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L I N G U A PH ON E

C O N V E R SAT I O N A L C O U R SE


S T U D E NT S
I NS T R U C T I O NS

EI NGU APHONE INSTI TU TE


L
L I N GU A PH ON E
C O N V E R S AT I O N A L C O U R S E


S T U D E NT S
I NS T R U C T I O NS

IN A P H O NE I N ST I T U T E
L I N G U AP H O N E I N ST I T U T E , L T D .
,

2 0 7 - 2 09 , R e gen t S t ree t , L o n d on , W . x,

3 0, P la ( a, Ne w ( o r k,

a nd t b r o u g l wu t t h e wor ld
I ND E ( .

I nt r o du ctio n
H o w t o m ake the m o s t of the L i ngu ap h o ne Course
I nst ru ctio ns f or A du l t S tu d e n ts
P reliminary A dvi ce
General In structions and Exercises
Su mmary o f Ex rcises e

Ind pend n t S elf Expr ssion


e e -
e

G neral A dvice
e

T h S ounds R ecord and P ronuncia t ion Generally


e

Final N ote
I nst ru ctio ns f or C h i l dren
E x er cis e s for C h i l dre n un d er 12

E x er cis e s f or C h i l dren un ab le to rea d


I ntr o du cti o n
H ow to m ake th e ( O ST of th e L i nguap h o ne
C o urse
You ha v e now in your hand s the fine s t means yet devised
for the tea ching of Mode rn Lan guages Many years of ex peri.

m ental work wi th every known me thod of language t eaching


have gone into the preparation of thi s L i ngu ap h o ne Cour s e .

You c an now comman d the services of the finest Ian a ge


tea cher s in the world— m en and wo m en who c ombine l the
es sen t ial elements of the ideal tea cher For the language they
.

are waiting to teach you is th e ir own lan guage as familiar to ,

the m as your own language is to you The y are a cknowle dged


.

experts in their language un ders t anding every a s pect of it


, ,

widely rea d and widely verse d in the cultu r e of their own nation .

A nd mos t i m por t ant perhap s of all the y are ex rt


te achers with the skill born of long experien c e in imparting tl iE
, ,

, ir
knowle dge to others and in un der s tanding and sm oothin g out
,

all the difficul ties that m ight i m pe de your pro gres s .

You are waiting to learn— the y are waitin g to tea c h This .

book ha s only one purpo se to intro du ce you to each other and


, ,

to help you over the ea r l y stage s of your a c quaintan ce until you ,

know each other so well that y ou can get on b y yourselves .

You m ay think that you do not need t o be tol d how to


lis ten But W h e n to listen and when to s peak what to li s ten
.
,

for how many time s to listen and how to ab sorb all that there
, ,

is to listen to —o n all these po int s th e se Instru c tion s will gui de


you
6

They will e v en tell you how you can c ar ry on a conver s ation


with y ou r teachers o r w i t h t heir recorded v oice s ( The y will
,

show yo u a t e v ery p oin t of your de v eloping knowledge how ,

your ear e ye lip s and m emory c an best an d mo s t e ffec t i v ely


, ,

co o pera t e — as th e y di d automa t ically when yo u learned as a baby


-

t o speak yo u r own language— so as to enable y ou to m aster and


make your own every sound and e v e ry idiom of the forei g n
language y ou have chosen .

If you follow th e se instructions carefully e v en t hough a t


,

the momen t you may not see the v alue of t h e m— i f you are pre
pared to begin a t t h e beginning and go on t ill you come t o the
e nd — y o u will find t ha t a t e v e ry s t ep of your progr e ss as o n a
,

pa th that climbs from a vall ey t o t he sho u ld er of a hill you ,

are offered an e v er wi der and m ore fascinating prospect but , ,

unlike the hill — c limber you will find th at the nearer yo u ap


,

proach t he summi t th e easier and more attracti v e t h e climb


becomes A nd when you re ach the sum m it a new world lies
.

a t your feet .
7

I n stru cti o n s fo r Adu lt Stu dent s


P rel i m i n ary A dv i c e .

