|PART ONE -- First Principles|
|PART TWO -- Teaching Problems -- The Basic Approach|
|6 .||ENGLISH -- TEACHING-MEDIUM OR SECOND LANGUAGE||145|
|7 .||AIM -- UNDERSTANDING OR EXPRESSION||156|
|8 .||METHOD -- DIRECT OR INDIRECT?||162|
|English through English or English through the Vernacular? Is translation necessary?|
|9 .||BALANCE -- SHAKESPEARE OR SHOP?||189|
|What sort of English do Burmese children need? Must culture be sacrificed to earning-capacity?|
|10.||PRONUNCIATION -- SOUND OR SENSE?||195|
|11.||GRAMMAR -- CONSCIOUS OR UNCONSCIOUS?||201|
|12.||GRAMMAR -- FORMAL OR FUNCTIONAL?||212|
|13.||READING -- AMUSEMENT OR INSTRUCTIONS?||219|
|14.||READING -- WORD-MAGIC OR WORD-CONTROL?||230|
|15.||COMPOSITION -- LICENCE OR LIBERTY?||244|
|16.||POETRY -- APATHY OR AFFECTATION?||250|
|17.||SCIENCE -- THOUGHT OR LANGUAGE ?||258|
|PART THREE -- Conclusion|
It was recognized that the results of such counts, which were based on the reading rather than the speaking vocabulary, might require some modification if they were to be useful for purposes of language-production (i.e.., speaking and writing) as well as for language-reception (i.e.., reading and hearing).But the point is that so far they have not been modified —- and not one teacher in ten thousand, I suppose, has read the Report !
'He shot the hen ' means he hit it and killed it.
'He shot at the hen ' means he aimed at it and fired in the direction of ; perhaps he hit it, perhaps not.
reached at, died with, dead with, did not afraid, did not satisfy with, stock for stork, patience for patients, safe for save, save for safe, prevent for protect, ask that, ask to Jupiter,Rustom sword for Rustom's sword, cholera broke up, decease for disease, chased at, the another bear, strucked. . . The uses of ' shoot', ' fire', ' gun' and ' charge ' were confusing indeed. . . . the usual mistakes in tenses, lack of agreement between subject and verb in number and person, the wrong use of prepositions, etc., occur far too often. . . . It would appear that much more systematic drill in the use of tenses is necessary.It follows then that the need for the one-level practice period is not confined to new learners. However advanced the class may be there is still need, and it is still not too late, for a return to a simpler level, for a period of drill in the essential words and constructions through reading and more reading and still more reading.