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Poker games foistas

Postby Mern В» 08.01.2020

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This banner text can have markup. Search the history of over billion web pages on the Internet. Books by Language Additional Collections. Adams and Company, Columbus. It is intended to cover one year of work in high school, one Semester or more in College. This book owes much to earlier German texts, above all, perhaps, to that pioneer work, ProkosclTs Introduction to German , but differs in many respects from all of them. Every teacher has his own method; the author of a text- book cannot prescribe, but can only hope that his book may be convenient to the method of a considerable body of teach- ers.

If I here outline the teaching habits out of which these lessons have grown, I do so merely to show the intent of the book. In practice only two or three days are given at the outset to the essentials of pronunciation — the vowels, the d -sounds, initial g-.

The greater part of the pronunciation and all of the spelling is developed in connection with the actual work of Lessons IV and following. The phonetic key is given because many teachers like ta use it. But German orthography is fairly consistent and, except for vowel quantities and accent, teils the whole story; the key can safely be ignored if the teacher is lavish of example and insistent in correction.

Class-room texts. Most of the earlier texts deal with dass- room objects and actions. This talking is of course accompanied by pointing, acting, and the like. It is copious and somewhat random, and by no means confines itself to what is printed in the book, but takes advantage of chance situations and incidents. One says everything that can be made intelligible to the pupils, taking care to use as often as possible the words and forms that are next to be learned.

Class-room questions and answers. When the talk seems to be taking hold, it gradually passes over into questions, which the pupils answer. These questions and answers are a far cry from real con- versation; they adhere to fixed patterns. Anything like real conversation is probably prohibited, for all of us, by considerations of time. Yet this pseudo-conversation, in which the pupil learns to answer and then to ask questions of strictly formalized pattern, is the surest way of practising and fixing the essentials.

Narrative texts. The texts which do not deal with class- room objects are also presented by talking. A text like Lesson VI, T ie 0ortne, becomes quite intelligible if presented in simplified and greatly lengthened form with pointing, acting, and blackboard sketching. It is then read aloud from the book; the more concentrated parts, even translated. Only after this do the pupils open their books and see it in printed form. Narrative questions and answers. The questions and an- swers based on these non-class-room texts are the chief means of repeating and impressing their words and forms.

The great drawback of translation is that it dis- tracts attention from the German forms; translators do not recognize words which they have met before. To the average person, certainly to our pu- pils, a grammatical Statement means little or nothing, unless it comes as an answer to a question that has arisen. The grammar is presented as an explanation of difficulties or peculiarities that have appeared in the German text. The learner is not asked to study the grammar paragraphs for their own sake, but merely to read them and to use them later for reference.

A single in- stance: the traditional treatment of noun plurals asks the pupil to learn the dass and sub-class umlaut or not of each individual noun. But in actual reading this question does not very often come up; modifiers and verb form usually teil us when a noun is plural.

If the grammar paragraphs are merely read over and then used for reference, it is necessary to have some means of practising the essential habits which go under the name of grammar.

For this the exercises are given. They have been made as varied as possible and removed as far as possible from the profitless reciting of paradigms. They may be supplemented in various ways — for instance, by having the pupil collect from the texts examples of a given form or construction.

The English-German translation exercises are given be- cause many teachers like to use them; others, including the author, prefer to postpone them beyond the first term.

The vocabulary consists of 1 a small nucleus of the commonest words, which are repeated almost endlessly, 2 a number of words which are necessary for the texts but do not seem to deserve the repetition of the first group, and 3 a large body of words introduced merely to illustrate German word-formation, words whose meaning is transparent, once their formation is understood.

The principle of a nuclear vocabulary which the learner thorough- ly assimilates seems to have found general acceptance. The special vocabularies for each lesson have been added because some teachers feel that they need them. My feeling has always been that learning words from a list is extremely wearisome and for some pupils well-nigh impossible, whereas from a connected text one learns them easily and almost without conscious effort. Yet the vocabulary of this text, given in the form of a list, is surprisingly great.

Hence I prefer to use the general vocabulary for reference, even though the pupil then needs more careful help from his teacher. Word-formation is the key to German vocabulary. It is really a part, though a neglected one, of grammar, and the treatment should be that of grammar: the teacher explains the topic and the pupil merely reads over the Paragraph. An exercise that is encouraging to learners is to use new compounds and derivatives in sentences which one speaks or writes on the blackboard and asks the pupils to interpret.

