Simple, Easy, and Quick Method

To become an English speaker

Why is it so difficult to become an English speaker? It is because our conventional learning
method does not cover emotion. In various methods we learn English conversation. But
it does not seem for us to get emotion unless we actually come across a situation given
by a conversation. Our frequent memory of English words does not let us come to a
situation to the extent of feeling any emotion. In order to have emotion in our English talk
we go to a country of English speakers and are long staying there. But we do not get even a
chance of coming into talk with native speakers if we do not have any job there. Even if
we have any job there we still need some experience of English talk. Otherwise we are unable togo on with our talk.

English conversation is that persons are doing the speaking and hearing with emotion. To get
as near as possible to this sort of situation, it seems better that in our practice the speaking and hearing are made short.

Any English statement is able to be analyzed into unit sentences, each having a verb or
a verb phrase. Then each unit sentence is made into a unit conversation, which is after all
a question and an answer for it. The question is made with use of an interrogative word.
This is because an interrogative word is able to make it easy for the other party know
the answer, and the conversation is of the type where an answer is ready. In this way
even a long complicated original statement is able to be analyzed into several
unit conversations making it always easy to give answers.

The above mentioned work is done on a personal computer by use of a word soft. A number of unit conversations consisting of original text statements, the unit sentencesfrom them, the interrogative questions from them, and the answers for them are copied and then they
are pasted to the window of TextAloud which is a natural English voice soft. TextAloud is able to say all these unit conversations in natural English voice. TextAloud is able to say
a single unit conversation or any part of it or a group of unit conversations automatically again and again, which we select in the window, until we crick a stop button on the window, starting from the time when we crick a start button on it. The amount of the voice and
the speed of it can be adjusted within a certain range. Supposing that a unit conversationis voiced again and again by Text Aloud, a learner, who has been hearing such voices, has become a person who is able to answer the question without looking at it.

Then he is put into such an emotion as he is being able to speak English by himself. If he tries to hear more a number of a unitconversations in natural English voices, he will be able to answer the questions in TextAloud without looking at the answers. His emotion being
able to speak English by himself gets greater accordingly. The only one emotion, which we are able to feel in English conversation, is the feeling that I am being able to speak English by myself.

Therefore I suggest you the above mentioned method to make it possible for us to
have such emotion naturally.The method of making unit conversations is mentioned in the following gMass Individual Teaching and Learning of Englishh. A learner is able to make unitconversations by use of the method and his own text book. Then he puts them in the window of TextAloud. But it will take time and not make it quick for him to do the learning.
If a learner is able to find a text of unit conversations covering a wide range of school learning stages, it is the best way for him to put such a text inTextAloud.If he is unable
to find such a text in book shops, my suggestion is that he will use the text of unit conversations whichhe will find in Item 9 in gMass IndividualTeaching and Learning of Englishh, which is given below. 

The home page of TextAloud is able to be seen if you crick the following URL.

www.nextup.com/TextAloud/atosurvey.htmll

In the home page TextAloud is purchased through download and it is abt. US$30 in
price. Its trial use for 10 days is available.

Kindly note that the following content 7 is deleted.

 
Mass Individual ‚d‚Ž‚‡‚Œ‚‰‚“‚ˆ ‚s‚…‚‚ƒ‚ˆ‚‰‚Ž‚‡ and Learning         

To Japanese

Top

Contents

1 The outline of the method
2 How to make connection between English words
3 How to get used to the parallel between English and Japanese
4 How to analyze original English statements for making interrogative questions
5 How to judge the forms of English statements with interrogtives
6 A specific example, the theory, the effect, and the notice
7 Deletion
8 One example of how to use the teaching rooms for the practice
9 Examples of a text and homework
10 Use of free internet telephone Skype


1 The outline of the method,

We have come to be Japanese speakers by imitating Japanese used by our predecessors. When we are attempting to get knowledge of English, is it natural to imitate English, is it not? But imitation is one of our acts based on our thoughts and experience so it is different from copying.

Then let us think about what it is to imitate English for getting knowledge of English. It seems probable that words started with simple and developed into complex. It might be possible to say that people have been imitating words in the order from simple to complex when they are attempting to be used to any language. We may have an idea that, therefore, it would be possible to get knowledge of English if we intimated English in the order like that. But when we think how the connection is going to get complex between words, which are going to get complex, we may have no idea of how English is going to get complex unless we have knowledge of the connection between words. We have ever had such experience as we had a clear idea of English at the start of learning but not at a later time when an English text got a little complex in it. We think that the cause of it is that we have poor knowledge of how to get English words connected.

Let us think what we are going to do with the imitation of English in the way we can to see the connection of English words. Words composing a statement are voiced as word groups. When we give attention to the connection between words composing a statement, we see that it is necessary to think about the connection between word groups. Each of the word groups composing a statement has the least number of a word group. The range of the number is various according to the sense of a statement. We give a name of a unit word group to a word group having the least number of words in a statement. A unit word group is ranged by a word or words working as an adjective.Then we have a question of which word group is a unit word group and what we are going to do with the intimation of English in the way we see the connection between unit word groups.The reason for a unit word group to range a word or words working as an adjective is that it makes connection clear between unit word groups.

An interrogative does the work to point out a unit word group. In the original statement of "I am learning an English text in my room for my examination." we see that "what" is pointing out "an English text" when we make a question
of "What are you learning?h using "whath and an answer of "I am learning an English text." We see that "where" is
pointing out "in my room" when we make a question of "Where are you learning it?h using "where" and an answer of "I am learning it in my room." We see that "why" is pointing out "for my examinationh when we make a question of "Why are you learning it?" using "why" and an answer "I am learning it for my examination." Looking at the word groups in these answers, "I am learning", "an English text", "in my room", and "for my examinationh, we are able to see that the original statement is composed of these word groups. If we put slashes between them we have the original statement such as "I am learning/ an English text/ in my room/ for my examination. Therefore these four unit word groups are the ones, which the original statement has. The interrogatives are pointing out the three word groups such as an English text, in my room, and for my examination and it is possible to say that as a result of their work of pointing out them the unit word group" I am learning" is made separate.

The above four answers are made by using the four unit word groups. and each of them has the least number of a unit word group. It is a statement made by analyzing the original statement and we give it a name of "a unit analyzed statementh. Even the simplest words are an expression of one's idea. Such simple words are made into a statement or have possibility to be made into a statement. A unit analyztic statement is considered to be the simplest words. Therefore if we are going to get used to an original statement in the order from simple to complex, we first analyze an original statement into the simplest words, namely, the unit analytic statements, and attempt to be going to get used to such unit analyzed statements by imitation. These unit analyic statements change according to the order, in which an original statement changes from simple to complex.

When we give attention to the fact that we have come to be Japanese native speakers, we see that we have been talking Japanese all the time with somebody else. This is that we are doing Japanese conversation. So we need to be going to intimate English by doing conversation. Conversation has the form of a question and answer. An interrogative question and answer is conversation. If we change unit analytic statements into questions and answers with interrogatives and practice interrogative conversations with our partners, we are going to get used to unit analytic statements by conversation.

(1)  I am learning an English text in my room for my examination.
(2)  What are you learning?
(3)  I am learning an English text.
(4)  Where are you learning it?
(5)  I am learning it in my room.
(6)  Why are you learning it.
(7)  I am learning it for my examination.

Using the above mentioned statements we give our following outline of how to go with the practice

Using a text original statement as an example the teacher says that, when they are making interrogative questions looking at a text, they make them from unit analytic statements. He teaches that, for example, they make (2) from gI am learning an English text.h (4) from gI am learning it in my room.h, and (6) from gI am learning it for my examination by having these unit analytic statements in mind.

At the start of the practice of each original statement the teacher voices statements such as those from the above (1) to (7) and then lets all the learners voice them at one or two times. Then the teacher lets all the learners voice each interrogative question and answer every time he verbally gives them each of the unit analytic statements for (2), (4) and (6).

In the practice of interrogative conversations the text has original statements like (1) but does not have any interrogative questions and answers such as (2) to (7). Each two of the learners do interrogative conversations by looking at the text. But they have to make these interrogative questions and answers by themselves. But the English making, which they do, is almost the repeat of the original statements in voice, seeing from looking at (1) to (7). And they do it looking at the text. So it is not so difficult essentially. But it is difficultwhen original statements get a little complex. The reason of the difficulty is that they do not see how to put original statements into basic statements, which we will mention about later, put the basic statements into unit analytic statements in mind, and make interrogative questions from the unit analytic statements. But if a learner gets used to these two things he will have a basic abilityto be a writer and speaker of English. It is necessary for any learner to see the two things through experiences. For example, if a learner practices the conversations from (2) to (10) two or three times, he can say (1) easily without looking at the text.

At the start of the practice, all the learners repeat in voice what the teacher voiced about the first original text statement at the start of the practice. Then looking at the text the first learner makes verbal transfer of the first original text statement to the second learner and verbally puts each interrogative question to him having each unit analyzed statement in mind in turn. His partner answers each interrogative question. These verbal operations go on in turn always between each two learners. When the first learner answers the last interrogative question given by the last learner, the first practice is over. At the start of the second practice the repeating of the second original statement in voice is done in the same way as in the first practice. Then the second practice is started with the second original statement by the second learner and goes on in the same way as at the first practice. This is because each of the learners can have an equal chance of voicing at the start each original text statement and each interrogative question. The teacher gives his learner a guide whenever he finds it necessary for him to do it. The teacher and learners go on with the practice by looking at the text. They have another sort of practice, where the text is being looked at by the teacher but not by the learners. Item 6, which you will see below, gives the details of the practices.

There are various interrogatives according to their different senses. It is possible to make several interrogative conversations by using these interrogatives. Doing interrogative conversations each two learners are able to transfer, for example, a story through the learners. Each of the learners is able to have about an equal amount of teaching or practice. The conversations go always between each two learners and so the practice is individual teaching but during the time of each two learners' conversation the rest learners are hearing the conversations from the preceding and following learners, which they are required to voice when their turn comes. These conversations are varying at times from 1 to the number, which is less by 1 than the total number of all the learners, So they are attempting to have them by heart. In this respect the practice is mass teaching. We call the practice mass individual teaching. In the following items we give an account of the practice in detail. (The reason why the rest learners are attempting to have by heart what they are hearing from the following learners is that they want to be ready for another sort of practice to do without looking at the text. In this practice the teacher verbally transfers several different original statements one after another to each learner, who will have to change them into interrogative conversations.)

2 How to make connection between English words

From now on we mean a word or a unit word group in a statement when we say a word. And it is different according to a different statement. The way English words are connected is dependent on their work in a statement. The work of English words has its name as listed below.

