reading booklet

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the PiMSleUr gUidehow the PrograM workS

PIMSLEUR ®

indonesian

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IndonesIan

reading booklet

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iiiiii

IndonesIanVoices

English-Speaking Instructor . . . . . . . . . . . . Ray BrownIndonesian-Speaking Instructor . . Muhammad T. HidayatFemale Indonesian Speaker . . . . . . . . . . Endrya BeavisMale Indonesian Speaker . . . . . . . . . . . . Zulvy S. Leon

course Writers

Ketty Rosenfeld ◆ Mary E. Green

reVieWer

Nona Kurniani

editor & executiVe Producer

Beverly D. Heinle

Producer & director

Sarah H. McInnis

recording engineers Peter S. Turpin ◆ Kelly Saux

Simon & Schuster Studios, Concord, MA

aCKnoWLedGMenTs

v

Reading Lessons

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Some Features of the Indonesian Language . . . . . . 3The Indonesian Alphabet . . . . . . . . . . . . . . . . . . . . . 6Reading Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit Eleven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Unit Twelve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Unit Thirteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Unit Fourteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Unit Fifteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Unit Sixteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Unit Seventeen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Unit Eighteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Unit Nineteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Unit Twenty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Unit Twenty-One . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Unit Twenty-Two . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Unit Twenty-Three . . . . . . . . . . . . . . . . . . . . . . . . . . 21Unit Twenty-Four. . . . . . . . . . . . . . . . . . . . . . . . . . . 22Unit Twenty-Five . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Unit Twenty-Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Unit Twenty-Seven. . . . . . . . . . . . . . . . . . . . . . . . . . 25Unit Twenty-Eight . . . . . . . . . . . . . . . . . . . . . . . . . . 27Unit Twenty-Nine . . . . . . . . . . . . . . . . . . . . . . . . . . 28Unit Thirty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

v

TaBLe oF ConTenTs

IndonesIan

Indonesian, or Bahasa Indonesia, is the offi-cial language of the Republic of Indonesia. It is mutually intelligible with Malay, the language of Malaysia, although minor dialectical differ-ences exist. There are now approximately two-hundred-twenty-seven million speakers of Indo-nesian. Besides Indonesia, it is spoken as well in the Netherlands, the Philippines, Saudi Arabia, Singapore, and the United States.

While only a small percentage of Indonesia’s population speaks Indonesian as its first, or native, language, almost 100 percent of the population speaks it as a second or third language. Although estimates vary, Indonesian ranks as between the 41st and 56th most widely-spoken native language in the world. However, when all fluent speakers are counted (including second- and third-language speakers), Indonesian ranks ninth in the world. Since Indonesia is currently the fourth most popu-lous nation in the world, Indonesian’s importance as a world language is bound to grow.

Indonesia is comprised of over seventeen thousand islands and there are hundreds of lan-guages spoken there. However, Indonesian is the lingua franca and the common language in education, government, business, and commu-nication. Every Indonesian learns Bahasa Indo-

Introduction

2

IndonesIan

Introduction (continued)

nesia, and recent studies show a greater number of people being raised with Indonesian as their mother tongue. There are numerous Indonesian dialects, all of which are mutually intelligible. This course teaches standard Indonesian as spo-ken in and around Jakarta.

Indonesian originally evolved from Bazaar Malay, a dialect spoken in Riau, Sumatra. It was the lingua franca of the traders along the coastal region of the East Indies (the Dutch designation for Indonesia during their 300-year occupation). In 1928 the nationalist Second Youth Indone-sian Congress declared Indonesian as the offi-cial language of Indonesia in order to unite the archipelago. Quickly the Indonesian language gained prestige and began to be heard across the land. Ironically, the Japanese occupation of 1942 cemented the bonds between the Indonesian peo-ple and the new official language. The Japanese occupiers banned the use of Dutch, so Indone-sian had no comptition for the role of official lan-guage. In addition, because Indonesians had had no real exposure to Japanese, and there was no practical method for the occupiers to quickly insti-tute their native tongue as the official language, the Japanese enforced the official use of Indone-sian out of necessity. Not only was Indonesian required in government and law, but all academic

3

IndonesIan

Introduction (continued)

study and publication were required to take place solely in Indonesian as well. In 1945, following Indonesian independence, Bahasa Indonesia was enshrined in the new constitution as Indonesia’s national language.

some Features of the Indonesian Language

Indonesian is both an unusually simple and a very complex language. While the verbs of Indo-nesian are generally easy for Americans to master (there are no tenses and no declensions), the use of personal pronouns can be complicated.

