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It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits. [15] This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers.
Sentence 1 is an example of a simple sentence. Sentence 2 is compound because "so" is considered a coordinating conjunction in English, and sentence 3 is complex. Sentence 4 is compound-complex (also known as complex-compound). Example 5 is a sentence fragment. I like trains. I don't know how to bake, so I buy my bread already made.
To illustrate more completely how the do so test is employed, another test sentence is now used, one that contains two post-verbal adjunct phrases: We met them in the pub because we had time. (c) We did so in the pub because we had time. (did so = met them) (d) We did so because we had time. (did so = met them in the pub) (e) We did so.
The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression; words and phrases; idioms and meanings; and rules and performances through the teachers' body and mental skills, avoiding involvement of the learners' mother tongue.
because of presence or absence: for want of a house Ngiyambaa: Causal case: because, because of: because of the house Quechua | Telugu: Causal-final case: efficient or final cause: for a house Chuvash | Hungarian: Comitative case: accompanied with: with the house
A Grammar of the English Language (Oxford Language Classics). Oxford University Press. p. 256. ISBN 0-19-860508-0. Curme, George O. (1925). College English Grammar, Richmond, VA, Johnson Publishing company, 414 pages. A revised edition Principles and Practice of English Grammar was published by Barnes & Noble, in 1947.
The mainstay of the chapter was "pattern practice," which were drills expecting "automatic" responses from the student(s) as a noun, verb conjugation, or agreeing adjective was to be inserted in the blank in the text (or during the teacher's pause). The teacher could have the student use the book or not use it, relative to how homework was ...
The sentence can be given as a grammatical puzzle [7] [8] [9] or an item on a test, [1] [2] for which one must find the proper punctuation to give it meaning. Hans Reichenbach used a similar sentence ("John where Jack had...") in his 1947 book Elements of Symbolic Logic as an exercise for the reader, to illustrate the different levels of language, namely object language and metalanguage.