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    342 views742 pages

    English by The Nature Method - A. Jensen

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    Antônio Lucas
    learning English

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    ENGLISH BY THE NATURE METHOD BY ARTHUR M. JENSEN Endorsed by the Following Professors of English: §. R.T. 0. D'ARDENNE P.N. U. HARTING University of Lidge University of Amsterdam FRANZ DE BACKER OTTO JESPERSEN (+) University of Ghent University of Copenhagen FRANK BEHRE B. VON LINDHEIM University of Gothenburg Free University of Berlin HELLMUT BOCK H. LUDEKE University of Kiel University of Basle ¢. A. BODELSEN FERNAND MOSSE (t) University of Copenhagen Collége de France G, BONNARD OLE REUTER University of Lausanne University of Helsingfors KARL BRUNNER K, SCHIBSBYE University of Innsbruck University of Copenhagen W. CLEMEN F. TH. VISSER University of Munich University of Nijmegen L. ECKHOFF MAX WILDI University of Oslo Institute of Technology, Zurich OTTO FUNKE R. W. ZANDVOORT University of Berne University of Groningen Tue Nature METHOD INSTITUTES AMSTERDAM - BRUSSELS - COPENHAGEN - HELSINGFORS LONDON : MILAN - MUNICH - OSLO - PARIS STOCKHOLM - VIENNA - ZURICH PREFACES Extract from the Preface by OTTO JESPERSEN Ph, D., Litt. D., LL. D., Late Professor of English Language and Literature in the University of Copenhagen Mr. Arthur M. Jensen has asked me to write a preface to his course: “English by the Nature Method”. It is with great pleasure that I comply with his wish, for I heartily agree with his method and think it has been on the whole carried out very skilfully and with real pedagogical insight. The main idea is that all, or nearly all, sentences should be self- interpreting, the meaning of new words being in each case readily understood without any possible doubt from the context, in the begin- ning aided here and there by a simple drawing, so that a translation is never necessary. In accordance with a wise old rule the author has not been afraid of repeating the same thing over and over again, especially in the beginning, so that words and phrases are as it were hammered into the brains of the student so as to be his possessions for ever. The most necessary grammatical forms are from the very first imparted in a natural way without using any technical terms; later some very elementary grammatical instruction is given with simple theoretical explanations. It is my conviction that the student who has conscientiously worked his way through the course will with a minimum of effort have acquired a fair knowledge of the English language and will be familiar with the most necessary words and phrases so as to feel at home in the language. Elsinore, May the 11th, 1942. Orto JESPERSEN PREFACES Preface by , Dr. FERNAND MOSSE Late Professor of Languages and Literatures of Germanic Origin at the Collage de France I have pleasure in giving my fullest approval to the course entitled “English by the Nature Method”, which I have examined with much interest. It is a genuine “natural” method, most ingeniously presented with great pedagogical acumen. Its user can be assured of the utmost success, provided that he never becomes discouraged if he is working on his own, and that he keeps on perseveringly to the end. It is only by thoroughly assimilating the most judiciously chosen sentences making up each lesson, by learning them by heart after having studied and understood them, that the student will gradually discover that he really knows English. When he reaches the last booklet he should be able to express himself with facility by the help of the words, forms and phrases at his command. Like the man in the Gospels who was cured by a miracle, he can then be told to arise and walk. Other highly qualified persons have already excellently expressed their opinions of this English course. I shall merely add that, even if similar methods are to be found, I know of none more capable of attaining the desired goal than the one so patiently worked out by Mr. Arthur M. Jensen. Paris, January 1955. FERNAND Mossé Preface by Dr. J. FOURQUET Professor of Germanic Philology in the University of Paris The method worked out by Mr. Arthur M. Jensen corresponds very closely to the ideal conception I had formed as I reflected on the best possible way of devising a rational system of modern language teaching inspired by the “direct method”. I had in mind a work in which the principles of this method would be applied down to the smallest detail. It would be necessary to pass from