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  1. <?xml version="1.0" encoding="utf-8"?><html xmlns="http://www.w3.org/1999/xhtml" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" version="-//W3C//DTD XHTML 1.1//EN"><head xmlns:h="http://www.w3.org/1999/xhtml" profile=""><title>RUSSIAN SPECIAL FORCES FUNCTIONAL PROGRAM</title><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/></head><body><div class="preface"><div class="titlepage"><div><div><h1 class="title"><a id="d0e15" shape="rect"/>RUSSIAN SPECIAL FORCES FUNCTIONAL PROGRAM</h1></div></div></div><p>SPECIAL FORCES RUSSIAN FUNCTIONAL PROGRAM</p><p>Introduction and guidelines for the use of the quizzes and answer keys accompanying
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  2.          lessons 1 - 48.</p><div class="orderedlist"><ol class="orderedlist"><li class="listitem"><p>There are 48 quizzes and 48 answer keys.</p></li><li class="listitem"><p>Each quiz is divided into 4 sections. These are:</p></li></ol></div><p>A. This section consists of questions which are to be answered orally. It is recommended
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  3.          that each answer be given in as complete a manner as possible, in order to practice the
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  4.          target language as much as optimally feasible. On the other hand the recommendation is not
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  5.          intended to convey the idea that the student learns the text by heart, but rather that he
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  6.          supplies answers that make contextual sense. The instructor as well as the student, must
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  7.          use commonsense in the evaluation of answers as these are given in the answer key, as the
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  8.          latter will give merely one"correct" answer, when in fact more than one answer may be
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  9.          correct.</p><p>B. The structural exercises test the students' mastery of the structures that were
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  10.          introduced in each respective lesson. Here too the instructor should eschew rigidity and
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  11.          give the student the benefit of doubt.</p><p>C. &amp; D. Translations: In either case, that is, Russian to</p><p>English as well as English to Russian, care should be taken that translations don't
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  12.          become too free, that is to say, literal translations are not only acceptable, but are
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  13.          actually preferred.</p><p>The translations are meant to test knowledge of disparate vocabulary items in a
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  14.          meaningful configuration, they are not exercises in stylistic-aesthetic niceties. Thus it
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  15.          is recommended, that students consider every word of text under consideration to carry
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  16.          equal weight. Redundancies or unnecessary fillers may be eliminated at a later date,
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  17.          preferably when the instructor discusses the test material after the quiz has been
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  18.          administered.</p></div></body></html>
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