Читать книгу A Manual of Pronunciation - Otis Ashmore - Страница 4

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Success in teaching this book depends very largely upon frequent short drills. Daily lessons are far better than one or two lessons a week. The plan should be to advance slowly and review rapidly. Every pupil should have a book.

The teacher should first assign a lesson of from ten to twenty words daily, and go over the lesson with the pupils, pronouncing each word distinctly and giving such other instruction as may be needed.

In preparing the lesson the pupil should learn and adopt the preferred pronunciation only, using the other forms for reference and general information.

In the back of the book will be found a list of all the words given in this manual arranged in order corresponding to the pages and numbered accordingly for convenient reference, but the words are without diacritical marks. This list is intended for use in recitation and drill.

In conducting the recitation, have the pupils in turn pronounce from this drill list the words assigned for the lesson. While the pupil who is reciting is thus engaged, the other members of the class should follow closely with their eyes the words that are diacritically marked in the body of the book, in order that the eye memory as well as the ear memory may be utilized in fixing the desired impressions upon the mind. Corrections may be made in the usual way. Every recitation should include a rapid review of from one hundred to two hundred of the words previously learned. This review is essential.

Written recitations at stated times are desirable. The unmarked words may be written upon the blackboard, and the pupils may be required to copy them, placing the accent and diacritical marks in the proper places. Other methods will readily suggest themselves.

If the pupils are not already familiar with the diacritical marks they should be thoroughly taught before beginning with the words.