Page:Adapting and Writing Language Lessons.pdf/126

Rh above. The difference between (3) and (4) is that the student must pronounce the names of the new locations.

5. Cummings device, again with the question '¿Dónde está _____?' involving the locations of pieces of fishing gear named in the augments of Unit 1.

6. Dialog and/or Cummings devices to enable students to introduce themselves, and ask in Spanish for the information in (2), above.

7. Simple greetings beyond ¡Hola! ¿? which are in the original lesson.

Notice that the use of the same names and objects from one unit to the next provides a longitudinal continuity which should add to the strength of the entire course.

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 * Identification and production of unaspirated /p, t, k/ in contrast to the aspirated stops of English.


 * Adult acquaintances or co-workers who address one another by surnames, without titles.


 * (1) Greeting. (2) Inquiry about the time of a coming event.}}

1. Using the technical nouns and personal names from Units land 2, relearn pronunciation with special attention to /p, t, k/.