Stephanie's Stage 2

TOPIC	DESCRIPTION AND FEATURES	DIFFICULTIES FOR LEARNERS	SOLUTIONS
Generative grammar	Teach language and grammar teaching are two different issues, but have often been confused today.	Become a major problem in the different educational contexts where students are being affected	Being a teacher, the best way not to affect students with such confusion is to investigate the matter and have clear and concise knowledge about what teaching a language and teaching of grammar, taking into account the investigations by authors as relevant to the contemporary ligüística as Chomsky, Bloomfield, among others.
Adverbials	Adverbial can be classified into different categories, depending on whether they provide information on the place, time, cause, number, mode, etc.	Some students show confusion or not know define what an adverb.	What a teacher should do in such confusion and lack of knowledge with their students based on this, it is to use educational materials that will help students understand the topic more assertively and teacher makes the clearest class and active. For example: ü  Why do we use adverbials? -       We use adverbs to give more information about the verb. ü  We use adverbials of manner to say how something happens or how something is done: -       The children were playing happily. -       He was driving as fast as possible. ü  We use adverbials of place to say where something happens: -       I saw him there. We met in London. ü  We use adverbials of time to say when or how often something happens: -       They start work at six thirty. They usually go to work by bus. ü  We use adverbials of probability to show how certain we are about something. -       Perhaps the weather will be fine. -       He is certainly coming to the party.
Clauses and complex sentences	Complex sentence is an independent clause (simple sentence) and one or more dependent clause (subordinate clauses). The subordinate clause is introduced either by a subordinate conjunction (by an adverbial clause) or a relative pronoun (by an adjectival clause).	Many students fail to understand this theme in the grammar of a language.	As teachers often tend not to apply a good pedagogy or teaching strategies in the process of learning student therefore should us good tools that illustrate their examples classes, for example, for students to better understand the subject teacher can make a variety of examples from different contexts and forms, that is: ü  Some common subordinating conjunctions (adverbial clauses) When the dependent clause goes BEFORE the independent clause, the clauses are separated by a comma. Do NOT use a comma if the dependent clause comes AFTER the independent clause. Examples: ü  When you use Turnitin, a text matching report is generated. (USE A COMMA)      X  A text matching report is generated, when you use Turnitin. (DO NOT USE   A COMMA) ü Relative pronouns (adjectival clauses Examples: ü The people who plagiarised in their assignments were failed. ü  Students for whom referencing is difficult can attend workshops to assist them. ü Those students whose essays were correctly referenced received better marks. ü   Information that informs your writing must acknowledge its appropriate source. (RESTRICTIVE) ü   Information, which can come from many sources, must be referenced. (NON-RESTRICTIVE)