1

Unit

2 (2)

Writing Teaching Theory

The Grammar Approach

The Grammar Approach tll~zlfiunnuon?lzl~%~di The discrete skills approach

Y d d

~ i l u n ~ w ~ n i s ~ o u ~ ~ u u d ~ ~ ~ ~ ~u'ulH'$~3suJnnu$u6iul~uinsd ~uinsni~~u~i~~
rriun?iu~uwir+s:tlliicds::'Iun s ~ u i i ~ c c P s o ~ i n n i ~ i i n u ~ u ~ u ?ij nn~ dsr'Iun ~ou~i
~ ~ o d o u t l 7ds:'Iunl$~u.jon?iu$do~d~~ l~iu ~do~ini~$fiuu~uuld~nisw'wui n ' n w m i n ~ u u ~ u ~ a ~~ iu ul q vi~ igi~v~~~n ~u Ln~ n~ o
w d
u
-d

rd d

d'aa

~ u ~ ~ Q J H I U I ~ ~ \ ~ U U ~ ~ ~

g ~ s i o ~ r i ~ d ~ t ~ ~ u ~ ~ ~ (cfiuu~n~muisn ~ ~ ~ ~ l LGIUIJTZ'ILIR'I~~ ~ ~ t ~ ~ p i ~ ~ o i '

?nhc'Imulli8hfin w aimaGndic 7 ~~nl~ncii?lfluns::u?u~1~ Li 397) ldocain~ ~ u ? ~ n u a ~ n ~ w ~ n i s u ro u~ '~ ~d ?iu ld in i rfi ~ u n ~ ~ s ~ ~ a : ~ i u i s n ~ ! u ~ ~ u srR'YdoaGi tllIon~iu6o~lR' ~fiu~~:~~~iuisn~!uu~us::~ 7'l~?(i uIJ~~un~u~i~ ~muhu?'a~ou~~uuoiic 7nlu~iudrin~oumwituu~.a'~a~n'~ui~~u~~~iuiu LLRZ$J~J~$ Kuo~uSogliuRo
1. 'The Grammar-Translation Method
The Grammar-Translation Memod fi~ETouuuu~?ulns&L~ntu~a) no?nnau
d
rd

d vcr

~ " ~ s r~i j ut u ~ ~ ~ ' o ~ s o u I ~ f i u u ~ ~~ u ~i rn I~ ~r ~c ui ins~~~~~~s::'Iu~I~~n$io~~iu

~~uud~~icms~uunisnau~~rnn.miu~ , m~ ~auauairnif~c~~u~~wuoc .ru~~~IIu~~~

linniw~ilrmsn~aaiin~~ids:uu uarfing~ncudn l s ~ u u m w ~ ~ ~ ~ l u ' u ~ v i ~ u u ~ ~ r u i l
6d d

nd

ua::nJ)~ncun'"ic7 u ~ ~ ~ w C ( tllin~~~istlu~6~nzJ~?sind fiuu u~rk?iaJ~uiu~wn'#c~um

L L

~ ~ f i u u 6 0 : ~ i u i ~ n d i u u ' ~ n ~ i u ~ ~ n : :$um~ifiistlu ~a~matiii 1 6 s~a~flcmuisnH

pn~muiu~~u~~snd'l.a"i"a~ouuu~ i i~ ~~ nu ~ifn !o s~ ~~ ~ f ~i r u~ u~ nd iwdic

niw~uI(iodicpnn'oc d s r ~ n ~ ~ i r ud r uoc n w (niwnin~a:ai~uluawB() muisndiu~i.n~~ar?~3mn~ni~i ninuaraiGuln' luvcur$6iu~fiuuI6~~uniln disiwn' uatllh~uumwifI~luuluun d.revh.5

UR:L:Q~&'%U$~~? ~~I~~~LLR:R?IIJHUI

tlt?w~~u&3 ~ ~

Q U O L L L fiuu ~ R U ~

M I D

?ssmnanauul$ nis~od~~u"u~vi~fiuu~n'nw::ni'~diu~~~tni~ uu~ a~~~m~n?iu~$i'i~-a i

d d r,

Iwi&ddiw nisian~iumui.mua~~Eu~ns::6ilauciiuniniiauu~nKa n2iu.r-dain ustn2iugn6ar ~ ~ d w d i i i ~ u i n ~ a u ~ ~ u ~ ~ a ~ ~ 0 r l 0 ~ ~ ~ n i a 6 i ~ ~ ~ n i a ~ ~ ~ ~ n i a a ~ ~

Y ..A

nis~?uunis~ow62o2nwr~uni~isuunisa~~d~iimt~niu~~MiodL~u~~~~
I M ~~ ~ ~ ~ d ~ ~ ~ i ~ f i ~ ~ l ~ ~ ~ ~ : : ~ 2 ~ ~ ~ ~ ~ i n i 3 ~

1.