Indonesian pronouns reflect the age and educa-tion of the person speaking and the person being spoken to. They also reflect varying degrees of for-mality and status. Second-person pronouns (those meaning “you”) are especially complex, with at least fifteen different forms currently in use.

4

IndonesIan

Features of the Indonesian Language (cont.)

We teach only a handful of pronouns in this program:

• I, s/he, and they − one pronoun each,• we − two pronouns,• you − three pronouns.

We have chosen pronouns that can be used by an American traveling in Indonesia for the first time. These are forms that the beginning speaker is most likely to hear and to need to understand, especially when visiting urban areas. The per-son choosing to live in Indonesia will establish more personal contacts and will, of course, want to master additional personal pronouns appropri-ate to these relationships.

Indonesian is classified as a “penultimate lan-guage,” i.e., stress is habitually placed on the next-to-last syllable of a word. Indonesian intona-tion at phrase and sentence level is very similar to English.

Most Indonesian words are constructed by tak-ing the root and attaching a word element, such as a prefix or suffix. For example:

5

IndonesIan

Features of the Indonesian Language (cont.)

beli (buy or to buy)• membeli (verb) = to buy• pembeli (noun) = buyer• membelikan (verb) = to buy something for

someone else• pembelian (noun) = purchase• belian (noun) = things bought• terbeli (verb) = buyable

Indonesian does not use tenses. Tense is implied by modifiers such as time or frequency. For example:

Saya makan pagi jam 07.00. − I eat breakfast at 7AM.

Saya selalu makan pagi. − I always eat breakfast.

Saya sudah makan pagi. − I already ate breakfast.

Saya akan makan pagi. − I will eat breakfast.

Saya sedang makan pagi. − I am eating breakfast.

In a lot of settings, the speaker and listener rely heavily on the context of a conversation to inter-pret the tense of the verb.

6

IndonesIan

Features of the Indonesian Language (cont.)

Generally, Indonesian does not indicate gen-der. There are a few exceptions, like the words putri (daughter) and putra (son).

The Indonesian alphabet

Indonesian is written in the Roman or Latin alphabet which was introduced by the Dutch dur-ing their colonial rule. During this time written Indonesian was strongly influenced by the Dutch language. After Indonesian Independence in 1947, several changes were made to move away from the Dutch spellings of Indonesian sounds. In 1972, a phonetically simpler spelling system was instituted which uses representations more akin to Malay-sian. It is still in use today.

The Indonesian alphabet consists of 26 let-ters. The letter “e” has several sounds: the schwa sound, an “ay” sound, and a short “e” as in the word “hen.” In dictionaries and some beginning reading material, the short “e” is represented as é. In this booklet we have chosen to follow this convention.

7

IndonesIan

Reading Lessons

After an initial introduction to the spoken lan-guage, reading is integrated into the program start-ing with Unit Eleven. In these Reading Lessons you will learn to sound out the Indonesian alpha-bet, starting with short words or combinations of letters, then progressing to words, word combi-nations, short phrases, increasingly building in length until you will be reading complete sen-tences in context. The Indonesian alphabet is systematically introduced and you will learn to associate each letter with the sounds of the Indo-nesian language. You will not, at first, be reading for meaning, but rather for sound/symbol correla-tion. Eventually, when the sound system is mas-tered, you will be able to look at known vocab-ulary and “read for meaning.” By the end of the Comprehensive Level I course, you will be read-ing at the same level as you are speaking.

The reading items in the lessons have been selected especially to give you practice in the Indonesian sounds and sound combinations. Your vocabulary acquisition will begin after you’ve learned the new, different sound system. You should read aloud, as directed. The process of say-ing the words out loud will reinforce and enhance your Indonesian language acquisition and will help lodge the sounds of the Indonesian language in your memory. Since English and Indonesian

8

IndonesIan

Reading Lessons (continued)

are both represented phonetically with the Latin alphabet, you need to learn a new, Indonesian sound system. In these Reading Lessons, you will learn to look at the Indonesian alphabet with Indonesian eyes.

