NAME: Jesusa T. Castil Content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language .Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning. -is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. IN the CBI approach the student learns the TL by using it to learn same other new content. How can CBI be used in the language classroom? Stoller (2002) lists eight practices that allow for natural content integration: 1. Extended input, meaningful output, and feedback on language and grasp of content 2. Information gathering, processing, and reporting 3. Integrated skills (using reading, writing, speaking and listening in natural classroom activities) 4. Task-based activities and project work, enhanced by cooperative learning principles 5. Strategy training (to produce more metacognitively aware strategic learners) 6. Visual support (ie. Images, graphic organizers, language ladders etc.) 7. Contextualized grammar instruction 8. Culminating synthesis activities (knowledge is displayed in writing and orally) BENEFITS OF CBI 1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependent activities. Learning language becomes automatic. 2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know. 3. Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation. 4. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion. 5. Greater flexibility & adaptability in the curriculum can be deployed as per the students interest. .The Task-based Framework Task-based TBL is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all-round approach that can be adapted to meet the needs of all learners. Tasks: Getting to know your centre The object of the following two tasks is for students to use English to: • Find out what resources are available to them and how they can use their resource room. • Meet and talk to each of the teachers in their centre. To do these tasks you will require Level: Pre-intermediate and above It is assumed in this lesson that your school has the following student resources; books (graded readers), video, magazines and Internet. Don’t worry if it doesn’t, the lesson can be adjusted accordingly. Pre-task preparation: One of the tasks is a video exercise which involves viewing a movie clip with the sound turned off. This can be any movie depending on availability, but the clip has to involve a conversation between two people. Pre-task activity: In pairs students discuss the following questions: • Do you use English outside the classroom? • How? • What ways can you practise English outside the classroom? the PDF worksheets at the bottom of the page. ________________________________________ Task 1: Getting to know your resources Stage one - Running dictation Put the text from worksheet one on the wall either inside or outside the classroom. Organize your students into pairs. One student will then go to the text, read the text and then go back to her partner and relay the information to her. The partner who stays at the desk writes this information. When teams have finished check for accuracy. You can make this competitive should you wish. Stage two In pairs students then read the Getting To Know Your Resources task sheet (worksheet two). Check any problem vocabulary at this stage. This worksheet can be adapted according to the resource room at your school. • Stage three Depending on how the resources are organized in your centre, students then go, in pairs, to the resource room or wherever the resources are kept and complete the tasks on the task sheet. • Stage four Working with a different partner students now compare and share their experience. • Stage five - Feedback Having monitored the activity and the final stage, use this opportunity to make comments on your students’ performance. This may take form of a correction slot on errors or pronunciation, providing a self-correction slot. ________________________________________ Task 2 - Getting to know your teachers Level: Pre-intermediate and above Students may need at least a week to do this activity, depending on the availability of the teachers in your centre Pre-task activity: In pairs students talk about an English teacher they have had. • What was her name? • Where was she from? • How old was she? • Do you remember any of her lessons? • What was your favourite activity in her class? Stage one Using the Getting To Know Your Teachers task sheet (worksheet three) and the Interview Questions (worksheet four) students write the questions for the questionnaire they are going to use to interview the teachers. Stage two To set up the activity students then interview you and record the information. Stage three Depending on which teachers are free at this time they can then go and interview other teachers and record the information. You may wish to bring other teachers into your class to be interviewed or alternatively give your students a week or so to complete the task, interviewing teachers before or after class, or whenever they come to the centre. OUTLINE