Professional Documents
Culture Documents
CHAPTER 1 .................................................................................................................................. 3
CHAPTER 2 ................................................................................................................................ 10
CHAPTER 3 ................................................................................................................................ 17
THE NOUN.................................................................................................................................. 17
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CHAPTER 4 ................................................................................................................................ 38
CONCLUSIONS .......................................................................................................................... 43
BIBLIOGRAPHY ........................................................................................................................ 53
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Chapter 1
Why do people want to learn foreign languages? Why do people want to study
English? Is it pleasure? Is it because they want to understand Shakespeare? Maybe they
want to get a better job.
There are a number of different reasons for language study and the following list
(witch is not exhaustive) will give an idea of the great variety of such reasons.
School curriculum
Probably the great numbers of language students in the world do it because it is on
the curriculum whether they like it or not! For many of these students English, in
particular, is something that both they and their parents want to have taught.
For others, however, the study of languages is something they feel neutral (or
sometimes negative) about.
Advancement
Some people want to study English (or another foreign language) because they
think it offers a chance for advancement in their professional lives.
They will get a better job with tow languages than if they only know their mother
tongue. English has a special position here since has become the international language of
communication.
English for Specific Purposes
The form English for Special or Specific Purposes has been applied to situation
where students have some specific reason for wanting to learn the language. For example,
air traffic controllers need English primarily to guide aircraft through the skies. They may
not use the language at all apart from this. Business executive needs English for
international trade. Waiters may need English to serve their customers. These needs often
been referred to as ECP (English for Occupational Purposes).
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Students who are going to study at a university in the U.S.A, Great Britain,
Australia or Canada, on the other hand, many need English so that they can write reports or
essays and functions in seminars. This is often called EAP (English for Academic
Purposes).
Students of medicine or other scientific disciplines (studying in their own
countries) need to be able to read articles and textbooks about those subjects in English.
This is often referred to as EST (or English for Science and Technology).
What is interesting about all these examples is that the type of English that students
want to learn may be different: waiters may want to talk and listen, whereas scientists may
want to read and write.
Culture
Some students study a foreign language because they are attracted to the culture.
They learn the English language because they want to know about the people who speak it,
the places where it is spoken and (in same cases) the writing which it has produced.
Miscellaneous
There are of course many other possible reasons for learning English language.
Some people do it because they want to be tourists in a country where that language is
spoken. Some people do it just for fun – because they like the activity of going to class.
It will be clear from this list that there are many possible reasons for studying a
language. What will also be clear is that not all the students mentioned above will
necessarily be treated in the same way. Students who are only interested in one of the
forms of ESP (English for specific purposes) mentioned above may be taught very,
differently from students who are learning English ‘for fun’. Students who study English
because it is on the curriculum need to be handled in a different way from those who go to
a different way from those who go to a language institute out of choice.
Most students who make that decision – to study in their own time – do so for a
mixture of the reasons mentioned above.
Why are same students successful at language learning whilst others are not? If we
knew the answer to that question the job of teaching and learning English, would be easy.
We don’t, of course, but we can point to a number of factors which seen to have a
strong effect on a student’s success or failure.
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Motivation
People involved in English language teaching, often say that students who really
want to learn, will succeed whatever the circumstances in which they study.
All teachers can think of situations in which certain ‘motivated’ students do
significantly better than their peers; students frequently succeed in what appear to be
unfavorable conditions; they succeed in using methods which experts consider
unsatisfactory. In the face of such phenomena it seems reasonable to suggest that the
motivation that students bring to class is the biggest single factor affecting their success.
Motivation is some kind of interval drive that encourages somebody to pursue a
course of action. If we perceive a goal (that is, something we which to achieve) and if that
goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to
reach that goal. Goals can be of different type; for example if we are determinate to own a
new compact disc player, a bike or a horse we may work overtime in order to earn the
necessary money.
If we want to win a TV general knowledge quiz, we may put in incredibly long
hours of fact-learning activity.
Language learns who are motivated perceive goals of various kinds.
We can make a useful distinction between short-term goals and long-term goals.
Long-term goals might have something to do with a wish to get a better job at some future
date, or a desire to be able to communicate with members of a target English community.
Short-term goals might include such things as wanting to pass an end-of-semester test or
wanting to finish a unit in a book.
