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Книга по требованию: First Reader, Vol. 2 (Classic Reprint)

Товар № 11245084
Вес: 0.18 кг.
Год издания: 2015
Страниц: 106 Переплет: мягкая обложка
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Excerpt from First Reader, Vol. 2

1. The plan of this book - Part II. of the First Reader - is somewhat similar to that of Part I. In Part I., the lessons are based on the short sounds of the vowels, with single consonant sounds preceding and following them. With the single consonants were taken the apparent consonant digrams ll, ch, etc., which are, in reality, single consonants, since they represent but one consonant power. In Part II., the real consonant digrams are taken up, still with the short vowel sounds, first as finals, in Lessons I. to IX., inclusive, and then as initials, in Lessons X. to XV., inclusive.

2. In the phonic drill upon the words at the head of these lessons, the teacher has several courses open to him. In Lesson I., for example, he may obtain from the pupils the sounds of the initial digrams, la, sa, ba, etc., and then showing how the sound of nd final affects these sounds, obtain from the pupils the sounds of the words, land, sand, etc. Or, again, he may use the sound of and as an element, and, suggesting the sound of the initial consonant, get the pupils to prefix it to the element, and thus obtain the word-sound.

3. In phonic drill, the teacher should constantly use the blackboard. Having, for instance, exemplified the use of two initial or final consonants with a digram, he should write down other digrams, which the pupils should pronounce, and by prefixing or affixing, as the case may require, the sound of the two consonants to them, form new words. Facility on the part of his pupils in recognizing and making use of the phonic powers of the letters, is what the teacher should aim at. He should also be careful to see that the pupils understand the meaning of the words in the phonic lists. The meaning of the words can be readily imparted by judicious questioning, and by the illustration of their use in simple sentences.

4. The remaining lessons after the fifteenth are devoted to the long sounds, the broad sounds, and the diphthongal sounds, of the vowels. If we regard the short sounds as the normal sounds of the vowels, all of these long, broad, and diphthongal sounds, have no normal phonetic representation, but are, for the most part, conventionally denoted by various letter combinations, used with more or less constancy. The more common and regular of these combinations form the basis of arrangement of these lessons.

5. In presenting to the pupils the conventional letter combinations which denote the sound referred to in the preceding paragraph, the teacher must use what resources he can to fix them in their memory. In teaching, for example, the long sound of a vowel represented by that vowel and finale mute, the effect of the finale should be illustrated by comparing such words as man, mane; met, mete; hid, hide; not, note; cub, cube.

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