,
IMPLEMENTATION OF A PRCX::RAl•l OF DTSTRUCTION 62
~is part consists of four components:
l. Objectives and activities
2 . J.lethodology
). Recommendations aJ•ld administrative considerations
4. Criteria for evaluation ~f the program
,
Objectives
Objectives and their microskills for the l.iotcning, speaking
and note-taking components of the course have boon ranked according
to the priorities indicated in the questionnaire:;, intervieHs and
lecture observations. Objectives are separated into 'priority
groups', 'Priority Group One' being the most important, and so on.
A priority group consists of an objective and ito microskills. 'Il:le
mi croekills aloe are ranked; thus, a microskill appearing first is
more important than a microskill appearing later within a priority
group.
The ranking does not nececsarily correspond to order of
difficulty nor does i t indicate a suggested order for teaching the
skills. The ranking docs serve as a guide for the apportionment
o~ ·time devoted to the development of each skill.
Activities
The capital letters in the ACTIVITY column are code letters
cor responding to exercises and activities listed on pages
( 'cla::~sroom exercises 1 ) following the OBJEC'l'IVZS AND ACTIVITIES
list. The exercises and activities are cross-referenced :·:i. -th the
objectives and microskills according to their potential for
developing particular skills . The activities arc not listed in
any particular order. '!hoy arc not necessarily grouped. along
skill-area lines; one exercise may be useful across all three
skill areas.
-
'
64
OBJECTIVES AliD ACTIVITIJ!S: Listening Component
Priority Group One
I OBJECTIVE MICROSKILL ACTIVITY
1. Accurately identify and follow an argument, theme, A,B,C,D,E,F, G
topic or thesis as it is developed or presented H,I,J,K,L,M, N
durinll: '50 minutes of academic discourse. O,X,Y,Z,AA
1.1 Accurately identify and comprehend main A, B, c, E,
ideas presented during a lecture. F, G, H, N
Identify a.nd ia-terrelate key uords and A, B, c, E,
phrases in spoke~ academic discourse H
Recognize t he role of s tress, in ton-
ation, and repetition in signalling
the re1ative importance of information. A, C, H
Relate relevant supporting details, eY.amples A, c, D, E,
and explanations to their respective main F, a, H, ~I'
ideas. N ,.,B,c, ... ,u,l!,
1.2 Comnrehend key le~ical items . J,L,r.r,o,x,z
Understand idioms commonly occuring in a A,B,C,E,G,H,
lecture situation. - J,L,M,O,X,Z
understand terms commonly used in the A,B,C,E,G,H,
academic register. J ,L,!-1, o,x_,_z
I nfer the meani ntrs of "1ords from contezt AA X,Y,O,L
Recognize words and pr~ases 1-1hich have
undergone phonological change due to
phonological environment. AA, K1 L
Process statistical data J,B,C1H,I
,
65
I OBJECTIVE MICROOKILL ACTIVITY'
1.3 Follow the sequence a.nd interrelation- A,B,c,D,E,F,G, H,I,M, J.T,O,P,O,
shin of ma.in ideas. R S T U, X
Interpret the rhetorical structure of A,C,D,E,F,G
academic discourse. H !~ N
Recognize discourse markers of cohesion A, c, D, E,
such as exophoria and endophoric F, G, H, la~'
reference, ellipsis, substitution, con- N
cession and anathetic reference.
Recognize discourse markers of coherence A, c, n, E,
such as exophoria and endophoric F, G, H, M,
reference, and ~mbits. u
Infer relationships such as cause, effect A,B, C,D,E,F,G,
and conclusions H I t! N. 0.0 .. X
1.4 Recognize and understand instructional/
learner tasks such as warnings, suggestions,
recommendations. advice and instructions. A, P, Q
1.5 ~ecognize tne us e of ~etalinguistic clues to
the a~o,.lro.,. ta ; .... ,_,,_.;t m<>,_ . .,;n" R u
Recognize the importance of speaker's
gestures. R, S T U
Recognize the importance of speaker's facial
exnressions. R, 3, T, U
Priority Group 'l'.<o
2. Detect the attitudes of the sr-e<?.lcer toHard the A, B, R, s, T,
subject matter. u
'f '
66
I OBJECTIVE I<!ICROSKILL ACTIVITY
2.1 Discriminate between subjective reaction
and objective reality. A, B
2.2 Understand non-verbal cues which help the
listener to understand the speaker's
attitudes. R, S, T u
Priority Grcup Three
). Carry out the above under different conditions
of delivery, situation and sty_l e. **
).1 Understand lollJ speech segments spoken by
native speakers of a variety of major
dialects. ** '
Comnrehend various dialects. ** ).2 Follovr different modes of lecturing; spoken,
audio and audio-visual. **
3-3 Understand different styles of lecturing;
formal, conversational, read and unplanned. **
Pnor~ty Group Four
4. Evaluate the content of a specific lecture in terms
of the course as a >rhole. **
4.1 Ondnstand the relative importa..'lce of an
individual lecture. ** 4.2 Understand how informa·tion given in previous
l ectures relates to the cttrrent lecture. ** **See Class Exercise section, p.
'
67
OBJ:B:C'i'I I VE5 l.JICROSKULS ACTIVTTIBS
do•m nreviouslv heard material. P X.Z. BB.CC D n,-Do this a t different sneeds. ** Do this with different accents. *" Do this ~lith natural speech containi.ng
such things as f a lse starts, pauses,
fi llers, errors. corrections. etc. -Paraphrase and transcribe auded infor- c, E, F, 11:,
mation t·rhile nrocessi= on~<:o in~t discourse. o, P, DD
Note dotm significant but unf amiliar
1 e:x:i cal i terns . c, o, x, BB
Approximate spelling of unfami l iar
lexical items. C.Z.BB.CC.DD
}1ote down lecturer's definition of
unfamiliar terms. K, 0
1.4 Demonstrate the effectiveness of ~otes c, E, F, G, H ' taken from a lecture or discussion of I, J, N, o, X
university 1 evel difficul ty. y
Give an oral or NTi tten ::rumtnar<J of
t he leoture one r.-:eel.c later. ri' . ' E
Answer both fact and inference
questions concer ning both main points
and details ~lith 80~ accuracy one >~eek
la-ter. G, I
OBJECTIVES AlJD ACTIV!TI3S: !fote-tclcing Component
Priority Group One
.OBJECTIVES l.!ICROSKILLS
1. 'lake complete, relevant, orcani~.ed notes •,rhile
listening to and/or participating in 50 minutes of
academic d~scourse .
1.1 Shoh' familiarity with note-taking formats
and conventions.
Recognize and use conventional idiosyn
cratic abbreviations and s:rmbols.
Show the development of an eXposition or
argument using spacing, underlining,
numberin~. capitalizations, etc.
Show the sequence and interrelation
ship of main ideas/points.
Sho>~ the relationship betHeen main
points/ideas and supporting details/
ex:amp_les.
1.2 Take notes on information delivered Hith
the different styles of spoken discourse
commonly found in an academic setting;
concise and hi~hly oreanized formal lectures,
rambling and colloquial informal lectures;
classroom discussion in which the note-taker
2s participating.
68
,1.CTIVITHS
C,D,E,F1G1 H,I,
J ,K,r.t,U, 0, P, \i1 X,
Y Z BB CC DD **
N, t/, X, BB,
CC, DD
H, BB, CC, DD
c, D, ~!, \'1 1 Z
BB, CQ, DD
!·1 1 BB. CC, DD
!>!, BB, CC, DD
C, ~1, vl, Z, BB,
CC, DD, **
1.3 Process ne11ly heard information •.-;hile noting c, ;;;, F, K, !>!, 0,
,
OBJBC':'IVES AliD ACTIVITIE::;: Oro.l Componen-t
Priority Group One
OBJECTIV"J1:)/m CR OSKILLS ACTIVITIES
1. Participate appropriately in a classroom F, R, s, T, u,
discussion or lecture. v' y. EE
1.1 Phrase requests for clarification clearly
and succinctly. F, T, U, v, EE
1. 2 Recognize appropriate and opportune moment
to gain the floor from linguistic, para-
linguistic and kinesic clues, and from R, s, T, u, v,
knowledge of cul ture.l norms. EE
Use annronriate P-ar.:bi"ts T, u, v, EE
Sip,nal desire to ma.lee a reouest. T, u, !l, EE
Recognize appropriate and opportune n, s, T, u,
moment to make a reouest. v, EE
1.3 !•lake a contri'oution in an on-going classroom F, s, T, u, v,
d;scussion. Y, EE
Formulate intended contribution C!uickly,
clearl:v and succinctly. S,T,U,V,EE
Recognize appropriate and oyportune
moment to gain the floor from linguistic,
paralinguistic and lcinesic clues, and
from Jcno~rledge of cultural norms (for
nurnose of makina: a contribution). S,T,U,V,EE
Priority Group Two
2. Give a short (5-15 r.Jin.) cla.ss presentation on some
f ,
70
Oi3JEC~'IVES/l·1I CR COKILLS ACTilfTTil.S
aspect of (intended) f ielc. of stuc~· and/
or one of the reouired universi~ D~ level courses. R V
,
71
Classroom Exercises*
A. Selective Listening--teacher points out discourse markers,
signals, ~rords and phrases for students to listen for.
