Hints for language lessons and plans for grammar lessons. A handbook for teachers

Preface

The following Hints for Language Lessons and Plans for Grammar Lessons are part of the author's instructions in " Method/' as given to the students of the Ottawa Normal School.

It is not claimed for these plans that they are the best which can be made for the respective lessons ; but they are at least suggestive and make a starting-point or rough sketch, from which the intelligent teacher may develop better ones.

The author has been frequently asked to publish them in book form. In complying with this request, he does so with the hope that they may be found useful to teachers generally.

John A. MacCabe.

NoRBTAL School, Ottawa,

LANGUAGE LESSONS.

A person's language is a test and evidence of liis thoughts and mental culture.

In order to " talk " or " speak " well, two things are necessary : we must have thoughts or ideas, and we must have a good command of language to express these thoughts, — language which will ^' set out " these thoughts in all their fulness and power and effectiveness.

The object of language lessons then is, —

(a) To give the pupil ideas.

(b) To give him the means and the power to express these ideas.

Now, with the young pupil, whence is he to obtain his ideas ? where did he find what ideas he has on coming to school ? We all get thoughts, directly or indirectly, through the activity of the intellect; that is, through perception or observation, through memory, through imagination, and through reasoning. In the child, which of these powers is first awakened ? His powers of observation or perception. Consequently, he gets by far the largest part of his ideas through his observing powers ; that is, through the action of his senses. His memory and imagination will supply others. His language, therefore, will in the main refer to what he has seen, or heard, or touched, or tasted, or smelled. As, therefore, he gets his early thoughts through his observing powers, with, as is said above, occasional flights into the fields of memory and imagination, the first language lessons, and the greater part of them, must be in the field of thought laid out by his observing powers, his memory, his imagination, and sometimes his reasoning power.

Z HINTS FOR LANGUAGE LESSONS.

And these language lessons will have a reflex action on the powers used; for the child, when he knows he will be called on to tell what he has seen or heard, etc., will be trained to habits of careful observation. Using this general plan as a basis, he will be led to settle firmly in his language, and use correctly three classes of words : (1) his own words, that is, those he uses intelligently in his every-day conversation ; (2) words which he hears others use, and of the meaning of which he has a hazy idea ; (3) new words, or words which he hears others use, but of the meaning of which he knows nothing.

Language lessons thus arranged will have the following results : —

1. The cultivation and development of the mental powers —

observation, memory, imagination, and reasoning.

2. Quickness in mental activity ; quickness in evolving thought.

3. Increase of knowledge — thought enlarged and extended.

4. Increase of vocabulary — new words added to the store, daily,

with the new ideas.

5. A command of language.

6. A correct and concise use of language.

The choice of words and the arrangement of these words are the sum and substance of good composition. Train the young child to rapid, complete, and accurate observation ; this will lead to concise, complete, and accurate description. " Words without thought are empty, but thought without words is helpless."

General Hints for conducting Language Lessons.

1. Lead the pupils to talk — to talk about anything, provided

they talk.

2. See that the pupils make complete statements.

3. See that they use grammatical and elegant language — no

4. Correct, or lead the pupils to correct, all un grammatical and

inelegant expressions. The correction should be made indirectly, either by inviting the pupil to "say it another way," and telling him that you prefer a certain way (the correct way), and that you wish him to use that form for the future ; or by telling him the correct form. By drill, fix the proper form in the minds of the pupils.

5. Every lesson, no matter what the subject is, should be made

a language lesson. Every error in expression should be , corrected when made.

6. As soon as possible language lessons should develop a contin-

uous story, and the story should be placed on the B.B.

Material for Language Lessons to train to Habits of

Prompt Thinking and Speaking.

For the pupil.

(1) What I can see in the school-room. What I saw out of school.

(2) What I can hear. What I heard.

(3) What I can taste. What I can eat. What I have tasted. What I have eaten.

(4) What I can smell. What I have smelled.

(5) What I can touch. What I have touched.

(6) Where I can go. How I can go there. Where I went. How I went there.

