 I'm Scott Perry. I'm your host and this is Let's Talk Hawaii. I'm live from Honolulu, Hawaii today and this program is about English pronunciation, communication, and interesting things and people in Hawaii. You can see me here every Wednesday at 2 p.m. Hawaii time 9 a.m. Thursday and today's topic is creating your English. In addition, you can also find me at scottperryacademy.com. Today's topic is creating your English. You actually know more than you think you know. Interesting concept, creating English does not actually sound like a good idea to do, especially when English is not your first language. If you don't speak English, it doesn't sound like a good idea, but it actually is okay to do, especially for practicing. Today I'm going to talk about a book that I made that I wrote several years ago. I've got a copy here. Actually, I've got a picture of the book. It's called Scrambled Egg English and it's kind of funny. It came by accident and it came when I was a teacher in Japan. I thought about this book when I was a teacher in Japan. It's not a book, it's a concept. The concept is Scrambling English. Scrambled egg. Here's a copy here. This is the actual book. If you are one of my students, many of you probably already have this. If you are a student, you probably already have this book. Interesting. This book was created about 15 years after the concept. I made this book 15 years later. In 1991, I was in Japan in Japan. I was in Kumagaya and you see the movie you know what I mean, but I was in Kumagaya Japan and I was teaching adults and children in English on toki. Aru hi wa mai chibiko no group, minna daitai haasai to kyusai toka sono gurai, they were shogakusei. Just learning English, and I was teaching them things about words and putting words together. Osobi, e kaiwate osobi. Minna no vocabulary ga sono toshi limited desu yo. Their vocabulary is limited, so just can't start talking, so I one day decided to draw an egg on the board. Eikai maru tsukutta. And inside of the egg, I wrote several words. These basic words, I, like, cake, you, do, and guchokuchu ni shimashita. Tamago, inu, neko, taberu, ii toka, no sobu toka. Nandemo. Kantanna basic words. Zettai wakai kodomo ga wakarimashita. Wakatta koto desu ne. De, I said, minna san, kono naka no, kono tango no, kono tamago no naka no tango de, egiru dake, ano, gujyo furimasu. Write as many sentences as you can. And they said, okay, got their pencils, paper, and they started to write. They did understand some basic English, mochirou. They learned in school, but they were basically writing the same sentence, I like candy. I eat pizza. You like pizza. Very basic sentences, atarimae, nazu ka tte no wa, sou yu kotoba ga, ee, gakkode oswattan desu ne. So the teacher maybe had written something, and that's what they knew. They were basically limited. Moshiroi point wa, minna san ga, daitai, 5 sentences. O, kurimashita. Toru dake desu. De, hitori ga futari ga, ma, zenzen, machigatte nai, bunshou, kaitakamashire nai kido. Hoka no minna san ga, ma, higoni no kurasu de chiisai kurasu de. They wrote their sentences about the same, daitai onaji bunshou desu yo. Tori wa chotto, ma, oh, okay. Nondemi no onaji koto kangaite no darou. Temo, yappari, that's what they knew, because that's what they were taught. They said, mo tte kaite kurasai, mo tte kakete. More sentences, write more. I had a question mark. I had a exclamation point. Period. S, boy boys, toka esu sekerareru koto mo arimasu, moji mo arimashita. They started to try to write more. And they experimented and wrote, jishimo tte nai de kakimashita. But eventually, they realized, hi ga tsuita no wa, ippai kakeru. Kanpikina bunshousu ka kangaite nai minna san ga. They only thought perfect sentences. I like pizza, maru, kangaite nai. And to understand, you would actually need to see one of these eggs, which I will show you a little bit later. But, wakaru tame ni naka tamago o minai to, nan toka wakaranai na kedo. Very interesting. After about one month, my kids, ikakono teito tachi ga, mo hitotsu no tango de, tamago de, 30 or 40, even 50 sentences, o kakimashita. Saishoi, 5 sentences shika. Te mo mattaku onnaji niteru yon na tango de, tamago de, 50 sentences, mihunkan, toka sanpunkan no aida ni, gojiru bunshou kaketa. It was very interesting. Actually, right now, I will take a moment to show you my third slide, which is a picture of an egg. Yes. Here you can see an egg, and it has a few words in there. I eat pizza always to drink the drinks and bob. And question mark, exclamation point. That sentence is, I mean, that egg is just basic words, but the kids could see only the basic ideas. If I could have that one more time. For example, I like pizza. Bob eats pizza always. Those sentences, kan-tan ni kan-ga-erare tanda kedo, but a sentence such as, Bob drinks pizza, dare mo souzo dekinai. Bob drinks pizza. It's not a common sense, atarimai no bunshou da janai kara souzo dekinakatta. Demo, bunpo tekinii wa tadashi. Grammatically, it's correct. Bob, it's not a good thing. Doesn't sound like a good idea, but Bob drinks pizza? It sounds strange. And, but, Bob drinks pizza is one sentence. It's possible dekiru koto. If it's possible, I can write it. Dekiru nara kakimasu. So, Bob drinks pizza with a question mark. Wait, the idea is different. It's a question mark. Bob drinks pizza, and Bob drinks pizza. It's different. Two different sentences, and two different things you can say. So, if you understand that concept, Bob is pizza. Pizza drinks Bob. Wow. Very crazy na bunshou nanda kedo. Pizza drinks Bob. How is that