Aldine Language Method: A Manual for Teachers, Τόμος 1Newson, 1913 |
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Σελίδα iii
... Telling Original Stories IX . Reading a Story in a Picture Supplementary Work X. More Picture Stories PAGE I 7 8 9 II · 14 16 18 XI . Learning to Describe XIV . Telling the Story of the Poem XII . Games of Description XIII . Getting the ...
... Telling Original Stories IX . Reading a Story in a Picture Supplementary Work X. More Picture Stories PAGE I 7 8 9 II · 14 16 18 XI . Learning to Describe XIV . Telling the Story of the Poem XII . Games of Description XIII . Getting the ...
Σελίδα iv
... Telling True Stories · XVI . Studying the Poem , " Spring Waking " XVII . Part Reading and Dramatizing the Poem XVIII . Learning to Tell a Story XIX . Oral Reproductions CHAPTER THREE I. Reading the Story , " Mabel and the Fairy Folk ...
... Telling True Stories · XVI . Studying the Poem , " Spring Waking " XVII . Part Reading and Dramatizing the Poem XVIII . Learning to Tell a Story XIX . Oral Reproductions CHAPTER THREE I. Reading the Story , " Mabel and the Fairy Folk ...
Σελίδα 13
... tell this , but a few words of description of an Indian forest or jungle will make the story more real to the children . ) Have you ever seen an owl ? Where ? If not an owl , have you ever seen a picture of one ? What kind of eyes did ...
... tell this , but a few words of description of an Indian forest or jungle will make the story more real to the children . ) Have you ever seen an owl ? Where ? If not an owl , have you ever seen a picture of one ? What kind of eyes did ...
Σελίδα 20
... tell the story from the beginning ; others need only give the ending sup- plied by the pupils . To avoid monotonous ... tell without direct help from the teacher . Encourage them to TELLING ORIGINAL STORIES 21 prepare original stories ...
... tell the story from the beginning ; others need only give the ending sup- plied by the pupils . To avoid monotonous ... tell without direct help from the teacher . Encourage them to TELLING ORIGINAL STORIES 21 prepare original stories ...
Σελίδα 21
... tell the story of the blind men and the ele- phant except as a last resort . The class exercise must not be spent merely in the telling of the stories , as the children have pre- pared them . Every story told should be com- mented upon ...
... tell the story of the blind men and the ele- phant except as a last resort . The class exercise must not be spent merely in the telling of the stories , as the children have pre- pared them . Every story told should be com- mented upon ...
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
Æsop answer attention better capital to begin carefully chapter chil child complete story copy correct form correctly definite dialogue form dictation exercise Dramatizing the Story dren dwarfs elves Encourage errors exclamation mark exer exercise expression Fairyland feel flowers Frank Ball give a sentence Grand Tusk habit Harry Brown help the children John Pope kitten language last lesson learned Let pupils Let the children little plant Little Red Hen Mabel marks of punctuation memorizing merely mistakes mother names necessary oral reproduction original fables papers paragraph Perhaps period Picture Stories play possible preparation pupils correct pupils write question mark quotation marks Read the story Santa Claus snowdrop spell spell my name stanza statement Studied Dictation study the lesson suggestions teacher teaching tell the story tence things thought tion told tree understand water lily 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.