Social content: Difference between familiar and polite intonation for questions.
Topical content: None.
The lesson as it stands contains no non-linguistic 'occasions for use,' no 'connected sample of language use,' no 'lexical exploration,' and only the slightest 'exploration of structure.' It is socio-topically about as neutral as it could possibly be. On the other hand, it at least contains nothing that would be sociotopically in conflict with the needs of any group of students.
For purposes of this appendix, let us assume a class that consists of Peace Corps trainees who are studying at some central location but living with Spanish-speaking families. Their job assignments will be in the fishing industry, in three different Latin American countries. A number of possible 'augments,' grouped into 'orbits,' are the following.
Inner orbit (no new structural matters brought to student's attention, no production of Spanish by student beyond what is in the original lesson).
1. Tape recording of a Spanish-speaking teacher taking the roll in class. Students identify stress patterns on surnames, and incidentally hear what a Spanish roll-call sounds like.
2. Tape-recorded or live, list of nouns related to fisheries. Students are not told meanings, but are only assured that they are names of things connected with fishing. As above, identify stress patterns.
3. Live or recorded, list of names of persons (teachers, co-workers, neighbors, government officials) who are or will soon be important in the students' lives. It seems likely that such a list would be significantly stronger than a mere list of 'typical Spanish names.' Again, identify stress patterns. Meanings might be supplied in the form of pictures, or in the form of identifying
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