LESSON PLAN Student Teacher ¬_______________________________ Date/Time of the Lesson _______________________ Placement/Cooperating Teacher ______________________________________________________________________ Title of Lesson_________________________________ Subject/Topic ________________________________ I. Objectives: Address what students will be able to do after this lesson. This section should address what the learners will do/know and not what the teacher will do. II. Materials/Where Located: III. Procedures: Include what you will say/do. List directions for activities and transitions. Provide an anticipated time frame for each activity/transition. You also need to anticipate the ways in which you might need to extend or adapt your lesson and have alternative materials, activities, etc. prepared. IV. Check for Understanding: Provide a brief plan on how you will determine what your students have learned and how you will identify areas or concepts which need further clarification and explanation. V. Reflection/Evaluation of the Experience (to be completed after the lesson/learning experience): How did the students respond to the materials and activities? What modifications would you make next time? Why? How did the students respond in ways you had not anticipated? What were the students’ and teacher’s comments/feedback? Detailed Lesson Plan I. Objectives At the end of the discussion, the students are expected to: 1. Read and Understand the story entitled “My parents were not there for me” by Mark in Parents – children Relationship stories. 2. Identified and described the different types about the Family. 3. Create your own quotation based on how you understand the selection. II. Subject Matter Parents – Child Relationship Skills: Describing and identifying the types of Parents and child relationship. Topic: My parents were not there for me by Mark. References: answers/topic/parent-child-relationships cbn/spirituallife/cbnteachingsheets/Parent_Child_Relations.aspx relationship-problems-tips/parents-children-relationships.html Instructional Material: PowerPoint and Video Presentation. III. Procedure A. Daily Routine 1. Prayer 2. Greetings 3. Checking of Attendance 4. Inspecting the classroom and physical condition Teacher’s Activity| Student’s Activity| B. Motivation Okay, before we start with our new lesson, I would like to group you into two groups and we will have this mini debate .I will give you 10 minutes to discuss about our topic. Ok Class, Are you done? Ok we will start. Any Volunteer? Very well said, now let us hear from the next group. C. Presentation of the Lesson As I can see every one of you has your own perspective when it comes to love .Now let as move to our real topic which was i assume you to read the story of Mark in the internet base on the reference that I gave yesterday? ! That would help us to have a good discussion for today. Before that, I will give you the objectives of the lesson. Who want to read? Thank you! Now, I know that all of you had already read and understand a story; i will show you a short video presentation about the story of Mark entitles my parents will not there for me. Semi Detailed Lesson Plan By Cristina N. Yamat of BSE III- English I. Objectives: At the end of a 55-minute discussion, 85% of the students are expected to: Define word stress Identify the stressed syllable of a given set of words Formulate the rules in word stress through the use of the given set of words presented Imitate the teacher as she utter the given set of words in each stress pattern II. Subject Matter: A. Topic: Word Stress Year Level: Second Year High School B. References: xiangtan.co.uk/wls2stress.htm fed.cuhk.edu.hk/~english/doc C. Materials: cartolina with words written on it Chalk board Values Integration: In reality life is not always in smooth sailing. Some times one will experience storm along his way. How ever, looking at the bright side of life, this storm and difficulties create spice, thrill and beauty into his life. Just like words, they are not uttered monotonously instead stress is given into their syllables which give life, rhythm and music into the language. III. Procedure A. Motivation Divide the students into two groups to play “Pellmanism or Pairs/ Memory Game”. * Cards will be used with words written on it. To play the game, follow the steps: All the cards are spread face down on the table and each member of the team will take turn trying to find matching pairs of cards by which syllable of the given words is emphasize. If the words on the cards have the same pattern of emphasis, the student from that team who found it will keep the pair. CURRICULUM In formal education, a curriculum is the planned interaction of pupils with instructional content, the use of literacies and datagogies that are interwoven through the use of digital media and/or texts that address the complexities of learning. Other definitions combine various elements to describe curriculum as follows: • All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (John Kerr) • Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling. It includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes. • The total learning experience provided by a school. It includes the content of courses (the syllabus), the methods employed (strategies), and other aspects, like norms and values, which relate to the way the school is organized. • The aggregate of courses of study given in a learning environment. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades. • Curriculum can refer to the entire program provided by a classroom, school, district, state, or country. A classroom is assigned sections of the curriculum as defined by the school. -came from the Latin word which means a race or the course of a race (which in turn derives from the verb currere meaning to run/to proceed). As early as the seventeenth century, the University of Glasgow referred to its course of study as a curriculum, and by the nineteenth century European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in Surgery) and particular courses and their content. By the beginning of the twentieth century, the related term curriculum vitae (course of ones life) became a common expression to refer to a brief account of the course of ones life. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. PART OF SPEECH NOUNS any abstract or concrete entity; a person (police officer, Michael), place (coastline, London), thing (necktie, television), idea (happiness), or quality (bravery) Nouns are classified in several ways… 1. Nouns can be singular or plural. 2. Singular nouns name only one person, place, thing or idea. One apple, a pencil, the book Plural nouns name two or more persons, places, things or ideas. Most singular nouns (Not ALL) are made plural by adding –s. For example, (pencil is a singular noun. The word pencils is a plural noun.) Exception #1: If a noun ends with the –s, sh, ch, or x like the words, kiss, church, ash or box, then they are made plural by adding –es (kisses, churches, ashes, and boxes). Exception #2:There are also irregular nouns that do not follow any rules. For example, the plural form of the word child is children. Nouns can be Proper Nouns or Common Nouns • A. Proper nouns refer to specific people, places, things and ideas. A persons name (Leah Graham) is a proper noun, for example. Other examples are names of places (Atlanta, Georgia) and names of things (the Navy). They are always capitalized! o People’s names and titles- King Henry, Mrs. Smith o Names for deity, religions, religious followers, and sacred books- God, Allah, Buddha, Islam, Catholicism, Christians o Races, nationalities, tribes, and languages- African American, Polish-American, Black, Chinese, Russian o Specific Places like countries, cities, bodies of water, streets, buildings, and parks o Specific organizations- Central Intelligence Agency (CIA), …. o Days of the week, months, and holidays, o Brand names of products o Historical periods, well-known events, and documents- Middle ages, Boston Tea Party, Magna Carta o Titles of publications and written documents b. Common nouns are all other nouns. For example: cat, pencil, paper, etc. They are not capitalized unless they are the first word in the sentence. Nouns can also be collective. Collective nouns are nouns that are grammatically considered singular, but include more than one person, place, thing, or idea in its meaning. Words like team, group, jury, committee, audience, crowd, class, troop, family, team, couple, band, herd, quartet, and society. Nouns can also be either count or non-count. Nouns that are non-count cannot be counted. For example, one cannot go outside to have two fresh airs. One goes outside for fresh air. 5. Nouns can be Abstract or concrete • Concrete nouns are nouns that you can touch. They are people, places, and some things. Words like person, court, Georgia, pencil, hand, paper, car, and door are all examples of concrete nouns. • Abstract nouns are nouns that cannot be physically held. For example, things like air, justice, safety, Democracy, faith, religion, etc. 6. Nouns can be Gerunds A gerund is the –ing form of the verb and is used as a noun. For example, Running is good for you. Running is the noun/gerund and is is the verb. My crying upset him. Crying is the subject and upset is the verb Note: A noun can fit into more than one of these categories. For example, the noun Angela is a singular, concrete, count, proper noun. Pronoun any substitute for a noun or noun phrase (them) A pronoun is a word that replaces a noun. They eliminate the need for repetition. For Example: Instead of Emma talked to Emmas child, you might say Emma talked to her child. Her is the pronoun. It renames the antecedent, Emma. There are several types of pronouns. Personal Pronouns refer to specific persons or things. Personal pronouns can act as subjects, objects, or possessives. Singular: I, me, you, she, her, he, him, it