a o ~ d i d t t r i(aouuonn~iuwuiu~n"~~wniw111a~ asruaad ~6uu

iinisI~diGwnlw~nJ nJs::lun
2.
LIO&SJA?IJ

iaaw05uin

n nugd4'o snriwdi~ q~MiiYu

(fiuw i i u u d c l u n R i o d i ~~iaariiniil~ngl~wns&-aiow(Gusoudn~iu ihl-auinwo B~lMi~irruuilnriawniu q21Jiiuuddi~ qni( nun'dnnis

iidsds::~un6~umu~os~id~.a"l~uins&diw"soe~6~uw~d
3.
LIOM~IM

n ~ ~ ~ i m ~ M i ( ~ u u d i u u n ~ ~ uiihudalAilwniw ud~i~w~~Mi

uottjfiuw

dol~(aowbdiniulMi(Gu~r~uu~imo~l~~wniwid~uw t: a (aou~s2rAianun~rwowi aarl2uins& w~olG$GuwiUw('iiwdi.su

u n ~ a u i o ~ I G r d ~ u r l ~ r ~ n : : ~ a ~ u i i g w6a~iin7v n~aodi~ls
4.

Ilat~O~w~niaPsu (aowlMinisljiuihu~iu u
et

rdod-rul~(~uu~4'190

ria:amiiumiuwIw~rn'uinuw ?1hru~ro~uuuiln~adn.rsiln1w"un2si
n21u~ainwaiuadu
Subetitutlon exercises idw ~
u

~ ~ i d i ~ o n w r ~ l h ~ n ~ d w?o diw~wrw"

~ w ~ q i w o d n ~w?o~Mididin3ui u~w present tense l~lunwdin?ui

past tense etc. Transforrnatlons idw Ifid~uwdsrlunactive voice rfiu passive voice, rdauuiJs::'lun Cornpletlons
d

affirmatives rflu questions M% negatives

2 ;

