Practical tools for learning and teaching grammar
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- Bu səhifədəki naviqasiya:
- ADvERBS time now Manner bravely interrogative why Place
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A 5. Students are given a chart, or better still they draw one in their grammar exercise books. Sentences, each containing an adverb, are written down the left-hand side. Three columns to the right are headed Time, Place and Manner. Students mark the adverb in each sentence, then enter it into the correct column, for example: time Place Manner He looked everywhere for you. everywhere I stupidly rang the wrong number. stupidly 6. Students are given several adverbs to use in their own sentences, for example: always, where, softly 7. Students draw their own chart for adverbs and fill in their own examples. Checklist: adverbs Students should now be able to: • give an accurate definition of the term ‘adverb’ • select adverbs from a given list of words or a passage • state the category of each adverb given • give examples of each category of adverb • supply comparative forms of a regular adverb • make a chart of comparison for the common irregular adverbs given • add suitable adverbs to given verbs • explain clearly the difference between an adjective and an adverb ADvERBS time now Manner bravely interrogative why Place here 67 AdVerbs Articles Any old one? Definition: The word ‘article’ comes from the Latin articulus meaning ‘a little joint’, or a bit joined on. Articles are sometimes referred to as determinants. In English we have only three articles, a , an , the – so they should really present no problem and for most, even very young children, they come naturally in speech. But even native English speakers sometimes confuse them when reading. This is partly as a result of ‘whole word’ reading practices and lack of correction, by which students acquire habits of inaccuracy and guessing. It is also due to the fact that words such as ‘a’, ‘an’ and ‘the’ have no substance; they do not have a concrete meaning and therefore make no appeal to the senses. I call them ‘nothing words’ as they present no image to the imagination. But they are important and they do have a function. A good way to illustrate the meaning of ‘nothing words’ is by gesture. For example: Say to the students: ‘Look at the clock’. Point at the clock as you say it, to show that you are speaking of a specific clock. Then ask: ‘Can anyone lend me a pencil?’ and as you say it throw both arms out, palms upwards in an enquir- ing gesture, indicating that any pen will do; you do not have a specific one in mind. 6 68 The indefinite article This refers to the words ‘a’, or ‘an’ when followed by a word begin- ning with a vowel such as apple : an apple, an orchestra. It is called indefinite as it refers to any one of the thing, not a particular one. The definite article This one, on the other hand, refers to a specific thing and therefore indicates a more accurate reference. For example: Don’t forget to ask the driver to tell you when you should get off the bus. 69 Articles A… The… |