Work of Word

 Name

A word working as a subject of a statement

Subject

A word showing the action or condition of a subject

 Verb

A word intended for by a verb showing an action of a subject

 Object

A verb intending for an object

 Transitive Verb

A verb showing the condition of a subject

Intransitive Verb

A word showing the content of a subject and completing the sense of an intransitive verb

 Complement

A word explaining a subject, transitive verb, object,
intransitive verb, complement, and modifier

 Modifier

A word making connection between words, groups of words, or statements

Conjunction

A declarative sentence is a sentence where a word working as a subject of a statement comes at the head of the statement and a verb comes next the subject. We give an account of a word order about a declarative sentence.

The way for these words to be put together is based on the word order in a statement. The word order is the position of a word, which is different according to the work of the word in a statement. It is different depending on a transitive verb or an intransitive verb. When a transitive verb is used, a subject comes at the head of the statement, a transitive verb comes next, and then an object comes. This word order has the form of (Subject +Transitive Verb + Object). If an intransitive verb is used, a subject comes at the head of the statement, an intransitive verb comes next, and then a complement comes. This gives the form of (Subject + Intransitive Verb + Complement). A modifier comes directly or indirectly before or after these words.

There is a transitive verb needing two objects. One of them is indirect in sense to the verb, and it is named an indirect object. Another is direct in sense to the verb and it is named a direct object. An indirect object comes right after the verb in a statement and a direct object comes after the indirect object. The transitive verb is called a double objective transitive verb. This gives the form of (Subject + Double Objective Transitive Verb + Indirect Object + Direct Object).

In the form of (Subject + Intransitive Verb + Complement) there is a case where the intransitive verb does not need any complement. Then this gives the form of (Subject + Intransitive Verb). The work of the intransitive verb is different between (Subject + Intransitive Verb + Complement) and (Subject + Intransitive Verb). To represent the difference an intransitive verb is called an incomplete intransitive verb when itneeds a complement and a complete intransitive verb when it does not need a complement. The forms are (Subject + Incomplete Intransitive Verb + Complement) and (Subject + Complete Intransitive Verb) respectively.

In (Subject + Transitive Verb + Object) there is such a case as the transitive verb needs a complement, which comes next the object. The form is (Subject + Transitive Verb + Object + Complement). The work of a transitive verb is different between (Subject + Transitive Verb + Object) and (Subject + Transitive Verb + Object + Complement). To represent the difference between them we give the former the form of (Subject + Complete Transitive Verb + Object) and the latter the form of (Subject + Incomplete Transitive Verb + Object + Complement).

We give the forms of a declarative sentence, excluding any modifier, as follows.

Subject + Complete Transitive Verb + Object
Subject + Incomplete Intransitive Verb + Complement
Subject + Complete Intransitive Verb
Subject + Double Objective Transitive Verb + Indirect Object + Direct Object.
Subject + Incomplete Transitive Verb + Object + Complement

A modifier comes directly or indirectly before or after a declarative sentence of any of the above sentence forms or a word or a unit word group composing the declarative sentence.

3 How to get used to the parallel between English and Japanese@

In the above Item 2 we give a simple account of the position of a modifier in a sentence. A modifier is so much different in form and work that it may give a complex connection between words in a statement. It is not too much to say that such complex may sometimes be a cause of making it unclear to see the sense of an English statement at the time of translation in Japanese. Therefore now let us give our thoughts to the reason why such complex takes place and what is the way to get it over.

Even in such a simple statement as "I put a book on the desk." the connection between the words is complex as listed below if we give attention to the modifiers of a, on, and the.

(1)   "I" connects "put" in the direction from the left to the right.
(2)   "put" connects "book" over "a" in the direction from the left to the right.
(3)   "a" connects "book" in the direction from the left to the right.
(4)   "put" connects "on" over "a" and "book" in the direction from the left to the right.
(5)   "On" connects "desk" over "the" in the direction from the left to the right.
(6)   "The" connects "desk" in the direction from the left to the right.

The direction of the connection is from the left to the right. But the connection sometimes goes over a word or words. This jump is not necessary, however, if the words are handled as unit word groups. If we handle gI puth, "a book" and "on the desk" as a unit word group respectively, we can make the connection of the words as simple as follows.@

Unit Word Groups

(I put) (a book) (on the desk)

Connection

(I put) connects (a book) and ( on the desk).

If we make a comparison between Ž„‚Ν–{‚πŠχ‚Ι’u‚­(watashi wa tukueni honn wo oku)and "I put a book on the desk.", the parallels between English and Japanese are as follows.

Ž„‚Ν’u‚­

watashi wa oku

I put

–{‚π

honn wo

a book

Šχ‚Ι

tukue ni

on the desk

If we put English words into unit word groups, we can make it easy for us to see how English words are connected in a statement. This is how we get used to the knowledge and use of the parallel between English and Japanese. In other words it is a question of what English words we have to put into what we want to say in Japanese.

To know a parallel between Japanese and English words we look at an English Japanese or Japanese English Dictionary. Then we see that the dictionary has many Japanese words for one English word or many English words for one Japanese word .So we are at a loss which English or Japanese word we take in a dictionary for translation. The dictionary gives many examples and word groups but it is hard for us to come across the very examples that we have been looking for.

An English Japanese or Japanese English dictionary gives English word groups and examples for the use of words. The number of words is frequently different between English and Japanese to give the same sense. These two facts also say that we are facing a question of what English words we have to put into what we want to say in Japanese. The answer to this question is that we do the learning to get us to be as much experienced as possible in the parallel between English and Japanese.

A word or a word group, which is parallel between English and Japanese, is a English word or an English unit word group having the same sense as a Japanese word or a Japanese word group. An interrogative all the time does the work to point out an English word or an English unit word group, which is parallel to a Japanese word or a Japanese word group. Thus we change a certain English statement into a conversation of interrogative questions and answers and practice such a conversation. Then such a practice will give us a chance to get used to the parallel between English and Japanese.

4 How to analyze original statements for the making interrogative conversations.

As mentioned in the above Item 2 words are given their names to their work in relation to the other words in a statement. But they are given names to their own work as listed below.

Own Work of Word

 Name

Examples

A word to modify persons, things, or substances in
the sense of representing any one of them.

Article

a, an,

A word to modify persons, things, or substances in
the sense of specifying them.

 Definite
Article

the

A word to give a name to persons, things and
substances.

Noun

house

A word to use instead of a noun.

Pronoun

it, this, that

A word to show the condition of persons, things and substances.

Adjective

good, bad

A word to show the action and condition of persons,
things and substances.

Verb

come, be, have

A word to explain an adjective, a verb, an adverb. or
a sentence.

Adverb

very, quickly, more

A word to make connection between any two or more of words or word groups or sentences.

Conjunction

and, though

A conjunction connecting one sentence to another
sentence and working as a pronoun representing a
word or a group of words in the other sentence, to
which the one sentence is connected.

Relative Pronoun

which, that

A conjunction letting one sentence modify another
sentence and belonging to the sentence working as a modifier.@

Relative Adjective

which, that

A word to question a word as well as words, which
 are intended for in the question.

Interrogative

what, where, who

An interrogative to question a noun in a sentence.  @

Interrogative   Pronoun

what, where, who
how, when, why

An interrogative to question an adjective in a
sentence.

Interrogative
Adjective

what house

An interrogative to question an adverb in a sentence.

Interrogative adverb

how, when

The same words are given their different names, depending on if they are used in or out a statement. There is possibility that this may give confusion in understanding the structure of an English statement. So we make such differences clear by giving names to words used in and out a statement as listed below..

The name of
a word used out
a statement

The name of a word used in a statement

Noun

Subject.

Noun

Object. When there is one object, the verb is Complete Transitive Verb.

Noun

Object. When there are two objects, the verb is Double Objective
Transitive Verb

Noun

Complement. When there is no object, the verb is Incomplete Intransitive
Verb.

Noun

Complement. When there is an object, the verb is Incomplete Transitive
Verb.

Verb

When there is one object, the verb is Complete Transitive Verb.

Verb

When there are two objects, the verb is Double Objective Transitive Verb.

Verb

When there are an object and a complement, the verb is Incomplete
Transitive Verb.

Adjective

When it comes directly or indirectly before or after a noun to modify the noun, it is Modifier.

Adjective

When it comes after a verb to complete the sense of the verb, it is
Complement and the verb is Incomplete Intransitive Verb.

Adjective

When it comes after an object, explains the content of the object, and
completes the sense of the verb, it is complement. The verb is Incomplete
Transitive Verb.

Adverb

When it comes directly or indirectly before or after a statement, verb,
adjective, or adverb to explain any one of them, it is Modifier.

The type and name of phrases are as listed below. 

Type of Phrase

Name

A group of words, which is a part of a simple sentence
and has no subject or a subject or a subject without
showing it.

Phrase

A phrase, which has a preposition at the head.

Prepositional Phrase

A phrase, which has a present participle at the head.

Present Participle
Phrase

A phrase, which has a past participle at the head.

Past Participle
Phrase

A phrase, which has an infinitive at the head.

Infinitive Phrase

A group of words, which is till a verb.

Verb Phrase

The work and names of these phrases in a statement are as listed below.

Work of Phrase in Statement

Name of Work

Subject, Object, or Complement

Noun Phrase

Modifier modifying Noun or Noun Phrase

Adjective Phrase

Modifier modifying Verb, Adjective, Adverb, or Sentence

Adverb Phrase

Adjective modifying Noun

Prepositional Adjective Phrase

Modifier modifying Verb, Adjective, Adverb,
or Sentence

Prepositional Adverb Phrase

Subject, Object, or Complement

Infinitive to work as Noun

Complement or Modifier modifying Noun

Infinitive to work as Adjective

Modifier explaining Verb, Adjective, Adverb,
or Sentence

Infinitive to work as Adverb

Adjective modifying Noun

Past Participle to work as Adjective

Modifier modifying Verb, Adjective, Adverb,
or Sentence

Past Participle to work as Adverb

A statement, which has only one each of verb and subject, is called a simple sentence, and when more than one simple sentence are connected with conjunctions, a group of these sentences is called a complex sentence. The following list gives an account of the work and names of the parts and word composing a complex sentence.@

The work of each sentence in a complex sentence, and the work of words connecting sentences in a complex sentence 

Name

Each sentence in a complex sentence

Clause

A clause working as a subject, object, or complement

Noun Clause

A clause working as a modifier modifying any other clause
or working as a complement

Adjective Clause

A clause working as a modifier explaining a verb, adjective, or adverb

Adverb Clause

A word to connect clauses

Conjunction

The type and names of a simple sentence are as listed below.