rdw I G L 61 ~

~~n::4'on2iunsIwdosiidIw76

lan2iuCIauys d

~xpanslons ~ n n i r n ~ u w d s z ~ u n ~ ~ u ~ w ~ ~ ~ w?o 'Ia~~~did~iwu

~~~8flw~s~'lu~d0u'~n~iud~~~u~~i~w~0~lii~~i Answer the questlons or paraphrase IGt)ozldiniuw?aiBflurrji

dodI~xi'l@uoi~fld0~~8~lddi~

16

. <I97

Y'o~ua~dio~ln'e\aa9"a8aro~uilu~au7~1 J ~ U ~ ~ Z

U ~ R

$aGvamauna
1. ~ l u l 7 n l d k a u ~ ~ ~ ~ f f ~ ~ ~ 7 1 n ~ x 1 ~ ~ ~

ar

2 4

2. <fiuu~+~I~unRuiikium ~in:~ldinwuo~~fiuut~udoIuni~uou

3, ni~d.1~~r~uwnv!ili31~

Ga~luvg~?~uno 1. Iril6rhni~d~uary?m ~~~il~r'~~uu~imwdfiuu~dl~uonvia~~~uu

2. ni.raour.~a~l~uin~duin ~~r~uni~aour~u~n'uniu?uinnii6o~aouni~
J

ar

2 1

I~nlwlvi'am.mcu@uIn'
3.

ni~fin~~d~$anaia~ouvfi~~~i"suudi~~~a::~~uu~d.a'i uard.rrhirmwlu
~ I ' I W ~ ~ I M ~ R . ~ J ~ S rwnr5nnirrrlJn II~~~~U

4.

n i ~ u d a ~ f l u ~ n ' ~ ) r~ u" ~u~ ~~ u ~ ~ n ' u ~ f i t ua:~d~n=iufiYik,w ~~d~il~~?~g ni3'mwidaataaao ld~truitda:~iu~l%~oulu~t~u$iu~

2. The Cognitive Code Learning Theory

The Cognitive Code Learning Theory fi~uou~~sulluun?lufnaiu~u'i'I~) 3%
R ~ ~ ~ ~ ~ L ~ R V ~ ~ I ~ H ~ ' J ~YR ) (the " I audio-lingual U ~ I ~ ~ approach) U ~ U ~IO d6 ~ U ~ ~ ~ J

aa

WRRIU~RIRH?J
. I

L L R A I ~ U ~ ~ ~ ~ R W U L $ U L ~ U ~ ~ U ~ I ~ ~ ~ ~ ~ J ' U O ~ ~ ~ L ^
1-

ou7da~I.a'uiudIunru linmw~iaaibJncln ~

w a r

~B~O InrilaS~uan'nain ULL~LIIH

t :

lin~ol~noln7wifliuai ~du John B Carol, Kenneth Chastain and Noam Chomsky nJ 3 riiu~naiu~~uuk~~o'~n'~w'n~~~nein~u uw m ~w ftn ~n oru rd ~d oo ~i a i a~niruii~~~u drfi~oinn1.12i~dauh ~~arni~i~~niuia~~u~o~&ia ucilinmm~iuainrJ i~~iiniuIu 3
cb
r

riiun~~~~oiinifiuu~ ~n ~J iw U~ IB aU U M L ~ U U J ~ U C \ ? I U U K U ~ U ( ~ ' O MUR~LBU n.rru?uni1~h~an6nioluuua~H ~ Q L ~ ~ R ~ I ~ R ? I U L~~[lm73~di)?lu~n~~uw"u~u ~I~Q # -r Carol ~6ndi?n~?auauuuun?iu~naiu~u'~'I~ii tfiuni.ra~u~ruu~?ain~ru'~~n~rrd~rru~~~ai din~nliud~~ninao~~~ if uu o u u u u 1 ~ r l ~ ~ u ' u n i ~ I ~ ~ ~ 4 o ~ ~ ~ i l 0 6 a ~ n ~ ~ a (phonology) di<wn' (morphology) L L R Z ~ ~ T A ~ L I J (syntax) ~ ~ : ~ IJ?ufiJaauhpn?lnnr$ niwadwiwuuwu ~ u ' u ~ n w & ~ n i w ~ U uu h~ & tda<fis~in?iufn~iu~u'i'z~.a'n~~1~ iiu& b ~ l ~ < f i u u r l i ~ ~ u d n ~ n m ~ ~ u n ~ i u f d a ~ ~ ~ i f i u u r n ~ a o u n i u n r l ~ ~ ~ ~ ~ u l ~ x i ~ 5 ~ r r uu ~n c~ \~ w iu i~ W r~ ud ui~ i ~~r~ng~nm# 8 -r n i ~ ~ ~ ~ a o n n i ~ n i ~ v o ~ ~ 1 7 ~ ~ ~ u o ~ n ' u c \ ~ i u ~ n ~ 1 u ~ uR ' ij Z uu 0? n~ ~~nru91u"u0
YYW

2 dr

vver aou$~~~~Gu~n~~.ruuPruu~.r:uuniwi~~~:np~n~~n'di~~~~u'iI'i)nau (competence) u h ; ~

riouln?kYtuan~o onn'~n~iuaiui~nni~nimnu~duiiCuiald (performance) ~hwniwdlm' ~~u'Aolwni.raou~u1~~&4in'm oio~~niwd~u niomwir u o~qfiuu n ? o wauni21d

v

da

auinnhniyro~$aoulo h . ~ & ~ $ f i o u ~ ~ u n a i u ~ w ' u h o ~ i i d i ~ ~ d ~ u ~ n ' u ~ i l u u ' o n a i

dd

l f ~ d ~ a ~ n r n n m ' o ~ ifli~ i~ ~w ~n f 'i ~ ~r a : ~ n ~ ~ a i 7 ~ d ~ i u i a o u o : o i o ~ ~ ~ i i ~ u ~ i u n 7 ~ u u i

h u ~~uniwnlaaoai.r~6~)~~'Iu%md3:417'~ ua:~fimui:aun'y~r~u~o~(~uw

d d

lmua~u~~?i~ouuuulnJ~~il~5~~owdniiuni~n'~~iaou~~uulauin.rd

G o so-

that

~ Q ~ ~ ~ ~ ~ ~ I ~ ~ Q ~ ~ I O P ~ ~ L P I P I ~ ~ I ~ ~ ~ ~ ~ ~

u'a~ua~rj~aou~ruu%o 1. rflw2anumir?ou~flu~uCnnali-s iliwlK~risoul3aBil~~i~~n:n~iu6m~i1~~.r~n'

P

ncr

Aa

~triilK~Pssui<n$n r~a~RC13j1u~$~uua~ci\u~o~~cj; fr?su81oniawiuuin"nw::n13~~uu~~~ 4 6iu rrrio:~~i~u~ci\iui~2iun*niu

2.

u'orlouo~1~aaurruuwriia

~ ~ ~ u 6 o ~ d i ~ i u ~ r i r 1 ~ u i i u ~rranruu2lnmk~aiu c i \ ~ ~ u u n ~ ?viin{~ourio~ su
aounaiuKo~ oi~~iIviTajiir~aiuinwa U ~ ~ U M ~ A ~ M O I O ~ vi?aT~~os~lrlui:~u~u JOU aouldlirwa7rviirfiuun'u o6~nisnourt sudrliwl2 sin.rni~8wk@oio~mn'un.r:u~un~~~$ounm nraaii~ r~trurflun~:uwni.rd o l d a I~m shuo7nmr1i~r~wuni.rrQ~1u ni.r.r~u'5~un~iu~m LL&%
.dad

.r:&~uao~fiosou~ ~ n e ~ i n ~ ~ i u ~ u f l a ~ ~ ~ u ~ i7dilKni.rAouni.r n " ~ ~ ~ ~ ~ ~ q ~ d d ~ ~ n '

d d

RJS~LB~U~IJ rinniuini~nilIi~n (Young, ~ u Becker, and Pike 1975) ~ ~ ~ m i u r ~ u i l ~fluni.r~oud-rud~ndosuo~ni.r~~tluu~nn.fi ~~ark~li~~~~uhniyuo~ni.rw"wui~~a

miuni3r~su ~ w . n z & ~ ~ h o ~ n ' u ~ ~ u ~ 3~~0uni.raow~d n ' ~ ~ u ~ n s?n'~~niwi ~~u~d
uinniini.raoumai~~o~on~iu NewWlX a u ~ u (1977) ~ i f i i n i s ~ n w i i ~ s i ~ a a u ~ $ u u

I w tlrriuni.raad?s i n d

U R : ~ ~ ~ ~ I L B U ~ ~ L I ~ R ~ O W I ~ ~ L J ~ U

a r i l ~ h i i ~ i u u ~ ~ r d v i R 'n?.raou~Qsulmuinmddui~i.rnd~ul09'f~uwf n~iw~l
~Rnlnouiuiu uarra~~n~iur~ui1hinn~d~~rfl&~i1n$lna:6-1t~un'u~~nlnuu1n
d
L

<wuinisrf suuinrin ~ r d o i n l l . r t a u n i ~ n f ' ~ ~ ~ ~ i l i ~ ~ ~ ~ l w ~ i u : ~ ~ o u n ~ w ~ & n q w

firtu-r ~ ~ n : r a o u u i i v i i n ~ ~ ~ o u f i m i u ~ ~ ~ ~ n . r d ~ ~ ~ d u d ~ u ~ r ~ r v i - ~ \ m ~ ~ ~ o d diur~rruuod~uiuinr~iiM"u v i i n n i ~ ~ ~ ~ ~ ~ ~ U r ~ ~ n i . r ~JIUL$UU.UOJ ril~d~~~in.r~r~~

~ ~ n h o o : u u a u a w a i m ~ u ~ i u .r2sn'td.r:~unGilJ ~ ~ u ~ # ~ ~ ~ 7i2dviqjo:rflwni.r ~n~~~
crw
n

~4sd~~moin~~cladini~i~~n~uci\i~~~1u~~d CniniSouln~G~ 'I.a"l~s1ns~n~1~u~

u i m n 2 i u ~ u n i . r \ ~ d i ~ ~ p n ~ 0 ~ ~ 1 1 ~ r~~:ui~d.rdsno:wuii~$ouIms ~~1.r4~~~~1nu1n
~~~RI~~UILRU