In general strongly motivated students with long-term goals are probably easer to
teach than those who have no such goals.
For such students short-term goals will often provide the only motivation they fell.
What kind of motivation do students have? It is always the same? We will separate
it into two main categories: extrinsic motivation, which is concerned with factors outside
the classroom, and intrinsic motivation, which is concerned with what takes place inside
the classroom.
We have said that some students study a language because they have an idea of
something which they wish to achieve.
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To know exactly how or why your students are motivated will mean finding out
how they feel about learning English at the beginning of …pag. 4 jos… (this would
anyway be a good idea since it would give the teacher valuable information about the
students). It is unlikely that everyone in the class will have the same motivation; a
motivation is a mixture of different factors. Nevertheless it is possible to make some
general statements about motivational factors for different age groups and different levels.
We look at children, adolescents, adult, beginners, adult intermediate students and adult
advanced students.
Children
More than anything else, children are curious, and this in itself is motivating. At the
same time, their span of attention or concentration is less than that of an adult. Children
will often seek teacher approval: the fact that the teacher notices them and short
appreciation for what they are doing is of vital importance.
Children need frequent changes of activity: they need activities which are exciting
and stimulate their curiosity: they need to be involved in something active (they will
usually not sit and listen!), and they need to be appreciated by the teacher, an important
figure for them. It is unlikely that they will have any motivation outside these
considerations, and so almost everything for them will depend on the attitude and behavior
of the teacher.
Adolescents
Adolescent are perhaps the most interesting students to teach, but they can also
present the teacher with more problems than any other age groups.
We can certainly not expect any extrinsic motivation from the majority of our
students – particularly the younger ones. We may hope, however, that the students’ attitude
has been positively influenced by those around them. We have to remember that
adolescents are often brittle! They will probably not be inspired by mere curiosity, and
teacher approval is not longer of vital importance. Indeed, the teacher may not be the
leader, but rather the potential enemy.
The teacher should never, them, forget that adolescents need to be seen in a good
light by their peers, and that with the changes taking place at that age they are easily prone
to humiliation if the teacher is careless with criticism. But adolescents also can be highly
intelligent if stimulated, and dedicated if involved.
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At this age, getting the level of challenge right is vital. Where this level is too low,
the students may simply ‘switch off’: where it is too high, they may become discouraged
and de-motivated.
It is the teacher’s task, too, to put language teaching into an interesting context for
the students. More than anything else, they have to be involved in the task eager to
accomplish it.
Adult beginners
Adult beginners are in same ways the easiest people to teach! Firstly they may well
come to the classroom with a high degree of extrinsic motivation. Secondly, they will often
succeed very quickly. Goals within the class (learning a certain piece of language or
finishing a unit) are easy to perceive and relatively a foreign language, and unrealistic
challenge coupled with a negative teacher attitude can have disastrous effects on students’
motivation.
Adult intermediate students
Adult intermediate students may well be motivated extrinsically. They may well
have very positive feelings about the way are treated in the classroom in which they are
studying. Success may be motivating, and the perceptions of having more advanced
English may be a primary goal.
It is for a better reason that problems often arise. Beginners, as we have said, easily
perceive success; since everything is new, anything learnt is a success. But, intermediate
students know a lot and may not perceive any progress. Alternatively they may be
overwhelmed by the new complexity of the language.
Adult advanced students
These students are often highly motivated. If they were not they would not see the
need to continue with language study when they already achieved so much. Like some
intermediate students (but even more so), they will find progress more difficult to perceive.
Much better have to use what they already know.
The teacher has a responsibility to point this fact out and to show the students what
it is they will achieve at this level: it is a different kind of achievement. Many advanced
teachers expect too mach from their students, feeling that the setting of tasks and goals is
in some way demeaning.
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To learn a language from a grammar book is extremely difficult: what the student
learns is likely to be a dead language.
English as an international language needs the support of other world language as
part of the maintenance of its own health. It is impossible – and in any case would be
undesirable – that those who study British or American English should “turn into”
Englishmen or Americans in a cultural sense.
But a student studying English can, and will, add a kind of new dimension to his
personality through his knowledge of the other language and its culture.
In English teaching today we lay much emphasis on conversation – even though the
prestige of the “direct” method has declined. Conversational practice is obviously of great
value, because the student must accustom himself to flexible everyday speech.
