Questions based on the text:
| （ａ） |
Had Columbus (Did Columbus have) only one ship left? |
| （ｂ） |
Had he (Did he have) only three ships left? |
| （ｃ） |
How many ships had he (did he have) left? |
| （ｄ） |
Who had only one ship left? |
| （ｅ） |
Was this one ship which Columbus had left an old ship or a new one? |
| （ｆ） |
Does the word“remaining”mean about the same thing as the word“left”
or have the two words different meanings? |
| （ｇ） |
Was Columbus able to return to Spain with this last remaining ship? |
| （ｈ） |
what was Columbus able to do with this last remaining ship? |
| （ｉ） |
Where was Columbus able to return with this last remaining ship? |
| （ｊ） |
Who was able to return to Spain with this last remaining ship? |
| （ｋ） |
With how many ships was he able to return to Spain? |
2. Pupils' question
practice:
The
teacher sets answers to which the pupils can find suitable questions, and in
this case the teacher need not put his answers in complete sentences:
| Examples OF Answers |
Required Questions |
| On the desk. |
Where is the book? |
| To the station. |
Where did you go yesterday? |
| I went there. |
Who went to the station yesterday? |
3. Systematized
question-and-answer work involving dependent clauses:-
(a) What
are you going to do if it rains tomorrow?
(b) What
do you take when you go on a picnic?
( ) Learning Oral Composition
See under this heading in
the 7th, 8th, and 9th grade programs and under "Describing Objects,
Pictur1es, Maps, Charts, and Actions Orally" in the 10th grade program.
All oral expressions, except
those that constitute repetition or reproduction of prepared matter; involves
oral composition. Since the pupils' aim is to learn English as
"speech", the techniques used should be such as to discourage
habitual mental translation from the vernacular.
Whatever the matter
introduced, whether the use of the so-called subjunctive or the passive voice,
oral composition should precede acquaintance with similar matter in reading or
writing.
( ) Making Announcements Including Items
of a Program
See under this heading in
the 8th grade program.
The following additional
occasions, are given by way of suggestion:
A
radio program,
A
special assembly,
A
visit by a prominent person.
The occasions given by way
of implication in the 8th grade program are:
A
baseball match,
A
national holiday,
An
English program,
A
musical program.
( ) Carrying On Class Conversation
(Conventional Conversation)
See under this heading in
the 7th grade program for a definition of the term Conventional Conversation by Harold E. Palmer.
See also under the heading
“Asking and Answering Questions” in the 7th, 8th, 9th, and 10th grade programs.
The pupils should be
provided practice in this type of oral work (1) so that they may not lose what
they have learnt in the previous grades and (2) so that they may become more
proficient in the skill.
( ) Carrying On Conversations Based
on Text, One Pupil with Another
See “Explanation" under this
heading in the 7th grade program and Sample 1 under the heading ''Asking and
Answering Questions" in the 10th grade program.
The technique suggested is
(1) for the teacher to talk about the subject of the text himself or to re-tell
the story in his own words, (2) for the teacher to ask and answer questions
based on the text, (3) to drill the pupils along the patterns provided by the
teacher, and finally (4) to get the pupils to ask and answer questions under
the teacher’s supervision.
The standard and type of
English would be determined by the text.
( ) Carrying On Conversation Apart from Text
See under this heading in
the 7th grade program.
The first of these activities mentioned, that is, learning English
through actions, does not appear in the 9th and 10th grade Program.
( ) Singing Songs
a. Explanation
See the explanation given
under the heading entitled “Singing Simple Songs Accompanied with Memorizing
and Reciting Simple poems" in the 7th grade program.
b. List of Songs
The following songs are
suggested as suitable for the 10th grade:
How Can I Leave Thee! (K
cken)
Massa’s in de Cold,
Cold Ground (Foster)
The Blue Bells
of Scotland (Scottish air)
Greeting (Mendelssohn)
Song of the
Volga Boatmen (Russian folk song)
( ) Memorizing and Reciting Poems or
Given Texts
a. Explanation
See under this heading in
the 9th grade program.
It is suggested that a list
of poems, texts, and proverbs suitable for memorization and recitation be
compiled by teachers.
Choral speaking, properly
handled, should serve to cause the pupils to catch the feel of English and
therefore be instrumental in promoting lively expression. In very case, the
teacher must have an appreciation for the matter handled. Also, no matter
should be forced upon the pupils for which they show
no appreciation.
b. List of Poems
A committee or a group of
teachers might compile a list for their own use.
( ) Listening to Phonograph Records
See under this heading in
the 7th grade program.
It is suggested that
occasions be provided for listening to records of popular songs which tile
pupils have learnt or are about to learn.
( ) Listening to the Radio
See under this heading in
the programs for grades 7, 8, and 9.
The pupils of 10th grade
level should be able to benefit more from listening to radio English lessons
than lower secondary school pupils, so that they should be encouraged to make
full use of such programs.
( ) Engaging in School Broadcasts
See under this heading in
the 8th grade program.
Reciting of poems and given
texts, presenting of radio plays, and delivering short speeches are things that
could be added to this field.
( ) Listening to Talkies
See under this heading in
the 9th grade program.
( ) Dramatizing Stories, Including
Dialogues
See under this heading in
the 8th and 9th grade programs.
In the 10th grade the teacher
and the pupils can together engage in the rewording or rewriting of stories,
and so derive extra benefit of engaging in composition work involving the art
of paraphrasing.
( ) Performing Puppet Plays
See under this heading in
the 8th add 9th grade programs and under "Dramatizing Stories, Including
Dialogues" in the 9th and 10th grade programs.
( ) Putting On a Kamishibai
See under this heading in
the.9h grade grogram.
( ) Putting On a Program for Another
Class, School, and Parents
The principles mentioned
under the same heading for the 7th grade apply to all grades. See also under
''Memorizing and Reciting Poems and Given Texts", "Dramatizing
Stories, Including Dialogues", "Performing Puppet Plays", and
ŸŸ“Putting On a Kamishibai" in
the 10th grade and below.
( ) Conversing On the Telephone
See under this heading in
the 7th, 8th, and 9th grade programs.
There is a universal
Japanese tendency to listen to a conversation over the telephone from beginning
to end and on realizing that the matter can be better understood or answered by
someone else to hand the receiver to the someone else
without conveying any of the message received. The speaker in such cases is
obliged to repeat the entire conversation word for word in reply to the
request: "Kawarimashita kara dōzo." To make things worse, this second
listener may in turn hand over the receiver in the same manner to a third
person, which would necessitate covering the same field on the part of the
speaker for the third time. This is not only time-consuming but very
unbusinesslike and irritating. Consequently, a listener should remember the
points of the message, note them down if necessary, and convey them to the
person to whom he may hand the receiver, or else ask at the outset what the
speaker's business might be. Certain unbusinesslike Japanese customs may be
vestiges of feudal days, which have caused people to keep unduly aloof from
other people's business and to evade responsibility.
Not only should practice in conversing
over the telephone be continued but attention should be paid to proper courtesy
and businesslike habits.
( ) Giving and Taking Directions
a. Explanation
See under this heading in
the 7th, 8th, and 9th grade programs.
A beginning may be made in
the giving and taking of directions in which three people are involved. This is
an excellent learning activity in that it provides life-like opportunities for
pupils to ask as well as to answers questions or directions.1
b. Samples
A: B, please ask C to lend me
his knife.
B: C, please
lend A your knife.
C: With
pleasure.
A: B, will you
please ask C if this is her hat?
B: C, is this
your hat?
C: Let me see.
Yes, it is.
A: B, would you
mind asking C to open the window?
B: Would you
mind opening the window, C?
C: Not at all.
A: B, please ask
C if he is coming to school tomorrow.
B: C, are you
coming to school tomorrow?
C: Yes, I am.
( ) Inviting and Visiting
English-Speaking People
See under this heading in
the 9th grade program.
( ) Having an English-Speaking Party
The pupils might start
having English-speaking parties of their own or, if this is too ambitious, they
might join grades 11 and 12 when they have a party.
Because
of the very nature of such parties, it would be highly advisable to exclude
the use of Japanese as a medium of full communication. To keep such parties
worth while from a pedagogical point of view, there should be one or two leaders
proficient in English. Games, such as those mentioned at the end of the program
for each grade, should be of great value in providing amusement, while games
not listed, such as checkers, chess, or playing cards could be taught in English
and played without resort to Japanese. If tea or cakes are served at any time,
an excellent opportunity is offered for teaching what to say and how to behave
on such an occasion.
( ) Telling Stories and Anecdotes
from Reading
The stories and anecdotes
may be those found in the textbook or in side-readings. After having read and
digested a story a pupil may be asked to tell it to a group of pupils or to a
whole class. If it is too much to expect a pupil to tell a story by himself, a
number of pupils may be asked to tell it, one pupil telling one part of a story
and another telling another part, and so forth. Team work offers an excellent
experience in co-operation and may work as an incentive to do well. It will
also make the experience less monotonous for the listeners.
The pupil may be asked to
stand in front of his classmates or be seated among a group forming a circle.
( ) Making Short Prepared Speeches
See under this heading in
the 9the grade program.
( ) Having Debates
a.