These instru c tions are applicable bo t h t o those s tudent s who


already ha v e so m e knowledge of the foreign language and to ,

thos e who have no kno w ledge of it at all whom we may call ,

Beginner s .
(

The obj e c t of these instr u ctions is to help you to learn no t ,

o nly how t o speak t he lan guage but also how to write it and
,

unders t an d i t .

A word of ad v ice to those who already possess a s m at


tering o f the spoken language and have t aken up the Lingua
phone Course in order to become more fluent
If you ha v e no pre v ious knowledge and follow the se i nstru c
t ions conscientiously you must inevitably speak the foreign
,

language wi t h t he same accent and intonation as the speakers to


whose voices y o u hav e been listening on the record s If how .
,

e v er you alrea dy possess a c ertain knowle dge of the spoken


,

language yo u r acc e n t may n o t be p erfec t and exp erience sh o ws


, ,

t ha t it is v ery di ffic u lt to eradicate a w r o ng acce n t onc e acq u ired .

Therefore if yo u already po s sess so m e knowle dge of the


,

spoken language we ad v ise you t o try and forge t as far as pos


,

sible what you ha v e learn e d b efo r e foll owing th e instruc tions


,

even more care fully than if you were a Beginner .

If you are 3 Beginner it may s eem to you becau se your ear ,

is as yet un traine d t o th e s oun ds of th e foreign lan guage that ,

the s peakers speak rather qui ckly That is not so On the c on


. .

tr ary the fi rs t few record s are spoken very slowly and delibe r
,

ately so a s to enable the beginner t o ca tch e v ery wor d The


,
.

m ore your ear gets accustomed to th e foreign language the ,

clearer and more distinct the foreign words b ecome to you and ,

what at fi rst may hav e seeme d t o you a j umble of s trange and


incomprehensible sounds grad u ally a s su m es the shape of di s ti nc t
and intelligible spee c h .
8

The rate of spee ch advances with ever y le s son a s the c our se


progresses until in the later lessons it reaches the normal rate
, .

By then y ou will have no diffi cu lty in followin g the text be c ause


, ,

in the m eanti m e y o u r c ar will have beco m e thoro u ghly trained


and attuned to the foreign language .

A t th e outset you may find the di fferent turn s of speech an d


idio m s stran ge but j ust take these peculiarities ( pre sent in every
,

langu age i nclu di ng English ( ( for g ranted at first



Later on .
,

when y o u have the feel of th e language they will all be c o m e,


(

perfectly clear to you and you will be able to expre ss your


,

t hought s in this new m edium j ust a s spontaneousl y as y ou do


in English .

I ( POR T AN T .

Do no t at t e m p t t o p r no u nce t h e
o s e nt ences alo u d unt il
i ns tru ct e d to do so.
9

GE N E RA L I NS T RU CTI ONS .

( eep your records in the c a se in serial order A lways see .

that the re c or d you are using i s free from du s t Flu ff or dus t .

colle c ted by the needle as it tra v els round the groove s may dis to r t
th e sound Never use worn needles Find out how often y ou
. .

sho u ld change the type of needle you use and be sure to k ee p ,

wi thin the li m i t Before begin ning t he exerci s e s see tha t y ou r


.
,

tex t books are a t hand t oge ther with a note—


-
,
book and pe ncil .

D e c ide how m uch you can assi m ilate in the time y ou have
allowed for y our stu dy and work to that plan Ex perience
,
.

shows tha t 84 1 0 lines is the average a m ount the beginner c an d e al


with s uccessfully The exercises 1 8 gi v en below s houl d be
.
-

worked t hro u gh for ea ch portion of every le ss o n and the lessons ,

should of course be s tudied consec u ti v ely


, , .

P rel i m i n ary E ar t ra i ni ng -
.

