peo
ple
Loo
k at
Edu
catio
nal T
elev
isio
n. S
tanf
ord
U. P
ress
, 196
3.Si
epm
ann,
Cha
rles
A. T
Van
d O
ur S
choo
l Cri
sis.
New
Yor
k: D
odd,
195
8.St
odda
rd, A
lexa
nder
J.
Scho
ols
for
Tom
orro
w: A
nE
duca
tor's
Blu
epri
nt.
Fund
for
the
Adv
ance
men
tof
Edu
catio
n, 6
55 M
adis
onA
ve.,
New
Yor
k 21
,
1957
.T
he U
ses
of T
elev
isio
n in
Ee.
acat
ion.
Nor
th C
entr
alA
ssoc
iatio
n, U
. of
Chi
-
cago
, 196
1.
iF
Cha
pter
X
TE
AC
HE
R Q
UA
LIF
ICA
TIO
NS
AN
DPR
EPA
RA
TIO
N
Cer
tific
atio
nB
y Se
ptem
ber,
196
5, a
ll fo
reig
nla
ngua
ge te
ache
rs w
ho a
re n
ewly
em
ploy
edin
the
stat
e of
Min
neso
ta p
ublic
scho
ols
shal
l mee
t one
of
the
follo
win
g se
ts
of r
equi
rem
ents
:1.
A te
ache
r ce
rtif
ied
to te
ach
inth
e sp
ecia
l fie
ld o
f m
odem
for
eign
lang
uage
s
in g
rade
s 1-
12a.
A B
ache
lor's
deg
ree
upon
the
com
plet
ion
of a
teac
her
educ
atio
n pr
ogra
mw
ith a
lang
uage
maj
or f
rom
an
accr
edite
d te
ache
r-pr
epar
ing
inst
itutio
nb.
Eig
htee
n se
mes
ter
cred
its in
educ
atio
n in
clud
ing
a m
etho
ds c
ours
e in
fore
ign
lang
uage
teac
hing
at b
oth
the
elem
enta
ry a
nd s
econ
dary
leve
lsan
d su
perv
ised
stu
dent
teac
hing
atb
oth
leve
lsc.
A r
atin
g of
GO
OD
or
SUPE
RIO
R b
y th
e la
ngua
gede
part
men
t of
the
teac
her
prep
arin
g in
stitu
tion
in f
ive
of th
e se
ven
com
pete
ncie
s de
fine
d in
the
Mod
ern
Lan
guag
e A
ssoc
iatio
n,"Q
ualif
icat
ions
for
Sec
onda
ry S
choo
lT
each
ers
of M
odem
For
eign
Lan
guag
es,"
and
at le
ast a
min
imal
rat
ing
in th
e re
mai
ning
two
com
pete
ncie
s.T
he f
ive
com
pete
ncie
s ar
e to
incl
ude
aura
l und
erst
andi
ng, s
peak
ing,
read
ing,
and
wri
ting
2. A
sec
onda
ry s
choo
l tea
cher
of a
mod
em f
orei
gn la
ngua
gea.
Tho
se w
ith a
maj
orin
the
lang
uage
(1)
A B
ache
lor's
deg
ree
upon
the
com
plet
ion
of a
teac
her
educ
a-tio
n pr
ogra
m w
ith a
lang
uage
maj
orfr
omac
cred
ited
teac
her-
prep
arin
g in
stitu
tion
(2)
Eig
htee
n se
mes
ter
cred
its in
educ
atio
n in
clud
ing
met
hods
and
su-
perv
ised
stu
dent
teac
hing
at t
he s
econ
dary
leve
l(3
) A
rat
ing
of G
OO
D o
r SU
PER
IOR
by th
e la
ngua
ge d
epar
tmen
t of
the
teac
her-
prep
arin
g in
stitu
tion
info
ur o
f th
e se
ven
com
pete
ncie
sde
fine
d in
the
ML
A "
Qua
lific
atio
ns f
orSe
cond
ary
Scho
ol T
each
ers
of M
odem
For
eign
Lan
guag
es,"
and
at
leas
t a m
inim
al r
atin
g in
the
rem
aini
ng th
ree
com
pete
ncie
s. T
hefo
ur c
ompe
tenc
ies
are
to in
-cl
ude
aura
l und
erst
andi
ng, s
peak
ing,
and
read
ing
b. T
hose
with
less
than
a m
ajor
inth
e m
odem
for
eign
lang
uage
(1)
A B
ache
lor's
deg
ree
upon
the
com
plet
ion
of a
teac
her
educ
a-tio
n pr
ogra
m f
rom
an
accr
edite
dte
ache
r-pr
epar
ing
inst
itutio
n w
ith
a m
inim
umof
20
sem
este
r cr
edits
in e
ach
fore
ign
lang
uage
tow
hich
he
is a
ssig
ned.
One
sem
este
rcr
edit
may
be
allo
wed
for
eac
hun
it of
hig
h sc
hool
LIn
guag
e,bu
t not
to e
xcee
d th
ree
(2)
Eig
htee
n se
mes
ter
cred
itsin
edu
catio
n in
clud
ing
a m
etho
ds c
ours
eaw
l/ or
sup
ervi
sed
stud
ent t
each
ing
of a
lang
uage
3. A
n el
emen
tary
sch
oolt
each
er o
f a
mod
em f
orei
gn la
ngua
gea.
A B
ache
lor's
degr
ee u
pon
the
com
plet
ion
of a
tea"
her
educ
atio
n91
prog
ram
fro
m a
n ac
cred
ited
teac
her
prep
arin
g in
stitu
tion
with
am
ini-
mum
of
20 s
emes
ter
cred
its in
eac
h la
ngua
ge to
whi
ch h
eis
ass
igne
d, O
nese
mes
ter
cred
it m
ay b
e al
low
ed f
orea
ch u
nit o
f hi
gh s
choo
l lan
guag
e,bu
t not
to e
xcee
d th
ree
b. T
hirt
y se
mes
ter
cred
its in
edu
catio
nin
clud
ing
a m
etho
ds c
ours
e in
the
teac
hing
of
fore
ign
lang
uage
s an
d su
perv
ised
stud
ent t
each
ing
at th
e el
e-m
enta
ry le
vel i
n th
e us
ual s
ubje
ct-m
atte
r ar
eas
c. A
rat
ing
of G
OO
D o
rSU
PER
IOR
by
the
lang
uage
dep
artm
ent
of th
ete
ache
r-pr
epar
ing
;nst
;tutio
n in
the
com
pete
ncy
of s
peak
ing
as d
efin
edin
the
ML
A "
Qua
lific
atio
ns f
or S
econ
dary
Scho
ol T
each
ers
of M
oder
nFo
reig
n L
angu
ages
."4.
A te
ache
r ce
rtif
ied
to s
uper
vise
fore
ign
lang
uage
inst
ruct
ion
in g
rade
s1-
12
a. A
Mas
ter's
deg
ree
with
am
ajor
in a
mod
em f
orei
gn la
ngua
ge o
r a
maj
orin
the
teac
hing
of
mod
ern
fore
ign
lang
uage
sfr
om a
n ac
cred
ited
teac
her-
prep
arin
g in
stitu
tion
b. E
ight
een
sem
este
r cr
edits
in e
duca
tion
incl
udin
g a
.met
hods
cou
rse
in f
or-
eign
lang
uage
teac
hing
at b
oth
the
elem
enta
ryan
d se
cond
ary
leve
ls a
ndsu
perv
ised
stu
dent
teac
hing
at b
oth
leve
lsc.
A r
atin
g of
GO
OD
or
SUPE
RIO
R b
y th
e la
ngua
ge d
epar
tmen
t of
the
teac
her-
prep
arin
g in
stitu
tion
i.si
x of
the
seve
n co
mpe
tenc
ies
defi
ned
inth
e M
LA
"Q
ualif
icat
ions
for
Sec
onda
ry S
choo
lTea
cher
s of
Mod
em F
or-
eign
Lan
guag
es,"
and
at l
east
a m
inim
al r
atin
gin
the
rem
aini
ng c
om-
pete
ncy.
The
six
com
pete
ncie
s ar
e to
incl
ude
aura
l und
erst
andi
ng,
spea
king
, rea
ding
, wri
ting,
and
pro
fess
iona
l pre
para
tion
d. A
t lea
st tw
o ye
ars
of s
ucce
ssfu
l tea
chin
gex
peri
ence
as
a te
ache
r of
mod
-em
for
eign
lang
uage
s in
eith
erth
e el
emen
tary
or
the
seco
ndar
y sc
hool
An
accr
edite
d te
ache
r-pr
epar
ing
inst
itutio
n m
ayre
com
men
d a
:nat
ive
spea
ker
of a
mod
em f
orei
gn la
ngua
ge f
orce
rtif
icat
ion
as a
teac
her
in c
ateg
ory
1, 2
, or
3 w
hen
he h
as m
et th
e fo
llow
ing
requ
irem
ents
:1.
An
educ
atio
n co
mpa
rabl
e to
that
of
aB
ache
lor
of A
rts
or S
cien
ce in
the
Uni
ted
Stat
es a
s de
term
ined
by
the
teac
her-
prep
arin
gin
stitu
tion
2. A
sou
nd k
now
ledg
e of
the
stru
ctur
eof
Eng
lish
and
of th
e na
tive
lang
uage
as d
eter
min
ed b
yth
e te
ache
r-pr
epar
ing
inst
itutio
n3.
Eig
htee
n se
mes
ter
cred
its in
edu
catio
nin
clud
ing
a m
etho
ds c
ours
e in
the
teac
hing
of
fore
ign
lang
uage
s an
d su
perv
ised
prac
tice
teac
hing
in th
ela
ngua
ge4.
A r
atin
g of
GO
OD
or
SUPE
RIO
Rby
the
lang
uage
dep
artm
ent o
f th
ete
ache
r-pr
epar
ing
inst
itutio
n in
six
of
the
seve
n co
mp
-ten
cies
as
defi
ned
inth
e M
LA
"Q
ualif
icat
ions
for
Sec
onda
rySc
hool
Tea
cher
s of
Mod
ern
For-
eign
Lan
guag
es,"
and
at l
east
a m
inim
alra
ting
in th
e oi
le r
emai
ning
com
-pe
tenc
y
Qua
lific
atio
ns f
or S
econ
dary
Sch
ool T
each
ers
The
fol
low
ing
impo
rtan
tst
atem
ent,
appr
oved
for
publ
icat
ion
by th
e ex
ecu-
tive
boar
ds o
f L
ine
natio
nal a
nd n
ine
regi
onal
for
eign
lang
uage
ass
ocia
tions
was
pub
lishe
d in
Sept
embe
r, 1
955.
It s
ays,
in e
ffec
t,th
at th
e pr
ofes
sion
of
mod
-
em f
orei
gn la
ngua
gete
ache
rs w
ill n
o lo
nger
acc
ept r
espo
nsib
ility
for
resu
lts
obta
ined
in th
e cl
assr
oom
by
inst
ruct
ors
who
are
inad
equa
tely
pre
pare
d to
teac
h
lang
uage
s. B
y im
plic
atio
n it
depl
ores
the
curr
ent p
ract
ice
ofcc
rtif
ying
teac
hers
to te
ach
by n
otin
g cr
edits
and/
or le
tter
of r
ecom
men
datio
nin
stea
d of
by
test
ing
rele
vant
qua
lific
atio
ns.
Fore
ign
lang
uage
stu
dy in
Am
eric
aha
s lo
ng s
uf-
fere
d fr
om w
idel
y pu
blic
ized
failu
res
on th
e hi
gh s
cr,0
0' le
vel.
Now
, lan
guag
e
teac
hers
are
fix
ing
blam
e fo
rth
ose
failu
res.
Who
se r
espo
nsib
ility
is it
to s
eeth
at y
our
child
lear
ns F
renc
h fr
om s
omeo
new
ho c
an r
eally
spe
ak F
renc
h an
dw
ho k
now
s so
met
hing
abo
ut F
renc
hcu
lture
?It
isvi
tally
impo
rtan
t tha
t tea
cher
sof
mod
ern
fore
ign
lang
uage
sbe
adeq
uate
ly p
repa
red
for
a ta
skw
hich
mor
e an
d m
ore
Am
eric
ans
are
decl
arin
g
esse
ntia
l to
the
natio
nal w
elfa
re.
Tho
ugh
a m
ajor
ity o
f th
e la
ngua
gete
ache
rs
in th
e sc
hool
s ar
e w
ell t
rain
ed, m
any
have
bee
n po
orly
or
inad
equa
tely
pre
-pa
red,
oft
en th
roug
h no
fau
ltof
thei
r ow
n. T
here
fore
, thi
sst
atem
ent o
f w
hat
is c
onsi
dere
d m
inim
al, g
ood,
and
supe
rior
qua
lific
atio
ns o
f a
seco
ndar
y sc
hool
teac
her
of a
mod
ern
fore
ign
lang
uage
is p
rese
nted
.W
e re
gret
that
the
min
imum
here
sta
ted
cann
ot y
et in
clud
ere
al p
rofi
cien
cy
in th
e fo
reig
n to
ngue
or
mor
eth
an a
sup
erfi
cial
kno
wle
dge
ofth
e fo
reig
n cu
l-
ture
. It m
ust b
e cl
earl
yun
ders
tood
that
teac
hing
by
pers
ons
who
can
not m
eet
this
min
imal
sta
ndar
d w
ill n
otpr
oduc
e re
sults
whi
ch o
ur p
rofe
ssio
n ca
n en
-do
rse
as m
akin
g th
e di
stin
ctiv
eco
ntri
butio
n of
lang
uage
lear
ning
toA
mer
ican
life
in th
e se
cond
hal
f of
the
twen
tieth
cen
tury
.T
he lo
wes
t lev
el o
f pr
epar
atio
nis
not
rec
omm
ende
d. I
t is
here
stat
ed o
nly
as a
poi
nt o
fde
part
ure
whi
ch c
arri
esw
ith it
the
resp
onsi
bilit
y fo
r co
ntin
ued
stud
y an
d se
lf-i
mpr
ovem
ent,
thro
ugh
grad
uate
and
in-s
ervi
ce tr
aini
ng,
tow
ard
the
leve
ls o
f go
od a
nd s
uper
iorp
repa
ratio
n.T
hose
who
sub
scri
be to
this
sta
tem
ent h
ope
that
the
teac
her
of f
orei
gn la
n-
guag
es (
1) w
illha
ve th
e pe
rson
al q
ualit
ies
whi
ch m
ake
an e
ffec
tive
teac
her,
(2)
has
rece
ived
aw
ell-
bala
nced
edu
catio
n, in
clud
ing
akn
owle
dge
of A
mer
i-
can
cultu
re,
and
(3)
has
rece
ived
the
appr
opri
ate
trai
ning
in p
rofe
ssio
nal e
du-
catio
n, p
sych
olog
y, a
ndse
cond
ary
scho
ol m
etho
ds. I
t is
not o
ur p
urpo
seto
furt
her
defi
ne th
ese
crite
ria.
We
are
conc
erne
d he
rew
ith th
e sp
ecif
ic c
rite
ria
for
a te
ache
r of
mod
ern
fore
ign
lang
uage
s.
1 A
ural
Und
erst
andi
ng
Min
imal
: The
abi
lity
to g
etth
e se
nse
of w
hat a
n ed
ucat
edna
tive
says
whe
nhe
is e
nunc
atin
g ca
refu
llyan
d sp
eaki
ng s
impl
y on
a g
ener
al s
ubje
ct
Goo
d: T
he a
bilit
y to
unde
rsta
nd c
onve
rsat
ion
at a
vera
ge te
mpo
,le
ctur
es,
and
new
s br
oadc
asts
Supe
rior
: The
abi
lity
tofo
llow
clo
sely
and
with
eas
eal
l typ
es o
f st
anda
rdsp
eech
, suc
h as
rap
id o
r gr
oup
conv
ersa
tion,
pla
ys, a
nd m
ovie
s
Tzs
t: T
hese
abi
litie
s ca
nbe
test
ed b
y di
ctat
ion,
by
the
Lis
teni
ngC
ompr
e-he
nsio
n T
ests
of
the
Col
lege
Ent
ranc
,.. E
xam
inat
ion
Boa
rd, t
hus
far
deve
lope
d fo
r Fr
ench
, Ger
man
,and
LA
nish
, or
by s
imila
r te
sts
for
thes
e an
d ot
her
lang
uage
s,w
ith a
n ex
tens
ion
in r
ange
and
dif
ficu
ltyfo
r th
e su
peri
or le
vel
92
2 Sp
eaki
ng
Min
imal
: The
abi
lity
to ta
lk o
n pr
epar
edto
pics
with
out o
bvio
us f
alte
ring
; for
exam
ple,
cla
ssro
om s
ituat
ions
, and
to u
seth
e co
mm
on e
xpre
ssio
nsne
eded
for
get
ting
arou
nd in
the
fore
ign
coun
try,
spea
king
with
apr
onou
ncia
tion
read
ily u
nder
stan
dabl
e to
ana
tive
Goo
d: T
he a
bilit
y to
talk
with
a n
ativ
ew
ithou
t mak
ing
glar
ing
mis
take
s, a
ndw
ith a
com
man
d of
voc
abul
ary
and
synt
axsu
ffic
ient
to e
xpre
ss o
ne's
thou
ghts
in s
usta
ined
con
ver.