possible? Not possible. Possible is not the point. The point is, grammatically correct. Bunpo tekinii atteiru. Dekiru, hontu ni dekiru koto janakute bunpo tekinii atteiru ka douka. So, pizza drinks Bob. Hm. Okay, sozo shite pizza ga Bob o non deru. Okay, very strange. But, grammatically, tadashi, kodomotachi ga sore ga bakatta wa tamagawa. Explosion. Idea explosion ga hajimatta. So, soobinagara kenji is pizza, and they would laugh and have fun. Pizza eats kenji, and they would, you know, kenji is a boy's name in Japan. So, they would play with English and write. Kore wa? Yes. Kore wa? Yeah. Bob's pizza? Pizza is Bob. Yes. That after a few weeks, I taught them, now, just change one word. Mina san ga naka, eight words de, seven or eight words de, ori, or 50 sentences. Now, I have another slide, a fourth slide to show you what is actually possible. Now, here we're looking at 52 through 60. Itsu wa, over 75 sentences ga kangaita. I always eat Bob's pizza. I always drink Bob's pizza. I always eat Bob's pizza. Pizza eats Bob. Pizza eats Bob. Pizza drinks Bob. There's actually many sentences, or 言えられること, things that can be said, dramatically correct. And when the kids realized this, it was, more lights went on, make up, wow. Almost nothing they could not say. They started to substitute words. I said, here, ice cream ita tara. Oh my gosh. Now, they could write another 20 sentences. If I put, does not, another 10 sentences. Actually, they knew more than they thought they knew once they were able to open their ideas. Now, because they were taught this inside of the box technique in Japan, the education system there, they had a limitation. They could only say what they saw. But this scrambled egg kind of opened their ideas, opened their mind to create more. We're going to come up on a short break, and after that, I'm going to tell you a very interesting story about when I mixed my young kids with my adult class. Very interesting. We'll be right back after these short messages. Hi, I am Yukari Kunisue, host of Konnichiwa Hawaii, Think Tech Hawaii's Japanese program, broadcasting every Monday from 2 p.m. I usually invite a guest in Japanese language community. It does interesting things, and I'd like to share stories with you guys. Please tune in and listen to Konnichiwa Hawaii. I'm Duration. I'm the host of Finding Our Future on Think Tech Hawaii. Think Tech Hawaii needs you. Please help us in our fall fund drive. Every dollar sustains us. Go to ThinkTechHawaii.com and click on the donate button, or send your check to Think Tech Hawaii 904th Street Mall, Suite 888, Honolulu 96813. Your donation is tax-deductible and deeply appreciated. Thank you. Welcome back. My name is Scott Perry, and I'm your host of Let's Talk Hawaii. We were just talking about my book called The Scrambled Egg, an English concept that I created about almost 20 years ago. I published this book about six or seven years ago, maybe 15 years after I created the concept, and it's a very interesting book. It was basically displayed as a book for children, but actually, it's a book that can be used by adults as well, and it's a concept that can be used by adults as well. Now, before the break, I was talking about how I was teaching, how this concept came about, and how I was teaching children how to expand their English and their English thinking, and showing them that they actually learned more or actually knew more than they thought they did. And before the break, I was mentioning how I had a group of children, and I mixed them with my adult group. So one day, I had a school in Japan, and the school had about a good number of people, about close to 400 students. And one day, I was teaching a young group, and in another room, there was an adult group of different teachers. The adults were insurance salespeople, bank executives, construction, housewives, all kinds of different people, adults, professionals, etc. So they're doing adult English communication, conversation class, pronunciation doesn't get up. They were doing basic conversation, or general conversation. They could actually all speak English. And they were adults. So I had a long conference room table, and I brought my kids in, put them on this side, five kids, lined them up. N.J. Mayumi, I don't remember their names, all of them, but they were great. And had their adults, Mr. Suzuki, Mrs. Honda, Mr. Takamura, and they were on this side. And they had their suits on, and they had just finished work or whatever. And I had the board behind me, right now I have Honolulu behind me, but at that time it was a whiteboard, drew an egg, put eight words in, I don't know, could have been such, let me look here, words such as watch, never, TV, Monday, mark, usually, always. So whatever concept, whatever umbo taking a point I wanted to teach, I didn't have to teach. I just added it, and they figured out how to use it. Actually they were learning grammar without me teaching them grammar. And they learned it kind of organically or naturally. I didn't make them memorize a sentence, I just put it in the egg and let them explore with that word. Eventually they found where it goes and how it connects to other words. All they needed to do was change a word. Bob drinks pizza? No, Bob drinks milk, Bob drinks juice. Juice drinks Bob? No, Bob drinks milkshakes or whatever it is. Despite changing a word or introducing a word, they created their own grammar structure naturally. So it was not memorized, it was learned and felt. I guess that's the best word. They could actually feel that word and they understood it. Now I