Type of Simple Sentence

Name

A question using an interrogative

Interrogative Question

A question made by a positional exchange
between a subject and a verb or by addition of an auxiliary verb before a subject

Question

A sentence giving an order (The subject is
always gyouh and so the verb comes at the
head of a sentence.)

Imperative Sentence

A sentence admiring (An admiring word
comes at the head of a sentence. It is named an exclamation.)

Exclamatory Sentence

Any other sentence

Declarative Sentence

The way to analyze original statements for making interrogative conversations is mentioned below.

In the following way we give a list of interrogative objects. These interrogative objects have to be selected rightly on the basis of the account given down the list of from (A) to (L).

(A)A subject, an object, or a complement with or without an article, adjective, adverb, adjective phrase.
(B) An adjective working as a complement
(C) An adjective working as a modifier
(D) An adverb
(E) A noun phrase working as a subject, an object, and a complement
(F) An adjective phrase working as a complement
(G) An adjective phrase working as a modifier
(H) An adverb phrase@
(I) A noun clause working as a subject, an object, and a complement
(J) An adjective clause working as a complement
(K) An adjective clause working as a modifier
(L) An adverb clause@

In a simple sentence, which has not any phrase with a verb or a verb phrase in it, we make interrogative questions and answers from the original simple sentence by selecting right interrogative objects in the above list.

If a simple sentence has one or more than one phrase with a verb or a verb phrase in it, we take the one phrase or each of the phrases from the simple sentence, if any, with a subject to put back. Then we make a simple sentence from the one phrase or each of the phrases. And so we get the simple sentence without its phrase or phrases. We give a name of a basic statement to all these simple sentences, which we have made in this way..

But according to the sense of an original simple sentence we analyze it into basic statements to a certain extent. We still give a name of a basic statement to a sentence, which we get without making complete analysis. There is a case where we do not analyze an original sentence into basic statements. By selecting interrogative objects in the above list, we make interrogative questions and answers from a basic statement or an original sentence, which we have not analyzed into basic statements. We put basic statements together back into an original sentence. Then from the compound original sentence we make an interrogative question and answer about the conjunction for the compound by selecting an interrogative object in the above list. We give a name of a basic statement to the compound original sentence. In a basic statement or an original sentence, which we do not analyze into basic statements, we make interrogative questions by analyzing either into each unit analytic statement in mind.

An original sentence, which we do not analyze into basic statements, is a simple sentence without a phrase having a verb or a verb phrase in it or a simple sentence, which we do not analyze into basic statements even if such a simple sentence has a phrase in it, which has a verb or a verb phrase in it.

In a complex sentence we make interrogative questions and answers as mentioned in the above by taking each clause as each simple sentence. Each simple sentence analyzed that way without any phrase having a verb or a verb phrase is named a basic statement. We put two or more of the basic statements into a complex sentence with one or more different conjunctions used in the original complex sentence and make one or more interrogative questions and answers from the compound complex sentence for the practice of seeing how to use conjunctions. Any phrase, which does not have a verb or a verb phrase and is common to each basic statement, is used only in one basic statement for simplification. When analyzing a phrase with a verb or a verb phrase, a word or a word group, which is common to each basic statement, is used only in one basic statement for simplification. We put or verbally give original sentencesAbasic statements, and interrogative questions and answers in the same turn as that in which we have been analyzing original sentences, basic statements and unit analytic statements.

In order to make interrogative conversations, a question, an imperative sentence, and an exclamatory sentence, which are original statements, are all changed into a declarative sentence. In an original statement direct narration sometimes is changed into indirect narration. If the same main clause is used again and again, only the subordinate clauses are made into declarative sentences. All the rest things to do are the same as the mention has been made so far.

An original statement, a basic statement and an interrogative conversation are put respectively in red, green, and black.

A verb cannot be an object of an interrogative. Then we make an interrogative question by using "do" and "what". For example, when we make an interrogative question from "He goes.", we put " What doe he do?"

In analyzing an original statement, we see that sometimes our practice is made easy if we use a transitive verb as an intransitive verb. Then we will do so.

5 How to judge the forms of English statements with interrogatives

To make a question from a declarative sentence without any interrogative, the subject and the verb are exchanged in position when the verb is be-verb and an auxiliary verb is put before the subject when the verb is any other than be-verb. Be-verb is be, is, are, was, were, or been. An auxiliary verb is do, does, did, may, might, can, could, will, would, shall, or should

An interrogative question has an interrogative at the head of a question made from a declarative sentence. An interrogative is what, which, who, how, why, whose, whatever, whichever, whoever, etc.

When we make an interrogative question and answer from a basic statement or an original declarative statement with only one verb or one verb phrase, the interrogative points out a subject, an object, or a complement in a statement and this makes it clear which form the statement has. If an interrogative points out which words are a subject and an object in a statement, this gives us a knowledge of which word is a transitive verb. If the statement has one object and no complement, the transitive verb is a complete transitive verb and the form of the statement is (Subject + Complete Transitive Verb + Object). If an interrogative points out an object and a complement to give a content of the object, the verb is incomplete intransitive verb, and the form of the statement is (Subject + Incomplete Transitive Verb + Object + Complement). If an interrogative points out another object, the verb is Double Objective Transitive Verb and the form of the statement is (Subject + Double Objective Transitive Verb + Indirect Object + Direct Object). If an interrogative points out only a subject and a complement, the verb in a statement is an incomplete intransitive verb and the statement has the form of (Subject + Incomplete Intransitive Verb + Complement). If an interrogative points out a subject without having any object and complement, the verb is a complete intransitive verb. And the form of the statement is (Subject + Complete Intransitive Verb).  

When we change a basic statement or an original declarative statement with only one verb or one verb phrase into an interrogative question and an answer, the interrogative points out a subject, an object, or a complement respectively and makes it clear what form the statement has. This is as mentioned in the above. The subject, object, or complement frequently has an adjective at the front or back. The adjective sometimes has an adverb at the front or back. These adjective and adverb are modifiers. As mentioned in Item 3 " The way to get used to the parallel between Japanese and English", an interrogative points out these modifiers by getting each of them together as a unit word group with a subject, an object, or a complement for the purpose of making a clear indication of the parallel between Japanese and English. But there is a case where an interrogative points out any one of these modifiers separately. If a modifier pointed out by an interrogative is a word, we call the word a unit word.

A specific account is given below of what are above mentioned..

(Explanation 1)

I have a tree in my garden.
What do I have?
You have a tree.
Where do I have it?
You have it in your garden

"What" is pointing out a word group, "a tree". It is clear from the sense of the statement that "tree" is not a subject. Then "a tree" is an object or a complement. If "a tree" is working as a complement, it is representing a content of the subject, "I". But "a tree" is a plant and not a man and so it cannot represent the content of "I". Therefore "a tree" is an object. So the verb "have" is a complete transitive verb and "tree" is an object for "have". Now "where" is pointing out a modifier, " in my garden" giving an account of a place in which he has a tree. Thus the form of "I have a tree in my garden." is (Subject + Complete Transitive Verb + Object + Modifier).

(Explanation 2) @

He is a teacher.
What is he?@
He is a teacher.

"What" is pointing out "a teacher". "A teacher" is a complement or an object because "he" is a subject. "A teacher" is the content of "he". Therefore "a teacher" is a complement. So "is" is a verb needing a complement. Thus "is" is an incomplete intransitive verb, and "He is a teacher." has the form of (Subject + Incomplete Intransitive Verb + Complement).

(Explanation 3)

The man goes away.
Who goes away?@.
The man goes away.

"Who" is pointing out "the man". Seeing from the sense of the statement "the man" is a subject. There is not any object or complement. So "goes away" is a verb phrase and is a complete intransitive verb. "The man goes away." has the form of (Subject + Complete Intransitive Verb).

(Explanation 4)

I give him money.
What do I give him?
You give him money.
Who do I give money?
You give him money. 

 "What" is pointing out "money". "I" is a subject and so "money" is an object or a complement. If "money" is a complement, it is a content of "I" or "him". But "money" is a thing and cannot be the content of "I" or "him". So "money" is an object. "Who" is pointing out him. "Him" is an object or a complement. If it is a complement, it is the content of "I" but I cannot be him. So "him" is an object. "Money" and "him" are objects. Thus "give" is a double objective transitive verb having two objects. "Him" is an indirect object and "money" is a direct object. The form of "I give him money." is (Subject + Double Objective Transitive Verb + Indirect Object + Direct Object).

(Explanation 5)

He makes her happy.
How does he maker her?@
He makes her happy.@
Who does he make happy?
He makes her happy.

"who" is pointing out her. Her is an object or a complement. If it is a complement, it is the content of a subject, "he". But her is not he. Therefore her is an object. So "makes" is a transitive verb having an object, "her".

"How" is pointing out "happy". "Happy" is a complement or an object. If it is an object, "happy" is an adjective and not a noun and so "happy" cannot be an object. So "happy" is a complement. But "happy" is not a content of the subject "he" because a subject can have an object but cannot have a complement at the same time like it has an object. Therefore ghappyh is a content of the object, "her". Thus g"makes" is incomplete transitive verb having the object "her" and the complement "happy". "He makes her happy." has the form of (Subject + Incomplete Transitive Verb + Object + Complement).

In order to decide the form a statement with an interrogative we give attention to which word the interrogative is pointing out. Then we try to see which the interrogative is pointing out, subject, an object, or a complement. From the sense of the statement it is easy to see which word is working as a subject. So then we have to see which the word is, an object or a complement, when the word is being pointed out by the interrogative. For this we will see if the word is a content of the subject. If it is the content of the subject it is a complement and the verb is incomplete intransitive verb. If it is not a content of the subject, it is an object and the verb is a complete transitive verb. If an interrogative is pointing out two words, which are not contents of the subject, the two words are objects and the verb is a double objective verb. When an interrogative is pointing out two words, these two words cannot be complements because there is only one verb. Therefore if the two words are not objects, one of the two words is an object and another is a complement. In this case the verb is transitive verb because it has an object. The complement is that for the transitive verb. Namely the transitive verb has an object and a complement. But the word, the content of which is the complement, is not the subject because a subject cannot have an object and a complement at the same time like it has an object. Therefore the complement is that for the object. The transitive verb is called an incomplete transitive verb to make clear that it is different from a complete transitive verb. When an interrogative is pointing out two words, one of them is a complement if it is a content of the subject and the verb is incomplete intransitive verb. The other one is a modifier for the complement or the incomplete intransitive verb. When an interrogative is pointing out only a subject, the verb is a complete intransitive verb. The things, which are mentioned in the above, are the same as when a statement is formed of unit word groups.