....ti
on. T
his
impl
ies
spee
ch a
t nor
mal
spee
d w
ith g
ood
pron
unci
atio
n an
d in
tona
tion
Supe
rior
: The
abi
lity
to a
ppro
xim
ate
nativ
esp
eech
in v
ocab
ular
y, in
tona
tion,
and
pron
unci
atio
n; f
or e
xam
ple,
the
abili
ty to
exc
hang
e id
eas
and
tobe
at e
ase
in s
ocia
l situ
atio
nsT
est:
For
the
pres
ent,
this
abi
lity
has
to b
e te
sted
by in
terv
iew
or
by a
re-
cord
ed s
et o
f qu
estio
ns w
ith a
bla
nk d
isc
orta
pe f
or r
ecor
ding
answ
ers
3 R
eadi
ng
Min
imal
: The
abL
ity to
gra
sp d
irec
tly, t
hat i
s,w
ithou
t tra
nsla
ting,
the
mea
n-in
g of
sim
ple,
non
-tec
hnic
al p
rose
, xce
ptfo
r an
occ
asio
nal w
ord
Goo
d: T
he a
bilit
y to
rea
d w
ith im
med
iate
com
preh
ensi
on p
rose
and
ver
seof
ave
rage
dif
ficu
lty a
nd m
atur
e co
nten
tSu
peri
or: T
he a
bilit
y to
rea
d, a
lmos
t as
easi
ly a
sin
Eng
lish,
mat
eria
l of
con-
side
rabl
e di
ffic
ulty
, suc
h as
ess
ays
and
liter
ary
cri*
icis
mT
est:
The
se a
bilit
ies
can
be te
sted
by
a gr
aded
seri
es o
f tim
ed r
eadi
ng p
ass-
age,
with
com
preh
ensi
onqu
estio
ns a
nd m
ultip
le-c
hoic
e of
fre
e-re
-sp
onse
ans
wer
s
Min
imal
:
Goo
d:
Supe
rior
:
Tes
t:
4 W
ritin
g
The
abi
lity
to w
rite
cor
rect
ly s
ente
nces
or
para
grap
hs, s
uch
as w
ould
be d
evel
oped
ora
lly f
or c
lass
room
situ
atio
ns,a
nd th
e ab
ility
to w
rite
a sh
ort,
sim
ple
lette
rT
he a
bilit
y to
wri
te a
sim
ple
"fre
e co
mpo
sitio
n"w
ith c
lari
ty a
nd c
or-
rect
ness
in v
ocab
ular
y, id
iom
, and
syn
tax
The
abi
lity
to w
rite
on
a va
riet
y of
sub
ject
s w
ithid
iom
atic
nat
ural
-ne
ss, e
ase
of e
xpre
ssio
n, a
nd s
ome
feel
ing
for
the
styl
e of
the
lang
uage
The
se a
bilit
ies
can
be te
sted
by
mul
tiple
-cho
ice
synt
axite
ms,
dic
ta-
tion,
tran
slat
ion
of E
nglis
h se
nten
ces
of p
arag
raph
s an
d a
cont
rolle
dle
tter
or f
ree
com
posi
tion
5 L
angu
age
Ana
lysi
s
Min
imal
: A w
orla
ag c
omm
and
of th
eso
und-
patte
rns
and
gram
mar
-pat
tern
s of
the
fore
ign
lang
uage
, and
a k
now
ledg
e of
its m
ain
diff
eren
ces
from
Eng
lish
Goo
d: A
bas
ic k
now
ledg
e of
the
hist
oric
alde
velo
pmen
t and
pre
sent
cha
r-ac
teri
stic
s of
the
lang
uage
, and
an
awar
enes
s of
the
diff
eren
ce b
e-tw
een
the
lang
uage
as
spok
en a
nd a
sw
ritte
nSu
peri
or: A
bilit
y to
app
ly k
now
ledg
eof
des
crip
tive,
com
para
tive,
and
his
tori
-ca
l lin
guis
tics
to th
e la
ngua
ge-t
each
ing
situ
atio
nT
est:
Such
info
rmat
ion
and
insi
ght c
an b
ete
sted
for
leve
ls 1
and
2 b
y m
ul-
tiple
-cho
ice
and
free
-res
pons
e ite
ms
on p
rono
unci
atio
n,in
tona
tion
I
patte
rns,
and
syn
tax;
for
leve
ls 2
and
3, it
ems
on p
hilo
logy
and
de-
scri
ptiv
e lin
guis
tics
6 C
ultu
reM
inim
al: A
n aw
aren
ess
of la
ngua
ge a
s an
esse
ntia
l ele
men
t am
ong
the
lear
ned
and
shar
ed e
,oer
ienc
es th
at c
ombi
ne to
form
a p
artic
ular
cul
ture
and
a ru
dim
enta
ry k
now
ledg
eof
the
geog
raph
y, h
isto
ry,
liter
atur
e, a
rt,
soci
al c
usto
ms,
and
con
tem
pora
ryci
viliz
atio
n of
the
fore
ign
peop
leG
ood:
Fir
stha
nd k
now
ledg
e of
som
elit
erar
y m
aste
rpie
ces,
and
und
erst
and-
ing
of th
e pr
inci
pal w
ays
in w
hich
the
fore
ign
cultu
re r
esem
bles
and
diff
ers
from
our
ow
n, a
nd p
osse
ssio
nof
an
orga
nize
d bo
dy o
f in
-fo
rmat
ion
on th
e fo
reig
n pe
ople
and
thei
rciv
iliza
tion
Supe
rior
: An
enlig
hten
ed u
nder
stan
ding
of th
e fo
reig
n pe
ople
and
thei
rcu
l-
ture
, ach
ieve
d th
roug
h pe
rson
alco
ntac
t, pr
efer
ably
by
trav
elan
dre
side
nce
abro
ad, t
hrou
gh s
tudy
of
syst
emat
ic d
escr
iptio
ns o
f th
efo
reig
n cu
lture
and
thro
ugh
stud
y of
liter
atur
e an
d th
e ar
tsT
est:
Such
info
rmat
ion
and
insi
ght c
anbe
test
ed b
y m
ultip
le-c
hoic
elit
er-
ary
and
cultu
ral
acqu
aint
ance
test
s fo
r le
vels
1 a
nd 2
; for
leve
l 3,
wet
en c
omm
ents
on
pass
ages
of
pros
e or
poet
ry th
at d
iscu
ss o
r re
-ve
al s
igni
fica
nt a
spec
ts o
f th
e fo
reig
n cu
lture
7 Pr
ofes
sion
al P
repa
ratio
nN
ote
the
fina
l par
agra
ph o
f th
e pr
efat
ory
stat
emen
tSo
me
know
ledg
e of
eff
ectiv
e m
etho
dsan
d te
chni
ques
of
lang
uage
teac
hing
The
abi
lity
to a
pply
kno
wle
dge
ofm
etho
ds a
nd te
chni
ques
to th
e te
achi
ng s
ituat
ion;
for
exam
ple,
aud
io-v
isua
l tec
hniq
ues,
and
to r
elat
e on
e's
teac
hing
of
the
lang
uage
to o
ther
are
as o
f th
e cu
r-ri
culu
mA
mas
tery
of
reco
gniz
ed te
achi
ngm
etho
ds a
nd th
e ab
ility
to e
xper
i-m
ent w
ith a
nd e
valu
ate
new
met
hods
and
tech
niqu
esSu
ch k
now
ledg
e an
d ab
ility
can
be
test
ed b
y m
ultip
le-c
hoic
e an
-sw
ers
to q
uest
ions
on
peda
gogy
and
lang
uage
-tea
chin
g m
etho
ds,
plus
wri
tten
com
men
t on
lang
uage
-tea
chin
gsi
tuat
ions
The
for
egoi
ng s
tate
men
t was
prep
ared
by
the
Stee
ring
Com
mitt
ee o
fth
e Fo
reig
n L
angu
age
Prog
ram
of th
e M
oder
n L
angu
age
Ass
ocia
tion
ofA
mer
ica,
!In
d w
as s
ubse
quen
tlyen
dors
ed f
or p
ublic
atio
n by
the
ML
AE
xecu
-
tive
Cou
ncil,
by
the
Mod
ern
Lan
guag
e C
omm
ittee
of
the
Seco
ndar
y E
duca
-tio
n B
oard
, by
the
Com
mitt
ee o
nth
e L
angu
age
Prog
ram
of
the
Am
eric
anC
ounc
il of
Lea
rned
Soc
ietie
s, a
ndby
the
exec
utiv
e bo
ards
or
coun
cils
of
fif-
teen
oth
er n
atio
nal o
r re
gion
alla
ngua
ge o
rgan
izat
ions
.15
ML
A F
orei
gn L
angu
age
Prof
icie
ncy
Tes
tsG
ener
al I
nfor
mat
ion.
The
Mod
ern
Fore
ign
Lan
guag
e A
ssoc
iatio
n w
ith th
eac
tive
colla
bora
tion
of th
e E
duca
tiona
lT
estin
g Se
rvic
e is
eng
aged
in th
e de
-ve
lopm
ent a
nd p
rodu
ctio
n of
prof
icie
ncy
test
s fo
r te
ache
rs a
nd a
dvan
ced
stu-
dent
s. T
he te
sts
cove
r se
ven
com
pete
ncie
slis
teni
ng c
ompr
ehen
sion
, spe
ak-
ing,
rea
ding
, wri
ting,
app
lied
lingu
istic
s, c
ultu
re-c
ivili
zatio
n, a
ndpr
ofes
sion
al
Min
imal
:
Goo
d:
Supe
rior
:
Tes
t:
The
Nat
iona
l Int
eres
t and
For
eign
Lan
guag
es.
Will
iam
Rile
y Pa
rker
, U.S
. Gov
-
,er
nmen
t Pri
ntin
g O
ffic
e, W
ashi
ngto
n,D
.C. J
anua
ry, 1
957.
pp.
129
-133
.93
prep
arat
ion.
The
y ar
e in
fiv
ela
ngua
ges
Fren
ch, G
erm
an,
Span
ish,
Ita
lian,
and
Rus
sian
. The
re a
re tw
ofo
rms
of e
ach
test
for
pre
-an
d po
st-t
estin
g pu
r-
pose
s. (
1) T
hey
wer
ede
velo
ped
unde
r th
e au
spic
esof
ND
EA
lang
uage
de-
velo
pmen
t pro
gram
. The
test
s ar
e no
wav
aila
ble
for
gene
ral u
sean
d ca
n be
purc
hase
d fr
om th
e E
duca
tion
and
Tes
ting
Serv
ice,
Pri
ncet
on,N
ew J
erse
y, (
2)
Nor
ms
have
bee
n es
tabl
ishe
dba
sed
on o
ver
100,
000
test
cas
esin
pre
- an
d po
st-
test
situ
atio
ns.
A c
ompl
ete
batte
ry o
f se
ven
test
s in
eith
er f
orm
A o
rfo
rm B
will
req
uire
just
und
er f
our
hour
s of
test
ing
time;
Lis
teni
ngC
ompr
ehen
sion
, 20
min
utes
;
Spea
king
, 15
min
utes
; Rea
ding
,40
min
utes
; Wri
ting,
45
min
utes
; App
lied
Lin
-
guis
tics,
40
min
utes
;C
ultu
re-C
ivili
zatio
n, 3
0 m
inut
es;
Prof
essi
onal
Pre
para
-
tion,
45
min
utes
.T
he S
peak
ing
test
is p
lann
ed to
allo
w f
or s
tude
nt r
ecep
tion
from
mas
ter
tape
s th
roug
h ea
rpho
nes
atin
divi
dual
rec
ordi
ng p
ositi
ons.
The
Lis
teni
ng te
st
can
also
be
rece
ived
thro
ugh
earp
hone
s at
indi
vidu
alpo
sitio
ns a
lthou
gh e
x-am
inee
res
pons
e is
with
pap
eran
d pe
ncil.
All
othe
r te
sts
are
adm
inis
tere
d as
penc
il an
d pa
per
test
s.A
mon
g th
e us
es c
onte
mpl
ated
are
plac
emen
t, di
agno
stic
, and
prof
icie
ncy
mea
sure
men
t in
grad
uate
pro
gram
san
d ve
ry p
roba
bly
inun
derg
radu
ate
maj
or
prog
ram
s at
adv
ance
dle
vels
. Ins
titut
ions
are
alre
ady
usin
g th
em in
con
nec-
tion
with
gra
duat
e la
ngua
gere
quir
emen
ts. S
ome
stat
e ce
rtif
ying
agen
cies
use
them
for
cer
tific
atio
nre
quir
emen
ts. T
he M
LA
For
eign
Lan
guag
e Pr
ogra
m R
e-
sear
ch C
ente
r, 4
Was
hing
ton
Plac
e, N
ew Y
ork
11, w
elco
mes
inqu
irie
s ab
out
the
test
s.Im
plem
enta
tion.
The
inst
itutio
nsof
hig
her
educ
atio
n ne
ed to
be c
once
rned
abcn
t the
insu
ffic
ient
sup
ply
of q
ualif
ied
lang
uage
teac
hers
bei
ng g
radu
ated
from
the
publ
ic e
lem
enta
ryan
d se
cond
ary
scho
ols
ofM
inne
sota
. The
nee
d fo
r
lang
uage
teac
hers
at a
ll le
vels
will
ris
e in
the
next
dec
ade
and
in o
rder
tom
eet t
he g
row
ing
desi
re f
or th
e lo
nger
seq
uenc
esin
lang
uage
lear
ning
, the
teac
her-
trai
ning
inst
itutio
ns m
ust
adap
t the
ir f
orei
gn la
ngua
ge p
rogr
ams
to
mee
t the
dem
and.
The
yw
ill n
eed
to r
econ
side
r th
e pr
ogra
mfo
r th
e pr
epar
a-
tion
of s
uper
ior
teac
hers
in th
em
oder
n la
ngua
ge f
ield
.T
he g
ener
al e
duca
tion
prog
ram
for
the
pros
pect
ive
mod
ern
lang
uage
teac
her
shou
ld b
e de
sign
ed to
give
him
mor
e po
wer
and
back
grou
nd in
the
geog
raph
y,
hist
ory,
cul
ture
, and
inst
itutio
nsof
the
coun
trie
s w
here
his
lang
uage
is s
poke
n.
He
will
als
o ne
ed to
have
com
pete
nce
in E
nglis
han
d kn
owle
dge
of it
s st
ruc-
ture
and
cul
ture
.Su
peri
or m
oder
n la
ngua
gete
ache
rs m
ust h
ave
a br
oad
lib-
eral
edu
catio
n, in
clud
ing
som
ein
sigh
ts in
to th
e fi
elds
of
lingu
istic
s, c
ultu
ral
anth
ropo
logy
, gen
eral
psy
chol
ogy,
as
wel
l as
educ
atio
nal a
ndso
cial
psy
chol
ogy.
The
mod
ern
lang
uage
teac
her
is e
xpec
ted
to h
ave
atta
ined
a h
igh
leve
l of
prof
icie
ncy
in a
ll ph
ases
of
the
lang
uage
: lis
teni
ng,
com
preh
ensi
on, s
peak
ing,
read
ing,
wri
ting,
lang
uage
anal
ysis
, and
cul
tura
l ana
lysi
s.H
e w
ill b
e be
st p
re-
pare
d w
hen
he h
as h
adth
e ad
vant
age
of a
cont
inui
ng la
ngua
ge e
xper
ienc
e
from
ele
men
tary
sch
ool
thro
ugh
colle
ge. H
e ha
s th
eri
ght t
o ex
pect
that
a s
ub-
stan
tial n
umbe
r of
his
col
lege
cou
rses
in la
ngua
ge, l
itera
ture
, and
cultu
re w
ill
be c
ondu
cted
in th
e fo
reig
nla
ngua
ge.
An
emm
ple
of a
pro
gram
whi
ch c
ould
pre
pare
aca
ndid
ate
adeq
uate
ly f
or
the
teac
hing
of
mod
ern
fore
ign
lang
uage
s is
the
follo
win
g, w
hich
cou
ld, o
f
cour
se, b
e ad
apte
d to
fit a
ny la
ngua
ge.
The
beg
inni
ng a
nd in
term
edia
tefo
reig
n la
ngua
ge c
ours
es in
colle
ge m
ust
vary
with
the
prev
ious
pre
para
tion
and
back
grou
nd o
f th
e st
uden
ts. I
n hi
ghsc
hool
s, s
tude
nts
will
hav
e ha
d gr
eate
r op
port
unity
to le
arn
or b
egin
lear
ning
one
of th
e co
mm
only
taug
ht la
ngua
ges.
Stu
dent
s m
ay h
ave
to o
btai
n in
itial
inst
ruct
ion
of o
ther
lang
ua,,:
s in
col
lege
. By
the
time
the
stud
ent h
as c
ompl
eted
the
inte
rmed
iate
cou
rse,
he
shou
ld h
ave
atta
ined
rea
sona
ble
com
pete
ncy
inth
e fo
ur a
reas
of
liste
ning
, spe
akin
g, r
eadi
ng, a
nd w
ritin
g. H
e w
ill th
en b
ere
ady
to p
ursu
e th
e sp
ecia
lized
pro
gram
lead
ing
to a
teac
hing
maj
or in
mod
ern
fore
ign
lang
uage
.C
ompo
sitio
n an
d co
nver
satio
n w
ould
eac
h be
exp
ande
d to
at l
east
one
se-
mes
ter
or tw
o qu
arte
rs o
f co
mpo
sitio
n an
d tw
o se
mes
ters
or
thre
e qu
arte
rsof
con
vers
atio
n. S
tres
s w
ould
be
plac
ed o
n de
velo
ping
lang
uage
usa
ge f
or r
eal
and
prac
tical
situ
atio
ns c
omm
ensu
rate
with
all
age
leve
ls o
f pu
blic
sch
ool
stud
ents
.T
he c
ours
e on
civ
iliza
tion
and
cultu
re w
ould
be
a sy
stem
atic
exa
min
atio
nof
the
cultu
ral f
orce
s w
hich
hav
e sh
aped
a c
ount
ry's
life
and
thou
ght a
s w
ell
as th
e in
flue
nces
exe
rted
upo
n A
mer
ican
life
and
thou
ght.
Thi
s co
urse
, con
-du
cted
in th
e la
ngua
ge, w
ould
be
of a
t lea
st o
ne f
ull y
ear's
dur
atio
n. A
s th
etit
le im
plie
s, a
ll as
pect
s of
a n
atio
n's
cultu
ral h
erita
ge w
ould
be
exam
ined
,w
hich
wou
ld a
lso
prov
ide
the
stud
ent w
ith a
sen
se o
f hi
stor
ical
per
spec
tive.
The
lite
ratu
re w
ould
con
sist
of
a on
e-ye
ar s
urve
y of
sig
nifi
cant
lite
rary
con
-tr
ibut
ions
. Sin
ce li
tera
ture
is a
ref
lect
ion
of c
ultu
re, a
n at
tem
pt w
ould
be
mad
eto
inte
rpre
t the
lite
rary
wor
ks a
s a
refl
ectio
n of
the
cultu
re. L
ess
atte
ntio
nw
ould
be
devo
ted
to a
naly
sis
of s
tyle
and
for
m a
s a
pure
ly e
sthe
tic e
xerc
ise.
An
impo
rtan
t add
ition
to th
e st
udy
of li
tera
ture
, esp
ecia
lly f
or f
utur
e la
ngua
gete
ache
rs, w
ould
be
the
stud
y of
way
s to
teac
h lit
erat
ure
as a
wor
k of
art
.T
wo
cour
ses,
one
in a
pplie
d lin
guis
tics
and
one
in th
e te
achi
ng o
f E
nglis
h as
a fo
reig
n la
ngua
ge, w
ould
com
plet
e th
e st
uden
t's f
orm
al b
ackg
roun
d as
a m
od-
em f
orei
gn la
ngua
ge te
ache
r. E
ach
of th
ese
two
subj
ects
wou
ld p
rovi
de th
est
uden
t with
bac
kgro
und
and
insi
ght i
nto
his
own
lang
uage
whi
ch is
man
da-
tory
for
the
succ
essf
ul te
achi
ng o
f an
othe
r la
ngua
ge. A
stu
dy o
f th
e te
achi
ngof
Eng
lish
as a
for
eign
lang
uage
wou
ld a
lso
prov
ide
som
e kn
owle
dge
of th
eco
nflic
t poi
nts
that
for
eign
ers
enco
unte
r w
hen
lear
ning
Eng
lish.
With
a g
ener
al p
rofe
ssio
nal b
ackg
roun
d an
d a
thor
ough
kno
wle
dge
of th
eta
rget
lang
uage
, the
pro
spec
tive
mod
em la
ngua
ge te
ache
r is
rea
dy f
or a
cou
rse
in th
e m
etho
ds o
f la
ngua
ge te
achi
ng a
nd s
uper
vise
d st
uden
t tea
chin
g. T
he c
lass
wor
k in
met
hods
and
mat
eria
ls s
houl
d de
al w
ith th
e pr
oble
ms
of m
oder
n la
n-
94
guag
e te
achi
ng f
rom
kin
derg
arte
n th
roug
h gr
ade
12. I
t sho
uld
pref
erab
ly b
eco
ncer
ned
with
the
maj
or la
ngua
ge w
hich
the
stud
ent i
s pr
epar
ing
to te
ach.
Spec
ific
ally
, the
wor
k in
this
are
a sh
ould
incl
ude:
1. A
n ex
amin
atio
n of
the
polic
y st
atem
ents
of
the
Mod
em L
angu
age
Ass
ocia
tion
2. A
n in
vevi
gatio
n of
the
new
con
cept
s in
the
psyc
holo
gy o
f la
ngua
gele
arni
ng3.
Tra
inin
g in
the
clas
sroo
m te
chni
ques
nee
ded
to a
chie
ve th
ese
obje
ctiv
es4.
Pra
ctic
e in
the
cons
truc
tion
of a
ppro
pria
te te
sts
and
eval
uativ
e cr
iteri
afo
r th
ese
obje
ctiv
es5.
Con
side
rabl
e tr
aini
ng in
the
use
of e
lect
roni
c eq
uipm
ent,
in m
achi
ne-
drill
tech
niqu
es a
s w
ell a
s tr
aini
ng in
the
sele
ctio
n, p
rodu
ctio
n an
d us
eof
vis
ual a
ids.
Som
e ac
quai
ntan
ce w
ith p
rogr
amed
lear
ning
, its
use
s an
dpo
tent
ial,
mus
t be
incl
uded
6. G
uida
nce
in th
e de
velo
pmen
t of
artic
ulat
ed p
rogr
ams
of m
oder
n la
n-gu
age
stud
y th
roug
hout
all
leve
ls o
f th
e cu
rric
ulum
7. E
xper
ienc
es w
ith r
eadi
ng m
ater
ials
on
the
vari
ous
leve
ls in
the
targ
etla
ngua
ge. P
rosp
ectiv
e te
ache
rs s
houl
d al
so b
e fa
mili
ar w
ith c
hild
ren'
slit
erat
ure
and
mag
azin
es w
ritte
n fo
r ad
oles
cent
s. A
fam
iliar
ity w
ith r
ead-
ing
mat
eria
ls f
or s
tude
nts
of a
ll ag
es is
nec
essa
ry s
o th
at th
e te
ache
r w
illbe
pre
pare
d to
teac
h an
y le
vel
8. O
ppor
tuni
ty, w
here
ver
poss
ible
, to
obse
rve
teac
hers
who
are
wor
king
with
aca
dem
ical
ly ta
lent
ed a
nd w
ith th
e sl
ower
lear
ning
stu
dent
s9.