Students interpret cued information. (LL)
B. Interpretation of Information--Students hear a short passage
and identify main ideas, relevant eY~mples and supportine
information, digressions, and distinguishes betHeen fact and
opinion. (LL)
C. Reconstruction--students write down key words or make notes as
they listen to siXLgle sentences or loneer passages; then in group::;
or alone, orally reconstruct ~rhat they heard using key •,;ords.
D. Rearrangement--teacher gives Ss list of points in passage or
lecture, but in wrong order. Ss listen and rearrange list
in correct sequence. (LL)
E. Summary-students 1noi te a stUr.mary of 1·1hat they have beard,
based on their notes.
F. Paraphrase--students orally paraphrase to each other or to the
teacher Hhat they have just heard.
G. Comprehension check-teacher asks subjects questions oral ly or
hands out list of questions to be answered either immediately
follo>ring listening or one >reek later. (LL)
H. Focus Questions--students are given list of questions based on
listening passage before hearing passage, and "'mmer as they
listen; question order corresponds to order of information
*LL means the exercise is suitable for the langu.~ge l ab.
I
L
'
72
presented in passage, (LL)
I. Matri:x:-follo•ling lecture, students fill in missing in:or!lko.tion
in a matrix provided by teacher. (LL)
J. Completion of Graph-students receive graph with inforr..ation
missing. Following lecture, students use notes to complete
graph. (LL)
K, Definition Writing-students receive list of unfamiliar terms
and note do•m lecturer's definitions. (LL)
L. Vocabulary in Context--students receive list of underlined
•~ords, phrases and/or sentences in context of lecture they
have just heard! students match each word >lith synonym from
a list of distractors. (LL)
M. Outline skeleton-students receive incomplete outline of
lecture and fill in missing information as they listen. (LL)
~r. Strip Outline--students receive complete outline of a talk on
strips of paper, one point on each s trip; students are
arranged in groups; groups 11ork to construct outline; may
be done before listening, and then re>~orked after listening;
or handed out after listening at least once.
0. Cloze--after listening, students receive a clozed transcript
and try to complete it; students then l isten again, and make
a second attempt. (LL)
P. Diagram Lapeling--as students listen, they look at an unlabeled
diagram and label it. (LL)
Q. Follo1dng Instructions--students have a blank piece of paper;
tee.cher gives instructions for what to drew/ ~rri te on the
paper; students then compare their results ~Ti th teacher's
f or accuracy. (LL)
R. Video (Paralingual)-students v:atch video of lecture; students
interpret lecturer's gestures and intonation.
S. Video (Turntaking)--students watch video of e discussion on a
lecture they have listened to and identify points >rhere it
would be appropriate to break in and take a turn.
T. Video (Discus:::ion I)-students watch vi deo of a discussion or
73
a lecture they have listened to1 teacher stops tape at various
points and encourages students to interrupt, comment, ask a
question, make a point, argue, etc.
U. Video (Discussion !I)-teacher videotapes students' discussion
and plays it back.
v. Student Presentations--students give short speech on a topic in
their field or major. Other students take notes and ask
questions. Che week later they ans;rer comprehension
ques t i ons using notes.
W. Abbreviation Exercises--students receive a set of sentences
extracted from lectures they have heard, and re;rrite them in
abbreviated form on separate paper. Che vreek later they
reconstruct each item orally or in ~rri tten form, or are
given a quiz on the information. (LL)
X. Partial Dictation-students fill in blanks in transcript
Y. Question Formation--students make up questi ons from notes
,
and present questions to other students
z. Practice Lecture-teacher accompanies claoo:o to loN level
undergraduate lecture in large lecture hall; students take
notes; teacher administers quiz on lecture the following
week.
74
A.A. ;lord Family Chart-studento camplete Herd family chart; teacher
focuses on shifting stress, reduced forms, etc.
BB Notewri ting-stud.onts tclte notes on lecture hea.rd in cla"s;
students Hrite notes on the blackboard fo!' discuG:;ion.
CC Teacher as note- taker-teacher ~~ites notes on the over head or
blackboard at the same time as the students for comparison.
DD ldodel Notes-students read model notes before or during the
lecture.
EE Group Work-students >:ork in groups and participate in
simulations, roleplays and problem-solving activities.
T
'
75
2. Methodology: The methodology is to some extent reflected in
the activities listed above. Other aspects of methodology
considered here include: the role of the teacher; integration
of skills, division of time; and selection of materials.
2.1 Role of the Teacher: The teachers of ELI 70 and ELI
80 have seven main responsibilities.
a. Tb explain and provide examples of the skills and
strategies required for listening, note-t~<ing,
contributing to discussions, and giving class present
ations.
b. To monitor and make suggestions concerning each
student's progress and problems.
c. Tb provide input in the form of live presentations
and taped material.
d. To focus on the relevant fea·tures of the talks
and lectures presented.
e. To guide students through, and provide feedback
on, exercises completed in class, in the language
laboratory, and for homework.
f. Tb adapt the syllabus to suit the particular
needs of her/his class.
g. To evaluate performance and make recommendations
concerning each student's future needs.
2.2 Integrat ion of Skills: The emphasis of the syllabus
is on developing the ~elated skills of comprehending
'
76
alternately delivered live by the instructor
and played on audio or video tape. The teacher's
live presentation >~ill embody the authentici t'>J
and spontaneity of spoken discourse, while the
tapes '~ill expose the learners to a variety of
accents and styles of delive~J· The lectures
delivered over the course of a 3emester should
exemplify the gamut of organizational styles.
These styles, as listed by Lebauer include:
a. Define-describe
b. Deducti,Iejhypothesis-proof/problem-solu'Cion
c. Inductive
d. chronologica.l/histori cal/ process
e. Listing/enumerating and exemplifying
f. Classification
g. Combination
The talks and lectures should be primarily
academic in content, and cover a variety of
fields of intere3t. As far as possible,
units shoul d be 'modular•, consisting of a
series of related l istening passages, occasional
short reading passages, exercises, discussions,
and group projects. Each unit should last
bet\·teen one and t.ro Heeks. 'rlris modular
approach gives materials more intellectual
y
'
spoken academic discourse, ~nd t~ing notes.
Exercises and activities do sometimca focus on
developine skills and strategies in one specific
77
area, but as note-t~ing is inseparable from listening
in the context of these courses, activities •.<ill
frequently integrate the skills . ~lliile the ability
to contribute to a discussion, and tje ability to
eive a coherent classroom presentation are considered
important objectives, a lesser amount of time >nll be
devoted to these skills. Student contributions Hill
be encouraged dt~ing each class period, and there
,;ill be a minimum of fifteen minutes of group
discussion every t1<o class periods. Each student
1·1ill give one classroom ?reser.tation lastine
approximately ten minutes.
Students Hill spend appro1:imately tHo hours a
Neek in the language laboratory. E::ercises ;;ill
utilize the skills and strategies presented and
practiced in the classroom.
2.3 Materia.ls:
2.31 Course Content: It· is recommended that the ~LI
utilize a core of commercial and pre-prepared
material, but leave the individual instructor
with the option of developing her/his o1m.
material. ~lks and lecturss shoul d be
I
78
appeal, and provides more purpose for listening,
note-taking, and discussion.
2.32 Language Content: l•laterials used in ELI 70 and
ELI 80 should replicate the discourse learners
1'1ill be expected to process and respond to in
their regular courses. Discourse must embody
t he features of spoken as opposed to •flritten
language. Before stating criteria for select
ing and evaluating materials, it Hill be useful
to consider Stanley's (1980) summarJ of t he
features ~~hich diff erent i ate written language
from spolcen language ( SL) • 'I'he features of
SL include:
a. The use of a smaller and informal set of
items for sentence connection and for maintain
ing cohesion betHeen sentences.
b. The use of syntactic parallelism
c. The acceptance of a higher degree of
redundancy, digression , comment, direction
cha.ngin{l", and of a more disorderly f101; of
ideas .
d. The use of imprecise reference and ellipsis.
e. The selection of vocabularJ and idioms
distinctive to tne SL.
f. 'l'he use of continuation markers distinctive
'
79
to the SL.
g. The use of proposition evaluators.
2.4 Criteria for Selecting ;:-.:Hi illvaluating ::eterials:
The qua.li ties ;~nd characteristics re<J.uired of
materials used in ELI 70 and ELI 30 are reflected in
the follot<ing criteria for selection a.nd evaluation.