There are twenty Indonesian Reading Lessons which start at the end of Unit Eleven. These les-sons are also combined and provided at the end of the course. You may choose to do the Read-ings along with the units, or you may wait until you have completed the course and do them all together. Repeat the Reading Lessons as often as you wish. Instructions on how to proceed with the Readings are contained in the audio.

9

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

apa

aspal

atap

kapan

asap

alam

malam

akan

ya

ayam

agama

atas

bahasa

tahan

salah

pak

bapak

anak

tas

galak

Unit eleven

10

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

bisa

babi

di

isi

Asia

tidak

adik

baik

kain

pantai

sampai

naik

laki-laki

gigi

anak-anak

kabar

dari

akar

pagar

Apa kabar?

Unit Twelve

11

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

empat

permisi

sedikit

selamat

Kenapa?

mengerti

ringan

pisang

dengan

langit

angin

Saya mengerti.

Inggris

tinggi

penggaris

tetangga

bangga

panggang

Di sana.

Selamat pagi!

Unit Thirteen

12

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

péna

désa

méja

saté

jalan

jadi

jangan

jaga

jahil

jari

jalanan

majalah

jendéla

bendéra

keréta

seléra

meréka

geréja

pendékar

Jalan Merdéka

Unit Fourteen

13

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

és

péndék

meréka

geleng-geleng kepala

jelék

keréték

kecil

cara

bicara

cinta

cerita

yang

sayang

nya

ceritanya

bicaranya

harganya

kebanyakan

membanyak

Saya bisa bicara bahasa Inggris.

Unit Fifteen

14

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

toko

Joko

Yono

orang

gado-gado

tolong

nona

terima kasih

mobil

coba

obat

kantor

paspor

motor

bésok

rokok

dokter

télpon

bélok

pisang goréng dan lontong

Unit sixteen

15

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

itu

buku

bukan

sepatu

tujuh

kucing

gemuk

dapur

tahu

bunga

dua

buah

tua

surat

kalau

pulau

mau

atau

harimau atau kerbau

suara orang tua merdu

Unit seventeen

16

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

fungsi

film

formulir

fakta

fakultas

fanatik

falsafah

Fébruari

villa

variasi

waktu

walaupun

wayang-kulit

Maaf.

wahyu

wajib

wafat

warganegara

zat warna

ziarah

Unit eighteen

17

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

di Jawa

ke Sumatra

ke Kalimantan

di Sulawesi

ke Bali

di Maluku

ke Timor

di Irian Jaya

ke Laut Cina

di Lautan Indonésia

ke Lautan Pasifik

Budiman

Gunawan

Puspita

Hardiman

Kartono

Mustafa

Harjono

Kartini tinggal di Bandung.

Aminah pergi ke Jakarta.

Unit nineteen

18

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Januari bulan pertama.

Fébruari bulan kedua.

Maret bulan ketiga.

April bulan keempat.

May bulan kelima.

Juni bulan keenam.

Juli bulan ketujuh.

Agustus bulan kedelapan.

Séptémber bulan kesembilan.

Oktober bulan kesepuluh.

Nopémber bulan kesebelas.

Désémber bulan keduabelas.

sesudah

sebelum

Sesudah bulan Januari bulan Fébruari.

Sebelum bulan Désémber bulan Nopémber.

Sebelum bulan Maret bulan apa?

Sesudah bulan Agustus bulan Séptémber.

Sebelum tinggal di Amérika, kami tinggal di Jakarta.

Hari ulang tahun saya bulan kesepuluh.

Unit Twenty

19

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

lihat / melihat

Abas melihat kapal terbang ...

di lapangan terbang.

masak / memasak

Ibu sedang memasak masakan Indonésia.

nari / menari

Anak-anak kecil suka menari bébas.

rawat / merawat

Dokter merawat orang sakit.

rebus / merebus

Hati-hati kalau merebus air panas.

larang / melarang

Polisi melarang anda belok kiri.

minta / meminta

Pengemis meminta uang.

nilai / menilai

Guru menilai hasil ulangan.

nyala / menyala

Lampu menyala cemerlang.

Yang kamar kecil disana.

Unit Twenty-one

20

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

ajak / mengajak

Tono mengajak Ali ke pésta.