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Chapter 2
Teaching grammar
The study of grammar is essential for acquiring any foreign language since one
couldn’t speak meaningfully or one could hardly produce any correct utterance without
making good use of it. In other words, its importance should be taken for granted.
All languages have a grammar. It consists of two parts: morphology and syntax.
The former deals with rules concerning the form of words and their structural change,
that being studied as parts of speech.
Since knowledge of grammar is essential for component users of a language, it is
clearly necessary for the students. Obviously, for example, they need to know that verbs in
the third person singular have an ‘s’ ending in the present simple (e.g. ‘the swims’, ‘she
runs’, ‘it takes’). They also need to know that modal auxiliaries are followed by bare
infinitives without ‘to’ so, that they can eventually avoid making mistakes like: ‘he must to
go’. At same stage they also need to know that if phrases like “No sooner” are put at the
front of sentences they affect word order, e.g. ‘No sooner had I arrived …’ and not ‘No
sooner I had arrived …’.
Luckily, there is a consensus about what grammar should be taught at what level.
Any experienced teacher will know that the use of ‘No sooner’ and other similar phrases at
the beginning of sentences is a matter for advanced students whereas the correct use of
‘must’ is something that an elementary student should know.
While there may be variations in the actual order of grammatical items taught
(teacher tend to teach past terms – especially ‘was’ and ‘were’ – earlier than they used to,
for example) a glance through the majority of currently available teaching materials will
show how strong the consensus is.
Our aim in teaching grammar should be to ensure that students are
communicatively efficient the grammar they have at their level. We may not teach them
the finer points of style at the intermediate level, but we should make sure that they can use
what they know.
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Linguists have been investigating the native speaker’s knowledge for years, just as
they have been trying to think of the best way of describing that knowledge and the
grammatical system.
What they have found is that the grammatical system is rule-leased and that
competent users of the language ‘know’ these rules in some way.
An example will show both a method of description and how grammar rule allow
us to generate language. If we take a simple sentence:
‘The boy kicked the dog’, we can represent it with a tree diagram like this:
NP VP
NP
D N V D N
This formulation tells us that the sentences (S) contains noun phrase (NP) and a
verb phrase (VP). The noun phrase contains a determiner (D) and a noun (N) and verb
phrase contains a verb (V) and another noun phrase.
What is important here is not the particular way in which this diagram is presented,
but the fact that it dose demonstrate the grammar of one sentence.
Before planning the organization of our teaching we need to have clear in our mind
exactly what our subject – matter is: what sorts of things are included under the heading
grammar, and what is involved in “knowing” a structure.
The sheer variety of all the different structures that may labeled “grammatical” is
enormous. Some have exact parallels in the native language and are easily mastered; other
have no such parallels but are fairly simple in themselves; while yet others are totally alien
and very difficult to grasp. Same have simple forms but it may be difficult to learn where
to use them and where not; other have relatively easy meaning, but very varied or difficult
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forms (The Past Simple Tense). Some involve single-word choirs (a/an/some), other entire
sentence (conditionals).
What we teach any one of these types of structures, we are, or should be, getting
our students to learn quite a large number of different, though related, bits of knowledge
and skills: how to recognize the examples of the structures when spoken, know to identify
its written form. How to understand its both meaning in context and produce meaningful
sentences using it themselves.
Some teacher have a tendency to concentrate on some of these and neglect others:
they may spend a lot of time on getting the forms right and neglect to give practice in using
the structure to convey meaning: or they may focus on written exercises and fail to cover
the oral aspects satisfactorily.
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aspects of the structure. In some classes we may need to make extensive use of the
students’ native language to explain, translate, make generalization and so on.
In more academic classes, or where the structure is particularly difficult for the
students to grasp, this stage may take some time. However, where the structure is very
simple, or very close to a parallel in the native language, or when the students’ tent to learn
the language intuitively rather than intellectually, is make take only a minute or so or be
entirely omitted.
PRACTICE
The practice stage consists of a series of exercises done both in the classroom and
for home assignments, where aim is to cause learns to absorb structure thoroughly; or, to
put in another way, transfer what they know from short-term to long-term memory.