Criteria have been divided into the ninA broad areas
of objectives, topics, lan;:;uage content, t<•pes,
exercises, gradation, discussion, time and :Jtudent
response. (For evaluation of materia ls presently
used, see page 9.)
a. Objectives: t.re the objectives consistent Hith
those of ELI 70 and 80?
b. Topics: Are the topics relevant to the students'
field of study?
-Do the· topics represent a t·lide variety of fields
of- s-tudy?
--Are the topics likely to inte::-est the students?
----Are the topics covered in 'one- off' lectures, or
by a ser ies of related listening passages and other
activities?
c . Languac-c Content: I~ the lanf-."1.\Z..&;C authentic z.nd
appropri;:>.te?
---Do the voct-:.bulary, structures, a:'!.d rhetorical
s~Jles rnatch those of most academic situation3?
I
80
d. ~pes: I~ there a variety of accents and voices?
- ---I:> tho ~peed and enunciation of delivery authentic?
a. Excrci~eo: Do the e::erci"'"" dovolop the :nicroskills
outlined in the objectives, ~d thus lead the student
towarcU; attainine those objectivcc?
----Arc the exercises relevant, interesting, and
adaptable?
- - - Do the exercicos exploit tho material to an
adequate extent?
f. Gradation: Iz tOere appropri~te crad2tio~ in
terms of
1 . Complexity and lencth of llctonine passages
2. Difficulty of exercises
3. Development of skills
g. Discussion: Does the material lend itself to
discussion?
---Are discussion topics suc;ecs·tod?
h. Tir.te: Ho11 lon;; does it ta!:e to cover the ma terie.l?
~. Student Response: Do students consider the ~~tcrial
useful and interesting?
3. Rccommen~tions and Administrative Conziderations:
3.1 Recommen~~tions:
3.11 Exempt from iurther ELI Listening Comprehension
cour:;e!l the majority of studcntc Hlto ha.ve
completed either ~I 70 or 3LI 80.
·r
3.12 Introduce a ne« langua.;c 1abora tor-J program
for the '"caker ntuden'ts >~ho have completed
ELI 70 or ELI 80.
3.1'\ Change ·the format of the placement test, a.>1d
introduce both a pre te::;t and. a summati..-e test.
3.14 Provicle teachers "'ith a set of objectives and
related activiiies.
3.15 Provide the teacher Nith sufficient material s
-to c over classes for a Hhole ccmester, if s/he
uishes to use them.
3.16 ~nange th~ catalog description of ELI 70 and
ELI 80.
3 . 17 EAtend the res?onsibilitien of coordinat~r to
cover both SL! 70 and ELI 30 .
81
3.2 Courses Offered: It \•lould be desirabl e to offer
separate courses for students in the humanities, and
for those in the s ciences. As this in lo~istically
i mpossible ho<1evcr, a compromise has to be reached in
terms of t opics covered in the materi~ls, and in terms
of the activities undertaken.
At prencnt, the majority of ELI 70 s~tdents
are required to take h~I 80. ELI 80, de::;pite the
superficially different course descri,tions, practices
the s<1.mc skills and strategies as ZLI 10. The majority
of £LI 80 are automatically exempted from further ELI
'
82 ' "
listening comprehension courzcs.
This report recommends that the ELI retain the
two levels, and 'that an additional lan..,uage l aboratory
program be made available on both a '/oluntary and
obliga. tor"J basis. '!he program >Jill include numerous
passages relevant to both the sciences and the
humanities. It is recommended that the majority of
students in ELI 70 be exempted from ELI 80, and that
the majority of E:LI 80 students continue to be
exempted from repeating the cour:;e. :·lea..l<: students
from both classes 1-1ill either be required to take,
or opt to take, t he ne>~ lansuage laboratory program
which >Jill provide further practice in listening and
note-t aking.
3.21 Criteria for Exemption: Criteria for exemption
from ELI 80 for a student Hho has taken one
listening comprehension course include:
a. A post test (see below).
b. The teacher ' s e'/aluation of courseHork:.
c. The teacher's judgement of the student's
fut ure needs following an interview during the
last \'leek of the course.
Factors to be taken into account include
ans>Jers to the following questions:
a. Does the student have a sufficient a1;are-
'
ness of the listening and note-taking skills
and strategies required to succeed in the
univer sity environment?
b. Is the student considered unlikely to ever
improve?
c. Is the student's listening comprehension a t
a high enough level to utilize the skills and
stra tee;ies learned in class, and improve ei ·ther
on her/his o>m, or Hi th the support of the
lan~ge laboratory program?
d. Docs the stutient need a hi~_;h degree of
competence in note-taking skills for her/his
field of study'?
c . Are there t i me constraints if the student
is in the graduate division?
3.3 Role of 'l'esting: It is recommended tlld thl'ee tests
be administered; a placement tes t , a pre-test . in the
first ~reel~ of the semester; and a po::;t test i n the
final week of the oemester.
3. 31 Placement Test: It is: probable that the
exemption score of 36 on the current p l acement
test, t he PAT, i::; too high; 34 i3 a more
realistic pa5sing score. ds already noted,
the PAT tests neither note-taking skills, !'lor
the ability b follo1-1 extended, uninterrupted
'
passages of spoken discourse. It is therefore
recommended that the PAT be either supplemented
'"ith, or replaced by, ·tests 1-1hich focus more
specifically on the objectives of ~LI 70 and
BLI 80. ·.rhile it is hard to score notes
objectively, it is certainly •,rorth devel oping
reliable criteria, given th<d competent note
taking is a major objective of these courses.
3.32 Pre-test: '!he purpose of the pre-test i:;; to
give objective confirmation that individual
students are placed at the correct level. It
allot·ts for movement bettveen levels, exemption,
and diagnosis of the Heaknesses of individual
students . The test should be based on the
object ives, e.nd include note-talcing and
comprehension questions on extended (15 minutes)
passages of spoken academic diucourse. In
add.i tion, t!le test should include i terns 1-~hich
focus on the skills and strategies focused on
during the course.
3. :n Post-Test:. The post t est should be similar in
format to the pre-test. 'lhi~ test provides an
objective measure, fo-::o both student and teacher,
of the individual 's ability, progress and
~veakness es.
f
3.4 Catalog Descriptions: ELI 70--ELI 70 develops the
skills and strategies necessary to comprehend 50
minutes of spoken academic discourse, pa~ticipate in
classroom discussions, and take complete, relevant
organized notes. J.leets five times ;-reekly . Obliga tOI""J
if not exempted. Language laboratory required. C/HC.
ELI 80--ELI 80 is for students at a higher proficiency
level than those in ELI 70. Like ELI 70, the course
develops the skills and strategies necessary to
comprehend 50 minutes of spoken academic discourse,
pa.rticipate in classroom discussion , and take complete,
relevant and organized notes. J,Ieets three times
>reekly. Obligatory if not exempted. Language
laboratory required. C/t!C.
Languar,e Laboratory Program (LLP)-- the LPP allot·ls the
learner to practice the skills and strategies l earned
i n ELI 70 and/or ELI 8o, in order to attain the
same goals. Assignments by arrangement. ObliGatory
if not exempted. cjuc.
3.5 Coordinators: This report does not recommend any
major revisions in the syllabi and administration of
ZLI 70 and ELI Bo. It has been noted th~t, a.lthough
;;;ti instructors are e:c;,>erienced teachers, ·they do not
itave the time to prepare the extensive materials
described above. It i~ therefore recommended that
I
86
the position of coordinator be continued. Tne
coordinator Nou1d 'be re::;ponsible for choosing and
providing materials for both ~I 70 and ELI 8o, and
arranging regular meetings to discuss activities and
problems , quizzes, tests, and administrative matters .
4. Evaluation: ~ormativc and oummative evaluation of ELI 70 and
ELI 80 should be carried ou·~, using the follotling questions as
criteria:
4.1 Are the goal:l anli objectives relevant and aprropriate?
4 . 2 Are the goals and objectives clear and interpretable
for both studento and staff?
4. 3 Are the goals and objectives attainable?
4.4 Do the materials meet the criteria outlined in 2. 4
above, and arc they consistent with ~oth the objectives
and the methodoloey?
4.5 I:; t he placement and exemption policy appro9riate and
practical?
4. 6 Do the activities implement the objectives?
4. 7 Are the place~ent test, pretest, and po::;t-test valid
:?.nd reliable?