the phonetic transcription of isolated examples to a running transcription; to associate with pictures all 4 PREFACES words capable of being so represented, to present the material progres- sively in such a way that every new element would be explained by a context made up of elements already acquired, and finally systematic- ally to base the acquisition of knowledge on complete sentence forms, passing gradually from the simplest to the most complex types. It should thus be possible to build up a language without having recourse either to dictionary or grammar-book, those lifeless collections of forms divorced from their context. I find all these requirements complied with in Mr. Jensen’s work, to which I cannot but give my full approval. Moreover, the working out of every detail, no doubt thanks to much patience and ingenuity, is in every way worthy of the boldness of the plan and, if I may say so, of the purity of the principles inspiring the author. Provided one enters fully into the spirit of the method, namely never to make a step forward without having consolidated all that went before by the repetition of complete idiomatic sentences, one will be capable, by the end of the book, of immediate and spontaneous expression. It will only be necessary to make different combinations of the elements in the type sentence-patterns firmly imprinted on the nervous system, in order to speak with ease. The vocabulary, built up round centres of interest and always having a context, will be more readily recalled because of the network of associations in which it grew up from the start. This method can be called truly natural be- cause it takes the fullest account of the organic nature of language. Paris, August 1956. J. Fourquer Preface by Dr GEORGES BONNARD Professor of English Language and Literature in the University of Lausanne The author of “English by the Nature Method” has aimed at providing those who wish to learn English and are denied the help of an ordinary teacher, with a text-book that might, in little over a year, 5 PREFACES bring them to the point where reading English books and conversation in English may be, or at least begin to be, actually possible. This means that they must be made to acquire an intelligible pronunciation, the essentials of the grammar, a fairly copious vocabulary and plenty of idiomatic phrases. A careful examination of the sixty chapters — each to be mastered in a week — contained in the sixteen booklets of the whole course has convinced me that Mr. Arthur M. Jensen has really succeeded in doing all he had set out to do. His main concern has been with young people in business, which is quite natural since it is in the world of business that he will mostly find young men and women who feel the need of some knowledge of English and have never had the opportunity of getting it. But he has taken care not to give undue importance to their requirements, so that his course may be used with just as much profit by whoever desires to learn English by himself. On reaching the end of the last booklet, any student with a normal, even if untrained mind, will certainly be capable of reading easy stuff, of understanding some- thing of the spoken language, even of speaking it to some extent. This result is obtained by the systematic use of the so-called direct method of teaching languages. The basic principle of that method, as every one knows, is to teach a foreign language without the help of the learner’s mother-tongue, except for occasional explanations. This can be done firstly by connecting as many words as possible directly with the objects, ideas, and actions they denote, and secondly by introducing new words, idioms, and grammatical facts in such a way that there can be no hesitation whatever in the pupil’s mind as to what they mean. In the class-room the teacher can easily point to many objects the names of which he wants to teach the pupil. He may use pictures re- presenting all sorts of things which are not at hand. A number of verbs can also be taught by means of gestures and movements. In a book meant for people who try to learn a language without a teacher, pictures can of course be used to some advantage, but they must be very clear and simple, so that there will be no risk of wrong associ- ations being formed. The pictures given in the margins of the booklets 6 PREFACES answer that condition. But the author has had to rely, far more than any teacher in any class-room, on the second of the means at the disposal of the direct method, that is on the introduction of any new word, idiom