If, for example, we put the following statement (1) into basic statements and make interrogative questions and answers from each basic statement, having in mind unit analytic statements, we see that interrogatives show the forms of each basic statement and the statement (1).I

(1)The sound of an airplane going through the air comes to my ears.
(2) The sound of an airplane comes to my ears.
(3) Where does it come?
(4) It comes to your ears.
(5) An airplane is going through the air.
(6) Where is it going?
(7) It is going through the air.
(8) The sound of an airplane going through the air comes to my ears.
(9) What sound comes to my ears?
(10) The sound of an airplane going through the air comes to your ears.

The statement (1) is a simple sentence with a phrase having one verb. So we analyze the phrase into a basic statement with only one verb in it. The phrase is an adjective phrase, "going through the air" modifying "an airplane". So we can make a basic statement, " An airplane is going through the air. (5)" Then the rest basic statement is "The sound of an airplane comes to my ears. (2)" These basic statements happen to be unit analytic statements. Thus if we make an interrogative question and answer from (2), we can have (3) and (4). If we do it from (5), we can have (6) and (7). If we do it from the statement (8), we can have (9) and (10). We make a basic statement (8) by putting together (2) and (5).

It can be seen from (3) and (4), that "where" is pointing out a modifier, "to my ears" in (2). In (2) "of an airplane" is a modifier. So the form of (2) is Subject + Modifier + Complete Intransitive Verb + Modifier. We see that in (5) "where" is pointing out a modifier, "through the air" if we look at (6) and (7). So the form of (5) is Subject + Complete Intransitive Verb + Modifier. In (8) "what" is pointing out a modifier, "of an airplane" and a modifier, "going through the air" if we look at (9) and (10). And we see from the form of (2) that the form of "comes to my ears" is Complete Intransitive Verb + Modifier. So we see that the form of (8) is Subject + Modifier +Complete Intransitive Verb{Modifier + Complete Intransitive Verb + Modifier.

(2) has the form of Subject + Modifier + Complete Intransitive Verb + Modifier and the first modifier, "of an airplane" is a prepositional adjective phrase modifying the subject, "the sound" and the second modifier, "to my ears" is a prepositional adverb phrase explaining where the sound comes. (5) has the form of Subject + Complete Intransitive Verb + Modifier and the modifier, "through the air" is a prepositional adverb phrase explaining where the airplane is going. (8) has the form of Subject + Modifier + Complete Intransitive Verb + Modifier + Complete Intransitive Verb + Modifier and the first modifier, "of an airplane" is a prepositional adjective phrase, the second modifier, "through the air" is a prepositional adverb phrase, and the third modifier, "to my ears" is a prepositional adverb phrase.

6 A specific example, the theory, the effect, and the notice

(Specific Example)

She gave Pess body a rub with all her efforts to make Pess better and tried to let Pess take water but Pess had been dead without making even the slightest movement in reaction to her touch on the body.
(1) She gave Pess body a rub with all her efforts.
(a) What did she give it?
(b) She gave it a rub.
(c) How did she give it a rub?
(d) She gave it a rub with all her efforts.
(2) She makes Pess better.
(e) How does she make Pess?
(f) She makes Pess better.
(3) She gave it a rub with all her efforts to make Pess better.
(g) Why did she give it a rub with all her efforts?
(h) She did it to make Pess better.
(4) Pess takes water.
(i) What does she take?
(j) She takes water.
(5) She tried to let Pess take water.
(k) What did she try to let Pess do?
(l) She tried to let Pess take water.
(6) Pess had been dead.
(m) How had she been?
(n) She had been dead.
(7) Pess did not make even the slightest movement in reaction to her touch on the body.
(o) What movement did she not make?
(p) Pess did not make even the slightest movement.
(q) How does Pess not make even the slightest movement?
(r) Pess did not make even the slightest movement in reaction to her touch on the body.  
(8) Pess had been dead without making even the slightest movement in reaction to her touch on the body.
(s) How had she been dead?
(t) She had been dead without making even the slightest movement in reaction to her touch on the body.

The red letters are No. 66 original text statements in the text, which is attached. The blue letters from (1) to (7) are basic statements. (5) and (6) are put together into (7). The black letters are interrogative questions and answers, which we make from basic statements.. In (1) we make an interrogative question (a) having in mind a unit analytic statement "She gave Pess body a rub." We make an interrogative question (c) having in mind a unit analytic statement "She gave it a rub with all her efforts.".In (2) to (7) basic statements are unit analytic statements. In (7) we make an interrogative question (o) having in mind a unit analytic statement "Pess did not make even the slightest movement."We make an interrogative question (q) having in mind a unit analytic statement "Pess did not make even the slightest movement in reaction to her touch on the body."In the following way we give an account of how the practice goes with use of the above mentioned text statements.

At the start of the practice the teacher verbally transfers all the learners the text statement, a basic statement (1), its interrogative question (a), and its answer (b), and lets all the learners voice them once or twice. The text does not have the basic statement (1), its interrogative question (a), and its answer (b). So the teacher is requited to have an ability to make verbal transfer of (1), (a), and (b). Then the learners make the practice looking at the text as mentioned below.

After the learner A voices, he puts a verbal question of (a) to the learner B. The learner B gives a verbal answer of (b) to the learner A. Then the learner A puts a verbal question of (c) to the learner B. The learner B gives a verbal answer of (d) to the learner A. Then the learners B and C do the same interrogative conversation as that which was done between the learners A and B. Then the same  conversation goes between C and D, D and E, and so on in turn and the last learner K does the conversation with the learner A. The first practice now comes to its end. At the start of the second practice the teacher verbally transfers all the learners a basic statement (2), its interrogative question (e) and its answer (f) and lets all the learners voice them once or twice. Then the second practice goes in the same way as at the first practice, starting with the learner B and ending with the learner B. The reason for the second start to go from the learner B is that all the learners are able to have an equal chance to voice the first basic statement and its interrogative question or questions to their next learner. The practices are pictured as shown below.

The first practice A¨ B ¨ C ¨ D ¨ E ¨ F ¨ G ¨ H ¨ I¨ J ¨ K¨A
The second practice

B¨ C ¨ D ¨ E¨ F ¨ G ¨ H ¨ I ¨ J ¨ K¨ A ¨ B

When a learner gives a wrong or no answer, he can have help from his teacher.

The teacher and the learners make the above practices looking at the text. The method gives every learner about an equal amount of teaching or practice. Every learner puts forward his homework on or by the next day of practice. Each homework has to have all each learner practiced on the day of practice. The teacher gives back the homework to every learner with his necessary correction and comment. He gets it fixed according to the learners' condition how much he has to make the practice go forward.

Someone makes right homework in accordance with a text. Then learners can use such homework for making the practice in the same way as above-mentioned. In this case one of the learners take the place of a teacher by turn with use of the homework. Or a teacher can be Americanlike voice of a program gReadPleaseh, which is as detailed in the following Item 7.

The number of the learners in one classroom is divided into 10 or less. For this purpose only when all the other lessons are over in all the classrooms, the English teaching starts in all or some of the empty classrooms. The following Item 8 gives one example of how we make a decision of the number of English teaching rooms, which are available from the empty classrooms, and also of the number of the learners in one teaching room. The same English teacher undertakes the teaching in one of the English teaching rooms. He selects which he does the teaching every day or every several days. In each of the other English teaching rooms, which cannot have an English teacher, a learner does the work of a teacher by turn or ReadPlease is used. In this case a correct homework is previously made and used in ReadPlease or by a learner to take the place of a teacher.

The learners are looking at their text. But the text does not have any basic statements and any interrogative questions and answers in it and so the learners are not easy in making verbal transfer of interrogative questions though they are more guided by looking at their text than they are normally making English. But the difficulty is giving the learners a real chance to do the learning. It is caused by their poor knowledge of putting an original statement into basic statements, putting them into unit analytic statements, and making them into interrogative questions. The method is suggesting to get such knowledge through experience by making the practice as above mentioned.

When the learners are used to the practice of the first sort at the first, the practice of the second sort goes with the text being looked at by the teacher but not by the learners. The teacher makes verbal transfer only of each original statement to each learner. This practice is started when several original statements go forward, for example, to the third original statement as listed below. The order, in which each original statement is transferred, is as listed below.

Learners

Original Statement Nos.

A

B

C

D

E

F

G

H

I

J

1   2   3

1

2

3

1

2

3

1

2

3

2   3   1

2

3

1

2

3

1

2

3

1

3   1   2

3

1

2

3

1

2

3

1

2

The teacher makes the above list by himself. He makes verbal transfer of the original statement 1 to the learner A. If the original statement 1 gives two basic statements, each of which gives two unit analytic statements, the learners, who are not looking at the text, do their practice as mentioned below.

The learner A does interrogative conversation with B about the first unit analytic statement of the first basic statement of the first original statement. Then the learner A does interrogative conversation with the learner B about the second unit analytic statement. The learners A and B do interrogative conversation every unit analytic statement of the second basic statement of the first original statement. Then the teacher makes verbal transfer of the second original statement to the learner B. The learner B does interrogative conversation with the learner C about the first unit analytic statement of the first basic statement of the second original statement in same way as in the conversations between the learners A and B. But the basic statements, unit analytic statements, and interrogative conversations are based in number and content on the second original statement. Then they do interrogative conversations between the learners CD, DE. EF, GH, and HI in the same way as between  AB and BC.

This sort of practice is like actual conversation and so learners may have a feeling of realty. Having each original statement by heart in a sort time, each learner will have to make it into each basic statement and interrogative question and put the question verbally to his next learner. Thus he has to make interrogative conversations by himself. 

(The theory of the method)

To get a trick of a foreign language is to imitate a foreign language like we intimated Japanese at the time of our child age. To imitate English is to imitate the parallels between Japanese and English and the connection between them. Interrogatives point out the parallels between Japanese and English and the connection between them. Therefore to do interrogative conversations is to intimate the parallels between Japanese and English and the connection between them and so it is the practice to intimate English.

(The effect of the method)

Verbal transfer of each basic statement, each unit analytic statement, and interrogative conversation, which each pair of the learners makes in turn through all the rest learners, gives such effects as mentioned below.

In order to do interrogative conversations we make analysis of a text statement into basic statements and then, if necessary, make further analysis of them into unit analytic statement. Theses analytic processes are tracing the work of words and unit word groups composing a text statement. They are made into interrogative conversations, which let us be able to be experienced in the work of words and unit word groups composing a text statement.