Opp
ortu
nity
for
the
pros
pect
ive
teac
her
to d
emon
stra
te h
is te
achi
ngte
chni
que-
by
teac
hing
his
cla
ssm
ates
in th
e m
etho
ds c
ours
e10
. Gui
dam
supp
lem
entin
g re
gula
r cl
ass
wor
k w
ith e
xtra
-cur
ricu
lar
orco
- cu
rric
ular
act
iviti
es11
. Opp
ortu
nity
to e
xam
ine
and
eval
uate
rec
ent t
each
ing
mat
eria
ls.
The
pro
spec
tive
teac
her
mig
ht b
egin
his
pro
fess
iona
l pre
para
tion
in th
eso
phom
ore
year
by
follo
win
g an
org
aniz
ed p
rogr
am o
f vi
sitin
g an
d ob
serv
ing
sele
cted
for
eign
lang
uage
cla
sses
. Thi
s m
ust b
e su
ccee
ded
by a
car
eful
lysu
-pe
rvis
ed p
ract
ice
teac
hing
pro
gram
in th
e ju
nior
and
sen
ior
year
s. T
he o
bser
-va
tion
and
actu
al p
ract
ice
teac
hing
sho
uld
be d
one
at a
ll le
vels
of
lang
uage
lear
ning
. Adm
itted
ly, t
his
plan
wou
ld p
rese
nt d
iffi
culti
es in
sch
edul
ing,
but
invi
ew o
f th
e re
sults
, the
eff
ort w
ould
cer
tain
ly b
e ju
stif
ied.
L
n Le_
BIB
LIO
GR
APH
Y
The
Soc
ial S
cene
Ber
eday
, Geo
rge
Z. F
. Com
para
tive
Met
hod
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duca
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Hol
t, 19
64.
Cha
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uebn
er, T
heod
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Why
Joh
nny
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eign
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nL
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ealth
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ign
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r G
uidi
ng S
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oder
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epar
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t of
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hing
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3.U
nive
rsity
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h Sc
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vers
ity o
fM
inne
sota
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neap
olis
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sian
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-
ture
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Civ
iliza
tion.
195
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cipl
es o
f L
earn
ing
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kmai
er, E
mm
a M
. "M
oder
n L
angu
ages
."E
ncyc
lope
dia
of E
duca
tiona
l Re-
sear
ch, 3
rd e
d. C
hest
er W
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ris,
ed.
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mill
an, 1
960,
pp.
861
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arro
ll, J
ohn
B. "
Res
earc
h on
Tea
chin
gFo
reig
n L
angu
ages
." H
andb
ook
ofR
esea
rch
on T
each
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N. L
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d. R
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McN
ally
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060-
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unke
l, H
arol
d B
. Sec
ond-
Lan
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eL
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ing.
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ilgar
d, E
rnes
t R. "
Lea
rnin
g T
heor
y an
dits
App
licat
ions
." N
ew T
each
ing
Aid
sfo
r th
e A
mer
ican
Cla
ssro
om, A
Sym
posi
um o
nth
e St
ate
of R
esea
rch
in I
n-st
ruct
iona
l Tel
evis
ion
and
Tut
oria
l Mac
hine
s.St
anfo
rd: T
he I
nstit
ute
for
Com
-m
unic
atio
n R
esea
rch,
196
0. p
p. 1
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aulf
ers,
Wai
ter
Vin
cent
. Mod
ern
Lan
guag
esfo
r M
oder
n Sc
hool
s. M
cGra
w,
1942
. Cha
pter
I. P
roph
etic
of
the
new
mov
emen
tin
mod
ern
lang
uage
teac
hing
.o.
p.K
ings
ley,
How
ard
L.,
and
Ral
ph G
arry
.T
he N
atur
e an
d C
ondi
tions
of
Lea
rn-
ing,
Sec
ond
Edi
tion.
Pre
ntic
e-H
all,
1957
. pp.
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ado,
Rob
ert.
Lan
guag
e T
each
ing:
A S
cien
tific
App
roac
h. M
cGra
w, 1
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Ch.
IV
, V.
Polit
zer,
Rob
ert L
. and
Cha
rles
N.
Stau
bach
. Tea
chin
g Sp
anis
h, A
Lin
guis
ticO
rien
tari
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196
1. C
hapt
er I
II.
Riv
ers,
Wilg
a. T
he P
sych
olog
ist a
ndth
e Fo
reig
n-L
angu
age
Tea
cher
. U. o
fC
hi-
cago
, 196
4.W
aetje
n, W
alte
r B
. (ed
.) N
ewD
imen
sion
s in
Lea
rnin
g: A
Mul
ti-iD
scip
linar
yA
ppro
ach.
Was
hing
ton,
D.C
.:A
ssoc
iatio
n fo
r Su
perv
isio
n an
d C
urri
culu
mD
evel
opm
ent,
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Met
hods
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OK
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rook
s, N
elso
n. L
angu
age
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rnin
g: T
heor
y an
d Pr
actic
e. 2
nd e
d.H
arco
urt,
1964
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ksso
n, M
argu
erite
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For
est,
and
Rut
hM
ulha
user
. For
eign
Lan
guag
es in
the
Ele
mer
tary
Sch
ool.
Pren
tice-
Hal
l, 19
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cchi
aro,
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y. T
each
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n Fo
reig
nL
angu
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. McG
raw
, 196
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age,
Will
iam
W. T
he S
ound
s of
Eng
lish
and
Rus
sian
. The
Gra
mm
atic
al S
truc
-tu
res
of E
nglis
h an
d R
ussi
an. U
. of
Chi
cago
, 196
4.H
uebe
ner,
The
odor
e. A
udio
-Vis
ual T
echn
ique
s in
Tea
chin
g Fo
reig
n L
angu
ages
.N
ew Y
ork
U P
ress
, 196
0.K
aulf
ers,
Wal
ter.
Mod
ern
Lan
guag
es f
or M
oder
nSc
hool
s. M
cGra
w, 1
942.
o.p
.K
ufne
r, H
erbe
rt L
. The
Gra
mm
atic
al S
truc
ture
sof
Eng
lish
and
Ger
man
. U.
of C
hica
go, 1
962.
Lad
o, R
ober
t. L
angu
age
Tea
chin
g: A
Sci
entif
icA
ppro
ach,
2nd
ed.
McG
raw
,19
64.
Lad
o, R
ober
t. L
ingu
istic
s A
cros
s C
ultu
res.
U.
of M
ichi
gan
Pres
s, 1
957.
Mou
lton,
Will
iam
G. T
he S
ound
s of
Eng
lish
and
Ger
man
. U. o
f C
hica
go, 1
962.
O'C
onne
r, P
atri
cia.
Mod
ern
Fore
ign
Lan
guag
esin
Hig
h Sc
hool
: Pre
-rea
ding
Inst
ruct
ion.
U.S
. Dep
artm
ent o
f H
ealth
, Edu
catio
nan
d W
elfa
re B
ulle
tin, N
o.9
(0E
-270
00).
Was
hing
ton:
U.S
. Gov
ernm
ent
Prin
ting
Off
ice,
196
0.Po
litze
r, R
ober
t L. T
each
ing
Fren
ch: A
nIn
trod
uctio
n to
App
lied
Lin
guis
tics.
Bla
isde
ll, 1
960.
Polit
zer,
Rob
ert L
. and
C. N
. Sta
ubac
h. T
each
ing
Span
ish:
A L
ingu
istic
Ori
en-
tatio
n. B
lais
dell,
196
1.
FIL
MS
Aud
io-l
ingu
al T
echn
ique
s fo
r T
each
ing
Mod
ern
Fore
ign
Lan
guag
es. A
Ser
ies
of 8
film
s, e
ach
appr
oxim
atel
y 30
min
utes
in le
ngth
. Tw
o fi
lms
each
are
de-
vote
d to
Fre
nch,
Ger
man
, Spa
nish
, and
Rus
sian
. Film
one
sho
ws
a cl
ass
near
the
end
of th
e 8t
h m
onth
of
inst
ruct
ion,
par
t one
of f
ilm tw
o de
als
with
the
firs
t day
of
a be
ginn
ing
lang
uage
cla
ss a
nd p
art
two
with
the
drill
s an
d pa
ttern
prac
tices
teac
hers
use
in a
cla
ss. A
n in
stru
ctor
'sM
anua
l goe
s w
ith e
ach
lan-
guag
e se
ries
. Ava
ilabl
e fr
omM
LA
For
eign
Lan
guag
e R
esea
rch
Cen
ter,
4W
ash-
ingt
on P
lace
, New
Yor
k C
ity.
Prin
cipl
es a
nd M
etho
ds o
f T
each
ing
aSe
cond
Lan
guag
e. A
ser
ies
of f
ive
film
s:I.
The
Nat
ure
of L
angu
age
and
How
itis
Lea
rned
IL T
he S
ound
s of
Lan
guag
eII
I.T
he O
rgan
izat
ion
of L
angu
age
IV.
Wor
ds a
nd T
heir
Mea
ning
sV
. Mod
ern
Tec
hniq
ues
in L
angu
age
Tea
chin
gE
ach
film
is 3
2 m
inut
es in
leng
th.
The
ser
ies
was
pro
duce
d by
the
Mod
emL
annr
uage
Ass
ocia
tion
and
the
Cen
ter
for
App
lied
Lin
guis
tics
in c
oope
ratio
nw
ith T
each
ing
Film
Cus
todi
ans.
Dis
trib
uted
by
Tea
chin
g Fi
lm C
usto
dian
s,In
c., 2
5 W
est 4
3rd
Stre
et, N
ew Y
ork.
The
se f
ilms
are
spec
ific
ally
foc
used
on
the
subj
ect o
f la
ngua
ge te
achi
ng m
etho
d-ol
ogy.
The
y ar
e ac
com
pani
ed b
y an
Inst
ruct
or's
Man
ual a
vaila
ble
from
the
Cen
ter
for
App
lied
Lin
guis
tics,
175
5M
assa
chus
etts
Ave
nue
Nor
thw
est,
Was
h-in
gton
, D.C
.
The
Tw
o O
'Clo
ck C
l mss
. A20
-min
ute
film
mad
e in
an
unre
hear
sed
clas
sroo
mte
achi
ng s
ituat
ion
show
ing
teac
her
and
stud
ents
wor
king
on
units
16
and
17of
the
Hol
t-R
ineh
art-
Win
ston
Spa
nish
lang
uage
mat
eria
ls E
nten
der
y H
abla
r.It
sho
ws
the
audi
o lin
gual
app
roac
h an
dde
mon
stra
tes
the
use
of th
e ta
pe-r
e-co
rder
in th
e cl
assr
oom
. A g
uide
she
et c
onta
ins
ques
tions
fci
dis
cuss
ion.
Ob-
tain
able
fro
m H
olt,
Rin
ehar
t and
Win
ston
, Inc
., Fo
reig
nL
angu
age
Dep
art-
men
t, 38
3 M
adis
on A
venu
e, N
ew Y
ork
17,N
ew Y
ork.
Prog
ram
med
Lea
rnin
gH
ayes
, Alf
red
S. "
A N
ew L
ook
at L
earn
ing.
" C
urre
nt I
ssue
sin
Lan
guag
eT
each
ing,
Rep
orts
of
the
Wor
king
Com
mitt
ees,
196
2 N
orth
east
Con
fere
nce
on th
e T
each
ing
of F
orei
gn L
angu
ages
.A
vaila
ble
from
the
Am
eric
an C
lass
ical
Lea
gue,
Mia
mi U
nive
rsity
, Oxf
ord,
Ohi
o.L
ado,
Rob
ert.
Lan
guag
e T
each
ing,
A S
cien
tific
App
roac
h. M
cGra
w, 1
964,
Cha
pter
HI.
Mor
ton,
F. R
and.
"T
he T
each
ing
Mac
hine
and
the
Tea
chin
g of
Lan
guag
es; A
Rep
ort o
n T
omor
row
." P
ML
A, L
XX
V: 4
(pa
rt 2
) 1-
6,Se
ptem
ber,
196
0.Pr
ogra
mm
ing
of A
udio
-Lin
gual
Lan
guag
e Sk
ills
for
Self
-Ins
truc
tion
Pres
enta
-tio
n. P
ublic
atio
n of
the
Lan
guag
e L
abor
ator
y,Se
ries
of
Prep
rint
s an
d R
e-pr
ints
, VI,
Col
lege
of
Lite
ratu
re, S
cien
ce a
nd th
eA
rts,
Mic
higa
n, 1
962.
Skin
ner,
Bur
rhus
F. "
The
Sci
ence
of
Lea
rnin
gan
d th
e A
rt o
f T
each
ing.
"T
each
ing
Mac
hine
s an
d Pr
ogra
med
Lea
rnin
g: A
Sour
ce B
ook.
Was
hing
ton,
D.C
.: T
he N
atio
nal E
duca
tion
Ass
ocia
tion,
196
0.Sk
inne
r, B
urrh
us F
. "Sp
ecia
l Pro
blem
s in
Prog
ram
min
g L
angu
age
Inst
ruct
ion
for
Tea
chin
g M
achi
nes.
" In
tern
atio
nal J
ourn
al o
fAm
eric
an L
ingu
istic
s, X
XV
I,(O
ctob
er, 1
960)
.V
aldm
an, A
lber
t. "H
ow D
o W
e B
reak
the
Loc
kste
p."
Aud
io-V
isua
l Ins
truc
tior,
VII
-9, N
ovem
ber,
196
2.
Tea
cher
Edu
catio
nB
elya
yev,
B. V
. Psy
chol
ogy
of T
each
ing
Fore
ign
Lan
guag
es. T
rans
late
d fr
omth
e R
ussi
an. N
ew Y
ork:
Per
gam
on P
ress
,19
63.
Bir
kmai
er, E
mm
a. "
Mod
em A
ppro
ache
s in
the
Fiel
d of
Tra
inin
g L
angu
age
Tea
cher
s."
Inte
rnat
iona
l Con
fere
nce
on M
oder
nFo
reig
n L
angu
age
Tea
chin
g:Pa
pers
and
Rep
orts
of
Gro
ups
and
Com
mitt
ees,
Part
I. P
ublis
hed
by th
ePa
edog
ogis
che
Arb
eits
telle
and
Sek
r., P
aedo
gogi
sche
Cen
trum
, Ber
lin, S
ep-
tem
ber
1964
. pp.
163
-200
.B
rook
s, N
elso
n. L
angu
age
and
Lan
guag
e L
earn
ing:
The
ory
and
Prac
tice.
2nd
ed. H
arco
urt,
1964
. Cha
pter
XV
I.C
onan
t, Ja
mes
B. T
he E
duca
tion
ofA
mer
ican
Tea
cher
s. M
cGra
w, 1
963.
Mod
ern
Fore
ign
Lan
guag
es a
nd th
eA
cade
mic
ally
Tal
ente
d St
uden
t. W
ash-
ingt
on, D
.C.:
Nat
iona
l Edu
catio
n A
ssoc
iatio
n,19
60. A
ppen
dix
B, p
p. 3
1-39
.R
epor
ts o
f Su
rvey
s an
d St
udie
s in
the
Tea
chin
g of
Mod
ern
Fore
ign
Lan
guag
es.
"Lan
guag
e L
earn
ing
in A
mer
ican
Col
lege
san
d U
nive
rsiti
es: D
ata
on D
egre
es,
Maj
ors
and
Tea
chin
g Pr
actic
es,"
"T
each
ing
Edu
catio
n C
urri
cula
in th
e M
odem
Fore
ign
Lan
guag
es,"
"Fo
reig
n L
angu
age
Tea
chin
g in
Col
lege
: A S
et o
f R
ec-
omm
enda
tions
and
Som
e W
orkp
aper
s,"
"ASu
rvey
of
FLE
S Pr
actic
es."
New
Yor
k: T
he M
odem
Lan
guag
e A
ssoc
iatio
nof
Am
eric
a, 1
959-
1961
."S
tand
ards
for
Tea
cher
-Edu
catio
n Pr
ogra
ms
in M
odem
For
eign
Lan
guag
es."
PML
A, S
epte
mbe
r, 1
964.
Sugg
este
d R
eadi
ngB
rook
s, N
elso
n. L
angu
age
and
Lan
guag
e L
earn
ing:
The
ory
and
Prac
tice,
2nd
ed. H
arco
urt,
1964
. Cha
pter
XIV
.C
ounc
il of
Chi
ef S
tate
Sch
ool O
ffic
ers
and
othe
rs. P
urch
ase
Gui
de f
or P
ro-
gram
s in
Sci
ence
, Mat
hem
atic
s, M
oder
n Fo
reig
n L
angu
ages
.G
inn,
195
9.C
ounc
il of
Chi
ef S
tate
Sch
ool O
ffic
ers
and
othe
rs. S
uppl
emen
t to
Purc
hase
Gui
de f
or P
rogr
ams
in S
cien
ce, M
athe
mat
ics,
Mod
ern
Fore
ign
Lan
guag
es.
Gin
n, 1
961.
Hay
es, A
lfre
d S.
Lan
guag
e L
abor
ator
y Fa
cilit
ies.
U.S
. Dep
artm
ent o
f H
ealth
,E
duca
tion,
and
Wel
fare
, Off
ice
of E
duca
tion.
Bul
letin
No.
37,
(0E
-210
24),
Was
lung
ton:
Uni
ted
Stat
es P
rint
ing
Off
ice,
196
3.H
olk.
n, J
ames
S. a
nd o
ther
s. S
ound
Lan
guag
e T
each
ing:
The
Sta
te o
f th
e A
rt.
New
Yor
k: U
nive
rsity
Pub
lishe
rs, 1
961.
o.p
.H
utch
inso
n, J
osep
h C
. Mod
ern
Fore
ign
Lan
guag
es in
Hig
h Sc
hool
: The
Lan
-gu
age
Lab
orat
ory.
Dep
artm
ent o
f H
ealth
,E
duca
tion
and
Wel
fare
, Off
ice
ofE
duca
tion.
Bul
letin
No.
23,
(0E
-270
13).
Was
hing
ton:
Uni
ted
Stat
es P
rint
ing
Off
ice,
196
1.Io
dice
, Don
R. G
uide
lines
to L
angu
age
Tea
chin
g in
Cla
ssro
om a
nd L
abor
ator
y.W
ashi
ngto
n: E
lect
roni
cs T
each
ing
Lab
orat
orie
s, T
each
ing
Res
earc
h an
d T
ech-
nolo
gy D
ivis
ion,
196
1.L
ado,
Rob
ert.
Lan
guag
e T
each
ing:
A S
cien
tific
App
roac
h. 2
nd e
d. M
cGra
w,
1964
. Cha
pter
III
.M
arty
, Fer
nand
L. L
angu
age
Lab
orat
ory
Lea
rnin
g. R
oano
ke, V
irgi
nia:
Aud
io-
Vis
ual P
ublic
atio
ns, B
ox 5
351,
196
0.M
orto
n, F
. Ran
d. T
he C
olle
ge L
angu
age
Lab
orat
ory:
Sel
ecte
d W
ork
Pape
rsPr
esen
ted
at th
e C
onfe
renc
e on
the
Col
lege
Lan
guag
e L
abor
ator
y. N
ovem
ber
1960
. Pub
licat
ions
of
the
Lan
guag
e L
abor
ator
y, U
. "f
Mic
higa
n, $
1.00
..
..
Proc
eedi
ngs
of th
e Fi
rst c
onfe
renc
e on
the
Rol
e of
the
Lan
guag
e L
abor
a-to
ry in
the
Seco
ndar
y Sc
hool
. Oct
ober
, 196
0, U
. of
Mic
higa
n..
..
The
Lan
guag
e L
abor
ator
y as
a T
each
ing
Mac
hine
, Vol
ume
I. P
ublic
a-tio
ns o
f th
e L
angu
age
Lab
orat
ory,
U. o
f M
ichi
gan,
196
1.N
ajam
, Edw
ard
W. (
ed.)
. Mat
eria
l and
Tec
hniq
ues
for
the
Lan
guag
e L
abor
-at
ory.
Rep
ort o
f th
e L
angu
age
Lab
orat
ory
Con
fere
nce,
Pur
due
Uni
vers
ity,
Mar
ch 2
3-25
, 196
1, I
nter
natio
nal J
ourn
al o
f A
mer
ican
Lin
guis
tics,
Vol
. 27,
Part
2, O
ctob
er, 1
961.
