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- <?xml version="1.0" encoding="utf-8"?><html xmlns="http://www.w3.org/1999/xhtml" xmlns:epub="http://www.idpf.org/2007/ops" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:pls="http://www.w3.org/2005/01/pronunciation-lexicon" xmlns:ssml="http://www.w3.org/2001/10/synthesis" xmlns:svg="http://www.w3.org/2000/svg"><head><title>Chapter 2. Expansion of materials</title><link rel="stylesheet" type="text/css" href="docbook-epub.css"/><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/><link rel="prev" href="ch01.xhtml" title="Chapter 1. Course content"/><link rel="next" href="ch03.xhtml" title="Chapter 3. Sample evaluation"/></head><body><header/><section class="chapter" title="Chapter 2. Expansion of materials" epub:type="chapter" id="d0e608"><div class="titlepage"><div><div><h1 class="title">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></section><footer/></body></html>
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