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Uses a poem by F. L. McConkey and drawings by Joseph Servell to depict the work and social environment of a factory town where anger frusteration, and despair set in when the workmen are laid off.
Explains the contents of the Essentials of Good Speech. Discusses duration as an aspect of voice production and how it refers to the length of sound. Illustrates a lesson on duration at the "Presentation Stage" of Face A of the Speech Model. Shows the pupil learning a "part" (Duration) which will later be applied to a "whole" (word or words).
Presents a lesson at the "Imitation Stage" on loudness. Demonstrates how to help a pupil correctly imitate loud and soft vowels through the process of shaping only one ingredient at a time.
Discusses a well-known system for practicing pronunciation: articulation of consonants and enunciation of vowels. Emphasizes again more "parts" which are to be applied to "wholes." Shows how sounds are associated with a color code: blue for voiceless, red for voiced, and brown for nasal manner of articulation. Illustrates an early lesson at the "Presentation Stage" and introduces specific touch positions for color work.
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.
Presents four lesson segments demonstrating advanced stages of pitch learning. Demonstrates, in the first segment, the production of vowels which move from low to high or high to low, and the production of combinations of loud, soft, high, and low-pitched vowels. Presents, in the second segment, the application of "part" learning of pitch to the correct general pitch by asking the pupil to lower his voice. Shows, in the final segment, the application of "part" learning of pitch to the intonation of the question, "Is it big?"
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.
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.
Discusses shaping the pronunciation of vowels and consonants. Depicts the teacher helping the pupil combine voiced and nasal consonants with long vowels. Also presents more difficult sound combinations, including short vowels.
Demonstrates the guiding of a pupil to consciously produce the desired pitch of vowels through reinforcement of his correct imitations. Depicts the teacher assessing the pupil's natural pitch for the vowels (ü), (ä), and (ē), in one case making the child conscious of his naturally high (ü).
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.
Focuses on "CH" and "J" at Face C of the speech model through the GLGSP in classroom situations as the sounds arise incidentally in words. Shows the pupil working at the "Production Stage" of "CH" and the "Presentation Stage" of "J". Concludes the learning session, which began at Face A when the pupil started the in-depth work on "SH" as a single sound.
Demonstrates one pupil's accomplishment of the early goals of color work: pronunciation of vowel and consonant combinations. Depicts a pupil producing the majority of speech sounds on request, and imitating (shaping) some complex sounds: "SH", "R", "L", and "S". Discusses the application of "part" learning to the pronunciation of a new word, "talent," which the pupil sees in print.
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).
Presents a lesson at the "Production Stage" on duration, an aspect of voice production. Depicts the pupil producing vowels of long or short duration on request. Points out how the knowledge and skill of the "part" learning of duration is then applied to the word "welcome." Demonstrates the use of verbal direction alone to help the pupil learn correct syllable duration in the word.
Presents a pupil working at the "Imitation Stage" on pitch. Shows the pupil developing high vowels (ä) and (ē) from one naturally high vowel, (ü). Depicts a pupil being taught to sustain high vowels in moving in continuous voice from (ü) to (ä) and (ē).
Demonstrates teaching devices which can be employed to help the deaf pupil with step 1 of learning to pronounce the SH sound: three devices for tongue blunting, one device for keeping the tongue tip placement centered during blunting, and three devices for maintaining a high wide tongue during blunting.
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.
Presents a lesson at the "Imitation Stage" on duration, covering the "part" that will later be applied to a "whole" word or words. Depicts the shaping of the pupil's duration of vowels, using three levels of reinforcement.
Sets forth the incorporation of "SH" into words. Takes five nuclei words through Face A of the speech model. Demonstrates work on the first word, "she," from "Presentation, Imitation, and Production Stages" including carry-over devices and no-error level of practice. Uses one teaching device to review "SH" in isolation as well as one GLGSP in the language area.