Taking the first sentence w o rk a s follows


,

I Lis ten t o t he sen t ence on c e at the sa m e time following


.
,

the text in the book .

2 . Listen t o the sam e senten ce four ti m es without t he book .

3 Li
. s ten to it twice m ore following,
t he t ext .

If neces s ary repeat this exer cise se v eral t imes more Then play
, .

the next s entence in th e sa m e way and so on ti ll the end of the


,

po r t ion you are s tu dying .

D o not try at t hi s s t age t o understand the m eanin g of th e


tex t Your principal obj ect sh oul d be to dis t inguish each syllable
.

and each word and to identify the spoken wor d with the p rm ted
text.
IO

2 .

U n d erst a n di ng .

Wi tho ut lis te ning t o t he recor d R ead t hro u gh the porti o n


(
.

of th e text yo u a re studying and refer t o the p i ctures They .

w ill help to make the meaning of the s ente nces clear to you and
t o fix the words 1 n your mind Wherever a number 1 5 a t tached .

t o a word in the text refer to the large picture illustrating the


,

le sson there you will see the same n u mber a t tache d to the obj e c t
,

which the word represents If there are small pi c tures as well


.
,

t he words tha t represent the m will be indica ted b y a le tter in


italics H aving done thi s m ake qui t e sure you u nderstand the
.
,

whole of the por t ion by cons u lting the V ocab u lary .

(
Si len tly
. At this s t ag do e n ot a ttemp t to pronoun c e the
foreign words .

3 .

E ar t rai ni n g i n co nj u n ctio n with Te x t an d P i ctu re s


-
.

P lay the record se v eral ti m es firs t following the tex t in th e ,

b ook and then concen t rating o n the pictures and l ooking at the
v ariou s obj ec t s as t hey a men t i o ned By n o w you sh ould hav
re . e

q u i t e a go od idea of the m aning of the sen tence s as you hear


e

the m.

E ar t ra i ni ng
-
S p ell i ng— Writi ng
co m b i n e d with .

Listen again while follo w ing th e t ext in the book this t ime
, ,

paying special a tten t ion t o th e spelling of the w ords R e peat .

t hree or fo u r t imes .

Copy o ut t he tex t ( I f yon are s tu dying a lang u age tha t has


.

a special scrip t prac t ise first wi th the alphabet and i ndi v i dual
,

wor ds ( .
ii

D e t a i le d E ar t ra i ni n g
-
.

Lis ten to th e firs t sentence while following it in the book .

D o yo u u nders t and e v ery word ? If so go on to the nex t ,

sentence If no t unde r line in pencil the wor ds ou do no t


u nd e rs t and L oo k u p th e meaning of the wo r ds u n d e
.
,

. rlined and
lis ten to tha t s en tence again and again witho ut the book un til ,

yo u are able to u nd ers t and i t all P roceed in the s ame way to the
.

e n d of the p o r tion all o t te d Then lis ten to the whole p o r ti o n


.

again and if t h e re are still words you do n o t u nder s tand r epea t


, ,

t h e proced u r e fi r st wi t h the bo ok and then wi t hout it u n t il you


, ,

a re ab le to unde r s t and e v e r y w o rd .

S p ea ki ng .

You are now ready to s t ar t speaking the words and sen tences
you hav e heard If you are t o be under s tood easil y you mu s t
.
,

speak the language in the same w a a s the na tive This m eans ,

i m i t a t ing t he speaker on th e rec or din the ma tter of intonation


.

as well as p r on u nciati o n so do not be afraid t o copy the rise and


,

fall of t he vo i ce exac t ly P rac t ise as follows ( Listen to t he first


.

sen tence w i th o u t t he b ook s to p the r eco r d and say th e sen tence


,

aloud Compa r e your p r o n u ncia t ion wi t h t he speak er s and see
.

whe th er you can de tec t any di fference R epe at until you are .

qui te satisfied t hat your p r o n u ncia tion and intona t ion co rrec tl
r ep r od u c e th o se of th e rec o r d P r oc eed in the same way with
.

th e whol e po r t i o n sen tence b y s e nten c e


, .
12

D i ct a ti o n .

