How to use i.e. /e.g./ for example /and so on

Hi MrP,

. . . "i.e." and "e.g." already imply a fuller list, from which one or two examples are to be presented.

Did you really mean to say that 'i.e.' implies a fuller list, or perhaps you were thinking only of 'e.g.'?

Clive

If a student points to some construction and asks me if it's the subjunctive or not, I can't reply, 'No, it's a monkey!'

Now there you are wrong!  You are the teacher and can say any dang thing you want!
In fact a smart retort like that might go a long way toward making your students realize that knowing the correct terminology for this or that word or phrase is not at all the same as gaining competence in the use of English.

It rather depends on whether you want your students to be able to express themselves naturally in the real world, or whether the important thing is for them to pass tests in which they correctly identify word groupings as "noun phrase", "progressive tense", "gerund", "possessive adjective", "pronoun in the nominative case", and other such lingo of no use to them once they walk out the classroom door.  It's quite amazing the number of students who know the word "nominative" but draw a blank on "lease a car" or "repair the light fixture".  It is as if we were preparing them to live their entire lives in the English classroom.

Of course, if you are making your living in an academic institution where all those things are regarded as marks of competence in English, then you really have to concentrate on the lingo, like it or not, I suppose.  If so, my condolences!

CJ

1)(a)Doing project is good to us, for example, Petter learns how to communicate with people and using the PowerPoint through the project.----Correct 

(b)Through doing project  ,we can learn many things for example,communication skill and using PowerPoint.----Wrong

My teacher say a incomplete sentence or noun can't not follow "for example", do it ture?

 

2)Can i use "and so on" and "etc." after using "for example", "i.e.", "such as" , "e.g."?

 

3)When can i use "and so on" this word (Can someone give me an example)?

 

4)After "i.e.", we can only memtion one thing? For example,

The place where i work i.e. my room---correct?

The place where i work i.e. my room, school and office----correct or not?

 

Thank you

 

CalifJim wrote:

If a student points to some construction and asks me if it's the subjunctive or not, I can't reply, 'No, it's a monkey!' Now there you are wrong!  You are the teacher and can say any dang thing you want! In fact a smart retort like that might go a long way toward making your students realize that knowing the correct terminology for this or that word or phrase is not at all the same as gaining competence in the use of English. It rather depends on whether you want your students to be able to express themselves naturally in the real world, or whether the important thing is for them to pass tests in which they correctly identify word groupings as "noun phrase", "progressive tense", "gerund", "possessive adjective", "pronoun in the nominative case", and other such lingo of no use to them once they walk out the classroom door.  It's quite amazing the number of students who know the word "nominative" but draw a blank on "lease a car" or "repair the light fixture".  It is as if we were preparing them to live their entire lives in the English classroom. Of course, if you are making your living in an academic institution where all those things are regarded as marks of competence in English, then you really have to concentrate on the lingo, like it or not, I suppose.  If so, my condolences! CJ

I completely agree with you bar a couple of things, CJ:

These technicalities are good for diagnostic reasons. It doesn't help anyone in the fluid process of speaking English, but if there is something wrong then it's easier if there's a technical understanding of grammar and the termonolgy involved so that the teacher can pinpoint the problem quickly. Also, I think, some particular and detailed aspect of any subject may be unnecessary and seem obsessive to some, however, to others it may play an important role to their overall understanding of that subject. It really does depend on how you've put the pieces together in your own mind as to whether one particular piece holds more or less value for you in your understanding of the subject.

As you indicated, though, the students have to pass exams, and I have been taught and am supposed to teach the language in this way, whether I like it or not. Personally, I'd rather just give the grammar where and when I think it's needed and not base their whole learning experience on it.

One last thing, I appreciate that sometimes and in some sense, termonology is just that, and you may as well call some things 'monkey', however, termonology also categorises important functions, elements and differences. For example, I get the sense that there IS a good reason why grammar books tend not to categorise the non-past and modals used hypothetically as 'the subjunctive'.

...but anyway, that's for:

http://www.englishforums.com/English/CoupleQuestionsAboutSubjunctive-Hypotheticals/bpkbn/Post.htm

Jussive