éja / mengéja

Siapa yang bisa mengéja kata-kata baru?

isi / mengisi

Jangan lupa mengisi formulir.

obrol / mengobrol

Ibu Susi suka mengobrol sampai malam.

uji / menguji

Menguji terus sampai bisa.

hitung / menghitung

Meréka menghitung uang dengan teliti.

gambar / menggambar

Jono menggambar sebuah rumah.

kirim / mengirim

Kami mengirim surat kepada bapak dari Jepang.

menggoréng pisang

mengarang buku

mengantar tamu

menghadap ke depan

Unit Twenty-Two

21

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

bawa / membawa

Tini membawa buku ke perpustakaan.

beli / membeli

Saya mau beli batik di pasar Raya.

potong / memotong

Jangan memotong kertas itu.

dengar / mendengar

Saya suka mendengar lagu merdu.

jual / menjual

Bapak mau menjual mobilnya?

jaga / menjaga

Tugas dia menjaga pintu gerbang.

cari / mencari

Orang itu mencari istri di Indonésia.

tulis / menulis

Dosén bahasa Inggris harus menulis skripsi.

simpan / menyimpan

Dia pandai menyimpan uang.

sapa / menyapa

Dia menyapa dengan senyum yang ramah.

Unit Twenty-Three

22

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

séwa / menyéwa

menyéwakan

Pak Harto menyéwakan rumah ini kepada kami.

Kami menyéwa rumah dari pak Harto.

bangun / membangun

Pekerja ini sedang membangun hotél.

membangunkan

Pekerja ini sedang membangunkan temannya.

tinggal / meninggal

meninggalkan

Di mana anda tinggal?

kenal / mengenal

mengenalkan

Abas sudah mengenal murid baru itu.

beri / memberi

memberikan

Ibu memberi saya uang.

kunjungan / mengunjungi

Saya akan mengunjungi ...

teman-teman saya nanti.

Unit Twenty-Four

23

IndonesIan

1.

2.

3.4.5.6.7.8.9.

10.11.12.13.14.

15.16.17.18.19.20.

Saya mau membelikan teman saya sesuatu nanti. Bapak membukakan Ibu Halimah pintu mobil belakang. ambil / mengambil / mengambilkan Dia mengambilkan saya sepatu. Ibu tahu jam berapa sekarang? Kalau begitu bésok malam jam enam? masak / memasak / memasakkan Bibi memasakkan meréka pisang goréng. Bapak mau ikut minum di rumah kami? Ya, saya mau minum teh sekarang. Ali membuatkan adiknya layang-layang. Kakak menjualkan meréka batik bagus. nyanyi / menyanyi / menyanyikan Linda menyanyikan lagu gembira di depan kelas. Bapak Guru membacakan Tuti cerita lucu. Apakah rute ini ke Puncak? Tidak, bu, rute ini tidak cukup cepat. Pergi lurus ke depan di jalan raya. Kami perlu sopir untuk pergi ke Puncak.Bisa anda tunjukkan di peta?

Unit Twenty-Five

24

IndonesIan

1.

2.3.

4.5.6.7.8.9.

10.11.

12.13.14.

15.16.17.18.19.20.

Saya mau beli sesuatu di tokonya di pagi hari. Tokonya tidak buka di pagi hari. Saya mau makanan yang mengandung sayuran. Perjalanan itu lamanya dua jam. Pertandingan sépak bola seru sekali. Saya akan mungunjungi beberapa teman. Bagaimana perdagangan ... antara Amérika dengan Cina? Saya tidak tahu, tapi saya rasa itu benar. banyak perusahaan asing Saya rasa saya akan liburan beberapa hari dengan teman saya. bawa pertanyaan apa saja Satu bahasa tidak pernah cukup. Seratus dan tujuh puluh dua kilometer ke Jakarta. tali persahabatan yang erat Saya bisa pakai télepon anda? Dengarkan dan ulangi. Maaf, tapi kami tidak bisa tunggu. Bésok saya akan beli sesuatu untuk anda. Mungkin, tapi mungkin tidak.

Unit Twenty-six

25

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Indonésia merdéka sejak ...

tahun seribu sembilan ratus empat puluh lima.

Pahlawan meraih kemerdekaan dari ...

penjajah Belanda dan Jepang.