.,
,
SUI>liiARY
This section consists of a restatement of the objectives for
ELI 70 :md 3LI 80, and of recommendations for up~ding these
courses a
1. ~ims and Objectives
2. Recommendations
87
DESL AUDIO TAPE LIBRARY
**********~*****************************************************
TITLE AUTHOR IS
CODE LETTER/S: C <Cop1esl M (Masterl DETAILS OM <Original Masterl
****************************************************************
ADVANCED LISTENING COMPREHENSION
3C 1M 10M (5 tapes>
BETTER LISTENING SKILLS
4C
ENGLISH IN USE
2C
KINGDOM OF KOCHEN
lC
Dunkel & Pialorsi
Lectures 1-15 on 8 tapes
Text in Reading Room
Sims :'1< Peterson
Units 1-5 on 1 tape 3C (yellow labels>
Units 1-5 on 2 tapes 2C (green labels )
Unit 5 only <Anasazi) on 1 tape 9C
Text in Reading Room
on 3 tapes
Plaister
Lectures 1-20 on 20 tapes
Lecture 20 on 1 tape 3C 1M
Text in Reading Room
'
DESL AUDIO TAPE LIBRARY cont'd
LISTENING ~' LEARNING
3C 1011
LISTENING t. NOTE TAt· ING
LISTENING LON'I OURS
J.C 10M
LISTENING FOCUS
LISTENING IN I SPEAklNG OUT
Modules I , I I , IV, V on 4 tapes
Yates
Sec. II Abbreviations on 1 tape 9C
Rost
Talks 1-30 on 3 tape~
Text 8< Wor I< boo~~ in Reading Room
Kisslinger & Rost
6-10 on 1 tape 1C 10-16 on 1 tape 2C
Te><t & Workbook in Reading Room
James, Whitley, Bode
Intermediate 1-12 on 1 tape 3C
Text 1n Reading Room
Advanced 1-10 on 1 tape 1C
. . • '
DESL AUDIO TAPE LIBRARY cont'd
SCIENCE EDITOR
1C 1M
Undorstand•ng Academic Lectures
1M
EV 528. 1 ' 2, 3 EV 529. 1 ' 2, 3 EV 531. 1 ' 2, 3 EV 532. 1 ' 2, 3 EV 536. 1 ' 2, 3 EV 537. 1 ' 2, 3, EV 538 . 1' 2, 3 EV 539. 1 ' 2, 3 EV 540. 1 ' 2, 3 EV 541. 1 ' 2, 3
Scr-ipts e~va il able
Mason
Lectures 1-14 an 7 tapes
4
-
.· ,
DESL VIDEOTAPE LIBRARY
····~···························································· TITLE Author Is
!C=COLOR/BW=BLACK 8, WHITE/Number + m=TIME IN MINUTES/SO etc=DATE>
*****************************************************************
I. COLOR <C>
ACCULTURATION Bowen C 43 m '84
Advice to foreign students entering t he United Si:ates, with emphasis on competence in the academic classroom.
AMER I CAN HISTORY: Wisl<in
I. COLONIZING THE ORIGINAL 13 STATES C 43 m '84
II. EVENTS LEADI NG UP TO THE REVOLUTIONARY WAR x2 C 40 m '84
III. REVOLUTIONARY WAR A OF C TO CONSTITUTION C m '84
IV . MANIFEST DESTINY x2 C 50 m '83
Series of four lectures givi ng a detailed survey of the period c:over·ed. MANY EXERCISES I AUDIO TAPES I TRANSCRIPTS
BETTER LISTENING SKILLS 1-5 Si ms & Peterson C 50 m
Commerci c;~l minutes.
recording to be used with text. Average about 12 AUDIO TAPES I TEXT IN READING ROOM
A COMPARISON OF AMERICAN AND BR I TI SH ENGLISH
Harper
Recorded l ive before an ELI 80 class. Well presented 1 t~cture wi tr1 gocld use of e>tampl es.
1
C 25 m '83
organized and SOME EXERCISES
,
DESL VIDEOTAPE LIBRARY cont'd
CREATIONISM VS. DARWINISM Ruze x2 C 23 m '82
Recor·ded 1 ive before an ELI 80 class . Disc:usse!!l the recent conf r·ontation between Evolutionists and Creationists over the teaching of evolution in public schools. Presents the Creaticmist vieo1. Best used in c.onjunction with the DARWIN tape.
SOME EXERCISES I TRANSCRIPT
ELI 73 PEER FEEDBACK C 30 m '82
ELI 83 LIBRARY SKILLS Jakobovits C 45 m ea.
Set of four tapes: 1.) Library Skills 2.> ReferPnce Terms 3.> lnde>:es r~nd Abstracts 4. > Bibl1ngraphic Inde>: WRITING EXERCISES
ESL BROWN BAG
FORMATION OF THE HAWAIIAN ISLANDS
A descr1pt1on of 40 m1ll1on years of R£.•corded live at U.H. in an ELI 80 class.
HAWAIIAN HERITAGE
Jakobovi t.s c 45 m ·so
Kelch C 20 m '84
volcanic development. 1 EXERCISE
Yuen C 21 m '83
r>escriptio11 the r·ei gn
of Hawaii's story from the time of Captain Cook to of King Kamehameha . Speaker has local accent.
AUDIC> TAPES I TRANSCRIPT
HISTORY OF THE ENGLISH LANGUAGE Bowen C 40 m '84
Tr.c:~s the histor1cal events affecting development of the English l<>nguaqe from the early Germanu: migrations to modern English.
LANGUAGE ~ CULTURE Brown
i(~non.lwl l1v., at UH. 0HICU!!I!!I~!!I the OPT IM~IL DHJli\Nt::l!:. anrl Sl .. A. Good organi;:atH>n. Interesting content.
2
C 26 m '83
hypothesis AUDIO TAPE
, . ,
DESL VIDEOTAPE LIBRARY cont'd
MY FIRST FEW MONTHS IN AMERICA Joffres C 35 m '80
Discusses the tr·aumatic per·iod of adjustment to studying and t r ying to communicate in L2. Touches on problems common to most L2 students.
PLATO AT U.H. Harper C 35 m '82
Introduction to the PLATO program and its potential uses.
STUDY SKILLS Bowen C 50 m '84
Introduction to outlining and mind-mapping for the L2 learner. Recor·ded live in an ELI 80 c lass at U.H.
T.V. COMMERCIAL COLLECTION Nakahara C 20 m ' 82 ~LEARNING ENGLISH FROM T.V. COMMERCIALS
Includes a short demonstration on how to develop L2 materials.
WESTERN CI VILI ZATION
I. PREHISTORY
Discusses begi nn ings institutions: Paleoli t hic
II. EGYPT & HEBREW RELIGION
III . THE GREEKS
3
Halpern
and devel opmer1t <Lower, Upper) a nd
AUD IO TAPE
C 40 m '83
of human Neolithic. I TRANSCRIPT
C 55 m '84 AUDIO TAPE
C 55 m '84 AUDIO TAPE
' '
II. BLACK ~ WHITE <BW>
AQUATIC EVOLUTION OF THE HUMAN SPECIES Collier BW 30 m
Discusses the theory of the aquatic: evol ution of the h~tman race and covers a number of factors that support this theory. Very clearly organ ized. Moderate difficulty with vocabulary, but there is a fair amount of redundancy. Depending on your viewpoint., some descriptions and language may be X-rated and embarrassing tt1 your students and/or yourself. EXERCISES
AQUATIC EVOLUTION OF LANGUAGE Hubbar·d BW 1.5 m
Discusses the origin of language in the light of the theory of the aquatic evolution of man. The DARWIN and A~lUATIC EVOLUTION OF THE HUMAN SPECIES videotapes should be shown before this one
SOME EXERCISES
DARWIN: AN UNLIKELY REVOLUTIONARY Gould BW 20 m
Discusses the impact of Darwin's origin of the species theory of scientifi c: thinking. Also discusses aspects of Darwin's life and personal ity that contributed to his thoughts. Well organi~ed. Begi n at 095 on tape counter. MANY EXERCISES
HIGH CONTEXT/LOW CONTEXT Lebauer BW 30 m
Recorded at UH. Discus,;es the meaning of HIGH and LOW context and contrasts the reactions o f high and low conte>tt cultures.
MEMORY Kovacich BW 25 m
LectLtre di sc:usses varying aspects of memory: its components, how it wor·ks, why people forget, how pet1ple can remember better. Fairly hard because of subject matter and information density. B!~gins and ends abruptly. EXERCISES
ON STOPPING AN ECLIPSE Hallett
Discusses t.he organizing a Asian st"dent.s
elaborate pr·eparati ons of Australian demonstration to try to prevent a solar failed to see the humor. Live at UH.
4
BW 30 m
stud1mts eclipse.
I
DESL VIDEOTAPE LIBRARY cont'd
PIDGINS ~ CREOLES Day EtW 30 m
Attempts to define the concepts of pidgins and creoles, giving specific examples in Hawaii and througho~•t the world . The h1storic:al process of the development of Hawaii Pidgin English and Hawaii Creol e English is clear and is useful as an example of chronological or·gani zation. Ends abr uptly.
