The author asked student teachers and their guidance teachers questions about the evaluation and improvement of the teaching plans which student teachers had written to use in teaching for action research. The results were as follows. 1. Many student teachers and many guidance teachers stated that "teaching materials and teaching data" were good, but "working upon pupils" was bad. The evaluations of student teachers in both junior and senior high schools pointed out a similar tendency. But, many guidance teachers in junior high schools insisted that "the connection of teaching materials in the present lesson with the ones in previous lessons and teaching materials of other subjects "was bad, and many guidance teachers in senior high schools answered that "the interest and attention of pupils" were bad. 2. Many student teachers and guidance teachers in both junior and senior high schools insisted that "the necessity of the connection between teaching materials and daily life" and "the voluntary activities of pupils for studying" should be improved.

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In the previous studies, grade and sex differences of the discriminating ability for foods' weights were examined. The purpose of the present study is to investigate some factors involved in the development of the ability. In order to investigate the factors, several items concerning eating habits, such as degrees of the experiences of grocery shopping, of cooking, and of measuring and scaling were measured and the relevance of them to the discriminating ability were examined. The subjects were the same pupils and students of elementary school, junior and senior high schools as the ones in the first report. The results showed that the experiences of eating habits were not related to the extent of the discriminating ability for foods' weights. This indicated that the subjects took scarcely any interest in the foods' weights when they learned or practiced the eating habits in their homes or schools. The progress of the discriminating ability for foods' weights was dependent on the development of general intelligence or on the experiences in actual lives. It was also found that the subjects responded by utilizing not the perception but the weight knowledge which was obtained in their cooking classes of the home economic education.

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Traditionally, commercial correspondence has been the core of Business English, and the teaching, materials of Business English have been directed mostly at offering ready-made sample letters according to the stages of business transactions. In recent years, however, manuals and textbooks of the so-called "Building Block Style" have come into wide use and have been warmly received because of their handiness and serviceableness; they collect a large number of "set phrases" and arc designed to make up a complete letter by combining various phrases accordingly. The conventional "Letter Style" and the newly-developed "Building Block Style" contrast markedly with each other; the former is deductive, macroscopic and monistic, while the latter is inductive, microscopic and pluralistic. Consequently, their propriety and impropriety as teaching materials of Business English will be reversed, especially, on the axis of the factors of learners' side. In this report, as a compromise between the two types above mentioned, the present writer showed an effective teaching method of business letter writing, that is, teaching of sentence patterns by generalizing "Skeleton Plans". So far as commercial correspondence is concerned, Structure, Sequence and Organization -"SSO"- of business letters arc almost fixed at each stage of business transactions, and their skeleton plans can be generalized to some extent. Therefore, I'm sure that the students can be trained effectively to write letters covering all the business transactions, if instructors take the following steps of pattern practice: (1) Using a textbook of "Letter Style" (2) Generalizing the skeleton plans of each sample letter, and showing them to the students in advance (3) Extracting sentence patterns which correspond to each skeleton item (4) Drilling the students in the sentence patterns

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The purpose of this paper was to elucidate the role and didactic significance of metaphorical expression in physical education lessons. The results of discussion were summarized as follows: 1) The metaphorical expression has a function which makes possible to facilitate motor skill acquisition, because it makes image essential part of aimed skill performance. 2) The metaphorical expression has a function which mediates between the primitive recognition and scientific recognition of movement technique. 3) It is considered that in physical education lessons it is important to understand the metaphorical expression as mutually persuading activities.

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