LESSON 11-CLASSES OF SENTENCES: SUBJECT AND PREDICATE Classifying sentences according to form calls the attention of the pupil to the meaning of the sentence, through the study of clauses and their relation to each other. The subject must be determined before the verb can be intelligently studied. Each step in the exercise makes the next step easy and natural, until the pupil reaches the point at which he can determine whether the subject acts or is acted upon. The teacher who thinks to save time by omitting the preliminary steps and beginning this lesson by asking for the voice of each transitive verb, will deprive the pupils of a very helpful exercise. LESSON 12-REVIEW AND SUMMARY OF PHRASES Read Manual suggestions for Lessons 63 and 64, Part One.. Investigations show that about one-fourth of the verb errors of pupils are due to confusion of the past tense and the past participle, and that these mistakes occur in a comparatively small number of verbs. Evidently here is the place to lay stress. In the selection of words to be treated for correct usage, the authors have been guided, not by mere personal opinion, but by scientific investigation of the errors most frequently made by pupils, especially stressing the 14 verbs shown to be responsible for 85 per cent of the verb errors-see, do, come, go, run, sit, lie, give, begin, ring, write, take, break, sing (drink). These "demon" verbs are attacked again and again by recurrent treatment, with a view of establishing their correct use. LESSON 13-LITERATURE Teacher's. Aim To help pupils see the pictures the poet has made. To help them appreciate beauty of language and to inspire them with a desire to improve their own language. To teach patriotism. Pupil's Preparation Read the poem thoughtfully. Consult the glossary or the dictionary for words you do not understand or cannot pronounce. Try to answer the questions under "Study of Selection." LESSON 14-COMBINING SENTENCES Making compound and complex sentences from simple sentences is a very valuable exercise. Encourage pupils to see how many good combinations of these sentences can be made. The results of such effort will be seen in improved sentences in compositions. The review, covering, as it does, every technical fact treated in the month's work, affords opportunity for a searching test of the pupils' understanding and grasp of the subjects taught. Make it an important lesson in your school. See Manual suggestions for Lesson 16, page 18. CHAPTER TWO LESSON 18—LITERATURE Teacher's Aim To enjoy the selection with the pupils. To help them see the pictures the author has made. Pupil's Preparation Read the selection thoughtfully. Make a list of words you do not understand or cannot pronounce; consult the glossary or the dictionary and then copy these words and their definitions in your notebook, under the heading For My Vocabulary." Try to answer the questions under "Study of Story.'' Prepare two additional questions to ask the class. The Lesson A few, only, of many questions that suggest themselves in the study of a selection, can be given in the textbook. Those given will open the way for others, from pupils as well as from the teacher. The questions should not be asked or answered in a mechanical manner. They are given to lead the pupils to talk and to talk to a point. Corrective work should receive unremitting attention. Select one or two common errors prevalent in your class and stress the correct forms until the right habit is established; then, take up another error and follow this fault up in the same manner. Only in this way can any effective work be done in overcoming faulty English. But in all corrective work, the coöperation of the pupil must be secured. He must want to speak with correctness, if your efforts are to be successful in improving his speech. Your duty lies in the direction of stimulating his ambition and creating the desire to talk and write well. You will succeed best if you quietly give the correct form every time he uses the incorrect one; he will repeat the correct expression without interrupting his train of thought. Soon he will anticipate you, making the correction himself before you have had time to say the correct word. A high standard of correct expression in the language exercise and a low standard in all other studies will not bring permanent improvement. The same careful attention that prevails in conversation in the English lesson must be given in other lessons, on the playground, and elsewhere. Children should correct each other in conversation, always in friendliness and in a spirit of helpfulness. LESSON 19-COMPOSITION Pupils in every grade need help in arranging the expression of their thoughts. Irrelevancy and incoherence, that make the prattle of a young child so irresistibly charming, are not pleasing when found in the conversation and the writing of upper-grade pupils. Pupils' compositions differ from those of adults more in their lack of consecutiveness than in any other quality. We know these pupils must soon take their places in a world where irrelevancy may excite contempt, and incoherence may cause distrust, but where the power to make rapid selection among their thoughts will win respect and confidence. We must teach our pupils to select from among their thoughts those that are most valuable. We must show them how to compare one thought with another and finally how to arrange their thoughts in an orderly manner. LESSON 20-COMPOSITION Allow half the lesson period for the written work. The other half should be devoted to the reading aloud of the compositions by the children. If pupils know that you will allow as many as possible to read aloud what they have written, the compositions will have new interest. You can make the children see that they have the opportunity to interest and please others. Tell them that is what writers of all ages have tried to do, and in proportion as they have awakened interest or given pleasure, they have been honored and loved. Just as soon as you have made a child feel this, and have aroused in him the desire to interest someone by what he tells in his composition, you have enrolled him in a noble company and have taught anew the lesson of personal service. LESSON 21-REVIEW AND SUMMARY OF CONSTRUCTIONS Pupil's Preparation Review Lesson 158, Part One. Follow the directions given for this lesson in the textbook. The Lesson Read Manual discussion for Lesson 38, Part I. LESSON 22-DESCRIPTIVE AND LIMITING ADJECTIVES Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given in the lesson. The Lesson One In the "Written Exercise,'' divide the class into two groups. group may write sentences at the board under the teacher's direction. When the pupils at the board have written their sentences, allow a few minutes for silent study of them. At the expiration of this time, any pupil of the second group who sees an error in a sentence should arise. The pupil named by the teacher will go to the board and point out the mistake. If the pupil whose work is challenged cannot justify his sentence, the other pupil makes the correction and his "side" is given a score. If the critic does not sustain his criticism, one score is given the opposite side.' Either pupil may appeal to the class, and finally to the teacher, if necessary. The "side" having the greater number of scores wins the contest. LESSON 23-ARTICLES: NUMERALS: PRONOMINALS Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given in the lesson. LESSON 24-CORRECT FORMS OF PRONOUNS Lesson 157, page 175, and the pages to which this lesson refers will be found very helpful in connection with this lesson. LESSON 25-COMPOSITION Pupil's Preparation Think of the store you want to describe. Where is it? Think how it appears on the outside. What is shown in the windows? What do you notice first on entering the store? What do you see on your right? On your left? Who comes to wait upon you? Think of his appearance. Now make an outline to follow in your talk. See Supplementary Theme Subjects, page 319. |