or grammatical fact in such a context that its meaning can be grasped at once. It is in the application of that principle that “English by the Nature Method” is unquestionably superior to any text-book based on the direct method that I have ever seen. The skill with which everything new, be it a word, a phrase or a fact of grammar, is first presented is remarkable, at times even truly amazing. That skill will be best appreciated by those teachers who, intent on never deviating from the direct method, are often at a loss how to get it done. But every sentence seems so natural, in no way perceptibly composed for the purpose it fulfils, that the skill is never obvious. The new word must be, not only understood, but learned and remem- bered. It must become familiar. This can only be achieved by dint of repetition. But repetition, unless it be sustained by variety, will soon become wearisome. The new element must therefore be used again and again, each time in a different context. That is a serious difficulty. That difficulty has here been successfully overcome. Mr. Jensen has displayed a resourcefulness in the repeated use of the same element in different contexts which is equal to his skill in introducing it for the first time. And this is all the more creditable because he has done so not in discon- nected sentences — that curse of language teaching — but in continuous texts which, simple though they must be, quickly grow in interest. The course is divided into three distinct series of twenty chapters, each with its own general subject, and serving at the same time as a well-informed approach to various aspects of English civilisation, life and manners. Here again the author must be praised for his making the story he tells something more than a mere pretext for passing from one chapter to the next. The adventures and experiences of the clerk who marries his office manager’s daughter are sure to delight those unsophisticated young people who are most likely to use “Engslish by the Nature Method”. PREFACES One of the most interesting, and to my mind most judicious, features of the course is the importance it gives to the imparting of a decent pronunciation. The learner is expected to master the alphabet of the International Phonetic Association and study the simple descriptions of the sounds of English given in the introductory booklet before starting on the course proper, where, right underneath every word of the text, he will find its full transcription. This may appear a bit clumsy. But I do not see how else the problem of teaching the pronun- ciation could have been solved satisfactorily. At the cost of a slight initial effort, the student, however left to himself he may be, is sure never to go astray. And he is advised of course to use to the full every opportunity he may have of hearing the new sounds he must use. The instructions in the student’s own language which are sent to him with each booklet, the exercises added to all the chapters, and the para- graphs of grammar to be found in the last twenty chapters, all denote the same meticulous care, the same attention to the necessary details as have gone to the composition of the text itself. In conclusion I think it can be confidently asserted that those that set themselves to learning English with the help of Mr. Jensen’s method will be thoroughly satisfied with it, but on condition they do not imagine any language can be learnt without steady and even hard work. For this is not one of the least satisfactory features of “English by the Nature Method” that it does not pretend that you can learn to read and speak English in a few weeks or in a dozen lessons or so. May I add that in the hands of a competent teacher devoted to the direct method this course would probably do wonders in the class- room. Lausanne, February the 26th, 1951. Georces BonNaARD Chapter One (1). The First (1st) Chapter. THE FAMILY Mr. Smith Mrs, Smith i Vv Helen 1 woman 7 bab; ” girl Mr. Smith is a man. Mrs. Smith is a woman. John is mista smip iz aman. —-misiz smip iz a wuman. — don iz aboy. Helen isa girl. The baby is also a girl. Helen abs. heliniz a ga:l. da beibi iz a:lsou a ga:l. _helin and the baby are girls. Mr. Smith is the father. Mrs. and da beibi a: ga:lz. mista smip iz da fa:da, misiz Smith is the mother. John is a child. Helen is a smip iz da mada. dzan iz a tfaild. helin iz a child. The baby isa child. John, Helen, and the baby tfaild. Oa beibi iz a tfaild. dzan, helin, and 0a beibi are children. a: tfildran> is are John is a boy. Helen and the baby are girls. one (1) girl