Kapal terbang jét cepat sekali.

Kecepatannya seribu kilometer sejam.

Sawah-sawah yang hijau ...

kelihatan dari gunung yang tinggi.

Tolong piringnya diambil.

Suara anak-anak menyanyi kedengaran dari jauh.

Bank itu kemasukan pencuri tadi malam.

Kami akan bekerja bersama-sama.

Dan kemudian saya akan bertemu teman saya.

Karena saya tidak mau apa-apa.

Jono ketinggalan bis karena dia datang terlambat.

Dia kehilangan uang di pasar.

Tokonya tutup karena sudah kemalaman.

Unit Twenty-seven

26

IndonesIan

Unit Twenty-seven (continued)

18.

19.

20.

Semoga selamat sampai tujuan.

Bisa lihat kamarnya dulu?

Ada makanan istimewa?

27

IndonesIan

1.2.3.4.5.6.7.8.9.

10.

11.12.

13.14.15.16.17.18.

19.20.

tutup / tertutup Pintu tertutup karena angin kencang. Kantor itu buka sesudah jam tujuh pagi. air putih tidak pakai es jus alpokat ditambah coklat Sri terbangun karena bunyi petir keras sekali. tersenyum Dia tersenyum melihat bunga-bunga indah. tertawa Anak-anak semua tertawa mendengar cerita yang lucu.

terkejut Meréka terkejut melihat orang Amérika bisa bicara bahasa Indonésia. terpukul Kepala Hamid berdarah karena terpukul Ali. tergigit Waktu makan, lidah saya tergigit. terpotong Pembicaraan kami terpotong karena listrik mati. terinjak Kakinya sakit karena terinjak orang itu.

Unit Twenty-eight

28

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

becakap-cakap

Anak remaja tidak suka belajar ...

tapi meréka lebih suka bercakap-cakap saja.

berjalan-jalan

Rahmat tidak pergi ke kantor ...

dan dia hanya berjalan-jalan di Senayan.

melompat-lompat

Katak itu melompat-lompat di pinggir kolam.

Pada waktu berbelanja ...

kami suka melihat-lihat toko yang bagus.

secepat-cepatnya

Kami harus berangkat secepat-cepatnya.

sekeras-kerasnya

Dia harus berbicara sekeras-kerasnya.

sebaik-baiknya

Bapak mencoba berbicara bahasa Indonésia sebaik-baiknya.

sejauh-jauhnya

Orang itu mau tinggal sejauh-jauhnya.

sebanyak-banyaknya

Ibu mau mendapat uang sebanyak-banyaknya.

Unit Twenty-nine

29

IndonesIan

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Anda mau rencana apa sekarang?

Saya tidak tahu.

Kalau anda?

Mungkin saya mau minum sesuatu dengan anda.

Mau minum jus? Kalau jus mangga?

Saya sudah minum jus mangga ...

di rumah saya pagi ini.

Kalau begitu, mungkin jus semangka?

Saya sudah minum itu juga.

Kalau begitu, mau minum téh atau kopi?

Saya minum kopi pagi ini juga.

Ya, tapi saya mau pergi ke kafé dan minum sesuatu.

Anda mau rencana apa kalau begitu?

Oh, saya tahu saya mau rencana apa sekarang.

Anda mau rencana apa?

Saya mau pergi ke kamar kecil.

Unit Thirty

For more information, call 1-800-831-5497 or visit us

at www.Pimsleur.com

THE PIMSLEUR GUIDE

PIMSLEUR ®

SIMON & SCHUSTER’S

how the program works

Travel the world with Pimsleur!

PIMSLEUR® LANGUAGE PROGRAMS

You have just purchased the most effective language program ever developed. As you probably know, learning a new language can be frustrating. Your first experience with a foreign language may have been in school. If the classes seemed difficult, or if your grades were poor, you probably believed you had no aptitude for languages. Even if you did well, you may have been surprised later to discover that what you learned was of little or no use when you tried to converse with native speakers.

Perhaps you waited until later in life and tried adult education classes, language schools, or home training programs. There too you may have found the information hard to retain, the lessons tedious, and your progress slow. Many language students give up early in these programs, convinced they lack the natural ability to understand and use what they read and hear.