D i c tation
from the re cord gives ex cellent practice in ear
training s pelling and writing at the s ame time P lay a few
,
.

wor ds a t a time stop the re cord and write down the wo r ds y o u


,

ha v e heard When the whole portion has been written down in


.

t his way compare it with the printed text and c orrect any m i s
,

takes y o u may have made .

R ea di ng .

Listen t o the whole por tion at the s ame time followin g


,

t he text in the book Then listen to i t once or twi c e withou t


.

lookin g at the book Finall y read i t aloud to y o u rself several


.

t imes R ead s lowl y at fir s t Fluen cy will come of its own


. .

a ccord R ea din g alou d i s an excellent e x er ci se for a c quiring


.

( uen cy in speaking but s hould onl y be pra c ti se d when one is


,

sure of o ne s pronun c iation .

N OT The foregoing Exer cise s 1 8 s hould be worked


E ( -

thr o ugh for eac h p orti on of t he lesson .

The followin g fo u r Exer c ises apply t o t he tex t of t he com


le te lesson stu died as a wh o l
p e .

Witho ut looking at the book lis ten to th e wh o le of the tex t


,

to satis fy your self that y ou und ers t and every word y ou hear .
I 3

10 .

S p o n t a n e o us C o nv ersio n of Im a g es i nto S p ok e n
Wo r d s .

Look at the lar ge pi c ture Tak e N o 1 Besides givin g the


. . .

n ame of the person or obj ect represented give a de sc ription of it ,

and con v ey the whole idea repre sented In c a se of doubt refer .

t o the text A lway s say th e words aloud Now take ano ther
. .

numbe r an d an other un t il a mere glance a t one ins tan tl y b r in g s


, ,

to your lips its e ( uiv alent i n the foreign lan gua ge .

A s imilar exer ci se c an be pra c ti sed whene v er there are small


pi ctu res in the text Look at the firs t one and des cribe it as
.

indicated above In the case of nouns always add the ar t icle


.
,
.

This will help you to memori ( e the gender .

D e t ai le d U n d ers t an di ng o f t h e Te x t .

Copy out fro m the V ocabulary the m ean in gs of the words


and phra ses ln your own language Clo se the book and add the
.

forei gn equivalen t s Che c k from the V oc abulary


. .

A t this stage y ou s hould consult the gram matical handbook


to m ake quite sure you understand the gram ma ti c al construction
of the senten ces .

12 .

( i n al Test .

Listen to the whole lesson without the book two or three


, ,

t imes C an you understand and follow i t all? D o you know


.

i t so well that y ou do no t need to th i nk of the English meaning of


14

it ? I f so you are beginnin t o think in the forei gn langua ge


and ha v e reall y mastered the g
,

esson .

Go through the lesson again this time readin g it alou d and


,

m aking a final che c k on the c orre c tness of your pronu nc iation and
intonation .

SUPP LE ( E N T AR ( E ( E R CI S E S .

The a dditional exer c i s e s given below shoul d be worked


t hr ou gh for e v ery por t ion of tex t consis t ing of conversation in the
form of q u es t ions and answers .

13 .

A n s weri n g ( u e stio n s h ear d o n t h e R e co r d .

P lay the first q ue s t ion and then s t op t he record R e peat the .

ques t ion alo u d and th e n gi v e the answer from mem o ry Th en .

listen to t he answer on t h e record and m ake s ure your own


answe r was co rrec t Con t inue in t he same way with the
.

remaining questio ns .

14 .

A s k i ng ( u es tio ns an d H eari ng A nswer s on th e


R e co r d .