(7) What I have worn. What I can wear.

(8) What things are worn on the hands. Who wear them. When. Why.

(9) What things are worn on the feet. Who wear them. When. Why.

(10) What things are worn on the head. Who wear them. When. Why.

(11) Objects in the school. What each is made of. Its use.

(12) A hat things are in the sky. When seen. What things are in a store ; a mill ; a dwelling-house ; a church, etc.

Additional Material for Language Lessons.

1. What the children have.

2. What they would like best to have.

3. What they would like best to do.

4. What kind of sports they like best.

5. Describe any play they had at recess.

6. What they did during any holidays.

7. What they would do with money if they had all they wanted

to spend.

8. Name some things that can swim, run, hop, etc. ; some things

that have wings. Tell what the cat does ; what the dog does ; etc.

9. A series of sentences describing any animal.

10. Stories made from pictures.

11. Stories about games.

12. Lessons on the body : its parts ; what each part does. What the

pupils can do with their hands ; their feet ; eyes ; ears ; etc.

13. What they saw in coming to school.

14. Guessing and thinking games. Dreams.

15. Showing a stranger the most interesting sights of the city.

16. Action lessons. [The teacher or one of the pupils performs

certain actions ; the pupils make statements.] "The teacher (or pupil) raised his right hand." "He raised his left hand." "He raised both hands." "The right hand was raised." "The left hand was raised." "Both hands were raised." " The teacher closed his eyes." " The teacher and the pupil closed their eyes," etc.

17. Describe a day in school ; a day in town ; in the country ; at

grandpa's ; in a boat ; on a steamer ; on the cars ; etc.

18. A series of talks on

Size: developing large, larger, and largest; big, bigger, and biggest; small, smaller, and smallest.

Length, Height, and Depth : developing lo7ig, longer, and longest; high, higher, and highest; deep, deeper, and deepest.

Color.

Weight : developing heavy, heavier, and heaviest, etc.

Place, developing preposition : " The book is on the table ;

under the table ; over the table," etc.

Eorm.

19. A series of lessons developing the use of see, saw, and seen;

do, did, and done; sit and set ; lie and lay ; rise and raise.

20. Describe a visit to any place of interest.

21. Describe summer and winter sports.

22. A story is told by the teacher ; the pupils tell it afterwards.

23. The teacher makes the slxeleton of a story ; the pupils "fill in"

as the story progresses.

24. Literature : understanding, memorizing, and repeating simple

passages in prose and poetry ; for example : —

(h) 1 love the seasons in their round ; Each has its charm for me ; Wisdom and love in all are found ; God's hand in each I see.

(c) She's somebody's mother, boys, you know, For all she's aged and poor and slow ; And I hope some fellow will lend a hand To help my mother, you understand.

If ever she's poor and old and gray, And her own dear boy is far away.

Taking the first example, the teacher, knowing the ideas in the first line, will question the class about them, bringing out even some of the very words in the line, as well as the ideas. He will then write the line on the B.B. and will ask the pupils to read it several times, until they can say it from memory. The other lines

N will be dealt with in a similar maimer ; and the whole stanza is finally committed to memory.

The advantages of this kind of language lesson are : (1) The value of the thoughts thus treasured up. (2) Cultivation of memory. (3) Cultivation of imagination. (4) Development of the language faculty ; an increase in the child's stock of words and in his power to use words. (5) A moral lesson.

GRAMMAR LESSON PLANS.

INTEODUCTIOISr.

The Lesson Plans set down in the following pages consist each of seven parts : the Topic, the Introduction, the Development, the Generalization, the Technical Term, the Definition, and the Practical Exercises.

The Topic contains matter for the teacher alone. It states pointedly the aim of the lesson. The more pointed and concise in thought this topic is, and the more particular the object aimed at by the lesson, the greater will be its success. For example, if the object of the lesson is to teach the nature of the noun, the topic may be put in much better form than this, — Topic : " To teach the noun," thus. Topic : " There are certain words which are names of things (or names of persons, places, or things). These words are put in one class : a word of this class is called a noun."

