Page:Peace Corps Conversational Telugu.pdf/7



The purpose of this text is to develop elementary conversational skills in Telugu Though the text is to be used by language instructors as a major set of lesson plans, it should be supplemented by other varied materials and teaching techniques for a richer language learning experience. Sample supplementary materials have been included at the end of each section. They are suggested as possible exercises in an intensive program to expand the student!s vocabulary, to reinforce grammar patterns, and to confront the student with occasional -unfamiliar grammar items. The text is to be used by students as a review to what has been learned in class and not as a teaching device.

Effective teaching of the text materials presupposes the use of language props for teaching vocabulary. Every object should be taught by association with a visual representation of that object and every verb should be taught by association with the action described by that verb. It is important that both instructor and student make consistent use of language props and never resort to English.

The organization of each unit lesson allows for rapid mastery of question and to answer patterns. The units, therefore, should be used as a basis for conversation between the student and instructor and between the students themselves. Once the unit has been mastered, the students should have ample opportunity to carry out the role of instructor.

The language materials consist of four different types of language learning cycles are adapted from cycles designed by Dr. Earl Stevick of the Foreign Service Institute. They divide the learning process into two basic phases. The first of these phases involves mimicry memorization, and manipulation and so is designated 'M' The 'M'$1$ component of the phase consists of statements related in content and 'M'$2$ component of the phase consists of one or more questions related in content and structure to the statements of 'M'$1$. The second phase involves the conversational application of 'M'$1$ and 'M'$2$ and so is designated: 'C'. The question of 'M'$2$ is asked and answered by one of the statements of 'M'$1$. Each question and, answer-unit is: one component of the 'C' phase. If there are five possible answers to 'M'$2$ then there would be five components of 'C' Before a new unit cycle os taken up in class the previous cycle should always be reviewed. Class time should be devoted entirely to using the language Instructors should never attempt to explain grammar