Aldine First Language Book: A Manual for TeachersNewson, 1913 - 274 σελίδες |
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Σελίδα 6
... given to the pupils are made as simple and as clear as possible . They inust be taught to read , to understand , and to carry them out . They should be given whatever help they really need in this , but no more . Learning to use their ...
... given to the pupils are made as simple and as clear as possible . They inust be taught to read , to understand , and to carry them out . They should be given whatever help they really need in this , but no more . Learning to use their ...
Σελίδα 7
... given in the pupils ' book and in this Manual , that she may at the outset get fully into the spirit of the work , appreciate the pur- pose of the chapter as a whole and of every lesson , and see the mutual relations of the lessons ...
... given in the pupils ' book and in this Manual , that she may at the outset get fully into the spirit of the work , appreciate the pur- pose of the chapter as a whole and of every lesson , and see the mutual relations of the lessons ...
Σελίδα 8
... given to corresponding sections in the Manual and in the pupils ' book are not always the same . A section should be considered a unit rather than a lesson . No section will require less than a lesson period ; some may require several ...
... given to corresponding sections in the Manual and in the pupils ' book are not always the same . A section should be considered a unit rather than a lesson . No section will require less than a lesson period ; some may require several ...
Σελίδα 12
... given . These questions include the questions that the pupils studied in preparation for this exercise . Many other questions may suggest themselves ; only such as are consistent with the continuity of thought should be asked . Do not ...
... given . These questions include the questions that the pupils studied in preparation for this exercise . Many other questions may suggest themselves ; only such as are consistent with the continuity of thought should be asked . Do not ...
Σελίδα 17
... given them in their book for the immediate prepara- tion for the story , and that they have time to carry them out . The story may be reproduced in five parts , by as many children , one following the other in quick succession , or ...
... given them in their book for the immediate prepara- tion for the story , and that they have time to carry them out . The story may be reproduced in five parts , by as many children , one following the other in quick succession , or ...
Συχνά εμφανιζόμενοι όροι και φράσεις
Æsop answer attention better capital to begin carefully chapter chil child children tell comma complete story copy correctly definite dictation exercise directed dramatize the story dren elves Encourage errors exact words exclamation mark exer exercise expression fairy queen Fairyland feel flowers Frank Ball give a sentence given gold habit Harry Brown help the children John Pope kitten language last lesson learned Let pupils Let the children little mouse little plant Little Red Hen Mabel memorizing merely mistakes mother necessary oral reproduction papers paragraph Perhaps period Picture Stories play possible preparation pupils correct pupils write question mark quotation marks Read the story snowdrop spell my name stanza statement Studied Dictation study the lesson suggestions Supplementary teacher teaching tell the story tence things thought tion told understand water lily WRITING OF QUOTATIONS written
Δημοφιλή αποσπάσματα
Σελίδα 233 - Ladybird, Ladybird, fly away home, Your house is on fire, your children will burn.
Σελίδα 49 - If a child has begun a sentence with a small letter, the teacher asks, " What kind of letter should you have used? Why?" 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 233 - 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 156 - You are in the china closet!" He would cry, and laugh with glee — It wasn't the china closet; But he still had Two and Three. "You are up in papa's big bedroom, In the chest with the queer old key!
Σελίδα 268 - 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 233 - So, when my nurse comes in for me, Home I return across the sea, And go to bed with backward looks At my dear Land of Story-books.
Σελίδα 205 - 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 171 - 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 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 268 - 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.