Search results for 'tag:Present tenses tag:Indefinite articles' matching tags 'Present tenses' and 'Indefinite articles'

review

somer — Thu, 13 Nov 2008 19:49:02 GMT

3a) A cat ate the small animal.

3b) A cat is a small animal.

The syntactic analyses of the two sentences are differents. In the sentence 3a) we have (s, v, do) while, in the second sentence 3b) we have (s, v (copular), sP).

In 3a) âa cat âis noun phrase (a is determiner indefinite article, cat is head noun of noun phrase âa catâ), âateâ is verb in past simple tense,â the small animal â is noun phrase consist of determiner âtheâ, âsmallâ is adjective , âanimalâ is the head noun of the noun phrase, all the noun phrase functions as direct object.

In 3b) âa catâ is noun phrase (a is determiner indefinite article, cat is head noun of noun phrase âa catâ) function as subject, âisâ copular verb in simple present tense,â a small animalâ noun phrase consist of the indefinite determiner âaâ , the adjective small , and the head noun of the noun phrase âanimalâ, the noun phrase function as subject predicative.

Differences in the meaning: the first sentence means that there was a cat and it ate the small animal "the small animal" should be mentioned before, or known to the reader, while the second sentence means that a cat is a kind of animal and it is small. We are talking generally here.

Looking for some tips and/or curriculum suggestions

mikesusangray — Fri, 15 Aug 2008 21:50:11 GMT

Hi all!

I've been giving English conversation lessons to a theology professor for about a year now. He's getting on in the years - a couple years from retirement - and his primary goal has been just to get his spoken English going a little stronger. His mother tongue is French but he's been teaching at a German language university for many years.

I'd like to add some more specific inputs to our lessons but I can't seem to find the right material. His passive skills are excellent - he reads widely and with perfect comprehension in his field - and he can communicate quite understandably. He is a linguistics specialist and can grasp any concept about the language immediately. I brought along Cambridge Advanced Grammar in Use and he could plow through a chapter in five minutes with perfect conceptual comprehension.

However, he also continues to make very simple errors - for example, he has trouble choosing between present simple and continuous or often uses the present tense for past events. Sentence order tends to get wander hither and yon while definite and indefinite articles come and go with the tide. (Prepositions are a problem too, but I won't beat him to hard there - prepositions are difficult in any new language.) In many cases his mistakes are typical of French or German speech patterns.

One other limitation is that he enjoys the weekly lessons (a good hour), but doesn't have much time to study in between.

Right now we spend about 15 minutes reading a chapter from Advanced Grammar in Use and about 45 minutes talking about just about anything under the sun, while I take notes and show him problems under the categories Pronunciation/Articles & Prespositions/Word Order/Other Grammar/Vocabulary/Idioms. However, I don't think the work book is a good choice - particularly since he doesn't do the homework - and it seems like he isn't making very good progress with his typical problem patterns - though he greets them like old friends when I point them out.

Any tips here?

Re: decline.

Huevos — Fri, 06 Jun 2008 16:43:34 GMT

New2grammar
stores and restaurants are seeing sharp decline in sales ...

Just to clarify about the indefinite article: it's OK to say "stores and restaurants see sharp decline in sales" without the article when using the present tense; in fact it has the ring of a newspaper headline. On the other hand when using the gerund not using the article in this context sounds very wrong to me as a native speaker.