List of Learners' Seat Numbers.
学習者の席番リスト

In the following you will look at a list of Learners' Seat Numbers, for example, in learning Step 8 in The Basic Teacher. In Terada Method the list is used at all the stages of gradual teaching. The 1st column gives few words with which each statement is started in Step 8. The 2nd column gives 5 learners' seat Nos. The 3rd column gives 4 learners' seat Nos. And so on. The list is used as mentioned below.

下記に The Basic Teacher ステップ８を習う場合の例として、学習者席番リストがありますので見てください。 寺田方式では、このリストは、順次的授業の総ての段階で使用されます。 第一欄には ステップ８における各文冒頭数語が記載されています。第二欄では５人の学習者 の席番が記載されています。第三欄では４人の学習者の席番が記載されています。等々です。 本リストは下記のように使用されます。


A teacher looks at the list only. A teacher has to get used to saying all the statements, questions, and answers smoothly under Step 8 without looking at any other paper than the list. In the following example a teacher is teaching a part of Step 8 to a group of 5 learners.

教師はリストだけを見ます。 リスト以外には他のテキストを見ずに、ステップ８の叙述文、質問文、及び回答文 を総て円滑に言えるように教師は慣れていなければなりません。 下記に述べるように、教師は５人の学習者のグループにステップ８の一部を教えます。

Teacher :        No.1 please. Our garden is at the back of the house. Where is it ?
No.1 Learner : It is at the back of the house.
Teacher :        No.2 please. At the front we have a green plant in a pot. What do we have ?
No.2 Learner : You have a green plant in a pot.
Teacher :        Where do we have it ?
No.2 Learner : You have it at the front.
Teacher :        No.3 please. Near to the house are beds of flowers. Where are they ?
No.3 Learner : They are near to the house.
Teacher :        No.4 please. All gardens in England have flowers. What have flowers ?
No.4 Learner : All gardens in England have flowers.
Teacher :        No. 5 please. Friends who have gardens give plants to us. What do they have ?
No.5 Learner : They have gardens.
Teacher :        What do they give ?
No.5 Learner : They give plants.
Teacher :        Who do they give them to ?
No.5 Learner : They give them to you.
Teacher :        What friends do it ?
No.5 Learner : Friends who have gardens do it.
Teacher:         No.2 please. Our garden is at the back of the house. Where is it ?
No.2 Learner : It is at the back of the house.
Teacher :        No.3 please. At the front we have a green plant in a pot. What do we have ?
No.3 Learner : You have a green plant in a pot.
Teacher:         Where do we have it ?
No.3 Learner : You have it at the front.

------------------------------------------------------------------------- and so on.
                                                                                        等々。


In this way, a teacher lets each of the five learners answer each question in the turn of Seat Nos. 1, 2, 3,4, 5, /2, 3, 4, 5, 1,/ 3, 4, 5, 1, 2,/ 4, 5, 1, 2, 3,/ 5, 1, 2, 3, 4 in 2nd column of the list. Then the conversations are practiced under the five statements from (Our garden is) to (Friends who). This is a practice at one cycle. If a teacher lets the five learners go along Seat Nos. 1,2, 3,4, 5,/ 1, 2, 3, 3, 4, 5, / and so on, he covers all the conversations started with (Our garden is) and ended with (Some berries) in Step 8. He covers all Step 8 if he lets learners go as far as Seat Nos. 5, 1, 2, 3, 4,/ 5, 1, 2, 3, 4,/ and so on, till each of the five learners answer all the questions in Step 8. The 2nd column is for practice at 6 cycles and 1/5 if the teaching goes at every cycle.

このようにして、教師は、リストの第２欄の 1, 2, 3,4, 5, /2, 3, 4, 5, 1,/ 3, 4, 5, 1, 2,/ 4, 5, 1, 2, 3,/ 5, 1, 2, 3, 4 の順序で５人の学習者の一人一人に各質問に答えて貰います。 この会話は Our garden から Friends who 迄の５個の叙述文の下で練習されます。 これは１サイクルの 練習です。教師が席番 1,2, 3,4, 5,/ 1, 2, 3, 3, 4, 5, / 等の順で５人の学習者に練習させれば、 Our gardenから始まり Some berries で終わるステップ８全文を教師自身は練習に使います。 もし . 5, 1, 2, 3, 4,/ 5, 1, 2, 3, 4,/ 等の順に到り、５人の学習者各人が総ての質問に答えるまで練習させれば、教師はステップ８練習を完了することになります。 ステップ８の全サイクルは６サイクル＋１ / ５サイクルです。

The question which a preceding learner answered is not ever given by a teacher to the next learner. This makes a learner serious enough to answer the question specially at a stage where a learner has to answer by looking at nothing. It is like putting a learner in a position to talk English for work.

先行学習者が答えた質問は次の学習者に与えられません。 このことは、特に何も見ないで答えなければならない段階で、質問に答える学習者を真剣にさせます。 学習者を仕事で英語を話す立場にするのに似て来ます。

In order to give gradual teaching a teacher will let learners go through several stages but at all the stages, a teacher has to have an ability to put the questions to learners in the turn of Seat Nos. smoothly without looking at any other paper than the list of Seat Nos.