READING IN THE CRIB Steinberg BW 25 m
LectLtre di sc:Ltsses in step-by-··step fa.sh i on how the Ste i nbergs taught t.hei ,- son to read before he coLtl d talk . The 1 ecture begins wi th some theoretical background on reading and ends wi th a description of their son's reading ability as he g o t o l der . An easier lecture, clearl y organized and using f a i rly common vocabular .. y . There are two ver·sions of this lecture. The 30 m one is the mt1r·e organized of the two, and is the one that most of the prepared e>:erci ses ar·e geared to. SOME EXERCISES
UH LECTURES
AMERICAN STUDIES 211 Gething BW 50 m
PSYCHOLOGY 212 Marcella BW
RELIGION 101 Aoki BW 45 m
SOC I OLOGY 100 Babbie BW 50 m
5
'
CATALOGUE OP TAPES IN THE LANGUAGE LAB
*****************************************************************
TITLE
CODE LETTERS/NUMBERS
AUTHOR/S
NUMBER OF TAPES
*****************************************************************
EA SERIBS
BASIC U-R DIALOGS
EA 101.1-130.3
LISTEN & GUESS
EA 301-348
MATERIAI.S FOR HELP
EA 401.1-415.1
ENGLISH SENTENCE STRUCTURE
EA 501.6-528,4
BASIC COMP EXERCISES (stories)
EA 601-617
IDIOM DRILLS FOR STUDENTS OP ESL
EA 801.1-806.30
EB SERIES
U-R DRILI.S FOR STUDENTS OF ESL
EB 101-130.8
•
1
Alter
72
Allen & Allen
48
Selected by Whitley
15
Krohn
121
Rick a rd/W'ate rs
17
McCallum
30
Alter et a1
231
EB SERIES cont'd
U-R DRILLS (SUPPLEMENTS)
EB 10l.lsl-116.lsl 116.4sl-119.6sl
AMERICAN ER:>LISH BY THE A/V METHOD
EB 401-419
IMPROVING AURAL COMPREHENSION
EB 501.1-508.15
LI STENI 1.1;/WRITI 1.1;: UNDERSTANDII«i EI.I;LISB SENTENCE STRUCTURE EB 601.1-608.4
THE KII«>DOM OF KOCHEN
EB 801.1-820.1
KOCBEN SUPPLEMENTS
EB 800.sl-BOO.s5
AUDITING PRACTICE DRILLS (70 & 80)
EB 900.1-900 . 2
INTERMEDIATE U-R DIALOGS
EC 101-180
INTENSIVE COORS£ IN ENGLISH
EC 201-230
EC SERIES
2
Nazaac
Center foe Curriculum Development
Morley
Morley
Plaistec
Plaistec
Plaister
Alter et al
English Language Services
49
19
142
32
25
5
2
80
30
..._..
'
EC SERIES cont 'd
SRA RBADIOO LAB Parker LISTENING SKILL BUILDERS IV-A EC 301.1-309.1
MODERN EOOLISH Rutherford
EC 401.1-415.1
LISTEN & WRITE FA Educational
EC 601.1-615.1 Devel opmental Labs
ORI EN'l'ATION IN AMERICAN EOOLISH IV Costinett
EC 701-710
LISTEN & LEARN Smith
EC 901.1-920.1
ED SERUS S.tJ- /)~ "(~ LISTEN LESSON BOOK DA
ED 101.1- 115.2
INTENSIVE COORSE IN ENGLISH (Advanced I) ED 231-280
COMMUNICATION SKILLS
ED 301.1-305.27
BETTER LISTENING SKILLS
ED 401. 1-405.2
3
Communicative Skills Program
English Language Services
HELP Staff
Sims/Peterson
9
15
15
10
20
30
50
74
10
'
ED SERIES cont 'd
LISTBNIN:; IN & SPBAKIN> OOT (Intermediate) ED 501-512
LISTBNIN> & NOTE-TAKING/ LISTBNIN> CONTOURS ED 601-624
LISTEN!!~> FOCUS
ED 701-721
ADVANCED LISTENING COMPREHENSION
ED 801-815
EE SERIES
INTENSIVE COURSE IN ENGLISH (Advanced II , Vol III) EE 201-250
DBVELOPIIJC FLUENCY I N EN>LISH
EE 401-409
BARRON' S PRACTICE EXERCISES FOR THE TOEFL EE 501.1-501.19
LISTENING & L&ARNIN>: Lec t ures
EE 601-610
4
Bode, James, Whitley
Yates/Rost
K issl inge r/Rost
Dunkel/Pialorsi
English Lang uage Services
Crymes
Sharpe
Young/Fitzge ra ld
12
24
21
15
50
9
19
10
I
EF SERIES
UNDERSTANDING ACADEMIC LECTURES
EF 101-114
INTENSIVE COURSE IN ENGLISH
EF 201-220
Mason
English Language Servi ces
BP SERIES Phonetics
ENGLISH PHONETICS
EP 1-11
PRONUNCIATION DRILLS FOR LEARNERS OF ENGLISH EP 101.1-116.3
ER SERIES Dialects
' AMERICANS SPEAKING (Dialects) ~
ER 1.1-1.6
MATERIALS FOR ESL 360
ER 4.1-4.6
TRANSCRIPTION TEST (Hawaii Creole)
ER 4.7-4,8
STANDARDS & DIALEC'.rS IN ENGLISH
ER 5.1-5.2
5
DESL
Trager/Henderson
Muir/McDavid
Day
Day
Shopen/Williams
14
20
11
39
6
6
2
2
•
...
'
ER SERIES cont ' d
TWO PIDGIN MONOLOGUES
ER 6 l
BT SERIES Tests
HELP ' PACT Placement tests Steinberg/Rickard , Plaister/Blatchford
ET 1-2 Checked out only with permission of ELI Director 2
TEST OF ENGLISH SOONDS
ET 3
IMPROVING AORAL COMPREHENSION 1-4
ET 4.1
HELP LISTENING COMPREHENSI ON TEST
La do
Morley
Bowen/Bida
ET 5.1 Checked out only with permission of ELI Director
PLAISTER AUDITING TEST (PAT) Plaister
ET 6 Checked out only with permission of ELI Director
TOEFL LC PRACTICE TEST 1, 2 , 3
ET 7 (test 1) 8.1 (test 3) 9 (test 1)
ARCO'S TEST OF ENGLISH AS A FOREIGN LANGUAGE ET 10.1-15,3
TOEFL SAMPLE TEST
ET 16.1
6
Gruber
ARCO
l
1
1
1
3
18
1
.·
,
ET SERIES cont ' d
BARRON' S HOW TO PREPARE FOR TOEFL Li s t ening Comprehension Section ET 17-19/20. 1/20. 2
STRESS & INTONATION Using American English ET 51. 1
EV SERIES Culture
MISCELLANEOUS TAPES dealing wi th American or English culture EV 1-63
MISCELLANEOUS COMPREHENSION EXERCISES VOR HELP EV 65. 1-65.10
SCIENCE EDITOR CBS
EV 528 . 2- 532.1/536.1-542 . 3
ENGLISH FOR VIETNAMESE
EV 701-712
'
SUPPLEMENTARY MATERIAL FOR ELI 70 & 80
EV 801.1-862 .1
so~s
EW 1-27
EW SERIES Music
7
Ba r ron
5
1
Rickar d
63
10
Rickard
Alexander
12
Loaned by Dickinson
27
;
:
'
EX SERIES Drama
DRAMA: SORRY, WRONG NUMBER
EX 1
EY SERIES Poetry
THE POEMS & TALES OF BDGAR ALLEN POE
EY 1
DANCE SEQOENCE
EY 101
STONE
EY 102.1
EZ SERI ES Prose
BASIL RATHBONE READS EDGAR ALLEN POE
EZ 1-2
BIRAM SHERMAN READS MARK TWAIN
EZ 3-3.5
THE LEGEND OF SLEEPY HOLLOW
EZ 4
MARK TWAIN TONIGHT Highlights from CBS Special EZ 5
g
Lane, Rickard et al
1
Rathbone
1
Unterecker
1
Unterecker
1
Rathbone
2
Sherman
6
1
1
:
EZ SERIES cont ' d
RATHBONE RRADS HAWTHORNE Rathbone
EZ 6-7 2
SHORT STORIES Nazaar
EZ 8-11 4
SHORT S'l'ORIES Nazaar
EZ 12-17 7
SHORT STORIES READ BY TED RODGERS Rodgers
EZ 18-22 5
GRIMM'S FAIRY TALES READ BY DANNY KAYE Kaye
EZ 23/23sl 2
WIZARD OF OZ
EZ 24
PETER & TBE WOLF
EZ 25
THE SORCERER'S APPRENTICE
EZ 26
9
1
1
1
• ENGT,ISII LA.'<CI'liGT: S 'l' UL>Y - - ·- -- --
Materials of interest to ESL/ELI Instructors at the Audiovisual Center, Sinclair Library
KITS
Dialects and Dialect Learnlng The t;ases of Voice A.rtl.culation und Pronouncl,,tion Jikkcnteki Eikawa: Experiments 111 :,poken r:nyl i.sh
PHONODJ SCS
/.meri car:s Spca~ ln'J: A Dialect Rcc">rcl Thr: Changing r:n<Jlish Language Com):Jrehension Through Listening Hard to Learn That r::ngJ i ~h lis l\ Gccon<l J.anyu<I<JC Hl ues English ~lith An Accent
TAPES
Cornelius: Interview VeraJohn: Language DevelOIJrncnt & Bilingual Children A ?ractical Course in English Pronunciation F.nglish Accents And Dialects The f'oreign Language Teacher Interacts: Enylish 1\s
A Foreign Lan~uage Blundell: Taske Listening Listening In & Speaking Out: Intermedi1-1te Listening In & Speak i ng Out: Advanced Mister Monday ' Other Songs for the Teaching Of F.nq lish lihat A Story! Listening Comprehens i on Have i'ou Heard? Listen 'fo This: Aclvancerl
VIDEOS
Kit 88 Kit 89 Kit 90
P!"!ono 180 Phono 405 Phono 846 Phono 1254 Phone 2843
Tape 738 Tape 40 7 Tape 696 Tape 697
Tape 698 Tape 850 Tape 851 Tape 852 Tape 86 . Tape 940 Tape 942 Tape 943
The Research Paper Made ~.asy, From lls s ignmPnt to Completion VTR 17 Revising Prose Vl'R 153
Update 4/8 4
'
Suggestec videos for I'SL use.
