Adapting and Writing Language Lessons/Appendix P
APPENDIX P TO CHAPTER 6
THE CUMMINGS PRINCIPLE IN ANOTHER FORMAT: ENGLISH
The Cummings Principle may be embodied in formats that show no trace of the M-1, M-2, C-1, C-2 of the format described in Chapter 6.
In 1969, the Foreign Service Institute was asked to begin conducting four-week courses in four languages for Marines who were to serve as security guards in embassies overseas. The content of these courses was to be much more sharply defined than is usually practicable for the training of other kinds of students. Other than the usual greetings and general phrases, the material was related to only three settings: 'At the Door,' 'On the Telephone,'and 'Dealing with the Clean-up Crew.' within each of these settings, four problems were selected; in the first setting the problems were 'Checking Identification', 'Giving Information about Embassy Hours', 'Receiving or Refusing a Package', and 'Persons Seeking Asylum'. For each of these problems, two lists of sentences were established: a 'Production Inventory' which the trainees would be expected to memorize, and a 'Comprehension Inventory' which they would be expected to understand but not necessarily memorize.
On the basis of these two inventories, a series of 15-20 short (4-6 line) dialogs were next written. Each sentence appeared in from 3-11 different dialogs. A few of the dialogs for each problem would later be used for intensive drill in class, but most would serve as comprehension practice in the tape lab. A diagram may clarify the relations among the raw materials of this course.
Each problem is developed as shown in the diagram for Problem 4. The inventories and a few sample dialogs for Problem 1 are reproduced on pp.333-334. The question, of course, is how to use this mass of material. The Cummings principle was applied to the initial presentation of the production inventory. The first half of the treatment of Problem 1 is reproduced on pp. 335-336. It is apparent that the activities labelled 'pronunciation' and 'meaning' in this lesson plan correspond more or less to the M-phase of a Cummings device, and that 'use' and 'cumulation' are in some sense a C-phase. It is also easy to see how Cummings devices could be derived from the materials as they stand. This superficial correspondence is however not the point. What is important is that the student meets a very small amount of new material, manipulates it, and then uses it.
SETTING: At the door.
PROBLEM: Checking identification.
PRODUCTION INVENTORY:
May I see your (pass, identification)?(18)
This pass is (not) valid.(7)
This pass has expired.(8)
You may (not) enter (without (pass, identification, I.D. card)).(25)
I'm sorry.(10)
Thank you (sir, madame).(5)
Everything is in order.(4)
Do you have (other) (pass, identification, I.D. card)?(2)
COMPREHENSION INVENTORY:
Here is my (pass, identification, I.D. card).(15)
Is this (pass, identification, I.D. card) valid?(3)
I (don't) have (other) (pass, identification, I.D. card).(9)
Would you like to see (other) (pass, identification, I.D. card)?(3)
This is the only (pass, identification, I.D. card) I have.(5)
Do I need (pass, identification, I.D. card) at this hour?(2)
Is this (sufficient, all right)?(3)
May I enter?(4)
May I go in for just a minute?(6)
You may enter.
You may enter.
I'm sorry.
This pass is not valid.
*Can't you let me in just this time?
May I see your identification?
Lesson 1, Section 1
PROPS: Two different passes, two different I.D. cards, two other forms of identification, a "booby prize".
PRONUNCIATION: May I see your pass?
May I see your identification?
May I see your I.D. card?
MEANING: Continue mimicry. After each sentence is mimicked, teacher holds up what was asked for.
USE: Individual students ask for one of the objects. If they are easily intelligible, teacher holds up the one asked for. If not, holds up booby prize (an autographed picture of Alfred E. Neumann?).
Individual students continue to ask for the objects. Other students respond.
Lesson 1, Section 2
PROPS: As above.
PRONUNCIATION: This pass is valid.
This pass is not valid.
MEANING: One of the passes is defined as valid, the other as not valid. Continue mimicry. After each sentence is mimicked, teacher holds up the appropriate pass. Do same with I.D. cards and other identification.
USE: Individual students rule on the validity of the passes held up by the teacher.
Individual students rule on the validity of passes offered by other students.
CUMULATION: Student asks to see pass, then comments on its validity.
Student asks to see I.D. card, then comments on its validity.
Student asks to see other identification, then comments on its validity.
Lesson 1, Section 3
PROPS: Passes with various expiration dates.
PRONUNCIATION: This pass has expired.
This pass is valid.
MEANING: Passes in two stacks: expired and valid. After each sentence is mimicked, teacher holds up an appropriate pass.
USE: Students are shown a pass. They reply either 'This pass has expired' or 'This pass is valid.'
CUMULATION: Three kinds of passes. One that was never valid, one that was formerly valid but now expired, and one that is valid. Student asks to see pass, then comments 'This pass is not valid,' 'This pass has expired,' or 'This pass is valid.'
Lesson 1, Section 4
PROPS: As above, plus pictures of men and women.
PRONUNCIATION:
Thank you, sir.
Thank you, madame.
You may enter.
MEANING: Students take turns holding up a valid pass. Repeat after instructor: 'You may enter'.
Same, except students repeat after instructor 'Thank you (sir, madame). You may enter.'
USE: Instructor places valid pass next to picture of woman or man. Students take turns saying 'Thank you (sir, madame). You may enter.'
CUMULATION: Student asks to see pass. When it is shown, he comments on its validity. If it is valid, he thanks the person and tells him he may enter.