Aldine First Language Book: A Manual for TeachersNewson, 1913 - 274 σελίδες |
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Σελίδα 2
... ideas , his ambitions , his feel- ings and emotions . We must see that from these two inexhaustible sources the materials of thought and feeling flow together and make up the abundant stream of the child's mental life ; when we do this ...
... ideas , his ambitions , his feel- ings and emotions . We must see that from these two inexhaustible sources the materials of thought and feeling flow together and make up the abundant stream of the child's mental life ; when we do this ...
Σελίδα 8
... ideas of a story that has been learned . 6. Making an appropriate ending to an unfinished story . 7. Telling original stories . 8. Reading stories in pictures . 9. Learning to describe . 10. Studying a poem : turning the ideas into ...
... ideas of a story that has been learned . 6. Making an appropriate ending to an unfinished story . 7. Telling original stories . 8. Reading stories in pictures . 9. Learning to describe . 10. Studying a poem : turning the ideas into ...
Σελίδα 31
... ideas . See that the children , in their descriptions and in their criticisms , follow the directions given and practiced in the last lesson . Game 1. The Four Blind Men . The teacher blindfolds Learning to Describe Games of Description.
... ideas . See that the children , in their descriptions and in their criticisms , follow the directions given and practiced in the last lesson . Game 1. The Four Blind Men . The teacher blindfolds Learning to Describe Games of Description.
Σελίδα 43
... ideas of the conversation just as well as was done at first , and to bring out the character- istics of the little plant , the oak tree , and the rest , better . When he has finished , all the listening children must be able to tell ...
... ideas of the conversation just as well as was done at first , and to bring out the character- istics of the little plant , the oak tree , and the rest , better . When he has finished , all the listening children must be able to tell ...
Σελίδα 62
... ideas of the poem , but not necessarily the exact words . A third child might be introduced to represent the robin , who speaks or sings something like this : " Cheer - up , cheer - up ! Snowdrop is awake ! The air is growing warm ...
... ideas of the poem , but not necessarily the exact words . A third child might be introduced to represent the robin , who speaks or sings something like this : " Cheer - up , cheer - up ! Snowdrop is awake ! The air is growing warm ...
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.