DOCUMENT RESUME ED 104 119 FL 004 893 AUTHOR Moulton, Jenni Warding; Moulton, William G. TITLE Spoken German. PUB DATE 44 NOTE 602p. AVAILABLE FROM Spoken Language Services, Inc., P.O. Box 783, Ithaca, New York 14850 ($12.00 prepaid, accompanying records $40.50, accompanying cassettes $50.50) EDRS PRICE DESCRIPTOPS HP-$ 1.08HC Not Available from PDFS..PLUS POSTAGE Audiolingual Skills; *Conversational Language Courses; *German; *Language Instruction; Language Programs; *Second Language Learning; Standard Spoken Usage; *Textbooks ABSTFACT This is one of a series of self-teaching textbooks in more then 30 languages initially prepared and published for the armed forces and later offered to the general public. The method used in this manual requires either that a native speaker of German be on hand during the course or that the recorded voice of a native speaker be used. Pecords and cassettes to accompany the course can be purchased. The book is divided into five major parts, each containing five learning units and one unit devoted to review. Each unit contains several sections, usually the following: (1) basic sentences (with hints on pronunciation and spelling), (2) word study and review of basic sentences, (3) listening practice, and (4) conversation practice. Each learning unit is followed by a "Finder List" containing all the new words in the particular unit. A summary of all word-study material, supplementary word lists, and two vocabularies, German-English and English-German, are included at the end of the manual. (Author /PMP)
Transcript
DOCUMENT RESUME
ED 104 119 FL 004 893
AUTHOR Moulton, Jenni Warding; Moulton, William G.TITLE Spoken German.PUB DATE 44NOTE 602p.AVAILABLE FROM Spoken Language Services, Inc., P.O. Box 783, Ithaca,
New York 14850 ($12.00 prepaid, accompanying records$40.50, accompanying cassettes $50.50)
EDRS PRICEDESCRIPTOPS
HP-$ 1.08HC Not Available from PDFS..PLUS POSTAGEAudiolingual Skills; *Conversational LanguageCourses; *German; *Language Instruction; LanguagePrograms; *Second Language Learning; Standard SpokenUsage; *Textbooks
ABSTFACTThis is one of a series of self-teaching textbooks in
more then 30 languages initially prepared and published for the armedforces and later offered to the general public. The method used inthis manual requires either that a native speaker of German be onhand during the course or that the recorded voice of a native speakerbe used. Pecords and cassettes to accompany the course can bepurchased. The book is divided into five major parts, each containingfive learning units and one unit devoted to review. Each unitcontains several sections, usually the following: (1) basic sentences(with hints on pronunciation and spelling), (2) word study and reviewof basic sentences, (3) listening practice, and (4) conversationpractice. Each learning unit is followed by a "Finder List"containing all the new words in the particular unit. A summary of allword-study material, supplementary word lists, and two vocabularies,German-English and English-German, are included at the end of themanual. (Author /PMP)
Spoken German
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andWilliam G. Moulton
Assistant Professor of Geniis*, We Unimak,
Spoken Language Services, Inc.
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The Armed Pones edition of this book was iib-fished by the Linguistic Society n Amerita andthe Intensive Language Program of the AmeritauComa it of Learned Sucirtiva.
Copyright, 1944, by Linguistic Society of America
4511594315
No part of the material covered by this copyrightmay he reproduced in any farm without writtenpermission of the publisher.
(;v:NERAL FOREW0R1)This is one of .1 stit'h of self-teat ping textbooks in
HMV than thirty languages initially prepared andpublishes.' for the Attned Fs ri t esi and now offered tothe general publn . lake y other buek in the series,It is the poslut I of 11%11111401k between numerous collab-orators. 'the authls of the various books have con-formed throughout to the patterns developed by theexperience of the group.
A bi if review of the oiigin and mow th of the pro -w am tee these ttAts will not only En_ of generalinterest in itself but will al..° provide some indicationsof the manner in which they may be most efficiently usedas well as sone of the limitations of their employment.
