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Author: Manik Joshi
Publisher: Manik Joshi
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 78
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Book Description
This Book Covers The Following Topics: VERB – ‘TO HAVE’ PART (A). Ordinary Verb -- ‘HAVE’ PART (B). Auxiliary Verb -- ‘HAVE’ 1. Have/Has/Had + Third Form of Verb 2. Have/Has/Had + Been + Third Form of Verb 3. Have/Has/Had + Been + -ING Form of Verb 4. Have/Has/Had + Been 5. Have/Has/Had + Had PART (C). Modal Verb -- ‘HAVE’ 1A. [Have/Has + To + First Form of Verb] 1B. [Have/Has + To + Be + Third Form of Verb] 2A. [Had + To + First Form of Verb] 2B. [Had + To + Be + Third Form of Verb] 3A. [Have/Has + Had + To + First Form of Verb] 3B. [Have/Has + Had + To + Be + Third Form of Verb] 4A. [Had + Had + To + First Form of Verb] 4B. [Had + Had + To + Be + Third Form of Verb] 5A. [Having + To + First Form of Verb] 5B. [To + Have + To + First Form of Verb] Exercises: 1(A) and 1(B) Exercises: 2(A) and 2(B) Exercises: 3(A) to 3(C) Sample This: VERB – ‘TO HAVE’ VERB – ‘HAVE’ The verb ‘HAVE’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. It also does the function of ‘MODAL VERB’. MAIN VERB: When used as the main verb, the verb ‘have’ is followed by an object. AUXILIARY VERB: When used as an auxiliary verb, it forms the perfect and perfect continuous tenses. [Note: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] MODAL VERB: ‘Modal verb’ is a verb that is used with the main verb to express intention, permission, possibility, probability, obligation, etc. Following patterns are possible: “have to, has to, had to, have had to, has had to, had had to, having to” FORMS OF VERB ‘HAVE’: Present form – Have or Has Past form – Had Past Participle form – Had IMPORTANT POINTS ABOUT THE VERB ‘HAVE’ ‘Have’ Is Used With the Subject ‘I, We, You and They’ + All Plural Subjects ‘Has’ Is Used With the Subject ‘He and She’ + All Singular Subjects ‘Had’ Is Used With All Subjects (Singular or Plural) USE OF ‘HAVE GOT’ In some senses, you can also use ‘have got’. ‘have got’ is especially used in ‘British English’. She has got a loose temper. (= She has a loose temper.) I have got a backache. (= I have a backache.) He has got a management degree (= He has a management degree.) PART (A). Ordinary Verb -- ‘HAVE’ As a Main Verb, ‘Have’ is used to express different kinds of thoughts: Some of them are as follows: to possess, to own, to show quality, to show a feature, to suffer from illness, to perform a particular action, to produce a particular effect, to trick, to cheat, to hold, to experience, to receive, to allow, to put in a position, etc. When used as the main verb, ‘have’ is followed by an object. I have an American passport. He has an American passport. She had an American passport. Negative Forms Of Main Verb ‘Have’: Have – Do not have (Don’t have) Has – Does not have (Doesn’t have) Had – Did not have (Didn’t have) I don’t have an American passport. He doesn’t have an American passport. She didn’t have an American passport. NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in negative sentences to show possibility, intention, obligation, etc. I may not have an American passport. He may not have an American passport. She may not have an American passport. You can also use ‘Never have/Never has/Never had’ to emphasize negative statements. I never have my breakfast at 7 am. This park never has any trace of greenery. We never had the guts to question him. Interrogative Patterns Of Main Verb ‘Have’: Have – Do + Subject + Have Has – Does + Subject + Have Had – Did + Subject + Have Do I have an American passport? Does he have an American passport? Did she have an American passport? NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in interrogative sentences to show possibility, intention, obligation, etc. Can I have an American passport? Can he have an American passport? Can she have an American passport? Interrogative-Negative Patterns Of Main Verb ‘Have’: Have – Don’t + Subject + Have Has – Doesn’t + Subject + Have Had – Didn’t + Subject + Have Don’t I have an American passport? Doesn’t he have an American passport? Didn’t she have an American passport?