Explanation
The word debate, for which there is no satisfactory
Japanese equivalent, stands for a discussion in which arguments are set forth
for and against a point by two opposing groups. In a formal debate judges are
appointed to decide the number of points won by each side by adjudging the
validity of arguments put forth. But it is not necessary to have judges if the
contestants wish to do without them. Instead, they can have an audience vote on
which side has won.
Since one may have arguments
for as well as against a point it is not necessary nor practicable to divide
into two equal groups according to one's propensities.
A debate is excellent for
the following reasons:
(1) The excitement causes a contestant to get
over his self-consciousness, an excellent thing in language learning.
(2) It acts as an excellent
means to speak so as to convince.
(3) It serves as a means to
practice good manners in speaking.
(4) It serves as a means to practice tolerance, to understand and
appreciate an opponent's point of view.
Each team should make
thorough preparations by listing their arguments, taking into full
consideration what the opposing team might say, and apportion to each speaker
the arguments which he should present. If a team is too big the debate will
take up too much time and excitement will dwindle, so that it would be
advisable to have not more than half a dozen speakers on each side. The
procedure, in principle, is to have the captains start, then the second
speakers, then the third, and so on, so that the teams might take turns speaker
by speaker. An important thing is to have the captains tell the audience what
the argument is about and also not to let any speaker do all the talking. Time
limit could be set, and this would add to the excitement.
The subject for debate should
be very simple, especially in the beginning stage.
| Which is More Useful:the Horse or the Cow?
Which is Better for the Health:Swimming or Mountaineering?
Which Has Greater Advantages:Print Script or Cursive Script? |
| Which Should We Adopt for Transportation in a city if There Were No Choice: |
| |
Buses or Street-cars? |
| Of Two English Newspapers,We Should Take Ａ;We Should Take Ｂ. |
c. A suggested order of
speakers in a debate is given here.
It will be assumed that
there are 3 speakers on each side.
|
1st Affirmative speaker
|
|
3 minutes
|
|
1st Negative speaker
|
|
3 ”
|
|
2nd Affirmative speaker
|
|
3 ”
|
|
2nd Negative speaker
|
|
3 ”
|
|
3rd Affirmative speaker
|
|
3 ”
|
|
3rd Negative speaker
|
|
3 ”
|
|
Negative rebuttal
|
(3rd speaker)
|
2 minutes
|
|
Affirmative rebuttal
|
(3rd speaker)
|
2 ”
|
|
Negative rebuttal
|
(2nd speaker)
|
2 ”
|
|
Affirmative rebuttal
|
(2nd speaker)
|
2 ”
|
|
Negative rebuttal
|
(1st speaker)
|
2 ”
|
|
Affirmative rebuttal
|
(1st speaker)
|
2 ”
|
|
Total
speaking time
|
|
30 minutes
|
( ) Holding a Pupil Discussion
a. Explanation
Discussions will have to be of
the simplest kind, since from the point of language learning they provide
opportunities for practice rather than for learning. The themes should be so
easy that the pupils will be able to speak with the least number of errors and
in reasonably idiomatic English. Such activities require the constant guidance
and surveillance of an able teacher. Otherwise, they will offer the best
opportunities for practicing bad English. At no time should the students be
left to themselves.
A few errors here and there
are inevitable, but these should be tabbed and corrections made later.
Corrections on the spot in an activity of the kind will generally be a most
disturbing and discouraging factor.
In the early stage the
teacher himself can do all or nearly all of the leading to ensure that practice
of a desired kind is obtained. A discussion need not even go by its own name,
but be introduced as and integrated with practice in question-answering.
b. Sample
| Teacher |
： |
Shall we put on a puppet play? |
| Pupil Ａ |
： |
Yes,let's do so. |
| Teacher |
： |
What shall we put on? |
| Pupil Ｂ |
： |
Let's put on.... |
| Teacher |
： |
Do you all agree? |
| Pupil Ｃ |
： |
No,let's put on.... |
| Teacher |
： |
Why? |
| Pupil Ｃ |
： |
Because.... |
| Teacher |
： |
Do you all agree with Ｃ's idea or with B's,
or have you some other idea? |
| Pupil Ｄ |
： |
I think...
will be a good story to put on. |
| Teacher |
： |
Any more ideas? |
| Pupils |
： |
No,sir. |
Note:
Guide the conversation so as to make it possible to introduce questions
requiring the giving of opinions, reasons, or explanations. Awkward silences
are bound to occur, but too many of these is a sure
sign that the matter is too difficult and that the teacher should bring the
activity to a close and turn to something easier.
B. Chiefly Reading
( ) Reading from the
Textbook
See under this heading in
the 7th, 8th, and 9th grade programs.
There is great danger of
resorting to the old translation method in the 10th grade and up. This should
be carefully guarded against by following principles stated under this heading
in the programs for the preceding grades.
( ) Reading Aloud in Unison and
Individually
See under this heading in the
7th grade program.
This learning activity
should be engaged in sparingly and with the greatest care, full attention being
always given to its purpose.
( ) Reading Parts Spoken by
Characters in a Story
See under this heading in
the 8th grade program.
The participants in this learning activity may
be chosen according to the quality of their voices. If some of the parts are
read in chorus, it will go toward producing effective contrasts.
( ) Engaging in Silent Reading
See under this heading in
the 8th grade program.
To prevent silent reading
from becoming silent plodding or silent analysis, build reading readiness (1)
by making use of the pupils’ interests and curiosity, (2) by providing strong
motives for reading, (3) by building up a background of understanding, (4) and
by familiarizing the pupils with the meanings of new words and idioms.
( ) Finding Facts in Reading
Material to Fit Answers to Questions
See under this heading in
the 8th and 9th grade programs.
This learning activity may
also be useful when writing reports or summaries, which are experiences in
writing introduced in the 10th grade.
( ) Reading for Information in
General
See under this heading in
the 9th grade program
( ) Using Tables of Contents,
Indexes, ad Glossaries
See under this heading in
the 8h and 9th grade programs.
( ) Using the Dictionary
See under this heading in
the 8th and 9th grade programs.
In the 10th grade the pupils
should be made fully proficient in the use of the dictionary. To the skills
already stated for the 8th and 9th grades may be added (1) practical
acquaintance with all abbreviations used in a dictionary, (2) ability to make
use of proper syllabication in written work and printed matter, and (3) ful1
acquaintance with the values of phonetic symbols and diacritics marking
accents.
( ) Using Encyclopedias and Other
Reference Books
See under this heading in
the 9th grade program.
( ) Reading for
Pleasure
See under this heading in
the 8th and 9th grade programs.
More might be done in this
field than in the previous grades.
( ) Reading Newspapers and Weeklies
See under this heading in
the 7th, 8th, and 9th grade programs.
English newspapers and
weeklies specially prepared for pupils, and suitable for 10th grade level,
might be brought into the classroom or, in the absence of such material,
suitable passages might be selected from ordinary newspapers and weeklies. For
this purpose a committee might be formed.
( ) Reading Books and Magazines
See under the heading, ''
Reading Newspapers and Weeklies ".
( ) Keeping an English Scrapbook
See under this heading in
the 7th grade program.
The activity can be carried on
with materials of 10th grade level. The pupils may be taught to classify the
materials collected according to types so that they may be easily available
when needed.
( ) Reading Essays
a. Explanation
Of all the literary types
the essay is probably the most direct medium of written expression. The
informal, as opposed to the formal, essay in particular is the least hampered
by literary conventions such as characterize the fiction, poetry, or the drama.
In the early days of the essay in the 16th century, jottings of a few lines
often comprised an essay. The informal essay is an "attempt" to
express in writing some personal reaction to some item, event, or experience.
Because of its highly personal and human quality it is probably the best literary
medium for coming in touch with the author himself. For this reason the
informal essay is the readiest literary means of getting to know a Britisher or
an American. The formal essay is written in an objective manner, follows some
logical pattern, and is informational, so that it lacks the spontaneity and
personal touch which are found in the informal essay.
It is important for the
teacher to be acquainted with these facts so that he may (1) know the nature of
what he is teaching,(2) adjudge how much time he should devote to the essay in
proportion to time spent on other types of literature, and (3) understand shy
he is teaching the essay.
In the 10th grade very
little can be done in the way of reading the masters, since practically all
essays of literary merit are written for the English-speaking adult and are
therefore unsuited in style, vocabulary, and allusions to those learning
English as a foreign language who are only beginning to read the essay. Even A.
A. Milne requires careful handling. Consequently, in the absence of simplified
materials, small portions will have to be selected and treated with the utmost
care. No list, therefore, will be given of authors or works here, but only a
list of kinds of essays according to one type of classification.
b. Kinds of Essays (from informal to formal)
Essays of impression
Personal
essays
Character
essays
Descriptive
essays
Essays of
appreciation
Essays of
judgment
Critical
essays
Scientific
essays
Philosophical
essays
( ) Reading Biographies
a. Explanation
See under this heading in
the 8th grade program.
In the 10th grade the pupils
should be better able to use the dictionary and other reference materials, but
the technique of the oral introduction should be continued, though perhaps to a
less extent, the extent depending on the specific objectives of a particular
course.
