Aldine First Language Book: A Manual for TeachersNewson, 1913 - 274 σελίδες |
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Σελίδα 2
... lives have been tapped successfully , have 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 ...
... lives have been tapped successfully , have 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 ...
Σελίδα 3
... live and love the contents of stories and poems . These become a precious and an integral part of the children's inmost lives . In the light of these childhood experiences of the race , which are the basis of much of this.
... live and love the contents of stories and poems . These become a precious and an integral part of the children's inmost lives . In the light of these childhood experiences of the race , which are the basis of much of this.
Σελίδα 9
... live through every incident . A single read- ing will hardly accomplish this ; parts will need to be reread again and again , by the teacher and by different pupils , until the best , the most appropriate rendering has been secured . No ...
... live through every incident . A single read- ing will hardly accomplish this ; parts will need to be reread again and again , by the teacher and by different pupils , until the best , the most appropriate rendering has been secured . No ...
Σελίδα 10
... live ? How did the elephant and the monkey cross the river ? These questions should be asked by the teacher and answered by the pupils with all books closed . Questions and answers should spring from the vivid . vision of the story ...
... live ? How did the elephant and the monkey cross the river ? These questions should be asked by the teacher and answered by the pupils with all books closed . Questions and answers should spring from the vivid . vision of the story ...
Σελίδα 13
... live when they are wild ? ( The story does not 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 ...
... live when they are wild ? ( The story does not 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 ...
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.