Time to know using "Pronouns"

Relative Pronouns

A relative pronoun is a pronoun that introduces a relative clause. It is called a "relative" pronoun because it "relates" to the word that it modifies. Here is an example:

• The person who phoned me last night is my teacher.

In the above example, "who":

• relates to "person", which it modifies
• introduces the relative clause "who phoned me last night"

There are five relative pronouns: who, whom, whose, which, that*
Who (subject) and whom (object) are generally only for people. Whose is for possession. Which is for things. In non-defining relative clauses, that is used for things. In defining relative clauses (clauses that are essential to the sentence and do not simply add extra information) that can be used for things and people**.

Relative pronouns can refer to singular or plural, and there is no difference between male and female.

Look at these examples showing defining and non-defining relative clauses:

	example sentences S=subject, O=object, P=possessive		notes
defining relative clauses	S	- The person who phoned me last night is my teacher. - The person that phoned me last night is my teacher.	That is preferable
		- The car which hit me was yellow. - The car that hit me was yellow.	That is preferable
	O	- The person whom I phoned last night is my teacher. - The people who I phoned last night are my teachers. - The person that I phoned last night is my teacher. - The person I phoned last night is my teacher.	Whom is correct but formal. The relative pronoun is optional.
		- The car which I drive is old. - The car that I drive is old. - The car I drive is old.	That is preferable to which. The relative pronoun is optional.
	P	- The student whose phone just rang should stand up. - Students whose parents are wealthy pay extra.
		- The police are looking for the car whose driver was masked. - The police are looking for the car of which the driver was masked.	Whose can be used with things. Of which is also possible.
non-defining relative clauses	S	- Mrs Pratt, who is very kind, is my teacher.
		- The car, which was a taxi, exploded. - The cars, which were taxis, exploded.
	O	- Mrs Pratt, whom I like very much, is my teacher. - Mrs Pratt, who I like very much, is my teacher.	Whom is correct but formal. Who is common in spoken English and informal written English.
		- The car, which I was driving at the time, suddenly caught fire.
	P	- My brother, whose phone you just heard, is a doctor.
		- The car, whose driver jumped out just before the accident, was completely destroyed. - The car, the driver of which jumped out just before the accident, was completely destroyed.	Whose can be used with things. Of which is also possible.

*Not all grammar sources count "that" as a relative pronoun.
**Some people claim that even in defining relative clauses we cannot use "that" for people but must use "who/whom". There is no good reason for such a claim; there is a long history of "that" for people in defining relative clauses from Chaucer, Shakespeare and the Authorized Version of The Bible to Fowler's and Churchill.


Source : http://www.englishclub.com/grammar/pronouns-relative.htm

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SUMMARY OF ONLINE REFERENCE TOOLS

ONLINE REFERENCE TOOLS

 

• Dictionaries

Traditionally monolingual dictionaries have been used by higher-level learner, but increasingly there is a wide range of monolingual dictionaries that have been written for students with a lower level of language proficiency.

All of the major monolingual learners dictionaries are sold with a CD-ROM. These CD-ROMs often have some or all of these features: 

-   Searchability ( which is not alphabetically based )  

-   Audio recordings of the words, often in both British adn American English 

-     Games and exercises 

-   Information on typical errors

-   The ability to bookmark and personalise

-   Thesaurus functionality

-   Corpus informed information on frequency

•   Thesaurus

While electronic dictionaries can be used at all levels, it is worth bearing in mind, initially, that thesaurus are more suited to the intermediate and advanced levels than to the elementary or pre-intermediate levels, where much more language is new to the learner. For higher-level learners, they can be used to enrich and extend your learners’ might find the variety of language on offer too overwhelming to be of any direct use.

A thesaurus can do wonders for writing projects. It can encourage learners to be more adventurous in their creative writing at the same time as helping them to analyze their output more critically.

•   Concordances

A concordance is similar to a search engine in many respects. Essentially, it is a small program that can examine large quantities of text for patterns and occurences of particular words or phrases. Concordances are often considered to be the domain of the language researcher or the kind of tool used by writers of grammar references and weighty linguistic tomes. And indeed they are primarily used in this domain. However, they have played an increasingly large part in the lives of materials writers in ELT over the past few years. Being able to make informed decisions on the frequency of  words and structures, their collocates and particular positions in the language now influences the writing of much of the printed materials we see in our daily lives, and has transformed textbooks beyond all recognition.

