By J. Haycraft
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This quantity goals to hold out a finished research of these nouns in the constitution of the noun word that are known as N+N sequences (e. g. drug habit, desktop cluster). they're studied from 3 views, particularly their prestige as syntactic constructs, their evolution as changing into morphological goods via a means of lexicalisation – wherein they steadily collect houses of a semantic, morphological, orthographic and phonological nature –, and their use within which numerous variables corresponding to speech group, mode and textual class are in operation.
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Additional resources for An Introduction to English Language Teaching
A : Why not. Come on. B: I can’t! A : Please. B: No! ‘Disagreeing’ may have to be confined to simple practice of the present tense o f ‘to be’: Situation: A : Father. B: Son. Dialogue: A : You’re lazy. B : I’m not. A: You are! B: I’m not! A: You are!! B: I’m not!! A telephone conversation would have to be extremely simple: Situation: A : Mary’s mother. B: Mary’s boyfriend. Mary is not at home. Dialogue: A : Hello. B: Hello. Is that Mrs Campbell? A: Yes. Who’s that? B: John. A : Oh, yes. B: Is Mary there?
Linguistics in Language Teaching, Arnold, 1973. 2 On the particular needs of overseas students coming to British universities: English fo r Academic Purposes, ed. Cowie, A. P. and Heaton, J. , a b a a l / s e l m o u s publication, 1977. 3 Wilkins, D. , 1976. Chapters 2 and 3. 4 Johnson, K. , Communication in the Classroom, (Introduc tion only), Longman, 1981. , Teaching Techniques fo r Communicative English, Macmillan, 1979. D is c u s s io n 1 What functions would the following students need to master and how could you give practice in them?
U « n \ Under j ^ j Above | | Over / f i x Drawing The essential difference between usage can often be conveyed with simple drawings. To reinforce the idea o f‘say’ as words coming out of a mouth and ‘tell’ as communication between people, you could draw : Say Tell ^ — ( t ELL^)— You could also synthesise the difference between ‘make’ and ‘do’ as follows: ‘Do’ is used with something that is already there, in the mind or in fact. g. Make a cake/a fortune/a fuss/a noise, etc. Do homework/an exercise/a favour, etc.
An Introduction to English Language Teaching by J. Haycraft