Obviously, not every grammar practice procedure can “cover” all aspects of the
structure, therefore we shall need to use a series of varied exercises, which will complete
each other and together provide through coverage.
With a structure whose formal rules are difficult to grasp, we might start by
devoting some time to manipulation of the written and spoken forms, without relating
particularly to meaning. Such practice is usually given through exercises based on
“discrete items” (a series of words, phrases or sentences with no particular to be practice).
The language is still not being used to “do” things, but merely to provide examples
of itself (it is, in other words, not “communicative”) – but at least the exercises cannot be
done through technical manipulation. They are certainly more interesting to do than purely
from – based ones (and this interest can be increased by the introduction of the piquant or
amusing subject matter, or some game like techniques), and provide more learning value.
TEST
Learners do test in order to demonstrate – to themselves and to the teacher – how
well they have mastered the material they have learning. The main objective of tests within
a taught course is to provide feedback, without which neither teacher nor learner would be
able to know where to go next.
Formal examination, usually preceded by revision on the part of the learners, and
followed by written evaluation on the part of the teachers, are only one kind of testing, the
least useful for immediate teaching purpose. Most testing, however, is done automatically
and almost unconsciously by teacher and learners as the course proceeds, the most valuable
feedback on learning being supplied by the learners current performance in class and in
home assignment.
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Often “practice” exercises are used to supply such informal feedback, in which case
they may function virtually as tests: but if this aspect is stressed, their effectiveness as
practice techniques is usually lessened.
The first point to make in connection with teaching vocabulary is one that most
teachers take for granted today: that the meanings of words must be taught in context-not
from lists of unrelated words. For realize that the meaning of many words can change
according to their use in particular sentences and particular context. And they are primarily
interested in presenting words to their learners as vehicles for relaying information and
ideas. In other words, for communicating in the new language.
When we teach a word we must teach there things.
(1) We must teach the shape, or form, of the word.
(2) We must teach the meaning of the word.
(3) And we must teach that the form and the meaning of the word go together.
So, if we teach a fork, we must teach the learner to recognize or produce the word
fork; we must teach him what a fork is; and we must teach him that the sound or shape of a
fork and meaning of the shape go together.
We can teach the shape, or form, of a word in many different ways. Here are some
ways in which we can help the learner perceive the word by means of three separate
senses:
Visually – by showing the written form of the word.
– by showing the mouth movements involved in saying the word.
– by showing hand movements that drove the letters of the word in the air.
Tactilely (meaning the learners use their sense of touch)
– by using letters made of wood, cardboard, sandpaper, and so on, so the learners
can feel the shape of the letters that make up the word.
– by using a system of writing like Braille (the writing for the blind).
– by writing the word, letter by letter, on the learner’s hand.
Aurally – by saying the word.
– by producing the word in Morse code or some other aural code.
Teaching the meaning of a word
Here are ways in which we can help the learner understand the meaning of a word
by using different approaches:
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CHAPTER 3
The Noun
3.1. Definition
A noun is the name of anything that may be the subject of discourse. Hence the
noun is the meaning word. It is a little difficult to define the limits of this port of speech.
Generally, the different parts of speech are marked of by formal criteria.
The chief criteria, by which nouns as such are distinguished from other parts of
speech, are the formation of the plural by means of the ending –s and the formation of the
genitive in ‘s. Neither of these criteria is absolute and applicable to all nouns; there are
nouns which the genitive is never formed.
Another criterion is the capability of talking on (adjective) adjunct. Especially
when a word can take one of the articles the and a before, we seldom hesitate to reckon it
among nouns.
If we make the content a criterion, other difficulties appear; here the chief
distinction between nouns and adjectives is, of course, that the former have an association
of substance while the latter have an association of quality.
As a conclusion all three criteria must be taken into consideration when we want to
point the limits of this part of speech.
In modern English form does not play an important part in the identifying or the
classifying of nouns for inflectional purposes, since more nouns are now declined alike,
form and gender having little influence on the inflections of nouns.
According to their FORM, nouns can be classified as:
simple nouns
compound nouns
phrasal nouns
According to their MEANING, nouns can be classified as:
proper nouns
common nouns
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Definition:
The form assumed by a noun to show whether it denotes one thing or more than
one is called the number. When one thing is spoken of, the noun is SINGULAR; when tow
or more things are spoken of, the noun is PLURAL.
