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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.
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
While targeting "English language students and researchers" (p. 45), an abridged version of the grammar was released in 2002, Longman Student Grammar of Spoken and Written English, together with a workbook entitled Longman Student Grammar of Spoken and Written English Workbook, to be used by students on university and teacher-training courses.
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.
A pro-adjective substitutes an adjective or a phrase that functions as an adjective: so as in "It is less so than we had expected." A pro-adverb substitutes an adverb or a phrase that functions as an adverb: how or this way. A pro-verb substitutes a verb or a verb phrase: do, as in: "I will go to the party if you do".
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.