$4.
00. A
vaila
ble
from
the
Dir
ecto
r of
Pub
licat
ions
, In-
dian
a U
nive
rsity
Res
earc
h C
ente
r in
Ant
hrop
olog
y, F
olkl
ore
and
Lin
guis
tics
Publ
icat
ions
, Blo
omin
gton
, Ind
iana
.O
inas
, Fel
ix, J
. ed.
Lan
guag
e T
each
ing
Tod
ay. R
epor
t of
the
Lan
guag
e L
abor
a-to
ry C
onfe
renc
e, I
ndia
na U
nive
rsity
, Jan
uary
22-
23, 1
960.
$4.
00. A
vaila
ble
from
the
Dir
ecto
r of
Pub
licat
ions
, Ind
iana
Uni
vers
ity R
esea
rch
Cen
ter
in A
n-th
ropo
logy
, Fol
klor
e an
d L
ingu
istic
s Pu
blic
atio
ns, B
loom
ingt
on, I
ndia
na.
Stac
k, E
dwar
d M
. The
Lan
guag
e L
abor
ator
y an
d M
oder
n L
angu
age
Tea
chin
g.N
ew Y
ork:
Oxf
ord
U.,
1960
, $3.
95.
Inte
grat
ed M
ater
ials
for
the
Ele
men
tary
Sch
ool
FRE
NC
HB
rook
s, R
ober
t, et
al.
Intr
oduc
ing
Fren
ch (
4th
grad
e) P
rem
ier
Cou
rs (
5th
grad
e), D
euxi
eme
Cou
rs (
6th
grad
e), T
rois
iem
e C
ourt
s (7
th g
rade
). N
ewY
ork:
Hol
t, R
ineh
art a
nd W
inst
on, 1
964.
LI
)
r4.
I
Incl
udes
pup
il te
xts,
teac
hes
guid
es, d
ispl
aycl
mrt
s, a
nd ta
pe r
ecor
ding
s.T
here
are
wor
kboo
ks f
or s
ome
leve
ls. A
bove
book
s ta
ke p
lace
of
Lev
el I
(L
eFr
anca
is, E
cout
er e
t Par
ke).
,:ef
,) J
unio
r H
igh
mat
eria
ls.
Eri
ksso
n, M
argu
erite
A.,
and
othe
rs.
Cou
rse
of S
tudy
for
the
Tea
chin
g of
Fren
ch in
dge
Ele
men
tary
Sch
ool.
Yor
k, P
a.:
The
Yor
k C
ity S
choo
l Dis
tric
t,19
60. 6
1 p.
A th
ree
year
cou
rse
incl
udin
g so
ngs,
gam
es,
cultu
ral u
nits
and
test
s.G
uber
ina,
Pet
er, a
nd P
aul R
iven
c. B
onjo
urL
ine.
Phi
lade
lphi
a, P
a.: C
hilto
nB
ooks
, 196
3.A
beg
inni
ng p
rogr
am in
corp
orat
ing
text
s,fi
lmst
rips
and
tape
s fo
r gr
ades
4, 5
,6.
Des
igne
d to
lead
into
Voi
x et
Im
age
de F
ranc
e. (
See
Juni
or H
igh
mat
eria
ls).
Leb
lanc
, Ann
ette
. Nou
s So
mm
es A
mis
.B
osto
n: G
inn,
196
4. S
tude
nt te
xts,
teac
her's
man
ual,
reco
rds.
Mod
em L
angu
age
Ass
ocia
tion
ofA
mer
ica.
ML
A. T
each
er's
Gui
de:
Beg
inni
ng
Fren
ch in
Gra
de th
ree,
Rev
ised
.C
ontin
uing
Fre
nch
in G
rade
Fou
r,R
evis
ed.
Dar
ien,
Con
n.: E
duca
tiona
l Pub
lishi
ngC
orp.
, 195
5.M
ater
ials
on
obje
ctiv
es, t
each
ers'
inst
ruct
ions
, uni
ts, s
ongs
, gam
es, d
isc
reco
rd-
ings
. Uni
t app
roac
h w
ith s
ituat
iona
ldi
alog
ues.
Parl
on F
ranc
ais.
Bos
ton,
Mas
s.:
Hea
th d
e R
oche
mon
t Cor
p.(A
vaila
ble
oned
ucat
iona
l tel
evis
ion
or a
s a
film
ed c
ours
efo
r pu
rcha
se.)
Tel
evis
ed in
Min
neso
ta a
nd in
othe
r st
ates
. Mat
eria
ls in
clud
est
uden
t pra
ctic
e
disc
s, a
ctiv
ity b
ooks
, tea
cher
'sgu
ide.
Ray
mon
d, M
., an
d C
laud
e L
.B
ourc
ier.
Ele
men
tary
Fre
nch
Seri
es. B
osto
n,M
ass.
: Ally
n an
d B
acon
, Inc
., 19
60.
Boo
k 1,
Bon
jour
. Boo
k 2,
Ven
ezV
oir.
Boo
k 3,
Je
Sais
lire
. Boo
k 4,
Je
lis a
vec
joie
. Fir
st tw
o bo
oks
have
illus
trat
ions
only
. Boo
ks 3
and
4 in
trod
uce
read
ing.
GE
RM
AN
Bur
gdor
f, I
., an
d ot
hers
. Deu
tcsh
durc
h A
udio
-Vis
uelle
Met
hode
.Ph
ilade
lphi
a,
Pa.:
Chi
lton,
196
1.Fi
lmst
rips
, mag
netic
tape
s, ta
ke h
ome
reco
rds,
stu
dent
text
, tea
cher
's m
anua
l.E
llert
, Ern
est E
. and
Loi
s V
. Elle
rt.
A T
each
er's
Man
ual.
Die
Bru
cke
Ban
d I.
Die
Bri
icke
, Ban
d II
. End
e G
ut,
Alle
s G
ut. G
reel
ey, C
olor
ado:
Col
orad
oSt
ate
Col
lege
.Si
tuat
iona
l uni
ts f
or g
rade
s 3-
6. I
nclu
des
are
adin
g bo
ok, a
ctiv
ity b
ook,
test
s.E
very
day
Lif
e an
d L
angu
age
inG
erm
any,
Meq
uon,
Wis
c.: C
omm
unic
atio
nsM
edia
Ser
vice
, 196
1.Fi
lmst
rips
, tap
e re
cord
ings
, tea
cher
'sgu
idc.
Mod
em L
angu
age
Ass
ocia
tion
of A
mer
ica.
ML
A T
each
er's
Gui
de:
Beg
inni
ng
Ger
man
in G
rade
Thr
ee.D
arie
n, C
onn.
: Edu
catio
nal P
ublis
hing
Cor
p., 1
956.
Mat
eria
ls o
n ob
ject
ives
, tea
cher
'sin
stru
ctio
ns, u
nits
, gam
es, s
ongs
. Inc
lude
sen
ough
mat
eria
l for
two
year
s of
wor
k.O
ples
ch, H
edi,
Kom
m L
ach
and
Ler
ne, H
and
in H
and
durc
h K
inde
rlan
d,A
uf
Deu
tsch
, Bitt
e. R
obbi
nsda
le,
Min
n.: R
obbi
nsda
le P
ublic
Sch
ools
,In
depe
nden
t
Scho
ol D
istr
ict 2
81.
TV
less
ons
prov
ide
for
follo
w-u
p ac
tiviti
es in
cla
ssro
om. U
nit
orga
niza
tion
base
d on
dia
logu
es. T
each
ergu
ide,
stu
dent
boo
ks, t
ape
reco
rdin
gs.
Schl
imba
ch, A
lice.
Kin
der
Ler
nen
Deu
tsch
. Mun
ich:
Max
Hue
ber
Ver
lag,
1964
. Bas
ic te
xt, t
ape
reco
rdin
gs.
97
SPA
NIS
HB
abco
ck, E
dna
and
othe
rs. C
hild
ren
of th
e A
mer
icas
Ser
ies.
Gra
de 3
or
4.R
osita
y P
anch
ito, G
rade
5 o
r 6,
Los
viaj
erito
s ve
ntur
osas
, Gra
de6
or 7
, Pac
o
en P
eru,
Gra
de 7
or
8, M
igue
l en
Mex
ico.
San
Fran
cisc
o, C
alif
.: H
ari.
Wag
ner
Publ
ishi
ng C
o., 1
957-
58.
Incl
udes
text
s, d
iscs
, tea
cher
's m
anua
l,vo
cabu
lary
car
ds.
Bra
dy, A
gnes
Mar
ie. M
i Lib
ro d
eE
span
ol (
Gra
de 4
or
5). A
dela
nte
(Gra
de 5
or 6
). C
olum
bus,
Ohi
o: C
harl
es E
. Mer
rill
Boo
ks,
Inc.
, 196
2.B
rook
s, R
ober
t, et
al.
Intr
oduc
ing
Span
ish
(4th
gra
de);
Pri
mer
Cur
so (
5th
grad
e); S
egun
do C
urso
(6t
h gr
ade)
;T
erce
r C
urso
(7t
h gr
ade)
.N
ew Y
ork:
Hol
t, R
ineh
art a
nd W
inst
on, 1
964.
Incl
udes
pup
il te
xts,
teac
her's
gui
de,
disp
lay
char
ts a
nd ta
pe r
ecor
ding
s.T
here
are
wor
kboo
ks f
or s
ome
leve
ls. A
bove
boo
ks ta
ke p
lace
of
Lev
el I
(E
span
ol,
Ent
ende
r y
Hab
lar)
. (Se
e Ju
nior
Hig
h M
ater
ials
.)de
Pra
do, Y
vette
. Una
Ave
ntur
aE
span
ola.
Bos
ton:
Hea
th d
eR
oche
mon
t,
1963
. For
gra
des
4-8.
Incl
udes
film
s, r
ecor
ds, t
each
er's
gui
des,
test
s, p
upil
text
s. B
ased
on
apo
pula
rC
alif
orni
a ed
ucat
iona
l tel
evis
ion
prog
ram
.H
atha
way
, How
ard.
Ya
Hab
lam
osE
span
ol. S
t. Pa
ul, M
inne
sota
:M
inne
sota
Cou
ncil
for
Scho
ol T
elev
isio
n.K
TC
A-T
V.
Thi
s te
levi
sion
ser
ies
is s
een
onM
inne
sota
edu
catio
nal t
elev
isio
n. I
t is
desi
gned
for
grad
es 4
, 5, a
nd 6
. Sup
plem
enta
rym
ater
ials
incl
ude
teac
her's
gui
des,
activ
i-
ty b
ooks
, tex
ts a
nd ta
pere
cord
ings
.L
angf
ord,
Wal
ter,
Cha
rles
E. P
arne
llan
d M
. Ray
mon
d. B
ueno
s D
ias
(Bk.
I)
Ven
ga a
Ver
(B
k. I
I), Y
o Se
Lee
r(B
k. I
II),
Me
Gus
ta L
eer,
(B
k. I
V).
Bos
ton:
Ally
n an
d B
acon
, Inc
.In
clud
es s
tude
nt te
xt, t
each
er's
editi
on. F
irst
two
book
s ha
ve p
ictu
res
only
.
Mod
em L
angu
age
Ass
ocia
tion
ofA
mer
ica.
ML
A T
each
er's
Gui
de:
Beg
inn-
ing
Span
ish
in G
rade
Thr
ee;
Con
tinui
ng S
pani
sh in
Gra
de F
our;
Con
tinui
ng
Span
ish
in G
rade
Fiv
e; C
ontin
uing
Span
ish
in G
rade
Six
. Dar
ien,
Con
n.:
Edu
-
catio
nal P
ublis
hing
Cor
p., 1
958-
4960
.G
uide
s fo
llow
a u
nit o
rgan
izat
ion
and
are
base
d on
situ
atio
nal
dial
ogue
s.
Song
s,su
gges
tions
reg
ardi
ng te
chni
ques
are
incl
uded
. Rec
ordi
ngs
for
liT%
La
Fam
ilia
Fern
ande
z. W
ilmet
te,
Illin
ois:
Enc
yclo
pedi
a B
ri-
tate
1.:a
film
s In
c.,
1963
.In
clud
es f
ilms,
film
stri
ps, t
each
er's
man
ual,
reco
rdin
gs, s
tude
nt te
xts.
Schm
itt, C
onra
d. L
et's
Spe
ak S
pan:
si>
1.St
. Lou
is, M
o.: M
cGra
w, 1
964.
For
grad
es 4
-6. I
nclu
des
pupi
l pic
ture
boo
k, te
ache
r's g
uide
,re
cord
s, p
ictu
res
and
test
s.Sc
ott,
Tir
sa S
cave
dra.
Som
as A
mig
os.B
osto
n: G
inn,
196
4.St
uden
t tex
ts, t
each
er's
man
ual,
and
reco
rds.
Tea
cher
Ref
eren
ces
Dun
kel,
Har
old
B. a
nd R
oger
A.
Dill
et. F
renc
h in
the
Ele
men
tary
Sch
ool.
The
U. o
f C
hica
go P
ress
, 196
2.E
riks
son,
Mar
guer
ite, I
lse
Fore
stan
d R
uth
Mui
haus
er. F
orei
gn L
angu
ages
in
the
Ele
men
tary
Sch
ool.
Eng
lew
ood
Clif
fs: P
rent
ice
Hal
l, 19
64.
Fino
cchi
aro,
Mar
y. T
each
ing
Chi
ldre
n Fo
reig
n L
angu
ages
. New
Yor
k:M
cGra
w, 1
964.
Kee
see,
Eliz
abet
h.M
oder
n Fo
reig
nL
angu
ages
in th
eE
lem
enta
ry S
choo
l:
Tea
chin
g T
echn
ique
s.W
ashi
ngto
n, D
.C.:
U.S
.D
epar
tmen
t of
Hea
lth,E
duca
-
tion
and
Wel
fare
,Off
ice
of E
duca
tion.
Bul
letin
No.
29,
OE
-270
07. 1
960.
Kee
see,
Eliz
abet
h.R
efer
ence
s on
For
eign
Lan
guag
es in
the
Ele
men
tary
Sch
ool.
Was
hing
ton,
D.C
.:U
.S. D
epar
tmen
t of
Hea
lth, E
duca
tion
and
Wel
fare
, Off
ice
of E
duca
tion.
Bul
letin
OE
270
08B
.19
63.
Mod
em L
angu
age
Ass
ocia
tion
of A
mer
ica,
FLE
S Pa
cket
. New
Yor
k: M
LA
Fore
ign
Lan
guag
ePr
ogra
m R
esea
rch
Cen
ter,
4 W
ashi
ngto
nPl
ace
Eas
t, N
ew
Yor
k 3.
Mod
ern
Lan
guag
eA
ssoc
iatio
n of
Am
eric
a.M
LA
Sel
ectiv
e L
ist
of M
ater
ials
.
New
Yor
k: M
LA
Fore
ign
Lan
guag
ePr
ogra
m R
esea
rch
Cen
ter,
4 W
ashi
ngto
n
Plac
e E
ast,
New
Yor
k 3,
1962
(Rev
isio
ns p
lann
ed a
tint
erva
ls).
An
inva
luab
le
docu
men
t con
tain
ing
the
mos
t up-
to-d
ate
listin
g of
all
mat
eria
ls,i
nclu
ding
bas
ic
prog
ram
s, s
ongs
,ga
mes
, vis
uals
,fo
r ex
ampl
e.
Inte
grat
ed M
ater
ials
for
the
Seco
ndar
y Sc
hool
s
Fren
ch*
Gra
des
7-9
CO
te, D
omin
ique
,Sy
lvia
N. L
evy,
Pat
rici
aO
'Con
nor.
10-1
2L
e Fr
anca
is:
Scou
ter
et P
ar le
r. (
Lev
elI)
Lev
els
Le
Fran
cais
: Par
ler
et L
ire.
(L
evel
II)
Le
Fran
cais
: Lir
e,Pa
r le
r et
Ecr
ire.
(Lev
el I
II).
NE
- /Y
ork:
Hol
t,R
ineh
art a
nd W
inst
on,1
962-
1964
.
The
fir
st y
ear
text
use
ssi
tuat
iona
l dia
logu
esan
d is
sup
ple-
men
ted
by a
wor
kboo
k,ho
me
stud
y re
cord
san
d a
tape
pro
-
gram
. Lev
elII
and
III
text
sin
trod
uce
narr
ativ
e pr
ose,
com
posi
tion
and
fina
llyun
sim
plif
ied
sele
ctio
nsfr
om c
onte
m-
pora
ry li
tera
ture
.
Gra
des
7-9 10-1
2L
evel
sI-
IV
Gra
des
9-12
Lev
els
II-1
11
Eva
ns, J
ames
A.,
and
Mar
ie B
aldw
in. L
earn
ing
Fren
ch th
e
Mod
ern
Way
. New
Yor
k: M
cGra
w-H
ill,
1963
.
Thi
s fo
ur y
ear
cour
sein
clud
es s
tude
nt te
xts,
tape
s,fi
lms,
film
-
stri
ps, t
ests
, and
teac
her's
guid
e.
Path
esco
pe-B
erlit
z A
udio
-Vis
ual
Fren
ch L
angu
age
Seri
es.
New
Roc
helle
:Pa
thes
cope
, 196
1.E
ight
set
s of
fiv
ele
sson
s ea
ch f
orsu
pple
men
tary
use
with
a
basi
c co
urse
. Eac
h se
tha
s fi
ve c
olor
film
stri
ps f
ilmed
in
Fran
ce w
ith d
ialo
gues
reco
rded
on
tape
or
disc
by
nativ
e
spea
kers
.
Gra
des
7-9
Riv
enc,
P.,
P.G
uber
ina,
and
oth
ers.
Voi
x et
Im
ages
de
10-1
2Fr
ance
. Phi
lade
lphi
a:C
hilto
n C
o., 1
961.
Lev
elI
Thi
s is
a s
et o
fth
irty
-tw
o fi
lmst
rips
of
colo
r an
d bl
ack
and
whi
te d
raw
ings
with
tape
s re
cord
ed b
yna
tive
spea
kers
, tex
t-
book
s, a
nd a
teac
her's
man
ual.
Gra
des
7-9
Ros
selo
t, L
aVel
le.
le P
ark
Fran
cais
.C
hica
go: E
ncyc
lope
dia
10-1
2B
rita
nnic
a Fi
lms,
196
1.L
evel
sI-
HI
Thi
s th
ree
year
pro
gram
is m
ade
up o
f 12
0co
lore
d or
bla
ck
and
whi
te f
ilmle
sson
s, 1
20 ta
pere
cord
ings
, stu
dent
man
-
uals
, and
a te
ache
r'sm
anua
l.98G
rade
s 7-
9T
hom
pson
, Mar
y P.
,Sh
aron
Ent
wis
tle,
Mar
ilynn
Ray
and
10-1
2co
nsul
tant
s, A
-LM
Fren
ch: L
evel
s I
-IV
.New
Yor
k: H
arco
urt,
Lev
els
I-IV
Bra
ce a
nd W
orld
,19
61-1
964.
Lev
el I
mat
eria
l is
pres
ente
d in
bas
icdi
alog
ues
plus
sup
ple-
men
tary
dri
lls.
Lev
els
II-I
V p
rese
nt p
rose
of in
crea
sing
dif
-
ficu
lty. S
uppl
emen
ted
by p
ictu
re p
oste
rs,
prac
tice
reco
rds,
tape
s, a
nd te
ache
r'sm
anua
l.
Ger
man
*G
rade
s 7-
9B
urgd
orf,
and
oth
ers.
Deu
tsch
dur
chA
udio
-Vis
uelle
Met
h-
10-1
2od
e. P
hila
delp
hia:
Chi
lton
Co.
, 196
1.
Lev
elI
Film
stri
ps, r
ecor
ding
s, te
xts
and
teac
her's
man
ual m
ake
up
the
cour
se. T
apes
cont
ain
a di
alog
ue,
and
supp
lem
enta
ry
drill
s.
Gra
des
9-12
Lev
els
I-V
Gra
des
9-12
Lev
els
II-I
II
Gra
des
7-9 10-1
2L
evel
sI-
IV
Gra
des
9-12
Lev
els
I-IV
Mue
ller,
Hug
o J.
Deu
tsch
, Ers
tes
Buc
h(L
evel
I, I
I)D
euts
ch, Z
wei
tes
Buc
h(L
evel
III
, N)
Deu
tsch
, Dri
ttes
Buc
h(L
evel
IV
, V).