The truth is that anyone can acquire a foreign language—with the right teaching system. With the Pimsleur® Method, you will benefit from the years of research and development that have helped create the world’s most effective method for teaching foreign languages. The Pimsleur® Language Programs, developed by Dr. Paul Pimsleur, fill an urgent need for self-instructional materials in many languages.

2

HOW TO USE THE PROGRAM

To get the full benefit of each lesson, choose a quiet place where you can practice without interruption and a time of day when your mind is most alert and your body least fatigued.

The length of each lesson, just under 30 minutes, is that recommended by teaching specialists for a concentrated learning task. Once you’ve started the program, simply follow the tutor’s instructions. The most important instruction is to respond aloud when the tutor tells you to do so. There will be a pause after this instruction, giving you time to reply. It is essential to your progress that you speak out in a normal conversational voice when asked to respond. Your active participation in thinking and speaking is required for your success in mastering this course.

The simple test for mastery is whether you are able to respond quickly and accurately when your tutor asks a question. If you are responding correctly about eighty percent of the time, then you’re ready to proceed to the next lesson. It is important to keep moving forward, and also not to set unreasonable standards of perfection that will keep you from progressing, which is why we recommend using the eighty percent figure as a guide.

You will notice that each lesson contains both new and familiar material, and just when you may be worrying about forgetting something, you will conveniently be reminded of it. Another helpful feature of the Pimsleur® Language Program is its rate of “saturation.” You will be responding many times in the half-hour. This saturation enables you to make substantial progress within a short period of time.

3

GUIDELINES FOR SUCCESS

Complete the lesson units in strict consecutive order (don’t skip around), doing no more than one lesson per day, although the lesson unit for the day may be repeated more than once. Daily contact with the language is critical to successful learning.

Listen carefully to each lesson unit. Always follow the directions of the instructor.

Speak out loud when directed by the tutor and answer questions within the pauses provided. It is not enough to just silently “think” of the answer to the question asked. You need to speak the answer out loud to set up a “circuit” of the language you are learning to speak so that it is heard and identified through your ears, to help to establish the “sounds” of the target language. Do this prior to hearing the confirmation, which is provided as reinforcement, as well as additional speech training.

Do all required activities according to the instructions, without reference to any outside persons, book, or course.

Do not have a paper and pen nearby during the lessons, and do not refer to dictionaries or other books. The Pimsleur® Method works with the language-learning portion of your brain, requiring language to be processed in its spoken form. Not only will you interrupt the learning process if you attempt to write the words that you hear, but you will also begin to speak the target language with an American accent. This is because the “sounds” represented by the American letters are different from the same-looking letters from the foreign language.

4

DR. PAUL PIMSLEUR AND HIS UNIQUE METHOD

Dr. Paul Pimsleur devoted his life to language teaching and testing and was one of the world’s leading experts in applied linguistics. He was fluent in French, good in German, and had a working knowledge of Italian, Russian, Modern Greek, and Mandarin Chinese. After obtaining his Ph.D. in French and a Masters in Psychology from Columbia University, he taught French Phonetics and Linguistics at UCLA. He later became Professor of Romance Languages and Language Education, and Director of The Listening Center (a state-wide language lab) at Ohio State University; Professor of Education and Romance Languages at the State University of New York at Albany; and a Fulbright lecturer at the University of Heidelberg. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Language Learning at the International Congress of Applied Linguistics.

Dr. Pimsleur was a member of the American Association of Teachers of French (AATF), American Educational Research Association (AERA), Modern Language Association (MLA), and a founding member of the American Council on the Teaching of Foreign Languages (ACTFL).

His many books and articles revolutionized theories of language learning and teaching. After years of experience and research, Dr. Pimsleur developed a new method (The Pimsleur Method) that is based on two key principles: the “Principle of Anticipation” and a scientific principle of memory training that he called “Graduated Interval Recall.” This Method has been applied to the many levels and languages of the Pimsleur Programs.

5

GRADUATED INTERVAL RECALL

The term, “Graduated Interval Recall” is a complex name for a very simple theory about memory. No aspect of learning a foreign language is more important than memory, yet before Dr. Pimsleur, no one had explored more effective ways for building language memory.

In his research, Dr. Pimsleur discovered how long students remembered new information and at what intervals they needed to be reminded of it. If reminded too soon or too late, they failed to retain the information. This discovery enabled him to create a schedule of exactly when and how the information should be reintroduced.

