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MEANING PHRASE PHILOSOPHY Phrase learning is not new to you. You have been learning this way since infancy. Audio or print meaning phrases trigger your memories. Your mind instantly searches it's data banks to understand new input. The mind reformats the information in ways it can understand. The student making a tell-back is making reformatting choices 1000's of times each sentence.

Meaning Phrase Design

Many phrases are followed by a phrase that explains the first phrase. Some phrase lists group several alternative ways to say the same thing. This makes language acquisition easier for the ESL person. Many of the phrases are followed by a thought continuation phrase. Other phrases are definition phrases or parallel meaning phrases.

Denver
• Field Trips
• Skiers
• Ski 2001a
• Ski 2001b
• Day Trips

By Carl H. Peterson

INTRODUCTION

Procedures for speeding
recognition of printed words.

A massive collection of
commonly used phrases
or specific word groupings
used to communicate about
a particular subject
or occupation.

Recordings are used with
a computer screen or
a more expensive
printed book of phrases.

All students who can speak,
can do the procedures correctly.

This enhances
the opportunities to win.
-------------------

DESIGN OF THE
MEANING PHRASE PROGRAM

Each phrase is pronounced
four times.

The student copies and
then mimics the sounds
four times.

Each response is more accurate
than the preceding responses.

The student
compares each response
with the preceding response
to arrive
at a more correct response.

Making four mimic responses
for each phrase
gives the student
quick opportunities
to perfect and store the sounds.

Presenting the correct models
so rapidly covers up
the incorrect responses.

This limits embarrassment and
future avoidance of the task.

Lists are divided
into many common categories.

An index is available
for the teacher or parent
to choose from.

The collection of phrases
is divided into difficulty levels.

Beginning levels
get the student started
with the most common phrases.

Intermediate levels
provide more challenge
and discovery.

Advanced levels
introduce the phrases used
in specific occupations
and sciences.

Many phrases are followed
by a phrase that explains
the first phrase.

Some phrase lists
group several
alternative ways
to say the same thing.

This makes language acquisition
easier.

Many of the phrases
are followed by a
thought continuation phrase.

Other phrases
are definition phrases
or parallel meaning phrases.
----------------------

COMMON SEQUENCE PHRASES

The words in the beginning
phrase lists
are easily recognized.

They are part
of the daily life
of almost all children.

Students quickly
connect new English words
they have seen in print.

High rate practice
reduces the boredom.

Chorusing avoids
failure experiences
inherent in flashcarding
or ask and respond.

Rapid speaking rates
maximize correct
mimic responses.

We maximize the number
of exposures
in the least possible time.

Speed is similar to normal
speaking rates
of 180 to 240 words
per minute.

(10,000 to 12,000 words
per hour speaking rate.)

(180 times 60 minutes equals
10,800 words per hour.)

Our observations indicate
that the faster rates:

a. allow phrases to be more easily
remembered and mimicked.

b. cut down on time for
criticism or self-criticism.

c. increase the ratio of
winning over losing.
------------------------

MOTIVATION

The program was designed
to change the balance of
approval/disapproval
available to the student.

Students like
being able
to be correct.

Students like
the avoidance of criticism.

Time-on-task ratios
are very high
compared to workbooks
or teacher-led
vocabulary sequences.

Recorded sequences
eliminate negative facial
and body language responses
from the teacher.

Recordings reduce the time needed
when compared
with traditional word practices.
-------------------

POWERFUL PHRASES
SHARED EXPERIENCE PHRASES

Design of Phrases

Peterson Reading,
Peterson Learning Lists and
Peterson Phrase Lists
include more than 100,000
word groupings.

These phrases are commonly used
for storage and for the retrieval
of the concepts.
--------------

DESIGN AND PURPOSES

Many experts agree that
we think and recall
in phrases or "chunks."

The phrases have been selected
to quickly learn or review
over 100,000 useful phrases.

