Tài liệu Grammar for everyone part 22 pdf

Students write a paragraph on a subject of their choice, in which they demonstrate the use of one or more given punctuation mark.. Checklist: punctuation Students should now be able to •

These are generally less formal than other kinds of punctuation and more conversational Lynne Truss suggests that they are more friendly, as though they are welcoming the extra thought inside as opposed to brackets which imply intrusion.

Dashes are used singly, as a comment added to the end of a sentence, or double for one included within.

For example:

On went the pilgrims through the years – some on foot and some on horseback They went overseas – to Mexico we think – and were never heard of again

One dash can lead to a dramatic effect.

For example:

Something floated past the dinghy – it was a human hand!

Ellipsis

Definition: The word is via Latin from the Greek, ellipsis, meaning

‘coming short’ – hence an omission, and it is indicated by three dots …

The omissions are mainly for two purposes.

• Leaving out something not relevant to the rest of the statement, often in a quotation.

For example:

In Africa, while staying near the swamp, we contracted malaria

In Africa … we contracted malaria

• For dramatic effect.

For example:

The glass shattered on the floor and a form appeared in the

window …

‘It’s … It’s … a g…ghost,’ she whispered

A 20.2 Activities: punctuation1 The best way to learn about the use of punctuation is by reading good

literature of various kinds Students need to read aloud to appreciate fully what the punctuation is telling them This can be done in turns around the class or by reading parts in plays and should be accepted as

a regular classroom activity In this way, students become familiar with punctuation use and appreciate its functions Choose passages from set texts, selected drama, political speeches or Shakespeare’s plays Allow students sometimes to choose texts themselves

2 Students write a paragraph on a subject of their choice, in which they demonstrate the use of one or more given punctuation mark

3 Students are given sentences to punctuate, either with specified marks or with those they themselves deem to be most suitable The

following examples are taken from Victorian Readers IV Edition 1989

Each one is a single sentence

a Mrs Cratchits made the gravy ready beforehand in a little saucepan hissing hot

b His parents called him Robert Lewis Balfour Stevenson but when he was older he preferred to spell his name the French way Louis

c Upon this my savage for so I call him now made a motion to me to lend him my sword

d And Hereward was drenched says The Chronicle with wine and beer and sorely baited and badgered

e I’m called William that’s the name you’ll have to call if you want any-thing, just you say William and I’ll be round in a second my names William and I’ve been here a matter of seven and thirty years

Checklist: punctuation

Students should now be able to

• explain the usage for all forms of punctuation

• punctuate a sentence of average length and moderate complexity

• demonstrate the use of a variety of punctuation marks in their own composition

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Before further study of pronouns, students should be sure of:

• the meaning of the term pronoun

• the fact that a pronoun takes the place of a noun and cannot be

used with it

• recognising and naming personal and demonstrative pronouns

There are some pronouns that are less easily categorised

with-out some explanation It is important that students recognise that

they are pronouns and understand why that is so While the names

of the subclasses do explain their functions this understanding is

more important than memorising their names.

Interrogative pronouns

Definition: ‘Interrogative’, from Latin interrogativus means,

simply, ‘questioning’ So interrogative pronouns not only take the

place of nouns, but also ask questions In other words, the

ques-tioner wants to know something about a person or thing.

These pronouns, like others, take different forms according to

the part they play in the sentence.

For example:

As the subject:

Who – Who are you?

As the object:

(For a person) whom – Whom did you see?

(For a thing) what – What did you see?

Or object of a preposition – whom – At whom was it thrown?

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Possessive pronouns

Whose was she holding?

Is it yours or mine?

Indefinite and distributive pronouns

Refer to the section ‘Subjects matching verbs’ on page 109

To students whose knowledge of pronouns is limited to per-sonal pronouns, indefinite pronouns do not, at once, seem to be connected The term indefinite pronoun is self-explanatory Its indefiniteness is shown by its referral to no one or no thing in particular.

Indefinite pronouns

The following are most of the indefinite pronouns in common use:

Persons things

somebody someone something

For example:

Nobody could do anything

Can’t somebody do something?

Distributive pronouns

These refer to one person or thing from two.

For example:

Either go now or stay at home.

Neither wants to go.

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Or to a group of two or more.

For example:

Each has a banana

I gave each an apple too.

21.1 Activities: pronouns

1 Students write down the definition of a pronoun After checking

the answers, a correct definition is written on the board Individual

mistakes are corrected

2 Students are asked to say when the words ‘those’ and ‘his’ are not

pronouns

3 Sentences are read out and students raise their hands when they

hear a pronoun Some can also be written, for example:

a They went to a wedding.

b Tom wore his best outfit

c That is my favourite, said Lucy.

d Who was the best man?

Each has a banana

A e That tall fellow you saw at the party.

f He might be his brother.

g Did anyone wear a hat?

h Some did but others just had flowers in their hair.

i Someone played the clarinet Everyone said how well she played.

j Did you take them a present? Mine will be late but they are still

on their honeymoon

4 Orally or in writing, students use the following words as pronouns and/or adjectives

a each f hers

b neither g whose

c theirs h one

d those i that

e yours j which

5 Students complete their flowchart for pronouns Categories may be added to the chart as each is learnt They then add an example below each one

Checklist: pronouns

Students should now be able to:

• explain how a demonstrative pronoun such as ‘this’, could be used

as an adjective instead

• correctly use the pronouns who, whom and whose

• follow indefinite and distributive pronouns with verbs in the correct number

• correct errors in the use of all of the above pronouns

• use all kinds of pronoun correctly in their own composition

PRONOUNS

Personal

Possessive

Reflexive

Distributive

indefinite

interrogative

Demonstrative

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Definition: The word emphasis comes via Latin from the Greek

verb emphainein meaning ‘to show’, and in rhetoric ‘to stress or

lay significance’.

Using emphasis is, again, something which native English

speakers do naturally; but understanding how we do this is an

integral part of language education.

Languages convey meaning in different ways English has

dev-eloped a variety of techniques in the ways that we use our voices

Oral practice in using these techniques in vocal expression helps to

develop listening and speech skills and to build self-confidence.

In English we convey emphasis by:

1 Changing the tone, pitch, stress and even rhythm in our voices

We often speak the word or words that we wish to emphasise

more loudly or deliberately than the rest.

For example:

He actually shot the man!

Most of us have been subject to a parental command – Come

here – right now!

2 Another way we emphasise is by stressing an added part of the

auxiliary verb ‘to do’.

For example:

They did have a good time.

I do like your dress.

3 We can also convey emphasis in the future tense by reversing

the auxiliary forms ‘will’ and ‘shall’ This emphasises the

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