Formation
The Regular Plural. Some nouns from the plural in a regular way by:
3.3.1. adding the inflection –s or –es: girl/girls
The Irregular Plural. Other nouns are subject to irregular patterns of forming the
plural such as:
3.3.2. mutation: foot/feet
3.3.3. adding of the inflection –en: child/children
3.3.4. changing of –f into –v: half/halves
3.3.5. the zero plural: sheep/sheep, Chinese/Chinese
3.3.6. the foreign plural: radius/radii, larva/larvae
The Plural of Compounds. Some nouns from the plural in different ways.
These are 3.3.7. compound nouns: man–of–war/men–of–war.
The Plural of Proper Nouns
3.3.8. proper nouns may also have a plural form
The Plural of Abbreviation, Numbers and Letters of the Alphabet.
These categories act like nouns in some cases and they form plural in a specific
way:
3.3.9. abbreviation: bro (brother) / bros (brothers)
3.3.10. numbers: the 1980’s or the 1980s
3.3.11. letters: i’s
Meaning varying with number
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There are
3.3.12. nouns that change their meaning from the singular to the plural
3.3.13. nouns that have two plural forms that are different in meaning.
Concord with the verb
The classes of nouns mentioned earlier will concord with the verb according to
their given form be it singular or plural. But there are other classes of nouns for which
concord is determined either by the nature of the noun or by the meaning intended when
the noun is used. These are:
The Invariables. There are nouns that have an invariable form, either resembling
the singular or the plural. Singular invariables always make a singular concord with the
verb. These are:
3.3.14. uncountable nouns: gold, music
3.3.15. proper nouns: Henry
3.3.16. some nouns ending in –s: news
Plural invariables have a plural form and always make a plural concord with the
verb. These are:
3.3.17. nouns formed out of two parts: scissors
3.3.18. some proper nouns: the Netherlands
3.3.19. some nouns ending in –s: thanks, wages
3.3.20. some collective nouns: cattle, police
Nouns that Make Concord According to the Meaning Intended
There are nouns that have either a singular form or a plural one but that make the
concord according to the meaning intended. These are:
3.3.21. collective nouns: team, government
3.3.22. some nouns ending in –ics: acou
3.3.23. adjectives acting as nouns: the rich, the new
3.3.24. the words ‘means’, ‘people’, ‘young’, ‘head’.
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In speech the regular plural has three different pronunciations (/iz/, /z/, /s/)
depending on the final sound of the base. Nouns ending in silent –e precede by a
fricative add an extra syllable in taking the –s: bridge/bridge, corpse/corpses, box/boxes
and theses will be pronounced /iz/
Nouns ending in vowels and voiced sounds other then voiced sibilants are to be
pronounced /z/: bed/beds, hero/heroes.
Nouns ending in voiceless sound other then voiceless sibilants are to be pronounced
/s/: bet/bets, month/months.
Spelling
The –s suffix is written –s after most nouns including those ending in silent –e.
Adding of –es
Nouns ending in a fricative, unless written with a silent –e (-s, -z, -x, -ch, -sh, -
ss, -zz) and -es to the singular noun to build up their plurals, these by adding a syllable:
box/boxes, tax/taxes, watch/watches.
Nouns ending in –th are exceptional, usually adding –s only: mouth/mouths,
path/paths.
Treatment of –y
If the noun ends in –y and –y is preceded by a consonant, the plural takes the
form of –ies: cry/cries, try/tries.
In proper names, however, we simply add the inflection –s, to the singular:
Mary/Marys.
Nouns ending in –quy from the plural in –ies, because in such words the u does
not make a diphthong with y but the qu (=kw) is regarded as a double consonant:
colloquy/colloquies
Nouns ending in –o
If the noun ends in –o and the –o is preceded by consonant, the plural is generally
formed by adding –es:
by a consonant, the plural is generally formed by adding –es: Negro/Negroes,
tomato/tomatoes
But all nouns ending in –o preceded by a vowel form the plural in –s and not –es:
bamboo/bamboos, folio/folios
Some nouns ending in –o preceded by a consonant, from the plural in –s
and not in –es:
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grotto/grottos memento/mementos
proviso/provisos piano/pianos
canto/cantos solo/solos
tango/tangos soprano/sopranos
Proper names and also –s: Neros, Romeos, Filipinos
Abbreviations ending in –o add also –s: kilos < kilogram, photos < photograph,
pros < professional
There are a few nouns ending in –o, which form the plural both in –s and –es:
SG PL. in –s PL. in –es
archipelagos archipelagos archipelagos
banjo banjos banjos
buffalo buffalos buffaloes
cargo cargos cargoes
commando commandos commandoes
domino dominos dominoes
flamingo flamingos flamingos
mosquito mosquitos mosquitoes
motto mottos mottoes
tornado tornados tornadoes
volcano volcanos volcanoes
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child/children, ox/oxen.