ninrinfinwims:vilinln'ii ~ ~ u i n m d ~ O d ~ d i ~ d o t i u ~ 9.r:n'uldii !sdw~n o:rflu.re$udi

u u d

ntjuAi d.r:lsn ttat3~6ulioad'ir i o u d o t l i ~ n i . r b o ~ ~ ~ u {uou ~dold

r~un~.r~viun~nwi~cik.r~omuro ~ ~ ~ o d o u i i ~ ~ d ~um 7n d. o rm u~ ~ui d uo~ ~~ ~ dm ~~ n ii i

k~dru'l\oodlaurioi~ ~ ~ I ~ ~ I ~ u ~ ~I J L~L ~~ ~ E I~ J ~ ~ I I~ ~ L ~ ~ 'u I I F~ ~ U~ I~~ J~ ~ ~N ~I ~

-d!qslem p asnoq

.p~!dsoq e u! y l o (njesn ~ 8SOOq3 JI@!I.U BqS JO 84 'sWJO#p8lUJe Bqj U!

40

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' A ~ J ~ ~ J438eds J O ~ 4 0 w e d 841 Bulsn JIlOqe S( 8Sl3J8X8 S141

q388ds p w e d J ~ O A A9843
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8 6 P s n PUP SJPUIUIBJE)

4. Some elderly people become ,

cannot walk, drive, or use public @mapartation.
5. There are an

from society because they

number of stars in the universe; astronomers only a few af these through their telescopes.

can

6. The color of one's eyes, hair, and skin is

, not culturally

transmitted. 7. Caged animals often become merely sit to their surrounding and

on a rock, staring at the bars of their cage. ability may earn a

8. In the United States, athletes with their

higher income than the president of the nation.

9. If a child demonstrates great musical ability at an early age, he or she may have

the
10. When the police

to become a professional musiciann.

a crime, they consider such factors as

Is responsible for transmitting such social

motive and opportunity.

11. Culture, not

traits as marriages'customs and religious beliefs.

2.