Milw
auke
e: B
ruce
Publ
ishi
ng C
o.,
1958
-196
2.Fi
rst b
ook
uses
dial
ogue
s su
ppor
ted
byor
al a
nd w
ritte
n dr
ills,
narr
ativ
es a
nd ta
pere
cord
ings
. Pic
ture
sai
d le
arni
ng d
ia-
logu
es. S
econ
d an
dth
ird
book
s co
ntai
nar
ticle
s an
d sh
ort s
e-
lect
ions
fro
m li
tera
ture
.
Path
esco
pe-B
erlit
z A
udio
-Vis
ual
Ger
man
Lan
guag
eSe
ries
.
New
Roc
helle
:Pa
thes
cope
, 196
1.Si
x se
ts o
f fi
vele
sson
s ea
ch f
orsu
pple
men
tary
use
with
a
basi
c co
urse
. Eac
h se
tha
s fi
ve c
olor
film
stri
psfi
lmed
in G
er-
man
y w
ithdi
alog
ues
reco
rded
on
tape
or
disc
by
nativ
e
spea
kers
.
Reh
der,
Hel
mut
, Urs
ula
Tho
mas
, Fre
eman
Tw
adde
ll, P
a-
tric
ia O
'Con
nor.
Deu
tsch
: Ver
steh
enun
d Sp
rech
en. (
Lev
elI)
Deu
tsch
: Spr
eche
nun
d L
esen
. (L
evel
U)
Deu
tsch
: Les
en u
ndD
enke
n. (
Lev
el I
II).
New
Yor
k: H
olt,
Rin
ehar
t and
Win
ston
,19
62.
The
fir
st y
ear
text
use
ssi
tuat
iona
l dia
logu
es a
ndis
sup
ple-
men
ted
by a
wor
kboo
k,ho
me
stud
y re
cord
san
d a
tape
pro
-
gram
. Lev
elII
and
III
text
sint
rodu
ce n
arra
tive
pros
e, c
om-
posi
tion
and
fina
llyun
sim
plif
ied
sele
ctio
ns f
rom
cont
empo
rary
liter
atur
e.
Schu
lz, D
ora,
and
Hei
nz G
ries
bach
.D
euts
che
Spra
chle
hre
fur
Aus
liind
er,
Ers
te S
tufe
and
Deu
tsch
e Sp
rach
lehr
efu
r
Aus
land
er, Z
wei
te S
tufe
.Mun
ich:
Max
Hue
ber
Ver
lag,
196
2.
The
mat
eria
l in
thes
e te
xts
shou
ldbe
pre
cede
d by
audi
o-
lingu
al w
ork
in th
e te
xtIc
h Sp
rech
e D
euts
ch b
yG
ries
bach
(Max
Hue
ber
Ver
lag)
.A
ll bo
oks
have
acco
mpa
nyin
g ta
pe
reco
rdin
gs, k
eys,
and
glos
sari
es.
S ci
Kee
see,
Eliz
abet
h.M
oder
n Fo
reig
n L
angu
ages
inth
e E
lem
enta
ry S
choo
l:T
each
ing
Tec
hniq
ues.
Was
hing
ton,
D.C
.: U
.S. D
epar
tmen
tof
Hea
lth, E
duca
-
tion
and
Wel
fare
,O
ffic
e of
Edu
catio
n. B
ulle
tin N
o.29
, 0E
-270
07. 1
960.
Kee
see,
Eliz
abet
h. R
efer
ence
s on
Fore
ign
Lan
guag
es in
the
Ele
men
tary
Sch
ool.
Was
hing
ton,
D.C
.: U
.S.
Dep
artm
ent o
f H
ealth
, Edu
catio
n an
dW
elfa
re, O
ffic
e;
of E
duca
tion.
Bul
letin
OE
-270
08B
. 196
3.M
oder
n L
angu
age
Ass
ocia
tion
of A
mer
ica,
FL
ES
Pack
et.
New
Yor
k: M
LA
Fore
ign
Lan
guag
e Pr
ogra
mR
esea
rch
Cen
ter,
4 W
ashi
ngto
nPl
ace
Eas
t, N
ew
Yor
k 3.
Mod
em L
angu
age
Ass
ocia
tion
of A
mer
ica.
ML
A S
elec
tive
Lis
t of
Mat
eria
ls.
New
Yor
k: M
LA
For
eign
Lan
guag
e Pr
ogra
m R
esea
rch
Cen
ter,
4 W
ashi
ngto
n
Plac
e E
ast,
New
Yor
k 3,
1962
(R
evis
ions
pla
nned
at
inte
rval
s). A
n ir
'alu
able
docu
men
t con
tain
ing
the
mos
tup-
to-d
ate
listin
g of
all
mat
eria
ls,i
nclu
ding
bas
ic
prog
ram
s, s
ongs
, gam
es,
visu
als,
for
exa
mpl
e.
Inte
grat
ed M
ater
ials
for
the
Seco
ndar
y Sc
hool
s
Fren
ch*
Gra
des
7-9
Me,
Dom
iniq
ue, S
ylvi
a N
.L
evy,
Pat
rici
a O
'Con
nor.
10-1
2L
e Fr
anca
is: S
cout
er e
t Par
ler.
(L
evel
I)
Lev
els
I-II
IL
e Fr
anca
is: P
arle
r et
Lir
e.(L
evel
II)
Le
Fran
cais
: Lir
e, P
arle
r et
Ecr
ire.
(L
evel
III
) .
New
Yor
k: H
olt,
Rin
ehar
t and
Win
ston
, 196
2-19
64.
The
fir
st y
ear
text
use
ssi
tuat
iona
l dia
logu
es a
nd is
supp
le-
men
ted
by a
wor
kboo
k,ho
me
stud
y re
cord
s an
d a
tape
pro
-gr
am. L
evel
II
and
III
text
s in
trod
uce
narr
ativ
e pr
ose,
com
posi
tion
and
fina
lly u
nsim
plif
ied
sele
ctio
ns f
rom
con
tem
-po
rary
lite
ratu
re.
Gra
des
7-9
10-1
2L
evel
sI
-IV
Gra
des
9-12
Lev
els
11-I
II
Gra
des
7-9
10-1
2L
evel
I
Gra
des
7-9
10-1
2L
evel
sI-
Ill
Eva
ns, J
ames
A.,
and
Mar
ieB
aldw
in. L
earn
ing
Fren
chth
e
Mod
ern
Way
. New
Yor
k:M
cGra
w-H
ill, 1
963.
Thi
s fo
ur y
ear
cour
se in
clud
esst
uden
t tex
ts, t
apes
, film
s, f
ilm-
stri
ps, t
ests
, and
teac
her's
gui
de.
Path
esco
pe-B
erlit
z A
udio
-Vis
ual
Fren
ch L
angu
age
Seri
es.
New
Roc
helle
: Pat
hesc
ope,
1961
.E
ight
set
s of
fiv
e le
sson
s ea
chfo
r su
pple
men
tary
use
with
aba
sic
cour
se. E
ach
set
has
five
col
or f
ilmst
rips
film
ed in
Fran
ce w
ith d
ialo
gues
reco
rded
on
tape
or
disc
by n
ativ
e
spea
kers
.
Riv
enc,
P.,
P. G
uber
ina,
and
othe
rs. V
oix
et I
mag
esde
Fran
ce. P
hila
delp
hia:
Chi
lton
Co.
, 196
1.T
his
is a
set
of
thir
ty-t
wo
film
stri
ps o
f co
lor
and
blac
k an
dw
hite
dra
win
gs w
ith ta
pes
reco
rded
by
nativ
e sp
eake
rs, t
ext-
book
s, a
nd a
teac
her's
man
ual.
Ros
selo
t, L
aVel
le. J
e Pa
rkFr
anca
is. C
hica
go: E
ncyc
lope
dia
Bri
tann
ica
Film
s, 1
961.
Thi
s th
ree
year
pro
gram
ism
ade
up o
f 12
0 co
lore
d or
blac
k
and
whi
te f
ilm le
sson
s,12
0 ta
pe r
ecor
ding
s, s
tude
nt m
an-
uals
, and
a te
ache
r'sm
anua
l.98
.111
1111
1111
1111
1111
Gra
des
7-9
Tho
mps
on, M
ary
P., S
haro
nE
ntw
istle
, Mar
ilynn
Ray
and
10-1
2co
nsul
tant
s. A
-LM
Fre
nch:
Lev
els
I-IV
. New
Yor
k:H
arco
urt,
Lev
els
I-IV
Bra
ce a
nd W
orld
, 196
1-19
64.
Lev
el I
mat
eria
l is
pres
ente
din
bas
ic d
ialo
gues
plu
ssu
pple
-
men
tary
dri
lls. L
evel
sII
-IV
pre
sent
pro
se o
fin
crea
sing
dif
-fi
culty
. Sup
plem
ente
d by
pict
ure
post
ers,
pra
ctic
ere
cord
s,
tape
s, a
nd te
ache
r'sm
arm
al.
Ger
man
*G
rade
s 7-
9B
urgd
orf,
and
oth
ers.
Deu
tsch
durc
h A
udio
-Vis
uelle
Met
h-
10-1
2od
e. P
hila
delp
hia:
Chi
lton
Co.
, 196
1.L
evel
IFi
lmst
rips
, rec
ordi
ngs,
text
s an
dte
ache
r's m
anua
l mak
e up
the
cour
se. T
apes
con
tain
adi
alog
ue, a
nd s
uppl
emen
tary
drill
s.
Gra
des
9-12
Lev
els
I-V
Mue
ller,
Hug
o J.
Deu
tsch
, Ers
tes
Buc
h (L
evel
I,I
I)D
euts
ch, Z
wei
tes
Buc
h (L
evel
III,
IV
)D
euts
ch, D
ritte
s B
uch
(Lev
elIV
, V).
Milw
auke
e: B
ruce
Pub
lishi
ngC
o., 1
958-
1962
.Fi
rst b
ook
uses
dia
logu
essu
ppor
ted
by o
ral a
nd w
ritte
ndr
ills,
narr
ativ
es a
nd ta
pe r
ecor
ding
s.Pi
ctur
es a
id le
arni
ng d
ie -
logu
es. S
econ
d an
d th
ird
book
sco
ntai
n ar
ticle
s an
d sh
ort s
e-le
ctio
ns f
rom
lite
ratu
re.
Gra
des
9-12
Path
esco
pe-B
erlit
z A
udio
-Vis
ual
Ger
man
Lan
guag
e Se
ries
.
Lev
els
II-I
IIN
ew R
oche
lle: P
athe
scop
e,19
61.
Six
sets
of
five
less
ons
each
for
sup
plem
enta
ry u
sew
ith a
basi
c co
urse
. Eac
h se
t has
five
col
or f
ilmst
rips
film
edin
Ger
-
man
y w
ith d
ialo
gues
reco
rded
on
tape
or
disc
by n
ativ
esp
eake
rs.
Gra
des
7-9
Reh
der,
Hel
mut
, Urs
ula
Tho
mas
, Fre
eman
Tw
adde
ll,Pa
-
10-1
2tr
icia
O'C
onno
r.L
evel
sI-
IVD
euts
ch: V
erst
ehen
und
Spr
eche
n.(L
evel
I)
Deu
tsch
: Spr
eche
n an
d L
esse
n.(L
evel
II)
Deu
tsch
: Les
en u
nd D
enke
n.(L
evel
III
).N
ew Y
ork:
Hol
t, R
ineh
art a
ndW
inst
on, 1
962.
The
fir
st y
ear
text
use
ssi
tuat
iona
l dia
logu
es a
nd is
sup
ple-
men
ted
by a
wor
kboo
k, h
ome
stud
y re
cord
s an
d a
tape
pro
-gr
am. L
evel
II
and
III
text
s in
trod
uce
narr
ativ
e pr
ose,
com
-po
sitio
n an
d fi
nally
uns
impl
ifie
dse
iect
ions
fro
m c
onte
mpo
rary
liter
atur
e.
Gra
des
9-12
Schu
lz, D
ora,
and
Hei
nzG
ries
bach
. Deu
tsch
e Sp
rach
lehr
e
Lev
els
I-IV
fur
Aus
liind
er, E
rste
Stu
fean
d D
euts
che
Spra
chle
hre
fiir
Aus
liind
er, Z
wei
te S
tufe
. Mun
ich:
Max
Hue
ber
Ver
lag,
196
2.T
he m
ater
ial i
n th
ese
text
ssh
ould
be
prec
eded
by
audi
o-lin
gual
wor
k in
the
text
Ich
Spre
che
Deu
tsch
by
Gri
esba
chH
uebe
r V
erla
g). A
ll bo
oks
have
acco
mpa
nyin
g ta
pere
cord
ings
, key
s, a
nd g
loss
arie
s.
4411
1111
1111
1:11
j1
7-1
r; r- (7 ')
'0!
Gra
des
7-9
9-12
Lev
els
I-IV
Gra
des
7-9
10-1
2L
evel
sI-
IV
Gra
des
7-9
10-1
2L
evel
s
Tho
mps
on, M
ary
P., G
eorg
e W
inkl
eran
d co
nsul
tant
s.A
-LM
Ger
man
(L
evel
s I-
N).
New
Yor
k: H
arco
urt,
Bra
cean
d W
orld
, 196
1. L
evel
I m
ater
ial
is p
rese
nted
in b
asic
dia
-lo
gues
plu
s su
pple
men
tary
dri
lls.
Lev
els
II-I
V p
rese
nt p
rose
of in
crea
sing
dif
ficu
lty. S
uppl
emen
ted
by p
ictu
re p
oste
rs,
prac
tice
reco
rds,
tape
s, a
nd te
ache
r'sm
anua
l.
Span
ish*
Bre
nes,
Edi
n, e
t al.
Lea
rnin
gSp
anis
h th
e M
oder
n W
ay.
New
Yor
k: M
cGra
w-H
ill, 1
963.
Thi
s fo
ur y
ear
prog
ram
incl
udes
stud
ent t
exts
, tap
es, s
tude
ntpr
actic
e di
scs,
film
s, f
ilmst
rips
, tes
ts,a
nd te
ache
r's m
anua
l
La
Gro
ne, G
rego
ry G
.,A
ndre
a S.
McH
enry
, and
Pat
rici
aO
'Con
nor,
Esp
anol
. Ent
ende
r y
Hab
lar
(Lev
elI)
Esp
anol
: Hab
lar
y L
eer
(aw
e' I
I)E
span
ol: L
eer
y E
scri
bir
(Lev
elII
I).
New
Hol
t, R
ineh
art a
nd W
inst
on,
1962
-64.
The
fir
st y
ear
text
use
ssi
tuat
iona
l dia
logu
es a
nd is
sup
ple
men
ted
by a
wor
kboo
k, h
ome
stud
y re
cord
s an
d a
tape
pro
-gr
am. L
evel
II
and
III
text
s in
trod
uce
narr
ativ
e pr
ose,
com
-po
sitio
n an
d fi
nally
uns
impl
ifie
dse
lect
ions
fro
m c
onte
mpo
-ra
ry li
tera
ture
.
Gra
des
7-9
011e
r, J
ohn
W. E
l Esp
arto
' por
el M
undo
.
10-1
2W
ilmet
te, I
llino
is: E
ncyc
lope
dia
Bri
tann
ica
Film
s, 1
964.
Lev
els
I-II
IA
film
-tex
t ser
ies
curr
ently
unde
r de
velo
pmen
t.L
evel
I is
entit
led
La
Fam
ilia
Fern
ande
z. I
nclu
des
film
less
ons,
film
-
stri
ps, d
rill
tape
s, te
sts
and
test
tape
s, te
ache
r's m
anua
lan
d
stud
ent t
exts
.
Gra
des
9-12
Path
esco
pe-B
erlit
z A
udio
-Vis
ual
Span
ish
L..-
tngu
age
Seri
es.
Lev
els
New
Roc
helle
: Pat
hesc
ope,
1960
.H
as s
ix s
ets
of f
ive
less
ons
each
to s
uppl
emen
t a b
asic
cou
rse.
Eac
h se
t has
fiv
e fi
lmst
rips
inco
lor
film
ed in
Mex
ico
and
dia-
logu
es r
ecor
ded
by L
atin
Am
eric
an s
peak
ers.
Gra
des
7-9
Tho
mps
on, M
ary
P., A
lice
A.
Ara
na, E
lizab
eth
Nic
hola
sde
10-1
2Pa
din
and
cons
ulta
nts.
A-L
MSp
anis
h (L
evel
s I-
IV).
New
Lev
els
I-IV
Yor
k: H
arco
urt,
Bra
ce a
ndW
orld
, 196
1-19
64.
Lev
el I
mat
eria
l is
pres
ente
din
bas
ic d
ialo
gues
plu
ssu
pple
-
men
tary
dri
lls. L
evel
sII
-IV
pre
sent
pro
se o
fin
crea
sing
dif
-
ficu
lty. S
uppl
emen
ted
bypi
ctur
e po
ster
s, p
ract
ice
reco
rdin
gs,
tape
s.
*Als
o se
e fo
r al
l lan
guag
es:
Mod
em L
angu
age
Ass
ocia
tion
ofA
mer
ica.
ML
A S
elec
tive
Lis
t of
Mat
eria
ls.
New
Yor
k: M
LA
For
eign
Lan
guag
ePr
ogra
m R
esea
rch
Cen
ter,
4W
ashi
ng-
ton
Plac
e E
ast,
New
Yor
k 3.
1962
(or
late
st r
evis
ions
ther
eof)
.
I99
APP
EN
DIX
A
A S
ampl
e C
ultu
ral U
nit f
or A
dvan
ced
Fore
ign
Lan
guag
e L
earn
ing
Pari
e et
la P
rovi
nce
Intr
oduc
tion
One
of
the
fund
amen
talp
rece
pts
upon
whi
ch a
dvan
ced
lang
uage
lear
ning
is b
ased
lies
in th
e ab
ility
of
the
teac
her
"to
prov
ide
the
best
pos
sibl
e se
tting
for
the
deve
lopm
ent o
f sp
onta
neou
s co
mm
unic
atio
n in
the
lang
uage
."' T
hus
the
teac
her
mus
t mak
e su
re th
at th
e st
uden
t is
surr
ound
ed b
y "p
ictu
res,
mag
a-zi
nes,
new
s ite
ms,
film
s, m
usic
, son
gs, a
nd o
ther
aid
s to
und
erst
andi
ng th
e lif
ean
d w
ays
of th
ough
t of
the
peop
le w
ho s
peak
the
lang
uage
." 2
But
per
haps
mor
eim
port
ant t
han
just
pro
vidi
ng th
e cu
ltura
l con
text
s ne
cess
ary
to th
e ex
iste
nce
of a
par
ticul
ar la
ngua
ge, t
he te
ache
r sh
ould
act
ivel
y or
gani
ze th
ese
cont
exts
to r
einf
orce
the
use
of th
e la
ngua
ge in
dif
fere
nt s
ettin
gs. T
he s
truc
ture
s, v
o-ca
bula
ry, a
nd s
ynta
x of
the
lang
uage
bei
ng le
arne
d w
ill th
en b
e ac
tivel
y us
edin
vari
ous
kind
sof
situ
atio
ns.
The
teac
her,
thro
ugh
this
kind
ofap
proa
ch, s
tron
gly
enco
urag
es th
e fi
nal g
oal o
f la
ngua
ge le
arni
ng a
s a
mea
ns,
not a
n en
d. A
t adv
ance
d le
vels
, whi
le s
till p
olis
hing
lang
uage
ski
lls, t
he te
ache
ris
gui
ding
the
stud
ent t
hrou
gh o
rgan
ized
exp
erie
nces
so
that
he
will
be
able
to s
elec
t the
mos
t app
ropr
iate
lang
uage
for
the
diff
eren
t kin
ds o
f si
tuat
ions
inw
hich
he
mig
ht f
ind
him
self
.T
his
unit
calls
for
the
stud
ent p
osse
ssin
g a
know
ledg
e of
the
cultu
re in
whi
chth
e la
ngua
ge is
use
d. T
he te
rm c
ultu
re is
in n
o se
nse
used
to m
ean
arch
itec-
ture
, art
, lite
ratu
re, a
nd m
usic
alo
ne. T
hese
are
as p
rovi
de in
sigh
ts o
nly
into
cert
ain
mor
e fo
rmal
asp
ects
of
a pe
ople
's c
ultu
re. C
ultu
re is
mea
nt to
incl
ude
anth
ropo
logi
cal,
soci
olog
ical
, and
info
rmal
asp
ects
, as
wel
l as
the
mor
e in
form
alm
anif
esta
tions
of
hum
an li
ee.