To A New Horizon: Fulurama Ben • s ~~--i 11 On The Cowboy Trail Kona Coffee & It's People Iolani Palace: R~turn to Glory USArt: Gift to Ourst:lV..lS Bmi Mako Gin & Dor. Piney ourselves F'ujikawa Days of Iwa Local People lloku Award" West Side Story Making of a Continent Series:
Corridors of Time Land of Slccpiny f.1ounta1na Price of Cold
Kilauea: Curtain of Fire Kalaupapa - 'l'he Refugl> Linda Coble's Peple in Paradise
Suggested Kits for ES L use.
Musical Instruments of Hawaii The Origins of American Values Conflict in American Values Maui: The Valley Isle Flowers of Hawaii The Kinds of •raf!a Here Great Inueed Lei Aloha Menehunes Battle of the Little U.i.g !lorn The Kingdom of Hawaii Hamburger USA
VTR-78 VTR-84B VTR-85A VTR-117 VTR-129 VTR-130 VTR-134 VTR-135 VTR-136 VTR-137 VTR-138 \'TR-139 VTR-141 VTR-143 V'l'R-192 & 205 VTR-204
VTR-237-1 237-2 237-3
VTR-272 VTR-285 VTR-287
Kit 44 Kit 58 Kit 66 Kit 75 Kit 76 Kit 181 Kit 180 Kit 182 Kit 162 Kit 201 Kit 202
Co>nt~S fP ~ -JoO l)l"
, SHnF\ES 01 ·1 HE COSIHC iW! f ,N, H IL. flO ~l I N VTk·-110 CUI llh \).1 ,! d •d,11111 t tl• I V l •' l td 1 1'1 l't • ·~•t•ld .. d .l U lt • tin.· '< o·-~nt i c· ,·:":l)Oiflr' Un.: ~ . t.~T' te':-o i•l."·~ ll 1 ;. \..J.i. ti t e (::: u .t•.i L~d to•.tT'
ur Li lt • l .l fi iVf.~l':;d•? ff'Cilll v i•.!~ .• L~···l ,,, •lnld>.lt'··· Lu Li H:~ i11lV:':• Wd'.:i l,o Ec.s r 1),, l,n ,d.i• •~,.,i 111 1-.!l~n ... l . 'l i 1t·' •. i J. ~:•t.:uv~ t ly·· ~ .• \Jf t·l ·!\o•.li tPI P·'':tY tlu• tldW II Of' ~~ · ••olt'llt..Sf.i\ ~;.t ; ir.' l' lt i f' 1t·
,. , ... s~. ' d l'L'h .:l td Li • <~ t'\lv:-: o~ t P..l r 1 e• • L 1 ;., d)'':.f dl'L' • .. i i. : ; •:•. • ~~~:> t ." d • fltt.) , .••• , .. ,d~~ t.( JI I( I IJoi t" • w i Lit 1111• • '''dutt t:!.1 l \·: ll'i a l ·, · d
.JUI! I ' I It.~~~ 1ill'flti'·.H 1 l1.1111 f'ttl!ll l iH! b\•: ) to$ 11:i tu lin.: t•J · t ~ ~.t.~ l t LI
f:(]~ )M0() ~'1'1 U'll' +.HU 1 ) ~q '1 l t" , •
I U i lltd l
!·'I'<!j
!<I , ,, l
ll.l'
1.' lid lit it!;! ;t I 11 I '~130
UNI VIII I ·1·. I N ! Hl CU!:i t l t .• I Ul,UI bO i-l l N VTI'~ --HY 1.:111 Ill' fl• 1• ll'lo.."•~"''· • l i t v1' ll'll'",t.lolt tof' J1 l;· 111>i J\ ·:1 \l l · L:.: II t ~·)t lt SPeC't.i ld l v •_, Ul l I, j f'L• J'1 ul.i H<,~ l \.1•11 1-J~:of t·~,lo;:~i•l.t~~ ~ j, II ~J t.itt:' r•.JJ.t.~·:; llln ~, l 1 il--.f' l•:r L1• .~, ... ~·· .l~,· · ·· t,; '"'' ur··idlai.~tt···· ..Jdd )·•L Lu {.he t:tJitdl'ttt.Ut' ; .i lh F·(J~., , ••l l i)·• \JI I l.i1t~ h 1 i .1 ~J l. i u•.11 t--.'IIV.i. IUI!Illt~lllf !'tOt ll •d "I V J.d iJd}l~.l'! btd. lHI li n:~ '·1 1"~ .. \ 1 ' .1.(·~~~ ]t-,,V \·.' J,, Lill"Ut.J •·ji l
t·1u 1\ ·t. •. 1 'I d l' b .i. u 1 (>~:.f':(' -t i • t·.~ M:i.l l t~t·/ lJ('M~J t:~ i·~~ t~l' lflll.' II L'I n!td j1;4,·, d l'\·.' l.y~i·>d l ll.t. l !l.~ t..i.
cosr1n~:; < r· ,.,) ·A '' d il l :' > s .. ~ , . .i. eb.
F n t·n,a L: F•El i< J V HtlOCM;!:>I:, I I i . l''l<S li..C 1 '1!!0
HAf\MONY ()I Tilt:: ~~~II\ I !.IS, ·t ilE r,o M 1 11 vn~--·;o 1 :uuJI\ Tht• f1t··> t a ll • .,~,uJ·t·, \,)r h•.flh .I J1 l•\ :.i11 1·~) tu i 11Lv 1; l' td.
'l.ht.1 l'il o:q' ,:H' l.t. . .'l' ur Lih~ i lt 1o;JVt.' ll !;) i ·U I l , l 'd'H 'I i .Ill Uu:: !:d.e:H'':)
d I• H 1d ••f t•:· tt: ll ': ll )H nf ti H! f',nu1 I 1 dl' t-H>t ld . IJ ':) I. I I ~:;l
lll'ili\1., di P ( "ll. oll' ~ (, .~ ,1, ~-. f' T· ( llll lll d l! '$ tr h.· ~.l diP' 1 I J l'l. i .·. dl,j_UII ~ , llf· • ~;d J 111 1 •; ) • l u n ~._ .. thiW t~dt.. ll 'llit'J t•l,~J itcJ 1.:. ,- •t:.•u;• l ~t:: e..i t.iH-~
tn',IV~· I I', \.J i lh •.1\,l)• t_••, o.l! i+l 1 '~ 1 LL f. · t lto d~ ' I'I'UJ ' t.l .. dl' Lu it ~ (JWII li11n• dhd J• l1:$ \'\ ~ e tt .Jr IIH.d.Jt' IPI ·l·~·' o-J I , I t.lll 11('
It •" d I II J I_,' , , l.': 1 f! I' • ';) I I l't ' ( ltd t-It I ' " i_q I lr i '> I( II
··~ ~~t\. , . ,,,,q ,,j l,• · l ,.r l i •• ' ·· f'J'• •rt·. ,,( (:1•)·t , , ,1 ( ,, .~.,
hdiLl.L!tJ't d llli r'1'ih' Nv •.d cn • • GD:Ji·HJ:; \ I ' l ' l ) • )'dill ; \ ~ :.) t • I ~ ' ·' ' ).