TJie Introduction. — It has been well said that every lesson should hold out two hands — one to past knowledge, the other to coming knowledge. So it is with the Introduction. It is a review of previous knowledge ; it is a review of the known, to lay a foundation for the unknown; it is, as it were, the ploughing and harrowing process by which the soil of the mind is prepared for the knowledge to be implanted. The Introduction should aim also at putting tfacher and pupils in good humor with themselves and their work ; it should be, as it were, a pleasant vestibule in which to linger awhile, in which to anticipate the good things to come. It is needless to say that the Introduction should be as short as is consistent with the character of the lesson.

8 PLANS FOK GKAMMAR LESSONS.

The Development is the lesson proper. Here the subject should be opened up fully, step after step being taken to fill the mind with the facts, and to give mental exercise through the imparting of these facts. The " steps " should be short steps, and each one should follow in natural sequence from the preceding one. This is the test of the development. And the position of the pupil in this part of the lesson should be that of an investigator.

The Generalization. — As we desire to reach classification, we must first generalize. All the examples we use to illustrate our topic are alike in one particular or more ; then we put them in a class on the ground of a common quality.

The Technical Term is given by the teacher : the pupils cannot be expected to know it.

The Definition is given by the pupils. If the development has been well carried out, the pupils should be able to give a definition which will embody, in abstract form, the facts gained from the illustrations.

Practical Exercises are of the greatest value in impressing the lessons on the minds of the pupils. They call upon the pupil to make new illustrations to which the abstract principle will apply, and to use the new and the old illustrations in composition, or the cultivation of the language faculty in the form of written expression of thousrht.

PLANS FOU GKAMMAR LESSONS.

SUBJECT AND PREDICATE.

Every statement may be divided into two parts — one part standing for or naming that about whicli the statement is made, the other part making the statement about the thing named in the first part. The part standing for that about which the statement is made is called the subject of the statement or sentence ; the other part, which makes the statement, is called the predicate.

Ask the class to name some person or thing, such as John, the dog, the cat, birds. Ask them to say something about these things, bringing out such statements as John reads, the dog barks, the cat runs, birds Jly. Tell the class that these are called statements, because in them we state or tell something about a person or thing.

1. Write on B.B. sentence consisting of a noun and a verb ; as, Birds fly.

2. Ask the class to read the part which names or stands for that about which we state something. Answer : Birds.

3. Underline the word and draw a vertical line after it.

4. Ask the class to read the part which states something about the thing named. Answer : fly. Doubly underline this word.

5. Drill. What does the first part of this group of words do ? It names the thing about which we make the statement. What does the second part do ? It makes a statement about that which is named by the first part.

PLANS FOK GKAMMAK LESSONS.

6. Write on the B.B. several other examples, a few of this kind, but gradually increasing the number of words by adding adjuncts of the subject and of the predicate, avoiding for the present, statements too long or too complicated, and leading the pupils to make two parts in all cases, and only two, — one naming something, the other making a statement about the thing named.

What one thing have we done with all these statements or sentences ? What one thing did all these statements permit us to do for them ? To break them up or divide them into two parts. What are these parts? [Given in words of development.] How are these parts always known ? [This with a view %) the division of inverted sentences, on the division of which a good drill should be given later on.]

The class is now told by the teacher that the part which names that about which we make the statement is called the subject of the statement or sentence, and that the part which makes the statement is called the predicate. The words are written on the B.B., pronounced and spelled by the class.

A definition is now drawn from the class, — a simple one, embodying the characteristics brought out in the development. This definition may be written on B.B. and pupils drilled upon it.

1. A number of statements are given orally by the teacher; the pupils divide into subject and predicate. [The technical terms will now be used.]

2. Statements are placed on B.B. ; pupils copy, and as desk work divide themr into the two parts.

3. Pupils compose statements, showing the same division.

PLAKS FOR GKAMMAR LESSONS.

THE NOUN.

Words which are names of things (or names of persons, places, or things) are put in one class. A word of this class is called a nou7i.