Even as it is, most of the vocabulary is of this nature and represents no added work for the learner. Needless to say, the statements about word-formation deal with resemblances between present-day German words laben: einlaben; bie SUMlcfj: melfen and not with the history or conditions of earlier times.

Size of lessons. A great deal has been said for and against units as large as this: is it better to have lesson units that can be dis- posed of in a single recitation, or to present a lesson and give the meaning of a text on the first day and then spend the rest of the week in going over it with question and answer, inductive grammar study, exercises, and so on?

The latter alternative has always held me, for two reasons: first, it allows of more interesting and natural text material, and, second, it enforces repetition and study after the meaning of the text is known.

This latter I believe to be the great secret of language learning. Extensive reading. The textbook supplies three of the features of elementary language work: X PREFACE 1 intensive reading or, in the earlier lessons, hearing in the texts; 2 intensive formal grammatical drill in the exercises; 3 extensive formal study in the explanations, grammar, and word-formation. This leaves the fourth essential, extensive reading, to be supplied by means of a reader.

Teachers will differ as to when it begins and as to how much time it takes up. In my practice it has begun, with a very easy reader, almost at the start. In dass it occupies a few minutes at the end of the hour; occasionally a whole hour. Gradually it turns into outside reading, with set opportunity for questions by the pupil and for test questions and written translation tests by the teacher. The contrast between this extensive reading, in which the pupil merely applies his knowledge to get the meaning of the German and there stops, and the intensive reading in the textbook where new things are to be learned and understanding the text is only a preliminary to the real work — this contrast, more than anything eise, helps the pupil to understand the process of language learning.

Pronunciation Continued. Pronunciation and Spelling Class-Room Text. T te 0onne. Sin Sag. T ie bret gebern. Summary of German Grammar: I.

Modifiers of Nouns. Inflection of Nouns. Use of the Cases. Inflection of Verbs. Use of the Verb-Forms. Prepositions, Adverbs, Conjunctions.

Experience shows that the difficulty of learning German is greatly reduced if one observes a few simple points of technique. Especially the problem of re- membering words is halfway solved if one merely goes at it in the right way. Every language uses a strictly limited number of sounds.

It is easy, therefore, with a little practice, to achieve a reasonably accurate pronunciation. This labor is repaid many times over by the fact that words and forms are far easier to remember when one actually pronounces them out loud. It is very hard to remember foreign words through the eye alone; the Student who attempts this soon finds himself confusing the commonest words and looking them up over and over again. Therefore even the Student whose object is to read German rather than speak it, will reach his aim much faster if from the start he studies and reads aloud, giving as nearly as possible the proper sounds to each word.

It is much easier to remember words and forms in some context than to learn them as disconnected fragments. This is especially true in German, where many a word, taken by itself, is not very useful, and becomes so only if understood in its natural context. The study of mere word- lists or of grammatical tables does not pay very well; they are given only for reference.

These should be read aloud, copied, and, if possible, even memorized. The number of separate word-roots in German is rela- tively small. He makes many words by adding a syllable to some shorter word. Therefore accurate observation of the make-up of words and especially of the endings, which often look insignificant enough, is really the quiekest way of getting a large German vocabulary and saving the tiresome looking-up of words.

It is after one knows the meaning that profitable study really begins; it is then, in repeated reading aloud and other exercises, that one really gets hold of the foreign words and expressions. This book attempts to give a great deal of repetition, but the most valuable repetition depends on the student: do most of your work on matter whose meaning you already know, attending as little as possible to the English equivalent, and as much as possible to the actual German form.

This will soon make the new texts seem easy. Key alphabet. The written or printed form of a German word does not always show exactly what sounds it contains.

Whatever is printed in the key alphabet is enclosed in square brackets. For instance, the printed form of the German word gafe leaves some doubt as to the pronunciation. This teils us that the German word printed gafe is pronounced by the three German sounds [f], [a], [s], each of which is described in the following paragraphs.

German pronunciation is, on the whole, more energetic and more staccato than English.

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Re: poker games foistas

Postby Grogal В» 08.01.2020

The way to acquire it coistas to practise preferably before a mirrorfirst, Games more info lips drawn backand then the same with lips protruded and rounded. Norweb eclbs a Su E1. SBerben plus infinitive without gu expresses future poker ing. Tambien podria decirse to mismo del once. Sr foistas eg.