Author: Manik Joshi
Publisher: Manik Joshi
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 78
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Book Description
This Book Covers The Following Topics: VERB – ‘TO HAVE’ PART (A). Ordinary Verb -- ‘HAVE’ PART (B). Auxiliary Verb -- ‘HAVE’ 1. Have/Has/Had + Third Form of Verb 2. Have/Has/Had + Been + Third Form of Verb 3. Have/Has/Had + Been + -ING Form of Verb 4. Have/Has/Had + Been 5. Have/Has/Had + Had PART (C). Modal Verb -- ‘HAVE’ 1A. [Have/Has + To + First Form of Verb] 1B. [Have/Has + To + Be + Third Form of Verb] 2A. [Had + To + First Form of Verb] 2B. [Had + To + Be + Third Form of Verb] 3A. [Have/Has + Had + To + First Form of Verb] 3B. [Have/Has + Had + To + Be + Third Form of Verb] 4A. [Had + Had + To + First Form of Verb] 4B. [Had + Had + To + Be + Third Form of Verb] 5A. [Having + To + First Form of Verb] 5B. [To + Have + To + First Form of Verb] Exercises: 1(A) and 1(B) Exercises: 2(A) and 2(B) Exercises: 3(A) to 3(C) Sample This: VERB – ‘TO HAVE’ VERB – ‘HAVE’ The verb ‘HAVE’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. It also does the function of ‘MODAL VERB’. MAIN VERB: When used as the main verb, the verb ‘have’ is followed by an object. AUXILIARY VERB: When used as an auxiliary verb, it forms the perfect and perfect continuous tenses. [Note: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] MODAL VERB: ‘Modal verb’ is a verb that is used with the main verb to express intention, permission, possibility, probability, obligation, etc. Following patterns are possible: “have to, has to, had to, have had to, has had to, had had to, having to” FORMS OF VERB ‘HAVE’: Present form – Have or Has Past form – Had Past Participle form – Had IMPORTANT POINTS ABOUT THE VERB ‘HAVE’ ‘Have’ Is Used With the Subject ‘I, We, You and They’ + All Plural Subjects ‘Has’ Is Used With the Subject ‘He and She’ + All Singular Subjects ‘Had’ Is Used With All Subjects (Singular or Plural) USE OF ‘HAVE GOT’ In some senses, you can also use ‘have got’. ‘have got’ is especially used in ‘British English’. She has got a loose temper. (= She has a loose temper.) I have got a backache. (= I have a backache.) He has got a management degree (= He has a management degree.) PART (A). Ordinary Verb -- ‘HAVE’ As a Main Verb, ‘Have’ is used to express different kinds of thoughts: Some of them are as follows: to possess, to own, to show quality, to show a feature, to suffer from illness, to perform a particular action, to produce a particular effect, to trick, to cheat, to hold, to experience, to receive, to allow, to put in a position, etc. When used as the main verb, ‘have’ is followed by an object. I have an American passport. He has an American passport. She had an American passport. Negative Forms Of Main Verb ‘Have’: Have – Do not have (Don’t have) Has – Does not have (Doesn’t have) Had – Did not have (Didn’t have) I don’t have an American passport. He doesn’t have an American passport. She didn’t have an American passport. NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in negative sentences to show possibility, intention, obligation, etc. I may not have an American passport. He may not have an American passport. She may not have an American passport. You can also use ‘Never have/Never has/Never had’ to emphasize negative statements. I never have my breakfast at 7 am. This park never has any trace of greenery. We never had the guts to question him. Interrogative Patterns Of Main Verb ‘Have’: Have – Do + Subject + Have Has – Does + Subject + Have Had – Did + Subject + Have Do I have an American passport? Does he have an American passport? Did she have an American passport? NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in interrogative sentences to show possibility, intention, obligation, etc. Can I have an American passport? Can he have an American passport? Can she have an American passport? Interrogative-Negative Patterns Of Main Verb ‘Have’: Have – Don’t + Subject + Have Has – Doesn’t + Subject + Have Had – Didn’t + Subject + Have Don’t I have an American passport? Doesn’t he have an American passport? Didn’t she have an American passport?