The activity may be followed
by a reports.
b. Sample Report
1. Author,
Title
2. Author’s
nationality; year of birth (and death)
3. Summary
of matter read
4. Reaction
( ) Reading Short Stories and
Fiction
The principle of giving
"a thorough oral preparation by the teacher" mentioned under the
heading "Reading Biographies" in the 8th grade programs still applies
to the 10th grade, but the extent of its necessity will probably be less in
proportion to other means of preparation acquired since the 8th grade. However,
some teachers may, for pedagogical reasons, need to devote much time to oral
preparation.
In the 10th grade no
selection should be so long as to destroy the pupil’s interest, so that short
essays, portions of essays, articles, portions of fiction, and the like having
the elements of a story may be introduced.
At no time should matter of
undue difficulty be taught. The law of properly grading linguistic materials is
just as important in the 10th as in the 7th grade, though the problems from a
pedagogical standpoint may not be the same.
( ) Reading Plays and Drama
See under this heading in
the 8th grade program.
( ) Reading Poetry
See under this heading in
the 9th grade program.
Greater appreciation may be
fostered by a study of the life of the poet, especially in relation to the
poem, since understanding is fundamental to effective learning.
( ) Building a Classroom and School
Library
See under this heading in
the 7th, 8th, and 9th grade programs.
Unless already installed, it
would be an excellent idea to start a responsible body for this activity
elected from among the pupils with a competent person acting as advisor.
( ) Finding Books and Other Things
in a Library
See under this heading in
the 8th grade program.
The pupils should be made
thoroughly proficient in this skill in the 10th grade.
C. Chiefly
Writing
( ) Taking Dictation
The principles mentioned
under the same heading in the 7th grade program apply to the 10th grade. As in
the 9th grade the pupil might be asked to insert the necessary or desirable
punctuation marks.
The first parts of sentences
may be given and the pupil asked to complete them. This will give variety to
the activity. Some authorities believe in teaching the pupil to take everything
down in phonetic symbols.2
( ) Writing Answers to Oral and
Written Questions
a. Explanation
See under this heading in
the 7th and 9th grade programs.
Variety may be added to this
learning activity by handing out mimeographed sheets on which there are a
choice of answers to questions in the
manner of the multiple-choice test.3 By requiring the pupils to check the correct
reply among a choice of answers by listening to questions put orally, the
pupils will derive the added benefit of learning to listen attentively besides that of learning to read and to write. A time limit might be set for an activity of this kind by allowing
a certain amount of time for each checking.
b. Illustration
| （ａ）Question１ |
 |
（ａ）choice of replies: |
| （ｂ）＿＿＿＿＿＿＿＿＿＿ |
| （ｃ）＿＿＿＿＿＿＿＿＿＿ |
| （ｄ）＿＿＿＿＿＿＿＿＿＿ |
| |
|
|
（ｂ）Question２
Etc. |
|
（ａ）＿＿＿＿＿＿＿＿＿＿ |
| （ｂ）＿＿＿＿＿＿＿＿＿＿ |
| （ｃ）＿＿＿＿＿＿＿＿＿＿ |
| （ｄ）＿＿＿＿＿＿＿＿＿＿ |
( ) Writing from Memory, with and without Tips
See under this heading in
the 7th grade program.
The
pupils may be asked to reproduce briefly in writing the substance of what
they have heard or read. This should provide a beginning in the writing of
reports and summaries.
( ) Filling In Blanks Asking for
Information
See under this heading in
the 9th grade program.
( ) Describing Objects, Pictures,
Maps, Charts, and Actions in Writing
See under this heading in the 8th and 9th grade programs.Also
see under "Describing Objects, Pictures, Maps, Charts, and Actions Orally
"in the 10th grade program.
( ) Learning to Spell, Orally and in
Writing
See under “Playing Suitable
Word and Other Games" at the end of the 8th and 9th grade programs.
The pupils should be
consistent in their style of spelling. They should not, for instance, use British
style of spelling in one place and American in another. No more should they use
one kind of British spelling in one place and another kind in another; nor
should they do this in the case of American spelling. For instance, grey and gray, -ise and -ize, or connection and connexion
in British style of spelling, and through
and thru in American style are
examples of the case in question.
Mixing of styles of spelling
does not matter from a purely utilitarian point of view, but social nicety
makes consistency highly desirable.
( ) Learning to Use Punctuation
Marks and Capitals Correctly
a. Explanation
See under this heading in the 8th and 9th grade
programs.
The pupils must be
consistent in their style of punctuation and capitalization just as they should
be in keeping to one type of spelling. A few examples are given below of cases
in which two styles of punctuation are possible without differences in the
meaning.
ｂ．Samples
| （ａ） |
Jane,Jim,and John came to see us yesterday.
Jane,Jim and John came to see us yesterday.
(Quoted from 8th grade program.) |
| （ｂ） |
The boy who was hungry,tired,and sleepy asked for something to eat.
The boy who was hungry,tired,and sleepy,asked for something to eat.
(The comma after“sleepy”in the second example is required according
to some authorities as it is one o fa number of modifiers referring
back to a word.) |
| （ｃ） |
|
17 June, 1950
17 June 1950 |
| （ｄ） |
The man,it was found out later,was a thief.
The man─it was found out later ─was a thief.
The man (it was found out later)
was a thief. |
( ) Learning to Use Abbreviations Correctly
See under this heading in the
8th and 9th grade programs.
Add to the list of
abbreviations new examples as needs arise. Also, all abbreviations necessary to
an effective use of a dictionary should be learned.
( ) Learning to Keep a Reasonable Margin and to
Observe Similar Conventional Practices
See under this heading in
the 8th and 9th grade programs.
By the end of the 10th grade
the pupils should have acquired a complete mastery of conventional social
practices necessary to neatness.
( ) Making Signs for Use in School
See under this hading in the
8th grade program.
( ) Writing Labels and Tags
See under this heading in
the 9th grade program.
( ) Composing Notices for the
Bulletin Board
See under this heading in
the 8th grade program.
( ) Learning Written Composition
See under this heading in
the 7th grade program.
Add all the other learning
activities in writing English introduced in the 10th grade.
( ) Keeping a Diary
See under this heading in
the 8th grade program.
( ) Writing Letters
a. Explanation
See under this heading in
the 8th and 9th grade programs.
A beginning might be made in
the writing of short business letters. It is neither necessary nor advisable to
resort to commercial jargon. It is best to use plain, straightforward English.
| Formal salutations: |
| |
Dear Sir, Dear Sirs, Gentlemen, Dear Madam. |
| Formal complimentary closes: |
| |
Yours faithfully, Yours truly. |
( ) Contributing English Articles to
the School Newspaper or Magazine
See under this heading in
the 9th grade program.
( ) Publishing an English Newspaper
See under "Contributing
English Articles to the School Newspaper or Magazine" in the 9th grade
program, where much of the technique mentioned would apply.
Study an English language
newspaper and adopt those features that are feasible. A number of classes could
work together in getting up a newspaper. The activity should serve as a
valuable stimulus in the pupils’ written work.
( ) Writing Reports
a. Explanation
Reports may be on things the
pupils (1) have seen, (2) have heard of, or (3) both.
Since the writing of reports
means engaging in "free" composition, the activity is not without
dangers.
In case of reporting on what
the pupils have seen, these may be on
a visit to an exhibition, a film, a trip, etc. In the case of reporting on what
the pupils have heard, these may be
on the result of an interview, an oratorical contest, etc., where it would be
necessary to take notes. In case of reporting on what the pupils have seen and heard, which would be true in most cases, these may be on seeing a drama, a puppet play, a kamishibai, on attending a musical
program, and on visits of various kinds.
In the first stage the
reporting can be on something the teacher does that is intended for the
purpose. Whatever is done must be easy enough to prevent practice of a wrong kind.
b. Sample Notes for a Report
On Seeing a Statue-
A man of about forty. Standing in the corner
of a park.
Faces east.
Made of brass. Wears Western clothes. Etc.
( ) Writing a Summary or Pr
cis
a. Explanation
A summary or prcis may
(1) consist of extracts of the more important parts of a matter parts of a
matter reworded here and there so as to form a reasonably connected readable
whole; (2) be a re-written or recomposed shortened account of what is contained
in a longer matter, little regard being given to the style or tone of the
original; or (3) be a completely re-composed matter with an attempt to reproduce
as much as possible of what is contained in the original together with the
tone which the style of the original carries.
In the first instance there
is little paraphrasing to be done, if any, and although such summaries are not
of a high order, they may be the only kind a beginner in the art can attempt.
The second type of summary mentioned above differs from the first in the
greater amount of re-writing entailed and in including some of the less
important elements. Because of the attempt to say more within about equal space
as in the first type of summary, greater effort and skill is required in the
proportionately greater economy of words. The third type is very difficult even
for those to whom English is the vernacular, and is beyond the reach of
practically all secondary school pupils, if not of many teachers.
The activity may be
attempted by the class as a whole or by groups, if greater benefit could be
derived than through individual work.
A number of techniques are
given below, of which some are already familiar to the pupils.
b. Sample Techniques
(a) Combining two
sentences in one-
The man, returned to the
same spot. He decided to take the road running east.
Returning to the same spot, the
man decided to take the road running east.
(b) Changing clauses
into phrases-
As I was not interested in
the idea, I decided not to join the group.
Being not interested in the idea, I decided not to join the group.
(c) Changing into phrases dependent
clauses whose subject is different from that of the main sentence-
If weather permits, we hope to leave
next Monday.