Early in VW, within a month of Pearl Harbor, theJoint Army and Navy t 'ommitte..: on Welfare and Rec-reation began tonsitieration of the means wherebylarge numbers of troops might be instructed in thetolloquial forms of the nunicrous languages spoken inthe %hit Ii they vivre likely to be employed. Asurvey of materials Await). available for such instruc-
Lion Cinitirmed tikeir suspected inadequacy. Many ofthe pertinent languages had never been taught in theI liked tit.tes; few of them had ever been studied ordescribed by competent linguists. Only the unusualtextbook was designed to teach the spoken forms tolinguistically untrained students, and even when abook was available, it was, as often as not, written inFrench, German, or Dutch, or for some other reason,not susceptible of general use. Consequently, the firstnecessity was a program of basic implementation whichwould provide material.:, as nearly uniform throughoutthe various idioms as practicable, for elementary teach-ing of spoken language to Americans without speciallinguistic training or, indeed, aptitude. The form of thematerials had to be such that they could be used krself-instruction in situations where no competenttea.:hers were available.
There had been little study of most of these languagesin America. But the Army and Navy fortunately didnot have to malt completely from scratch, for several
u-a
mastics irevielusly the American Council of lkarnedsi ictie.,114,1..igailited its Intensive I ..enguage Programfor the. tan IN me of dexling tea, hues, teaching 111.1t111.11%, .11111 III t llt III II ill all languages acct normallyturgid in the I 'tined States, xi t likely to be lietvlouiryin the w.11- rife pry Most of the. lungs tent technicalMiguists in the country were gradually being absorbed
this Intensh Language. Program through theirmends rshi in the. 1 inguistic Society of .1tnrica, thatlelstiturnt t the t'outuii nut V011t jib this%alive t mat tut . The. Joint .%rni v N avv mutat tee drewthe Intensi.e Language Program into its deliberationsand latmell a development of language instruction forthe .%rine el Filmes. Rspnsil ity for the prosecutionof this de%elipment %eiti entrusted to the Army
atie en Branch eef what is now the Information andEducation , functioning through itssubsidiaries, the Language Section and the EditorialStall of the Vinod Siiitt'S Armed Forces Institute.These in turn called upon the Intensive Language Pro-gram of the Council fur coaperation in the productionof materials, .1 cooperation whi..11 has since been sointimate that it is impossible to tell what proportionof any single ills-ration is the responsibility of each.
The series of tnorr than thirty language textbookstU. t 1
Is one result of thief cooperative effort. Each textbookis designed to provide materials for approximately thefirst two hundred hours of language study. It is dividedinto tinily learning units, the first twelve of whichare accompanied by twenty -femur double fauld record-ings of the foreign language material contained in them.Nlastery of the thirty units will give the student notonly a sufficient general vocabulary to perform all thelanguage operations necessary for everyday life butenough skill in the manipulation of this vocabulary toprovide adequate control of it. It is with respect to tinslatter manipulation of the elements known -thatmost language instruction is weak. While the primaryemphasis is upon the spoken tongue, the student shoul4have Is-gun reading well Is.fore the corn fusion of thethirtieth unit, normally probably at about the twelfth,excepting in those casts where the spoken and thewritten forms are widely divergent.
The group responsible for the creation of this seriesbelieves that ideally one learns a foreign language mostefficiently when taught intensively by a bi-lingualtrained technical linguist while resident In the countryto which the language is native. Since this happy stateof affairs hardly ever exists, in practice recourse mustbe had to various successive approximations to It
approximations an whit h 'Inv or more of the desirableelements is attenuated or entirely wanting. This presentseries-- text and records is designed to be useful atthe very lowest level of language learning, that is tosay to the single student working by himself. In thiscase, the text takes the place of the trained linguist,and the records (It mble for the nativespeaker. Naturally.better results are obtained when, either in individual3r classroom work, a nativespeaxer is available andutilized as the texts direct. Here the text takes the placeof the trained linguist ; the ;minis are still very valuablebut not absolutely ehtiential. These latter are the con-ditions under which the series has must commonlybeen successfully used. So on for successive approxima-tions to the ideal, anti even whets this is reached, theselected materials and the pedagogic devices providedby the texts will be useful.
Prosecution of the war created the need for thesematerials to teach spoken language. Perhaps It is notto be assumed that under peacetime conditions thedemand for speaking, as against reading or writing,competence u ill be of the same order. Fortunately theseveral comp etent'es are not incompatible; indeed, avery substantial body of proof exists that the acquisitionof spoken competence in a foreign language is the most
efficient first step towards the others. In addition thereseems reason to believe that the second-half of thetwentieth century will see much increased concern foeinstruction in speaking foreign languages, net only asthe road to reading them but because the acquisitionand the possession of colloquial control of a languagenot one's own is a humanistic educational experiencein its own right not requiring justification by othercriteria, because properly taught it is the most easilyacquired of the several competences, because the mul-titude of foreign language broadcasts will dispose of thealleged uselessness of teaching spoken language tostudents who will never visit the countries in question,and because many more Americans than ever beforewill exercise their trades and professions abroad.