Concordancing programs:

·         Monoconc  ( www.monoconc.com )

·         Concordance  ( www.concordancesoftware.co.uk )

·         Paraconc (for parallel corpuses)   ( www.athel.com )

·         Wordsmith Tools  ( http://www.lexically.net / wordsmith/index.html )

• Corpuses

When choosing a concordancer, the main evaluation criterion, apart from the price and ease of use of the software, will be the type of language you want to work with: spoken or written, American or british English, legal or journalistic, and so on. These choices will influence which corpus you decide to query, and what kind of results you will get. These are some of the most well-known corpuses:

·         British National Corpus  ( http://www.natcorp.ox.ac.uk/ )

·         COBUILD  ( http://www.collins.co.uk/books.aspx?group=155 )

·         International Corpus of English

( http://www.ucl.ac.uk/english-usage/projects/ice-gb/index.htm )

·         American National Corpus  ( http://americannationalcorpus.org/ )

·         http://devoted.to/corpora

·         http://www.lexutor.ca/concordancers/concord_e.html

·         http://ctribble.co.uk/text/Palc.htm

At first, the page may seem daunting, and indeed there are plenty of options to thinker with, but for a simple concordance, put the word you want to find out about in the text entry box marked ‘keyword’, choose the corpus you would like to search for the drop-down ‘In corpus’ list and then hit the ‘Get concordance’ button.

  

                            USE IN CLASS

You can use the corpus for generating test material such as cloze exercises and exam practice materials. At higher levels, a corpus can serve as a useful reference tool in the classroom for the more intricate examples of language use. Parallel concordancers, which compare texts in two or more languages, can also be useful for examining how structures are dealt with in opposite page. For another useful discovery activity, try blanking out the target words in concordances and having your learners work out which word is missing in each.

The tool which gives access to such a quantity and richness of language, should be used sparingly and thoughtfully, when you think that the discovery approach may lead to a better understanding of the language you are leading with at the moment. You may also find that it is better to tailor the results of a concordance and present it in the form of a word processed document, rather than give access to the concordance itself to your learners. A concordancer can be a powerful ally and helper, even in the single computer classroom, and is another tool to add to your collection of useful applications.

  

•  Encyclopedias for research and project work

Sites such as Encyclopedia Britannica, Encarta and the Columbia Encyclopedia can safely be considered both accurate and fairly comprehensive, but with some this may not be the case.

The wealth of information contained on these sites opens up the world to our learners in a way that more traditional collections of classroom objects simply can’t. Project work, biographies and other fact-based lessons become less arduous for our learners, leaving them free to concentrate on the language side of things, and able to access the information they need for any particular task from a reliable source.

Source :

How to Teach English With Technology 

by Gavin Dudeney & Nicky Hockly

Dictionaries and Thesauruses

Dictionaries

Whether your students are using bilingual, semi-bilingual or monolingual learners dictionaries in paper or electronic form, there is no denying that there is a far greater range of dictionary reference tools available than was the case even ten years ago. It is not the intention of this section to advise on the use of dictionaries in the classroom, but rather to outline some of the features that electonic dictionaries include and to show how they have develope beyond the printed page.

Virtually of the major monolingual learners dictionaries are sold with a CD- ROM. These CD- ROMs often have some or all of these features :

• Searchability ( which is not alphabetically based )
• Audio recordings of the words, often in both british and american English
• Games and exercises
• Information on tipical errors
• The ability to bookmark and personalize
• Thesaurus functionality
• Corpus informed information on frequency.

Theasauruses

While electronic dictionaries can be used at all levels , it is worths bearing in mind , initially, that theasauruses armor suited to the intermediate and advanced levels then to the elementary or pre- intermediate levels , where much more languages is new to the learner.

Theasaurus can do wonders for writing project . it can encourage learners to be more adventurows in their creative writing at the sametime as helping them to analyse their output more critically.

Consordencers and corpuses for language analysis

A consordencer is similar to a search angine in many respects . essentially , it is small program that can examine large quantities of teks for paterns and occurances of particular words or phrases .

For more like and understand your English make a habit of watching videos or listening to music that we like in english
see the video below
happy watching, guys .... 

 

You have to Read or Speak Anything Words though you dont know what the meaning of it .

Reading Material

C L E O P A T R A

Mark Antony became one of the three rulers of the Roman Empire, together with Octavius Caesar and Lepidus, and was responsible for the eastern part of the empire. He fell in love with Cleopatra, the Queen of Egypt.

As his wife had just died Antony married Octavius’ sister, Octavia, in an attempt to heal the rift between the two emperors. When Cleopatra heard about Antony’s marriage she flew into a jealous rage as she knew that Antony did not love Octavia. Antony went to Athens when war broke out between Caesar and Pompey, Antony sent Octavia back to Rome and he returned to Egypt.

Caesar was very angry with Antony’s behavior and he declared war on both Antony and Cleopatra. When the Romans arrived, Antony was offered a choice of how to fight. He chose to fight on sea. The Egyptian navy was inadequate. When Cleopatra’s navy turned and fled, Antony followed them. Caesar defeated him.

Antony got news that Cleopatra was dead. Antony was devastated and decided to kill himself. He wounded himself without dying. His followers took him to Cleopatra’s tomb, where he died in her arms.

Source of story : Google.com