Cer
tain
ly, i
t can
be
argu
ed th
at e
very
thin
g m
ando
es is
som
ehow
tied
up
in la
ngua
ge. T
here
fore
, it w
ould
be
unth
inka
ble
to in
-cl
ude
only
for
mal
evi
denc
e of
man
's e
xist
ence
in la
ngua
ge s
tudy
.In
form
atio
n ab
out t
his
cultu
re s
houl
d be
arr
ange
d in
an
orga
nize
d m
anne
rso
that
the
stud
ent c
an k
now
ingl
y ex
peri
ence
it. P
erha
psth
e be
st o
rgan
izat
ion
for
cultu
ral i
nfor
mat
ion
is f
ound
in th
e un
it fo
rmat
. It i
s en
tirel
y po
ssib
le th
ata
curr
icul
um o
f su
ch c
ultu
ral u
nits
cou
ld b
e co
nstr
ucte
dfo
- th
e fo
urth
, fif
th,
and
sixt
h le
vels
of
fore
ign
lang
uage
lear
ning
. The
se u
nits
wou
ld a
ttem
pt to
pres
ent a
cul
tura
l top
ic n
ot o
nly
from
the
view
poin
t of
belle
- le
ttres
, but
fro
mas
man
y ot
her
sour
ces
and
poin
ts o
f vi
ew a
s po
ssib
le,
thei
by
help
ing
stu-
dent
s to
und
erst
and
the
who
le o
f th
e pa
rtic
ular
cul
ture
.T
hus
it is
obv
ious
ly im
poss
ible
that
one
text
or
one
set o
f m
ater
ials
can
pro
-vi
de a
ll of
the
nece
ssar
y in
form
atio
n an
d so
urce
s. T
he te
ache
r is
rea
lly th
eke
y to
this
uni
t app
roac
h. P
e w
ill c
all u
pon
his
expe
rien
ce a
nd e
xten
sive
trai
n-
1 R
iver
s, W
ilga
M. T
he P
sych
olog
ist a
nd th
e Fo
reig
n L
angu
age
Tea
cher
, U. o
fC
hica
go P
ress
, 196
4. p
. 157
.2
Ibid
; p. 1
59.
101
ing
in la
ngua
ge a
nd c
ultu
re b
y us
ing
his
crea
tivity
tobu
ild e
ither
upo
n ex
ist-
ing
text
ual m
ater
ials
or
deve
lop
com
plet
ely
new
uni
tsof
wor
k. F
or e
xam
ple,
it m
ay b
e po
ssib
le to
use
a te
xt s
uch
as D
oste
rt,
Leo
n, L
e Fr
anca
is, c
ours
moy
en: c
ivili
satio
n, f
or s
uch
purp
oses
. In
this
text
eac
h on
e of
the
units
at-
tem
pts
to a
naly
ze a
cul
tura
l are
a, b
ut o
nly
very
brie
fly.
Som
e of
the
unit
title
s ar
e:
Edu
catio
nL
a st
ruct
ure
soci
ale
Pari
s et
la p
rovi
nce
Spor
ts e
t loi
sirs
Pare
nts,
ete
s-vo
us la
The
se to
pics
can
be
expa
nded
by
read
ings
fro
m jo
urna
ls,m
agaz
ines
, new
spa-
pers
, tec
hnic
al b
ooks
in a
nthr
opol
ogy,
geog
raph
y, e
cono
mic
s, s
ocio
logy
, for
ex-
ampl
e, a
nd b
elle
s le
ttres
: nov
els,
sho
rt s
tori
es, p
oetr
y,an
d ad
oles
cent
lite
ra-
ture
. In
addi
tions
mov
ing
pict
ures
, slid
es,
film
stri
ps, c
hart
s, m
aps,
moc
k-up
s,m
usic
, and
any
oth
er a
udio
-vis
ual m
ater
ials
may
be
used
tofa
cilit
ate
lear
ning
.R
eadi
ng is
not
the
only
lang
uage
act
ivity
that
sho
uld
beca
rrie
d on
. Man
yof
the
sele
ctio
ns u
sed
coul
d be
rec
orde
d or
if r
ecor
ds o
fth
em a
re a
vaila
ble
they
mig
ht b
e pu
rcha
sed
for
a pe
rman
ent c
olle
ctio
n. B
ecau
selis
teni
ng p
rac-
tice
is im
port
ant,
the
stud
ent s
houl
d ha
ve e
very
pos
sibl
eop
port
unity
to li
sten
to a
s m
any
voic
es a
s po
ssib
le. S
peak
ing
activ
ities
are
also
ext
rem
ely
impo
rtan
tat
this
leve
l. T
hey
shou
ld c
onsi
st o
f w
ell-
defi
ned
situ
atio
nal t
ype
circ
umst
ance
sw
here
the
stud
ent h
as to
dra
w o
n th
e m
ater
ial h
e ha
s he
ard
and
read
. Wri
ting
activ
ities
mus
t als
o no
t be
forg
otte
n. T
echn
ique
s of
des
crip
tion,
dia
logu
ew
rit-
ing,
and
lette
r w
ritin
g m
ight
ser
ve a
s ge
nera
l exa
mpl
es o
f th
eki
nds
of p
rob-
lem
s w
ith w
hich
stu
dent
s co
uld
be p
rovi
ded.
The
kin
d of
uni
t of
wor
k he
re p
ropo
sed
is n
ot ju
st a
sim
ple
reso
urce
unit,
but r
athe
r an
atte
mpt
to e
xpan
d a
roug
hly
sket
ched
are
a of
lang
uage
and
cul-
ture
for
adv
ance
d fo
reig
n la
ngua
ge le
arni
ng. T
his
reso
urce
-tea
chin
g un
it w
illhe
lp w
iden
the
stud
ents
lang
uage
lear
ning
, pro
vide
for
the
use
of la
ngua
gein
vary
ing
way
s an
d fo
r m
ore
indi
vidu
aliz
ed le
arni
ng a
nd te
achi
ng a
t the
ad-
vanc
ed le
vels
.T
he f
ollo
win
g sa
mpl
e un
it is
con
stru
cted
to c
orre
late
with
Cha
pter
VI
ofD
oste
rt's
Le
Fran
cais
, Cou
rs M
oyer
s C
ivili
satio
na
The
uni
t out
line
will
be
as f
ollo
ws:
Uni
t Titl
eU
nit O
bjec
tives
Mat
eria
ls B
iblio
grap
hy
'Bru
ce: M
ilwau
kee,
196
1
Sugg
estio
ns f
or U
se o
f th
e M
ater
ials
Eva
luat
ion
The
out
line,
con
tent
s, s
ugge
sted
teac
hing
mat
eria
ls a
nd te
chni
ques
are
by
no m
eans
def
initi
ve.
Thi
s un
it is
inte
nded
to b
e on
ly s
ugge
stiv
e of
the
lear
ning
poss
ibili
ties
cultu
ral u
nits
can
pro
vide
for
adv
ance
dfo
reig
n la
ngua
ge c
lass
esin
our
sec
onda
ry s
choo
ls.
CU
LT
UR
AL
UN
ITC
UL
TU
RA
L D
IFFE
RE
NC
ES
BE
TW
EE
N C
ITY
AN
DC
OU
NT
RY
IN
FRA
NC
E, O
R P
AR
IS E
T L
A P
RO
VIN
CE
A. O
bjec
tives
1. T
o he
lp s
tude
nts
unde
rsta
nd th
e in
form
alan
d th
e fo
rmal
asp
ects
of
Fren
ch li
fe.
2. T
o he
lp s
tude
nts
real
ize
the
sign
ific
ance
of P
aris
as
exem
plar
y of
an
impo
rtan
t met
ropo
litan
cen
ter,
impo
rtan
t not
onl
yfo
r ar
t, m
usic
, scu
lp-
ture
, and
lite
ratu
re, b
ut a
lso
for
polit
ics,
eco
nom
ics,
gov
ernm
ent,
law
,sp
orts
, mili
tary
life
, and
rel
igio
us li
fe. I
not
her
wor
ds, t
o he
lp s
tude
nts
real
ize
that
Par
is is
, in
a se
nse,
une
mic
roco
sms
de la
civ
ilisa
tion
fran
-ga
ise.
3. T
o he
lp s
tude
nts
real
ize
the
impo
rtan
ceof
the
prov
ince
s fo
r a
com
plet
eim
age
of F
ranc
e, in
clud
ing
not o
nly
prov
inci
al c
ontr
ibut
ions
to F
renc
hec
onom
y, a
gric
ultu
re,
polit
ics,
bus
ines
s, a
nd m
ore
info
rmal
asp
ects
ofits
cul
ture
, but
als
o co
ntri
butio
ns to
Fren
ch c
ultu
re o
f a
mor
e fo
rmal
natu
re.
4. T
o he
lp s
tude
nts
avoi
d m
akin
gge
nera
lizat
ions
abo
ut e
ither
the
Fren
chci
ty d
wel
ler
or th
e Fr
ench
pea
sant
that
wou
ld te
nd to
ste
reot
ype
them
.5.
To
help
stu
dent
s pe
rfec
t the
fou
r la
ngua
gesk
ills
by p
rovi
ding
them
with
orga
nize
d ta
sks
espe
cial
ly d
esig
ned
with
this
goa
l in
min
d.
B. M
ater
ials
Bib
liogr
aphy
1. P
erio
dica
l Lite
ratu
reL
a Pr
ovin
ceB
lanc
, And
re"N
ouve
au v
isag
e de
la c
ampa
gne
fran
cais
e"L
e Fr
anca
is d
ans
le M
onde
, Num
ero
17Ju
in 1
963;
pp.
12-
15
Buo
vo lo
, Hug
ette
"Evo
lutio
n de
l'ag
ricu
lture
fra
ngai
se"
Le
Fran
gair
dan
s le
Mon
de,N
umer
o 17
Juin
196
3: p
p. 3
7-40
Dup
lex,
J. e
t H. M
endr
as"V
isag
e du
pay
san
fran
gais
"L
e Fr
anca
is d
ans
le M
onde
,Num
ero
7Fe
vrie
r-M
ars
1962
; pp.
43-
48
Men
dras
, Hen
ri"L
e pa
ysan
fra
ngai
s"L
e Fr
anca
is d
ons
le M
onde
,N
umer
o 7
Fevr
ier-
Mar
s 19
62; p
p. 2
-610
2
Pari
sC
heva
lier,
Lou
is"P
aris
, XX
le s
iècl
e"L
e Fr
anca
is d
ans
le M
onde
, Num
ero
22Ja
nvie
r 19
64, p
p. 4
-8
Gal
ilee,
Pie
rre
et A
ndre
Reb
oulle
t"G
uide
ped
agog
ique
de
Pari
s"L
e Fr
anca
is d
ans
le M
onde
, Num
ero
15M
ars
1963
; pp.
44-
48
Go
lea,
Ant
oine
"Par
is, h
z:rc
eau
de la
mus
ique
con
tem
pora
ine"
Le
Fran
cais
dan
s le
Mon
de, N
umer
o 5
Dec
embr
e 19
61; p
p. 1
2-15
Han
otea
u, G
uilla
ume
"Dec
idem
ent l
es A
mer
ican
s on
t, de
Par
is, u
nevi
sion
extr
avag
ante
"Pa
ris
Mat
ch, N
umer
o 69
2L
e 14
Jui
llet 1
962;
pp.
96-
97
Mic
haud
, Guy
"Par
is, m
icro
cosm
e de
civ
ilisa
tion"
Le
Fran
cais
dan
s le
Mon
de, N
umer
o1
Mai
196
1; p
p. 1
6-21
Mic
haud
, Guy
"Pou
r ab
orde
r Pa
ris"
Le
Fran
cais
dan
s le
Mon
de,N
umer
o 1
Mai
196
1; p
p 44
-48
2. B
ooks
Bla
ncpa
in, M
arc
et P
ierr
e C
lara
cL
a Fr
ance
d'A
ujou
rd'h
ui. .
Lib
rair
ie H
atie
r: P
aris
1961
; 319
pp.
Art
icle
s in
: (1)
Bar
din,
Jea
n-Pa
ul"L
'agr
icul
ture
fra
ngai
se"
pp. 1
90-1
98Fe
rri,
And
re"P
aris
"pp
. 43-
56Fe
rri,
And
re"L
a vi
e pr
ovin
cial
e"pp
. 56-
57
(2)
(3)
Rom
ains
, Jul
esPo
rtra
it de
Par
isL
ibra
irie
Aca
dem
ique
Per
rin:
Par
is19
51; 3
18 p
p.(A
col
lect
ion
of e
ssay
s on
dif
fere
nt a
spec
tsof
Par
is)
3. L
itera
ture
La
Prov
ince
Pari
s
Che
vrie
r, R
aym
ond
Ter
res
et V
isag
es d
e Fr
ance
Edi
tions
Nic
olau
s: P
aris
1949
; 157
pp.
(A c
olle
ctio
n of
lite
rary
text
s co
ncer
ning
diff
eren
tpa
rts
of th
e co
untr
y)
Gen
drot
, F. e
t F. M
. Eus
tach
eA
uteu
rs f
ranc
ais,
Cla
sse
de 5
eL
ibra
irie
Hac
hette
: Par
is19
52: 3
77 p
p.Se
lect
ions
1. "
Cha
teau
x de
Loi
re,"
(po
eme)
, Ch.
Pegu
y, p
. 42
2. "
Pass
age
lorr
aine
," M
. Bar
res,
p.
453.
"Su
r la
rou
te d
e l'I
le-G
rand
e,"
(pof
me)
,C
h. le
Gof
fic,
p. 5
34.
"L
a ch
anso
n du
ven
t," (
poem
e), F
.Fab
ie, p
. 61
5. "
Les
ber
gere
de
la m
onta
gne,
"Jo
seph
de
Pesq
uido
ux,
p. 6
5
Gen
drot
, F. e
t F. M
. Eus
tach
eA
uteu
rs F
ranc
ais,
Cla
sse
de 6
eL
ibra
irie
Hac
hette
: Par
is19
51; 5
78 p
p.Se
lect
ions
1. "
La
petit
e vi
le,"
(po
eme)
, Cou
ntes
s de
Noa
illes
, p. 1
662.
"U
ne v
ile d
e Pr
ovin
ce,"
H. d
e B
alza
c, p
.16
9
Stoc
k, D
ora
and
Mar
ie S
tock
Rec
ueil
de L
ectu
res
D. C
. Hea
th a
nd C
ompa
ny: B
osto
n19
50; 2
40 p
pSe
lect
ions
:"L
e se
cret
de
Mai
tre
Cor
nille
,"A
. Dau
det,
p. 5
9
Bla
ncpa
in, M
. et C
. de
Lig
nac
De
Pass
y au
Per
e L
acha
ise
Lib
rair
ie H
atie
r: P
aris
1962
(A c
olle
ctio
n of
lite
rary
text
s de
alin
gw
ithdi
ffer
ent a
spec
ts o
f Pa
ris)
Fran
tel,
Max
Pari
s a
Deu
x M
ille
Ans
Les
Cah
iers
d'A
rt d
e d'
Am
itie:
Par
is19
49; 2
04 p
p.(A
col
lect
ion
of te
xts
from
mod
emau
thor
s ab
out
Pari
s; p
oetr
y as
wel
l as
pros
e)10
3
Gen
drot
, F. e
t F. M
. Eus
tach
eA
uteu
rs F
ranc
ais,
Cla
sse
de 6
eL
ibra
irie
Hac
hette
; Par
is19
51; 3
78 p
p.Se
lect
ions
1. "
Les
em
barr
as d
e Pa
ris"
(poe
me)
,B
oile
au, p
. 154
2. "
Pari
s,"
A. F
ranc
e, p
. 158
3. "
Nui
t de
Pari
s,"
(poe
me)
, A.S
amai
n, p
. 162
4. F
ilms
La
Prov
ince
Pari
s
Fran
ce A
ctue
lle: L
e pa
ys e
t ses
habi
tant
s. 1
ree
l. A
udio
-V
isua
l Ext
ensi
on S
ervi
ce, U
nive
rsity
of M
inne
sota
, Min
ne-
apol
is 1
4
Her
e is
Fra
nce
Tod
ayfr
om th
e w
heat
fiel
ds o
f N
orm
andy
to th
e st
eel m
ills
of N
ancy
.St
eel w
orke
rs, g
rape
gro
wer
s,fi
sher
men
, and
the
truc
k ga
rden
ers
are
all h
ere
to g
ive
mea
n-in
g to
the
stud
y of
the
Fren
ch la
ngua
ge.
Fren
ch F
arm
Fam
ily11
h re
els,
col
or.
Purp
oses
of
the
film
: To
show
life
on
aty
pica
l Fre
nch
farm
.T
o de
velo
p a
bette
r un
ders
tand
ing
of r
ural
Fra
nce
toda
y. T
oill
ustr
ate
how
the
Com
mon
Mar
ket
Org
aniz
atio
.i is
bri
ngin
gch
ange
s to
Fre
nch
agri
cultu
re. T
osh
ow tr
ends
in F
renc
h lif
ew
hich
par
alle
l tho
se in
the
Uni
ted
Stat
es, s
uch
as th
e m
ove-
men
t fro
m f
arm
s to
citi
es, t
hesp
ecia
lizat
ion
of a
gric
ultu
re,
and
the
mec
hani
zatio
n of
far
min
gm
etho
ds. W
e vi
sit w
ithM
iche
l Dur
and
and
his
peop
le a
ndob
serv
e hi
s ac
tiviti
es a
ndda
ily w
ork.
La
Vie
dan
s un
e Fe
rme
Fran
cais
e1
reel
Vis
iting
the
Duv
al f
amily
rev
eals
man
yas
pect
s of
Fre
nch
farm
life
sim
ilar
to th
ose
in o
ur o
wn
coun
try.
We
see
the
daily
act
iviti
es o
n th
e fa
rm a
nd th
evi
llage
hom
e lif
e uo
ien
the
farm
ers
com
pare
pro
blem
s an
dco
ntri
bute
to th
e co
m-
mun
ity.
Pari
s (E
nglis
h la
ngua
ge)
1 re
elT
his
film
pro
vide
s an
acc
urat
e an
din
tere
stin
g in
trod
uctio
nto
Fra
nce'
s be
st k
now
n an
dbe
st lo
ved
city
, giv
ing
a fe
elin
gof
the
city
and
the
peop
le w
how
ork
in it
.
Pari
s a
mon
Coe
urA
tour
of
Pari
s w
ith n
arra
tion
inth
e Fr
ench
lang
uage
by
both
a m
ale
and
fem
ale
narr
ator
.
Pari
s: T
he C
ity a
nd th
e Pe
ople
Eng
lish
lang
uage
.A
dia
logu
e be
twee
n a
visi
ting
Am
eric
anan
d a
Pari
sien
pio
vide
s th
e fr
amew
ork
for
a vi
sual
tour
of a
fam
ous
city
. We
see
how
a c
ombi
natio
nof
Fre
nch
cultu
re, i
ndus
tria
l pro
gres
san
d ec
onom
ic g
row
th h
as m
ade
Pari
sin
to a
gre
at c
apita
l.
5. F
ilmst
rips
, Pho
togr
aphs
, Pos
ters
,and
Slid
esFi
lmst
rips
La
Prov
ince G
olds
mith
's M
usic
Sho
pL
angu
age
Dzp
artr
uent
401
W. 4
2nd
Stre
etN
ew Y
oik,
100
361.
Als
ace
# 45
06C
27 F
ram
es w
ith te
xtG
eogr
aphi
e ph
ysiq
ue e
t eco
nom
ique
. Le
Rhi
n2.
Le
Lan
gued
oc #
452
6C 2
9 Fr
ames
with
text
Le
pays
. La
vign
e. L
a po
pula
tion
3. L
a vi
e en
Cam
argu
e #
1594
('30
Fra
mes
with
text
Veg
etat
ions
et p
aysa
ges
typi
ques
Pari
sG
olds
mith
's M
usic
Sho
pL
angu
age
Dep
artm
ent
401
W. 4
2nd
Stre
etN
ew Y
ork,
N. Y
. 100
361.
Par
is #
1524
C 3
4 Fr
ames
with
text
La
vie
a Pa
ris.
