By John M. Keegan
A Reference Grammar of Mbay offers a superb advent to the grammars of Mbay, a Central-Sudanic languuge of the Sara kin defined in a Dictionary of Mbay through an analogous writer. it's according to vast box study one of the Mbay in Chad in the course of the interval information for the dictionary used to be accumulated. The grammar is diveded into 8 sections. the 1st 5 describe the phonology and morphology. First. segmental phonology is defined, and a radical clarification and justification of the writing approach is equipped, via an outline of tone and vowel size. the second one part treats morpheme constitution, with emphasis at the canonical and harmonic constraints which restrict the form of Mbay morphemes. The inflectional paradigms are defined within the 3rd part, and this can be within the fourth through an evidence of the phonological switch linked to inflection, with emphasis on an outline of the different sorts of tonal swap. part 5 treats the restricted notice formation procedures present in the language. part six via 8 deal with Mbay syntax. part six describes the constitution and makes use of of the several different types and subcategories, and contains descriptions of alienable/inalienable nouns, verb element, serial verbs, adjectival makes use of of verbs and nouns, and a number of the makes use of of ideophones, specifiers and compleentizers. part seven offers with note order, describing sentence order in addition to the constitution of the noun, verb and prepositional word. integrated during this part are a couple of targeted buildings and expressions. quite often, the outline contained in those sections makes an attempt to be wide in scope, and contains explanatations of ways to specific universal suggestions (e.g. lifestyles, impersonal expression, comparability, superlative, etx.) in addition to attention-grabbing points of Mbay syntax which go beyond person different types (eg. the proposal of 'standing/ sitting/lying').
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Students are given questions and exercises to help them and the teacher probe their background knowledge about the Revolutionary War. Students might be asked: What is a revolution? Has your country of origin had a revolution? Why do you think revolutions happen? Students might be shown pictures of the American Revolution’s events and/or symbols and asked what they are looking at. 2. Students read about the American Revolution. Students are asked what they need to do to read the passage successfully.
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D. and Terry Pruett-Said. Westport, CT: Libraries Unlimited/Teacher Ideas Press. Copyright © 2006. Literature-based Approach 35 6. When students complete their projects, they share them with the class and perhaps the rest of the school community. Strengths • English language learners encounter authentic literary texts. This means that students read books and stories written as literature rather than specially written stories designed with controlled vocabulary to develop particular reading skills.