Lead the pupils to see that if we wish to call any person, or to speak of any person or thing, we lirst yiame the person or thing, or give it a name.

1. A number of objects are held up individually before the class.

2. As each object is shown, the class give its name, and this name is written on the B.B. by the teacher.

3. As each name is obtained, the class is led to call it a name or name-ioord. Good drill in each case.

4. Names of other objects in the school-room obtained from pupils without presenting the object. B.B. and drill on each word, as before.

5. Names of objects outside school-room obtained from pupils. B.B. and drill, as before.

1. Names are read by pupils.

2. Pupils, by questioning, are led to see that all these words on the B.B. are alike in one particular, — all are names or name-ivords.

1. The class is now told that instead of name or nameword we use the word noun. Review and drill. What is this word called ? [Pointing to the first.] A noun. What is this word called ? [Pointing to the second.] A noun. And so on to the end.

2. Technical term written on B.B., pronounced and spelled by pupils.

The pupils are asked to give a simple definition of technical term. If necessary, the definition may be written on B.B. and pupils thoroughly drilled upon it.

PLANS FOR GRAMMAfi LESSONS.

1. Pupils are asked to give nouns orally.

2. From sentences written on B.B., pupils are asked to pick out nouns and write them in note-books as desk work.

3. From a page of tlieir "Reader" pupils are asked to pick out and write nouns, as in the last case.

THE VERB.

Note. — Before laying down a plan for the verb, it is well to consider the aspect in which this part of speecli may be best presented to tlie class. Shall we teacli the verb as the chief word in making a statement? tlie word which of itself can make a statement ? or shall we teach the verb as a word which tells about the doing of something ? The first aspect is the more scientific one, as it will include all verbs ; the second is the simpler one, although it will not include all verbs. Still, on account of its simplicity and the fact that the great majority of verbs come under it, it is the aspect presented here.

Words which tell about the doing of something, or which tell what some person or thing does, are put in one class. A word of this class is called a ve7'b.

Pupils questioned as to which of them are ready to help the teacher. How many will do a little work for the teacher ? One pupil selected ; his name obtained ; placed on B.B. What class ? Why ? What is a noun ? Clearly distinguish between tiling and name.

1. The pupil is called on to walk ; class tell what he does. The expression " John walks " thus obtained, placed on B.B.

2. The class is questioned as to the use of the new word. It tells what John does (the person John, not the word) . Good drill ; all the class exercised.

3. The pupil is called on to perform other actions, as talk, sing, bow, jump, run, etc. ; the word expressing

PLANS FOR GRAMMAR LESSONS.

the action, obtained in each case and placed on B.B. Good drill on each example as to the use of the new word. 4. Other nouns selected and placed on B.B. The class is called on to add a word to each, telling something that each thing does. Drill on the use of each new word.

Rapid review, as in the case of the noun. (See Generalization, under "Noun.")

All these words are alike in one particular, — each tells what a person or thing does.

Teacher tells class that each of these new words is called a verb. Review and drill, as in the case of the noun. (See Technical Term, under "Noun.")

Technical term written on B.B., pronounced and spelled. Meaning of " ]}^vt of speech " brought out.

The class is called on to give a simple definition. Definition placed on B.B. Thorough drill.

1. Short sentences given orally by teacher ; pupils pick out verbs.

2. Sentences written on B.B. ; pupils copy and pick out verbs.

3. Pupils pick out verbs from page of " Reader."

4. Nouns given orally by teacher ; pupils supply verbs.

5. Nouns written on B.B. ; pupils copy and supply verbs.

6. Pupils supply both noun and verb.

THE ADJECTIVE.

Note. — As the topic anticipates the definition, it is necessary in the case of the adjective, as well as in that of the verb, to consider the definition which will be the simplest and the most easily taught. An adjective is defined as a word which expresses the kind or sort of object named by the noun to which it is attached ; or, as a word which expresses a quality in the object named by the noun ;

PLANS FOR GRAMMAR LESSONS.

Topic.