1) This unit provides students with seven English adjectives that are used to describe and question the linear dimensions of physical objects in space, and the state and the question of the age of something physical or abstract. That is, they have to do with space and time. Adjectives are long, broad, deep, dense, high, high, and the old, coming into a specification of this dimension, a question indirectly or directly, or - if ellipse is inadequate - a short answer to the question.So we have:
A1) The table is two meters in length.
A2) Tell me [until the table]. [....] The matter in parentheses is an indirect question.
A3) How long is the table?
A4) (E '), two meters (long).
B1) The table is three feet wide.
B2) Tell me [how wide the table].
B3) How wide is the table?
B4) (E '), three meters wide ().
C1) The pond is eight inches deep.
C2) Tell me [how deep the pond is].
C3) How deep is thePond?
C4) (E ') to eight centimeters ().
D1), the ice is two inches thick.
D2) Tell me [ice thickness].
D3) What is the thickness of the ice?
D4) (E ') two inches thick ().
E1) The mountain is two miles high.
E2) Tell me [as the mountain is high].
E3) What is the mountain?
E4) (E ') two miles high ().
F1) The woman is two meters high.
F2) Tell me [how great she is].
Q2) What is the woman?
F3) (She's) twoMeter (high).
G1) The boy is 85 years old.
G2) Tell me [how old the boy].
G2) How old is this guy?
G3) (E ') eighty-five (years).
Other questions are used as a measure words, but do not occur in a description, or response to, the surveyed customers:
How many times have you seen?
* Often twice a week.
How many still here?
* Five lots of pockets.
How much did it cost?
* Thirty € a lot.
How big is yourFlat?
* There are five rooms in size.
Long, broad, deep, thick, big, tall and old are the adjectives used in English only, as I indicated, and their knowledge is important for someone - (s) he was six or astrophysicist - who in the physical world an English speaking country or corporate function.
2) The coach is to be noted that if an adjective + as answered the question, the answer will often be made a cardinal noun phraseNumber and a noun (phrase):
How old is he?
Two (years).
If the members of the class are really advanced students of English grammar, it might be worth at this point is to note that the bend attributive nouns in English (especially in North America) is not usually in the plural: a factory, the cars produced a car factory does not manufacture cars, a person who looks after the books is a book editor, not a pound of editor, a bed of flowers is a flower is not abed, a brush for your teeth is a toothbrush, do not brush their teeth. Although a number of changes larger than an attributive noun, plural inflection for the prohibition of such a name: a plan for five years is not a five-year plan, plan in five years, a girl who is two years, two girl years, no girl of two years. (Year is not the head of the grammatical sentence modification is old, but the year is a noun, the expression part of a change in nomenclature is a girl, soNon-bending is still present.)
Students are told that because of their age or just a cardinal number, or followed with these figures, the year of the sentence (s) of age is usually ellipted years because we know that a person aged at least two years described white all these years ..
She is five years
For five
But never
She is five years or
These five old.
If the year (s) used to be as old as the old one is used,preceded by years (s) [or, where applicable, the date (s) or month (s)].
And the teacher says, of course, that people are large or small, never high or low.
3) The coach will also have noticed that, after the word as requested information on the location of something on a scale, and uses the same word is used for the top position, or continue to indicate the end of the scale. We do not say how young the child? But how old is your child? , How deep is the lake? As one mightshallow is the lake, how long is the pole? How quick is not the Polo? Replace this feature of the English language for students' attention.
4) The questions in Par 1) are so complex that they require the inversion of the subject and (first) auxiliary and which also require the release of sets of components, or as if it belongs in. Many works that touch on these areas lag their teaching ESL students fairly well advanced, but talking with a parent (eg, teaching) theirBaby does not renounce the use of modern equipment grammar, and the real world, that our adult students are not pushing in, either. The teacher could then try introducing them early instead of late in the course.
5) The lesson (s) can easily and quickly. All that is necessary, a ruler or tape measure and a table or desk for length, width and thickness, a container (cup, CAN) for the depth, the ceiling or a height (high / high), and almost all(City, property, person) for age. (My experience says that the nouns used for measuring linear space - length, width, depth, height, etc. - should probably be saved, if possible, for another lesson, and how long must the word length of time action). These questions are very difficult to measure for learners, not because the concept of dimension in space and time, but because of the issue rather complex system of English grammar.
Begin the lesson with a shout, and then a questionthe size of your interest:
Tell me how is the table for long.
How long is the table?
This practice provides direct and indirect questions some grammarians call the indirect application of a nominal clause. If you get a response - a response - the correct model appropriate response, both full time and elliptical:
The table is five feet long.
(E ') five feet.
Ask each student to measure and express all seven of these dimensions inboth English and metric system. (Almost all the rulers and tapes are now being sold in North America, marked for both systems.) I think you will find that students are having fun - there's always a lot of good-natured insults and suggestions deliberately confusing.
6) The teacher should always be aware of any device he or she presents. In this unit students will be exposed
a) The syntax and semantics of the seven interesting adjectives only action.
b)Inversion in questions of the subject and operator. (The operator is the auxiliary verb or the emergency room when there is more of a verb in the sentence.)
c) The frontman for the rest of that part of clause it is part: How deep is the ocean?
7) Next to him justly famous for serious side, Steve and Bill Bliss Molinsky used a dialogue with a question wh-word, the identity of a subject complement (What's your name?) And a survey of the identity of aprepositional complement (where are you?) in the first hour of the first volume of the series. It makes sense to start in this way, for the reason specified in par. 4): It 's really the way to talk.
Hal Garth Nier
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