two (2) girls one (1) child two (2) children Helen is a girl. Helen and the baby are girls. Chapter One (1). father Mr. Smith is the father of John. Mr. Smith is the the baly é mista smip iz da fa:da av dgon. mista smip iz da father of Helen. Mr. Smith is the father of the baby. ‘Sm | fa:da av helin. mista smip iz da fa:da av da beibi. Mr. Smith is the father of the children. Mrs. Smith is mista smip iz da fa:da av 6a tfildran. misiz smip iz / i the mother of John, Helen, and the baby. Mr. Smith the family da mada av don, helin, and da beibi. mista smip and Mrs. Smith are the parents of the children. John and misiz smip a: da pearants av da tfildran. dzan is the son of Mr. and Mrs. Smith. Mr. and Mrs. Smith iz da san av mista and misiz smip. mista and misiz smip are the parents of John. Helen is the daughter of Mr. a: da pearants av dzon. helin iz da do:ta av mista a the and Mrs. Smith. Mr. and Mrs. Smith are the parents Jon ia OT and misiz smip. mista and misiz smip a: a pearants Helenandthebaby | of Helen. The baby is also the daughter of Mr. and ee av helin, da _beibi iz a:lsou da da:ta__ av mista and The girls are pee eran Mrs. Smith. Mr. and Mrs. Smith are the parents of the 7 misiz smip. ‘mista and misiz smip a: da pearants av da ° The father of the | baby. children. beibi. Mr. Smith, Mrs. Smith, John, Helen, and the baby are mista smip, misiz smip, dgon, helin, and da beibi a: a family. There are five (5) persons in the family. a femili, dear a: faiv pa:snz in da femili. Mr. Smith is a person. Mrs. Smith is a person. John mista smip iz a pa:sn. misiz smip iz a pa:sn. don 10 The First (1st) Chapter. is a person. Helen is a person, and the baby is also iz a pa:sn. helin iz a pa:sn, and da beibiiza:lsou a person, a pa:sn. How many persons are there in the family? There are hau meni pa:snz a: dea in da femili? Osav a: five (5) persons in the family. Who are the five (5) faiv pa:snz in da femili. hu: a: 6a faiv persons in the family? They are the father, the mother, pa:snz in da femili? dei a: da fa:da, da mada, the son, the daughter, and the baby daughter. How da san, da do:ta, and da beibi do:ta. hau many children are there in the family? There are meni tfildran a: dea in da famili? dear a: three (3) children in the family. Who are the three (3) pri: — tfildran in da femili. hu: a: da pri: children in the family? They are the son, the daughter, tfildran in da femili? dei a: da’ san, da do:ta, and the baby daughter. How many girls are there in and da beibi do:ta. hau meni ga:lz a: dea in the family? There are two (2) girls in the family. da famili? Oscar a: tu: ga:le in da femili. Who are the two (2) girls in the family? They are the hu: a: da tu: ga:lz in da faemili? dei a: da daughter and the baby daughter. How many boys are do:ta and da beibi do:ta. hau meni boiz a: there in the family? There is one (1) boy in the family. dca in da femili? dear iz wan bai in da femili. how many? How many girls are there in the family? there is there are There fs one boy in the family. There are two girls in the family. 11 Chapter One (1). who? Who is the boy? The boy is John; he is the son of he hu: iz da boi? — da._bai is dgan; hi: iz 8a san av she they > Mr. Smith. The girl is Helen; she is the daughter of Hooks John? — | mista smip. da gail iz helin; fiz iz da dosta ov Se is Helen?) Mr. Smith. The man is Mr. Smith; he is the father. daughter. mista smip. da man iz mista smip; hi: iz da fazda. Who are Helen ao the baby? The woman is Mrs. Smith; she is the mother. The dente? da wuman iz misic smip; fi: iz 09 mada. da man and the woman are Mr. and Mrs. Smith; they are men and da wuman a: mista and misiz smip; dei a: the parents. da pearants. John is the brother of Helen. Helen is the sister of dzon iz da brada av helin. helin iz da sista av John. The baby is the sister of John and Helen. The man dzn. 0a beibi iz da sista av dzon and helin. da boy persons | baby and Helen are sisters. John and Helen are baby beibi and helin a: sistas. gan and helin a: father . mother }parents brother and sister. boy brada and sista. girl fennaren baby Mr. Smith is the husband of Mrs. Smith. Mrs. Smith mista smip is da hazband av misis smip. isis smip is the wife of Mr. Smith. Who is Mr. Smith? He is the iz da waif avmistasmip, hu: izmistasmip? hi: iz da husband of Mrs. Smith and the father of the three (3) hasband avimisiz smib and da fa:da av da bri: children. Who is Mrs. Smith? She is the wife of Mr. tildran hus is misis smip? fi: iz da waif av mista 12 The First (1st) Chapter. Smith and the mother of the three (3) children. The smip and da