Note that Lesson 2 provides more opportunities than Lesson 1 for transferring initiative to the trainees (in Occasion 1) and for transferring from present reality to prospective reality (in Occasions 3, 4).
Where Lessons 1 and 2 in the new series had to do with identifying objects, Lesson 3 (p. 82) is concerned with identifying people. It is based on Lessons 3, 4 and 5 of the original course: 'Who are you? Who is he? Who is John?' The answers are in terms of general classifications (girl, man, etc.), occupations (teacher, student), or personal names. An obvious way to tailor the vocabulary to the training project is to include the names of all instructors, as well as the names of any other Telugu speakers known to the trainees. As for structural exploration, the difference between abbāyi and abbāyini requires some sort of explanatory comment or diagram, as well as practice in making sentences that contain those words.
So do the differences between formal and informal reference, a contrast that was introduced into the revised lessons at the insistence of the instructors. If there is a significant contrast between mīru evaru? and evaru mīru?, then this also deserves attention. The relationship between īyana, 'he here' and āyana 'he there' may be related to the difference in Lessons I and 2 between idi 'this' and adi 'that.'
Some objectives for use will be reminiscent of Lessons I and 2: learn to identify all instructors by name, in formal or informal style as appropriate: learn the names and occupations of service and administrative personnel with whom you have dealings: identify photographs of people who will be important to you during your time in India.
But the introduction of personal names also provides an unexcelled opportunity for working on pronunciation. One of the hard facts about teaching pronunciation is that human beings cannot be equally strict at all times. A teacher may insist
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