Author: Manik Joshi
Publisher: Manik Joshi
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 55
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Book Description
This Book Covers The Following Topics: Pattern (01) -- To + Be Pattern (02) -- To + Be + -ING Form of Verb Pattern (03) -- To + First Form of Verb Pattern (04) -- To + Be + Third Form of Verb Pattern (05) -- To + Have Pattern (06) -- To + Have + Been Pattern (07) -- To + Have + Been + -ING Form of Verb Pattern (08) -- To + Have + Third Form of Verb Pattern (09) -- To + Have + Been + Third Form of Verb Pattern (10) -- Being (Present) And Having Been (Past) Pattern (11) -- ‘Verb + -ING’ and ‘Having + Past Participle’ Pattern (12) -- Being, Having Been And Past Participle Pattern (13) – “Be” + To EXERCISE Sample This: Pattern (01) -- To + Be [PAST EVENTS] EXAMPLE 1:- He thought that he was safe there. First Part - He thought. [Main Verb In Past] Second Part - He was safe there. [Verb ‘Be’ – Was] Using – ‘To + Be’ He thought that he was safe there. Make changes in this sentence as follows: A. Remove ‘that’ B. Replace the Subject pronoun (he) with the Reflexive pronoun (himself) C. Replace Verb ‘Was’ With To Be He thought himself to be safe there [Main Verb In Past + To + Be] EXAMPLE 2: I believed that he was a rival. First Part - I believed. [Main Verb In Past] Second Part - He was a rival. [Verb ‘Be’ – Was] Using – ‘To + Be’ I believed that he was a rival. Make changes in this sentence as follows: A. Remove ‘that’ B. Replace the Subject pronoun (he) with the Object pronoun (him) C. Replace Verb ‘Was’ With ‘To Be’ I believed him to be a rival. [Main Verb In Past + To + Be] EXAMPLE 3: It was said that he was in China. First Part - It was said [Main Verb in Past] Second Part - He was in China [Verb ‘Be’ – Was] Using – ‘To + Be’ It was said that he was in China. Make changes in this sentence as follows: A. Use the Subject of the Second Part as the Main Subject B. Remove ‘that’ C. Replace Verb ‘Was’ (Second Part) With ‘To Be’ He was said to be in China. [Main Verb In Past + To + Be] MORE EXAMPLES: He appeared to be mentally disturbed. He appeared to be in the age group of 23-25 years. The family claimed it to be a case of medical negligence. Others seemed to be fast asleep. Speeding seemed to be the reason behind the accident. We never expected him to be part of the scandal. More than a dozen children were believed to be among the passengers on the plane. Samples of the body said to be of the 23-year body did not match despite the investigation agency having thrice sent the sample to a laboratory. He grew up to be a brave man. A closer look showed it to be the head of a boy neck-deep in the quicksand. The wait turned out to be long and futile. The kidnapper turned out to be none other than his own relative. They found four passengers who turned out to be thieves. Everyone wanted to be the first to be out of the hotel. [PRESENT EVENTS] EXAMPLE 1: We know that he is alive. First Part - We know. [Main Verb In Present] Second Part - He is alive. [Verb ‘Be’ – Is] Using – ‘To + Be’ We know that he is alive. Make changes in this sentence as follows: A. Remove ‘that’ B. Replace the Subject pronoun (he) with the Object pronoun (him) C. Replace Verb ‘Is’ With To Be We know him to be alive. [Main Verb In Present + To + Be] EXAMPLE 2: It is said that his condition is critical. First Part – It is said. [Main Verb In Present] Second Part - His condition is critical. [Verb ‘Be’ – Is] Using – ‘To + Be’ It is said that his condition is critical. Make changes in this sentence as follows: A. Use the Subject of the Second Part as the Main Subject B. Remove ‘that’ C. Replace Verb ‘Is’ (Second Part) With ‘To Be’ His condition is said to be critical. [Main Verb In Present + To + Be] MORE EXAMPLES: It appears to be a replay of the 1997 hit-and-run case. The ball appears to be in the finance ministry’s court. Friends are known to be sympathetic during tough times. They cease to be MPs. Today happens to be your birthday. They are reported to be safe. He wants it to be a low-key affair. I want this to be more of an inspirational story. The incident seems to be the fallout of a property dispute. The shelter is expected to be ready by next week. He is considered to be close to the president. Time management is said to be the key to success. He is believed to be in a serious but stable condition. The Nile is said to be longer the all other rivers. He has been found to be a millionaire.
Author: Manik Joshi
Publisher:
ISBN: 9781301126590
Category :
Languages : en
Pages : 0
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Book Description
Author: Lester Kaufman
Publisher: John Wiley & Sons
ISBN: 1119652847
Category : Language Arts & Disciplines
Languages : en
Pages : 272
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Book Description
The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easy-to-understand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reflects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning. Clear and concise, with easy-to-follow explanations, offering "just the facts" on English grammar, punctuation, and usage Fully updated to reflect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation offers comprehensive, straightforward instruction.