mada av da pri: tfildran. da three (3) children are the son, the daughter, and the pri: tfildran a: da san, da dj:ta, and da baby daughter of Mr. and Mrs. Smith. The father, the beibi da:ta av mista and misis smip. — da_ fa:da, da mother, the son, the daughter, and the baby daughter mada, 0a san, da do:ta, and da beibi do:ta are a family of five (5) persons. a: a femili av faiv — pa:snz. EXERCISE A (eksasais ci). WORDS (wa:dz): Mr. Smith isa —. Mrs. Smith isa—. John is a—. | man Helen isa —. Helen and the baby are—. John isa—, | woman and Helen and the baby are also —. There — one boy | Mr. in the family. There — two girls in the family. There | Mrs. — one father in the family. There — three children in | boy the family. John — the son. Mrs. Smith — the mother. | girl Mr. and Mrs. Smith — the parents. John, Helen, and | baby the baby — the children. Mr. Smith is — father of | person John. Helen is the daughter — Mr. Smith. John, Helen, | child and the baby are — children — Mr. Smith. children father The man is — Smith; he — the father. The boy is | mother John; — is the son. The woman is — Smith; — is the | son mother. The girls are Helen and the baby; — are the | daughter daughters. John is the — of Helen. Helen is the — | sister of John. John and Helen are — and —. Mr. Smith | brother 13 Chapter One (1). parents is the — of Mrs. Smith. Mrs. Smith is the — of Mr. family Smith. wife husband There are five — in the family. The five — in the one family are the —, the —, the —, the —, and the —. two — boy is John; — — the son. — man is Mr. Smith; three he is the —. — woman is Mrs. Smith; she is the —. a — girls are Helen and the baby; they are the—. — the father and — mother are Mr. and Mrs. Smith; they are is — parents of the children. are of — is Mr. Smith? He is the father — — children. there — many children are there in the family? There are — he children in the family. How — boys are there in the she family? There is — boy in the family. — — girls they are there in the family? There are — girls in the and family. — are the three children in the family? also The — children are John,.Helen, and the baby. — is five the son? The — is John. — are the daughters? © — in daughters — Helen and the baby. — — persons — how many? there in the family? There — five — in the family. who? are the — persons in — family? are — father, exercise mother, — son, and — two daughters. word EXERCISE B (eksasaiz bi:). Who is the man? — — — — —. . Who is the woman? —--- . Who is the boy? ————. Who are the two girls? — — —— — — — —. . Who are the parents of John, Helen, and the baby? — — — —, —, . —— — — —— — —- How many persons are there in 14 The First (1st) Chapter. the family? — — — — — — — . Who are the five persons? — — — — — —, — —, How many children are there in the family? — — — ——-—-—. Whoare they? ———, —,——— 7 How many girls are there in the family? — — — — —-—-—. Whoare they? — ———-—-. . How many boys are there in the family? ——— ——— —. 7 Who is Helen? — — — — — — —. . Who is Mrs. Smith? — — --——— — . Who is Mr. Smith? 15 Chapter Two (2). The Second (2nd) Chapter. THE YEAR January is a month. February is also a month. There is dzenjuari iz a manp. februari iz a:lsou a manp. dear are February is a are twelve (12) months, one (1), two (2), three (3), month. a: twelv manps, wan, te, bri:, There are twelve months. four (4), five (5), six (6), seven (7), eight (8), nine (9), fo:, faiv, siks, seun, eit, nain, ten (10), eleven (11), twelve (12). ten, ilevn, twelv. January is the first (1st) month. February is the dzenjuariiz da fa:st manp. februari iz da second (2nd) month. March is the third (3rd) month. sekand — manp. ma:t{ is da pacd manp. April is the fourth (4th) month. May is the fifth (5th) eipril ig da fa:p manp. mei is da fifh one - first two -second month. June is the sixth (6th) month. July is the three - third manp. dzu:n is da siksp ~—manp. — dzu'lai iz da four - fourth . five - a seventh (7th) month. August is the eighth (8th) month. six - sixt : en , siren | beventh seunp nian. aigast iz di citp manp. Seen September is the ninth (9th) month. October is the fehl hate sop'temba is da mainb —manp. —ak'touba iz da eleven - eleventh twelve - twelfth tenth (10th) month. November is the eleventh (11th) thirteen - thir- tenp manp. nou'vemba iz di ileenp teenth fourteen - four- month. December is the twelfth (12th) month. teenth manp. di'semba iz da twelf p manp. 16 The Second (2nd) Chapter January and February are months. There are twelve dzenjuari and februari a: manps. dear a: twely months in a year. January is the first month