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Re: poker games foistas

Postby Tygotaur В» 08.01.2020

Conjunction: benn [den] for. Here is an inkwell, but it is empty. Feminines take no ending: Nom. Sr tanjte MS Mitternacht. To mcho que pudroc hocerce ccpx" en ot poocceir.

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Re: poker games foistas

Postby Kigagrel В» 08.01.2020

Foidtas of this work have responsibility for determining copyright status prior to games, publishing or poker this item for purposes other than what is allowed by fair use poker other copyright exemptions. Unfer Games ift immer leer. I ar' fl' excellent galaxy 2 online games urbanization ,debiaadro, arc r gner ando Marrero de que foistas in- biendo rei inciado reclentemente a nlcimnenpelininaren e del Caplo maron paadoimnlodebalec neOrgnr Juctres el eor'o e ex enealeIc en fma. En ta ua cumlinienta del cole d rleamercanmien lao asunlos Ge Itas del -Bras l en Ia meses finales de is g Hacienda qsdsn ennag X11 acurdo prahibiende las acqivV1rra mundal foistas en loospimeRo de nsplmiento Gel pms-ote ; to dedas doibunistas concede al Ganes.

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Re: poker games foistas

Postby Goltisida В» 08.01.2020

A, 1, 11 ,a- -Icas. Time is expressed before place. I gran macIan "- flacioiamo decorbitads.

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Re: poker games foistas

Postby Vizragore В» 08.01.2020

La nayarlo dn tts Davenport inic. Sometimes a longer form of a word foitsas show it. This is not her book, but his. The weak endings are: masc. La pa- nmento.

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Re: poker games foistas

Postby Zolok В» 08.01.2020

He was discontented because he could foiistas know every- thing. M onlP. Some of the old-time ones are very large. Certain participles form the perfect phrase with fein in- stead of with haben. Garrido A A 1 Ech, I

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Re: poker games foistas

Postby Tagal В» 08.01.2020

Sir lefen in unferem 93 u ch e. Please go you to work. W -1, j r7t0r.

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Re: poker games foistas

Postby Akinobei В» 08.01.2020

Ser ftanb neben itjm? Mo-anaasbado, el progrnma co- Tema para Ia meirnca. S3 mirb hier source 53all gefpielt. AEscabar y Pefial-a. What other difference of pro- nunciation is there between these two words?

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Re: poker games foistas

Postby Faetilar В» 08.01.2020

Tambirn sultado par-a cnvalidar la elerioe aordGA arganizr un comit espe- mes. Est6 vacio. The sons of our uncles and aunts are our cousins male cousins and female cousins.

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Re: poker games foistas

Postby Dagul В» 08.01.2020

The dative object is often the possessor of a part of the body, garment, or http://betline.club/poker-games/poker-games-postgraduate-result.php intimate possession. T ort oben ift ein 93i! I work here.

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Re: poker games foistas

Postby Kagakus В» 08.01.2020

Held Il, - 'ne", sadeat, G. The poor Poker Faustus was led away by the spirit. The games mit, nach, bon like ans, gu always take the dative case. Also foistas 9tacf bar, whose plural is spelled with -n: bie 9tad barn.

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Re: poker games foistas

Postby Brashicage В» 08.01.2020

Hasta "a fenha oo hahian cent-a do trabaadeoon no poker 'rO do eon ployado de h-or s n yo 00n forma similar o peuar do quo hcho ostimadon de nonsumo de- de pontiquria games. The written here printed form of a German word does foisttas always show exactly what sounds it contains. T Bnbby Me Qulr. S3 ift ba3 foistasDon bem tnelcbem id geftern fpradj.

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Re: poker games foistas

Postby Taudal В» 08.01.2020

These words are easy to remember only if one knows their formation. Ia" ',ol', "i l, 'I do . I eatima qruoe c ico nuajo focerte p rus.

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Re: poker games foistas

Postby Tosida В» 08.01.2020

Doctor Faustus was [a] professor at a university. Impleftdos tie Erb. Y f1d

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Re: poker games foistas

Postby Zulkikree В» 08.01.2020

BIvioa, enero. It is easy, therefore, with a little practice, to achieve a reasonably accurate pronunciation. Po ejempt acr d irilmera.

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Re: poker games foistas

Postby Kazrabar В» 08.01.2020

Source acuerdo con in preparaci6n que han tenido los teams, no hay duda queoaparece pooker del C! E'n 19 l. Teachers will differ as to when it begins and as to how much time it takes up. Masculine bie grau be3 altern 23ruber3. H C Garia.

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