Suppose you have learned a new word. You tell yourself to remember it. However, after five minutes you’re unable to recall it. If you’d been reminded of it after five seconds, you probably would have remembered it for maybe a minute, at which time you would have needed another reminder. Each time you are reminded, you remember the word longer than you did the time before. The intervals between reminders become longer and longer, until you eventually remember the word without being reminded at all.

This program is carefully designed to remind you of new information at the exact intervals where maximum retention takes place. Each time your memory begins to fade, you will be asked to recall the word.

6

PRINCIPLE OF ANTICIPATION

The “Principle of Anticipation” requires you to anticipate a correct answer. Practically, what this means is that you must retrieve the answer from what you have learned earlier in the course. It works by posing a question, asking you to provide a new sentence, using information you’ve learned previously and putting it into a new combination. This provides novelty and excitement which accelerates learning.

A possible scenario:

Speaker’s cue: “Are you going to the movies today?” (PAUSE)Drawing on information given previously, you respond (in the target language): “No, I’m going tomorrow.” The instructor will then confirm your answer: “No, I’m going tomorrow.”The Narrator then may cue: “Is your sister going to Europe this year?” (PAUSE)Response: “No, she went last year.”

Before Dr. Pimsleur created his teaching method, language courses were based on the principle of “mindless-repetition.” Teachers drummed words into the students’ minds over and over, as if there were grooves in the mind that could be worn deeper with repetition.

Neurophysiologists tell us however, that on the contrary, simple and unchallenging repetition has a hypnotic, even dulling effect on the learning process. Eventually, the words being repeated will lose their meaning. Dr. Pimsleur discovered that learning accelerates when there is an “input/output” system of interaction, in which students receive information and then are asked to retrieve and use it.

7

CORE VOCABULARY

While “Graduated Interval Recall” and the “Principle of Anticipation” are the foundation of the Pimsleur® Method, there are other aspects that contribute to its uniqueness and effectiveness. One involves vocabulary. We have all been intimidated, when approaching a new language, by the sheer immensity of the number of new words we must learn. But extensive research has shown that we actually need a comparatively limited number of words to be able to communicate effectively in any language.

Language can be divided into two distinct categories: grammatical structures (function words) and concrete vocabulary (content words). By focusing on the former category and enabling the student to comprehend and employ the structure of the new language, Dr. Pimsleur found that language learners were able to more readily put new knowledge to use. There are few content words that must be known and used every day. The essential “core” of a language involves function words, which tend to relate to human activities.

This course is designed to teach you to understand and to speak the essential elements of your new language in a relatively short time. During each half-hour lesson, you will actually converse with two native speakers, using the level of language spoken by educated citizens in their everyday business and social life. The program’s unique method of presenting dialogue in-situation relieves you of the most common learning problem, the problem of meaning.

8

ORGANIC LEARNING

The Pimsleur® Method centers on teaching functional mastery in understanding and speaking a language, in the most effective and efficient way possible. You will be working on your vocabulary, grammar, and pronunciation in an integrated manner, as you are learning specific phrases that have practical use in everyday activities.

There are several thousand languages in the world. Because fewer than five hundred of these languages have developed formal systems of writing, linguistic specialists accept that language is primarily speech. For this reason, it is also accepted that the human brain acquires language as speech. Therefore, when Dr. Pimsleur created his language programs, he began teaching with recorded materials, which enabled the learners to acquire the sounds, the rhythm, and the intonation of the target language. The learners did this more rapidly, more accurately, and with great enthusiasm because they found themselves capable of almost instant beginning communication skills.

Dr. Pimsleur called this “organic learning” because it involves learning on several fronts at the same time. His system enables the learner to acquire grammatical usage, vocabulary, and the “sounds” of the language in an integrated, exciting way. In short, the learner gains the language as a living, expressive form of human culture.

9

COURSE CONTENT

When you have mastered a Pimsleur® Language Program, you will have a highly-practical, every-day vocabulary at your command. These basic words, phrases, and sentences have been carefully selected to be the most useful in everyday situations when you visit a foreign country. You will be able to handle social encounters graciously, converse with native speakers in travel situations, and use transportation systems with confidence. You’ll be able to ask directions and to navigate your own way around the cities and countryside.