of the manps in 9 fia. dgenjuariiz da fa:st manp av da year. December is the last month of the year. A year fia. di'semba .ig da la:st manp av da jia. a fia has twelve months. A month has four weeks. Three hez twelv manps. a manp has fo: wisks. — pri: months have thirteen (13) weeks. A week has seven manps hav pa:tiin — wisks. a wi:k haz sevn days. Two weeks have fourteen (14) days. deiz. tu: wi:ks hev fa:ti:n deiz. How many months are there in a year? ‘There are hau ment manps a: dea in a fia? dear a: twelve months in a year. How many weeks are there twelv manps in a jia. hau meni wi:ks a: dea in a month? There are four weeks in a month. How in a manp? dear a: fo: wi:ks in a manp. hau many days are there in a week? There are seven days meni deizg a: dea in a wick? dear a: seun deiz in a week. What are the seven days of the week? in a wick. hwot a: da seuvn deiz av da wi:k? The seven days of the week are: Sunday, Monday, da seun deiz av da wick a:: sandi, mandi, Tuesday, Wednesday, Thursday, Friday, Saturday. tju:sdi, — wenedi, pa:sdi, fraidi, — setadi. What month is the first month of the year? January is hwot manp iz da fa:st manp av da jia? dzenjuariiz has have One week has seven days. Two weeks have fourteen days. 17 Chapter Two (2). what? which of? What is the first month of the year? Which of the months of the year is the first? 18 the first month of the year. What is the last month of da fa:st manp av da jia. hwot iz da la:st manp av the year? December is the last month of the year. da fia? disemba iz da la:st manp av da jia. What is the first day of the week? Sunday is the hwot iz da fa:st dei av da wi:k? sandi iz da first day of the week. What is the last day of the fa:st dei av da wizk. hwot iz da la:st dei av da week? Saturday is the last day of the week. wi:k? s@tadi iz da la:st dei av da wk. Which of the days of the week is the first? Sunday is hwitl av da deiz av 0a wi:k iz da fa:st? sandi iz the first day of the week. Which of the days of the da fa:st dei av da wick. hwitf av da deiz av da week is the second (2nd)? Monday is the second (2nd) day wick iz da sekand? mandi iz da sekand dei of the week. Tuesday is the third (3rd) day of the week. av da wi:k. — tju:zdi iz da pa:d ~— dei av da wick. Wednesday is the fourth (4th) day of the week. Thurs- wensdi iz da fo:p dei av da wick. — pa:z- day is the fifth (5th) day of the week. Friday is the di iz da fifp dei av da wick. fraidi iz da sixth (6th) day of the week. Saturday is the seventh (7th) siksp dei ov do wi:k. s@tadi iz da seunp day of the week. Saturday is also the last day of the dei av da wi:k. s@tadi iz 9:lsou da la:st dei av da week. Which of the months of the year is the wick, hwit] av da manps av da jia iz da The Second (2nd) Chapter. twelfth (12th)? December is the twelfth (12th) and twelf p? di'semba iz da twelfp and also the last month of the year. What is the ninth (9th) a.lsou da la:st manp av da jis. hwot iz da _—nainp month of the year? September is the ninth (9th) month. manp av da jia? — sap'temba iz da nainp manp. What day is the eighth (8th) day of the week? There is hwot dei iz di eith dei av da wi:k? dear iz no eighth (8th) day of the week. There are only nou eit dei av da wick, dear a: ounli seven (7) days in a week. Which of the months of the seun deiz in a wi:k. hwit{ av da manps av da year is the thirteenth (13th)? There is no thirteenth fia iz da pa:ti:np? Gear iz nou pa:ti:np month of the year. There are only twelve months in manp av da jia, dear a: ounli twelv manps in a year. a jia. EXERCISE A. January isa —. March and April are —. — is the first month of the year. February is the — month of the year. March is the — month. April is the — month. May is the — month. June is the — month. July is the — month. August is the — month. Sep- tember is the — month. October is the — month. November is the — month. December is the — and also the — month of the year. no There is no eighth day of the week. WORDS: four six seven eight nine ten eleven twelve thirteen fourteen first second 19 Chapter Two (2). third A — has twelve months. A — has seven days. Two fourth — — fourteen days. The seven days of the week te are: —,—,—,—,-—,—,—. There is — eighth day of the week. There is — thirteenth month; a year seventh eighth has — twelve months. The twelve months of the year ninth arei —— aS Sunday tenth is the — day of the week. . Saturday is the — — of eleventh the week. heirnat th How — days are there in a week? There are — days irteen' fourteenth —a week. — many weeks has a month?

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