Four Components
CHAPTER 3
- Establishing or further developing real social relationships with real people, including classmates. Simple examples are greetings, introductions, autobiographical matters including personal anecdotes, participation in garnes, exploration of likes and dislikes.
- Eliciting or imparting desired information. What is the climate like at various times of year in Sarkhan? How does the currency system work? How is a certain dish prepared? How does the electrical system of an automobile work?
- Learning or imparting useful skills: sewing, dancing, playing soccer, thatching a roof.
- Learning to make culturally relevant judgments:distinguishing ripe from unripe fruit, candling eggs, predicting the weather, estimating water depth.
- Doing things for fun:humor, garnes, singing, relaxation
Some of the 'occasions for use' should involve muscular activity: playing, pointing, handling, writing, etc.
As many occasions for use as possible should be written in the form of 'behavioral objectives:' what students are to do should be described so clearly that there can be no question as to whether anyone student's performance meets the requirements. There should be some overt way in which each student can know (a) that he has performed, and (b) how well he has performed.
For example:
'Tell your instructor the names of the people in the family with whom you are living, and how they are related to one another.'
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