Recognizing and Using Nouns

J u r

i ~ ~ i u n ~ i u $ u B o ~ d i u~ iu 0i u l ni~iin~~~uBa~nun~1nwi~n~1ui~~i vI.rJn'M$ 0
2.1 Their meaning and Use

uu"~~nonduh 91 u d ~ ~ o u ~ a ~ n i . r o ~4~ rI ~ ~i~~ n fu i n~ w1 IA ~m ~ o~ n i~ un ~ W una I J ~ L ~ I

uon~~~aoin~i.~~n'sln~iu~i~diu~ RU u i;mi ~ a dL i Ld R~ Zf ~~~~ JL n L~R a~ &dor~'o~vI.re~Cr~I%n'i;oni.ro:~~~id~1~~~udiu1u~u o~cio~~dni.rI~ih~u~1u eYa " d.rrlonsi?o d n d 1 a ~ ~ u w n ~ a ~ ~ ~ ~ d i 1 ~ O'~~~'UGMRILI iu~~d~1u Parts niw of speech &t.f~?fl% u~m-riurnuiuuodi~1ru~nei~jn'~ (iJlljad~~W fast i IUI.JT:IU~~Q'~J~
We were told to drive too faat (adverb) The natives fast periodicklly because they believe that it improves their health. (verb) The fast train roared through the village. (adjective) The fast lasted for several days. (noun)

2.2 Their place in patterns

uiJ~;nl3~ildl~motL~ud7u L3 iu l~ oi u~ u ~ ~ n ~ a o i n 3 n b " 6 ~ i ~ u ~ ~ i L f l u ~ r u u i l

~ i u i u l m ~ ? I are6aiooddi iu a, an
2

M%

the

Ji~fiir~u (o onr~udiuiu~u~a.i~~~~~

~aiooninr~awi::~aitoioo) rr~uiioon~ioor~i~lin~i~naiu~81iudi r~uini~oib~di~infiiuiu

a:

41 lgu a, an. ~ $ 0 the ~ s i i i ~ i u i ~ n n ~ i ~ ~ ~ i d i L$u ~~fludiuiu

The squalles are here, but we can't use them because we don't have a mudkie or an ozot.

2.3 Their classifications

di~i~Riui~ndi~L~ rdu n Countable ~ ~ ~ a inouns, ~ ~ f Uncountable t~ nouns,

Common nouns, Proper nouns, and Collectives nouns. etc. Countable: a banana, a student, an umbrella, a car, apples, etc Uncountable: rice, sugar, money music, juice, electricity, etc. Proper nouns: Arin, New York, the Nile, Lake Constance, etc. Collective nouns: committee, judge, team, audience, jury, etc.

diuiaaGm collective nouns $u~flul~~onrra6~~a::w~wod nsil68uuu~m~

naiunuiu~ioo6aioo~i~m::r~o~ agreement between subjects and verbs
The Jury hasreturned his verdicts. The audience wasnot very responsive. 'The Jury two nouns are used as a unit)
d

$JG?aaLjioo

are unable to agree on a verdict.

The audience were waving their hands to their favorite singers. (The two nouns are used as an individual member.)

3. The Use of Pronouns.

,

n i ~ ~ ~ ~ i ~ n w u i u ~ u i o o i u ~ ~ u u~ ~sJ rd i i~ ~n ilu ~ oa d i~ io ~ oLwn:: ~ ~~ ui~~iii~

d d

~ f l ~ ~ n ~ ~ ~ i o o ~ d ~ ~ ~ ~ Iliciuru i o o l ~~~hniy~~on'oioo~.a'dirrnuuiund ~d~~di~Lu'i~~1~i~

~n6oi1 ~ioodiuiuf0ud.rrslw nnu ~onwoJwyrrow' diu~mioonaiutflu~diuoioo Y
~ Y

4L.d

~ i n n i w ~ n q u ~ ~ d d i ~ ' ~ '~ ~ iwuu~ iu d~ s~ ~~$a i o o ~ R i ~ n &ui?orhioo ~~~~idi~~)~ii~

When John has flnlshed John's work, tell John to report to the*omce.az

~ ~ u i i r ~ o l a . i ~ $ d i ~ . r ' ~cinflnuia:Gaioodiu4iClh wuiu~~k~ .I~u~aiunb ~-!ilJi~di rdo

~ ~ ~ M ~ ~ ~ ~ ~ $ ~ T ~ ~ ~ U L L f

ih ~ od ~l 4 ~

'

When John has flnlshecE

wurk, tell =to

report to the office.

l i n ~ n a i n ~ ~ l ~ ~ ~ i ~ ~ ~ ~ ~ ~ l u ~ ~ o ~ qn'u ni~la'fi~~~

he r ~ n ~ d d er un~i ~ ~i $ ~ ~ ~ w u~ i ~ uL ~ ~ u ~ u R I I H ~ ~ ~ ~ rinfln I ~w L U ' ~ ~ F ~ ~ ~

~ i i uod ~i ~ h ~ n i u v o l ~ w n ~ n w i ~ k ~ ~ e AI@~ Y ~ n o~~3.rwuiulguin lun?iu 7 bLRr W n l t i ~ i n i u~ o~ ~ ou ~l s i w u C i i ~ w ~ i n n i ~ I $ ~ ~ ' ~ w ~ i ~ i i ~ ~ ~ i m ~ 1 i n n i ~ aoulun.s:u?u?ai LI 397 uinuier ~~~uL~wI:~IT?L~~I:Y~YLIU'~O~~RW nimluni~l-f~.r.rw
IOU
d h w
P

ui~nuu"~~ua~uin.r:wii~a~swu~ nmu ud~ L ~ uL ~fr R ~iu ~AT'IWW~~~

w u d

u'n#nwui~ n u ~ ~ n n u ~ ? u ~ i ~ i d ~ ~ ~ ~ n u r J v ~ ~ ~ B~JM"U"OJ wnim~o~ni~~~~

