phrases in English: etc. 'President of Chile,' 'teacher from Mayagüez,' If meanings are supplied, the students may work toward the objective of being able to point to the appropriate picture or other identifier when they hear the name.
Middle orbit (some production by the student beyond what the program has taught him to say).
4. Students learn to pronounce some of the items in (2) and (3), above, with special attention to stress and intonation. Teacher should select items so as to avoid sounds such as /r/ that the student is most likely to mispronounce. In any case, there is no need to show the students how the words are written, and to do so would only increase the chance of a spelling-pronunciation using English sounds.
5. Using the items from (4), point to the appropriate pictures or other items. If the items are objects used in fishing, handle them (cf. above.)
Outer orbit (new structures).
6. Cummings devices (Chapter 3, p. 59, and Chapter 6) based on the items in (2) and (3), with multiple answers to the questions 'Who is that?' and 'What is that?'
7. Classroom instructions for students to respond to. In this augment, instructions that are actually needed in the conduct of the class (e.g. Open, close your books.) are preferable to instructions that are not normally. given to adult students (e.g. Stand up.).
Unit 2.
Linguistic content:
(1) Identification of pure, unreduced vowels in contrast to some common English substitutes for them. Repetition of isolated syllables with special attention to these matters.
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