段階的に教えるために、教師は学習者達を幾つかの段階を通過させます。 いずれの段階でも教師は、席番リスト以外のものは何も見ないで、円滑に、席番リストの順通りに学習者に質問する能力を持たねばなりません。

This is because the system, which the list of Seat Nos. has, drives a teacher into having no time to look at each question in the conversations every time he puts a question The ability of a teacher has an attraction for learners who will have a respect for him.

席番リストの具備するシステムのために、教師は学習者に質問をする度に会話中の各質問を見る余裕が無いようになっています。 それで以上に述べた教師の能力が必要になります。

In Terada Method the answers are always already parts of the statements and questions. So everyone is able to get the answers We can give answers because we are able to understand the answers. But what is understanding ? Understanding is to have a knowledge of the relation of one thing to another. Terada system makes the relation simple between a statement and a question. By the way every object is unable to be made clear more than its relation to another object. Nothing substantial is in existence

寺田方式においては、答えは常に既に叙述文と質問文の中にあります。 誰でもそれらの中から答えを得られます。 私達は答えを理解するから答えることが出来ます。 しかし理解するとは何でしょうか？理解するとは一つのことのもう一つのことに対する関係の知識を持つと
いうことです。 寺田方式では叙述文と諮問文の間の関係は簡単にしています。 しかし関係が 簡単であろうが、複雑であろうが、理解することは以上に説明しました通りです。 ところであらゆる対象はそれの他のもう一つの対象の関係以上に明確にすることは不可能です。 実体的なものは何一つ存在しません。

Having a respect for a teacher and depending on what we are really able to depend on make it possible to take pleasure out of the learning. Then learners are able to keep their interest in learning English.

教師を尊敬することと、真実に依存できるものに依存すること、これらが学習から喜びを得させます。 そうすれば学習者は英語学習興味を保持させることが出来ます。

In order to call each learner, the use of Seat Nos. is simpler than of a learner's name. The system of Seat Nos. makes it possible for a present learner to use an absent learner's Seat No. so that a teacher may select any column of a group of learners in the list of Seat Nos. according to the number of learners who are present on the teaching day whoever and how many may be absent among learners.

各学習者を呼ぶのに席番を使用すると名前を使用するよりかんたん簡単です。 席番のシステムは出席学習者の欠席学習者の席番使用を可能にしますので、教師は誰が何人欠席しているかどうかに関係無く、当日の出席学習者の数にもとずいて、席番リスト上の一組学習者数相当欄を選ぶことが出来ます。

LIST OF SEAT NUMBERS for "IN THE GARDEN"

Statements	5 Learners	4 Learners	3 Learners	2 Learners
Our garden is	1 2 3 4 5	1 2 3 4	1 2 3	1 2
The front we	2 3 4 5 1	2 3 4 1	2 3 1	2 1
Near to the	3 4 5 1 2	3 4 1 2	3 1 2	1 2
All gardens	4 5 1 2 3	4 1 2 3	1 2 3	2 1
Friends who	5 1 2 3 4	1 2 3 4	2 3 1	1 2
When we take	1 2 3 4 5	2 3 4 1	3 1 2	2 1
The bright	2 3 4 5 1	3 4 1 2	1 2 3	1 2
I will take	3 4 5 1 2	4 1 2 3	2 3 1	2 1
The bit of the	4 5 1 2 3	1 2 3 4	3 1 2	1 2
The potatoes	5 1 2 3 4	2 3 4 1	1 2 3	2 1
The fruit-trees	1 2 3 4 5	3 4 1 2	2 3 1	1 2
If a building	2 3 4 5 1	4 1 2 3	3 1 2	2 1
Our fruit trees	3 4 5 1 2	1 2 3 4	1 2 3	1 2
Between the	4 5 1 2 3	2 3 4 1	2 3 1	2 1
On bright days	5 1 2 3 4	3 4 1 2	3 1 2	1 2
The tree by the	1 2 3 4 5	4 1 2 3	1 2 3	2 1
Green apples	2 3 4 5 1	1 2 3 4	2 3 1	1 2
The fruit is	3 4 5 1 2	2 3 4 1	3 1 2	2 1
I have a net	4 5 1 2 3	3 4 1 2	1 2 3	1 2
This net which	5 1 2 3 4	4 1 2 3	2 3 1	2 1
It is a small net	1 2 3 4 5	1 2 3 4	3 1 2	1 2
The apples on	2 3 4 5 1	2 3 4 1	1 2 3	2 1
They are early	3 4 5 1 2	3 4 1 2	2 3 1	1 2
They may be	4 5 1 2 3	4 1 2 3	3 1 2	2 1
When they seem	5 1 2 3 4	1 2 3 4	1 2 3	1 2
When his	1 2 3 4 5	2 3 4 1	2 3 1	2 1
We will keep	2 3 4 5 1	3 4 1 2	3 1 2	1 2
The friends to	3 4 5 1 2	4 1 2 3	1 2 3	2 1
I will put	4 5 1 2 3	1 2 3 4	2 3 1	1 2
In the shade	5 1 2 3 4	2 3 4 1	3 1 2	2 1
Some berries	1 2 3 4 5	3 4 1 2	1 2 3	1 2

Saburo Terada
Saitama Prefecture
Home Page

寺田三郎
埼玉県

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