Log
emen
t. R
evita
illem
ent.
Cir
cula
tion.
Par
is, C
acita
le2.
Par
is#4
514C
29
Fram
es w
ith te
xtA
spec
ts a
dmin
: tra
tif, p
oliti
que
et e
cono
miq
uede
la c
apita
le3.
Par
is I
: Mon
umen
ts #
160
1C 2
3Fr
ames
with
text
Arc
de
Tri
omph
e, C
arro
usse
l, C
onci
erge
rie,
Hot
el d
e L
ille,
and
oth
ers
4. P
aris
II:
Mus
ees
#160
2C 2
3Fr
ames
with
text
Le
Lou
vre
et s
es c
hefs
-d'o
euvr
es. C
luny
.Pet
it Pa
lais
5. P
aris
III
: Egl
ises
#160
3C 2
7 Fr
ames
with
text
Sain
t-G
erm
an d
es P
res.
Sai
nt D
enis
. Sai
nte-
Cha
pelle
.N
otre
-Dam
e, o
ther
sFi
lms
fixe
s de
Par
is34
vue
s en
cou
leur
Pari
sE
dits
Film
s9
Ave
nue
Fran
klin
Roo
seve
ltN
° 15
23
Phot
ogra
phs
Pari
s
Post
ers
1 A
lbum
, 12
plan
ches
phot
ogra
phiq
ues
N°
45-1
6L
a IX
cum
enta
tion
Fran
gais
e16
rue
Lor
d B
yron
Pari
s, X
VI
1. A
ir F
ranc
e68
5 Fi
fth
Ave
.,N
ew Y
ork
2210
4
Slid
es
2. A
mba
ssad
e de
Fra
nce
972
Fift
h A
ve.,
New
Yor
k 21
3. F
renc
h L
ine
610
Fift
h A
ve.,
New
Yor
k 20
4. F
renc
h N
atio
nal R
ailr
oads
610
Fift
h A
ve.,
New
Yor
k 20
5. S
ervi
ces
Off
icia
ls F
ranc
ais
duT
ouri
sme
Inis
tere
des
Tra
vaux
Pub
lics,
des
Tra
nspo
rts
et d
uT
ouri
sme
La
Mai
son
Fran
gais
e61
0 Fi
fth
Ave
.,N
ew Y
ork
20
Slid
es f
or b
oth
aspe
cts
of th
is u
nit
1. B
orgl
um, G
eorg
e, J
acqu
es S
alva
n, a
ndT
heod
ore
Mue
ller
Imag
es d
e Fr
ance
Col
lege
of
Edu
catio
n: W
ayne
Sta
te U
nive
rsity
1960
Uni
ts 1
9 M
onum
ents
de
Pari
s20
Par
is Q
uotid
ien
21 P
aris
Quo
tidie
n26
La
Fran
ce a
u T
rava
il: l'
Agr
icul
ture
Uni
ts 7
-18
deal
with
the
Prov
ince
s2.
Edi
tions
Film
ees
15 r
ue d
'Arg
ente
uil
Pari
s Pr
6. S
ongs
La
Prov
ince
Pari
s
Gol
dsm
ith's
Mus
ic S
hop
Lan
guag
e D
epar
tmen
t40
1 W
est 4
2nd
Stre
etN
ew Y
ork,
100
361.
Geo
rges
Bri
quet
et L
a C
hora
le d
e M
aiL
a T
our
de N
otre
Fra
nce
OSX
185
(1-
12"
LP
reco
rd)
$595
Fren
ch B
road
cast
ing
Syst
em P
rogr
amSo
ngs
of O
ld F
ranc
e: P
aris
A p
rogr
am r
ecor
ded
from
KW
FM, M
inne
apol
is,M
inne
sota
Gol
dsm
ith's
Mus
ic S
hop
Lan
guag
e D
epar
tmen
t1.
Jac
quel
ine
Fran
cais
eW
L 1
78w
ith te
xt.
$4.9
82.
Pat
acho
uW
L 1
66w
ith te
xt.
$4.9
8
7. M
aps
and
Gui
des
Pari
s an
d G
ener
alL
e Pl
an M
onum
enta
l de
Pari
sE
ditio
ns T
arri
de: P
aris
Gui
des
Mic
helin
Serv
ices
de
Tou
riun
e M
iche
lin: P
aris
Lac
rete
lle, J
acqu
es d
ePa
ris,
Les
Alb
ums
de G
uide
s B
leus
Lib
rair
ie H
ache
tte: P
aris
1958
; 173
pp.
8. R
efer
ence
Mat
eria
lsB
arro
ux, R
ober
tPa
ris,
Des
Ori
gine
s a
Nos
lour
sPa
yot:
Pari
s19
51; 2
50 p
p.
Cal
vet,
Hen
riL
a So
ciet
e Fr
anga
ise
Con
tem
pora
ine
Fern
and
Nat
han:
Par
is19
56; 3
80 p
p.
Dos
tert
, Leo
nL
e Fr
anca
is, C
ours
Moy
en: C
ivili
satio
nB
ruce
: Milw
auke
e19
62; 3
26 p
p.
Laf
on, F
ranc
is"L
'Exp
licat
ion
de te
xtes
fra
ngai
s"-1
1 Fr
anca
is d
ans
Le
Mon
de, N
umer
o 3
Aof
it-Se
ptem
bre
1961
, pp.
43-
45
Mau
rois
, And
rePa
ris
Fern
and
Nat
han:
Par
is19
51; 1
88 p
p.
Met
raux
, Rho
da a
nd M
arga
ret M
ead
The
mes
in F
renc
h C
ultu
reT
he H
oove
r In
stitu
te a
nd L
ibra
ry o
n W
ar,R
evol
utio
nan
d Pe
ace
Stan
ford
U P
ress
:19
54; 1
20 p
p.
"Num
ero
Spec
ial s
ur l'
Ens
eign
emen
t de
la C
ivili
satio
nFr
anga
ise"
Le
Fran
cais
dan
s le
Mon
de, N
umer
o 16
Avr
il-M
ai 1
963;
pp.
1-5
6
Pint
hon,
Jea
n"S
ugge
stio
ns p
our
l'exp
licat
ion
de te
xtes
"L
a Fr
anca
is d
ans
le M
onde
, Num
ero
8A
vril
1962
, pp.
36-
4010
5
Poug
et, P
.L
'Exp
licat
ion
Fran
gais
eL
ibra
irie
Hac
hette
: Par
is
Rav
al, M
arce
lH
isto
ire
de P
aris
Col
lect
ion:
Que
sai
s-je
?Pr
esse
s U
nive
rsita
ires
de
Fran
ce: P
aris
1953
; 125
pp.
Wyl
ie, L
aure
nce
and
Arm
and
Beg
ueV
illag
e en
Vau
clus
eH
ough
ton
Mif
flin
Com
pany
: Bos
ton
1947
; 222
pp.
Sugg
estio
ns f
or th
e U
se o
f th
e M
ater
ials
Dev
elop
men
tal A
ctiv
ities
The
dev
elop
men
tal a
ctiv
ities
will
em
phas
ize
prim
arily
the
pass
ive
lang
uage
skill
s. T
his
does
not
mea
n th
at th
e ac
tive
lang
uage
ski
lls a
re to
be
igno
red.
Itm
eans
that
at t
his
poin
t the
y ar
e of
less
erim
port
ance
bec
ause
of
the
need
for
the
stud
ents
to g
athe
r in
form
atio
n. I
n th
e cu
lmin
atin
g ac
tiviti
es th
e st
ud n
tw
ill p
rim
arily
use
the
activ
e la
ngua
ge s
kills
of
spea
king
and
wri
ting.
Her
e th
epa
ssiv
e sk
ills
will
rec
eive
less
atte
ntio
n.1.
The
stu
dent
s w
ill b
e fi
rst i
ntro
duce
d to
the
them
e of
the
unit
by r
eadi
ngth
e se
lect
ion
entit
led
"Par
is e
t la
Prov
ince
" in
the
Dos
tert
text
. Thi
s te
xt, a
l-th
ough
ver
y su
perf
icia
l, at
tem
pts
to p
oint
out
the
cont
rast
s be
twee
n ur
ban
and
extr
a-ur
ban
life.
Bec
ause
this
text
is li
mite
d in
dep
th, s
tude
nts
will
rea
d th
efo
llow
ing
artic
les
to a
chie
ve a
mor
e co
mpl
ete
unde
rsta
ndin
g of
the
topi
c.B
lanc
: "N
ouve
au v
isag
e de
la c
ampa
gne
fran
cais
e"M
icha
ud: "
Pari
s, m
icro
cosm
e de
civ
ilisa
tion"
The
se te
xts
will
be
reco
rded
so
that
the
stud
ents
can
list
en to
them
eith
er b
e-fo
re r
eadi
ng, w
hile
rea
ding
, or
afte
r ha
ving
rea
d th
em. T
he te
ache
rw
ill a
lso
crea
te s
tudy
que
stio
ns in
Fre
nch
that
co
.,:en
trat
e on
the
com
pari
sons
and
cont
rast
s of
the
two
way
s of
life
. The
se q
uest
ions
will
be u
sed
as a
mea
ns to
stim
ulat
e cl
ass
disc
ussi
on a
bout
the
topi
c in
Fre
nch.
2. T
he s
econ
d m
eans
of
help
ing
stud
ents
und
erst
and
the
cont
rast
bet
wee
nci
ty a
nd c
ount
ry is
to p
rese
nt th
e to
pic
in v
isua
l for
m, e
ither
thro
ugh
film
sor
slid
es. E
ither
the
Gol
dsm
ithM
usic
Sho
p fi
lmst
rip
seri
es o
r th
e W
ayne
Sta
tesl
ides
are
sui
tabl
e fo
r th
is p
urpo
se. T
hese
mat
eria
ls p
rese
nt th
e vi
sual
imag
ean
d at
the
sam
e tim
e co
mm
ent u
pon
it Fr
om a
pre
pare
d te
xt w
hich
is r
ecor
ded
on ta
pe a
nd p
aper
for
fur
ther
stud
ent s
tudy
. Her
e to
o, s
tudy
hel
ps in
Fre
nch
are
com
pose
d by
the
teac
her
and
are
dire
cted
tow
ard
both
indi
vidu
al s
tudy
and
clas
s di
scus
sion
.3.
The
thir
d de
velo
pmen
tal 4
:vity
wou
ld b
e a
join
t cla
ss e
xam
inat
ion
ofth
e lit
erar
y te
xt o
n Pa
ris
in th
e ar
ticle
by
Mic
haud
, "Po
or a
bord
er P
aris
." T
hear
ticle
incl
udes
text
s by
Ana
tole
Fra
nce,
Pau
l Val
ery,
and
C. F
. Ram
uz. T
hete
ache
r w
ill b
rief
ly e
xpla
in w
ho th
ese
auth
ors
are
if th
e st
uden
ts a
re ig
nora
ntof
them
. He
will
als
o gu
ide
the
stud
ents
in a
sho
rt "
expl
icat
ion
de te
xte"
for
each
sel
ectio
n so
that
stu
dent
s w
ill h
ave
exam
ples
to f
ollo
w in
oth
er s
tage
sof
the
unit.
In o
rder
to b
ecom
e fa
mili
ar w
ith th
e "p
aysa
n fr
anca
is,"
his
env
iron
men
t,an
d w
hat p
eopl
e th
ink
of h
im, t
he te
ache
r w
ill e
xam
ine
with
the
stud
ents
,in
the
man
ner
desc
ribe
d ab
ove,
the
six
shor
t tex
ts th
at a
re f
ound
in th
e ar
ticle
by D
uple
x an
d M
endr
as, "
Vis
ages
du
pays
an f
rang
ais.
"T
hese
task
s w
ill g
ive
stud
ents
pra
ctic
e in
usi
ng a
t lea
st th
ree
skill
s: li
sten
ing,
spea
king
, and
rea
ding
.4.
As
a fi
nal a
ctiv
ity a
t thi
s st
age
of th
e un
it, th
e te
ache
r an
d st
uden
ts s
umup
the
diff
eren
ces
and
sim
ilari
ties
betw
een
the
city
and
the
coun
try.
Sta
te-
men
ts s
houl
d be
mad
e in
a c
oncr
ete
form
so
that
stu
dent
s w
ill b
e ab
le to
take
note
s fr
om th
is d
iscu
ssio
n. T
hey
will
then
be
aske
d to
pre
sent
thei
r no
tes
from
this
sec
tion
of th
e un
it as
an
orga
nise
d w
ritin
g ex
erci
se. T
his
activ
ity w
ill h
elp
the
stud
ents
org
aniz
e, d
iges
t, an
d sy
nthe
size
the
alre
ady
disc
usse
d m
ater
ials
.It
will
als
o pr
epar
e th
em f
or th
e m
ore
indi
vidu
al w
ork
they
will
be
doin
g la
ter.
Las
tly,
itw
ill g
ive
the
stud
ents
a s
omew
hat l
oose
ly c
ontr
olle
d w
ritin
gop
port
unity
.5.
The
teac
her
may
wan
t to
teac
h a
coup
le s
ongs
, one
fro
m th
e "P
aris
"gr
oup
and
the
othe
r fr
om th
e "P
rovi
nce"
gro
up a
s a
kind
of
brea
k fr
om s
ome
of th
e w
ork
sugg
este
d ab
ove.
And
it is
ass
umed
that
the
teac
her
has
mad
e an
atte
mpt
to s
urro
und
the
stud
ents
in c
lass
with
pic
ture
s, p
oste
rs, a
nd d
raw
ings
of b
oth
coun
try
and
city
life
. Bul
letin
boa
rds
and
pict
ures
hun
g on
the
wal
lsor
oth
er k
inds
of
disp
lays
hel
p se
rve
this
pur
pose
.
Cui
min
atin
g A
ctiv
ities
In th
is s
tage
of
the
unit
the
stud
ents
will
be
wor
king
on
thei
r ow
n an
d in
grou
ps f
or c
erta
in p
roje
cts.
The
se p
roje
cts
follo
w n
o sp
ecif
ic o
rder
, but
they
shou
ld r
efle
ct s
ome
of th
e w
ork
done
dur
ing
the
initi
atin
g ac
tiviti
es.
1. T
he c
lass
is d
ivid
ed in
to f
our
grou
ps. E
ach
grou
p is
giv
en a
n ar
ticle
tore
ad. T
hese
fou
r ar
ticle
s ar
e as
fol
low
s:H
anot
eau:
"D
ecid
emen
t les
Am
eric
ains
ont
, de
Pari
s, u
ne v
isio
nex
trav
agan
t"C
heva
lier:
"Pa
ris,
XX
Ie s
iècl
e"Fe
rre:
"L
a vi
e pr
ovin
cial
e"M
endr
as: "
Le
pays
an f
ranc
ais"
Aft
er th
e ar
ticle
s ha
ve b
een
thor
ough
ly r
ead,
the
stud
ents
in e
ach
grou
p ar
ere
ques
ted
to w
rite
toge
ther
a s
hort
ski
t for
pre
sent
atio
n. T
his
skit
repr
esen
tsso
me
aspe
ct o
f th
e re
adin
g th
at is
impo
rtiu
i or
outs
tand
ing.
The
teac
her
mak
essu
re th
at th
e la
ngua
ge u
sed
is a
ppro
pria
tean
d co
rrec
t bef
ore
the
skit
is p
re-
sent
ed to
the
zias
s.2.
Eac
h in
divi
dual
stu
dent
is g
iven
a li
tera
ry s
elec
tion
to r
ead.
Aft
er h
e ha
sre
ad th
is s
elec
tion,
he
prep
ares
, on
the
mod
el o
f th
e on
e in
the
initi
atin
g ac
ti-vi
ties,
a s
hort
"ex
plic
atio
n de
text
e" w
hich
he
will
als
o gi
ve o
rally
to h
is c
lass
-m
ates
. Thi
s "e
xplic
atio
n de
text
e" is
car
eful
ly c
heck
ed b
y th
e te
ache
r be
fore
the
stud
ent g
ives
it w
ithou
t not
es. T
he s
tude
nt is
aw
are
that
, in
its o
ral f
orm
as w
ell a
s in
its
wri
tten
form
,th
is e
xplic
atio
n ca
nnot
be
long
. Ora
lly it
is li
m-
ited
to f
ive
or s
even
min
utes
.W
hile
the
stud
ent g
ives
his
exp
licat
ion,
the
othe
r st
uden
ts a
re n
ot id
le. T
hey
mus
t lis
ten
care
fully
to f
ind
out h
ow th
is li
tera
ry s
elec
tion
fits
into
the
gene
ral
them
e. T
his
kind
of
ques
tion
will
be
aske
d in
the
shor
t dis
cuss
ion
that
fol
low
sea
ch e
xplic
atio
n.3.
The
teac
her
crea
tes
situ
atio
ns b
y dr
awin
g on
the
read
ings
in th
e in
i-
106
tiatin
g ac
tiviti
es o
r by
usi
ng s
ome
of th
e ot
her
sugg
este
d su
pple
men
tary
ma-
teri
als.
A c
oupl
e of
exa
mpl
es o
f th
is k
ind
of d
evic
e fo
llow
:"V
ous
&es
par
sier
.(ne
). V
ous
sort
ex d
u m
etro
au
Bou
leva
rd S
t.M
iche
l. U
n je
une
hom
me
de la
cam
pagn
c vo
us r
enco
ntre
. Il v
eut
alle
r au
Boi
s de
Bw
logn
e. V
ous
alle
z lu
i dir
e co
mm
ent i
t peu
t yar
rive
r."
or"V
ous
etes
pay
san(
ne].
Un
pari
sien
, un
de v
os p
aren
ts,
vien
t vou
s re
ndre
vis
ite. I
l aim
e le
vin
que
vou
s fa
ites.
Il v
eut s
avoi
rpo
urqu
oi le
yin
est
si i
mpo
rtan
t aux
pay
sans
. Vou
s al
lez
lui e
x-pl
ique
r po
urqu
oi."
The
teac
her
shou
ld c
reat
e a
wid
e se
lect
ion
of s
ituat
ions
so
that
the
stud
ents
have
som
e ch
oice
. Stu
dent
s ch
oose
thei
r to
pics
or
situ
atio
ns a
t lea
st tw
o da
ysin
adv
ance
of
the
pres
enta
tion.
The
y ar
e as
sign
ed to
wor
k in
gro
ups
of tw
o.St
uder
s k
no v
they
may
not
wri
te a
nyth
ing
in p
repa
ring
for
thei
r pr
esen
ta-
tion
and
mus
t the
refo
re d
o ca
refu
l ora
l pla
nnin
g.4.
Ano
ther
wor
thw
hile
gro
up a
ctiv
ity is
the
dram
atiz
atio
n of
a s
hort
sto
ry.
The
who
le c
lass
is d
ivid
ed in
to tw
o gr
oups
, one
gro
up c
hoos
ing
a st
ory
repr
e-se
ntin
g so
me
aspe
ct o
f Pa
ris
and
the
othe
r an
asp
ect o
f th
e co
untr
y. O
ne e
x-am
ple
that
is a
ppro
pria
te f
or th
e co
untr
y is
the
stor
y of
Alp
hons
e D
aude
t, en
-tit
led
"1..z
. sec
ret d
e M
aitr
e C
orni
lle."
The
stu
dent
s ad
apt t
he s
tory
for
pre
sen-
tatio
n. T
he m
emor
izat
ion
of th
e pa
rts
for
the
"pla
y" a
nd th
e ac
tual
per
form
-an
ce o
f it
give
s th
e st
uden
ts th
orou
gh p
ract
ice
spea
king
in a
cer
tain
con
text
.E
ven
thou
gh th
is c
onte
xt a
nd it
s la
ngua
ge a
re v
ery
care
fully
con
trol
led,
the
stud
ent i
s pr
ovid
ed w
ith a
n op
port
unity
to c
omm
unic
ate
in F
renc
h, th
ereb
yal
low
ing
him
to k
eep
his
liste
ning
and
spe
akin
g sk
ills
curr
ent.
Follo
win
g th
epe
rfor
man
ce o
f th
e sh
ort s
tory
, the
stu
dent
s w
ho p
laye
d ro
les
in th
e pl
ay a
sk,
in F
renc
h, q
uest
ions
of
the
othe
r cl
ass
mem
bers
abo
ut th
e ch
arac
ters
they
rep
rese
nted
.5.
