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- <title xmlns:ng="http://docbook.org/docbook-ng">Broad goals and performance objectives</title><meta xmlns:ng="http://docbook.org/docbook-ng" name="generator" content="DocBook XSL Stylesheets V1.79.2"><link rel="home" href="index.html" title="Communicate in Russian"><link rel="up" href="index.html" title="Communicate in Russian"><link rel="prev" href="pr01.html" title="Course description"><link rel="next" href="ch01.html" title="Chapter 1. Course content"></head><body bgcolor="white" text="black" link="#0000FF" vlink="#840084" alink="#0000FF"><div class="navheader"><table width="100%" summary="Navigation header"><tr><th colspan="3" align="center">Broad goals and performance objectives</th></tr><tr><td width="20%" align="left"><a accesskey="p" href="pr01.html">Prev</a> </td><th width="60%" align="center"> </th><td width="20%" align="right"> <a accesskey="n" href="ch01.html">Next</a></td></tr></table><hr></div><div class="preface"><div class="titlepage"><div><div><h1 class="title"><a name="d5e68"></a>Broad goals and performance objectives<a href="#ftn.d5e70" class="footnote" name="d5e70"><sup class="footnote">[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"><ol class="orderedlist" type="1"><li class="listitem"><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"><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"><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"><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"><ul class="itemizedlist" style="list-style-type: disc; "><li class="listitem"><p>-a, person-number agreement of first and
- second conjugation verbs in contrast.</p></li><li class="listitem"><p>-b. plural of nouns</p></li><li class="listitem"><p>-c. long-form adjectives</p></li><li class="listitem"><p>-d. adjective-noun agreement</p></li><li class="listitem"><p>-e. reflexive verb usage</p></li><li class="listitem"><p>-f. the accusative case of nouns and
- adjectives</p></li><li class="listitem"><p>-g possessive adjectives in the accusative
- case</p></li><li class="listitem"><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"><p><span class="bold"><strong>Reading</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist"><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"><p><span class="bold"><strong>Writing</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist"><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"><ul class="itemizedlist" style="list-style-type: disc; "><li class="listitem"><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"><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"><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"><p><span class="bold"><strong>Culture</strong></span> According to his level of
- maturity and achievement, the student will:</p><div class="variablelist"><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"><ul class="itemizedlist" style="list-style-type: disc; "><li class="listitem"><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"><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"><p><span class="bold"><strong>Attitudes</strong></span> The learner</p><div class="variablelist"><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"><br><hr style="width:100; text-align:left;margin-left: 0"><div id="ftn.d5e70" class="footnote"><p><a href="#d5e70" 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></div><div class="navfooter"><hr><table width="100%" summary="Navigation footer"><tr><td width="40%" align="left"><a accesskey="p" href="pr01.html">Prev</a> </td><td width="20%" align="center"> </td><td width="40%" align="right"> <a accesskey="n" href="ch01.html">Next</a></td></tr><tr><td width="40%" align="left" valign="top">Course description </td><td width="20%" align="center"><a accesskey="h" href="index.html">Home</a></td><td width="40%" align="right" valign="top"> Chapter 1. Course content</td></tr></table></div></body></html>
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