Aldine Language Method: A Manual for Teachers, Τόμος 1Newson, 1913 |
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Σελίδα 2
... been made to flow together into a rich mental child life and to flow out , on occa- sion , into correct forms of expression bearing the INTRODUCTION 3 precious stamp of the child - author's individuality 2 INTRODUCTION.
... been made to flow together into a rich mental child life and to flow out , on occa- sion , into correct forms of expression bearing the INTRODUCTION 3 precious stamp of the child - author's individuality 2 INTRODUCTION.
Σελίδα 4
... Expression in a language exercise be- comes as natural , as abundant , and as individual as on the playground . With all this attention to content , what becomes of form , the mechanics of language ? Are the uses of the marks of ...
... Expression in a language exercise be- comes as natural , as abundant , and as individual as on the playground . With all this attention to content , what becomes of form , the mechanics of language ? Are the uses of the marks of ...
Σελίδα 5
... expression to his own language material at first taking a bit of literature as a model - he uses the conventional language forms with discriminating intelligence . Forms are taught only as the child needs them to use ; but once taught ...
... expression to his own language material at first taking a bit of literature as a model - he uses the conventional language forms with discriminating intelligence . Forms are taught only as the child needs them to use ; but once taught ...
Σελίδα 8
... expression . * Each section of each chapter of this Manual marked with a Roman numeral refers to the section identically marked in the corresponding chapter of the pupils ' book , the Aldine First Language Book . The number in the ...
... expression . * Each section of each chapter of this Manual marked with a Roman numeral refers to the section identically marked in the corresponding chapter of the pupils ' book , the Aldine First Language Book . The number in the ...
Σελίδα 9
... expression of the countenance . The one aim now is to read this story so well that every child will be filled with its meaning , will feel with every actor in it , will live through every incident . A single read- ing will hardly ...
... expression of the countenance . The one aim now is to read this story so well that every child will be filled with its meaning , will feel with every actor in it , will live through every incident . A single read- ing will hardly ...
Άλλες εκδόσεις - Προβολή όλων
Aldine Language Method: A Manual for Teachers Frank Ellsworth Spaulding Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2023 |
Aldine Language Method: A Manual for Teachers Frank Ellsworth Spaulding Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2023 |
Aldine Language Method: A Manual for Teachers, Parts 1-3 Frank Ellsworth Spaulding,Catherine Turner Bryce Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2016 |
Συχνά εμφανιζόμενοι όροι και φράσεις
actors Æsop answer better called capital to begin center of interest chapter chil child children tell complete story conversation copy correctly definite dialogue form dictation exercise directed dramatize the story dren elephant elves Encourage errors exclamation mark exer exercise expression fairy queen Fairyland feel Frank Ball given Grand Tusk habit Harry Brown help the children John Pope kind language last lesson learned Let the children little plant Little Red Hen marks of punctuation memorizing mental merely mistakes mother necessary oral reproduction papers paragraph Perhaps period Picture Stories play poem possible prepare pupils correct pupils write purpose question mark quotation marks Read the story Roman numeral Santa Claus snowdrop spell stanza statement Studied Dictation studied the lesson suggestions Supplementary taught teacher teaching tell the story tence things thought tion told Tusk and Nimble understand written
Δημοφιλή αποσπάσματα
Σελίδα 221 - Ladybird, Ladybird, fly away home, Your house is on fire, your children will burn.
Σελίδα 140 - Whenever this chapter is completed, whether at the end of the third or at the beginning of the fourth year...
Σελίδα 221 - In winter I get up at night And dress by yellow candle-light. In summer quite the other way, I have to go to bed by day. I have to go to bed and see The birds still hopping on the tree, Or hear the grown-up people's feet Still going past me in the street. And does it not seem hard to you, When all the sky is clear and blue, And I should like so much to play, To have to go to bed by day?
Σελίδα 49 - When this answer, which the teacher must exact, has been made by the child, "A capital letter, because the first word of every sentence should begin with a capital letter," the teacher says,
Σελίδα 193 - Be careful about the correction of the pupils' papers ; this is the most important part of the exercise. If a pupil has omitted a comma to separate the name of the person addressed from the rest of the sentence, question and direct as follows: Who is speaking?
Σελίδα 159 - Monday's child is fair of face/ Tuesday's child is full of grace/ Wednesday's child is full of woe/ Thursday's child has far to go/ Friday's child is loving and giving/ Saturday's child works hard for a living/ But the child that is born on the Sabbath Day/ Is bonny, and blithe, and good, and gay.
Σελίδα 254 - WHEN to the flowers — so beautiful — The Father gave a name, Back came a little blue-eyed one (All timidly it came) And standing at...
Σελίδα 114 - To secure this perfect understanding, supplement, if necessary, the questions in the pupils' book with questions that will bring the most detailed and definite answers possible. Your questions, at first, must be as definite, as this: Is any one speaking? (Insist on the answer " yes " or "no.") Who is speaking? What does he say? Put your fingers around what he says. What do we call those words? What marks are around them? Point to those marks and tell their name. What mark is used to separate the...
Σελίδα 254 - THE FORGET-ME-NOT When to the flowers so beautiful The Father gave a name, There came a little blue-eyed one — All timidly it came — And standing at the Father's feet, And gazing in His face, It said with low and timid voice, And yet with gentle grace, "Dear Lord, the name thou gavest me, Alas, I have forgot.
Σελίδα 147 - I won't;" and the pig said, " I won't." "When she came back with the flour, she said, "Who will make this flour into bread?" The rat said, "I won't;" the cat said, "I won't;" and the pig said, " I won't." The little red hen said, " I will, then;" and she did. When the bread was done, the little red hen said, " Who will eat this bread ?" The rat said, "I will;" the cat said, "I will;" and the pig said, "I will.