Plural: we, us, you, they, them I, you, she, he, it, we, and they are used as subjects of sentences. For example, She knew the grammar rules very well. The personal pronouns that can be used as objects are: Me, you, him, her, it, them For Example: • The teacher gave all of them good grades. • Tommy gave his poetry book to her. • Then, Azra gave it to me. • Them, her and me are personal pronouns used as objects. They are NEVER the subjects of the sentences. • Possessive Pronouns indicate ownership or possession. Singular: my, mine, your, yours, hers, his, its Plural: yours, ours, theirs, For Example: She returned my pencil to me because it was mine. 3. Reflexive Pronouns name a receiver of an action who is identical to the doer of the action. Singular: myself, yourself, himself, herself, itself Plural: ourselves, yourselves, themselves For example: Manuela congratulated herself on her good grades. Here, Manuela is both the doer and the receiver of the action. Q: So, who did Manuela congratulate? A: Herself. 4. Intensive Pronouns emphasize a noun or another pronoun. Singular: myself, yourself, himself, herself, itself Plural: ourselves, yourselves, themselves For Example: I saw Brad Pitt himself at the mall. Here, himself emphasizes the antecedent, Bradd Pitt. 5. Reciprocal Pronouns express shared actions or feelings. They are: Each other One another For Example: Yan Ko and Tai help each other with their homework. 6. Indefinite Pronouns refer to non-specific persons and things. All, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, neither, nobody, none, no one, nothing, one, several, some, somebody, someone, something For Example: Many believe that UFO’s exist, but nobody can prove it. No one can be sure if aliens really exist, but only few wonder if Elvis is still alive. The underlined indefinite pronouns do not refer to any one person. They are referring to people in general. 7. Demonstrative Pronouns are also considered noun markers. They point towards nouns. (this, that, these those) 8. Interrogative Pronouns introduce questions. Who, Whom, Whose, Which, What For Example: Who is going on vacation? To whom will the teacher give an A? What are you doing? 9. Relative Pronouns introduce dependent clauses and refers to a person or thing already mentioned in the sentence (i.e. the antecedent). Who, whoever, whom, whomever, whose, which, that For Example: The English that we learn in class will help us pass English 1101. that we learn in class is the adjective clause that describes English. And, that is the relative pronoun. Q: Which English? A: The English that we learn in class—as opposed to the English we learn around our friends. Note: Adjectives clauses modify nouns or pronouns, and usually answer one of the following questions: Which one? What kind of? They begin with a relative pronoun or a relative adverb (when or where). Adjectives any qualifier of a noun (big) An adjective modifies (describes) a noun or pronoun. Normally in English, the adjective comes before the noun. For example: The smart student earned an A. They also come after linking verbs. For example: I feel happy. Adjectives can be used to make comparisons. • For most adjectives of one or two syllables, you can add –er. For example, greater, faster, stronger. • For adjectives longer than two syllables, you should use the word more. For example, He was more intelligent than his sister was. Adjectives can also be used as superlatives. • This is usually done by adding –est to the end of an adjective that is one or two syllables. For example, the loudest, the coolest, the smartest. • If an adjective is three syllables or longer, you must use the words the most. For example: Katsu is the most intelligent person in the world! WARNING- Never use both an –er ending and the word more or an –est ending and the word most. For example, I am the most happiest when my students learn. Instead, it should be: I am the happiest when my students learn. Punctuation Note: Adjectives are not usually capitalized unless they are the first word in a sentence. BUT, nationalities are also adjectives and should be capitalized. For example: Ricky Martin is Puerto Rican and Michelle Yeoh is Chinese. These are called proper adjectives. And, like proper nouns, proper adjectives are always capitalized in English. They are derived from proper nouns and are words like: African-American, Vietnamese, Latino, Italian, Japanese, Korean, etc. They can also include adjectives like Catholic, Jewish, Republican, Democrat, etc. *Note: Determiners include articles, demonstrative pronouns, indefinite pronouns and possessive pronouns. Adverbs An adverb is a word that modifies an action verb, an adjective or another adverb. • The teacher carefully graded the homework. Carefully is an adverb that modifies the action verb to grade. • Tommy was extremely enthusiastic about doing his homework. Extremely is an adverb that modifies the adjective enthusiastic. • Yan Ko ran out of the