As mentioned in Item 6 we have two sorts of practice. One is to do the practice looking at a text. Another is to do the practice without looking at a text.

In the former practice a text does not have basic statements, unit analytic statements, and interrogative conversations. Therefore in order to get themselves ready for doing interrogative conversation well enough when their turn comes, the rest learners are giving attention to hearing each pair of preceding and following learners talking the same basic statement and interrogative conversation by the number, which varies between one and the number being one less than a total number of the learners in the teaching room. The practice is individual teaching to each pair of the learners but mass teaching to the rest learners. We give a name of "mass individual teaching" to the method.

‚hn the latter practice a learner is not looking at the text. He has from his teacher an original statement, which is always different from the one that his preceding learner had from the teacher. So the degree of difficulty, at which he has to voice basic statements and interrogative conversations, is accordingly increased.

Every learner is able to have about an equal amount of practice or teaching.

.In every practice each learner makes homework of what he has learnt and he has his homework checked by a teacher or any other capable person. Right homework can be used to make the practice between learners or family persons. In this case ReadPlease is used as a voice teacher or a learner or a family person takes a place of a teacher by turn To see ReadPlease, a learner or a family person operates a personal computer by turn.

If learners have to use English new words one after another, they have confusion. If they practice English without using any other words than those, which they have just learnt, and any common words such as interrogatives, prnouns, etc. there is no other way than to change text statements into interrogative questions and answers.

An interrogative points out the parallels between Japanese and English. These parallels are ranging senses, pronunciations, person, tense, inflection, indirect and direct speeches, subjunctive mood, etc. Thus the practice using interrogative conversations gives us a chance to get experiences in the knowledge of English covered with the range of that sort.

(The notice of the method)

Any way for the learning of English needs one's efforts until it is really of any use. The method gives a guide to the English learning. But you cannot come to any outcome of having English ability without doing your efforts. When we say English ability, there is a wide range of English ability, which Japanese persons may have. So it is impossible to say specifically what degree of English ability we may have as a result of our efforts..

8 One example of how to use the teaching rooms for the practice

One example of using teaching rooms for the practice is given below

1

From 1st to 3rd grades

2

3 classes for each grade

3

50 students in each class

4

450 students in total

5

9 teaching rooms in total

6

5 daysfteaching every week

7

One hourfs English lesson in one day every week

8

9 rooms for English lesson every school day

9

10 students in each teaching room

10

90 (9 x 10) students to have English lesson everyday

11

450 ( 5 x 90) students to have English lesson every week

An example of using the teaching rooms, each of which has 10 students, is given below.

No. of Teaching
Rooms

No. of Students
per day

No. of
teaching days
every week

 Total

No. of Class

 One

  10

   5

  50

One

 Four

  40

   5

 200

Four

 Four

  40

   5

 200

Four

9 teachers are necessaryevery day during each week. When the number of teachers is short, ReadPlease is used. We make a schedule to keep the allocation balance between English teachers and the number of ReadPlease. The way to operate ReadPlease is as mentioned in Item 7.

To Contents

9 Examples of a text and homework

These examples are shown below.

Text

No.

Original Statements

1

My dog h Pessh was dead on 17 July, 2006 because she had got too old to live any more.

2

She had been living about 18 years.

3

We had no idea of when she had been given birth.

4

Pess had been a stray dog.

5

She was very healthy.

6

She had two serious operations.

7

One was to take a cancer off her breast.

8

Another was to take away her uterus, which had been full of bacteria inflammation.

9

But she lived a long life.

10

We were moving in snow from Fujigaoka to Kitasenjyu on a very cold day at around the end of Jan. in 1984.

11

We started to go to our house in Kitasenjyu by rail after a truck had been loaded with all our things in Fujigaoka.

12

When we got to our house, we saw that not only our two daughters but one dog there had come..

13

My daughters had come from their places for a help with our moving.

14

They had got together very near a bright stove.

15

The dog had had on a blanket and gone down on its knees with its body touching the stove metal wall.

16

My daughters asked us to have the dog.

17

They found a dog in the space at the back of the house.

18

It was probable that the dog had been living in the house during the time when there had been nobody in the house.

19

They saw the dog putting up one of its front feet and had a feeling that it looked    like asking them to have her.

20

The dog es body was giving a shake.

21

The dog seemed very tired.

22

The cold air in snow must have been a serious damage to a feeble, stray dog who was kept waiting out in the street because we were in the house where the dog had been living before we moved there.

23

I had a fear that the dogfs skin might have a burn.

24

My daughters let the dog get near the stove, put a blanket on the body of it, and gave it a meal of egg liquid and milk, which they had made.

25

My younger daughter's thought was that the dog would go away with thanks for the meal.

26

She had no idea that such a meal would be a sign to the dog that we would have the dog.

27

In contrast to her my elder daughter is a lover of dogs and is used to the way dogs  do.

28

At our daughtersf request for us to have the dog, my wife and I were at a loss what to do because we had never had any experience of having a dog.

29

But we gave way to our daughters.

30

Then we thought that it would be necessary to be sure about no disease, which the dog may have.

31

I went to an animal doctor with my nephew who had the dog in his arms.

32

But on the way the dog ran away jumping out of his arms.

33

The dog may have had an idea that we would put it away.

34

I came back with my nephew thinking that if the dog had no desire to live with us, we would have no other way than we let it go.

35

But when we came back to the house we saw that the dog had been back there
earlier.

36

The dog was female, I gave her a name gPessh, and as mentioned in the above we had  a meeting with Pess for the first time.

37

Pess was a very quiet dog.

38

She never gave a cry of angry.

39

She gave a cry of pleasure with her head down and her hip up every time she saw us coming back again after we left her alone in our house.

40

Pess was a diplomatic dog who can be enough to get on well with our neighbors..

41

She had no fear to let any other persons give her body a touch.

42

She had rather a desire for it.

43

So she was like a living animal toy.

44

I often had a walk with Pess.

45

One day I was walking without Pess and then a man who went by me asked me why I was without Pess.

46

It seemed strange to him if I was walking without Pess.

47

Many persons, most of whom we met for the first time, loved Pess.

48

One day a woman, who was getting the road clean with a sweeper at the front of her house, saw Pess walking with me on the road at the opposite side.

49

Then she put down her sweeper and went quickly to Pess and started to give Pessf body a rub, saying what a lovely dog it is.

50

One day I was walking with Pess. Then I saw a woman coming on a bicycle towards me. As soon as she saw Pess, she got off and walked near Pess, saying how lovely
the dog was.

51

Some of the Sengendai middle school girls often said it was a lovely dog when they  looked at Pess on their way back.

52

Pess was not good at making motion and so sometimes went down on her face even when she was normally walking.

53

Pess ever had a fall even into a narrow, small drain at the side of the road near our house.

54

On the 2nd of July last year Pess suddenly started to have no desire to take any food.

55

Since then Pess seemed to have been getting feeble day by day.

56

From the 8th July this year Pess started to be unable to get out of bed any more.

57

The bed was a simple blanket in the landing of our house.

58

My wife had to look after Pess closely for about 10 days.

59

She kept moving Pess about in the bed so that her body may be in the shade of the sun's rays coming in through the glass door.

60

The Pess body had become so light that we can lift it up easily.

61

These about 6 months Pess did not make any sound with her mouth shut.

62

She was getting feeble more and more.

63

From the look on the face of Pess it seemed as if she had been conscious of her death to come soon.

64

On 17th July my wife went to a super market gSatyh and was back at around 11 a.m. and watched Pess by throwing her parcels quickly into the kitchen.

65

Pess was in bed in the landing and was looking quite serious

66

She gave Pess body a rub with all her efforts to make Pess better and tried to let Pess take water but Pess had been dead without making even the slightest movement in reaction to her touch on the body of it.

67

Pess had been wating for my wife to be back from Saty.

68

Until my wife was back Pess had to keep an eye on our house with no one in it because at that time I was at a hospital about trouble with my feet.

69

Right after my wife was back Pess found it unnecessary to live any more for the protection of our house.

70

My wife was unable to keep back her tears and was rubbing Pess body in voice full of sadness.which was still warm and soon started to be getting cold.

71

Mrs. Ito and Mrs. Kinoshita, our neighbors and lovers of Pess, came to our house for Pess on that day and were getting down on their knees at the front of the Pess dead body with their eyes full of tears.

72

They gave pretty flowers to Pess for their wish for Pess happy existence in another world of her death.

73

Most of the things, which we ever did for Pess during the past 18 years, will put us in mind of our lovely Pess.

74

When I was going to have a walk every morning I was able to see Pess sitting down there in the landing because of her senility and she was looking at me.

75

But now it is never like that again..

76

A deep lonesome and sadness came over me while I was looking at the empty place in the landing where Pess had ever been getting down on her lovely knees.

Homework

No.

 Original Statements, Basic Statements, and Interrogative Questions and Answers

1

My dog "Pess" was dead on 17 July, 2006 because she had got too old to live any more.
My dog " Pess" was dead on 17 July, 2006.
How was she?
She was dead
When was she dead?
She was dead on 17 July, 2006.
She had got too old.
How old had she got?
She had got too old.
She lives some more.
How does she live?
She lives some more.
She had got too old to live any more.
How too old had she got?
She had got too old to live any more.
My dog gPessh was dead on 17 July, 2006 because she had got too old to live any more.
Why was she dead on 17 July, 2006?
It is because she had got too old to live any more.

2

She had been living about 18 years.
How many years had she been living?
She had been living about 18 years. 

3

We had no idea of when she had been given birth.
We had no idea.
What idea did we have?
You had no idea.
She had been given birth.
What had she been given?
She had been given birth.
We had no idea of when she had been given birth.
What idea did we have of?
You had no idea of when she had been given birth.

4

Pess had been a stray dog.
What dog had she been?
She had been a stray dog.

5

She was very healthy.
How healthy was she?
She was very healthy.

6

She had two serious operations.
What operations did she have?
She had two serious operations

7

One was to take a cancer off her breast.
The doctor took a cancer off her breast.
What did he take?
He took a cancer.
What did he take it off?
He took it off her breast.
One was to take a cancer off her breast.
What was one?
It was to take a cancer off her breast.

8

Another was to take away her uterus, which had been full of bacteria inflammation.
The doctor took away her uterus.
What did he take away?
He took away her uterus.
Her uterus had been full of bacteria inflammation.
How had it been?
It had been full.
What had it been full of?
It had been full of bacteria inflammation.
Another was to take away her uterus.
What was another?
It was to take away her uterus.
Another was to take away her uterus, which had been full of bacteria inflammation.
What uterus was it to take away?
It was to take away her uterus, which had been full of bacteria inflammation.