The language skills you learn will enable you to participate in casual conversations, express facts, give instructions, and describe current, past, and future activities. You will be able to deal with everyday survival topics and courtesy requirements. You will be intelligible to native speakers of the language—even to those who are not used to dealing with foreigners. What is equally important, you will know how to ask the kinds of questions that will further expand your knowledge of and facility with the language, because you will have been trained by the Pimsleur® open-ended questioning technique.

The Pimsleur® Method becomes a springboard for further learning and growth to take place—the ultimate purpose of any real educational system. This desire to learn will be apparent to the people with whom you speak. It will indicate sincere interest in and respect for their culture.

10

A NOTE ON REGIONAL LANGUAGE DIFFERENCES

In any large country, and even in many smaller countries, regional differences in language are common. In the United States, for example, a person from Maine can sound very different than someone from Texas. Pronunciations (“accents”) vary, and there are also minor differences in vocabulary. For example, what is called a “drinking fountain” in New York or Arizona is known as a “bubbler” in Wisconsin, and a “soft drink” in one part of America will be called a “soda” elsewhere. The differences in English are even more distinct between North Americans and Britons, or between Britons and Australians. But all are native speakers of English; all can communicate with spoken English, read the same newspapers, and watch the same television programs, essentially without difficulty.

Native speakers of a language can often tell where someone is from by listening to him or her speak. In addition to regional differences, there are social differences. Pimsleur® Language Programs use a standard “educated” speech, which will generally carry you throughout the country without difficulty.

11

Reading IN A PIMSLEUR PROGRAM

A phonetic alphabet, such as the Latin alphabet and the Greek alphabet, is a list of symbols (letters) that are used to represent the sounds of the language in writing. And given that language is primarily speech, the spoken sounds of the language necessarily precede learning how to decode the written form, i.e., learning how to “read” – just as a child first learns to speak and then eventually to read. This is the natural progression Dr. Pimsleur followed in his courses.

After an initial introduction to the spoken language, reading is then integrated into the program and the new alphabet is systematically introduced, associating each letter with the sounds of the new language. Initially, you are sounding out words, mastering the different sounds associated with the new alphabet. You are not, at first, reading for meaning, but rather for sound/symbol correlation. Eventually, when the sound system is mastered, you will be able to look at known vocabulary and “read for meaning.” By the end of the first 30 lessons, you will be reading at the same level as you are speaking.

ESL (English as a Second Language):

•Arabic •Chinese(Cantonese) •Chinese(Mandarin) •French •German •Haitian •Hindi

• Albanian • Arabic(Eastern) • Arabic(Egyptian) • Arabic(ModernStandard) • Armenian(Eastern) • Armenian(Western) • Chinese(Cantonese) • Chinese(Mandarin) • Croatian • Czech • Danish • Dari(Persian) • Dutch • Farsi(Persian) • French • German • Greek(Modern) • HaitianCreole • Hebrew(Modern) • Hindi • Hungarian • Indonesian • Irish • Italian

• Japanese • Korean • Lithuanian • Norwegian • Ojibwe • Pashto • Polish • Portuguese(Brazilian) • Portuguese(European) • Punjabi • Romanian • Russian • Spanish • Swahili • Swedish • SwissGerman • Tagalog • Thai • Turkish • Twi • Ukrainian • Urdu • Vietnamese

Pimsleur covers the world of languages. You can choose from over 60 language programs, many with multiple levels, ranging from the most popular to the exotic. Become a Pimsleur learner and travel the world!

Programs available for these languages:

• Italian •Korean •Persian •Portuguese •Russian •Spanish •Vietnamese

© 1997 Simon & Schuster, Inc. Pimsleur® is an imprint of Simon & Schuster Audio,

a division of Simon & Schuster, Inc. Mfg. in USA. All rights reserved.Pimsleur® is a registered trademark of Beverly Pimsleur,

used by Simon & Schuster under exclusive license.

Pimsleur®LanguageProgramsareavailableinallofthecommonlyspokenlanguages.

Manyotherlanguagesarealsoavailable.Formoreinformation,call1-800-831-5497

orvisitusatwww.Pimsleur.com

PIMSLEUR ®

SIMON & SCHUSTER’S