Imagine tha t you are th e s peaker who i s askin g the ques


t ions and let the r ecord gi v e you the answer A sk the fi r s t .

ques t ion then lis ten t o th e same ( u e s t ion to see whe ther y our
,

v ersion was corre ct Follow on b y let t ing the re co r d give y o u


.

the an s wer A s soon a s you hear th e answer s top the record and
.
,

ask the next q u es tion and so on to the end o f the text


, .
16

I ND E P E ND E N T S E L ( E ( PR E SS I ON .

When you have come to the end of your s tu dy of a co m plete


le s son y ou will have a c quire d quite a c on s i derable vo c abulary
, .

The m a terial thus learne d will not onl y enable you t o


for m ulat su ch senten ces as appear in the boo k but y ou will
e ,

fin d b y degree s t hat wi th t he word s an d expre s sion s y ou ha v e


.

acquired you will also be able to formula t e c orre c tly y our


,

o wn independent s enten ces nd phrase s as oc casion arises The


a .

more le s son s y ou master th easier y ou will find the art o f


,
e

self— expre s sion in th e foreign language Of c ourse it i s i m po s


.
,

sible to compre s s a whole language into one book but y ou will


,

find in the end t hat within the limit s of this book y our master y
, ,

of the new lan guage is c o m plete .

The ma terial is t here the means of a c quiring it are there (


,

it is for y o u to m ake it y our own b y a little perseveran ce and a


litt le work .
17

GE N E R AL AD V ICE — I ( POR T AN T .

Never take any sound for granted Make s ure alway s that .

ou have grasped the c orrect pronun c iation of the foreign soun ds


before a ttempting to pronoun ce them yourself .

Be espe c ially ca r eful wi th wor ds whi ch in the fo reign ,

lan guag are spelled in the s a m e way or in practically the same


e, ,

way as in English The French w o rd table is NOT pronoun ced


, .

in the same way as the English table nor doe s p e m i e e s ound ,


r r

at all like our p e m i e The word p iano is not pronoun ced in


r r .

the sam e way in French I t alian S panish or P ortuguese as its


, ,

Engli s h equi v alent The Fren c h legon doe s not soun d the s ame
.

a s the English less n The s t ress in the Fren c h wor d vis i teu
o . r

is on the end syllable and not on the first as in the En glish ,

v is i t o
r .The s ound of a in S panish fa m ili a or Italian fam igli a
is not the sam e as in the English word fam ily( the Italian genti le
is not pronoun ce d in the same way as the En li s h gent ile nor ,

does the S pan ish general correspond in soun to th e En glish


The German words H and and Wort di ffer c onsiderably
in pronunciation from their English relative s band and wor d .

Instan ces of thi s kind are v ery numerous .

Never o v ertire yo u rself ( j ust stop as soon a s you feel yo u


are not giving y our full and proper attention to the lesson .

N ver let a day pass if y ou c an possibly h elp it wi thou t


e , ,

doing s om e s tudy If you c an m anage onl y a few minutes tha t


.
,

is be t ter than nothin g E v en li s tening t o half a lesson ( whil


. e

doing some thing else ( is better than not listening at all ( By th . e

way why n ot lis ten t o a record whilst dressing or brushing y our


,

hair ? (
I t i s be tter to d o a li ttl e a t a time at regular inter v als t han
a great deal a t irre gular intervals .

S ei ( e every oppor tu ni ty of lis tening to na t i v e s and af ter the ,

first few lessons of t alking t o t h e m Much v aluab le practice can


, .
1 8

be obt ained by lis tening to t he radi o e t c and i t is v ry gra t ifying


, .
,
e

t o n o te the incr asing amoun t yo u can und r stand


e e .

A lways play o v er th last lesson y o u have learned before


e

taking up fresh work You can then tune in on ma terial


.

you know so tha t the new material will not so u nd as u nfamiliar


,

as i t might otherwi s e do .

TH E SOUNDS R E C ORD .

When a Sou nds R ecord is pro v ided t he tex t of this record ,

will be found in th e main tex t book This record sh o uld be used


-
.

for reference p u r poses t hr o ugh out the Cou r se It will enable y ou .

t o identify and classify any pa r tic u lar s ou nd which trouble s yo u ,

and you will be in t ere sted to see th e gr o u ping of sounds There .

is no se t way or t ime t o use this r ec o rd— j us t u se i t when you fee l


it necessary .