The plural from brethren has suffered a change in meaning: ‘fellow members of a
religious society’ otherwise the plural is regular:
brothers.
The noun penny also admits two plural forms having a different meaning:
pence in British currency: Here is ten pence.
Pennies for individual coins: Here are ten pennies.
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safe / safes
strife / strifes
fife / fifes
3.3.5. The IRREGULAR PLURAL formed by the zero plural (the same form
in the singular and plural)
Some nouns have the same form for singular and plural lither always or in certain
contexts. Verbs and reference words used with such nouns are lither singular or plural
corresponding to the reality expressed by the nouns:
Living beings: deer, sheep, swine, salmon, trout, cod etc. ass well the names of
other animals, when used in a hunting context, referred to as game:
The fisherman caught two pike,
Or when the animal is thought of as food:
Would you like some more fish?
Collective numerals: yoke (of oxen), brace (of birds), dozen, head (of cattle) score,
gross, stone.
Hundred, thousand, million, billion, dozen, score, hundred weight take –s when
they do not follow a definite indication of number.
After indefinite numerals both forms are found:
There were hundreds of people in the street;
She bought three score of eggs.
In attributives usage, usually the form without –s is found:
a five pound note, a ten - minute conversation,
a six – mile walk, a sixty – are farm.
Nouns ending in ‘-s’: barracks, gallons, headquarters, means, works (factory) and
its compounds like gas-works, iron-works.
Nouns ending in ‘-es’: series, species, which although historically foreign are no
longer felt as such.
Die in the expression The die is cast is no longer recognized as being connected
with dice, which also belongs in this category:
one dice / two dice
Others: aircraft, counsel (barrister), shot (projectile), offspring
Nationality names (ending in a hissing sound): Chinese, Japanese, Swiss.
Some nationality and tribal names are sometimes used without –s:
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Words of Greek origin retain their declensional endings, but Anglicised plurals for
some of them are now favoured:
GREEK:
is => es analysis / analyses, axis / axes, basis / bases, crisis / crises, diagnosis /
diagnoses, hypothesis / hypotheses, parenthesis / parentheses, thesis / these
GREEK:
on => a phenomenon / phenomena, criterion / criteria, but demon / demons,
neurone / neurones, proton / protons, ganglion / ganglions.
Some foreign nouns are at half way stage two plurals, the original plural and the
style. The foreign plural is characteristic of formal usage, particularly in scientific and
academic writing. In some cases the two plurals have different meanings:
index / indices (algebraical signs) and indexes (tables of contents);
There are also words borrowed from other languages that in certain circumstances
retain their original endings in the plural:
HEBREW:
cherub / cherubim (cherubles), seraph / seraphim (serapho)
ITALIAN:
Bandit / banditti (bandits), virtuoso / virtuosi also virtuosos
Confetti (from Italian confetto, which is not used in English) takes a singular verb.
FRENCH:
beau / beaux, bureau / bureaux.
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Proper names with titles form their plurals by pluralizing only the title or by
pluralizing only the name.
Miss Brown or Miss Browns.
Titles pluralize as follows:
Miss / Misses, Mr. / Messrs.
Mrs. has no plural, hence the name must show the pluralization.
When a title precedes two or more names, the title only is pluralized:
Dr. Bright and Dr. Smith => Drs. Bright and Smith
Foreign proper names usually form their plurals in the English way:
The Borgias, the Duponta, the Ariostos.