W U

osinl~un~n~ilRiirun~iu~iK~~o~~~~~ui~l?'K~er
3.1 Types of Pronouns

d i ~ ~u s iw ulwniuiknq~d1~inuier~ 50 ii0 61 ~u~~iidliiui~~unu d i w u lmu~L~noonlnir,aiuaftmn';l~

Personal Pronouns: I, her, and the like. Possessive Adjectives anti possessive pronouns: yours, his- his, her- hers, its, our- ours, their- theirs my

flu, we, he, she, it, they, me, us, him,

mine, your-

uci?~ self nto selves ~I w d r ~~7datrioun~uuo~~i~i~ Mio~lMulnLdwn.r.rufhfluit ~n~u"i~~M'i

Reflexive pronouns:
~ ~ A I R ~ Tulu W $RJ?TI

~ ~ u ? ~ u ~ u u Li? u h 8il t ~cut aJ hlmoalf. They bur themselves.

Emphatic or intensive pronouns: ~Uudin~~wuiudi7;d~ii u?n'un'u
2

reflexive pronouns ~ i d ~ ~ ~ ~ d d lla0urilCl~tiu ~ n i r f f o ilioffilG'ni3

n . r - , f i i ~ ~ i ~ ~ n uI$% lnu Iw repaired the bicycle myself.

Let's paint our house ourselves; it will be much cheaper. . The film Itself wasn't good but I liked the music. Relative pronouns:

Ro hmmuiudIa?u

relative clauses

win

adjective clauses tuk04 lKuri who, where L$M

whom, whose, which, when.

He is the man who won the tournament, The machine which broke down has now been repaired.

3.2

Faulty Pronoun Reference Faulty pronoun

reference6~ni~~~~wuiu~nudiuiudIri%m~~ui~

rrlns8,1$4lm~m u ~ a w i r ~ u d . r r ~ u n d double ~ ~ n pronoun ii ~jd.r:~sn"oWd

a. Mary told her sister that she was wrong. b. We took the strawberries out of the boxes and threw them into the garbage.

luLi.r:lsn
sister

a. ( l i ~ ~ ~ w u she iu d~d~~~u ol~lrrui d l uUli i ~ 4 Mary M%

her

fit6 ~iaud.rrls~~ b. did1 them o i ~ ~ u i u f strawberries i\r M % I

t d

boxes iil6 C J $ ~

~u~iur~~llu$~iou~~~ilw$dnn ~u ~d no a .~rt~ id lo ~w m l$~~iwthlolbind~m ~duriu fiuu~wol$%a~oun'uidid~n?.r~~n"1"u~~d

a. Mary said to her sister, "You are wrong." b. We took out the strawberries and threw the boxes into the garbage.
t
. I

~~ou~nsd~rin~nwi~~~ud.rr'I~~~d'IdL ~~ .r D .D r Iw Uu Li Lu ~~ ~m ? ~d ~~ ~ ~ . r
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*In Africa, they have many curious tribal customs.* ~ ~ ~ T U R ~ { I ~ ~ L ~ ' I I Q ~ I

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In Africa there are many curious tribal customs. OR In Africa the tribes have many curious customs.

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Practlce Exerclses , In the followlng sentences the antecedents of the pronouns are not clear.

Rewrlte the sentences, correctlng the errors. Then underline each pronoun once and Its antecedent twice.
1 John sold James his book because he wanted another one.

2. Mary told her mother that she could buy the groceries if she had any money.

3. The law says to keep the rlghf, but they don't say that what the penalty will be
for disobeying.

4. Mother asked Julia where her purse was.

5. Alfred's father died when he was six years old.

Summary of Correct Pronouh Use 1. A Pronoun should have a clearly identified antecedent, with which it agrees in person, number, and gender.

2. Be aware of the special problem of pronoun reference to third-person singular

antecedents that include both masculine and feminine members-pronouns everybody and someone and nouns like person, student, employee, and so on. Note: Using e plural rather than a singular antecedent is one obvious way of avoiding this problem. like

3. Use nominative forms of pronouns used as subjects, subjective complements, and

appositives that rename nominative nouns. Use objective forms of pronoun used as objects of verbs or prepositions, subjects of infinitives, and appositives that

rename object nouns

4. Be aware of a particular pronoun problem, when a personal pronoun is tied to a

noun or another pronoun by and or oc Mickey and I [not Mickey and me] were sent to the principal's office. Mr. Case sent Mickey and me [not Mickey and I] to the head office.