classroom very quickly. Very is an adverb that modifies the adverb quickly. Warning: You need an adjective after linking verbs…NEVER an adverb! For example, Tai feels bad (guilty) when he has to leave class. Here, bad is an adjective that modifies the proper noun Tai. It is an adjective because it follows the linking verb to feel. HOWEVER, verbs like look, sound, smell, feel, and taste can function as either an action verb or a linking verb. Tai feels badly (to the touch) after swimming in a chlorinated pool. His skin is really dry. Here, bad is used in its adverbial form since it follows an action verb, to feel. Types of Adverbs: • Relative Adverbs introduce questions and dependent adverbial clauses. They answer the questions When? and Where? They are: When Where For Example: When I was young, I liked to play outside. Q: When did I like to play outside? A: When I was young. Adverbs of Frequency indicate answer the question how often? They are: Always, usually, often, sometimes, rarely, never Conjunctions -are the scotch tape of the grammatical world. They join together words and phrases. There are three kinds of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. 1. Coordinating Conjunctions There are seven coordinating conjunctions in English. You can use the mnemonic device fanboys to remember them. For And Nor But Or Yet So They can be used with commas to create compound sentences. For example: Ignacio loves to dance, but Rocío has no rhythm. Kyong Mee works hard, yet she still earns low grades. Note: A compound sentence is a sentence made up of two independent clauses. That is, a compound sentence is simply two complete sentences joined by a comma and a coordinating conjunction (i.e. a fanboys). 2.Correlative Conjunctions also join ideas, but they work in pairs. They are: Both…and neither…nor whether…or either…or not only…but also For Example: Not only am I happy about the grades, but I am also excited that you are learning! 3. Subordinating Conjunctions join an independent clause to a subordinate clause. That is, they join a clause that can stand alone with a clause that cannot stand alone. Some frequently used subordinating conjunctions are: after, although, as, as if, because, before, even if, even though, if, since, so that, though, unless, until, when, whenever, where, wherever, whether, while. For Example: Although the students were tired, they still came to class. Interjections Interjections are words used to express emotional states. They can usually be found in narrative writing, interviews, and in spoken English. They can stand alone. For example: Oh!, wow!, Ouch! Oops! Hey! Punctuation Note: They are punctuated with either commas or exclamation marks. Mild interjections are followed by a comma, but stronger interjections are punctuated with an exclamation mark (!) . Oh, we’re late for the movie. Generally, the movies is not an important destination. Therefore, the person making this statement will sound less urgent than the next example. Oh! I’m late for work. Work, unlike the movies, is generally considered a very important destination. If one doesn’t arrive on time, there is the possibility of being fired or of losing face. Here, the speaker will have a greater sense of urgency. Generally , you do not find interjections in academic writing. Verbs Verbs generally express action or a state of being. There are several classifications for verbs- action verbs,/linking verbs, main verbs/auxiliary verbs, transitive/intransitive and phrasal verbs. 1. Action verbs show action. ( He runs. He plays. They study.) 2. Linking Verbs link the subject to an adjective. (Ricky Martin is beautiful.) The linking verb is links the adjective beautiful with the subject Ricky Martin. 1. Main verbs can stand alone. 2. Auxiliary verbs, also called helping verbs, serve as support to the main verb. The most common auxiliary verbs are: Have, has, had ,Do, does, did , Be, am, is, are, was, were, being, been ,Should, could, will, would, might, can,, may, must, shall, ought (to) For example: Tai has run everyday. Run is an action verb. The subject can actually do it. Has is the helping verb. It helps the main verb run to be present perfect tense. Verbs can be transitive or intransitive. • Transitive Verbs require a direct object in order to make sense. For Example: Yolanda takes aspirin for her headaches. Here, takes is a transitive verb since the sentence Yolanda takes has no meaning without its direct object aspirin. • Intransitive Verbs do not need direct objects to make them meaningful. For Example: Julio swims. The verb swim has meaning for the reader without an object. Caution: A verb can be either transitive or intransitive depending on its context. For Example: The cars race. – Here, race is intransitive. It does not need an object. My father races horses. – Here, races is transitive. It requires the object horses in order to make sense. Verbs can be phrasal. 