La classe en français;

Gourio Eugène 1864-

Sujets

• French language

Informations

• Publié par: les_archives_du_savoir
• Nombre de lectures: 53
• Langue: English
• Poids de l'ouvrage: 18 Mo

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^'' A.-."
La Classe
EN Français
—r-rrrropert.yCLASSELA EN FRANÇAIS
PAR
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Ei^'^GOURIO
agrège dt Umi*versiU JePnftssnur C Paris
la Lègim £HomtuurCktvmiètr dt
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FRANCISCOBOSTON NEW YORK CHICAGO SAN
HOUGHTON MIFFLIN COMPANY
leUtenâK CambribgeWigft Pro»CAMMUMiS'SUGGESTIONS TO TEACHERS
Trisbook is i^Titten after the direct method which consists in teaching
foreign language without having recourse to translation, now bya
the object, action,assodating at once a word with the or the quality
now by employing the meaning of the words alreadyit refMresents;
others. The first words to be taughtknown to discover that of are, of
course, those which express the things and life of the class. And this
his class in French, which is a considér-enables the teacher to conduct
able advantage. In the early lessons the vocabulary is rather thin.
first placeb to given to the most important grammatical wordsThe be
and forms, to the structure of the sentence. And this grammatical
teaching must proceed slowly, very slowly. The pupils, for instance,
must be able to use a tense with ease and correctness in oral and ^Tit-
exercises, before the next is brought in. At the beginning of theien
second part of thebook I hâve coUected ail thegrammar already taught
in order to go over it again methodically. I shall add that it is only by
examples realitiesmeans of concrète expressing the of the class, con-
stantly heard and repeated, that the structure of the language can be
taught;effcctively and that the rules will be acquired "with greater
fadlity when the uses to which they apply are already familiar to the
pupil's mind.
Baw to carry on the explanation. The new words in each lesson are
printed in bold type. Before entering his class-room, the teacher
aettles the order in which he will explain them, and distinguishes their
degree of diflSculty and importance. the examples provided byTo
the book he adds his own. He notes the old words which are to be
recalled during his explanation. He thinks also of the drawings to be
made. of the pictures and objects it may be useful to bring into dass.
When I explain a lesson I stand before the pupils, and as near them as
possible. My book thoseis open on my desk at the required page; of
my pupils are shut. I give, first of ail, a ievi familiar orders, and make
some amusing remarks. When the pupils are fully awake, I bring out
thenew word. Its meaning once understood, I multiply the examples
containing it. Then I hâve it pronounced separatdy and in sentenoeSi
iiiSUGGESTIONS TO TEACHERS
^ —FinaOy, I write it on the bUckbotrd ibis for thefpdling and it is
more. I insist espedaOyrepeated ooce upoD tiiegramnutkal part of
the lésion, and, if need be, I write tome namplcs on the Mackboard,
the ru]e is formuUted. leaioo sur-and My if broi^t to an end by a
vey of ail the words ezplained, during whicfa I am particulariy careful
thorouglily to fix the pronunciation. The translations given at the
bottom ol the pages are not to be nsed by the teachcr during his
explanation. They are intended as help to sndi pupOs asa raidy
tiroe.hâve been absent for some
Tke êdochmg promuiciaHoH, The eariy lessons oontain reading-of
similar to thoae found in French diiki'seierciies, a spelling-book.
The teacher does not at fint hâve them read in the book. Not forget-
ting that sound is leamed by being heard, he repeats it several times.a
Some pupils take it up after him; then the wholedasspranounccs it in
chorus, stopping after a first attempt to listen oncemoie. Thisgives
to fall upon the desired sound. wellthe dull ears Urne When it Is pro-
nounced, the teacher writes on the blackboard the sign rf ircsfiiHng it,|
the pupils repcat after him withand pronounccs it again; their eyes
fized on the blackboard. During this ezerdse the teacher frequently
gives orders of the carly lessons, as they corne up. The pupil willthe
hâve to reproduce thèse orders only after some tiroe; they contain a
great variety of soands, and it suffices at présent to hâve them under*
which willstood. There are soonds for the teacher indicate the posi-
tion of the organs of speech at the moment of utterance. In the case
out its meaning, theofaWord, after havingbrou^t samemethod wOl
be foUowed as In the caseofa sign. CarewlQ be takennot to forget to
hâve it overWrite iton theblackboardand pronoimoed andoveragain.
Thus the sound is grafted on the spelling, and the French wocd b
fromcmmdpated thapraoundatk»d the mother-toogue.
At the end ol the eiplanatVm the booka are opeoed. Each lesaoo
oontaina, imder the heading **Prooooclation" a readlag awrcin in
whIch the words are grouped accofding lo thelr sound, the new ooea
comlng after the old ooea, wfakh thus serve as modela. The teacher
first reads oolumn whole repeats it aftera ol thisenrdse,and the dass
him; he then allowssomepupQs to read alooe, which they ail like vcry
much. Our lenoo In prootuidalloii woukl not be If it borecomplète
only on itfflatwl words. The teadMr repeats whole sent
Iv