And so, neighbors please vote for Ms. Stone and me [not Ms.Stone and I].
I

5. Remember that the case Of, who is determined by its use in its own clause. It may
be a direct object that precedes the subject [whom has your wife Invited?] or a
I

subject immediately following a verb or a preposition [We wonder who wllt wln.

Our dog Is friendly with whoever pets It.]

4. The Uses of Verbs

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Practlce Exercises
A.

"2

Put the correct form of verb In each sentence.

by the Chinese several centuries ago. (invent) ever President of the United States. (elect)

1. Gunpowder

2. No man
3. 1

about losing my job, but I don't worry about it now. (frighten) to someone with

4. Ruth is disappointed; the job she applied for

more experience. (give)

5. Before the Princess arrived at the shipyard, police dogs

to make

sure there were no bombs hidden there.( use)

6. When

' the new shop

-this year or next year. (open) by local people now. (own)

7. Most of the businesses in our town

6. Choose the lnflnltlve or- Ing form.

1. I wish (to change / changing) my job.
I

2. Do you enjoy (to travel /traveling)?

3. Would you like (to be /being) a commercial travelen

4. When I'm with you, I can't stop (tolaugh/laughing.)

5. 1 hate (to watch/ watching) tennls.

6. I'm not very interested in (discuss /diWslng) your problems.

7. 1 remember (to meeVmeetingl you about five years ago.

8. Should I ( come /coming) to work early tomorrow?
9. (To have / Having) a lot of freedom is very important to me.

10. Thomas Edison was well known for ( to work / working) very long hour.

C. Put the verbs In brackets into the correct tense or form In the following

passage.
On (see) the wild elephant, the two hunters (leap) past them. They (know) then the

quickly to one side as it (charge) that their trick (work)

: the elephant already (catch)

scent of the lion. However, while (climb) (try (reach)

up the tree, Tom Roach

a branch and (slip)

D. Rewrite thls passage uslng the comrct form of verbs In brackets.

My favorite place
My favorite place on campus (be) the grass hill (overlook) Putah Creek. Just behind the administration building, the hill (cover) with soft green grass and (lave) ducks (live) faculty members (bring)
I

oak shade trees. Families of

patiently for students or

on the creek shore (wait)

them pieces of bread. Next to the water, there Is the to this grassy

there or just (watch) a redwood bench; you can sit or s ~ k y children (play) on the edgp of water. I like (go)

e t ) hillside in the evening when the sun gust s

my blanket on the cool grass, I (lie) (watch) (relax)

. After

I (spread)

on my bank and

the clouds overhead. After a short while at peaceful spot, I feel and ready (go) back to my studies.

27

5. The Use of Participial Adjectives (Adjectives Formed from verbs)

Many common English adjectives are formed from either the present participle (--ing) or the past partlclple(--ed) in regular verbs.

Present and Past Parficipial Adiectives: Confusing Sets

The meanings of adjectives made from the present and past participles of the same verb are sometimes confused. Study the following lists. Present partlclplal adjectives often suggest (1) an going process or (2) a quality that , has an effect on people--it does something to people. exciting surprising boring disgusting interesting frightening troubling puzzling 1 confusing causes excitement causes a surprise causes boredom causes disgust causes interest causes fright causes trouble causes puzzlement or confusion
.

Past partlclplal adjectives usually suggest (1) the emotion that a person feels or (2) a completed actipn. to be excited to be surprised to be bored to be disgusted to be interested to be frightened to be troubled to be puzzled or confuged feel excitement feel surprise feel boredom feel disgust feel interest in someone or something feel fright feel trouble feel puzzlement or confusion

Practice Exercised
A. Complete the sentences for e

n. Use the word given + the ending-lng

or -ed

1. The film wasn't as good as a. The film was b. We were

expected. (disappoint-)

with the film.

2. Diana teaches young children. It's a very hard job but she enjoys it. (exhaust-) a. She enjoys her job but it's often b. At the end of a day's work, she is often
3. It's been raining all day. I hate this weather. (depress-)

a. This weather is b. This weather makes me c. It's silly to get

4.

because of the weather

Julia is going to the United States next month. She has never been there before. (excite) a. It will be an
,
,

experience for her.

b. Going to new places is always c. She is really

'

about going to the United States.

6. Complete the sentences using one of t b words In the box.

amusing/ amused annoying,/ annoyed boring I bored

confusing7 confused dlsgustlng f disgusted excitlngC exdted

exhausting /'exhausted Interesting Iinterested surprising Isurprised

5. He works hard. It's not

6. I've got nothing to do. I'm

- that he's tired.

7. The teacher's explanation was

Most of the students

don't understand it.

8. The kitchen hadn't been cleaned for ages. It was reaHy
9. 1 seldom visit art galleries. I'm not particularly

in art.

10. There is no need to get

just because I'm a few minutes

late. 11. The lecture was

. I fell asleep.

12. 1 asked Emily if she wanted to come out with us but she wasn't 13. I've been working hard all day and now I'm 14. Tom is very good at telling funny stories. He can be very 15. Liz is a very person. She knows a lot, she

traveled a lot, and she 's done lots of different things.

