LESSON 26-COMPOSITION See directions for written composition, Lessons 10 and 20 in Manual. LESSON 27—DISTINGUISHING PREDICATE ADJECTIVES FROM ADVERBS Read Manual suggestions for Section 2 of Lesson 45, Part One, and Lesson 59, Part One. Follow up this lesson by attention to individual pupil's use of the predicate adjective. LESSON 28-LETTER WRITING A letter dictated by the class may be written on the board before the letters are written by the pupils. A space, representing the paper, should be ruled off on the board. The pupil who suggests the heading must also tell where in this space the heading should be placed. Another pupil may suggest the salutation, telling where it should be placed. A third may give a good opening sentence. One pupil after another may make suggestions, until the letter is complete. Each pupil who makes a suggestion should tell where capital letters are to be used and what punctuation marks are needed. This letter is not to be copied by pupils. It should be erased, before the letters are written by pupils. LESSON 29-CLASSES OF SENTENCES: SUBJECT AND PREDICATE Requiring pupils to classify the sentences according to form is not a mere device for securing review of sentences. It is the first step of the ladder which the pupil must climb. The highest step in this exercise is voice. The best results will be secured by taking each step as directed in the lesson. LESSON 30-CURRENT EVENTS Read suggestions in Manual for Lesson 15. The following topics are merely suggestive: The Recent Storm. Discovery of Our New Street Cars. See directions in Manual for Lessons 16 and 20. LESSON 32-MONTHLY REVIEW See Manual suggestions for Lesson 16, page 18. CHAPTER THREE Note: For mid-year classes, the material for this Chapter may be made more timely by omitting Lessons 39 and 46. LESSON 33-LITERATURE Teacher's Aim To enjoy the selection with the pupils. To help them see the pictures the author has made. To induce the pupils to talk freely about the story. To arouse in them the desire to improve their own language. 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 heading, "For My Vocabulary.” Try to use these words correctly in your conversation. Prepare two additional questions to ask the class. LESSON 34-COMPOSITION Teacher's Aim To make each pupil feel that he has something that he can give to the class. To induce pupils to talk freely. To help them to improve the expression of their thoughts. Pupil's Preparation Make an outline for your talk. Think out some of your sentences, particularly your opening and closing sentences. Here is a fine opportunity for securing good opening paragraphs, and for excellent results in correction work by pupils. LESSON 35-AGREEMENT OF VERB WITH SUBJECT IN PERSON AND NUMBER Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given in the lesson. Teacher's Preparation Make sure that you know where errors develop in agreement. Only a few errors in agreement occur in person, but many occur in number. Lay stress here. Mistakes in agreement occur: (a) When the subject follows the verb (There is many apples). (c) When a singular subject is followed by a phrase containing a (d) When a plural subject is separated from the verb by a phrase containing a singular noun (The winds of the mountain is cold). (e) Wrong forms, not understood, (Don't he go fast?), (She don't). Investigations show that a few verbs are responsible for 85 per cent of all verb errors, and that the verb errors are more than half of the total errors made by pupils. These verbs are see, come, do, go, run, sing, drink, give, write. This means that the task is not impossible and the field not wide. Stress these verb forms. LESSON 36 AGREEMENT OF VERB WITH SUBJECTS Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given in the lesson. The Lesson Read directions for use of the blackboard, Lesson 7 in Manual. Drill upon sentences connected by or or nor. LESSON 37-AGREEMENT OF VERB WITH SUBJECT WHEN A PHRASE COMES BETWEEN The Lesson The practice given in this lesson should be sufficient to establish the agreement of verb with subject when a phrase comes between. When the words enclosed in commas are omitted, the pupils readily understand what is the subject of the verb. After the work outlined in the lesson has been accomplished, the sentences, without the verbs, may be written on the board and pupils asked to supply the verbs. LESSON 38-AGREEMENT OF VERB WITH AN INDEFINITE PRONOUN AS SUBJECT Review Lesson 132, Part One, in connection with this lesson. LESSON 39-LITERATURE Every lesson in the interpretation of literature should quicken the imagination and strengthen pupils' ability to picture situations; to do this the teacher must press for the pictures that lie behind descriptions found in the selections studied. Such a lesson should also give added power to see relations of cause and effect; that is, the teacher must press for the sequences involved in the selection. In addition, every lesson in literature should enlarge vocabulary, increase flexibility in the use of words, and give firmer control of apt usage. The method of procedure should be such as will yield the maximum of opportunity for free self expression, with the minimum of talking on the part of the teacher. All pupils should be encouraged to participate in the exercise, each making some contribution to the discussion. Pupils should be encouraged to ask questions of one another and exchange experiences. This makes of the lesson a real social period and furnishes a real reason for having it. In addition, it ensures lively discussions and leads pupils to assume a share of responsibility for progress in work and for the conduct of the lesson. Pupils may profitably prepare and bring to class a few questions for this purpose. However, the teacher must not fail to contribute her own experiences at the opportune moment. Moreover, she is to guide the exercise and must not allow the discussion to drag for lack of interest, but must skillfully introduce a new topic at the point where interest begins to lag. Then, too, she will not allow the discussion to wander aimlessly, but will watchfuily hold pupils to the topic in hand. LESSON 40-CURRENT EVENTS Difficult as it is to train pupils in habits of correct speech or correct writing, our real trouble lies deeper than either the pupil's speech or his writing. We forget that it is the pupil's own thought that he must be given power to express. |