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3.3.12. Nouns with different meanings in the plural and the singular
There are nouns which have one meaning in the singular and another in the plural:
advice (counsel) advices (information)
air (atmosphere) airs (demeanour)
return (coming back) returns (statistics)
There are nouns which have two meanings in the plural against one in the singular:
colour (tint) colours (kinds of colour / flag of regiment)
custom (habit) customs (habits / toll or tax)
effect (result) effects (results / goods)
There are nouns which have two meanings in the singular against one in the plural.
abuse (wrong use / reproaches) abuses (wrong uses)
foot (part of body / infantry) feet (parts of body)
horse (cavalry / a quadruped) horses (quadrupeds)
people (a nation / persons) peoples (nations)
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a kind of…,
a sort of… etc.
Partitives are used to refer to: one item
a part of a whole
a collection of items.
Here is a list of uncountables together with their countable partitives:
FOOD AND DRINK:
a loaf / slice of bread a pound of flour
a cube / block of ice a bear of chocolate
a battle / glass / pint of milk an ear of corn
a pound of pork / beef / mutton a glass / splash of water
NATURAL PHENOMENA:
a beam of light a spell of worm / dry weather
a drop of rain a clap / bolt / roll of thunder
a flash of lightning a gust of wind
MATERIALS
a piece / word / bit of advice an ounce of energy
a piece / stroke / spell of work a stroke / piece of luck
a hint of trouble a piece of music
an attack of fever a wink of sleep
a state of emergency a feat of passion
a item of business a word of abuse
NOUNS HAVING BOTH FORMS (COUNTABLE AND UNCOUNTABLE)
Some uncountable nouns exist in a countable version with a different meaning:
business a business / businesses (stores or factories)
change a change / changes (alterations)
glass a glass / glasses (1. receptacles for drinking, 2. mirrors, 3.
Eye glasses)
interest (finance) an interest / interests (hobby)
beauty (quality) a beauty / beauties (a beautiful woman)
wood (materials) woods (a little forest)
For nouns referring to MATERIALS the uncountable version is used when
reference is made to the material:
Glass breaks easily. (U)
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and the countable version when we refer to a thing made out of the material:
Would you like a glass of wine? (C)
For nouns denoting FOOD the countable version is used when we refer to single
items:
He ate a whole chicken. (C)
I had a boiled egg for breakfast. (C)
while the uncountable version is used when they refer to substances:
Would you like some chicken? (U)
There’s egg on your tie. (U)
Some uncountables when described with an adjective become countable:
The North Sea produces oil. (U) / It produces a light oil. (C)
This region produces wine. (U) / It produces an excellent wine. (C)
Words for DRINKS are normally uncountable but in the context of ordering drinks
they are treated as countables:
Is there some coffee? (U) / I’d like two coffees! (C)
Many uncountable nouns have a countable counterpart that is different lexically:
see a nice little pig (C) luggage (U)
chop trees in the wood (C) cloth (U)
suitcase (C) education (U)
shirt (C) grass (U)
university (C) buy Danish pork (U)
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But the noun ‘youth’ can be used with the meaning of ‘one young person’.
In this case the concord will be done accordingly:
Only one youth disagreed. (SG.)
The police caught several youths. (PL.)
‘HEAD’
The noun ‘head’ may be used in several contexts with different meanings:
When it means ‘a part of the body’ then it is countable and will be used either in
the singular or plural (only when it refers to more individuals) and the concord with the
verb will be done accordingly:
His head had a big bump on the side. (SG.)
They shook their heads. (PL.)
When it is used as a collective number then although the form is singular it will
take a plural concord:
Forty head of cattle were on the ranch. (SG. – form, PL. - concord)
When used in the expression Heads or tails ? referring to a coin the noun takes a
plural concord.
The heads of this coin represent an emperor.
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Chapter 4
Methodological Approch
4.2. Exercises
Supply the blanks with suitable nouns from those in brackets. Use the plural forms:
He threw a stone at the rock and …… came back. (piano, volcano, echo)
The ship was sunk by well – aimed …… . (potato, torpedo, dynamo)
Winter fodder for cattle is kept in …… . (calico, casino, silo)
The opera company was advertising for …… . (octavo, soprano, cuckoo)
The delegates carried their …… . (portfolio, photo, piano)
The …… hit the island with tremendous force. (tornado, hobo, albino)
They threw rotten …… to show their disgust. (tomato, canto, halo)
He was bitten by …… and got malaria. (hero, soprano, mosquito)
There are hundreds of …… along the Mediterranean coast. (hero, casino)
How many …… (hero, cargo, kilo) of …… (tomato, piano, photo) do you need to
make 1 litter of juice?
