Page:Adapting and Writing Language Lessons.pdf/234

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The contrast between the director's statement of mid-July and the trainees' statements of early August shows dramatically and frankly what kinds of tension, excitement, risk--and reward--may attend the writing of on-the-spotmaterials.

In comparison with the reactions of people to them, the materials themselves look tame. They consisted of 14 'clusters.' Lesson 2, quoted below, is based on a six-line sample of Spanish in use; the sample can be treated either as a basic dialog or as an 'exchange sequence' (Chapter 4, p. 149). The names of the speakers are those of actual members of the group: one instructor and or trainee.

Señora S: ¿De dónde es usted?

Señor T: Soy de San Antonio.

Señora S: ¿Es casado?

Señor T: No, no soy casado. Soy soltero.

Señora S: ¿Cuántos hermanos tiene?

Señor T: Tengo tres.

[Where are you from? I'm from S. A. Are you married? No, I'm not. I'm a bachelor. How many brothers do you have? I have three.]

Related to this sample are three Cummings devices (Chapter 3, p. 59, and Chapter 6), drills, and suggestions for use. The first Cummings device used the question 'Where are you from?' and three answers:

'I was born in (Pueblo),'

'I'm from (San Antonio),'

and 'I live in (San Antonio).'

The second built on the question 'Are you married?' and taught the replies 'No I'm (a bachelor,