English Grammar Overview - Parts of Speech - Pronouns
And now let's look at the pronouns. Simply put, pronouns take the place of a noun. We have various types of pronouns. They are personal pronouns, which can either be subject or object. We have reflexive pronouns, relative pronouns and possessive pronouns. With our personal pronouns, we have to decide whether it's the subject or the object. The subject is the doer of an action, whereas the object is the one that receives the action. Subject pronouns are: I, you, he, she, it etc. Object pronouns are: me, you, him, her, etc. In the sentence "Greg hit Pete," the subject of the sentence is "Greg", therefore I would say "He hit Pete," or I could put a pronoun in for the object of the sentence, where "Greg hit Pete", now, I go into "Greg hit him." With our reflexive pronouns, these are the actions that we do on to ourselves, if we're speaking about ourselves or somebody else. So, I could say "I'm quite happy with myself," or I could say, "You seem quite happy with yourself." Our relative pronouns basically help us add more information about the subject of the sentence. So, I could say, "Lake Michigan is a place where I go sailing every summer." Now, let's take a look at the possessive pronouns but we"ll do so by looking at also the possessive adjectives. Now, let's compare our possessive pronouns to our possessive adjectives. We can easily identify which is which by keeping in mind what our adjectives do. Our adjectives describe our nouns. Therefore, our possessive adjectives are describing the noun and followed by a noun: "This is my pen." However, keeping in mind what the pronouns do, they take the place of a noun, our possessive pronouns do exactly that: "It's mine," and one more example of this would be "It's your pen," and "It's yours."
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These skills are classified as productive skills since a person is using his/her own knowledge of the language to actually produce a written or oral message of their own creatio.
These skills require a different set of abilities and can often be more difficult to develop compared to the receptive skill.
When learning a new language, people usually learn to understand what they read and what they hear, and only after that are they able to speak and writ.
It is a lot like the human´s process of learning how to ru.
First a baby crawls, then it stands up, then it walks and finally it learns how to ru.
When a teacher works on improving students´ speaking abilities, he/she can focus on two aspects: accuracy and fluenc.
While the first one leans on the correct use of grammar and the correct use of language, the second one is more about encouraging flow and continuit.
Both bear equal importance; however, a teacher has to be especially careful when correcting the accuracy of his/her students´ speec.
It is important not to correct each and every mistake that a student makes, especially if it involves interrupting the student so much that he/she loses confidenc.
Correcting a small mistake here and there is acceptable and if there are some mistakes that are too big to let them pass, it is a good idea to bring them up after the student has finished speakin.
It is useful to do it in front of the class as many others may be making the same mistak.
It is essential however, to show the mistake in such a way that the student will not feel offended or embarrasse.
Writing is the skill that is least preferred by teachers as it entails a lot of quiet time during clas.
Students can also show resistance to practicing writing as it requires a great deal of thinking and imagining and forces them to pay special attention to grammar and spellin.
Any grammar or spelling mistake in writing can be much more noticeable than in speakin.
Teaching speaking and writing skills is a challenge for any teache.
One of the key factors to make the process of learning these skills enjoyable is to use a variety of topics that appeal too the interest of the student.
They will feel a lot more comfortable speaking and talking about topics that they are familiar with, that relate to their personal lives or that appeal to their sense of humo.
One of the best techniques is to find things that the students share in common in order to give way to interesting conversations and writing activities that everyone can enjo.
Another method to awaken the interest of the students is to vary the nature of the activitie.
Rotating pair work, group work and whole class discussions will make for a dynamic and interactive class and at the same time, will simulate the different situations in which a person would need to use the language in real lif.
Games are also a fantastic way to practice production skills in a fun wa.
Additionally, in order to inspire confidence and participiation among students, a teacher must give enough guided and controlled practice before carrying out the actual language activit.
He/she must also give students enough time to think about what they are going to say or write about by allowing them to organize their thought.
