Fsi - Polish Fast

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Photo: UggBoyUggGirl [ PHOTO : WORLD : SENSE ] cc-by-2.0Familiarization&Short-termTraining KRYSTYNASTYPULKOWSKA-SMITH KRYSTYNASADLOWSKA U.S.Department of State 1992 ACKNOWLEDGEMENTS ThePolishFamiliarizationandShort-termTraining(FAST)Coursehasbeen developedbytheForeignServiceInstitute(FSI)Schoolof LanguageStudiesPolish teachingstaff,under the directionof Hedy A.St.Denis.Thefieldtest versionwas preparedin1985byKrystynaStypulkowska-Smith.Grammar review exercises were writtenbyKrystynaSadlowskain1988.Technicalguidance during theearly stages of development wasprovided by Martha Gowland.Hedy A.St.Denis and Michael S. Alleneditedthe text.Specialcontributionsinproofreading,formatting,revising, andcourse design were madeby the Polishteachingstaff:AnnaBudzinski,Izabella Cornwell,GrazynaGerlach,VictorLitwinski,EwaPaz,KatarzynaSzymanska,Ewa Vorndran, and Krystyna Wolanczyk. Revisionswerebasedonseveralyears'observationofstudentperformanceand commentsofbothstudentsandinstructors,aswellasofothermembersofthe foreignservicecommunity at post.Professor WladyslawMiodunkaof Jagiellonian University provided extremely useful comments on the manuscript.The final version waspreparedbyKrystynaStypulkowska-Smith(basictext)andKrystynaSadlowska (grammar review exercises) in 1991. ThetapeswererecordedintheFSILaboratory,underthedirectionofLawrence Williams.TheAudio-Visualfacilitydesignedthecover.IsabelleJohnsonprovided experteditorialassistanceinformattingandtypingthemanuscript.ChristinaN. Hoffman made arrangements for publication. Photo credits are as follows: Marek Balcerzak - pp. 75, 182, 232,238, 290, 301, 306, 309, 314, 347 Central Photographic Agency (CFA)- Warsaw - pp. 61,76,151,319,338,450 and the cover Col. JosephN.Gardewin, USAF - pp. 2,24,190,206,240,246, 258 Grazyna Gerlach - pp. 87, 93, 95, 97, 213 KrystynaSadlowska- pp.106,108,115,123,130,161,163,176,179,227,321,331, 343,365,368 Katarzyna Szymanska- pp. 53,54, 73, 78,100,102,110,125,126,132, 134,136,139, 156, 181,184,260,261,262,266,268,270,272,294,312,333,336,337,340,345,364, 367 Krystyna Wolanczyk - p.230 We are grateful to the many generations of Polishlanguage students who have also contributed to the development of the text with their useful comments both during and after training.Personnel at the u.s.Postsin Polandhave also been very helpful in providing guidance on the content and efficacy of these materials during the past 6 years. iii Mark C.Lissfelt Dean, School of Language Studies Foreign Service Institute U.S.Department of State Note: original images in this book (including the cover)have been replaced with Creative Commons or public domain equivalent images. The FSI and listed authors are not associated with these changes. Jan 2011.Cover: The Palace of Culture and Science in Warsaw. This replaces the book's original cover image of Warsaw Nike Monument of Warsaw's Heroes in Theatre square.TABLE OF CONTENTS Notes to the Teacher Methodology:The Step Approach Unit 1 - Exchanging Greetings and Introductions Unit 2 - Looking for Someone at the Embassy Unit 3 - Getting Around on Foot Unit 4 - Using the Telephone Wrap-up for Units 1-4 Unit 5 - Eating Out Unit 6 - Staying at a Hotel Wrap-up for Units 5-6 Unit 7 - Shopping Unit 8 - SocialLife--Visiting with the Neighbors Unit 9 - Making Appointments 1 Wrap-up for Units 7-9 Unit 10 - Giving a Party Unit 11- Getting Around by Car Unit 12 - Dealing with Emergencies Wrap-up for Units 10-12 Unit 13 - Making Appointments 2 Unit 14 - Doing Repairs and Renovations Wrap-up for Units 13-14 Grammar Exercises V page VII 1 25 55 77 98 101 127 152 155 183 207 233 239 263 291 310 313 339 365 369 About the Steps NOTES TO THE TEACHER METHODOLOGY:The Step Approach Thefollowing"steps"aresetout onebyonefor the sakeof clarity.Theorder given isthe recommended sequence for bringing the students to the language skilIs andconfidence they needto dealwitha givensituation.Inclass,of course,things do not always go sosmoothly--nor shouldthey.It isthe teacher'sresponsibility to assessstudent progressandattitudes throughout thelesson,andtomakesensible adjustments whenevernecessary.Never shouldalessonproceedexactlythesame way twice. It is important, however, that the basic order of events be folIowed.Inverting the order,or skippingsteps,willseriouslydiminishthepay-offofthelesson.Self-confidenceistheultimategoalof the FASTcourse.How the student comes to the language isasimportant ashow much language islearned.The sequenceindicated in the steps below has proved successfulat FSI. Both teachers andstudents find thisapproach more natural, less arduous, and at least asproductive as other approaches. It is worth trying. STEP ONE:Getting Acquainted with the Lesson Prior to in-classstudy,give studentsa chancetobecomefamiliar withthenew lesson.Givethem a sampledialogon tape to takehome andlistento.DON'T tell them to memorize the dialog, andDON'T expect it to bememorized the next day in class.Let them"get acquainted" with