1. State the advantages and disadvantages of teaching elementary reading by the word (Look-and-Say) method. 2. State the uses and limits of simultaneous reading and pattern-reading in the first three Standards. 3. What is meant by distinct articulation in reading? Name any words which present special difficulty to learners, and mention any form of exercise that is most useful in correcting faulty articulation. 4. Give the seat work that you would assign to a class in Standard IV to which you had just taught: O'er wayward childhood would'st thou hold firm rule, Love, Hope and Patience, these must be thy graces, 5. What preparatory teaching should be given to a class in Standard II before asking the pupils to spell the difficult words in the following passage: "Thinking that it was another dog with another piece of meat, he resolved to make himself master of that also; but in snapping at the supposed treasure he dropped the bit he was carrying and so lost all the common fate of those who hazard a real blessing for some visionary good." 6. State the uses of word-building. With any two of the following words illustrate a method of teaching word-building: Forbidden, peaceful, baker, foretell. 7. Write in vertical style six capital letters so as to show the proper forms and proportions of their parts. 8. Describe the best way of conducting a class lesson in writing in an ungraded school. THIRD CLASS. GRAMMAR AND COMPOSITION. 1. State somewhat fully the values of grammar as a subject of instruction below the High School. 2. Give notes of a lesson on any one of the following: Relative pronoun, indirect object, adverbial clause, "the verb agrees with its subject. in number." Show which of the values referred to in the first question your lesson illustrates. 3. (a) Show how you would lead a pupil in Standard V to analyse: You ask me why, tho' ill at ease, (b) What use to the pupil should such an exercise be? 4. Show how you will prepare pupils in Standard II to write a composition on Wolfe, the uses of clouds, the pumpkin, the Eskimo, or the hen. 5. After pupils have reproduced in writing an historical tale, outline a method of revising the exercise. 6. Show how you will prepare pupils to correct the error in sentencestructure in "This great and good man died on September 17th leaving behind him the memory of many noble actions and a numerous family of whom three were sons. THIRD CLASS. ARITHMETIC AND ALGEBRA. 1. Write, in proper order, the facts you will teach about the number eight. Give types of problems suitable for seat work on this number. 2. Give a series of questions to show how you will teach the relation of and 3. Assuming that a class is prepared to begin the subject of Interest, show how you will teach the first lesson. Give specimens of the problems you will employ. 4. Show how you will teach the solution of the following problem to a class unable to solve it: Twenty per cent. of a cargo was lost; at what rate of profit must the remainder be sold if the investment is to yield twenty per cent. profit? 5. Show how you will lead a pupil to see that if two minus quantities are multiplied their product will have a plus sign. 6. Show how you will lead a pupil to get the product of x3-m2y+y3, and x-my-y without actual multiplication. 7. Construct a problem to fit the following equation : 8. Solve by Arithmetic, and by Algebra, the following: A person goes from A to B by boat at the rate of 13 miles an hour, remains an hour and a half in B, and returns by rail at the rate of 26 miles per hour. He is gone altogether six hours: find the distance from A to B. What advantage, if any, has the algebraical solution? THIRD CLASS. GEOMETRY AND MENSURATION. NOTE:- Candidates are permitted the use of protractor, compasses and ruler; they are requested not to erase construction lines. 1. Draw a line AB, and divide it into three parts, such that the second part shall be double the first, and the third part double the second. 2. A man walks three miles; turns to his right through 60 degrees, and goes two miles; turns again to his right through 60 degrees, and goes two miles; and then goes straight home. Draw a plan, and find how far he has walked. (Scale, 1 inch = 1 mile.) 3 Write what you consider a proper solution of the following: The circumferences of two concentric circles are 16 feet and 18 feet. Find (a) the width of the ring between them, (b) its area. 4. Show how you will lead a pupil to solve the second proposition in Euclid, Bk. 1. 5. Show how you would teach the solution of the following to pupils unable to solve it: At $3 per cubic foot, find the cost of digging a ditch 1000 feet long whose depth is 6 feet, breadth at bottom 4 feet, at top 8 feet, and whose sides are equal. 6. What would a pupil's probable difficulties be in solving the following: How many cubic yards of earth must be dug out to make a well 3 feet in diameter, and 20 feet deep? Solve it. THIRD CLASS. ELEMENTARY SCIENCE. 1. Make a lesson plan for Standard IV pupils on the dissemination of Show how the lesson illustrates the leading aims in Nature seeds. Study. 2. Outline a lesson plan on the hawk-the adaptation of its structure to its mode of life. Make illustrative drawings to accompany the lesson. 3. Give notes of a lesson on the composition of soils, or on the drainage of soils, to pupils in Standard III. 4. How will you lead pupils to account for the difference in modes of cultivating soils for beets, and for oats? 5. Give notes of a lesson on how to disinfect a room in which a patient has had measles, or on how to recover a person apparently drowned. 6. Give notes of a lesson to boys on smoking cigarettes. 7. Mention precautions that a teacher should take to preserve the eyesight of his pupils. THIRD CLASS. GEOGRAPHY AND HISTORY. 1. What are the respective uses of the ordinary map, relief map and globe in teaching geography? 2. Outline a lesson plan for any two of the following: Cape, uses of mountains, formation of rivers, climate as affected by prevailing winds and rainfall. 3. Make notes for a lesson on any one of the following: The mining districts in the North-West Territories, the exports of British Columbia, the commercial centres of the Dominion with their trade routes, the drainage of Asia, the products of the Argentine Republic. 4. Give two illustrations of how the geography of a country has affected its history. 5. Make a lesson plan for teaching the life of Champlain, Lyon McKenzie, Sir John Macdonald, Cardinal Wolsey, or Nelson. Show that your plan illustrates one or more of the aims you have in view in teaching history. 6. Write notes of a lesson on any one of the following: Magna Charta, Quebec Act, Canadian Rebellion of 1837, Reciprocity Treaty 1854. State the purposes of the lesson, |