Multiple repetitions while
looking at the printed words
helps the brain store the material
in several areas.

Students are active participants
in the learning.

Students literally
feel the words.

Students relearn
in a relatively
short period of time.

Procedures accomplish a
very high level of
time on task.

American Students

The great majority of the
phrases are already
in the student's speaking
vocabulary.

The objective
is to connect the sounds
with the printed symbols
in the quickest way.

International students usually
have some familiarity with
the printed English words.

They need rapid practice
to learn correct pronunciation
of the sounds.

This is easily done when
the correct model
is presented very rapidly.

10,000 to 12000 words per hour.

It is much harder to mimic
and make the correct responses
when the sounds of words
are spoken slowly.
---------------------

PHRASE CONSTRUCTION

Phrases have been written
to serve many different purposes.

Some phrases help explain
or define a word.

Other phrases are grouped
in common conversational usage.

Some of the groups of phrases
finish a sentence
or tell a short story.

Phrases have been written
for all levels of students.

Some phrases are basic enough
for one or two year old children.

Other lists present high-level
scientific or political concepts.

Topics range from
geography, vocabulary
to complicated
science terminology.

Other groupings are chunks
commonly used in activities
and sports.

A phrase list is available
for most of the subjects
we teach.
--------------

WHY DOES IT WORK?

Many experts agree that
the mind seems to remember
in short chunks
rather than in words.

The chunks must be limited
to 6 or 7 units or syllables.

Chunks are used instead of
single words to trigger
word recognition and retention.

Chunks use the simultaneous
abilities of our brains.

Each chunk may be recognized,
combined and stored
in three to thousands
of possible locations
in the brain.

Presenting multiple word phrases
makes it easier
to remember and recall.
---------------

OTHER PURPOSES

The recorded phrases
serve several purposes.

1. Connect a familiar sound
with the printed symbols
for that sound.

2. Knowing the correct pronunciation
and some of the meanings
reduces regressions
and helps comprehension.

3. Recognizing new vocabulary
helps comprehension
of new material.
----------------

PHRASE INPUT
ORGANIZES YOUR MIND

Each of the words
in a phrase
connects in more than one area.

This allows cross-references
for retrieval or re-enactment.

We can increase the rate
at which the brain stores information
by participating
in the high speed
restatement of phrases
with Peterson Reading.

Alert minds
quickly sort through
conflicting signals.

The mind can develop
a seamless story within minutes.

Different areas of the brain
cooperate and combine the data
to create the scenarios
and blend them into usable thoughts.
---------------------------------

OUR LEARNING LEGACY

We re-define and re-interpret
new information
within the framework
of our lives.

A better background
helps make better decisions.

Learning to think
and make decisions
is important.

To be successful
we need to think
of the needs of others
and their viewpoints.

Look for and analyze
every opportunity for
compromise and agreements.
----------------------

PRE-WIRING THE MIND

Realize that your resources
are so great that all knowledge
can be contained
in your mind.

Meaning phrases accomplish
unconscious control of information
that gets to your brain.

Peterson meaning phrases
are similar to "pre-wiring"
the brain about the subject.
------------------------

PETERSON PHRASES HELP YOU
TO LEARN PRONUNCIATION

Listening skills

The mind listens for variance
in pronunciation.

Pronunciation changes
from light to heavy
from dull to exciting.

To powerful or overwhelming.

Each of these minute variations
are noted and change your
impressions and understanding.

Orally repeating selected phrases
is more memorable
than individual word study.

The time spent recognizing
and pronouncing four words
(one second)
is not much longer
than it takes to pronounce
one word (half second).

You can learn
pronunciation and meaning
at the same time
with Peterson Phrases.

If you have never
heard a word before
you can still grasp its meaning
when it is repetitively used
in context.

Peterson Phrases put a word
in a sandwich
with a word on each side
to increase context
recognition and memory.

Phrases leap the barrier
of hesitation
by connecting isolated words
in logical ways.