The cooperative nature of this enterprise can hardlybe over-emphasized; not only has practically everylisted author cooperated in the production of elementsof the series other than his own, but also many of themost valued collaborators do not appear as authors atall. Linguistic scientists provided the descriptive analysesof the several languages; professional language teachersfurnished pedagogical devices; specialists in educationassisted in ordering the materials in accordance withthe best principles of learning; printers, editors, and
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111 %flirt Is MI 11110IIlit lettli1, L1'0114141 111001111114101 Vile I tit% ul ga%4. unstintingly ill ill.111% N.1%l%.4% .1 dint( lilt 10 .11)1lte1t.Ite too highly- as they areto 145 ell e sass I ills alt. .Alattut the Name 111a% be saidut IA. \Isaia !.0%.11lesh. 1.1. thalles Ilia, kelt. alttA. I Lail, Ins Nli-k)1lowit, I )(Iris Jost
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of Iii!eign languages to .1mericatts. The nukenu u him III pc, fectiott, in.ked they are rather appalled.at the tal, u hit It the% set themselves, and their pride ittcompleting it under the eistent conditions is tincturedwith latmaility at the thought tat the imprfectilms hielt:mist sooner or later come to light. But through thediscovery of these imperfections will come larogress,and nolkoly will bi more greatly pleased !ban thetollalsprators on this enterprise if, a decade from note,the teaching of stiokett foreign languages in .inriitshall have re44'lled MIA a t !twit II RN I stage that theirtirot efforts will seem 01114(1100.
IORS'
When the atitlior% were asked to write the presentbook,* Anti 14 ere told the getral plan to be followed,the m444441 with delight. Here was a fullblownscheme for teaching students actually to speak a foreignlanguage. Mist German books, admirable as many ofOwn' are, do not have this end in view. They are, ass
their usual name implies, "grammar" books. TheyI he (sigma' request was made to me, and the book started out
as as ease-nun job I worked out the lumerhai. put it into as final aform As 1 ioUtil, attet then kithissit kit it to j. K. M. for eorreetuinsand onprovenwnt.. Units t were Largely written in this way.Dew:ming with t nu 11, however, the work became definitelyA tuoiletAtiw lerM tire. 1 toot intits1 to do the gralltillatiCal dues Andthe eitrcors, lint the remainder of the material was written jointly.16kusti I would set he wittin t of a unit attil the grammaticaltopics to be covered, 3. K. M. would writes first draft of the BarkSesievirs and the Lotesiog 1$ conversations, I would 'WC themdown to keep them within necessity limits and then we wouldvawk out the final version together. Asa result, the units front 11tut are prolialtiy better than the earlier ones, certainly more inter-esting. 1 hose who know j. K. St. will recognise her light touchon nearly every page.
If this book had 4 tirdi46011, it would he to her. As it is., I canonly express my gratitude, quite inadequately, in this little foot.lute. W. ti. H.
PREFACE
provide the student with building Isitkeks (w :simian.),give him direction:4 as to how to put them together(grammar), and then tell him to go ahead and startbuilding (writing out sentenes). The written resultsare often remarkably gtsxl, but the student is stillunable to speak the language. The reason is, of course,that we learn a language not by following directions,but by constantly imitating what we hear others say.
as it may sound, the only way to learn to speak. speak.
The plan of the present book, as laid down by theeditors (the authors can claim none of the credit for it),therefore places all its emphasis on speaking, particularlyr imitating what a native speaker says. Grammar isincluded, of course; it would be ridiculous not to helpa student in his learning by showing him how words,phrases, and sentences are put together. Rut grammaris no longer an aim in itself. It is included only to helpthe student in memorizing what he hears, and to showhint how the things he has memorized can be varied.
