Page:Adapting and Writing Language Lessons.pdf/176

The Procedure  (4) Extra drills on the new structures introduced in (2), and also 'routine manipulations' (Chapter 8) on persistent grammatical problems covered in the basic lessons, but emphasizing vocabulary from the lesson. An example from the first malaria lesson is on p. 182. The parallel example from leprosy is obvious and will not be reproduced here. (5) Materials to be prepared outside of class. Some, but not all of these items contained new, genuine information. See pp. 183-184. (6) 'Applications:' Suggestions for using Thai in class or outside, in ways that will be rewarding either esthetically (humor, competition, etc.), or in demonstrating attainment of objectives (0, above), or preferably both. See pages 185f for the examples from the first lessons on malaria and leprosy, and pp. 187-188 for corresponding pages from other lessons. 

After the tooling-up period, work proceeded rapidly. Other Subtopics were covered within malaria and leprosy control, and a new series of lessons were written for laboratory technologists. Parallelism among the series was even closer than had been expected. Reception of the new materials in the training program itself was encouraging.

SUMMARY

Quod erat demonstrandum. The team did in fact succeed in writing materials with replaceable parts on a number of different scales. The materials are in this sense highly 'modular'. They seem, in fact, to have achieved that degree of modularity which