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Presents the teacher collecting evidence of correct automatic production of all five nuclei words in general speech situations. Transfers skills learned on Face A to all words containing "SH" at Face B of the speech model. Follows the pupil as he progresses to Face C of the speech model, generalizing skills from Face A and B to analogous areas of speech, in this case the correct pronunciation of "ZH", "CH", and "J". Shows the pupil working at the "Presentation Stage" of Face C for "ZH" through the GLGSP.
Assesses the automatic and conscious production of a phrase. Depicts a teacher using the synthetic approach to begin a correction of the "whole" word, "welcome". Observes the child moving from "Presentation Stage" to "Imitation Stage" of Face A of the speech model. Examines the ability of the pupil to discriminate the difference in accent between her production (wel kum) and the correct accent (wel km). Shows the teacher using a discriminating activity, interweaving touch, vision, and auditory discrimination.
Continues synthetic practice of the "whole" word, "welcome", narrowing to analytic work on the second syllable (km). Shows the teacher shaping (km) toward correctness: weak form of the syllable, i.e., soft, short, nasal emission on (km). Then pupil works at the "Presentation and Imitation Stages" on Face A of the speech model.
Continues to practice, as well as working on the whole phrase incidentally. Evaluates the automatic production of the entire phrase. Includes five examples of use of the General Language: General Speech Pattern unrelated to specific work on (km).
Demonstrates the incorporation of the "part" (weak second syllable) back into the "whole", "Welcome." Depicts the teacher attempting to get proper intonation on the word through (a) shaping and (b) general practice. Presents an assessment of the automatic production of the phrase.
Examines carry-over practice involving habituation of the correct accent and intonation of the entire phrase. Demonstrates carry-over practice given through the General Language: General Speech Pattern by the teacher in the language lesson, by other teachers in a nursery school, and by parents at home. Concludes with a pupil automatically using the phrase correctly in a general situation.
Continues the shaping of the production of the element (km) to become weak. Depicts a pupil achieving a second approximation [making (km) very short], and later moving from High-Error to Low-Error to No-Error practice. Demonstrates the General Language: General Speech Pattern.
Discusses the GLGSP as an integrative device for the general teaching of language and speech so that every communication between pupil and adult can be made a learning situation for language or speech or both. Presents five steps a teacher can use in understanding what a pupil has said.
Focuses on an inner-city resident's attempts to maintain an old house on his own as a mechanism to review the problems of inner city housing. Explains that the cost of maintaining the home is beyond the inner-city dweller's means and that his landlord is often unwilling to contribute to this effort. Discusses, from a middle-class point of view, the exodus of the middle class to the suburbs and the failure of various programs and modern technology to provide enough inner-city low-income housing.
Bronowski examines the dilemmas and challenges posed by the scientific advancements of this century. He briefly discusses Einstein and his effect upon the scientific community and himself. He discusses the emphasis upon biology since the dropping of the atomic bomb.