Weather
permitting; we hope to leave next Monday.
(d) Expressing more concisely qualifying and other elements that can be
so treated-
The girl who has a
loud voice was talking without a
moment’s pause.
The loud-voiced girl was talking incessantly.4
(e) Substituting one
or two-word equivalents for round-about phrases-
| in a perfunctory manner |
ｆor |
perfunctorily |
| of a courageous characterr |
〃 |
brave |
| of a slippery nature |
〃 |
slippery |
| of a various kinds
or sorts |
〃 |
various, different |
| in many cases,
in few cases |
〃 |
often, seldom |
| in many instances,
in few instances |
〃 |
often, seldom |
| on many occasions,
on few occasions |
〃 |
often, seldom |
| with
regard to, in reference
to |
〃 |
about, concerning |
| the reason why.....is
because5 |
〃 |
because |
| having regard to the fact that |
〃 |
as |
| in spite of the fact that |
〃 |
although |
| in regard to |
〃 |
in |
| on the supposition that |
〃 |
if |
| in the event
of |
〃 |
if |
| for the purpose
of, with a view to |
〃 |
to |
| on a commercial basis |
〃 |
commercially |
| to a considerable extent |
〃 |
considerably6 |
( ) Translating from Japanese into English
See under this heading in
the 7th and 8th grade programs.
D. Playing
Suitable Word and Other Games
Synonyms and Antonyms Game-
The teacher writes out a
list of common words on the blackboard and asks the pupils to supply a synonym
for each. The class may work as a whole, individually, or by groups. Also, a
time limit may be set, and the use of a dictionary may or may not be allowed.
Instead of writing words on the blackboard, the teacher may prepare
mimeographed copies.
Definition Game-
The leader addresses himself to one of the group by saying some word in English.
The one addressed must define it in English before the leader counts to twenty,
or be counted out of the game.
Habitual use of an
English-English dictionary with easy definitions, such as those specially
prepared for Japanese students should go toward success in this game.
Analogy Game-
This game follows the
mathematical formula: A: B:: C : X. For instance,
Father: Mother:: Brother:Sister. Those scoring the greatest number of correct
answers may be regarded as winners, or the order may be from the one securing
the greatest number of correct answers down to the one securing the least
number of correct answers.
The following list is
suggestive:
Bird: Nest::Bee: ______________________________________
Fingers: Hands:: Toes: ______________________________________
Lead: Pencil:: Ink: ______________________________________
Foot: Shoe:: Hand: ______________________________________
Man: House:: Dog: ______________________________________
Stove: Winter:: Fan: ______________________________________
Daughter: Mother:: Son: ______________________________________
Baseball: Bat:: Tennis Ball: ______________________________________
Bicycle tire: Air:: Balloon: ______________________________________
Pencil: Paper:: Chalk: ______________________________________
Coat: Body:: Hat: ______________________________________
Cuff: Wrist:: Collar: ______________________________________
Umbrella: Rain:: Parasol: ______________________________________
Solid Foods: Plates:: Drinks: ______________________________________
1 For further examples see J.Owen Gauntlett, Practical Speech, Vols.
I and II, Daigaku Shorin, Tokyo, Copyright, 1952
2 See E. V. Gatenby,
English as a Foreign Language,
Longmans, Green & Co., London, New York, Toronto, 1944, p. 46
3 See chapter on
Evaluation
4 Samples (a) to (d) taken from Edward Gauntlettt, Practical
English, Vol.I, Daigaku
Shorin, Tokyo, 1949, p.78 et seq.
5 “the reason…is
because” is pointed out by some
authorities as incorrect. The correct form is regarded as being, “the reason…is that …” because the that clause when made the subject reads, “That…is the reason”, while, “Because…
is the reason,” does not make a
sentence.
6 R.W. Jepson, English Exercises for School Certificate,
Edward Arnold & Co.,London, Copyright, 1935, 1947, p.8. A few of the
phrases may be beyond the 10th grade level, but they are included by way of
example. The italics are colorless
words such round-about phrases often contain.
2. Pupil Experiences in Grade 11
A. Chiefly Oral
( ) Describing Objects, Pictures,
Maps, Charts, and Actions Orally
Build on the experiences
obtained in the 7th, 8th, 9th, and 10th grades, providing variety or adding to
the difficulty according to the pupils needs.
( ) Asking and Answering Questions
See under this heading in the 7th, 8th,
9th, and 10th grade programs, and provide experiences of 11th grade level.
( ) Learning Oral Composition
See under this heading in
the programs for previous grades.
Oral composition
should be continued to prevent skills previously acquired from deteriorating as
well as to add to the proficiency.
( ) Carrying On Conversations Based
on Text, One Pupil with Another
See under this heading in
the programs for previous grades, particularly the 10th grade.
( ) Carrying On Convention Apart
from Text
See under this heading in the
programs for previous grades, and also under "Having a Club Meeting."
( ) Singing Songs
a. Explanation
See the explanation given
under the heading entitled "Singing Simple Songs Accompanied with
Memorizing and Reciting Simple Poems" in the 7th grade program.
b. List of Songs
The following songs are
suggested as suitable for the 11th grade:
The Last Rose of
Summer (Flotow)
Cradle Song (Mozart)
The Loreley
(Heine-Silcher) (English translation)
Caro mio ben (Far golden
Moon) (G. Giordani)
Old Folks at Home
(Foster)
( ) Memorizing and Reciting Poems or
Given Texts
a. Explanation
See under this heading in
the 10th grade program.
b. List of Poems
A committee or a group of
teachers might work out a list for their own use.
( ) Listening to Phonograph Records
See under this heading in
the 7th grade program.
A few literary masterpieces,
if available, could be studied with profit.
( ) Listening to the Radio
See under this heading in
the programs for previous grades.
Every opportunity should be
utilized for training in listening to good English.
( ) Engaging in school Broadcasts
See under his heading in the
10 grade program.
( ) Listening to Talkies
See under this heading in
the 9th grade program.
If there is a good
historical novel or play on the screen, maximum benefit could be derived
through a preliminary study of the times, the literary background, and above
all the English. News reels may be of interest, but preparation for such films
may be a problem, as such films tend to move from place to place quickly.
( ) Dramatizing Stories, Including
Dialogues
See under this heading in
the programs for previous grades.
More may be done in the 11th grade in the experience of
re-writing because of a better knowledge of English. Paraphrasing, with an
object in view, should prove much more interesting and fruitful than learning
to paraphrase with no definite aim in view except that of language study.
As many pupils as possible
should derive benefit through this learning experience. This can be done by
getting some to engage in stage management, some others to help in preparing
the costumes, and still others to help in publicizing a play.
(
) Performing Puppet Plays
See under this heading in
the 8th grade program, and under “Dramatizing Stories, Including Dialogues” in
the 8th, 9th, and 10th grade programs.
( )
Putting On a Kamishibai
See under this heading in
the 9th grade program.
( ) Putting On a Program for Another
Class, School, and Parents
See under this heading in
the programs for previous grades, and also under ”Singing Songs”, “Memorizing
and Reciting Poems or Given Texts”, “Dramatizing Stories, Including Dialogues”,
“performing Puppet Plays”, and “putting On a Kamishibai” in the 10th grade
program.
( ) Conversing on the Telephone
See under this heading in the
programs for previous grades.
( ) Conducting an Interview
a. Explanation
This is a very valuable
experience in that an interviewer needs to do more than just talk. He must (1)
introduce himself in a pleasant manner, behaving in a perfectly natural way,
(2) speak distinctly, tactfully, and in a pleasing voice, (3) show interest in
the person being interviewed and in what he may have to say, and (4) remember
and note the main points of the information gathered and jot them down.
It may be advisable for two
or three to interview a person, so that the chief interviewer may not be
troubled with the task of having to take notes himself, an act which tends to
interrupt a meeting. Also, preparation should be made beforehand, so that the
interviewers may know what to ask and what to do, although no interview will
turn out exactly in the way anticipated. It is best to take down as few notes
as possible, as many people tend to dislike having what they say put down on
paper. The polite thing to do would be to ask if one may take notes. On
returning to the classroom or school the interviewers should write out what
they have heard so that the matter makes interesting reading. This should
provide valuable practice in composition. With the understanding of the person
interviewed, the matter can be published in the school paper or magazine.
The following are some polite expressions
that might be used:
b. Sample of
Useful Expressions
| （ａ） |
How do you do, Mr. X. Would it be possible for you
to spare us a little time? |
| （ｂ） |
Would you mind if we asked you a few questions about
your experiences in (impressions of) B? |
| （ｃ） |
We are editors of ... our school paper, and should
be delighted if you would oblige us by telling us about...
We should feel very proud if you would allow us to
devote a little space to an account by you of ... |
| （ｄ） |
Would it be asking too much if we requested you to write
a paragraph or two for our paper? |
| （ｅ） |
Thank you very much for sparing us some of your valuable time. |
( ) Inviting and Visiting
English-Speaking People
a. Explanation
See under this heading in
the 9th grade program.
b. Suggested Topics
(a) Popular magazines
(b) Books and authors
(c) Places of interest
(d) Industries
(e) Lighting system
(f) Stamp collecting
(g) Trade
( ) Having an English-Speaking Party
See under this heading in
the 10th grade program.