Bevause this book was written for a specific purpose
1, r!..,11, t. ?t, ..t -,... 1, ; , . 3 ore'. 1 4.... 70 jr. ' 1` 4 el : IS ! !LiTti3 4.1.17,1 in 3 3Verill i w- ". 1 .! 4,- -. h ;' t: . t '.111. `'':,,i'.1'. tr....-.1 Ow 1.t?.. . f I. . ,.. 'it 4L, %t . .V. 1....e !!; ,. 141, h.i; 0. to. Ow ti.o-! i, ,ti itii
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c...! tr.... .=iw'r e t. there Aasf,, 4t. lrne ,fiNt,,:tft-rtit.nt t4 t 4111 the editors-,
..!% ..th.t.rs. When the wxt 9t unite 1 12 ltt AS put
onto 1,114,oist r+ or.1%. the editors obvionislyto t it it h. te Ind p.1t it tittle% fit till out r.lt h
I Li, .,.anit list Icwittu it t he tr.0 al td bine a 1464' ill I flit is titthe' tittusinti it bitti4 III I nit tt. the protium iation titgtbt LII I nit .4 ua t 11.1t,01 whin l t41 kip( 1 to1,0111.4111 Midi thlt It, the 0.iker on the teordpi.ttti itie ;int three re.s1 ili.agt rumen!. In the tweak-thm 11.1 t)t !till i i, lit e., tilt' tAligii%, ill %iththe if is h. g sish,I it h i (111f*.e% iii all 1.11101.1144,
bah n4e.1 the ptuit itdr of ilte,ntulg all new words!Mil it .1% they in the following fullliaitto v. Hem e in Unit t he% hail the speaker say:
41,:tr molten ben fultoftett bort frown; or inI -nit 111 nnoatttiltf0 iNelitt tit tointberbartli itIrtter.1.Litti di, Ow are in 'Iv...agreement .
1 be lit he +.t. that all lititina. should be istehent%31 Inlet
in the nominative, with the :wide: bcr itolititttootles' ben itotinfteu Dort Won and that .dlti-s be 1m...riftd lust %%ids nit ending : turnoff_bar ivute ifs muitberbarto 'Setter. If the teacher agreeswith the ant hilt'', he can asil% make the slight cliatigesthat are liecesary. From l'nit 1.4 on, tilt' atitituret had atree hand, and hear all responsibility.
Anyone who writes a esermati hook for hvgitittersWlti .1 great debt of gratitude to his Many rvsleciwort4
in the field. (.011,4 inns his-towing:4 in the treatment ofGerman grammar have Is made from 1AMarti
First German Book (The 'rift ury (*t.),New 1'ork and London, 1')214. netnimiotis bon-Ming%have probably been made from Many books that everyCiermatt teacher is familiar with.
Provident, trot! J. K. 11.September ,j, t y44. W. t 11.
Book One
11
INTRoDUCTION
1. What We Are Trying to Do. This CWIN inspoken t 'cumin is desiguld as a general introduction tothe Colman lattot e. It contains all the essentialgrammatit al matt mils ff.:- learning to speak everydayCarman. and its % I ICA tilted y though :quail, is built4110111111 4 111111111 of the most useful common situationsand current tops( N. It ice 1049441 MI the principle that youmust hear 4 language if sou are to understand it whenspoken, and that %gni must practice speaking it inureter to feaster its sounds and its forms.
A teacher 41 t 'cumin will not alwas is' available forthese for shims this look ins ittn. So the course II4sbeen made as nearly self -teaching as possible. Thismanila' covers the course completely and requires theuse of no other reference material. It explains lit detail,step by *hi). how the sink is to prisved, :mil sets theStilit for the listening and talking which you are to do.
1. The German Language is spoken by about 80million people in t 4.rnian. Austria and parts of Switz-erlanif anti l'iifnisliovakia. There are also smallWands of Grmanspeaking peoples seattemol throughcentral and eastern European countries including fairly
large groups within the 17. S. S. R., such as the VolgaI :imams. ;erman is widely taught and there are manypeople outside le of the' above ment honed areas who under-stand or use it as 4 scoud language.
Variations in language are perfectly natural and arefound in every langonsge in the world. When *thesevariations are small they are nothing to worry about.MI the people you meet in Crerttutny will understandthe kiwi of German presented in this manual, and agreat many of them, especially in the larger towns andcities and among the fairly well educated, %Oil speak itexactly as you find it here. The people in the countryareas and even some of the people in the chies may,however, speak a slightly different kind of German. Sodo not he surprised if the pronunciation you hear doesnot quite match what is given to you in this manualor what ou hear in this course. Imitate the personwith whom you are speaking. lie, in turn, will do hisbest to pronounce so that he can be understood. Like-wise, do not be surprised at the use of gestures; theyare a normal accompaniment to the language; use thegestures yourself, if you can imitate them.
1eTe)
iN
3. How to Use This Manual. To help you inlearning to speak German. this course makes use oftwo viols: a native speaker of the language, and thisbook. The MO must be used together, its neither oneis of any use without the other.