wrote this egg on the board and I said we're going to have a competition. You all have two minutes to write as many sentences as you can. Go quickly and I said sentences or things you can say in English. Write as many things you can say it in English. So the kids were just, they're not listening to me, they're just kind of looking at the board and they were, they were actually creating their English before I started. They were focused all on the board, they're looking at the board going, they're writing with their fingers and the adults are just listening to me. I said okay, ready, and grabbed their pens, pens, pencils, whatever and the adults started writing. I'm an adult, I'm a top salesperson so he's writing. I've been studying English for 30 years, whatever and he's writing. One, two, same pace with the kids. Kids are like writing too. Everybody's writing. Three, four, sentence. Fourth sentence gets slow. The other adults, one person had like a 880 TOEIC. He had hundreds of words, vocabulary, but he stopped at about 8 sentences. The adults are looking around that he said, no looking, no looking, I had to remind them. But the kids were going non-stop, pen never stopped. They just kept writing. The adults are, what? Don't look at their words. Basically, when it was over, after two minutes, the limitation was how fast they could write. That's it, because they had only two minutes. Had they had more time, they could have written more English, so they're only, you know, they were young. With the adults, I'm a little shocked, but I'm not surprised. Minna daitai heikin, six sentences, that's all they wrote. They had been studying English for 20 years, but they wrote six sentences on average. The top was nine or eight or nine. And second, they wrote the same sentences, the same sentence. It's completely different in order, but it's the same sentence. One person didn't even think of a creative sentence. No one wrote. A couple of people wrote wrong sentences. I wrote a sentence that I couldn't do. Bob pizza, no. So that was very eye-opening, or I was surprised. They all went to school in different parts of the country. They all had various high levels of English, but when I wrote eight words in an egg, they could only write six sentences. And I've reproduced this many times. Same results. Six or seven sentences. 20 years ago, 20 years later, same. And I realized, wow, everyone learned the same way, the same thing, and knew about the same amount of information. And my kids were done. They put their pens down. Stop. Adults were already stopped. After 30 seconds, they were done. They were changing words or fixing those six sentences. My kids were on 38, 39, 27, 40. They had to read, not 40, about 37, 38. No one got to 40, I don't think. Not that time. But they had six times more than the adults. And the adults were amazed. You're younger, I mean, you're a kid. How did you write more than me? I'm a teacher, whatever. But the interesting point was, they knew how to think in English. They started to create their own English. And they had many interesting concepts, funny concepts. But the adults all wrote the same perfect sentences. Once I explain the idea, explosion again. Oh, I understand. I can just change the order. It doesn't need to make sense. Bob can drink pizza. Pizza can drink Bob. And then they got the idea. Very interesting point. In Japan, there's often foreigners come and I noticed that if you ask a question to a group of young kids, at least when I was there, they would huddle up together and create an answer together. Like, excuse me, where's the post office? And they would get together and they would make a sentence. Go straight to the post office. They would, okay, good, good, good. Waiting for the perfect sentence. Everybody correct? And then one person would speak 40 seconds later. My student would say, straight and then turn right. Done. That was enough. And other kids would, that's all you need to say? Yes. So did I get this? So basically what my, I don't know what happened to them. That was, they're now probably mid 30s with their own kids. And, but I do know that all of them were superstars in junior high school in English. They could think way more than their peers. So when I created the book, I realized if someone used it, they understood the concept like you do now. They could do so much more. And it's definitely proven. When you know how to think without the limitation, you can create English and just change words. And basically, that's kind of how I learned Japanese, I think. Now, wrapping up here, and I'm coming out with a 2.0 version of this book, probably sometime next year, working with some people in Japan now. And the 2.0 version will be business tick, traveling, etc. Once you understand that, you can learn 10% and speak 10 times that. That's really interesting. I'm also coming to Japan. I'll be heading back to Japan in November. I'll be doing some workshops and seminars there. So if you're interested, you can see them on my website, got periacademy.com. And that's you actually know more than you thought you knew. One more thing I have. I have a second slide here. I'll show you real quick. It's a picture of scrambled egg notebook. So you could write your sentences there. And there are cards. With these cards, you lay them out on the table and start making sentences. It's color coordinated. Very interesting concept. I actually don't have a copy with me, but it's a great thing. All right. Well, thank you for your time. And I look forward to meeting you in 2 weeks today. Have a great day.