A party should be kept from
getting rigid or stereotyped, since it is the very element of fun that helps the
pupils learn while enjoying themselves. There is a general tendency in our
country to take things a little too seriously, and to treat even recreation as
a kind of taskmaster. Needless to say, there is the other danger of doing
things with little planning and little discipline.
( ) Telling Stories and Anecdotes
from Reading
See under this heading in
the 10th grade program.
( ) Telling Jokes from Reading
To tell jokes in a foreign
language is a very difficult thing. There are plenty of jokes and funny stories
in Japanese literature, and this might be a good place to start from. A pupil
can get practice in saying in English things he can readily understand and
appreciate in his own language and life.
( ) Making Short Prepared Speeches
a. Explanation
See under this heading in
the 9th grade program.
The speeches may be a little
longer than those attempted in the previous grades. Informal contests may be
held, too, with competent judges presiding.
b. Suggested Topics
(a) How to Make Good Use of a Library
(b) Books of Value in the
Study of English
(c) Value of Games in
Learning English
(d) What One Learns from
Sports
(e) How I Spend My Evenings
( ) Telling Original Stories
The pupils should be encouraged
to tell even the simplest stories. They can tell the class of anything of
interest that they have seen, experienced, or heard of. Unless pupils are asked
to be ready for some such activity, there is ample danger of a dead silence.
For this reason, it may be advisable to ask the pupils to announce a little
beforehand what they intend to talk about. Any "free" activity
resulting in "free" silence and "free" inactivity in the
teaching of foreign language is a bitter experience a many inexperienced teachers.
( ) Having Debates
See under this heading in
the 10th grade program.
Add appropriate topics to
the list.
( ) Holding a pupil Discussion
See under this heading in
the 10th grade program.
( ) Holding a Parliamentary Meeting
a. Explanation
The holding of parliamentary
meetings is an excellent means of training in a very important phase of
democracy. It is excellent because in parliamentary procedure rules of order
and manner of procedure complement each other in a democratic way. In a meeting
conducted in an undemocratic way some of the people are apt to dominate the
meeting. Rules of order are provided in order to prevent such undemocratic
practices and to steer a meeting along democratic lines.
Neither teacher nor pupil
need be frightened at the idea of holding a parliamentary meeting. They can
begin by adopting certain basic practices, and these are not difficult to
learn.
b. List of Expressions
(a) The meeting is called to
order. (Said by the chairman.)
(b) Mr Chairman (Madam
Chairman), I move that...
(c) I second the motion.
(The motion is then open to discussion.)
(d) Is there any discussion?
(Said by the chairman.)
(e) Those in favor, please respond by saying, ‘Aye.’ Those opposed,
please respond by saying, ‘No.’ (Said by the chairman.)
(f) The motion is carried
(is lost). (Said by the chairman.)
(g) The meeting is
adjourned. (Said by the chairman.)
Note: The writing of a constitution, the taking and reading of minutes,
etc., are activities that can wait till the pupils have got a little practice
in the easier things.
( ) Having a Club Meeting
A club meeting is generally
conducted according to parliamentary procedure in a manner such as is described
in the previous section.
A club meeting, however, may
be quite informal, as has been the case with English-speaking society or club
meetings witnessed in Japanese schools. The main object of an English-speaking
club is to provide extra opportunities for practice in speaking English, so
that almost any form of practice activity could be introduced that would
contribute to proficiency in speaking. These activities could be brought up,
discussed, and listed at a meeting, and be subsequently put into practice.
Pupils particularly
interested in oral expression might form a club of their own, with membership
open to all who are interested. Those interested in reading or writing might
form another club. However, in order to prevent cliques from developing, it may
be advisable to have groups of different kinds with different interests belong
to one organization. There are any number of interesting and useful activities
that might be engaged in, beginning with games and outings and going on to
activities involving serious study.
B. Chiefly Reading
( ) Reading from the
Textbook
See under his heading in the
programs for previous grades.
If the printed page is
treated as matter for reading only, very meager results may be expected. If,
however, all sorts of activities, both oral and written, are introduced (1)
preliminary to, (2) during, and (3) following the reading, very much can be
expected, not only in the field of reading but in other fields of practical
English. In the 11th grade, for instance, the pupils might be asked to write a
summary of what they have read, not to mention dozens of other activities that
could be introduced. Grammar, too, could be well based on the textbook or any
other matter studied, and this is an infinitely better way than the dividing of
English into separate compartments, which is a method without scientific basis.
( ) Reading Aloud. in Unison and
Individually
Reading aloud is of
great value in acquiring an appreciation for rhythm in English. With increase
in the introduction of matter with modern literary style there arises a need
for an understanding of the rhythm of both prose and poetry classed among the
literary heritages of the English language. Need for such training is justified
by the fact that rhythm forms an important part of English literary style. In
fact, in the case of some renowned authors their works are sometimes read
simply for the pleasure derived from their rhythmic style. In poetry Swinburne
is certainly one whose words could not be appreciated without an appreciation
of his poetic rhythm. Among prose writers Macaulay and Pater are often read
simply for their style. Among more recent poets is Vachel Lindsay, whose works
depend for their effect to an unusual degree on rhythm.
If phonograph records of
masterly reading of literary selections are available, they will be of much
value as aids to teaching this aspect of English.
( ) Reading Parts Spoken by Characters
in a Story
See under this heading in
the-8th and 10th grade programs.
There is always danger of
losing some of the skills pupils have previously acquired. If skills acquired
in this field were worth while, there would be every reason why practice in it
should be continued.
( ) Engaging in Silent Reading
With increases in ability to
read silently there arises a need for more provision in this field.
Encouragement and help should be given for reading outside of class and, when
possible, pupils might read matter in any of the forms of literature in which
they are interested, such as poetry, the essay, drama, etc., as part of their
English course. There are some biographies that are short enough, such as those
Lytton Strachey. The point is that the pupils should be given practice in
reading of a kind in which they can engage by making use of their knowledge and
skills acquired up to date. If there is little matter that is easy enough for
this purpose, there are scientifically prepared simplified texts that are
available.1
See also under this heading
in programs for grades 8 to 10.
( ) Finding Facts in Reading
Material to Fit Answers to Questions
See under this heading in
the programs for grades 8 to 10.
( ) Reading for Information in
General
See under this heading in
the 9th grade program.
Add to the techniques listed
in the 9th grade program that of (1) a guided discussion of matter read and (2)
writing a summary of matter read.
( ) Using Encyclopedias and Other
reference Books
See under this, heading in
the 9th grade program.
( ) Reading for
Pleasure
See under this heading in
the programs for grades 8 to 10.
Provide scientifically
prepared simplified texts as suggested under the heading “Engaging in Silent
Reading.”
( ) Reading Newspapers and Weeklies
See under this heading in
the programs for previous grades.
( ) Reading Books and Magazines
a. Explanation
See under the heading,
“Reading Newspapers and Weeklies.”
See also under the heading
“Writing Book Reviews.” which is an activity that goes with the reading of
books and magazines.
A big chart of the kind
suggested below might encourage reading.
b. Sample Chart
Title
of Book or Selection Read
|
Group A |
Group B |
Group C |
Group D |
| |
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Note:
The entering of the number of those who have read the books or selections
could be done by the effective Japanese method of writing the character 正,
one stroke at a time or by the Western way of writing, which comes to the
same thing.
A separate chart could be
prepared for magazine articles read.
( ) Keeping an English Scrapbook
See under this heading in
the programs for previous grades.
( ) Reading Essays
See under this heading in
the 10th grade program.
( ) Reading Biographies
See under this heading in
the programs for grades 8 to 10.
Biographies may offer good
material for dramatization.
( ) Reading Short Stories and
Fiction
See under this Heading in
the programs for grades 8 to 10.
( ) Reading Plays and Drama
See under this heading in
the 8th grade program.
If literary masterpieces are
introduced in the 11th grade, they should provide bases for studies arising
from the scenes, the times, the characters, and the situations which the plays
represent. This may have been done in the previous grades to a certain extent,
but much more could be done in the 11th grade. But care should be taken to see
that the teaching of English is not neglected.
( ) Reading Poetry
See under this heading in
the programs for previous grades.
As in the case of reading
plays and drama more of the background might be given. A certain amount of
elementary knowledge of Romanticism, Pre-Raphaelitism, Classicism, etc. might
be provided if this would lead to a better appreciation of a poem studied. Much
discretion is needed, however, since, unless well-handled, literary
appreciation can be killed rather than kindled.
C. Chiefly
Writing
( ) Taking Dictation
See under this heading in
the programs for previous grades.
( ) Writing Answers to Oral and
Written Questions
See under this heading in
the programs for previous grades.
( ) Writing from Memory, with and
without Tips
See under this heading in the 7th
and 10th grade programs.
( ) Filling In Blanks Asking For
Information
a. Explanation
See under this heading in
the 9th grade program.
Filling in of receipts,
application forms, and printed forms asking for information of various kinds
may be provided.
b. Samples
(a) Receipt
(a) Receipt
（ｂ）Application Form
| To X Railway Co., Ltd
Issuance of a ＿＿＿＿＿ month Season Ticket is requested for
*travel between ＿＿＿＿＿＿＿＿＿＿＿＿ and ＿＿＿＿＿＿＿＿＿＿＿＿.