This manual has been so organized that it can beuse(' to study by yourself or in a group. The group mayor may not have a regular teacher: if you have no regu-lar teacher choose one of x.our own number (called theGroup Leader to lead the others and to direct their work.
4. A Native Speaker is the only good source offirst-hand knowledge of the pronunciation and usage ofany language. The method used in this manual requiresthe use of a native speaker of German, preferably alierson who cam he on hand through the course, or nextbest the voice of a native speaker recorded on phono-grah records which are supplied with this manual. Buteven when a native' speaker is present during thecourse, the records can always be used for additionalstudy. The native Rpeaker of German is referred to asthe Guide: if ou can get a Guide, use him as a sourceof information throughout the course. The Guide's jobis to act as a model for you to imitate, and as a checkon your pronunciation; it is tine his business to be ateacher or to "explain" the language to you. The Guideshould he . if possible', a person who speaks more or lessthe type of German found in this manual. not merelythe dialect of a particular region; but he should speak
iv1 3
this type of German naturally and without affectation.lie should be neither overeducated nor too uncultured.
S. The Book is divided into five major parts, eachcontaining five learning units and one unit devoted toreview. Each unit contains several sections, usually thefollowing:
A.
B.C.
E.
F.
Basic Sentence's (with flints on Pronunciation, inParts I and II, Hints on Spelling, in Pare. II.U'ord Study and Review of Basic SentencesReview of Basic Sentences (Cont.)Listening InConversationConversation (Cont.)
These six sections are followed in each learning unitby a Finder List containing all the new words to theparticular unit. At the end of the Manual are includeda summary of all word study material as well as supple-mentary word lists. All the words in the manual areincluded in two complete vocabularies, GermanEnglishand English-German.
6. The Basic Sentences in each unit are arrangedso as to give you a number of new words and a numberof new wayiof saying things; first broken up into wordsor short phrases, and then combined in complete sen-tences. On the printed page, they are presented inparallel columns, which contain on the left the English
equivalent. in tilt center atl on the right the Germanmaterial. In 1'4u% I and II, the German material isgiven both in an l as la Listening in the second columnand in the eon:Yr:Isom:1 Spe Iltn4 in the third column,From Pat on. tht Ccrinan is film only in theMA14160144 Welling.
'Mien ou hat e our liook of at whatever unityou are going to stud% . and when the (*.nide is ready tobegin speaking the wools for on, or the ( ;sup Leaderis readv to .tat t the 1'11(min:rail,* records, you can startworking cm the Basic Sentences for that unit. If theCroup I railer is working with the Guide, the Leaderwill read the English out loud. and the Guide willpronounce. the ( ;rman tw ice. each time allowing enoughtime for ou to repeat the German after him. If youare using the phonograph records, two voices on therecords will act as Leader and Guide for you. Whileyou are listening to the Guide, follow with your eyesthe Aids to I keening. When you repeat the wordsand sentences after the ( *snide or phonograph records,repeat them loud good and loud. Never mumble. It isabsolutely essential that you repeat after the Guide orphonograph record each time, and that you imitate asclosely as ou can, and learn by heart what you haveimitated.
7. The Aids to Listening which are given in thefirst twelve units, present a simplified version of theusual German spelling. which is designed to help youIn remembering the German words as they sound. In
the Aids to I istening, each German sound is representedby one le' ter or group of letters. Every letter (or groupof letters) always stands for the same sound. Concen-trate your attention first on the Aids to Listening,especially through Part I; in Part II you should paymore attention to the Conventional German Spelling,since from Part III on, it will be used alone.
8. The Hints on Pronunciation are given you tohelp you improve our speech in German. No languagehas sounds exactly like those of any other; and inGerman you will find some sounds which are quiteabsent from English, and others which are somew hatbut not exactly like English sounds. After you havebeen through the Basic Sentences of the unit at leastonce, read through the Hints on Pronunciation care-fully, having the Guide repeat or playing on the phono-graph the words and sounds which are being discussed.Then go back and listen again to the Basic Sentences,always repeating them after the Guide or phonographas you did before. Try to hear and imitate more pre-cisely the sounds to which your attention has beencalled.
9. Pronouncing to Be Understood. Pronunciationis important for a number of reasons: if you expect tobe understood when you speak a foreign language, youwill have to pronounce it more or less the way thepeople are used to hearing it. If you are too far off fromthe usual way of talking the language, people won't be
able to understand you at all. Furthermore, the neareryou get to pronouncing the precise sounds, the easier itwill be for your ear to catch the sound as spoken by anative, and the more rapidly y ou will pick up new wordsand phrases and make progress is learning the language.
