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Page 30 text:
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Facult LEO AIZIKICNS, German i. H ,t , rres s., l . 3 F' 1, I Q e ala? A E ,gg 2x2g.tY3i t 2 Af . .1 ' HELEN HOFFMAN, DOROTHEE KILEN, Department Head French Latin Year Sees Continual Latin, French, Spanish, and German are taught by Mrs. Hoffman, Mr. Aeikens, Mrs. Kilen, Mr. Lahos and Mrs. Tanielian. Mr. Aeikens is the only new teacher this yearg he is conducting classes in German. Aside from the regular two-year course in each subject, a third-year of Latin and Spanish is now oliered. These added courses are not necessarily just for students planning on majoring in a foreign language hut also for those interested students who realize the great value of an added language in the now shrinking World We live in. ANCIENTS LEAVE MARK. Student studies in the shadow of The Ancient Way. This is one of three p1C tures depicting early Rome in the Latin Department
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Page 29 text:
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19?- EACHERS USF VISUAL AIDS Mr Manefield oses a problem for Andrea S1l'1m as Dave Burnett ttempts to solve ll on lus own. Many models, such s this geometric figure used in geometry, are used aily to explain the mysteries of mathematies.
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Page 31 text:
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RAYMOND LABOS Spanish Foreign Language Department Language Departm nt Advances A recent addition to the foreign language de- partment of KLYHS this year was la modified form of al a language laboratory. A language laboratory is a modern innovation in foreign language teaching and learning. It serves as a valuable teaching aid in the aural-oral approach to modern language learning. This listening laurall and speaking foralj methods of teaching emphasizes two of the most important facets of foreign language learning. With the use of the laboratory the student is able, by use of earphones, to listen to phrases in his particular foreign language after hearing the correct pronoun- ciation repeated several times. He can then elicit his own response into a microphone which records the voice. The instructor then checks his progress by listening to the record- ing. Not only can pronounciation be learned in the laboratory but also by structured grammar and proper reading methods. All these various ramifications of the language laboratory make the learning of a second tongue much more feasible. BEATRICE TANIELIAN, Spanish 27
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