Beginning:month ＿＿＿＿＿＿ day ＿＿＿＿＿＿ year ＿＿＿＿＿＿.
*Name:First Name ＿＿＿＿＿＿＿＿＿ Second Name ＿＿＿＿＿＿＿＿＿.
Sex ＿＿＿＿＿＿＿＿＿ Age ＿＿＿＿＿＿＿＿＿
Place of occupation ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Home address ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ |
| |
Signature of applicant ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ |
| |
Signature of employer ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ |
| |
Name of organization or firm ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ |
| *Note : Write in block capitals. |
( ) Describing Objects, Pictures, Maps, Charts,
and Actions in Writing
a. Explanation
See under this heading in
the programs for grades 8 to 10.
This experience should be
integrated more and more with other types of experience.
Strive for clearness of description and smoothness
of style. Read descriptive portions of essays and
other literature and study the methods used. Children’s encyclopedias should
prove invaluable in this respect.
b. Describe in writing
(a) how to fly a kite
(b) how to make a paper doll
(c) how to prepare
sandwiches
(d) how to bake a cake
(e) stage management
(f) a foreign-style house
etc.
( ) Learning to Spell, Orally and in
Writing
See under this heading in
the programs for previous grades.
As the pupils progress in
their ability to spell correctly, note words that are misspelled and concentrate on these words. This will contribute
much toward economy in effort.
( ) Learning to Use Punctuation Marks
and Capitals Correctly
a. Explanation
See under this heading in
the programs for grades 8 to 10.
Provide exercises of a more
advanced nature.
b. Sample Exercises
| （ａ） |
look she exclaimed ive broken my brothers watch. |
| （ｂ） |
she cried help and she meant it too because she was in danger. |
| （ｃ） |
lets see whos arrived shall we good heavens no ones come yet. |
| （ｄ） |
r 1 stevenson born in 1850 as it is recorded in edinburgh
and trained as a lawyer soon desired to become an author.2 |
( ) Learning to Use Abbreviations
Correctly
See under this heading in
the programs for previous grades.
( ) Composing Notices for the
Bulletin Board
a. Explanation
See under this heading in
the 8th grade program.
To the type of activity
engaged in in previous grades may be added the composing of notices involving
more advanced knowledge and skill. Along with the putting up of one or two
sentences, it may be advisable or necessary at times to put up those with
greater detail, such as the nature and object of a meeting.
b. Sample
The monthly meeting of the
English-speaking Society will be held at 4 o’clock in the school
auditorium. Mr. Morita is expected to give a short talk on methods of improving
our society. Members are free to offer any suggestions of their own after he
talk. All those interested are invited to attend.
( ) Learning Written Composition
a. Explanation
For principles see under
this heading in the 7th grade program.
Add all the other learning
activities in writing English introduced in the 11th grade.
A method of analyzing
sentences functionally, introduced by Edward Gauntlett in a book now out of
print is illustrated below, as it has proved of value by those using the method
in teaching, especially in the use of students slow in grasping the functional
organization of sentences. The technique is of much value also in improving
ability to read matter containing involved sentences.
b. Illustration
Enclose noun clauses in
brackets containing single strokes,
since the word noun is a one-syllable word. Enclose adverb
clauses in brackets containing two strokes,
since the word adverb is a
two-syllable word. Enclose adjective clauses in brackets containing three strokes, since the word adjective is a three-Syllable word. Be careful to distinguish between clauses and
phrases.
I realized (that the book was
far more difficult) <than I had expected.>
He told me (that <while
he was in Germany> he visited many lovely places.)
Coming to a road running between Aono and Iida, the men decided to take
a little rest. (No clause.)
This is a book [I have read
three times.]
He tells me (the man [you
referred to] is out of town.)
Note: Sentences with
relative pronouns missing are tricky.
( ) Keeping a Diary
See under this heading in
the 8th grade program.
( ) Writing Letters
See under this heading in
the programs for grades 8 to 10.
( ) Writing Telegrams
a. Explanation
Maximum economy of words
compatible with clarity in meaning is the main requisite in writing telegrams.
Articles are therefore omitted as well as everything else that is not really
essential to the conveyance of meaning.
b. Sample
| ARRIVING AOMORI SATURDAY 0930 |
| |
Not:WILL ARRIVE AT AOMORI ON SATURDAY AT 0930 |
| SHIPPING REQUESTED BOOKS IMMEDIATELY. |
| |
Not:WILL SHIP REQUESTED BOOKS IMMEDIATELY. |
| FUJITA ACCEPTS POSITION STO PLEASE NAME DATE CONFERENCE |
| |
Not:“STOP”stands for a full stop. |
( ) Contributing English Articles to
the School Newspaper or Magazine
See
under this heading in the 9th.gr.ade program.
The 11th and 12th grades
could take a lead in an activity of this kind. There should, however, be no
attempt to dominate the activities of the lower grades. If leadership is taken
it is with the sole purpose of learning democratic leadership and not
domination. In fact, the older pupils can learn to be helpful, generous, and
understanding, and to have the lower grades fully represented in case an
inter-grade committee is formed.
( ) Publishing an English Newspaper
See under this heading in
the 10th grade program and also under the heading, '' Contributing English
Articles to the School Newspaper or Magazine," in the 9th and 10th grade
programs.
( ) Writing Reports
See under this heading in
the 10th grade program.
( ) Writing Book Reviews
a. Explanation
The term book review in this course of study
includes literary reviews on articles, essays, poems, stories, etc. There are
various forms for this purpose, of which a few samples are given below. If a
book review were to become a burden to the pupils, that might easily create a
distaste for out-of-class reading. Consequently, something simple should be
attempted, and any form found to be deficient in some point should be changed
and improved. If the writing of book reviews were to discourage reading, the
matter would require immediate consideration in regard to its handling, since
everything should be done to encourage this important activity.
b. Sample Forms.
|
MY READING RECORD Name＿＿＿＿＿＿＿
Title＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Literary type or classification＿＿＿＿＿＿＿＿＿＿＿＿
Author＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Date begun＿＿＿＿＿＿＿＿ Date finished＿＿＿＿＿＿＿
Reaction on content＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Reaction on language＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ |
|
READING RECORD
Title＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Literary type＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Author＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Nationality of Author＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Title of Book or Name of Journal, Paper, etc. in Which
Matter Appears＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Publisher＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Date of Publication＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Date Finished Reading＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Reaction on Language＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Reaction on Content＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Signature＿＿＿＿＿＿＿＿＿＿＿＿＿ |
(
) Writing Original Stories
a. Explanation
There is a certain
similarity between writing news items and writing a story of some incident or
experience. In both cases references would be made to what, who, when, where how, etc. Consequently a little experience
in writing news items for the school paper should prove a foundation on which
experience in story writing could be built. The main difference, however, would
lie in the fact that while in writing news the attitude should be objective, in
writing stories it should be subjective.
The story can be only a
paragraph or two in length, and anything of interest, real or imaginary, could
be the source of inspiration.
Style, not in the strict literary
sense but as regards the English, can be studied and improved by varying the
types of sentences. Samples are given below of dull and lively style.
b. Samples
Dull style─
Tom is eleven years
old. He is very fond of fishing. He caught a big trout the other day.
He took it home. He showed it to his parents. They expressed great surprise.
They asked him how he managed to catch such a big fish. Etc.
Lively style─
Tom is eleven years
old and is very fond of fishing. The other day he caught a big trout, which
he took home and showed to his parents who exclaimed. “Whew! How did you
manage to catch such a big fish, Tom?" Etc.
( ) Writing a Summary or Prcis
a. Explanation
See under this heading in
the 10th grade program.
In writing a summary one of the techniques is
to underline the salient points before embarking on the writing. This process
should be of help when writing a prcis,
too.
Although the writing of a prcis
a very difficult thing, it is excellent as an exercise and, if attempted by
a group working together, should not be beyond the reach of 11th or 12th graders.
A prcis in the secondary school
need not be of a high literary order. The use of a number of dictionaries,
Roget's Thesaurus of English Words and Phrases, lists of structural patterns,
etc. can be brought into full play, and the effort in the attempt and the
criticisms of the results should prove highly valuable. Much discussion can
go along with the activity, and this in itself is worth while.
Both the summary and the prcis
become necessary in actual life when limitations of space or the nature of a
written matter call for a shortening of the matter to be published or recorded.
b. Sample Prcis
Full text-
And at last his patience was
rewarded. It was a fine dry night; there was frost in the air; the streets were
clean; the lamps, unshaken by any wind, were making a regular pattern of light
and shadow. By ten
o'clock, when the shops were closed, the
side-street was very lonely and, in spite of the low noise of London from all
round, very silent. Small sounds were carried far; sounds out of the houses
could be clearly heard on either side of the roadway; and the sound of the
approach of anybody came long before he appeared. Mr. Utterson had been some
minutes in his waiting place, when he was aware of an odd, light footstep
coming near. In the course of his nightly walks, he had long grown accustomed
to the strange effect with which the footsteps of a single person, while he is
still a long way off, suddenly spring out distinct from the vast mass of noises
of the city. Yet his attention had never before been so sharply and distinctly
attracted; and it was with a strong idea that he was going to be successful
that he stepped back into the entrance to the court.3
Prcis
of text-
Finally, on a fine, quiet,
frosty night in a lonely, lamp-lit, clean London side-street,
round ten o'clock, Mr. Utterson reaped his reward. Tiny sounds, in and outside of
houses, could be heard long before anybody appeared. Mr. Utterson, in his
waiting-place, could through long experience, single out a person's footsteps
from among the multitude of noises; but never before so alerted, he stepped
back with a strong feeling of success.