Learning to pronounce is really not hard, if you goabout in the right way. If you follow the suggestionsand instructions given in this manual, and work care-fully through all the hints, practices. and drills, you canexpect to acquire the kind of pronunciation you need.Many students who are good mimics and who get intothe spirit of speaking German will learn to talk likenatives.
The only way to learn to pronounce like a native isto imitate. You must get a native to pronounce thewords, then say them right after him, mimicking every-thing, even to the tone of his voice. This manual willmake it easier for you by pointing out the sounds youneed to observe, and by describing their peculiarities.
11. The Native Speaker Is Always Right. Theremay be instances where this manual or the phonographrecords indicate one pronunciation and the nativespeaker will pronounce something a little different.Always imitate the pronunciation of your Guide ratherthan that of the phonograph records or of the Aids toListening.
11. Each Word Study shows you new uses and newcombinations of materials studied up to that point;4 r
you are taught how to take apart the words and phraseswhich you hear and how to make new words and phraseson the same model. Read each part of the Wool Studycarefully, and make sure you understand thoroughlyevery thing which is said in them; then go back over theBasic Sentences with the Guide or phonograph,exactly as you did before. By this time you can startgoing through the Basic Sentences with your bookclosed, and you should now be able to understand thesentences without looking at the English equivalent.
12. The Listening In section gives you a numbetof conversations. anecdotes, or stories, which use thevocabulary and constructions you have learned in eachunit and in all those preceding. Its purpose is to giveyou practice in listening to and understanding theforeign language as you might overhear it in normalconversation among German-speaking people, and tofurnish you with models for your own conversationpractice.
13. The Conversation Practice represents the cen-tral aim of the course. In order to converse well, youshould know well everything that has been introducedin the unit you are working on, and everything thatyou have learned in previous units as well. When youtake part in a conversation, do so as easily and naturallyas you can. Don't try to bring in new words and phrasesthat you haven't learned in the material you have
studied in this el PUrSC stick to what you have learnedand practice it thoroughly.
14. Talkint German. In speaking German youshould not first figure out what you want to say inEnglish and then translate it into Cayman, word forword. This will get you nowhere. You should apply,instead. the mortis and expressions you already knowto the given situation. If you cannot immediately rattleoff a word or expression to tit a particular situation, goon to another. or ask a question, but under no circumstances attempt to conipose. As soon as you do, youlapse into English speech habits and stop learningGerman and I :rman speech habits.
When people' speak to you, they will frequently usewords and expressions you do not know. If ,;ou can'tpeso their meaning. try to find out by asking questionsin German. or by asking them to repeat slowly, or toexplain in simpler terms. If you (and they!) are gcxxinatural. and reasonable about it, you won't have anytrouble. On the contrary you will constantly learn more
and will practice the Crman you already know in thepet wens.
Your learning of the language will not stop, therefore,when you have mastered this material. You will, rather.be able to get around ainotil the people, practice whatyou know, and steadily pick up more and more wordsand phrases. Try to learn :'.em thoroughly. Carry alonga notebook to jot down what you want to remember:you can then review this material from time to time.
You should not wait until you have finished thismanual before you start using the language. Startpracticing at once. When you have done the first unit.try out the expressions on as many people as possible.When you try out your German at this early stage,make it slide off your tongue as smoothly as liossible.Be careful not to slip back into a careless English-likepronunciation. Listen closely to what the person saysin response, trying to catch as much as you can. Thefirst few times it may be hard to catch even the wordsyou know, but you will improve rapidly if you keep onpracticing every chance you get.
1t)
UNIT
1.
PART ONE
Pato
GE1-11Nt; AROUND. Greetings and general 1
plirasel.. Places and directions. Comment onthe Aids to Listening. Buying things. Eating.The numbers 1.11. Primunciation of vowels.
MEETING I 'EOPI.E. The kb-sound; theakh-sound; the (;eran r. Verbs: regular, ir-regular, use. Forms 1, 2, 3 of pronouns. OWand her. Mr.
. SE tali(; TII H SI GllTs. German al, au, 01.The three kinds of nouns. Forms 1, 2, 3 ofnouns. Prepobitions. Inverted word order.
CONTENTS
UNIT Part4. HAVE A CIGAR. Nasalized vowels; conso-
nant clusters. Noun-modifiers; tin, rein.Accented adverbs. The word M. 'Sit and'sit down'.