9

But she lived a long life.
She lived a long life.
What life did she live?
She lived a long life.

10

We were moving in snow from Fujigaoka to Kitasenjyu on a very cold day at around the end of Jan. in 1984.
How were we moving?
We were moving in snow.
Where were we moving?
You were moving from Fujigaoka to Kitasenjyu.
What day were we moving on?
You were moving on a very cold day.
When were we moving?
You were moving at around the end of Jan. in 1984.

11

We started to go to our house in Kitasenjyu by rail after we had had our truck loaded with all our things in Fujigaoka.
We go to our house in Kitasenjyu by rail.
Where do we go?
You go to your house in Kitasenjyu.
How do we go there?
You go there by rai
We started to go to our house in Kitasenjyu by rail.
What did we start?
You started to go to your house in Kitasenjyu.by rail.
Our truck had been loaded with all our things in Fujigaoka..
What had it been loaded with?
It had been loaded with all your things.
Where had it been loaded with them?
It had been loade with them in Fujigaoka.
We had had our truck loaded with all our things in Fujigaoka.
What had we had our truck done?
You had had your truck loaded with all your things.
Where had we had our truck loaded with them?
You had had your truck loaded with them in Fujigaoka..
We started to go to our house in Kitasenjyu by rail after we had had our truck loaded with all our things in Fujigaoka.
When did we start to go to our house in Kitasenjyu by rail?
You started to go there by rail after you had had your truck loaded with them.

12

When we got to our house, we saw that not only our two daughters but one dog had come there.
We got to our house.
Where did we get?
You got to your house.
Not only our two daughters but one dog had come there.
Who had come there?
Not only our two daughters but one dog had come there.
We saw that not only our two daughters but one dog had come there.
What did we see?
You saw that not only your two daughters but one dog had come there.
When we got to our house, we saw it.
When did we see it?
You saw it when you got to your house.

13

My daughters had come from their places for help with our moving.
Where had they come from?
They had come from their places.
What had they come for?
They had come for help with our moving.

14

They had got together very near a bright stove.
Where had they got together?
They had got together very near a bright stove.

15

The dog had had a blanket on and gone down on its knees with its body touching the stove metal wall.
The dog had had a blanket on.
What had it had on?
It had had a blanket on.
The dog had gone down on its knees.
What had it gone down on?
It had gone down on its knees.
Its body had been touching the stove metal wall.
What had it been touching?
It had been touching the stove metal wall.
The dog had gone down on its knees with its body touching the stove metal wall.
How had it gone down on its knees?
It had gone down on its knees with its body touching the stove metal wall.

16

My daughters asked us to have the dog.
We will have the dog.
What will we have?
You will have the dog.
My daughters asked us to have the dog.
What did they ask us?
They asked you to have the dog.

17

They found a dog in the space at the back of the house.
What did they find?
They found a dog.
Where did they find a dog?
They found a dog in the space at the back of the house.

18

It was probable that the dog had been living in the house while there had been nobody in the house.
It was probable.
How was it ?
It was probable.
The dog had been living in the house.
Where had it been living?
It had been living in the house.
There had been no body in the house.
What had there been?
There had been no body.
Where had there been no body?
There had been no body in the house
It was probable that the dog had been living in the house.
What was it probable?
It was probable that the dog had been living in the house.
The dog had been living in the house during the time when there had been nobody in the house.
During what time had it been living in the house?
It had been living in the house while there had been nobody in the house.

19

They saw that the dog was putting up one of its front feet looking like it was asking them to have her.
The dog was putting up one of its front feet.
What was it putting up?
It was putting up one of its front feet.
We will have her.
Who will we have?
You will have her..
It was asking them to have her.
What was it asking them?
It was asking them to have her.
It was looking like it was asking them to have her.
How was it looking?
It was looking like it was asking them to have her.
The dog was putting up one of its front feet looking like it was asking them to have her.
How was it putting up one of its front feet?
It was putting up one of its front feet looking like it was asking them to have her.
They saw that the dog was putting up one of it front feet.
What did they see?
They saw that the dog was putting up one of its front feet.

20

The dog es body was giving a shake. 
What was it giving?
It was giving a shake.

21

The dog seemed very tired.
How tired did it seem?
It seemed very tired.

22

The cold air in snow must have been a serious damage to a feeble, stray dog who was kept waiting out in the street because we were in the house where the dog had been living before we moved there.
The cold air in snow must have been a serious damage to a feeble, stray dog.
What has it been?
It has been a serious damage to a feeble stray dog.
The dog was kept waiting out in the street.
What was she kept doing?
She was kept waiting.
Where was she kept waiting?
She was kept waiting out in the street.
We were in the house.
Where were we?
You were in the house.
The dog had been living in the house.
Where had it been living?
It had been living in the house.
We moved there.
Where did we move?
You moved there.
The cold air in snow must have been a serious damage to a feeble, stray dog who was kept waiting out in the street.
What dog must it have been a serious damage to?
It must have been a serious damage to a feeble, stray dog who was kept waiting out in the street.
She was kept waiting out in the street because we were in the house.
Why was she kept waiting out in the street?
It was because you were in the house.
We were in the house where the dog had been living.
What house were we in?
You were in the house where the dog had been living.
The dog had been living in the house before we moved there.
When had it been living in the house?
It had been living in the house before we moved there.

23

I had a fear that the dog's skin might have a burn.
The dogfs skin may have a burn.
What may it have?
It may have a burn.
I had a fear.
What did I have?
You had a fear.
I had a fear that the dogfs skin might have a burn.
What fear did I have?
You had a fear that the dogfs skin might have a burn.

24

My daughters let the dog get near the stove, put a blanket on the body of it, and gave it a meal of egg liquid and milk, which they had made.
The dog gets near the stove
Where did it get?
It got near the stove.
My daughters let the dog get near the stove.
What did they let the dog do?
They let it get near the stove.
They put a blanket on the body of it.
What did they put?
They put a blanket.
Where did they put it?
They put it on the body of it.
They gave it a meal of egg liquid and milk.
What did they give it?
They gave it a meal of egg liquid and milk.
They had made a meal of egg liquid and milk.
What had they made?
They had made a meal of egg liquid and milk.
They gave it a meal of egg liquid and milk, which they had made.
What meal did they give it?
They gave it a meal of egg liquid and milk, which they had made.

25

My younger daughter's thought was that the dog would go away with thanks for the meal.
The dog will go away with thanks for the meal.
How will it go away?
It will go away with thanks for the meal.
My younger daughterfs thought was that the dog would go away with thanks for the meal.
What was it?
It was that the dog would go away with thanks for the meal.

26

She had no idea that such a meal would be a sign to the dog that we would have the dog.
She had no idea.
What did she have?
She had no idea.
Such a meal will be a sign to the dog.
What will it be?
It will be a sign to the dog.
She had no idea that such a meal would be a sign to the dog.
What idea did she have?
She had no idea that such a meal would be a sign to the dog.
Such a meal would be a sign to the dog that we would have the dog..
What sign would it be?
It would be a sign to the dog that you would have the dog..

27

In contrast to her my elder daughter is a lover of dogs and is used to the way dogs do.
In contrast to her my elder daughter is a lover of dogs.
What is she?
She is a lover of dogs.
How is she a lover of dogs?
In contrast to her she is a lover of dogs.
Dogs do the way.
What do dogs do?
Dogs do the way.
She is used to the way dogs do.
What is she used to?
She is used to the way dogs do.

28

At our daughtersf request for us to have the dog, my wife and I were at a loss what to do because we had never had any experience of having a dog.
We have the dog.
What do we have?
You have the dog.
My wife and I were at a loss what to do
How were we?
You were at a loss what to do.
At our daughtersf request for us to have the dog my wife and I were at a loss what to do.
How were we at a loss what to do?
At our daughtersf request for us to have the dog you were at a loss what to do.
We had never had any experience.
What had we never had?
You had never had any experience.
We have a dog.
What do we have?
You have a dog.
We had never had any experience of having a dog.
What experience had we never had?
You have never had any experience of having a dog.
‚`t a request of our daughters' request for us to have the dog my wife and I were at a loss what to do because we had never had any experience of having a dog.
Why were we at a loss what to do at our daughters' request for us to have the dog?
It is because you had never had any experience of having a dog.

29

But we gave way to our daughters.
We gave way to our daughters.
Who did we give way to?
You gave way to your daughters.

30

Then we thought that it would be necessary to be sure about no disease, which the dog has.
It will be necessary.
How will it be?
It will be necessary.
We were sure.
How were we?
You were sure.
We are sure about no disease.
What are we sure about?
You are sure about no disease.
The dog has no disease
What does it have?
It has no disease.
It will be necessary to be sure about no disease.
What will it be necessary?
It will be necessary to be sure about no disease.
We are sure about no disease, which the dog may have.
What disease are we sure about?
You are sure about no disease, which the dog may have.
We thought that it would be necessary to be sure about no disease, which the dog  has.
What did we think?
You thought that it would be necessary to be sure about no disease, which the dog  has.

31

I went to an animal doctor with my nephew who had the dog in his arms.
I went to an animal doctor with my nephew.
Who did I go to?
You went to an animal doctor.
Who did I go with?
You went with your nephew.
My nephew had the dog in his arms.
What did he have?
He had the dog.
Where did he have it?
He had it in his arms.
I went to an animal doctor with my nephew who had the dog in his arms.
What nephew did I go to an animal doctor with?
You went to an animal doctor with your nephew who had the dog in his arms.

32

But on the way the dog ran away jumping out of his arms.
On the way the dog ran away.
Where did it run away?
On the way it ran away.
The dog jumped out of his arms.
What did it jump out of?
It jumped out of his arms.
On the way the dog ran away jumping out of his arms.
How did it run away on the way?
On the way it ran away jumping out of his arms.

33

The dog may have had an idea that we would put it away.
The dog may have had an idea.
What may it have had?
It may have had an idea.
We will put it away.
What will we put away?
You will put it away.
The dog may have had an idea that we would put it away.
What idea may it have had?
It may have had an idea that we would put it away.

