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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="d0e101"><div class="titlepage"><div><div><h1 class="title">Broad goals and performance objectives<a href="#ftn.d0e104" class="footnote"><sup class="footnote" id="d0e104">[1]</sup></a></h1></div></div></div><p>These minimum goals will be met with 70% proficiency by a majority of the class unless
- otherwise specified. The learner at the end of this course, according to his level of
- maturity and achievement, will: </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></p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">L-1</span></dt><dd><p>understand the target language spoken at normal tempo.
- Hearing twice samples of familiar course content or new
- arrangements of same plus questions, all spoken at normal
- tempo, the student will select the culturally acceptable
- response. He will mark <span class="bold"><strong>a</strong></span>
- <span class="bold"><strong>b</strong></span> or <span class="bold"><strong>c</strong></span> as the orally correct answer.</p></dd><dt><span class="term">L-2</span></dt><dd><p>understand two natives of the target culture speaking on
- topics within the student's range of experience. Hearing
- twice on tape a dialog, the student will list in either
- language three points out of five discussed.</p></dd><dt><span class="term">L-3</span></dt><dd><p>understand accounts of the usual activities of his peers
- in the countries of the target language. Hearing twice a
- narrative by a Russian-speaking teenager, the student will
- in either language formulate questions about what he has
- heard.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Speaking</strong></span></p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">S-1</span></dt><dd><p>imitate familiar basic sentences and basic dialog models,
- paying attention to pronunciation, intonation, juncture and
- stress.</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>initiate culturally acceptable Russian utterances, and
- respond properly to utterances initiated by other students
- in role-playing situations.</p></dd><dt><span class="term">S-4</span></dt><dd><p>perform necessary changes in form and order, as regards
- the following grammatical concepts, in oral structure 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 certain irregular verbs</p></li><li class="listitem" epub:type="list-item"><p>-b the past tense</p></li><li class="listitem" epub:type="list-item"><p>-c В and НА with the accusative case</p></li><li class="listitem" epub:type="list-item"><p>-d time expressions with the accusative
- case</p></li><li class="listitem" epub:type="list-item"><p>-e the genitive singular of nouns</p></li><li class="listitem" epub:type="list-item"><p>-f the genitive singular of demonstratives and
- possessives</p></li><li class="listitem" epub:type="list-item"><p>-g the genitive singular of adjectives</p></li><li class="listitem" epub:type="list-item"><p>-h the genitive plural of nouns</p></li><li class="listitem" epub:type="list-item"><p>-i the genitive case with expressions of
- quantity</p></li><li class="listitem" epub:type="list-item"><p>-j the accusative plural of nouns and
- adjectives.</p></li></ul></div></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Reading</strong></span></p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">R-1</span></dt><dd><p>demonstrate reading comprehension by selecting the correct
- printed answer to orally presented questions about familiar
- material.</p></dd><dt><span class="term">R-2</span></dt><dd><div class="itemizedlist" epub:type="list"><ul style="list-style-type: disc; " class="itemizedlist"><li class="listitem" epub:type="list-item"><p>-a 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></li><li class="listitem" epub:type="list-item"><p>-b demonstrate direct reading comprehension in
- Russian of material already mastered audio-lingually
- by selecting the correct printed answers to printed
- questions on a short selection written in Cyrillic
- script.</p></li></ul></div></dd><dt><span class="term">R-3</span></dt><dd><p> read (orally) familiar material in sentence form with
- meaningful pronunciation, intonation, juncture and
- stress</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Writing</strong></span></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 either Cyrillic
- print or script, and previously audiolingually mastered
- material with 100% accuracy.</p></dd><dt><span class="term">W-2</span></dt><dd><p>write in Cyrillic script, dictation of familiar idiomatic
- expressions and dialogs mastered audiolingually.</p></dd><dt><span class="term">W-3</span></dt><dd><div class="itemizedlist" epub:type="list"><ul style="list-style-type: disc; " class="itemizedlist"><li class="listitem" epub:type="list-item"><p>-a write in Cyrillic script, answers to orally
- presented questions on a short orally presented
- selection.</p></li><li class="listitem" epub:type="list-item"><p>-b write answers to printed questions on a short
- printed selection.</p></li></ul></div></dd><dt><span class="term">W-4</span></dt><dd><p>write answers in a free response situation» being
- particular about spelling and punctuation.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Culture</strong></span></p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">C-1</span></dt><dd><p>research and report on the Bolshoi Theater, Moscow's
- cathedrals, Soviet trade exhibitions, Soviet construction,
- folk art, teen summer activities, etc., which correspond to
- pictures and topics introduced in the units covered.</p></dd><dt><span class="term">C-2</span></dt><dd><p> learn one or more Russian songs.</p></dd><dt><span class="term">C-3</span></dt><dd><p> create art which is based on culture topics
- introduced.</p></dd></dl></div></li><li class="listitem" epub:type="list-item"><p><span class="bold"><strong>Attitudes</strong></span></p><div class="variablelist" epub:type="list"><dl class="variablelist"><dt><span class="term">A-1</span></dt><dd><p>demonstrate any of various reasons for studying the
- Russian language by participating in discussion groups,
- research topics, and making of art.</p></dd><dt><span class="term">A-2</span></dt><dd><p>develop linguistic awareness in regard to languages spoken
- as a native and studied as foreign languages. The student
- will identify three comparisons between other languages and
- the target language which demonstrate his understanding of
- the nature of language and how it works.</p></dd><dt><span class="term">A-3</span></dt><dd><p>enroll in future Russian courses to demonstrate continued
- interest in language.</p></dd></dl></div></li></ol></div><p>
- </p><div class="footnotes" epub:type="footnotes"><br/><hr class="footnote-hr"/><div id="ftn.d0e104" class="footnote" epub:type="footnote"><p><a href="#d0e104" class="para"><sup class="para">[1] </sup></a>These objectives are presented in four skills groups: listening (L), speaking
- (S), reading (R), writing (W) and two other groups culture (C), and attitudes
- (A). The letter- numbers used here are keyed to the sample evaluation section
- with matching letter-numbers.</p></div></div></section><footer/></body></html>
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