(
) Translating from Japanese
into English
For principles and some
techniques see under this heading in the 7th and 9th grade programs.
The pupils might be given
short exercises in which the teacher gives out something orally or in written
form in the vernacular to be translated into English, also orally or in
writing. The translations should carry the approximate meanings of the
original. They should certainly not be literal renderings that tend to be
unidiomatic and Japanesey. It is much more important that the English should be
good than that literalness be gained. It is a common fallacy to believe that
what is expressed in one language can be reproduced word by word, phrase by
phrase, or clause by clause in another language. Such a process would result
more often than not in fallacious representations of a language, because
language behavior is different from language to language. In fact, some words
or phrases are best represented in a translation by being omitted altogether,
while some things unsaid but understood in one language would have to be
expressly stated in another in order to give a fair representation. It must be
stressed that good translations into English are possible only when, and to the
extent to which, English has been mastered.
Translation work tends, as a matter of fact, to encourage
thinking in the language from which
one is translating, and to discourage free idiomatic expression in English.
This is an experience common even to master translators who may know English
like a native. In the case of English-Japanese translation the effort to put
into Japanese what is expressed in English tends to make one think of English
in terms of Japanese "equivalents ". It is for this reason, among
others, that the old translation method produces ''good" translators using
unidiomatic English, and unidiomatic
Japanese.
D. Playing
Suitable Word and Other Games
Comparison Game:-
This is a development of a
game-like learning experience in which pairs of nouns standing for things
giving characteristics common to both members of a pair as well as points of
differences are presented. The pupils are required to state the similarities as
well as the differences. Turned into a game, the activity requires that a time
limit be set within which a pupil must give a reply.
Suppose there was a pair of
nouns, pen and pencil. The leader would ask, ''In what ways are pens and pencils simi1ar (different)"? The answer would be something
like, "They are both used for purposes of writing." "They are
different in that a pen requires ink, while a pencil requires none." It
would be too much to ask for both a point of similarity and that of difference
at one time.
The game is not very easy,
so that it may be advisable to have the pupils do this activity in the form of
written exercises.
A short list is given by way
of suggestion:
| chair,bench
table,desk
book,pamphlet
street,path |
bus,street-car
stone,rock
water,milk
finger,toe |
Word-Making and Word-Taking:-
(a) Cut cardboards into equal
squares, about one inch square, and write on each card a letter of the English
alphabet in block capitals.
(b) The number of cards needed
will depend on the number of participants and on the duration of the game, but
for general purposes five or six hundred should be enough.
(c) Have more cards for the
commoner letters, such as E (which is, as a matter of fact,
the commonest), and fewer cards for such letters as Z, X, Q.
(d) Spread the cards upside-down,
and have one person turn up a card at a time and place it in the middle of the
table so that everybody can see it.
(e) If it is felt that there are
enough cards turned up to make a word no more should be added.
(f) Proper names and foreign words
are not allowed. Also, it is customary to set a limit to the minimum number of
letters allowed in making a word, beginning with one or two and going on to
three or four. That is, if three were the limit for the minimum, two-letter
words would not be allowed. Handicap may be given to a less experienced player
by allowing him to take words with fewer letters than agreed upon.
(g) Suppose the following letters
are turned face up:
B A K Z N.
It is possible
to call out and to take the following words of three or more letters:
BAN, BANK, NAB.
(h) When a player calls out and
takes a word, he arranges the cards in front of him, and keeps on adding words
as he takes new ones.
(i) A player may add letters, such
as S or ED, to any word he has taken in order to prevent his opponents from
making use of these letters, but he cannot in this manner take the words taken
by any opponent. For instance, he may take an S and turn WRITE into WRITES, or BOY into BOYS, or take a D or ED
and turn PLEASE into PLEASED, or HUNT into HUNTED.
(j) A player may add letters to
any word taken by another person, change it and take
it. For instance, the word BAN could
be taken by the addition of a K: BANK. LOW could be changed into BLOW
or SLOW. PAY could be changed into PRAY,
SPRAY, or PLAY. A player may add letters to words taken by himself in the
same manner in order to prevent others from making use of cards. In every case all the letters in a word already taken
must be preserved when changing it into another word.
(k) Final score may be taken by
counting the number of letters used by the players, the one using the greatest
number ranking first.
View of an imaginary table:
1 The “Simplified
English” Series, Kaitakusha, Tokyo Longmans
Simplified English Series,
Longmans, Green & Co. Ltd., 6 & 7 Clifford Street,
London, W.1
2 Dudley Bateman, Style in English Composition, Macmillan
& Co., Ltd., St. Martin’s Street,London, Copyright,
1938. pp. 9-10
3 Harold E. Palmer, ''Simplified Version", R.L. Stevenson, The
Strange Case of Dr.Jekyll and Mr. Hyde, Institute
for Research in Language Teaching, Tokyo, 1947, pp. 31-33
3. Pupil Experiences in Grade 12
A. Chiefly Oral
( ) Describing Objects, Pictures,
Maps, Charts, and Actions Orally
Build on the experiences
obtained in the previous grades, providing variety or adding to the difficulty
according to the pupils' needs.
The activity might be
extended to simulated experiences in shopping in which both salesman and
customer give descriptions of things they want to sell or buy.
( ) Asking and Answering Questions
See under this heading in
the programs for previous grades, and provide experiences of 12th grade level.
The activity might be
extended to simulated experiences in interviews. One might act as a
representative of a firm, school, or some other organization selecting
employees from among a number of candidates. The questions can be on the
personal history of a candidate, which is the usual thing, to which might be
added questions regarding his hobbies, abilities, and interests. For a
suggestion of the kinds of questions that might be posed see under the heading,
"Filling In Blanks Asking for Information,"
in the 9th grade program, where a sample form for a personal history is given.
The interview might start
with, "What is your name?" and this would be followed by questions
based on the other items listed in the sample outline of a personal history
already referred to.
A secretary might be
provided to write down the answers to questions.
( ) Learning Oral Composition
See under this heading in
the programs for previous grades.
( ) Carrying On Conversations Based
on Text, One Pupil with Another
See under this heading in the
programs for the previous grades, particularly the 10th grade.
( ) Carrying On Conversation Apart
from Text
See under this heading in
the programs for previous grades.
( ) Singing Songs
a. Explanation
See the explanation given
under the heading entitled “Singing Simple Songs Accompanied with Memorizing
and Reciting Simple Poems" in the 7th grade program.
| The following songs are suggested as suitable for the 12th grade: |
| |
Comin'Thro'the Rye(Robert Burns─Scottish folk song)
Annie Laurie(Scottish folk song)
Rock'd in the Cradle of the Deep(Knight)
My Old Kentucky Home(Foster)
Old Black Joe(Foster) |
( ) Memorizing and Reciting Poems or
Given Texts
a. Explanation
See under this heading in
the 10th grade program.
b. List of Poems
A committee or a group of
teachers might work out a list for their own use.
( ) Listening to Phonograph Records
See under this heading in
the 7th grade program.
A few literary masterpieces,
if available, could be studied with profit.
( ) Listening to the Radio
See under this heading in
the programs for previous grades.
( ) Engaging in School Broadcasts
See under this heading in the
programs for previous grades.
( ) Listening to Talkies
See under this heading in
the programs for previous grades.
Pupils in the 12th grade
should be able to appreciate talkies the most of all, and this asset should be
made use of to the full.
( ) Dramatizing Stories, Including
Dialogues
See under this heading in
the programs for previous grades.
( ) Performing Puppet Plays
See under this heading in
the 8th grade program, and under "Dramatizing Stories, Including Dialogues"
in the 8th, 9th, and 10th grade programs.
( ) Putting On a Program for Another
Class, School and Parents
See under this heading in
the programs for previous grades, and also under "Singing Songs",
"Memorizing and Reciting Poems or Given Texts”, "Dramatizing Stories,
Including Dialogues ", "Performing Puppet Plays", and
"Putting On a Kamishibai" in the 10th grade program.
( ) Conducting an Interview
See under this heading in
the 11th grade program.
( ) Inviting and Visiting English-Speaking
People
a. Explanation
See under this heading in
the 9th and 11th grade programs. Many of the topics listed may be of interest
to 12th grade pupils. The following, however, might be added to the list.
b. Suggested Topics
(a) Western music
(b) Greek and Roman
myths
(c) Scandinavian and
other myths
(d) current events
(e) history of
government
(f) English language
Its structure
Its history
etc.
Note: It is a common mistake to think that an
English-speaking person would naturally know much about the music of his own
country or the grammar of his own language. One interested in music would
know something about it and one engaged in teaching should know something
about the characteristics of his own language. As regards language, it is
often scholars whose vernacular is not the language in question that know
a great deal about it. However, it is to an educated person to whom the language
we wish to know about is the vernacular that one would go for information
in regard to the very life of the language, such as the delicate shades of
meaning and the little differences which different locutions carry.
The 12th grade is an
appropriate stage for checking up on some of the things one has learned.
