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<html xmlns="http://www.w3.org/1999/xhtml"><head><title>Chapter 2. Expansion of materials</title><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/><link rel="home" href="index.xhtml" title="Communicate in Russian"/><link rel="up" href="index.xhtml" title="Communicate in Russian"/><link rel="prev" href="ch01.xhtml" title="Chapter 1. Course content"/><link rel="next" href="ch03.xhtml" title="Chapter 3. Sample evaluation"/></head><body><div class="navheader"><table width="100%" summary="Navigation header"><tr><th colspan="3" align="center">Chapter 2. Expansion of materials</th></tr><tr><td width="20%" align="left"><a accesskey="p" href="ch01.xhtml">Prev</a> </td><th width="60%" align="center"> </th><td width="20%" align="right"> <a accesskey="n" href="ch03.xhtml">Next</a></td></tr></table><hr/></div><div class="chapter"><div class="titlepage"><div><div><h1 class="title"><a id="d5e402"/>Chapter 2. Expansion of materials</h1></div></div></div><p>This course is intended to follow the Dade County Board of Public Instruction,
Division of Instruction's course #7543.02, entitled COMMUNICATE IN RUSSIAN, Part
1.</p><p>All three units presented in this course (Part 2), utilize typical audio-lingual
methods and procedures. A review of the same prior to instruction will prove beneficial
to the instructor.</p><p>It is felt that the teacher's edition and supplementary materials from the publisher
provide thorough expansion of text content.</p><p>Items dealing with culture may be handled in many ways. It is suggested that some
regular exposure to Russian culture will maintain the initial enthusiasm with which most
students of this language begin. This can be through films, slides, posters, records and
tapes. The picture section of <span class="bold"><strong>ALM Russian I</strong></span>. Second
Edition, lends itself to further research and class discussion. Long range projects will
spring from interests generated here.</p><p>Library usage is strongly recommended as a valuable independent study tool, and may be
employed either as an in or out class activity.</p><p>Non-singers should make use of records even more -than those teachers who might be
able to lead the class in the singing of folk and popular tunes. While there are not
always immediate choruses developing from classes. eventually most all of the students
will sing along. Some success has been met by playing records at the beginning or end of
class without any apparent intent of teaching, both to familiarize the class with the
melodies and words and to set the mood for a pleasant experience - perhaps a little less
sterile than verbs and nouns.</p><p>Should time remain after the teacher has been satisfied that the objectives of this
course have been met, proceed to the next unit. If at the beginning of this course it is
found that students have not completed the previous quin or its equivalent, the teacher
should seek the average level of the class and then proceed. Thus a more solid
foundation can be established prior to presenting the units herein described.</p></div><div class="navfooter"><hr/><table width="100%" summary="Navigation footer"><tr><td width="40%" align="left"><a accesskey="p" href="ch01.xhtml">Prev</a> </td><td width="20%" align="center"> </td><td width="40%" align="right"> <a accesskey="n" href="ch03.xhtml">Next</a></td></tr><tr><td width="40%" align="left" valign="top">Chapter 1. Course content </td><td width="20%" align="center"><a accesskey="h" href="index.xhtml">Home</a></td><td width="40%" align="right" valign="top"> Chapter 3. Sample evaluation</td></tr></table></div></body></html>