29 S. PENCIL AND PAPER. Separation of words; 110unaccented vowels. Noun-modifiers: the tin.words, the bitfer=words, the plural. 'This, MAthese, those'. Objects of verbs.
61 6. REVIEW.
PART TWO7. A Pt.AcE TO LIVE. Spelling: the sounds 139
so oh, to; voiced and voiceless sounds. Form4 of nouns. The plural of nouns. Prepositions.
Nil
1i
133
I. SHOPPING. Additional numbers. Spelling: 168consonants and vowels. Adjective endings:after a limiting word. ea. flit.
uNIT Par9 LET'S EAT. Spelling: the alphabet; if and 196
: capitals; writing words together. Adjectiveendings: without a limiting word. Zeutfdp'Germs person'. Times of day, meals.
10. LET'S TALK ABOUT THE WEATHER. 219
Months. Check: eh, oh; 0, oh, 6, Oh. Com-parison of adjectives. Adjectives withoutendings. Time before place. 'I'm cold', etc
Page
11. SPRUCING 'JP. Check: ch, kh, r. The 242future phrase. eaffen. 'My hair'. ere. 'Dress','uush', 'shave'. 3u and bd.
111 REVIEW.
18
264
PART ONE UNITGETTING AROUND
To Mt Grout Leafy Each Unit of this course is divided into sin Sections. It is suggested that the rasp spend not less thanfifty minutes on each Section.
Retire you get the group together to work on this twit unit, read carefully the following material up to theheading l'wfiil Words awl Phrases on page 4. When the group meets, read the mate-ial aloud to them or havesome other member of the group do the reading. The students sill follow the reading with their books open.He sure that your Guide, or the phonograph and records, are ready before the group trivets fur work on Section A.See that the Guide is supplied with a copy of the manual An den dem:gists Sprechts. which tells him juat whathe is to do and giv:s him the German he is to speak to the group.
You should tonic through all of the sections of the unit, reading the directions carefully, so that you will havein mind the wiser 's! plan of the work. Always get dearly in mind the directions for a section before you takethat section up in group meeting.
This unit gives you the most immediate and neces-sary expressions that you will need in meeting people,asking your way, buying things, and counting. Theamount of learning and memorizing required for thefirst unit is considerably greater than that for any laterunit. You are given such a large dose at the startbecause this unit is meant to be a kind of "languagefirst aid" which gives you enough useful expressions to
SECTION AUSEFULIn the list of Useful Words and Phrases which follows,
the English equivalent of these words and phrases isgiven at the left of the page. Opposite, in the middlecolumn, is a simplified spelling of the German whichwill help you in getting the sounds. In the third column
enable you to make ordinary wants known and tocarry on a simple conversation in German from thevery start.
All but a few of these words and phrases are selectedfrom the phonograph records for the German LanguageGuide (introductory Series) (TM 30-306). If you haveworked with these records, the present unit wiU serveas a review.
WORDS AND PHRASESis the ordinary or conventional German spelling. TheLeader of the group will first read the English Equiva-lent and pause for the Guide to speak the German.Every member of the group then repeats after theGuide. The Guide will then say the German a second
(I -A]
I 9
time and everybody w ill repeat after him as before.The Leader will then read the next English equivalentand the Guide and group will follow the procedureind iC4ted.
If no Guide is available, the phonograph recordspro-vided for the course should be used. When the groupis ready, the Leader will begin playing the appropriaterecord and the group will repeat right after the Germanspeaker during the silences on the record. The phono-graph records can be used with profit even in caseswhere a Guide is available because they can be heardbetween meetings of the group, whenever it is con-venient to you; they furnish additional practice in hear-ing German; you may listen only to those portionswhich you have found difficult; and the records may beplayed as often as you wish. In case the speaker on therecord has a German pronunciation different from thatof your Guide, use the records only for listening andunderstanding and not for imitating.
Whether you are working with a Guide or only withthe phonograph records, you must repeat each Germanword and phrase in a loud, dear voice, trying at alltimes to imitate the pronunciation as closely as youcan. Keep constantly in mind the meaning of theGerman you are about to hear, glancing at the English
;witalent whenever you need to remind yourself.you are hearing the German, keep your eyes on
the Aids to Listssin. But whenever the written formI II-Al
seems to you toddler from the spoken sound, follow thespoken sound always.