34

I came back with my nephew thinking that if the dog had no desire to live with us, we would have no other way than we let it go.
I came back with my nephew.
Who did I come back withH
You came back with your nephew.
The dog lives with us.
Who does it live with ?
It lives with you.
The dog has no desire.
What does it have ?
It has no desire.
The dog has no desire to live with us.
What does it have no desire?
It has no desire to live with you.
We will have no other way.
What way will we have?
You will have no other way.
We let it go.
What do we do?
You let it go?
If the dog had no desire to live with us, we would have no other way.
In what condition would we have no other way?
If it had no desire to live with you, you would have no other way.
We would have no other way than we let it go.
How would we have no other way?
You would have no other way than you let it go.
I think that if the dog had no desire to live with us, we would have no other way.
What do I think?
You think that if the had no desire to live with you, you would have no other way.
I came back with my nephew thinking that if the dog had no desire to live with us,
we would have no other way than we let it go.
How did I come back with my nephew?
You came back with your nephew thinking that if the dog had no desire to live with you, you would have no other way than you let it go.

35

But when we came back to the house we saw that the dog had been back there
earlier.
We came back to the house.
Where did we come back?
You came back to the house.
The dog had been back there earlier.
Where had it been back?
It had been back there.
How had it been back there?
It had been back there earlier.
We saw that the dog had been back there earlier.
What did we see?
You saw that it had been back there earlier.
When we came back to the house we saw that the dog had been back there earlier.
When did we see that it had been back there earlier?
When you came back to the house you saw that it had been back there earlier.

36

The dog was female, I gave her a name gPessh, and as mentioned in the above we had  a meeting with Pess for the first time.
The dog was female.
What was it?
It was female.
I gave her a name gPessh.
What did I give her?
You gave her a name gPessh.
Things are mentioned in the above.
Where are they mentioned?
They are mentioned in the above.
We had a meeting with Pess for the first time.
What did we have?
You had a meting.
Who did we have a meeting with?
You had a meeting with Pess.
How did we have a meeting?
You had a meeting for the first time.
As mentioned in the above we had a meeting with Pess for the first time.
How did we have a meeting with Pess for the first time?
As mentioned in the above you had a meeting with Pess for the first time.

37

Pess was a very quiet dog.
What quite dog was she?
She was a very quiet dog.

38

She never gave a cry of angry.
What did she never give?
She never gave a cry of angry.

39

She gave a cry of pleasure with her head down and her hip up every time she saw us coming back again after we had left her alone in our house.
She gave a cry of pleasure with her head down and her hip up.
What did she give?
She gave a cry of pleasure.
How did she gave a cry of pleasure?
She gave a cry of pleasure with her head down and her hip up.
She saw us coming back again.
What did she see us doing?
She saw us coming back again.
We come back again.
How did we come back?
You come back again.
We had left her alone in our house.
How had we left her?
You had left her alone.
Where had we left her?
You had left her in your house.
She gave a cry of pleasure with her head down and her hip up every time she saw us coming back again.
When did she give a cry of pleasure with her head down and her hip up?
She gave a cry of pleasure with her head down and her hip up every time she saw you coming back again.
She saw us coming back again after we had left her alone in our house.
When did she see us coming back again?
She saw you coming back again after you had left her alone in your house.

40

Pess was diplomatic enough to get on well with our neighbors.
Pess was diplomatic.
How was she?
She was diplomatic.
She got on well with our neighbors.
Who did she get on well with?
She got on well with our neighbors.
She was diplomatic enough to get on well with ourneighbors.
How deplomatic was she?
She was diplomatic enough to get on well with our neighbors.

41

She had no fear to let any other persons give her body a touch.
Any other persons give her body a touch.
What did they give it?
They gave it a touch.
She had no fear to let any other persons give her body a touch.
What fear did she have?
She had no fear to let any other persons give her body a touch.

42

She had rather a desire for it.
What did she have?
She had a desire for it.
How did she have a desire for it?
She had rather a desire for it.

43

So she was like a living animal toy.
What toy was she like?
She was like a living animal toy.

44

I often had a walk with Pess.
What did I have?
You had a walk.
How did I have a walk?
You often had a walk.
Who did I have a walk with?
You had a walk with Pess.

45

One day I was walking without Pess and then a man who went by me asked me why I was without Pess.
One day I was walking without Pess.
When was I walking?
One day you were walking.
How was I walking?
You were walking without Pess.
A man went by you.
Who did he go by?
A man went by you. .
A man who went by me asked me.  .
What person asked me? .
A man who went by you asked you. .
A man asked me why I was without Pess.
What did he ask me? .
He asked you why you were without Pess.

46

It seemed strange to him if I was walking without Pess.
It seemed strange to him.
How did it seem?
It seemed strange.
Who did it seem strange to?
It seemed strange to him.
I was walking without Pess.
What was I walking without?
You were walking without Pess.
It seemed strange to him if I was walking without Pess.
In what condition did it seem strange to him?
It seemed strange to him if I was walking without Pess.

47

Many persons, most of who we met for the first time, loved Pess.
Many persons loved Pess.
Who loved Pess?
Many persons loved Pess.
We met most of many persons for the first time.
Who did we meet?
You met most of many persons.
How did we meet them?
You met them for the first time.
Many persons, most of who we met for the first time, loved Pess.
What persons loved Pess?
Many persons, most of who we met for the first time, loved Pess.

48

One day a woman, who was getting the road clean with a sweeper at the front of her house, saw Pess walking with me on the road at the opposite side.
One day a woman was getting the road clean with a sweeper at the front of her house.
What was she getting clean?
She was getting the road clean.
What was she getting it clean with?
She was getting it clean with a sweeper.
Where was she getting it clean?
She was getting it clean at the front of her house.
Pess was walking with me on the road at the opposite side.
Who was she walking with?
She was walkig with you.
Where was she walking ?
She was walking on the road at the opposite side.
One day a woman saw Pess walking with me on the road at the opposite side.
What did she see Pess doing?
She saw Pess walking.
When did she see Pess walking?
One day she saw Pess walking.
Who did she see Pess walking with ?
She saw Pess walking with you.
Where did she see Pess walking ?
She saw Pess walking on the road at the opposite side.
One day a woman, who was getting the road clean with a sweeper at the front of
her house, saw Pess walking with me on the road at the opposite side.
What woman saw Pess walking with me on the road at the opposite side?
A woman, who was getting the road clean with a sweeper at the front of her house,
saw Pess walking with you on the road at the opposite side.

49

Then she put down her sweeper and went quickly to Pess and started to give Pessf body a rub, saying what a lovely dog it is.
She put down her sweeper.
What did she put down?
She put down her sweeper.
She went quickly to Pess.
How did she go?
She went quickly.
What did she go to?
She went to Pess.
She gave Pess body a rub.
What did she give it ?
She gave it a rub.
She started to give Pess body a rub.
What did she start?
She started to give Pess body a rub.
It is a very lovely dog.
What dog is it ?
It is a very lovely dog.
She was saying what a lovely dog it is.
What was she saying?
She was saying what a lovely dog it is.
She started to give Pess body a rub, saying what a lovely dog it is.
How did she start to give Pess body a rub?
She started to give it a rub, saying what a lovely dog it is.

50

One day I was walking with Pess. Then I saw a woman coming on a bicycle towards me. As soon as she saw Pess, she got off and went to Pess, saying how lovely
the dog was.
One day I was walking with Pess.
When was I walking?
One day you were walking.
Who was I walking with?
You were walking with Pess
A woman was coming on a bicycle towards me.
What was she coming on?
She was coming on a bicycle.
Who was she coming towards?
She was coming towards you.
I saw a woman coming on a bicycle towards me.
What did I see a woman doing?
You saw a woman coming on a bicycle towards you.
She saw Pess.
Whom did she see?
She saw Pess.
She got off.
What did she do?
She got off.
As soon as she saw Pess she got off.
When did she get off?
She got off as soon as she saw Pess 
She went to Pess.
Where did she go? .
She went to Pess. .
The dog was lovely.
How was it?
It was lovely.
She was saying how lovely the dog was.
What was she saying?
She was saying how lovely the dog was.
She went to Pess, saying how lovely the dog was.
How did she go to Pess?
She went to Pess, saying how lovely the dog was.

51

Some of the Sengendai middle school girls often said it was a lovely dog when they  saw Pess on the way back from school.
It was a lovely dog.
What dog was it?
It was a lovely dog.
They saw Pess on the way back from school.
Who did they see?
They saw Pess.
When did they see Pess?
They saw Pess on the way back from school.
Some of the Sengendai middle school girls often said.
How did they say?
They often said.
Some of the Sengendai middle school girls often said when they saw Pess on the way back back from school.
When did they say?
They said when they saw Pess on the way back from school.
Some of the Sengendai middle school girls often said it was a lovely dog.
What did they often say?
They often said it was a lovely dog.

52

Pess was not good at making motion and so sometimes went down on her face even when she was normally walking.
Pess makes motion.
What does she make?
She makes motion.
She was not good.
How was she not?
She was not good.
Pess was not good at making motion.
What was she not good at?
She was not good at making motion.
Sometimes Pess went down on her face.
What did she do?
She went down on her face.
When did she go down on her face?
Sometimes she went down on her face.
She was normally walking.
How was she walking?
She was normally walking..
Pess went down on her face even when she was normally walking.
When did she go down on her face?
She went down on her face even when she was normally walking.

53

Pess ever had a fall even into a narrow, small drain at the side of the road near our house.
What did she have?
She had a fall.
How did she have a fall ?
She ever had a fall.
What did she have a fall into ?
She had a fall into a narrow, small drain at the side of the road near our house.
How did she have a fall into the drain?
She had a fall even into the drain.

54

On the 2nd of July last year Pess suddenly started to have no desire to take any food.
On the 2nd of July last year Pess suddenly started.
When did she start?
On the 2nd of July last year she started. .
How did she start?
She suddenly started.
She had no desire.
What did she have?
She had no desire.
She takes some food.
What does she take?
She takes some food.
Pess suddenly started to have no desire to take any food. .
What did she suddenly start?
She suddenly started to have no desire to take any food.

55

Since then Pess seemed to have been getting feeble day by day.
How has she been getting?
She has been getting feeble.
How has she been getting feeble?
She has been getting feeble day by day.
From when did she seem to have been getting feeble?
Since then she seemed to been getting feeble.

56

From the 8th July this year Pess started to be unable to get out of bed any more.
From the 8th July this year Pess started.
When did she start?
From the 8th July this year Pess started.
She was unable to get out of bed any more.
What was she unable to get out of?
She was unable to get out of bed.
How was she unable to get out of bed?
She was unable to get out of bed anymore.
Pess started to be unable to get out of bed any more.
What did she start?
She started to be unable to get out of bed anymore.

57

The bed was a simple blanket in the landing of our house.
What was the bed?
It was a simple blanket in the landing of our house.