R E GARD I N G PRONUN CI A TI ON GE N E RA LL( .

Too much s tress canno t be laid on corre ct pronun c iation .

You may feel s ure t ha t yo u c an repea t t he first les s on c orre c tly ,

but if you go back t o Le sson I af ter you h av e finished Less o ns


,

2 and 3 your e ar will have become sharper in pi ckin g up


,

nuances of t one— and y o u will find many li ttle p o in t s t o correc t .

( e ep on refer r ing therefore t o L e sson 1 a t in t ervals as a pro


, ,

nu nc i at i o n test— you can always learn from Le s son I in t h is


respec t
.
I
9

I NA L NO TE ( .

And now that you ha v com t o the end of t his Cours you e e e,

will if you h a e fo llowed the ins t ruc t ions carefully ha v acquired


,
v , e

a las t ing knowl dge of the lang u ag you hav e chosen You c an
e e .

now m ake yo u rself easily unders t ood when y o u sp ak it ( y our e

accent is irreproachable and you ha v a su ff ci n t vo cab ulary for i e

all t he ordina r y n eds of v eryday life Mor o v er you will (1 av e


e

e e . e ,

no diffi c u lty in u nderstanding the lang u ag when o thers Speak e

it and can conver s e fluently wi t h nati v es and enj oy the broad


,

casts from fo reign sta t i o ns Most thrilling of all perhaps you


.
, ,

are well fit ted to set out on a v oyage of explora t ion in the litera
-

ture of the languag y ou ha v e mas tered When yo u do so make


e .
,

a hab it of reading alo u d a shor t passage fo r half an h our or ven , e

l ss repea ting t he same p assage from five to t n t imes


e , If after e .
,

you ha v e done t his t h re are still som word s in the pa s sa g


,
e e e

which you do n ot u nders t and lo o k them u p in a dicti o nary , ,

and when you ha v e completely ascer t ained th meaning of the e

whole passag read i t al o ud again Yo u will find tha t in this


e .

way you increase your knowledge while you are making use o f
it .

Even after yo u ha v e comple te d th e Co u rse i t is a good ,

plan to listen o c c asionally t o o ne o r oth e r o f th e records in orde r


to keep your ear attu n e d to t he langu age and to main t ain th e
p u ri ty of your accen t The Co u r s e is pa r t icula r ly v al u abl e for
.

e nabling t h e student t o main t ain his kn o wledge o f th e lang u age

at a high le v el at all t imes esp ecially in th e impo r t ant ma tter o f


,

t he in tona t i o n to be u s e d in con v e rsa t i o n o n e v eryday to pics .

A further m eans of ex tending o u r v ocabulary and one


which w ill gi v e y o u an ot her aspec t of the languag is t o be fo u nd e

in th L i ngu p h o ne Trav l C ourses ( published in Fr nch I t alian


e a e e , ,

and English for fo e i n students( S uch a course will not onl y


increas your kno wletfge of th lan guage but will also give y ou
r .

e e ,

m uch useful inform ation about t he coun t ry i t self and about it s


20

people The v alue of such a co u r se to anyone who ha s travelle d


.

or intend s to tra v el abroad is ob v ious .

There are also L i nguap h o ne L 1ter ar y Courses ( in French ,

German Italian and S panish( which form an indis pe nsable


,

and fascinating in t r od u c t ion to th e inexhaus tible literary


treasures of ea c h of these langua ge s The pa s sage s s ele c te d are
.

in each c ase the finest and most represen t a t ive exam ples of the

nation s li teratu re and are m o st beauti f u lly and sy m pa t heti c ally
,

recorded by t he foremost speakers and elocutionists of the


co u ntry .