Learning to understand and pronounce a language isnot really hard. Every one of us learned to do this as achild, and all over the world children learn to speak allkinds of languages without any trouble. The difficultythat an adult faces in learning a foreign language asyou are now learning German, is that the adult alreadyhas a set of habits for pronouncing his own languageand this makes it harder for him to learn new ones thanfor a child who is starting from scratch. That is why itis so important that you should not be afraid of mimick-ing even when what you hear may sound strange toyou. Don't be afraid to let yourself go. You will neverlearn to speak a language if you don't plunge right inas soon as you can. Never mind if you do make mistakesat first. The important thing is for you to try to say thewords and phrases. Imitate your Guide with the samespirit and enthusiasm that you use in mimicking a per-son whose speech sounds peculiar to you. You will findthat if you do this, your Guide will not think you aremaking fun of him; instead he will probabt=because what you have said to him sounds like German.
In the first five units, do not attempt under any cir-cumstances to pronounce the German before you haveheard it. You will only make trouble for yourself if youtry to guess the pronunciation by "reading" the Aidsto Listening or the conventional -Cwmsn spelling.
If you are working with a Guide who does not under.
stand English. ask the Leader of your group to demon-strate for you and the Guide what hand signals are tobe used to let the Cuide know when you want him toread more slowly or to repeat. They are as follows:
1. Index finger raised: BEGIN2. Hard raised, palm toward the Guide: STOP3. Palm down, hand moved slowly in
semi- circle: SLOWER4. Beckoning with index finger: REPEATS. Hand held palm up and moved
quickly up and down: LOUDER
Remember that each phrase you say has a real meansing in German and hence you should always act asthough you were really saying something to someoneelse. You will learn fastest if, when your book is open,you follow these steps:
1. Keep your eyes on the Aids to Listening as youlisten to the German being spoken.
2. Repeat immediately what you have heard.3. Keep in mind the meaning of what you are saying.Begin the words and phrases as soon as your Guide
is ready or when the Leadgc. :rfiour group is ready toplay the first phonograph
rem Grasp Leader: Give the ntemberi of the group a chance to ask questions about the instructions. Make sure that every.one understands just what he is to do. Then have the students go through the list of Vsefid Words and Phrasesonce with the books open, repeating in unison after the Guide. Following this first practice, read with the groupthe Continent 04 she Aids is Listens's' on page 3. Make sure that everyone understands it.
Now go through the list a second time, much as you did before. And finally, go through it a third time, butlet the students take turns repeating individually after the Guidea sentence to a student. Indicate the orderin which the repetitions are to go, who is first, who next, and so on. Continue this individual repetition lasilataas the fifty-minute period permits. Then. just Muse dismissing the group, read with them the paragraphCheek Yourself on page 9.
Here are some hints that will make the work of the group more effective:1. Insist that everyone speak up. Don't allow any mumbling! Each member of the group must be able to
hear what is being said at all times.3. indicate to the Guide that he is to repeat whenever the pronunciation is bad and to keep on repeating until
he gets a pronunciation that sounds like German.3. Urge everyone to mimic to the limit every sound, every inflection, even the mannerismsof the Guide.4. Keep the work moving. Don't let it drag at any time. See that everyone is listening. not only to the Guide,
but to himself and to the others as they repeat after the Guide.L Go through all the work yourself. Repeat with the others and take your tura at the individual repetitions.
1. Useful Words and PhrasesHere is a lst of useful words and phrases you will need in German. You should leant Mess by heart.
GOWISP old Geese& MitosesNOVI+ Words enclosed in brackets am not espressed in the Germans Words enclosed laparentheses ( ) help to 'whin the intoning of the German but aro not necessary in Enillsh.Words enclosed in stogie quotation snake ate literal or leordforweed equivalents.
ENGLISH EQUIVALENTS --% AIDS TO LISTENING CONVENTIONAL SPELLING
limit 1, Record Side 1. beginning.
good
dayBello (how do you do, good
aftersoor
mot NMGood morning/
toningGood evening!
untilseeing again
Goodbyel
Mr.Sash*
4 11-411
(71 RPM 133% RPM) Record Side 1, beginning.
GUNtenTANK
gulden TANK!
punTag
(buten TAO
NIORgen Vowguhten MORgent eutts Storied
Alibent Oathguhten Marne auto Rbenh!
ALT duiVIHder-zehen eidetic**
au! Vilicier-sehen! 114 SeberkbeulHERRSHULtse
Mr. SambaDoaor (' Mr. Docks).Miss (so 3 itaisPoss a sal/sorb.
