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2 PRONUNCIATION

3. For the second class period, read over with the pupils the first seven sections and pronounce the Latin examples for them to imitate. Go over the examples again and again, for an incorrect pronunciation acquired at the outset is apt to persist. Assign the pronunciation of the examples and §§8—10 for the third class period.

Begin the third class period with the pronunciation of the examples in §§5—7. Then have the exercise in §10 written on the board and the words divided into syllables and pronounced, being careful about the placing of the accent. You will notice that the rule given for the division of combinations of two or more consonants differs from the one formerly observed and still given in many books. The old rule has been shown to be incorrect. For the fourth class period assign the following lesson: Memorizing of the Latin in the exercise in §10 and the study of §§ 11—16.

For the fourth class period have ready on the board a list of at least twenty words with long vowels marked, including, for the most part, words used before. First have the pupils recite individually and then in concert the Latin exercise in §10. Then, using the word list, let the pupils divide the words into syllables, give the length of each syllable, and pronounce the words. Pupils always confound length of vowel and length of syllable (cf. §13.2, note). Dwell on this point until the distinction is clear to all.

Spend the fifth class period in reviewing the whole subject of pronunciation and on the reading of the poem (§18). One or more stanzas may be assigned for memorizing. The recitation in concert of stanzas learned is sure to be stimulating.

As outlined above, the average class will be ready to begin Part II after five recitations. This does not mean that the subject of pronunciation is finished. Much patient effort for many weeks to come will be necessary before your pupils will pronounce even tolerably well.