r" ,.,,. ,,!. : 1<1 lot T 'J .1 111 IH (,•;·.;! . I II 11 (;
•
I
HliiV F H ftf l l l Ill l.. l hO tllN Vl R-91 lhP Lt'l ll, l'd J. l1h!IIH ' l.ll 1.jL~t }'.:Jt. II ~.J U1 j ~;~ ~ .. ~i· ' I. ':>~JI.jt~ .1.~~ liH .. ' i11 LI'I' oH li \ JII 111 (WO o) l dtnc•l.•· t\'.·)'l l q (11'1' 1 1' o• o.i ) ' l ' lH 'tt'•\.l-' '1 '
~.~ l ' d '.j•!d lt < .• ul dttd t:d l. d ·, tt·,,>•it.l.~· •~~' t, i ,J.l i' Jlt '\lln.t•l'(. ,:, n .. • ~·(~•.,...Oil , j,i.,,l.l:! r lll' 'LtH:·~ (:'VIJll, tl, J, \ ,111 qf' UI JI I,JII .~''t!l'~~:.'' Ul..ll'
~·.uld l' ~.·r·) L t'lh' d ll d L l r\' Ult ttUI 1;.)1\l d 'l.l ) •J. d tH· .. ·l.. ti».L I' I'f t i~t.) T ut• ~:.P.bl-' d i)l d .. ,t, d!!lo ..: ~:. L.:st• t ·i. tt ~\ 1-'11 "'t.' Dr, !')c.ti.:t,:HI ''l '..,.L"t.t··,··•'"• lh t •t t.' UI' j l t~~·1 .q,, j t.d lhf·~l,<·,• ( ., I IIJ. IIj, (,. tl.lt'\~
··.uli:l l' '-• ' .t~ .. l.t!m J..l l u~ .. t.l·d l,, " • Li H· iPo · ul iH· ~. i :: • .,r Vt:·l.i r uv ~:. l·. · ·'
o:Htd Llu•\ll' tt:";; ··~ buut UH: P'lcfltt .. t V\:.'111.1 ~: •• 'Ti n· ....... ~llt't:l-'l. uf con,pa J•al.tve •· .l d t H.ti'.uJu!.t ~ ·~ i s t trlt·uths..~(-·.•• .. i . COSMOS ( f' ruo.J I' diu 4) St.' , . .i t:: ~. • Fol'lltdl.: [11-: H'l ] VlttEOC1i fWFliL n•!'> H c 1. •mo
f<l..l!f S V"(l l( ,c, I·:F 11 t"l.At,ET ~0 HlN VTR-92 CUI .. OI'\ I IL)Ih d l'L·::v.i.t:w llf' ll t.:s t t' "" f dc ~ •• L . . llt r Li.u1• \.J.l Lit H .:~• · ~:• ,;ntd l.ln:u1·ie ~. d ~•O•J l. t ~tQ l·· l dJ•u L, , ,, ,t.,J i.• l'.J l,j,,, ·:·•·· uf" l:·'t •t·c i vd l Luw~ll, lin fJ. I
L•l l'l t~. l.t) l hP t·:-~;- ] (,)I d i,.Lot• uf' Hd * "~ . fi t l ·u u-.i i ' l.i~t.~ •.J~:. t·.~ u f' ~:.l 't.~t: 1
t··f'l't .. '\..' l'. ~.IY L"ldbU !'dl.t·.~ IU lJ4i \'·.' l ~" lll d i-. lll ~;f, , (JIId ~;.:t_;l. t~d1 F•hU l.tJ~.~ ~ ·(~Pl t~
,., .. l,~n·r.i fn••t• t-"ld )'il ttll' dlt• i Vt Y '' •I l ' t'(•lH:~;) ' ftr· . Bcs •:.idt! c.~ 1 ·1 • t-:orl1 ':.• ·
d l f t tH• H oJ I'tJ,ll l ~:. • n• f, •!'' Lu t.il.'., t 'tJ~;)' o Lih • oldVuJrt'.'t:·.'~ .i.11 u ll l
k.t tOWJi•tl'lt.' ur (,i l,ll' llt·' dl'\.' '·} L t ·lolll' l • fl ' J llt ' l~. dli •uJ' ~:),l ltC C·:.' Li l l!"'
t.l.lht.'~·· of Wt.:JJ ·. ~ liH·'IIP i l~ d J t•l G4•dd o:Jt' •l t t··••• .. i i• •i with ~ ~~··•f:'('ld dl IOit (JI I lilt~ f11t. !1 1 \' ~ , t11d titV I 'U I H \' l l, u f' t.e r' l '"' fu l ' ll•J. ,, t ... ~. CO!:)M(l ~, ( f'r•u · .. tl'd lh ~i) !:)l • J· i'" h • I IJI' Ifl d l. :
f.· fiS I:: I.: 1 o\ J V ll ll." OC ti SSI·: I II
Itt t'IHO
! I~AVFL[I\ 'S I .:':ti.J· .. S
60 MIN VTR-93 A L Nt,~:l1'\'•.) .. h.·t l'l UI•I t l• . ,l. t)ll I. • .J.,,, ,, {,,,,.~ I ll 1-' d '.;) .ld~:.' llt:$, W t· · V 1.~-. i. l.
}IJ·. ~\,:,t:..4d l• d l••) i 11 s C t.)] l.ltd!'.·,•Jt-!·• ,..;;H .. I dl't: Jl• UJt.~ lu .i•,.i•:•C uf C'lHP..I • .. ·t ill ~:t d l t , •. ~, l tJ•·.J1 ot· •J lilt ··I• •• •' ti1t .' \JtJ'-Jo.J•:.h.·~ • · II ·~:o c lu•·,t:' L'II C' O I, I I tl. t .:' l' w j Lh .. hu:...itt:~ l' Ut!d I. t!:\ ~, d tt:.' ll i l.t1::). r ,c.; LI.Jdl V\.l '·ld :.h··
.i.!ltd•:1 t " .. I IJ U: .• li· ,:J l"f.? t,ih" ••;: r .ldtl d l, i,UII ( Ji' ihJW d c.s l.n l!,, tt•dJI ~~Illl l.l • •• t d l td ~ · )tl \ (d:·~~ \:• • Sr .:IIIIi l.ilt.-!' itd tlll' f;' of Lil t:' • .Ju v .i .!lll SY!;,l.t:.'lll • S •·'dL V
f:; ~J ·lPI dL .ttHo .l it Uu• :)O l i' Ct •ftl. • i l ' 'l .i!:' \..' lllli. l'd ~:.l.\:~d WJ. Li1 t.~A >'ll,ll ' dL 1
.Li t J. 7U 1 c ~'ltl.F II' 'I Jlo ll d l ld dllf l lilt ' d(.'; lit·' Vt·'IIH:.'i!L ~:. uf Clll' J.~:. ll.t.S II Ht.J ~;j~ h.·'''··. COS t-H r; , O·' •o~..t•··Jifl b) s, .. .. j , .. ~ .
l U l'lll It ; }if 1 1\ V 1111 l!Ct"1u~il.l II I' ll!·) i I C 1 '1110
• l< o~C~ l< UNL Ill (••> Ill N
, l l I bli 1 ,
v·y R-94 li lt
Lit•. f)d JIll
• C I f~lt t, l f I t
J I •, I I_ I 1 It' l
ur;lfu11·• l uf
tl11 '· llh H 11 • • uf Htlc·l.•p, (li•l+L' ' lltd d UtdJ Pr l,iu l-IHIWII WPI J. j, l1u: l''jtto Jt_~• , IUdtJt.•
dt~COVt'l' t ~··, .-ll•Oll\ lit~ • !l, 1.• I t' of' .s l l'. l 1t•ll t 11tll. t Jt., )•u!;> i.Lt:•d l, l u • cu1 t.\\ : L o f' the d l " n' d t td Ar· t • ) l.:~ l't' il •. ~ !;• l•t d(.,tt U n,,. J P I I'.i tt•H! • ot. t. U oll t',WL'I ' lih • H'. h ' d l d l tr '\•Ji klt, o$t't ' I j,, , ;. Ld t >;, ? ' ti l 1 t ' llt ' t •
,!.'-, d '-''- ' 111 l.•l l't'd 1\ (Hi 'l • I ~' l t (H,.JI 1·d ·h· w.,· . "' ' '''' ' j,, j(, i l. d l' t I ll tt ·d t h l.tH • W o l• t • of I'•· I i td ' U l'•' dll d lt•i l ' lc- l " ltt\' l11't ' ~ l.t l ~ ·) lll o
t.:d!oMOS IO i fhitl !
II',
( I 1'U ll ', Ill
I <I 1 ,·, II.
