The Teaching of Structural Words and Sentence Patterns 4. [antikvár]

INTRODUCTION This book is the last of the four Stages. The purpose and aims of these four books are explained in the Introductions to Stages One, Two and Three and need nőt be repeated here in detail. The generál aim is to provide guidance on the presentation of the most important teaching points likely to occur during the first few years of an English course. The emphasis is on how to deal with the important structural words and sentence pattems. The books are nőt concerned with the teaching of the thousands of vocabulary items which will occur in a five-year course, except fór those items which are structural words, and those which are, in the Index, called 'heavy duty' words. Verbs such as come, go, give, take, pút and many others, enter intő so many combinations with adverbs and prepositions that they cannot be regarded merely as 'content words'. The verbs remember and forget are nőt structural words, bút the importance of their patterns (fór example, the difference between 'remember to post' and 'remember posting') justifies thorough presentation and drills. Nouns such as school, church, bed, boát and cár are 'content words'. Unlike the majority of 'content words' (e.g. tree, pen, dog), however, they need care in presentation so that pupils become familiar with article usage. They must learn the difference between 'go to church' and 'go to the church'. Stage Four includes chapters dealing more fully than in the earlier Stages with somé of the determinatives and adverbs. The differences between very and too were dealt with in Stage Two. In Stage Four the more difficult problems of the use of fairly and rather, of quite, of the difference between nearly and almost (when they are, and are nőt, interchangeable) are dealt with. There are suggestions fór presenting those anomalous finites which were nőt dealt with, or dealt with only briefly, in the earlier Stages. Wherever possible the procedures suggested are órai.