VERBS

Relação de 50 verbos regulares e irregulares encontrados no livro “Phonics – For the reading teacher” de Anna D. Cordts.


Have
Were
Agreed
Interpret
Take
Gone
Draw
Surprised
Printed
Provide
Moved
Said
Explained
Added
Consider
Learn
Observe
Taught
Works
Meet
Know
Realize
Used
Started
Spelled
Need
Become
Prepared
Hit
Closed
Develop
Find
Though
Wanted
Treated
Helps
Wrote
Looked
Adapted
Began
Stand
Asked
Read
Lead
Sat
Hear
Saw
Spoken
Associated
Stolen

Ordem de 10 verbos regulares conforme aparecem no livro:

Pág. 1 – Moved: “We have moved from a revolt against phonics to a powerful swing back...”

Pág. 2 – Helps: “…skills which both teacher and pupils need as helps to word analysis”.

Pág. 9 – Looked: “…the child said, “because it looked like Saturday, except for the (n) at the end”…”

Pág. 10 – Printed: “…his ideas and to interpret the symbols of those ideas on the printed page”.

Pág. 13 – Adapted: “...each had adapted the method to suit his own particular needs.”

Pág. 17 – Depends: “...the context can be helpful to the reader depends not only on the type of word...”

Pág. 155 – Spelled: “The so-called “short e” is spelled in ten different ways as shown by these examples”. / Closed: “The single vowel e in closed syllables as in red, get, bell…” / Treated: “The so-called “long i”, which is actually a diphthong, is treated in phonics as a single sound.”

Pág. 158 – Followed: “The letter a when followed by w as in saw, claws, dawn...”

Ordem de 20 verbos irregulares conforme aparecem no livro:

Pág. 1 – Have: “…word perception in reading have swayed from one extreme to another.” / Gone: “We have gone from de practice of “souding out” the new words…” / Given: “… to guessing from the context, with little or no attention given to the visual form of words”.

Pág. 2 – Know: “Older teachers know only the old methods and younger teachers have never been taught newer and better techniques…”

Pág. 3 – Hear: “Many teachers of reading have not learned to hear speech sounds irrespective…” / Draw: “The children were to draw a circle around every word that had the same vowel sound as in owl.” / Were: “…as her pupils errors were pointed out to her”. / Said: “…Mrs. Brown, as she rightly said later, was hearing the words with her eyes.”

Pág. 5 – Become: “…teachers of reading need to become familiar with more effective techniques…” / Find: …Well, Miss Corwin said, let’s find out what it is…” / Wrote: “…as she wrote the word then on the chalkboard”. / Saw: “You saw it in one of your stories. What does it say?”

Pág. 6 – Taught: “This is certainly not the way we were taught in our education courses in college;”

Pág. 9 – Thought: “I thought it was Saturn,” the child said…” / Read: “This little fellow was to read the label hot dog stand”.

Pág. 10 – Spoken: “…the pupils know when they hear the words spoken”.

Pág. 19 – Take: “Take the letter s. It is pronounced (s) in sat…”

Pág. 208 – Might: “…Could:

Pág. 212 – Began: “…the pendulum began to swing away from the whole word to the sound…”

Pág. 213 – Sat : “The fat cat sat on the mat”.

Pag. 214 – Stolen: “…although they must often have stolen the show from the lesson.”