For
thos
e st
uden
ts w
ho f
inis
h al
l the
uni
t req
uire
men
ts b
efor
e th
e et
hers
,th
e te
ache
r pr
ovid
es s
ome
long
er li
tera
ry s
elec
tions
. It i
s no
t nec
essa
ry f
or s
tu-
dent
s to
rea
d en
tire
nove
ls, b
ut th
ey c
an r
ead
the
Ext
raits
of
thes
e w
orks
. Stu
-de
ns c
ould
rea
d no
vels
by
Geo
rge
Sand
or
wor
ks b
y C
harl
es P
eguy
to g
etm
ore
dept
h in
the
liter
ary
man
ifes
tatio
ns o
f th
e "c
ount
ry."
Jul
es R
omai
ns is
a po
ssib
le c
hoic
e as
aut
hor
for
the
urba
n as
pect
s of
the
them
e. T
hese
aut
hors
are
by n
o m
eans
the
only
one
s th
at m
ight
be
sugg
este
d. T
he w
orks
cho
sen
byth
e st
uden
ts a
re g
iven
to th
em w
ithou
t any
def
inite
ass
ignm
ent.
Thi
s ph
ase
ofth
e un
it is
a c
ompl
etel
y op
en-e
nded
aff
air,
a k
ind
of e
xtra
ince
ntiv
e fo
r th
ose
stud
ents
who
are
esp
ecia
lly c
apab
le. B
ut o
nce
a st
uden
t has
sel
ecte
d a
wor
kof
this
kin
d, h
e m
ust r
ead
it co
mpl
etel
y. T
he te
ache
r w
ill s
ched
ule
a sh
ort,
info
rmal
inte
rvie
w to
dis
cuss
the
gene
ral n
atur
e of
the
wor
k w
hen
the
stud
ent
is r
eady
.6.
As
a fi
nal a
ctiv
ity, a
ll st
uden
ts a
re e
xpec
ted
to w
rite
a 2
50 w
ord
com
po-
sitio
n w
here
in th
ey a
ttem
pt to
poi
nt o
ut w
hat t
hey
feel
are
the
cont
rast
s an
dco
mpa
riso
ns b
ewee
n ci
ty a
nd c
ount
ry. T
hey
may
use
the
artic
le "
Pari
s" b
yA
ndre
Fer
re a
nd th
e bo
ok V
illag
e en
Vau
clus
e by
Wyl
ie, C
hapt
er I
,"P
eyra
ne e
t ses
env
iron
s" a
s ba
ckgr
ound
mat
eria
l. T
his
com
posi
tion
can
take
man
y fo
rms.
It m
ay b
e a
seri
ous
or h
umor
ous
essa
y, a
lette
r to
a f
rien
d or
rela
tive
sugg
estin
g co
mpa
riso
n an
d co
ntra
st o
f Fr
ench
city
and
cou
ntry
life
,a
desc
ript
ion,
or
any
othe
r re
ason
able
man
ifes
tatio
n of
com
posi
tion.
Thi
s ac
ti-vi
ty is
inte
nded
to b
ring
the
stud
ents
' exp
erie
nces
and
opi
nion
s of
this
uni
t to
a fi
nal,
form
al e
xpre
ssio
n.
Eva
luat
ion
Rea
ding
and
Lis
teni
ng1.
Con
stru
ct q
uizz
es to
che
ck th
e re
adin
g an
dlis
teni
ng o
f th
e tw
o ar
ticle
ssu
gges
ted
in d
evel
opm
enta
l act
ivity
#1
2. C
onst
ruct
qui
zzes
that
wou
ld te
st th
ein
form
atio
n im
part
ed in
dev
el-
opm
entE
R a
ctiv
ity #
2
Spea
king
and
Wri
ting
1. E
valu
ate
grou
p sk
its in
cul
min
atin
g ac
tivity
#12.
Eva
luat
e th
e sp
oken
for
m o
f th
e "e
xplic
atio
nde
text
e"3.
Eva
luat
e th
e si
tuat
iona
l pre
sent
atio
n4.
Eva
luat
e th
e w
ritte
n fo
rm o
f th
e gr
oup
skits
in c
ulm
inat
ing
activ
ity #
15.
Eva
luat
e th
e w
ritte
n fo
rm o
f th
e "e
xplic
atio
n de
text
e"6.
Eva
luat
e th
e fi
nal c
ompo
sitio
n Cul
ture
Con
stru
ct a
fin
al u
nit t
est i
n Fr
ench
, whi
ch w
ould
prob
e th
e st
uden
ts'
awar
enes
s of
the
cont
rast
bet
wee
n co
untr
yan
d ci
ty li
fe, t
he c
ontr
ibut
ions
of
both
to th
e to
tal o
f Fr
ench
cul
ture
and
con
cept
s,Fr
ench
city
dw
elle
r an
d Fr
ench
peas
ant.
107
FIN
AL
RE
MA
RK
S
Thi
s un
it is
an
atte
mpt
to b
reak
aw
ay f
rom
asi
ngle
app
roac
h to
adv
ance
dfo
reig
n la
ngua
ge le
,..rn
ing,
nam
ely,
rea
ding
of
liter
atur
e, b
ecau
se th
e un
it in
-cl
udes
use
of
all t
he la
ngua
ge s
kills
, bes
ides
offe
ring
man
y di
ffer
ent v
arie
ties
of r
eadi
ng m
ater
ials
, cul
tura
l and
info
rmat
iona
l, as
wel
l as
liter
ary.
Thi
s ki
ndof
uni
t app
roac
h go
es b
eyon
d th
e on
e ta
ken
byth
e A
dvan
ced
Plac
emen
t Pro
-gr
am b
ecau
se it
dea
ls w
ith c
ultu
ral
them
es, t
here
by o
peni
ng u
p to
stu
dent
ex-
peri
ence
man
y di
ffer
ent a
spec
ts o
f la
ngua
ge a
nd c
ultu
rew
ithin
the
sing
lefo
reig
n la
ngua
ge a
rea.
The
com
plex
ity o
f m
an's
exi
sten
cedi
ctat
es th
e st
udy
of m
ore
than
one
man
ifes
tatio
n of
this
exi
sten
ce. I
t is
for
this
rea
son
that
the
unit
appr
oach
to a
dvan
ced
fore
ign
lang
uage
stu
dy s
tand
s on
firm
gro
und.
The
re m
ay b
e m
any
poss
ible
way
s of
org
aniz
ing
and
usin
g th
e ab
ove
mat
e-ri
als.
In
wri
ting
such
a u
nit,
it is
obv
ious
that
man
y el
emen
ts h
ave
been
left
out.
It is
impo
ssib
le to
mak
e ex
trem
ely
expl
icit
sugg
estio
ns f
or e
ach
step
of
the
way
. No
excu
ses
are
mad
e fo
r th
ose
tech
niqu
es, p
roce
dure
s, o
r m
ater
ials
whi
ch h
ave
been
om
itted
. Eac
h in
divi
dual
teac
her
mus
tbe
crea
tive
enou
gh to
adap
t suc
h su
gges
tions
to h
is o
wn
pers
onal
ity,k
now
ledg
e, te
achi
ng p
ract
ices
,an
d to
the
avai
labl
e m
ater
ials
.
z
APP
EN
DIX
B
Exp
erie
nced
teac
hers
kno
w th
at s
tude
nts
need
tole
arn
not o
nly
to s
tudy
but
how
to s
tudy
. The
fol
low
ing
thin
gs f
or th
e fo
reig
nla
ngua
ge le
arne
r ca
n be
re-
prod
uced
and
dis
trib
uted
to s
tude
nts
inor
der
to h
elp
them
bec
ome
bette
rle
arne
rs. L
angu
age
teac
hers
will
pro
babl
yw
ish
to g
o ov
er th
ese
poin
ts c
are-
fully
with
thei
r ne
w s
tude
nts
and
revi
ewth
em w
ith o
ther
s in
the
firs
t wee
k of
a sc
hool
yea
r.
STU
DY
HIN
TS
FOR
LE
AR
NIN
G A
SEC
ON
D L
AN
GU
AG
E*
We
wan
t you
to le
arn
your
mod
ern
lang
uage
as
effi
cien
tly a
nd a
s th
orou
ghly
as p
ossi
ble.
Lea
rnin
g a
seco
nd la
ngua
ge is
not
dif
ficu
lt. I
t is
easy
if y
ou g
oab
out i
t the
rig
ht w
ay. B
ut y
ou m
ust b
ew
illin
g to
do
som
e st
eady
wor
k fo
r a
few
min
utes
eac
h da
y. W
e ar
e of
feri
ngth
e fo
llow
ing
stud
y hi
nts
to h
elp
you
mak
e th
is e
asy
wor
k an
d fu
n.A
lang
uage
is a
set
of
habi
ts. O
ur o
wn
lang
uage
is a
set
of
habi
ts w
hich
we
acqu
ired
and
mas
tere
d ab
out t
he a
ge o
ffiv
e or
six
. We
had
to li
sten
to o
ther
peop
le e
ver
sinc
e ou
r bi
rth
and
in o
rder
toco
mm
unic
ate
we
copi
ed o
r im
i-ta
ted
wha
t the
peo
ple
arou
nd u
s sa
id. Y
oune
ed to
do
the
sam
e w
ith th
is s
econ
dla
ngua
ge o
f yo
urs.
1. Y
ou m
ust L
earn
to L
iste
n an
d Im
itate
We
are
no b
ette
r th
an c
hild
ren
at th
is s
tage
of th
e ga
me.
In
fact
, it's
wor
se,
sinc
e ou
r ow
n la
ngua
ge h
abits
kee
p ge
tting
inth
e w
ay.
2. Y
ou M
ust M
emor
ize
To
lear
n th
is s
et o
f ne
w h
abits
you
mus
tpra
ctic
e, p
ract
ice,
pra
ctic
e un
tilal
l the
set
s of
new
hab
its b
ecom
eau
tom
atic
res
pons
es. I
t's a
s si
mpl
ean
d as
har
das
that
!3.
Stu
dy O
ut L
oud
You
dou
ble
your
eff
icie
ncy
whe
n yo
uad
d au
dito
ry m
emor
y to
vis
ual
mem
ory.
You
qua
drup
le y
our
effi
cien
cy w
hen
you
add
mot
or m
emor
y.Y
our
frie
nds
will
thin
k yo
u cr
azy
whe
n th
ey s
ee y
ou m
umbl
ing
to y
our-
self
but
don
't pa
y an
y at
tent
ion
to th
em.T
hey
don'
t kno
w a
ny b
ette
r.A
dapt
ed f
or h
igh
scho
ol u
se f
rom
STU
DY
HIN
TS
FOR
LA
NG
UA
GE
ST
U-
DE
N .4
S b
y W
illia
m G
. Mou
lton,
Prof
esso
r of
Lin
guis
tics
at C
orne
ll U
nive
rsity
.4.
Div
ide
You
r M
ater
ials
into
Smal
l Uni
ts f
or M
emor
izat
ion,
The
nSt
ring
The
m T
oget
her
Div
ide
your
stu
dy ti
me
into
sm
allu
nits
of
fift
een
min
utes
. Do
som
e ot
her
wor
k. T
hen
go b
ack
to a
noth
erfi
ftee
n m
inut
es o
f w
ork.
Do
your
mod
ern
lang
uage
stu
dy ju
st b
efor
e yo
u go
tobe
d. W
hen
you
are
dres
sing
in th
em
orni
ng tr
y to
rem
embe
r an
d to
rep
eatw
hat y
ou le
arne
d th
e ni
ght b
efor
e.Y
ou w
ill b
e su
rpri
sed
at th
ere
sults
.5.
Mak
e Fu
ll U
se o
f Y
ourC
lass
Hou
rSt
uden
ts a
re u
sual
ly c
lass
ifie
d as
dum
b or
sm
art i
n a
lang
uage
cla
ss b
y
* D
evel
oped
by
Uni
vers
ity o
fM
inne
sota
Hig
h Sc
hool
.10
9
the
way
they
mak
e us
e of
thei
r cl
ass
time.
Thi
l dum
b on
es s
it ba
ck a
nddr
eam
, the
sm
artie
s pa
ck 5
5 m
inut
es o
f pr
actic
etim
e in
to e
ach
clas
s ho
ur.
Whe
n so
meo
ne is
rec
iting
they
are
doi
ng it
rig
ht a
long
with
him
.
Not
e: T
his
not f
or p
opul
ar c
onsu
mpt
ion,
but
we
know
that
stu
dent
sw
ho d
o th
is a
nd a
re a
lway
s al
ert c
an g
etth
roug
h so
lely
on
the
basi
s of
wha
t the
y le
arne
d du
ring
cla
ss h
ours
.6.
You
Can
not C
ram
in a
For
eign
Lan
guag
e C
lass
Fore
ign
lang
uage
stu
dy is
ste
ady,
day
by
day
wor
k. Y
ou c
anno
t cra
m f
ora
swim
min
g te
st.
You
do
not l
earn
hab
its a
nd s
kills
that
way
. Lan
guag
ele
arni
ng is
a c
umul
ativ
e pr
oces
s; y
ou b
uild
an
top
of w
hat y
ou d
id th
eda
y be
fore
.7.
You
Nee
d to
Thi
nkB
ecau
se y
ou a
re m
ore
mat
ure
than
whe
n yo
u w
ere
ach
ild le
arni
ng y
our
own
lang
uage
, you
hav
eth
e ad
vant
age
ol b
eing
abl
e to
ana
lyze
the
ma-
teri
als
you
are
mem
oriz
ing.
You
will
dis
cove
r,fo
r ex
ampl
e, th
e w
ay y
our
seco
nd la
ngua
ge c
hang
es e
ndin
gs. Y
ou w
ill s
tart
mak
ing
your
ow
n ob
ser-
vatio
ns a
nd r
ules
acc
ordi
ngly
. Thi
s ca
'a s
peed
up
your
lear
ning
pro
cess
cons
ider
ably
. But
the
only
use
for
this
"st
ruct
ural
anal
ysis
" is
to h
elp
you
imita
te m
ore
succ
essf
ully
.8.
Gue
ss I
ntel
ligen
tly W
hen
you
are
Lea
rnin
g to
Rea
d th
e Fo
reig
n L
angu
age
If y
ou a
re e
ver
goin
g to
rea
dqu
ickl
y an
d fo
r co
nten
t, fi
gure
out
wha
t aw
ord
mus
t mea
n be
caus
e of
the
cont
ext
in w
hich
it is
use
d.9.
Rep
eate
d R
eadi
ng is
Nec
essa
ryIf
you
are
goi
ng to
rem
embe
r th
em
eani
ng o
f w
ords
you
will
obv
ious
lyha
ve to
rea
d th
em m
ore
than
onc
e.L
et's
sup
pose
you
hav
e si
x pa
ges
tore
ad. O
n ea
ch p
age
ther
e ar
e te
nw
ords
you
do
not k
now
. If
you
read
the
six
page
s on
ce a
nd lo
ok u
p ea
ch o
fth
e 60
wor
ds, y
ou p
roba
bly
will
not
rem
embe
r m
ore
than
ten
of th
em.I
nste
ad o
f th
at, l
ook
up o
nly
30 a
ndm
ake
inte
llige
nt g
uess
es f
or th
e re
mai
ning
30. W
ith th
e tim
e yo
u ha
ve s
aved
rere
ad th
e si
x pa
ges
at le
ast t
wo
mor
etim
es, p
refe
rabl
y at
inte
rval
s of
sev
-er
al h
ours
. Thi
s is
the
way
you
may
be a
ble
to r
emem
ber
as m
any
as 2
5w
ords
out
of
the
30 w
ords
you
look
ed u
pan
d yo
u w
ill a
lso
have
a p
retty
good
idea
of
the
mea
ning
of
the
30 w
hich
you
did
not l
ook
up.
Scor
e: 2
5 ce
rtai
n an
d 30
pro
babl
e.T
hat's
a lo
t bet
ter
than
onl
y 10
cer
tain
.10
. Nev
er L
ook
up a
Wor
d in
the
Dic
tiona
ry U
ntil
You
hav
e R
ead
the
Con
-te
xt in
Whi
ch I
t Occ
urs
Ass
ume
you
have
rea
d th
roug
h a
para
grap
h be
fore
get
ting
lost
. Now
go
back
and
rea
d al
ong
until
you
com
e to
the
firs
t wor
d yo
u ca
n't s
eem
togu
ess.
Und
erlin
e it.
Loo
k it
up. F
at a
pen
cil d
ot in
the
mar
gin
tosh
owth
at y
ou h
ave
look
ed it
up
once
.R
erea
d th
e ph
rase
in w
hich
the
wor
doc
curs
and
try
to f
ixits
mea
ning
. Go
thro
ugh
the
para
grap
h th
is w
ayan
dta
ckle
the
othe
r pa
ragr
aphs
in th
e sa
me
man
ner
until
you
hav
e re
ad h
alf
of th
e as
sign
men
t. T
ake
abr
eak.
Rer
ead
the
page
s yo
u ha
ve ju
st d
one.
The
n ta
ckle
the
last
hal
f or
the
assi
gnm
ent,
endi
ng u
p w
ith a
rer
eadi
ngag
ain.
Tro
uble
Spo
tsId
iom
s ca
use
trou
ble
beca
use
they
are
gro
ups
of w
ords
that
mea
n m
ore
than
"th
e su
m o
f th
eir
part
s."
Han
dle
them
as
you
do th
e si
ngle
wor
ds.
DO
NO
T W
AST
E T
IME
ON
PASS
AG
ES
YO
U D
O N
OT
UN
DE
R-
STA
ND
Put a
ver
ticle
line
in th
em
argi
n an
d go
on
read
ing.
Som
etim
es th
e pa
ssag
e
110
will
cle
ar u
p fo
r yo
u w
hen
you
rere
ad. I
f yo
u ca
nno
t get
this
mea
ning
then
, ask
you
r te
ache
r. H
e is
ther
e to
hel
p yo
u in
cas
eslik
e th
is.
If y
ou p
roce
ed in
the
abov
e m
anne
r, y
our
revi
ewin
g w
ill b
e m
uch
easi
er a
ndyo
ur n
uisa
nce
wor
ds, w
ords
whi
ch d
on't
seem
to s
tick,
will
sta
re a
t you
until
you
get t
hem
out
of
the
way
.Fo
reig
n la
ngua
ge s
tudy
boi
ls d
own
to a
con
stan
t pro
cess
of le
arni
ng, f
orge
t-tin
g a
bit,
rele
arni
ng, f
orge
tting
a li
ttle
less
,an
d th
en r
elea
rnin
g ag
ain
and
agai
n un
til th
e la
ngua
ge b
ecom
es a
hab
it. I
f yo
ule
arn
this
way
you
will
not
forg
et a
lang
uage
, eve
n if
you
don
't us
e it
for
aco
nsid
erab
le le
ngth
of
time.
Li
r3
)Se
quen
ce A
The
Nin
e-Y
ear
Prog
ram
Lev
el I II III
4-12 G
rade
4, 5
, 6 7, 8 9
APP
EN
DIX
C
II9
Tim
eII
I10
15-3
0 m
inut
es a
day
5 da
ys a
wee
kIV
11
1/2
hour
dai
ly45
-50
min
utes
, 3 d
ays
a w
eek*
V12
1 pe
riod
1 pe
riod
5 da
ys a
wee
k1
peri
od5
days
a w
eek
1 pe
riod
5 da
ys a
wee
k1
peri
od5
days
a w
eek*
5 da
ys a
wee
k*
See
Sequ
ence
A, N
ote
** u
nder
Lev
els
V a
nd V
I
IV10
1 pe
rk d
5 da
ys a
wee
kSe
quen
ce C
19-
12Se
quen
ce C
2
Vn
111
peri
od5
days
a w
eek*
*
The
Fou
r-Y
ear
Prog
ram
Lev
elG
rade
Tim
eT
he T
hree
-Yea
r Pr
ogra
mL
evel
Gra
deT
ime
VI
121
peri
odI
91
peri
odI
101
peri
od
5 da
ys a
wee
k-*
5 da
ys a
wee
k5
days
a w
eek
II10
1 pe
riod
II11
1 pe
riod
Sequ
ence
B5
days
a w
z.el
l5
days
a w
eek
The
Six
-Yea
r Pr
ogra
m6-
12II
I11
1 pe
riod
III
121
peri
od
Lev
elG
rade
Tim
e5
days
a w
eek
5 da
ys a
wee
k
I7,
81
peri
odIV
121
peri
od4
or 5
day
s a
wee
k5
days
a w
eek
g 4
111