C.

Respond to the following Items In a complete sentence. Use an appropriate partlclplai adjective based on the verb in parentheses. The flrst one has been done as an example.

1. (fascinate) Does the study of anthropology interest you? Anthropology k a fascinating subiect to me.

2. (bore) Why do some students drop out of school?

3. (disgust1creature) Rats and cockroaches live in the filth and garbage.

4. (disappoint I grade)

I received a C in biology and a D in math last semester.

5. (frighten)

he film I saw last night was full of violence.

6. (frustrate) When does a parent commonly feel a sense of frustration in bringing

up a child.?

7. (interest) Why have you read this book many times?

8. (aguse)

How about the movle you saw last night?

6. The Use of Preposltion

diyswumilu2in part of spee

1. The dog under the table is Trooper. f%l 2. The dog the table is Trooper.
T : H ~ I J

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I fell down the stairs. (preposition$ I fell down. (adverb)

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Practice Exercises A.
Complete the following passage by putting the correct prepositions in spaces.

where more than one position is possible, write your second1 third choices in brackets after your first choice.

Example: He threw a book

the fifth

me.

He threw a book at (to) me.

July, the boy was summoned to the mathematics and he had a few minutes, the headmaster had him and

headmaster's study. He knew he was not good failed the examination.

made his point, suggesting that some of tha bays' friends were not good were the cause his iaziness

school. 'The head master added that his work school the rest a time the

unless there was a big improvement year, he would have to suspend him least. It was his own good.

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H ~ I ~ ~ ~ ~ ~ U Ju~l61,~n' IULB

U P .

according to apart from because o f , in front of

in spite of instead of on account of out of

B. Rewrite these sentences using the words glven.

1. The match was postponed because it rained heavily (because of)

2. The men failed to reach the top of the mountain because the weather was bad. (owing to )

3. The cost of living was high because the price of food has risen. (on account of)

4. The plane crashed because one of the engines failed (because of)

5. He is very fit because he takes regular exercise. (because of)

6. Many accidents happen because people drive carelessly. (on account of )

7. She was absent from school for a long time because she was ill. (according to)

8. Wena will not go to study at London, but she will go to Australia, (instead of)

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ddd d w
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A i i i prepositional phrases uu v u i uiidmnu I ( . r w m t ~ c i u u ~ t . ~ i u ~ i & ~ u ~ i ~ ~dw i~~"so~.r~u7~

prepositional phrases d ~Ln I w ~ IJI tt&?

They will go in our mine.

, '

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Adjectives

Preposltlonal Phrases
The closet In the hall is too narrow. Schools of salmon appear along the coast of Alaska

The hall closet is too narrow:

Salmon schools appear along Alaskan coasts.

~ufliuoarffu?rii,prepositional
Adverbs
The team won easlly. The Browns will 'follow later.
Mistakenly I gave you the

fl%uiun?uil~~~+hoLii J
Preposltlonal Phrases
The team won wlth ease. 'The Brown6 will follow at a later tlme.

By mlstake I gave you the wrong

address.
t:
r l w C1w

'

wrong address.

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In thk room.

IUT~\JJIT%

IG'cndnw dl w d ~ : ~ u n n i o 8 1 d a ! l i ~ ~ ~ a t f l n ~ J i ~~ "L aIL ? iM ~ J ~ I F 7~~ I J~ d . l t ~ ~ ~

Under the table lay the dog. (here the phrases precedes the verb lay and tells
where the dog lay.)

Wlth perseverance Tom succeedbd. (Here the phrases precedes the verb
succeeded and answers the question how.)

We i l l go home during the afternoon. (The adverb phrase follows the verb phrase wlll go and answers the question when.) We walked down the street for more than an hour. (Down the street follows walked and tells where ; for more than an hour also modifies walked and tells how long.)

C. Divide a sheet of paper into four columns, labeling them adjectlve Phrases, Words

Modlfled, Adverb Phrases, Wonds Modlfled. Select the adjective and adverb phrases from the following sentences and write them in the appropriate columns. Then, rewrite each sentence, substituting your own prepositional phrases.
1. The lamp on the table is bright.
2. The lamp Is on the table.

3. Let's put these flowers in the bowl.

4. Down the road came the men. 5. "A bird in the hand is worth two in the bush."
6. Our train leaves early in the morning.

7. In Yellowstone National Park I saw many bears alollg the roadside.

8. We took a drive in the country for an hour.

9. Honors are achieved by hard work.

10. The furniture in the palace is beautiful beyond description.

The flrst and the second sentence have been done as examples. Adj. Phrases
1. on the table 2.

words mod. lamp

Adv. Phrases.

Words mod.

on the table

is

The two sentences include your own prepositional phrases.

1. The tamp near the wlndow is bright. 2. The lamp is from the VictorIan age,

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'

*... In actual use of language people do not just produce sentences, but
(Widdowson, 1979

express concept and fulfill communicative functions in doing so" pages 252-253)

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