Author: Manik Joshi
Publisher: Manik Joshi
ISBN:
Category : Young Adult Nonfiction
Languages : en
Pages : 84
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Book Description
English Grammar – ‘DO/DOES/DID’ English Grammar – ‘DO’ VERB ‘DO’ -- (A) – Affirmative Sentences VERB ‘DO’ -- (B) – Negative Sentences VERB ‘DO’ -- (C) – Interrogative Sentences VERB ‘DO’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DOES’ VERB ‘DOES’ -- (A) – Affirmative Sentences VERB ‘DOES’ -- (B) – Negative Sentences VERB ‘DOES’ -- (C) – Interrogative Sentences VERB ‘DOES’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DID’ VERB ‘DID’ -- (A) – Affirmative Sentences VERB ‘DID’ -- (B) – Negative Sentences VERB ‘DID’ -- (C) – Interrogative Sentences VERB ‘DID’ -- (D) – 'Short Answers’ and ‘Question Tags’ VERB ‘DO/DOES/DID’ – PHRASAL VERBS VERB ‘DO/DOES/DID’ – IDIOMS Agreements and Disagreements with Statements Do/Does/Did: Useful Notes Exercises: 1(A) and 1(B) Exercises: 2(A) to 2(D) Sample This: English Grammar – ‘DO/DOES/DID’ The verb 'Do’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. MAIN VERB: When used as the main verb, the verb ‘do’ is followed by an object. AUXILIARY VERB: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] He does not do these kinds of things. [In this sentence, ‘Does’ has been used as an ‘Auxiliary Verb’, while ‘Do’ has been used as a ‘Main Verb’] They do not do nation-building. [In this sentence, ‘Do’ has been used as both an ‘Auxiliary Verb’ and a “Main Verb’] NOTE: The verb ‘do’ has the following forms: (1). Present form – Do or Does [‘Do’ is used with ‘You, I, We, They’ and all other plural subjects in the present tense. ‘Does’ is used with ‘He, She, It’ and all other singular subjects in the present tense.] (2). Past form – Did [‘Did’ is used with ‘You, I, We, They, He, She, It’ and all other singular and plural subjects in the past tense.] (3). Past Participle form – Done [Past participles are accompanied by auxiliary verbs ‘HAVE’ or ‘BE’ (in the correct tense)] You have done your country proud. This type of job is done in this factory. The main Verb ‘Do’ may denote the following actions – to find the answer to something: - Can they do this puzzle? to perform an activity or a task: - Sometimes you like to do things that are a little scary. to produce something: - He did a painting last night. to study something: - I am doing English these days. to talk about household chores (cleaning, washing, etc.): - They will have to do (wash) dishes. to work at something as a job: - What do you do for your livelihood? The main Verb ‘Do’ is also used to show the following actions: to attend, to cook, to copy somebody’s behavior, to travel, to visit somewhere as a tourist, to cheat, to punish, to steal, etc. Some more sentences with ‘MAIN VERB’ – DO/DOES/DID/DONE: She is happy that she will be able to do something for the poor and downtrodden. We are ready to do whatever it takes to avoid being suspended from competition. I like to do extensive research before I invest hard-earned money in a new purchase. It's no secret we do things we know we shouldn't. It is not uncommon to come across people who do jobs that have nothing to do with their academic degrees. It is not yet clear what exactly this software did. Work was done according to the rules. He has done an obligation to me.
Author: Kate Woodford
Publisher:
ISBN: 9780521824231
Category : Foreign Language Study
Languages : en
Pages : 1550
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Book Description
The Cambridge Advanced Learner's Dictionary is the ideal dictionary for advanced EFL/ESL learners. Easy to use and with a great CD-ROM - the perfect learner's dictionary for exam success. First published as the Cambridge International Dictionary of English, this new edition has been completely updated and redesigned. - References to over 170,000 words, phrases and examples explained in clear and natural English - All the important new words that have come into the language (e.g. dirty bomb, lairy, 9/11, clickable) - Over 200 'Common Learner Error' notes, based on the Cambridge Learner Corpus from Cambridge ESOL exams Plus, on the CD-ROM: - SMART thesaurus - lets you find all the words with the same meaning - QUICKfind - automatically looks up words while you are working on-screen - SUPERwrite - tools for advanced writing, giving help with grammar and collocation - Hear and practise all the words.