It is an interesting fact that it is po s sible b y the Lingua


phone Me thod to learn t wo or even three di fferent languages
,

simul t aneo u sl y and wi th an expen di ture of v ery little more time


and effort than is needed to learn a single language Moreover .
,

it is fascinating to compare the forms of expression gi v en t o th e


same ide a in di fferent languages This a dde d interes t again
.
, ,

enables rapi d progress to be m ade without strain and almo s t with


ou t consciou s e ffort be c a use a task whi c h gives pleasure in itself
,

is always easier of accomplishment— i n fa c t it cea se s to be a task ,

and be c ome s a pasti m e .

Each language has its own a dvantages For busine ss pur .

pose s French S panish and Ger m an will be fo u n d the m ost


, ,

useful Esperan t o a very easy langu age to a c quire is be co mi ng


.
, ,

m ore and m ore popular as an International language Itali an .

offers you a magnificent literatu re and a fu ller understandin g of (

m an y bea u tifu l operas R ussian too a language not nearly so


.
, ,

di ffi c ult to acq u i re a s so m e people imagine will give you a cces s ,

to some of th e great novel s of th e world .

In any c ase the h ardest part of the work i s behi nd you In


, .

acquiring the langu age that you ha v e alrea dy m astered you ha v e


prepared the ground for a great har v es t of real and las ting en
o m e n t— that you will now be ready to reap But you ha v e
jy .

done more You have prepared and trained our se lf so that


when next you set out into new fields your lab
.
,

our will be th e ,

lighter and e ven m ore abundant and sati s fy ing the rewar d
, .
21

I n stru c ti o n s fo r C hi ldr en
Children of twel v e and over s hould in mo s t c a se s be able
to follow the s ame instructions as for adults Children under .

twe lve who are able to read may take the exer c ises given below .

It sho u ld be borne in mind however that the younger th e child


, ,

th e les s material should be covered in e v ery lesson T h e adu lt .

who is super v ising the lesson s should of course be thoroug h ly


, ,

a cquain ted wi th e ach p art of the text b e fore taking the child
throu b it Tho s e who already unders t and the language will
.

find is pre sents no difficul ty while those who have no p re v ious


,

knowledge will be agree ably surprised at the progress they them


sel v es will mak e b y running through eac h lesson once or twi c e ,

in accordance wi th the Instru ct ion s for A dul t s before giving the


,

c hild h is or her lesson.

GE N E RA L E ( E R C ISE S .

1 .

P rel i m i n ar y E ar t ra i ni ng
-
.

H av m deci ded how m uch the child can assimilate in the


lesson let i m listen to that pas s age s ente nce by sentence
, , ,

several ti m es
I
. without looking at the b ook ,

2 . while following it in the book ,

3. without looking at the book .

2 .

U n derst an di ng .

the child th e m eaning of the passage or help him t o


th e meaning for hi ms elf fro m the V oc abular y Let .

at the pi c ture s to fix the words in hi s m ind .


22

3 .

E ar t ra i ni n g
- i n co nj un cti o n wit hTe x t an d P i ctu re s .

Let the child listen to t he rec o rd se v ral t imes first follow


e ,

ing the text in th bo o k then co ncentr a t ing on the pic tu res and
e ,

pointing out the various obj ects as he hear s them referred to .

4 .

E ar t ra i ni n g
-
and S p eaki ng .

The child should now be able t o prono u nc e the passage


c orrectly Let him listen t o t he first sentence and then sa y it
.

alo u d himself Let him do this two or three times until he is


.

able to c opy the sp eaker exactly H e should proc ee d in the same


.

way with the rest of the pas s age sentence by sen tence
, .

5 .

R ea di ng .

the passage aloud

6 .

Writi ng an d E ar t ra i ni ng -
.

Let t he child copy th e pas s age in an exer c ise book th e ,

ad u l t seeing tha t there are no m is t akes A f terwards the child


.

sho u ld listen to the passa ge a gain while looking at wha t he has


writte n .
2
4

SUPP LE ( E N T AR ( E ( E R CI S E S .