( ) Having an English-Speaking Party
See under this heading in
the 10th and 11th grade programs.
( ) Telling Stories and Anecdotes
from Reading
See under this heading in
the 10th grade program.
( ) Telling Jokes from Reading
See under this heading in
the 11th grade program.
( ) Making Short Prepared Speeches
a. Explanation
See under this heading
in-the 9th and 11th grade programs.
b. Suggested Topics
(a) What We Can Do to
Beautify Our School
(b) What I Have Learned
about English and American Poetry
(c) What I Learn through
Reading an Essay
(d) English as a World
Language
(e) Foreign Words Found in
Japanese
(f) Some Things I Have
Learned about American and British Culture
( ) Telling Original Stories
See under this heading in
the 11th grade program.
( ) Having Debates
See under this heading in
the 10th grade program.
Add appropriate topics to
the list.
( ) Holding a Pupil Discussion
See under this heading in
the 10th grade program.
( ) Holding a Parliamentary Meeting
See under this heading in
the 11th grade program.
( ) Having a Club Meeting
See under this heading in
the 11th grade program.
B. Chiefly Reading
( ) Reading from the
Textbook
See under this heading in
the programs for previous grades.
At no stage of learning
should the pupils be introduced to reading matter for which they are not
prepared. It needs to be reiterated that reading is a skill and not a science.
At no time are mental gymnastics justifiable.
( ) Reading Aloud in Unison and
Individually
See under this heading in
the 7th and 11th grade programs.
( ) Reading Parts Spoken by
Characters in a Story
See under this heading in
the 8th, 10th, and 11th grade programs.
( ) Engaging in Silent Reading
See under this heading in
the 8th, 10th and 11th grade programs.
Particular, reference is
made to the advisability of laying special emphasis on outside reading of the type
mentioned in the 11th grade program. Ability to read independently and with
reasonable skill is the final goal in the silent reading program, and this can
be done only by paving the way for and providing such experiences, -not by
lectures on how to do it.
( ) Finding Facts in Reading
Material to Fit Answers to Questions
See under this heading in
the programs for grades 8 to 10.
( ) Reading for Information in
General
See under this heading in
the 9th and 11th grade programs.
( ) Using Encyclopedias and Other
Reference Books
See under this heading in
the 9th grade program.
The pupils should be taught,
as needs arise, to use reference books of various types, such as the Thesaurus, handbooks on literature, or
those on manners and customs.
( ) Reading for
Pleasure
See under this heading in
the programs for grades 8 to 10.
More and more time should be
spent on this type of experience.
( ) Reading Newspapers and Weeklies
See under this heading in
the programs for grades 7 to 10.
In the 12th grade some time
might be devoted to a more serious study of current topics.
( ) Reading Books and Magazines
See under the heading,
"Reading Newspapers and Magazines," especially in the 11th grade
program.
( ) Keeping an English Scrapbook
See under this heading in
the programs for grades 7 to 10.
( ) Reading Essays
See under this heading in
the 10th Wade program.
12th grade pupils should be
ready to read a few of the masters. Care should be taken to avoid authors with
eccentric or unusual style, because pupils readily follow such a style as a
model for both oral and written work, or to regard the unusual as the normal.
( ) Reading Biographies
See under this heading in the
programs for grades 8 to 10.
What has been said about the
essay in the 12th grade applies to the biography. There is much danger of
introducing things that are too difficult at the sacrifice of good teaching and
effective learning. Teaching of standard works must, in the secondary school,
be always conditioned by the criterion of teaching English as speech, and this
fact needs to be reiterated in the 12th just as much as in the 7th grade.
( ) Reading Short Stories and
Fiction
See under this heading in
the programs for grades 8 to 10.
Increase in practical
knowledge of English should make it possible to lay greater emphasis on the
content aspect of the short story or fiction, such as the study of the
characters or the social background. This is of much value when done in
English, both in oral arid written work. It might include discussions and
written work on any oral activity as well as the reading.
( ) Reading Plays or Drama
See under this heading in
the 8th and 11th grade programs.
( ) Reading Poetry
See under this heading in
the programs for previous grades.
C. Chiefly
Writing
( ) Taking Dictation
See under this heading in
the programs for grades 7 to 10.
( ) Writing Answers to Oral and
Written Questions
a. Explanation
See under this heading in
the 7th, 9th and 10th grade programs.
The technique suggested in
the 10th grade program might be varied by handing out mimeographed sheets on
which there are a choice of questions,
one of which should fit an answer. This is the very reverse of what is
suggested in the 10th grade program. The answers may be given orally or in
writing.
b. Illustration
| Choice of questions: |
| （ａ）.................... |
（ａ）Reply１ |
| （ｂ）.................... |
| （ｃ）.................... |
| （ｄ）.................... |
| |
|
| （ａ）.................... |
（ｂ）Reply２ |
| （ｂ）.................... |
| （ｃ）.................... |
| （ｄ）.................... |
| Etc. |
( ) Writing from Memory, with and
without Tips
See under this heading in
the 7th and 10th grade programs.
( ) Describing Objects, Pictures,
Map, Charts, and Actions in Writing
a. Explanation
See under this heading in
the programs for grades 8 to 11.
b. Describe in writing
(a) how to build a
radio
(b) how to plant trees
(c) how to keep bees
(d) how to deliver a
speech
(e) how to play tennis
etc.
( ) Learning to Spell, Orally and in
Writing
See under this heading in
the programs for previous grades.
( ) Composing Notice for the
Bulletin Board
See tinder this heading in the 8th
and 11th grade programs.
( ) Learning Written Composition
For principles see under
this heading in the 7th grade program.
Add all the other learning
activities in writing English introduced in the 12th grade.
( ) Writing Letters
See under this heading ill
the programs for grades 8 to 10.
Work toward greater
proficiency by continuing the activity.
( ) Writing Telegrams
See under this heading in the
11th grade program.
( ) Contributing English Articles to
the School Newspaper or Magazine
See under this heading in
the 9th and 11th.grade programs.
( ) Publishing an English Newspaper
See under this heading in
the 10th.and 11th grade programs.
( ) Writing Reports
See under this heading in
the 10th grade program.
Practice writing reports of
various kinds and length, and in doing this learn above all to be systematic,
organizing the notes in such a way that the report makes good reading. Greater
effort should be exerted toward giving greater weight to the more important
facts in proportion to the less important facts. But above all, it is important
that the pupils strive for accuracy and clearness. A flowery style is quite out
of place in a report.
( ) Writing Book Reviews
See under this heading in
the 11th grade program.
( ) Writing Original Stories.
See under this heading in
the 11th grade program.
( ) Writing a Summary Or Prcis
See under this heading in
the 10th and 11th grade programs.
( ) Translating from Japanese into
English
For principles and some
techniques see under this heading in the 7th and 8th grade programs. See also
under the 11th grade program.
D. Playing
Suitable Word and Other Games
Words-from-a-Word Game-
This is a game that would be
suitable for 10th and 11th grade pupils, too. However, the greater number of
words acquired by 12th graders provides greater possibilities for listing more
words than in the case of pupils with smaller vocabularies.
Choose a word, fairly long,
and, with the use of only those letters composing the word, write down as many
words as you know. If it is agreed upon that a dictionary may be used, the
pupils are entitled to its use. In choosing a word, it would be unwise to
choose one with many letters little used, such as q, x, or z. The commonest
English letter is e, and there should
be at least two or three varieties of vowels. Also a time limit must be set.
The player having the greatest number of words wins;
second, third, and subsequent places going to be players in the order of the
number of words listed. The game may be played between groups, if this adds to
the excitement. At the end of the game all the words listed by all the
contestants might be written on the blackboard. It often happens that a player
writes down the same word twice. Such slips should be checked when making a
final count.
The following will
illustrate how words are written down from a source word:
| |
Source word:enumeration |
| Letters forming the word:ｅｅｕａｉｏ |
| |
ｎｎｍｒｔ |
|
em(M)
|
rate
|
nun
|
runner
|
morn
|
|
en(N)
|
mar
|
nut
|
none
|
mourn
|
|
I
|
tar
|
rut
|
oat
|
meter(metre)
|
|
O
|
mare
|
mute
|
oar
|
norm
|
|
a
|
tare
|
out
|
more
|
roam
|
|
eat
|
mire
|
route
|
nor
|
rim
|
|
neat
|
tire
|
tour
|
moan
|
trim
|
|
meat
|
enter
|
tune
|
tone
|
ram
|
|
net
|
entire
|
tuner
|
atone
|
rant
|
|
met
|
men
|
aim
|
moaner
|
tame
|
|
rat
|
mean
|
name
|
in
|
tram
|
|
at
|
ear
|
main
|
inn
|
rum
|
|
an
|
near
|
mane
|
inner
|
mien
|
|
ant
|
tear
|
rain
|
it
|
no
|
|
am
|
mere
|
train
|
tin
|
merit
|
|
man
|
team
|
meet
|
ire
|
iron
|
|
ran
|
ream
|
neat
|
mire
|
nine
|
|
tan
|
are
|
neater
|
mite
|
mine
|
|
manner
|
earn
|
on
|
mitre(miter)
|
|
|
tanner
|
urn
|
one
|
tore
|
|
|
mate
|
turn
|
run
|
torn
|
etc.
|