the new situation and the new language they will be studying. Thetapemay alsocontainadescriptionof thesituation(spokeninthetarget language),innarrative form.Insomecases,it maybehelpfultoincludethenew words and phrases that are focused on in the upcoming lesson on the tape. Make it clear to students that they will be expected only to understand the native speaker's side ot the taped sampies.They should expect the native speaker's part on tape to be somewhat fuller and richer than the American's part. This tape should not include pattern drills. vii Somestudents may arrive in classready to recite their part of the dialog for you. Resist the temptation to short-cut in this way.Rotememorization of the linesisnot enough; it may not even be desirable.Instead, proceed with Step Two. NOTE:Withsomeclasses,especiallyafterthefirstweekortwo,itmaybe possible to skip Step One.If,however, students begin to rely too heavily onin-class practicing and stop doing homework, put Step One back into the sequence. STEP TWO:Setting the Scene Words andphrases areeasier to understand andmore easilyrecalledif they are learnedina usecontext.Describethe setting for the students.Help themimagine where,andwhen,andwithwhomtheywillusethelanguagetheyareaboutto study.Letthemcontributetothesceneout of theirpreviousexperienceinsuch situations.Help themknow what the situationlooks Iike andsoundslike.Pictures help a lot, of course. Encouragethestudents topredict what theymayneedlanguageforinsucha situation.Helpthemdecidewhattheywouldwanttobeabletodothrough language. STEP THREE:Hearing It Let the students listen to a "sample"of the language whichmight beusedin the situation.Theirbooksshouldbeclosed.Asampleisusually(butnotalways)a dialog.Agoodsampledialogisentirelynatural.TheAmericansideofthe conversation is shorter and simpler, but correct--andit gets the job done.Thenative speaker'ssideislonger andfuller,thoughit mayreflectthewayonespeakstoa foreigner whose language abilities are somewhat Iimited. DON'Tstartbyhavingthestudentsrepeatthedialog.Letthemlistentoitand concentrateonwhatismostinteresting--theexchangeofthoughts.Encourage themto tellyouwhat theythinkisbeingsaid:Whatisit about?Whatwasthe American trying to do?Did s/he succeed?Did the native speaker understand?What was the native speaker doing?How was s/he reacting? Playthetapeagain,stillwithbooksclosed.Letstudentshelpeachother. Encourage themto guess.Whenthey get it right,tellthemtheyareright;when they're wrong, help them get it right. viii DON'T ask them to translate. STEPFOUR:Seeing It Manystudentslearnwellvisually.Makeuseofthisabilitybyhavingthem examine a transcript of the sample. Playthe tapeagain, thistime withstudents readingthe dialog(silently)asthey listen.Encourageguessing--wewant themto begoodguessers,becausetheywill probably have to do a lot of it after this brief course. DON'T askthem to readaloud--yet.This stepisstillfocusedoncomprehension. Pronunciation practice comes later, after they have had several opportunities to hear how it sounds. Studentswillcomment,ifyouletthem.Letthem.Encouragethemtofind cognates or contextualclues.("It must be the man's name,becauseherepeatsit at the endof two different sentences. ") Anumberof exercisesof acertaintypecanbeconductedat thispoint.These exercisesserveto draw the student'sattention to certainfeaturesor detailsinthe dialog--withoutrequiringthemto sayany of thenew language.Awrittenfill-in-the-blanks exercise is one example. The purpose of the exercises is to help students "fix" the language in their minds. The lesson goes better later if this step is done well. STEPFIVE:Taking It Apart Now it is time to begin helping students speak the language.Start with the new words.Pronounceeachimportantnewwordandletstudentsrepeatafteryou. Thencheckmeanings;have students translate the words into English, theninto the new language.Answer questions about vocabulary.Avoid answering questions the students haven't asked. Next examine the phrases and sentences.Correct student pronunciation.Answer grammar questions.Keep your answers short and limited to what the students want to know.DON'T be drawn into grammar "lectures."If students want to know more, they willaskanother question.Continuegivingshort (tensecond)direct answers until they stop asking questions. ix STEP SIX:Getting the Feel of It Helpthe studentsbecomecomfortablewith theAmerican'slinesinthesample dialog.Conduct c h o r a and individual repetition drills.Train their speechmuscles so that they can say the American's lines smoothly. Conductpatterndrills whichhelpboth"fix"grammaticalpatterns andexpand vocabulary. Keep this practice moving briskly for 15 or 20minutes.DON'T overload students withnew vocabulary,andstaywithinthegrammatical patternsillustratedinthe sample dialog. STEP SEVEN:Putting It Together Now that students have examinedandpracticedsaying the bits andpieces,help themreassemblethelanguage theyhavelearnedinto naturalconversation.Have them translate theEnglishversionof the sampledialog.Let them work asagroup on this p