1. Phrasal verbs are made up of a verb and a preposition. The preposition gives the verb a different meaning than it would have by itself. For example, the verb look has a different meaning from the phrasal verb look up (in the dictionary). Some more examples: call up, find out, hand in, make up, put off, turn on, write up WARNING: The base form of a verb is called the infinitive. It is to + verb. For example, to do, to win, to study, etc. Under no circumstance can a verb preceded by to be considered a verb. Infinitives are not verbs. Prepositions Prepositions are words that, like conjunctions, connect a noun or pronoun to another word in a sentence. Some common prepositions: About Before Down Into Through Above Behind During Like To Across Below Except Of Toward After Beneath For Off Under Among Beside From On Up Around Between In Over With At By Instead of Since Without A prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun. They can act as adjectives or as adverbs. Manuela, the student from Germany, wrote an excellent paper on the computer. Articles are the, a, and an. Q: What do articles do in a sentence? A: Articles signal that a noun is going to follow. Example: • Who invented the telephone? The wheel? The refrigerator? The airplane? • A cat was chasing a mouse in my back yard. • Modifiers (adjectives & adverbs) can appear between an article and a noun. Examples: • A sunset. • A spectacular sunset. • An exceptionally spectacular sunset. The indefinite article ‘a’ can only appear before nouns that begin with a consonant sound: a hand, a book, a world, a computer… The indefinite article ‘an’ can only appear before nouns that begin with a vowel sound: an apartment, an hour, an article… General Rules for the Use of Articles: I. Use a/an with singular count nouns whose specific identity is not known to the reader either because it is being mentioned for the firsttime, or because its specific identity is unknown even to the writer. Examples: • Julia arrived in a limousine. (a = one among many. Not a specific one.) • We’re looking for an apartment. (an = any one.) II. Do not use a/an with non-count nouns. Only use a/an with non-count nouns if you add a count noun in front of the non-count noun. Example: • Anh asked her mother for an advice. • Anh asked her mother for apiece of advice. III. Use the with most nouns whose specific identity is known to the reader because: 1. the noun has been previously mentioned: o Yesterday I saw a group of ESL students. The students were playing with a ball. The ball was white and blue. The ball rolled into a hole.The hole was small. 2. the noun is made specific by a superlative: o I bought the fastest computer they had. 3. the noun describes a unique person, place, or thing: o Please give this to the manager. o The sun is bright today. o Rain is falling heavily in the North. 4. the context or situation makes the noun’s identity clear: o Please don’t slam the door when you leave. o Bob warned me that the dog playing in his yard is very affectionate and jumps on every person it meets. IV. Do not use the with plural or non-count nouns meaning all or in general (i.e. generic reference nouns). Do not use the with most singular proper nouns. • The fountains are an expensive element of landscape design. • In some parts of the world, the rice is preferred to all other grains. V. Do not use articles with other noun markers or determiners, i.e. possessive nouns (Helen’s) ; and some pronouns (his, her, its, ours, their, whose, this, that, these, those, all, any, each, either, every, few, many, more, most, much, neither, several, some). Exceptions: All the… A few… The most… • The Helen’s book is on the floor. Parts of speech examples part of speech function or job example words example sentences Verb action or state (to) be, have, do, like, work, sing, can, must English Club is a web site. I like English Club. Noun thing or person pen, dog, work, music, town, London, teacher, John This is my dog. He lives in my house. We live in London. Adjective describes a noun a/an, the, 2, some, good, big, red, well, interesting I have two dogs. My dogs are big. I like big dogs. Adverb describes a verb, adjective or adverb quickly, silently, well, badly, very, really My dog eats quickly. When he is very hungry, he eats really quickly. Pronoun replaces a noun I, you, he, she, some Tara is Indian. She is beautiful. Preposition links a noun to another word to, at, after, on, but We went to school on Monday. Conjunction joins clauses or sentences or words and, but, when I like dogs and I like cats. I like cats and dogs. I like dogs but I dont like cats. Interjection short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I dont know. • Verbs may be treated as two different parts of speech: o Lexical Verbs (work, like, run) o Auxiliary Verbs (be, have, must) • Determiners may be treated as a separate part of speech, instead of being categorized under Adjectives
Posted on: Wed, 25 Jun 2014 04:17:03 +0000
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