Author: Susan Hunston
Publisher: John Benjamins Publishing
ISBN: 9789027222732
Category : Language Arts & Disciplines
Languages : en
Pages : 308
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Book Description
This book describes an approach to lexis and grammar based on the concept of phraseology and of language patterning arising from work on large corpora. The notion of 'pattern' as a systematic way of dealing with the interface between lexis and grammar was used in Collins Cobuild English Dictionary (1995) and in the two books in the Collins Cobuild Grammar Patterns series (1996; 1998). This volume describes the research that led to these publications, and explores the theoretical and practical implications of the research. The first chapter sets the work in the context of work on phraseology. The next two chapters give several examples of patterns and how they are identified. Chapters 4 and 5 discuss and exemplify the association of pattern and meaning. Chapters 6, 7 and 8 relate the concept of pattern to traditional approaches to grammar and to discourse. Chapter 9 summarizes the book and adds to the theoretical discussion, as well as indicating the applications of this approach to language teaching. The volume is intended to contribute to the current debate concerning how corpora challenge existing linguistic theories, and as such will be of interest to researchers in the fields of grammar, lexis, discourse and corpus linguistics. It is written in an accessible style, however, and will be equally suitable for students taking courses in those areas.
Author: Manik Joshi
Publisher: Manik Joshi
ISBN:
Category : Education
Languages : en
Pages : 79
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Book Description
This Book Covers The Following Topics: Verb ‘To Be’ Verb ‘To Be’ -- Negative Patterns Verb ‘To Be’ -- Interrogative Patterns 1A. English Grammar – ‘Am’ 1B. AM + -ING Form of Verb 1C. AM + Being + Past Participle 1D. AM + Past Participle 2A. English Grammar – ‘Is’ 2B. IS + -ING Form of Verb 2C. IS + Being + Past Participle 2D. IS + Past Participle 3A. English Grammar – ‘Are’ 3B. ARE + -ING Form of Verb 3C. ARE + Being + Past Participle 3D. ARE + Past Participle 4A. English Grammar – ‘Was’ 4B. WAS + -ING Form of Verb 4C. WAS + Being + Past Participle 4D. WAS + Past Participle 5A. English Grammar – ‘Were’ 5B. WERE + -ING Form of Verb 5C. WERE + Being + Past Participle 5D. WERE + Past Participle Useful Notes (1): Question Tags (2): Short Answers (Ellipsis] (3): Addition to Remarks (4): There Is/Was and There Are/Were (5): Subjunctive Mood – ‘Were’ (6): Be + Going To + Verb Word (7): ‘Used to’ Vs. ‘Be + Used to’ (8): Be + To + Verb Word (9): Be + ‘Being”+ Adjective (10): Mixed Sentences Exercises: 1(A) and 1(B) Exercises: 2(A) to 2(E) Sample This: Verb ‘To Be’ The Verb ‘to be’ is used to represent the following English verbs: ‘Am’, ‘Is’, ‘Are’, ‘Was’, ‘Were’ The verb ‘to be’ is used as both a linking verb and an auxiliary verb. LINKING VERB: A verb that connects a subject with the complement (adjective or noun) that describes it. Example: He is an engineer. [In this sentence, the subject (he) and noun (engineer) are connected by linking the verb ‘is’. There is no main verb in this sentence.] Some more examples: I am happy. [linking verb – am] Is he a good boy? [linking verb – is] We are very proud of ourselves. [linking verb – are] She was intelligent. [linking verb – was] They were not late by half an hour. [linking verb – were] AUXILIARY VERB: A verb that is used with the main verb to show tenses, etc. Example: He is going to the office. [In this sentence, -ing form of the main verb ‘go’ has been used with the auxiliary verb ‘is’. Some more examples: I am studying a book. [auxiliary verb – am | main verb – study (-ing form)] He is working on his project [auxiliary verb – is | main verb – work (-ing form)] We are not expected to tell the secret. [auxiliary verb – are | main verb – expect (past participle form)] She was taught by me. [auxiliary verb – was | main verb – teach (past participle form)] Were they burdened by high taxation [auxiliary verb – were | main verb – burden (past participle form)] IMPORTANT POINTS ABOUT THE VERB ‘TO BE’ ‘AM’ – Singular Verb Used In Present Tense Used with Subject ‘I’ ‘IS’ – Singular Verb Used In Present Tense Used with Subject ‘He’ ‘She’, ‘It’ and other Singular Subjects ‘ARE’ – Plural Verb Used In Present Tense Used with Subject ‘We’, ‘You’, ‘They’ and other Plural Subjects ‘WAS’ – Singular Verb Used In Past Tense Used with Subject ‘I’, ‘He’, She’, ‘It’ and other Singular Subjects ‘WERE’ – Plural Verb Used In Past Tense Used with Subject ‘We’, ‘You’ and other Plural Subjects
Author: Prabir Rai Chaudhuri
Publisher: PRABIR RAI CHAUDHURI
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 452
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Book Description