The ships had as …… (cargo, radio) monkeys called baboons.
There are not many …… (buffalo, soprano) that can sing like her.
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Select the form you consider appropriate in each of the following sentences.
We gather two (basketsful / basketfuls) of apples.
Most successful people have their (hanger-ons / hangers-on).
Traitors and spies are tried by (courts – material / court – materials).
Oil has lots of (by – products / bys – product).
The (commander – in – chiefs / commanders – in - chief) met behind the lines to
discuss military tactics.
A business phenomenon of recent years is the startling rise of (woman executives /
women executives).
(Five – year – olds / five – years - old) always use (toothbrushes / teethbrushes).
The two (women doctors / woman doctors) I introduced you to are excellent
psychiatrists.
(Father – in – law / fathers – in – law) are better – natured creatures than (mothers –
in – laws / mother – in - law).
The (Miss Crumptons / Misses Crumpton) are characters of Dickens’s.
I like (ten – minute – pictures / ten – minutes - pictures).
I’ve only heard of, but I’ve never seen any (men – eaters / man - eaters).
After the age of fifty some bachelors become (woman – haters / women - haters).
The farmer got five (cartloads / cartsload) of hay.
Both his (brother – in – laws / brothers – in - law) are very pleasant fellows.
Fill in suitable nouns chosen from the following list: crossroads, lodgings, streets,
clothes, riches, scales, slums, dregs, eaves, outskirts, tidings, wages, goods, glasses,
sweepings, scissors, credentials, remains, assizes, surroundings, oats.
His …… were so satisfactory that he was made manager.
She found a five-pound note in a heap of street.
The …… ordered were received in due time.
…… are grown in many countries of the world, but they are one of Scotland’s main
crops.
It was a hard winter. Icicles hung from the …… of the houses.
There are …… not only on the …… of London, but also n some other parts of it.
…… seldom bring happiness.
The …… of Gibraltar are very narrow.
He saw the car reel and slither and fail to make the turn at the …… .
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The acoustics of this room (is/are) not all they might be.
Economics (doesn’t/don’t) require extensive knowledge of mathematics.
His ethics (leave/leaves) a lot to be desired.
Classics (take/takes) a back seat these days.
Einstein’s mathematics (was/were) a revelation.
Tactics (is/are) really short term strategy.
Your heroics (is/are) worthy of a better cause.
Her hysterics (dose/do) not move anybody that knows her.
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Conclusions
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LESSON PLANS
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one.
8. The still - …… of this painter are really wonderful.
9. Butchers use very sharp …… to cut up meat.
10. We have ordered several …… of a new type of grass to
make our lawn
This exercise will be .write on the blackboard by the
students. -exercise
In our next exercise we’ll have to change the nouns in the 10’
following sentences from singular to plural: Who wants to read
it?
1. The leaf fell from the tree.
2. The boy has a knife.
3. The policeman caught the thief.
4. The foot of the deer crushed the flower. -exercise
5. The woman was carrying a baby.
6. The little child saw a sheep in the fields.
7. Our cat has just caught a mouse.
8. The man looked at the book on the shelf. 5’
In the end I’ll give them homework. -conversation
‘Your homework is exercise number 22, page 61. You will
have to insert the correct plural in each space.’
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5. LEAD-OUT
‘I hope you enjoy this English class!’ -conversation 5’
‘Good-bye children!’
‘Good-bye teacher!’
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Lesson Plan
Class: a VI-a A
Date: 24.03.2004
Time: 50 minutes
Object: English
Subject: The plural of nouns – exercises
Aim of Lesson: By the end of the class, the students should be able to
communicate and to respond to questions, to talk about nouns and to use correctly
the plural of nouns.
Objectives:
O1: the pupils should be able to change the nouns from singular to plural;
O2: the pupils should be able to insert the correct plural in each space;
O3: the pupils should be able to translate into English
O4: the pupils should be able to speak correctly and fluently.
Materials: textbook, copybook
Student: Adina Jica
Teacher:
Methodologist:
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Bibliography
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