0020

CUAPTER 13

504 say and tell

mesning and use

Bulli my «nU ifMOfe ustni witłi diieci ur-d uidinrct    'Sny is moie

l onimnr. tlisn inV wuh duccl s|iO(dd

Tani right/l sald fon Tiitn rigUi i Uild hiw

ikr utul (hut ii lnu my imt (hancg, lun JMw iuid me. thai ii ir<n my iust t-luUKr)

Tell fi* uitfy UMnl to incon 'huiiiM’ 01 'iuiumt'. Si> we <lo uoi uW ifU wilii grcMiniis mi'in!iMtiixi» or cjuotioni. lor mampli*.

He.miel. 'lir.-.w imw/i/01;' .0 'r \fir rfrrmVJ thetts, 'Good-ffwwing. 1 Mary Silili 'IllM/ a ttke oka' -rut sor Mary toid «r-WJurt a ."<<* iiim ' "Wiali jvur y/oO/mi? t suM. ił.ui mu Vthtti‘*ymv prt&timO- HtiM-Jirr;

say. objects

itry ls oiok often u«d vvillicr.it t persona) oliji-ii

Sl:e sald /Uil rhe Ii«mU i'v lr„V. {not iEi-mnlir/e. 1 If wc wam w juk > Jicreonjj objpet aft w fety. we use 10.

And I *»)• cn fili the fHHtpic af :!:is gira! munirj. .

telh objłjr.U

Afirr (eU. wie uwially wy wito Is tollL

She loUI nur that rhe uwild )••• lnie {nor .Sfer t-nil-ihu Ir 11 is wed witli.Mi a F»T>onal    in a fcw cxpir --siorwL Oimmon iMimpifS.

1 etl iltf Hulh, Mf/ a tie. (fi! o tnt\ .'jok*.

.    |l|    -i

Natf nlxo ihi* we <if leli li> nr.-.i: ■diilirigiiisir. irdeWilful' .w ::i '•'^|i ."f.v diffwusw. tiul ilu linie

//••i 1 leli i» iv

fun t leli Ute Hitu ,it.:-J before cił*|cct* 1 o mml, /. nrnne, lin nanghry 11 Mil .'.‘.u nionting. !,nn

infinitives

TcH tan bo useil bdorc objr ^,iin(ru'-r. rannm be u.v I 10U:!

fi aftrt ::•)! la refer tu a f-rci ling' - li! leli you iwnorfol

11 • m(lniiive. In the iciW o!' o:

:! liir thU

chiUrm togo nurty. Imoi l uń!i/nrc^tkirtn m ■,

indlrect rjuestions

NciiliCł r-''i -iui my can Intiiydwcc indirea c|Uiw:ion» .we 27<<

Mil mh-.l iHtałift I iiiitiift! (a me a film. Ml! suki n-litrrn I ietrn film mi Hłti-tirM-tne iHiditef .1 Hm iny a;id te.it cmi miro.lniT lite niwwers to »|iiC‘iiwis Hm yke Hild teim s eoinlmfi Ile mi ty t.-id ow pirMi &ist*e the iwuty 11 w.

Ni. >7

ma !rl* w

figurę 28: Froin Praciiail English Usage: yd edilion lny M Swan (Orford University Press)

Now she can re-write the homework sentence as He was tired of peapie telling him do and know that she has got it right. Research has offered a powerful alternative to exp!anation.

what to teacher

Chapter notes and further peading

® Grammar activities

See S Thornbury (iy99a: Chapters 3-6J tor examples of different kinds of grammar tcaching and learning.

® Grammar books

There are a large number of grammar books avaiiabie. Two of the most impressive modern reference grammars are R Carter and M McCarth}' (2006) and D Biber et al (1999)-For teachers, students and researchers at a rangę of levels, my favourite work is M Swan (20osa), and there is also G Łeech etal (2001), D Biber et al (2002) and, for language teachers especially, M Parrott (2000).

® Grammar practice

For students, the most common study-and-practise grammar is the English Grammar in Use series by R Murphy and others (Cambridge University Press), but see also Grammar Practice for Elementary Students (and the odrer leveis} by E Walker and S.Elsworth (Pearson Education Ltd) and Real English Grammar by H Lott (Marshall Cavendish ELT).

The Grammar in Practice series by RGower (Cambridge University Press) hassixleveis.

The Language Practice series (Elementary, Pre-intermediate, First-certificats and Admnced)    Lii.

by M Vince and others is pubiished by Macmillan Education. The Oxford LearneEs GramYftar is written by’J Eastwood (Oxford University Press).