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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>Broad goals and performance objectives</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="pr01.xhtml" title="Course description"/><link rel="next" href="ch01.xhtml" title="Chapter 1. Course content"/></head><body><header/><section class="preface" title="Broad goals and performance objectives" epub:type="preface" id="d0e103"><div class="titlepage"><div><div><h1 class="title">Broad goals and performance objectives<a href="#ftn.d0e106" class="footnote"><sup class="footnote" id="d0e106">[1]</sup></a></h1></div></div></div><p>These minimum goals will be achieved with 70% accuracy by a majority of the class
- unless otherwise specified:</p><p>
- </p><div class="orderedlist" epub:type="list"><ol class="orderedlist" type="1"><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Listening</strong></span> The learner at the end of this
- course, according to his level of maturity and achievement will:</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">L-1</span></dt><dd><p>discriminate between stressed and unstressed vowels by
- indicating whether the first vowel of an orally presented
- word is stressed or unstressed</p></dd><dt><span class="term">L-2</span></dt><dd><p>distinguish between orally presented questions and
- statements, based upon inflection at the end of a sentence,
- by marking the proper column on an answer sheet with 80%
- accuracy.</p></dd><dt><span class="term">L-3</span></dt><dd><p>determine gender and number of person or persons addressed
- in an orally presented dialog, and indicate the appropriate
- gender.</p></dd><dt><span class="term">L-4</span></dt><dd><p>demonstrate comprehension of spoken Russian by indicating
- which of two orally presented answers to each orally
- presented question is correct.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Speaking</strong></span> According to his levels of
- maturity and achievement and in a manner acceptable to the teacher, the
- student will:</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">S-1</span></dt><dd><p>pronounce Russian words sampling stressed and unstressed
- vowels after hearing the model. Hearing any average length
- sentence on content taught, the learner will imitate with
- 90% accuracy in the time allotted.</p></dd><dt><span class="term">S-2</span></dt><dd><p>speak with acceptable Russian pronunciation, intonation,
- juncture and stress in a free response situation using
- previously learned Russian content or recombinations
- thereof.</p></dd><dt><span class="term">S-3</span></dt><dd><p>perform necessary changes in form and order as regards the
- following oral drills ( person-number, substitution,
- replacement etc. ):</p><div class="itemizedlist" epub:type="list"><ul style="list-style-type: disc; " class="itemizedlist"><li class="listitem" epub:type="list-item"><p>-a, person-number agreement of first and
- second conjugation verbs in contrast.</p></li><li class="listitem" epub:type="list-item"><p>-b. plural of nouns</p></li><li class="listitem" epub:type="list-item"><p>-c. long-form adjectives</p></li><li class="listitem" epub:type="list-item"><p>-d. adjective-noun agreement</p></li><li class="listitem" epub:type="list-item"><p>-e. reflexive verb usage</p></li><li class="listitem" epub:type="list-item"><p>-f. the accusative case of nouns and
- adjectives</p></li><li class="listitem" epub:type="list-item"><p>-g possessive adjectives in the accusative
- case</p></li><li class="listitem" epub:type="list-item"><p>-h. personal pronouns in the accusative
- case.</p></li></ul></div><p>
- </p></dd><dt><span class="term">S-4</span></dt><dd><p>answer questions about his usual activities or material
- studied. Hearing five questions, the learn will answer
- orally three.</p></dd><dt><span class="term">S-5</span></dt><dd><p>ask questions about his usual activities or material
- studied. Hearing five statements, the learner will ask an
- appropriate question to produce at least three of the
- statements.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Reading</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">R-1</span></dt><dd><p>read aloud from a printed list of familiar Russian words
- sampling stressed and unstressed vowels with special
- attention given to correct pronunciation of the vowels.
- Accuracy level - 80%.</p></dd><dt><span class="term">R-2</span></dt><dd><p>read (orally) familiar material in sentence form with
- pronunciation, meaningful intonation, stress and juncture
- judged to be acceptable to a native speaker in 80% of
- sentences attempted.</p></dd><dt><span class="term">R-3a</span></dt><dd><p>demonstrate direct reading comprehension in Russian of
- material already mastered audio-lingually by selecting the
- correct printed answers to printed questions on a short
- printed selection.</p></dd><dt><span class="term">R-3b</span></dt><dd><p>prove his skill of reading especially written materials
- that introduce new vocabulary and grammar progressively.
- Given a paragraph of such content, the student will answer
- in either language seven of ten comprehension
- questions.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Writing</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">W-1</span></dt><dd><p>copy correctly in Cyrillic script from Cyrillic print any
- previously audio-lingually mastered material.</p></dd><dt><span class="term">W-2</span></dt><dd><p> write in Cyrillic script from dictation of familiar
- idiomatic expressions and "dialogs" mastered
- audiolingually.</p></dd><dt><span class="term">W-3</span></dt><dd><p>
- </p><div class="itemizedlist" epub:type="list"><ul style="list-style-type: disc; " class="itemizedlist"><li class="listitem" epub:type="list-item"><p>-a write exercises requiring minimal
- structural changes. Given any ten sentences with
- one change only in each, the learner will write
- seven correctly.</p></li><li class="listitem" epub:type="list-item"><p>-b rewrite printed sentences in Cyrillic
- script changing the subject from singular to
- plural, and making all additional necessary
- changes.</p></li><li class="listitem" epub:type="list-item"><p>-c write short complete sentences in answer to
- printed or oral questions.</p></li></ul></div><p>
- </p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Culture</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">C-1</span></dt><dd><p>show comprehension of cultural differences on topics
- discussed in this quin.</p><div class="itemizedlist" epub:type="list"><ul style="list-style-type: disc; " class="itemizedlist"><li class="listitem" epub:type="list-item"><p>a- Given ten statements on education, the
- student will indicate if the statement applies to
- Russia, the USA, or both by marking R,U, or В
- beside each statement.</p></li><li class="listitem" epub:type="list-item"><p>b- Given "Air Travel," "Space Exploration,"
- and "The Soviet School Day," as topics for a
- report, the student will choose one and make a ten
- minute presentation to the class.</p></li></ul></div></dd><dt><span class="term">C-2</span></dt><dd><p>report upon current events which support the practicality
- of studying the target language.</p></dd><dt><span class="term">C-3</span></dt><dd><p>sing-along with folk music records and make observations
- about their influence on serious Russian music.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Attitudes</strong></span> The learner</p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">A-1</span></dt><dd><p> is aware of various reasons for studying a foreign
- language as evidenced in participation in discussion groups,
- research projects and making of art.</p></dd><dt><span class="term">A-2</span></dt><dd><p>wishes to continue studying a foreign language as
- evidenced by responses on an attitudinal
- questionnaire.</p></dd><dt><span class="term">A-3</span></dt><dd><p>seeks additional knowledge, joins a language club, or
- corresponds with a pen pal.</p></dd></dl></div></li></ol></div><p>
- </p><div class="footnotes" epub:type="footnotes"><br/><hr class="footnote-hr"/><div id="ftn.d0e106" class="footnote" epub:type="footnote"><p><a href="#d0e106" class="para"><sup class="para">[1] </sup></a> These objectives are presented in five skills groups: listening (L), speaking
- (S), reading (R), writing (W), culture (C), and a sixth group called attitudes
- (A) The letter-numbers used here will have corresponding letter-numbers in the
- evaluation section for this course to help relate objectives to evaluation
- sample..</p></div></div></section><footer/></body></html>
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