;) s ..... , ...... 'Jill[ IH o"o i~l Ill
I 'lllil
.JIJllf\IH Y! o Ill '.t',.ll ,·, Jp 1 Hil 60 I'll N V'l I'~ ·-9J l Il l Ill\ ( L>Ht f~ tJ t,MI oll l 1 lll d l, J d l t J l o•\' t' ,, l lH! l't.ll t '~ l'"•\ l. • l t \ 111 :.• .Ill '!ol " .. H...'t:'
c.111d t.•" l •l.• tt 1• 1 li H· " ' H H ,., I uf d I t i id. ' h ' tl l . l tlt ~ L t:: i. l• " -:. l .heOI''J dt' f t., l. L 1 v t1-'·' 1 .• 111 i rudt..u .. ·,·d d~"-' •• 1 >·••.-·• ~ · ~,.·ls n l c._.J.-;dt''-' rJ I ••' IIIII' tJI'l! l f1 t t l!.tl.Pti, J )\l! ,'co~ ,&\ • t i L t ~l ur 111ltiJ",lt•ll., Lrdv t• l dl'd'll' .t< • wJtit J_ i." 11·1' i11• l.u1''.4
t.Jf ttJPdSt )o\JitP.t•d l"ttl •_,t .. eHP t.,·,...,- .. 1. ft fhi.' \.tti\1\-~l j ~ l.OtH.Itl.'d •Uttlt , 11d lill.' Jt•,tl} l dlt( J• t uf'\I•J i pj ,.f'f t ·~t•_, tl. WO•.Jl••
h tVl ( 11 1 ~~~ ~ · IUIJ I <:, e (.Jf' lJ L~ t ut·•c \"tll l ~• i • . .h~ t~· •.i •
U l!.> 11[)!, 1 l'o ol'l >d no S l St! r· i •."' •• I' u '' "' " l; l ll . I ,) J. VI Ul.. ()(; r,·.>~>l I I I PHS II l' 1 'IUO
l l VIS m 1111 ~" alk5 , lllf 60 V TI\··96 C. IJI tif·: t-t dJ '' II •':I Hilt wl lttt.• iuJJ ldJt p J i.o_L, ,,_l-• uf' UhJllPt" -•nu J ~ ... ;u l ~~ '
.tlun .... , ._ tb.tiU IIIl(. ) ( tl Jt' l c···- .. I •• ·· ·~ 1.\1 ... . '"~·' 1· u.d .. L U II ur Lin~ • ' ld tU ill '"f t tl ' I til ' ,J IP ( {fl' I' U I' ~ t ' lft,d. "' ~ l lll 1 •-tvJ} d l J.l!{,p 1 l UI
, j l.L~ ll {"t l ' t •' ~ ! 1 11 lt )l t r '• ' I J' t 'I I I UV . ~t! r n it•~ l !l.' ' l l. l t l l t • I ·•···~ •:~ I t:.' d J. I d t •d J t t,.J I Ih . ( t i t 't'lll t ' l' ' ' ' Wt utdt ·t l .:ud' '·lt ' 'f 'H ' tn ~· 1~:i 11s.-.. d , t· ,j , .• L, •.Jf' .. 1 I) 1 , .t. " r , • · 1 •. , . •. , .. •• t. " <. ~:, . 1." , , . t , "v , 1 • d 1 , " ' d 1 t •ff'( •t_ l • 1 ,,.,, t',i tl il •lt o Vt, •j (\I j,! ,·~ ~ it\ llt ••- •
f' t'J !·f·H JC ' 1 1 ••·: •·· n• c,, ~~''' I ' ' ~ n,.,.":t L : 1'1 c,
t ur1 111 f, il t·\ I ll I :• 11 t • t l ; I I
lllt&l 1)l!tlfl('tt!!'d 1\~ Il l l'llll•
111'1 ~1 1 t; • II II vi 1\-'1~'
' I l l t . .. l l L ~ j I J. •·; l \J I '' (
-..
• I'll\!, J :; II NLI bO MlN
lll i"d ~Hlh ,. , Vlf::-90
____ .. I Ill
l·· r011t \./h• IIH )IiiAIII V.Lt'W lh.,•l Wi11111 '• II')'! I '•''''" c.ll ll1~t:•lJ.t~:j ,. .. lll,
'd-"L1~ l\"•1 }IJ, 1id'Jd l l IIHI·,Il'.• II 'i11• ,t11d•r \J( •h•1n•t 1 t l iiiU IIIH:fl. lllll'
Lih! f' IIH 'I inlt':o oC thP t ll.lll•dll i.t1, "" .1 dl ''"" inr. ul' ioa- . 11 ,, ~- • .. ··
d lld b•·~lav·i o l, llu-• lt:•l~) I , JUII':oftl;-• uf i'1.rJII dlltl ~'IIVli-UIHII''ItL J oJII+i UlP )-•tJ'3 •J c).lL)'tJ l .. • I '.J~;I! I di'L i l.: 11·~ tl'l'il~~t.•r UH• tJ~tr~lll!l.;.JJ-L•lL•cl.ti('dl
l·•f'Ut'l •• lhdL vi Ill···· 11 1:> Lo LiliJd ·.. H~ .. 1 uit.t·, LIIJl. inJW uu~ ;] itl 1 <.JI'tt."J 1 or till~ tit' I IL' dltd Uu• i .. •!'d!.ll dl'l' li dls·~ l dl.t.•(~ !.lil.U
!:.'3 11t b,,i '' < u tu llllllt.lt..: Jt JOl t ' · w 1 1 Lit••l Lu Clt'"<Jl.t-' LliJ1'<.tl'l_t)~;• t-IIIJLI 1
IH)IIC"f' ~. .... ohll'lll'd inf'• llltdLiOfl nl' h~tiP!ro:!LJll!t~ · CO~-~~HJS (f'rllt t •. ~ n• ll) :.tt•i')t · ~, .
I"'''"" l 1<1 r,·, I V [j1[ lll'o\!i!.iL I II I' ll :) ll . l 19110
FNL\'Cl Ul'o"•FIIIA li•~l 1\CI JC'o'• CUI llli 60 MlN VlR-99
1 ·;-;~·.lut ~ca., Uw )·'t ui, 1d .. •\.t• ltt.~Ltll"\ . .' \It· Jll tt.::liL•:.H· .. ·ttl. L.lVll J.. ~ ·.o.JtJ.U II ~ l f l tilt' lll tJ'Jt\i' ',l ' .JIId l.ht~ lli i".IH, b•J WitH i1 1'\Jid.dt' l 1/ll.'fld .• i.tv
u,.,u.Jo. {1,·, ~)a~Mrt t•ul.t · ~~ Utdl. Li1t~ ' 1·\t)":.l"!t\.c~ tt tunE-' fnt ll tt. t•J•,t,•IJd l ' (.'OIIIlllllil l l'dtLlHI I'·> ltl•t:•l'~ L\1 JIIV\J.IVL ti ........
o;~\Httll_ l.fH.' IIIIIV~I'';,I;.~ f 1 aw• f)f ~~t,,r•-• .1<:':>·---~ .• lldt ed ub~:,<•t voJllUit•.l
~.,tJClt IJ~' UH1 ~.1-'t'\'t' d n f' l.hP t"l• • un ~ td.·~ ... ~·t•t·•~ nl" L.t ~:1ltl. , l:u{;t11JF <t'1 ... , t~ n•
I· II I' ll•• l : J<l I,~,
1' 1< 1o II I
1:') IJ I Ill nr; .-:. t•~•J 11
l'/11 (\
<' l l'j ttn-:-: t'IJ I I'~l.dtl l
~~------------------------------------------- !,l·t ,')l,f; MIN
I Ill\ l fol i1 II V I F; .1 00 l 'l) l Ill\
[ll. ~;d~\ 111 n·• d I 1. •· l ht· ;H·I\d 1 titl •. ul L'l I ';. lHit·' \J r Llu· • .,., 1. • ' d itd I I l.iV I •.i\".>
tit• · I' 11·•1. l.wt•l V\·::
o:S 1 OIH t ,•lUdl ' • , • , .. ~ , . . r; ~~ .... fldllt l'~H•f·l 1' 1)1 ' i•Jt i JI I'l Uti'• l·tnH·JI•••i·t • •
\llt'thl,.:• to f ("',,, IIHI', tilt' ''lt·,~•, «'' t'tt':.lllll'. 1'VUii.Jl.JUII
J I'Po•l
olttd 111 Llu• • ,t 'l.l 'IILLI'It c:Ht'lt)dtl• • ••.l.;.lt,lt~·~ d.c. d)l t .. • ,;. t.~lu ~· .lri i ':J 1qtd Uq• l Llh! ll·di H"·'• II!' \} I ff )'4 I l jt 1!1.11' i •:)L.Jtld•,
ul' ll'l \ ••t·l lt•ll'• d l t ' WPVt'lt ••'tt•lit• I W1l, j1 tHIIt.~ t.dt, IL ~ultdl' '::l \ l'dl.:l•t ' I
!,.Jd I'! ill I 1
" ''" d'• cn;;Mn~;
I UI'IHdt.:
I 'I<!.
dt•u•Jt >1 ) I , 1 et I (I' !'O• \I d ill
l: l I f< I II I.
l. i •• ' I 1 I I 1.1 ,. ( .' .,. 1,.1 t.!
1.:)) :.,.•Ill"••
V llll ()( •'•'>:ol I 11 1 ·~·n o:-,
.,J •t_ .. ,,. 1 t.~~-·
...