The s a m e exer c i se s c an betaken a s for a dult s ( N os . 1


3

C ON V E RSA TI ON PRA CTICE .

A fter the first few lessons of the Course have been completed ,

con v er s ation practic sho u ld be de v elope d i n the following way


e .

While the chil d 1 3 looking at th e large picture ask him the fol
,

lowing six ba s i c quest ons in the foreign lan guage


i .

I H owm any pe ople are there in the pi c ture ?


2 Who i s on t he left ?
3 . Who is on the right ?
4 . What is on the left ?
5 What is on the righ t ?
6 What i s doin g ?

These question s can be applied t o any L i ngu aph one p icture .


A t first the child s answer s will be short and s imple but with ,

prac tice they will become longer and m ore i nteresting .


25

I n stru cti o n s fo r C hi ldr en u n able to


r ead

1 .

Let the child listen to two or three sentences about five or


six time s for three or four days .

2 .

B y then the c hild will p robabl y s tart a s kin g the m eanin g


of so m e of the words or phra se s whi c h have impre sse d the m
selve s o u hi s mind The adult will the n ex plain what ea c h of
.

the se wor ds m ean s .

3 .

Whenever th e sentences con t ain obj e c t s or situation s shown


in the picture they shoul d be pointe d out so that the chil d m ay
, ,

learn to a ss oc ia te the spoken word with what he sees in the

4 .

Taking senten ce b y sen ten ce let th e child fir s t listen to the


,

re cor d and then repea t the senten ce he ha s hear d If hi s p ronun


.

c i ati o n or intonation is fault


y,
let hi m li s ten two or three ti m es
again u n til he i s able t o copy the record exa c tl y .

5 .

Make sure tha t the child unders t an ds the full mean ing of
w h a t he has he ard on the re c ord Gi v e hi m the English of ea ch
.

sen te n ce and let him s a y what the equiv alent is in the forei gn
lan gua ge.
26

6
H aving gone through t he whole of the text as in di cate d above ,

le t the child pick o u t the v arious obj ects in the pi c ture and give
t heir foreign equivalents .

Finally let him listen to the whole text on ce m ore .

SUPP LE ( E N T AR ( E ( E R CI S E S
on C o nv ers a ti o n co n sisti n g o f ( u e sti o ns an d A ns wers .

1
Le t th e child lis ten t o t he firs t q u es t ion and make him s elf
thorou ghly familiar wi th it .

2 .

Explain the meaning of th e qu e s t i o n .

3 .

Le t t he child lis ten again t o the qu e s t ion a few times , re

p eat i n
g each time the ques t ion alo u d .

Le t the child lis t en t o the answe r in the same way .

5
Le t the child lis ten to the ques tion again and give th e
an s wer from memory Con t inu e in t he s ame way with all
. th e
que s tions and answer s .

6
A sk q u e stions first in th eir p r oper order and then a t
th e ,

random the child gi v ing the answers


, .
i
P ubl s h e d b y

L I N G U AP H O N E I N ST I T U T E , LTD .
,

2 09 , R e gen t S t ree t ,
L ond on , W . x .

C o p y r i g nt . All r i g lxt s r e s er v ed .
i i i i
P r n t ed i n G r ea t ( r t a n fo r I n te r n at ona l C a t alo gu e s , L t d , 2 0 7 -2 09 ,
.

R e gen t S t r eet , L on d on , W r , b . i
T h e W oo d b r d ge P r es s , L t d , .

G u l or d i .

(W . P 35 1
. I st —
( ST U D . I N ST .
38 .
( OU R T E EN D A( U SE
R ET U RN T O D E S ( ( R O( W H I CH ( O R R O W ED

h s boo k
T i s s
i s du e o n t h e la t dat e t am p e d b lo w
e , or
o n th e dat e t o w i h ch
r ene ed w .

R e ne w ed bo ks
o ar e su b je ct to i mm e di at e c
r e a ll .