A hand book of complete English grammar - A comprehensive guide- by Prabir Rai Chaudhuri ABOUT THIS BOOK This book is intended as an introductory text for courses in English grammar at secondary and tertiary level. It offers an outline account of the most important and central grammatical constructions and categories in English. I have assumed only minimal prior familiarity with the structure of English: all the grammatical terminology used is systematically explained. The analysis draws on the descriptive and theoretical advances made in modern linguistics, and for this reason the book could be used for an elementary course on English within a linguistics programme. It is, however, intended for a wider audience: for any course aiming to present a descriptive overview of the structure of English. Significant departures from traditional grammar in analysis or terminology are pointed out, normally in footnotes. One distinctive feature of the book is that it discusses the major grammatical categories at both a language-particular and a general level. The language-particular account gives the distinctive grammatical properties of the various categories as they apply to English: it thus provides the criteria for determining whether some word is a noun, verb, adjective, adverb or whatever, whether some verb-form is a past participle, a past tense form, etc., whether some clause is declarative, interrogative, imperative, exclamative – and so on. Analysis at the general level is concerned with what is common to the categories across languages, thus providing criteria for the application of the same terms in the grammars of different languages. Hope this book will remain as a “friend in need” in your daily life whenever you use English language as a communicative vehicle . - Prabir Rai Chaudhuri
Author: Richard E. McDorman
Publisher: New Millennium Language Press
ISBN: 0985368101
Category : Education
Languages : en
Pages : 78
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Book Description
The primary goal of this handbook is to familiarize adult English as a second language (adult ESL) instructors with the most important grammatical concepts and difficulties encountered by students in and out of the classroom while providing both novice and experienced instructors with the tools necessary to exemplify and explain, when necessary, such concepts in a clear and effective manner. By carefully reviewing the examples, explanations, and notes contained in this handbook, instructors will learn to employ the “natural” method (sometimes also referred to as the “direct” method) in their presentations of several of the most essential points of English grammar. While this handbook is not intended to provide an exhaustive review of English grammar, it does aim to address the most common sources of grammatical difficulty encountered by teachers and students in typical adult ESL settings. The examples presented throughout this handbook use Standard American English and cover a wide range of grammatical concepts at the beginning, intermediate, and advanced proficiency levels. This handbook emphasizes practical grammatical concepts, that is, issues mainly involving English morphology and syntax, along with some important lexical points. Upon completing their review of the material presented in this handbook, ESL instructors should be able to apply the natural method to their presentations of the most fundamental grammatical topics encountered in the classroom, across the proficiency levels and independent of theme-specific lesson content. Although this handbook does not presuppose any specific linguistic training on the part of the reader and technical linguistic jargon has been intentionally kept to a minimum, some basic linguistic terminology has been used out of necessity given the content of this work. Readers who are unfamiliar with basic linguistic concepts (such as morphology, syntax, lexicon, aspect, grammaticality, etc.) should be able to consult standard reference materials in order to resolve their uncertainties with a minimum of difficulty. The author has developed and revised this handbook over the course of many years of training novice and experienced instructors to teach a broad range of ESL curricula (including general, academic, and business English at all proficiency levels) to adult learners in diverse educational settings and instructional formats (such as private, one-on-one tutorials and multi-level intensive English programs taught in small and medium-sized groups). Each grammatical concept presented in this handbook is accompanied by numerous examples of realistic usage to aid the reader in understanding those concepts and to assist the instructor with his or her presentation of those grammatical concepts in the classroom. Finally, the reader should keep in mind that this handbook is practical rather than theoretical in nature and has been specifically designed to serve as a useful addition to the ESL instructor’s professional “tool kit.” It is the author’s hope that the reader will find this handbook to be easily approachable and highly relevant to the issues encountered during his or her daily instructional responsibilities.
