PART III GRAMMAR
pronouns
Subjective vs. objective
Reference for the Classroom Activities
a. She has told me about it.
b. -- Who is it?.
It's me.
a.That's him, I'm sure.
b.It was she who solved the problem. (In this ntence, her is also acceptable though it is the subject of the relative clau. The only difference is in style, subjective pronouns sound more formal than objective pronouns. Two more examples:
It was them who helped me out.
It was me who did it. )
e. Jill is the girl who I think went up the hill.
(In the relative clau, who is the subject and the phra I think is an explanatory parenthesis. )
白马寺镇f. The Red Cross will accept whoever volunteers.
( Whoever is the subject of volunteers. The clau whoever volunteers is the object of accept. )
g. Who/Whom is it for?
h. To whom is the letter addresd?
Now, ask students to summarize the rules about the ca of pronouns
Summary:
1.Subjective pronouns can be ud as the subject or part of the predicate of a ntence, while objective pronouns can be ud as the object of either a verb or a preposition.
孕期抑郁2.Both subjective and objective pronouns can be ud as part of a predicate and the difference lies in style. If a subjective pronoun is ud, it sounds formal and, therefore, is usually preferred in formal writing. If it is an objective pronoun that is ud, it sounds colloquial and is, therefore, preferred in informal speech.
3.Phras like I think, I believe, I suppo, when inrted into a clau, do not affect the roles of t he other components in the clau.
4.when the interrogative pronoun is not the first word of a question, standard usage has not yet given up whom after a preposition or at the end of the question: For whom was the party given? Y ou listened to whom? With whom did you go? However, popular usage gas been moving towards the elimination of whom, especially when it comes first in a question. Who is it for? Who did you meet? Who are you looking for?
Singular vs. plural
Reference for the Classroom Activities
a. Someone left his or her umbrella on the train. (One person left one umbrella. )
b. Everybody drove his own car to the camping site. (Each person got into his own car and drove it. )
c. No one likes to be forced to do what he doesn't like. (Focus should remain on individual's freedom. )
d. (correct) (Although everyone looks singular and is often followed by a singular verb,this ntence would be illogical if carried out in the singular: Everyone was in the classroom, but he has left to get pizza. )
e. (correct) (A number of people left a number of raincoats. )
Now, ask students to summarize the rules about the number of pronouns
用粘土做动物>作业简笔画Summary:
1.U a singular pronoun when the intent of the antecedent is singular. An indefinite pronoun, like someone, everyone, no one, and one, is usually considered to be singular and referred to with singular pronouns, but sometimes it is ud in the plural n and form.
2.U a plural pronoun when the intent of the antecedent is plural.
3.Point of view
吴亦凡刘亦菲电影Reference for the Classroom Activities
全国职业技能大赛Revid version 1:
When people read about a natural disaster in another country, it hardly affects them. Of cour, they feel bad and upt when people get killed. But as the disasters happen thousands of miles away from them and becau they don't affect their own life, they are not traumatized by them. If a flood killed their own clo friends, they would be more emotionally upt.
Revid version 2:
When we read about a natural disaster in another country, it hardly affects us. Of cour, we feel bad and upt when people get killed. But as the disasters happen thousands of miles away from us and becau they don't affect our own life, we aren't traumatized by them. If a flood killed our clo friends, we would be more emotionally upt.
Notice while the first version is comfortable and respectable, the cond one involves the audience more effectively and directly becau of the u of the pronoun we. The pronoun you can also achie
ve the same effect in this paragraph.
Now, ask students to draw a conclusion from the activity
Summary:
水貂皮草大衣One of the problems about the point of view is a careless shift from one subject to another within a ntence or from one ntence to the next. The solution is to rewrite the paragraph using a consistent presiding pronoun, or point of view.
老王课件
PART V FOLLOW-UP EXERCISES
1. a. In this excerpt, Liza's style is all but appropriate for the occasion. At the beginning, she choos a formal and affected style but later slides to colloquial and finally slang expressions. The other characters at the scene u general and colloquial vocabulary that is appropriate for the context.
b. No. Here the obvious switch from a formal to a highly colloquial style shows Liza in a transitional stage. She does not e that her learned comment on the weather is pod to be a lady and reverts to her natural speech, which incidentally is much more expressive and colorful than her phony formality.
2. a. play a minor role/be a utility man.
b. That's Greek to me.
c. belated action/advice
d. Where there is smoke there's fir
e.
e. an evil creature
f. walk into the trap
g. one's face glowing with health
3. a. We must practice economy. / We must reduce unnecessary expenditures.
b. It is esntial to control environmental pollution.
c. We must arrive at the station on time.
d. Financial expenditures should be arranged in order of priority.
e. We should speed up constructions of urban housing so as to improve the housing condition.
f. To be allowed to make profits, private capital has to meet two conditions:1) the profits must be legal, and 2) they must not be excessive.
g. During the period of the Tenth Five-Y ear Plan we must never neglect grain production. Instead, we must steadily increa it.
4. Reference version
Women's Rights
In feudal China, women had low social status, and were regarded as inferior to men. Thanks to the women's liberation movement, women have achieved equal status with men, which is established by the law. But in fact, they still can't enjoy equal rights with men.
At home, wives are expected to do all the houwork, which is obviously unfair. Husband and wife should share the houwork and family responsibilities. But in some families husbands usually get a
ngry when they find the cleaning or cooking unfinished by their wives. One can't help wondering why they don't do it by themlves.
I think women should be spiritually and financially independent if they want real equality. In order to do that, they have to learn as much as men so as to find a good job. Appearance is no longer important to women. It is their ability that can bring them a good job rather than their appearance. So I think the best way for women to win more rights is to receive good education.
5. a. me b. who c. I d. me/ mylf e. me f. each other¡¯s g. who h.us i. whom j. some k. one¡¯s l. his m. his n. his, his
6 a. We are all born into this world as equals, but for various reasons, not all of us are treated as equals. This inequality begins when we reach the age of five, for this is when we will enter elementary
school. In school, we are no longer "Mommy's little darling." We now have to prove ourlves to the other children and also to our teacher. If we em different from the other students, we are treated differently, and the differences could be anything: pants, shoes, speech, religion, and so forth. Right from the start, we think that as long as we are different, there is something wrong with us.
b. There are tho who assume that since I can't e, I obviously cannot hear. V ery often people will talk with me at the top of their lungs, uttering each word very carefully. On the other hand, people will also often whisper, assuming that since my eyes don't work, my ears don't either. For example, when I go to the airport and ask the ticket agent for assistance to the plane, he or she will invariably pick up the phone, call a ground hostess and whisper: "Hi, Jane, we've got a 76 here." I have concluded that the word "blind" is not ud for one of two reasons, either they fear that if the dread word is spoken, the ticket agent's retina will detach, or they are reluctant to inform me of my condition of which ! may not have been previously aware.