58

My wife had to look after Pess closely for about 10 days.
Who did she have to look after ?
She had to look after Pess.
How many days did she have to look after Pess.?
She had to look after Pess for about 10 days.

59

She kept moving about the bed with Pess on it so that her body may be in the shade of the sun's rays coming in through the glass door.
She moved about the bed with Pess on it.
What did she move about?
She moved about the bed with Pess on it.
Her body may be in the shade of the sun's rays.
Where may it be?
It may be in the shade of the sun's rays.
The sun's rays were coming in through the glass door.
What were they coming in through?
They were coming in through the glass door
She kept moving about the bed with Pess on it so that her body may be in the shade of the sun's rays coming in through the glass door.
Why did she keep moving about the bed with Pess on it?
It is because she wanted to keep Pess body out of the sun's rays coming in through the glass door.

60

The Pess body had become so light that we were able to lift it up easily.
The Pess body had become light.
How had it become?
It had become light.
We were able to lift it up easily.
What were we able to lift up?
You were able to lift it. up
How were we able to lift it up?
You were able to lift it up easily.
The Pess body had become so light that we were able to lift it up easily.
How light had it become ?
It had become so light that we were able to lift it up easily.    

61

These about 6 months Pess did not make any sound with her mouth shut.
What did she not make?
She did not make any sound.
How many months did she not make any sound?
These 6 months she did not make any sound.
How did she not make any sound?
She did not make any sound with her mouth shut.

62

She was getting feeble more and more.
How was she getting ?.
She was getting feeble.
How was she getting feeble.
She was getting feeble more and more.

63

From the look on the face of Pess it seemed as if she had been conscious of her death to come soon.
She had been conscious of her death.
What had she been conscious of?
She had been conscious of her death.
Her death comes soon.
What comes soon?
Her death comes soon.
She had been conscious of her death to come soon.
What death had she been conscious of?
She had been conscious of her death to come soon.
From the look on the face of Pess it seemed as if she had been conscious of her
death to come soon.
What did it seem like from the look on the face of Pess?
From the look on her face it seemed as if she had been conscious of her death
to come soon.

64

On 17th July my wife went to a super market "Saty" and was back at around 11 a.m. and watched Pess by throwing her parcels quickly into the kitchen.
On 17th July my wife went to a super market "Saty".
Where did she go?
She went to a super market "Saty".
She was back at around 11 a.m.
When was she back?
She was back at around 11 a.m.
She watched Pess
What did she watch?
She watched Pess.
She threw her parcels quickly into the kitchen.
What did she throw?
She threw her parcels.
What did she throw them into?
She threw them into the kitchen.
How did she threw them?
She threw them quickly.
She watched Pess by throwing her parcels quickly into the kitchen.
How did she watch Pess?
She watched Pess by throwing her parcels quickly into the kitchen.

65

Pess was in bed in the landing and her condition was looking quite serious
Pess was in bed in the landing.
Where was she?
She was in bed in the landing.
Her condition was looking quite serious.
How serious was she looking ?
She was looking quite serious,

66

She gave Pess body a rub with all her efforts to make Pess better and tried to let Pess take water but Pess had been dead without making even the slightest movement in reaction to her touch on the body.
She gave Pess body a rub with all her efforts.
What did she give it?
She gave it a rub.
How did she give it a rub?
She gave it a rub with all her efforts.
She makes Pess better.
How does she make Pess?
She makes Pess better.
She gave it a rub with all her efforts to make Pess better.
Why did she give it a rub with all her efforts?
She did it to make Pess better.
Pess takes water.
What does she take?
She takes water.
She tried to let Pess take water.
What did she try to let Pess do?
She tried to let Pess take water.
Pess had been dead.
How had she been?
She had been dead.
Pess did not make even the slightest movement in reaction to her touch on the body.
What movement did she not make?
Pess did not make even the slightest movement.
How does Pess not make even the slightest movement?
Pess did not make even the slightest movement in reaction to her touch on the body. 
Pess had been dead without making even the slightest movement in reaction to her touch on the body.
How had she been dead?
She had been dead without making even the slightest movement in reaction to her touch on the body.

67

Pess had been wating for my wife to be back from "Saty".
Pess had been waiting for my wife.
Who had she been waiting for?
She had been waiting for my wife.
My wife is back from "Saty".
How is she?
She is back.
What is she back from?
She is back from "Saty".
Pess had been waiting for my wife to be back from "Saty".
What was she waiting?
She was waiting for my wife to be back from "Saty".

68

Until my wife was back Pess had to keep an eye on our house with no one in it because at that time I was at a hospital about trouble with my feet. All the persons in my house were my wife and I.
My wife was back.
How was she?
She was back.
Pess had to keep an eye on our house with no one in it.
What did she have to keep an eye on?
She had to keep an eye on your house with no one in it.
Until my wife was back Pess had to keep an eye on our house with no one in it.
Till when did she have to keep an eye on our house with no one in it?
Until your wife was back she had to keep an eye on your house with no one in it.
At that time I was at a hospital about trouble with my feet.
Where was I?
You were at a hospital.
When was I at a hospital?
At that time you were hospital.
What was I at a hospital about?
You were at a hospital about trouble with your feet.
Pess had to keep an eye on our house with no one in it because at that time I was in a hospital about trouble with my feet.
Why did she have to keep an eye on our house with no one in it?
It is because at that time you were at a hospital about trouble with your feet.
All the persons in my house were my wife and I.
Who were they?
They were your wife and you.

69

Right after my wife was back Pess found it unnecessary to live any more for the protection of our house.
My wife was back.
How was she?
She was back.
Pess found it unnecessary.
How did she find it?
She found it unnecessary.
Pess does not live any more for the protection of our house.
What does she not live any more for?
She does not live any more for the protection of our house
Right after my wife was back Pess found it unnecessary to live any more for the protection of our house.
When did Pess find it unnecessary to live any more for the protection of our house?
Right after your wife was back she found it unnecessary to live any more for
protection of your house.

70

My wife was unable to keep back her tears and was rubbing Pess body in voice full of sadness.which was still warm and soon started to be getting cold.
My wife was unable to keep back her tears.
What was she unable to keep back?
She was unable to keep back her tears.
She was rubbing the Pess body in voice full of sadness.
What was she rubbing?
She was rubbing the Pess Body.
How was she rubbing it?
She was rubbing it in voice full of sadness.
The Pess body was still warm.
How warm was it?
It was still warm.
The Pess body was getting cold.
How was it getting?
It was getting cold.
The Pess body soon started to be getting cold.
What did it soon start?
It soon started to be getting cold.
How did it start to be getting cold?
It soon started to be getting cold.
My wife was rubbing the Pess body in voice full of sadness, which was still warm and soon started to be getting cold.
What Pess body was she rubbing in voice full of sadness?
She was rubbing the Pess body in voice full of sadness. which was still warm and soon started to be getting cold.

71

Mrs. Ito and Mrs. Kinoshita, our neighbors and lovers of Pess, came to our house for Pess on that day and were getting down on their knees at the front of the Pess dead body with their eyes full of tears.
Mrs.Ito and Mrs Kinoshita, our neighbors and lovers of Pess, came to our house for Pess on that day.
Where did they come?
They came to your house.
Who did they come for?
They came for Pess.
When did they come?
They came on that day.
They were getting down on their knees at the front of the Pess dead body with their eyes full of tears.
Where were they getting down on their knees?
They were getting down on their knees at the front of Pess dead body.
How were they getting down on their knees?
They were getting down on their knee with their eyes full of tears.

72

They gave pretty flowers to Pess for their wish for Pess happy existence in another world of her death.
What did they give?
They gave pretty flowers.
Who did they give them to?
They gave them to Pess.
What did they give them for?
They gave them for their wish for Pessf happy existence in another world of
her death..

73

Most of the things, which we ever did for Pess during the 18 past years, will put us in mind of our lovely Pess.
We ever did most of the things for Pess during the 18 past years.
What did we ever do?
We ever did most of the things.
During how many past years did we ever do them?
We ever did them during the 18 past years.
Most of the things will put us in mind of our lovely Pess.
What will put us in mid of Pess?
Most of the things will put us in mind of your lovely Pess.
Most of the things, which we ever did during the 18 past years, will put us in mind of our lovely Pess.
What things will put us in mind of your lovely Pess?
Most of the things, which you ever did during the 18 past years, will put you in mind of your lovely Pess.

74

When I was going to be away from home for walk every morning I was able to see Pess sitting down there in the landing because of her senility and she was looking at me.
I was going to be away from home for a walk every morning.
How was I going to be?
You were going to be away.
What was I going to be away from?
You were going to ba away from home.
What was I going to be away for?
You were going to be away for a walk.
When was I going to be away?
You were going to be away every morning.
Pess was sitting down there in the landing because of her senility.
Where was she sitting down?
She was sitting down there in the landing.
Why was she sitting down?
She was sitting down because of her senility.
I was able to see Pess sitting down there in the landing because of her senility.
What was I able to see Pess doing?
You were able to see Pess sitting down there in the landing because of her senility.
She was looking at me.
Who was she looking at ?
She was looking at you.
When I was going to be away from home for a walk every morning, I was able to see Pess sitting down there in the landing because of her senility and she was looking at me
When was I able to see Pess sitting down there in the landing because of her senility and was she looking at me?
When you were going to be away from home for a walk every morning, you were able to see Pess sitting down there in the landing because of her senility and she was looking at you.

75

But now it is never like that again..
Now it is never like that again.
What is it never like?
It is never like that.
How is it never like that?
Now it is never like that again.

76

A deep lonesome and sadness came over me while I was looking at the empty place in the landing where Pess had ever been getting down on her lovely knees.
A deep lonesome and sadness came over me.
What came over me?
A deep lonesome and sadness came over you.
I was looking at the empty place in the landing.
What was I looking at?
You were looking at the empty place in the landing.
Pess had ever been getting down on her lovely knees.
What had she ever been doing?
She had ever been getting down on her lovely knees.
A deep lonesome and sadness came over me while I was looking at the empty place in the landing.
During what time did a deep lonesome and sadness come over me?
A deep lonesome and sadness came over you while you were looking at the empty
place in the landing.
I was looking at the empty place in the landing where Pess had ever been getting down on her lovely knees.
What place was I looking at?
You were looking at the empty place in the landing where Pess had ever been getting down on her lovely knees.

10 The use of free Internet telephone Skype
.
When the practice is made between placers, which are one's houses or far away, we recommend you to use free Skype by downloading it for free internet tel. talk.. The max. number of persons who are able to talk through Skype, is said to be 5.

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mailto:adaret-ida@tcat.ne.jp

April 3, 2008

End