Possessive Pronouns The Forms of Personal Pronoun
1 Use the possessive case to show ownership
.
The child refused to admit that the sweater was her’s, hers. Answer: Hers is the correct spelling of the possessive case, which is
needed here to express ownership belonging to her. Therefore, the sentence should read:
“The child refused to admit that the sweater was hers.” 2
Use the possessive case before gerunds.
A gerund is a form of a verb that acts as a noun. Gerunds always end in -ing, and they always function as nouns.
3
Use some possessive pronouns alone to show ownership
This cell phone is mine, not yours.
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Korhn gives more explanation about possessive pronoun, pay attention to the additional bellow:
1 Compare –‘s and –s’
The boy has the books. The boy’s books.
The boys have the books. The boys’ books.
After a plural noun phrase with the regular plural ending –s, the
possessive ending does not add any further s sound. The singular possessive
boy’s, the regular plural boys, and the possessive boys’ are all pronounced alike.
2 The noun which follows a possessive noun phrase is omitted when
the meaning is clear. Do you have John’s book?
singular No, I have
Mary’s. Do you have John’s books?
plural No, I have
Mary’s.
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Rozakis, Op.Cit. pp. 22-23
The possessive pronouns are used after forms of to be with no noun phrase following. They are also used as substitutes for a noun
phrase: “My books are here, YOURS are on the table.” The singular and plural forms of the possessive pronouns are the same:
“Mine is here. Mine are here.”
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Do not confuse certain possessive pronoun with contractions with other phrases that sound like possessive pronoun:
Its possessive it’s it is or it has
Theirs possessive there’s there is or there has.
If you confuse, try to substitute it is, it has, they are, there are, there is, there has, your or you are.
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From the definitions above, the writer makes a conclusion that forms of personal pronoun are:
1.
Subjective Pronouns : Functioned as Subject.
2.
Objective Pronouns : Functioned as Object.
3.
Possessive Objective : Functioned as Adjective.
4.
Possessive Pronouns : Functioned as Nouns. B.
Contextual Teaching Learning 1.
The Definition of Contextual Teaching Learning
According to Johnson Contextual teaching and learning CTL is a system that stimulates the brain to weave pattern that express meaning. CTL
is the brain-compatible system of instruction that generates meaning by linking academic content with a cont
ext of a student’s daily life. Taking advantage of the fact that environment stimulates the brain’s neurons to forms
pathways. The system focuses on context, on relationship.
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23
Robert Krohn, English Sentence Structure, Jakarta: Binarupa Aksara, 1990. p.153
24
Sabin. Op.Cit. p.261
25
Johnson. Op.Cit. p.16
While according to Olczak, Contextual teaching and learning CTL is a system for teaching that is grounded in brain research. Brain research
indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with
our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the
context of their own daily lives. Johnson discusses the elements of the brain- compatible contextual teaching and learning system: making meaningful
connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching
high standards; and using authentic assessment.
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Parisot wrote that Contextual Teaching and Learning CTL helps us relate subject matter content to real world situations and motivate students to
make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that
learning requires.
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The majority of students in our schools are unable to make connections between what they are learning and how that knowledge will be
used. This is because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching.
The students have a difficult time understanding academic concepts such as math concepts as they are commonly taught that is, using an abstract, lecture
method, but they desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work.
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http:www.cew.wisc.eduteachnetctl wrote by Stephen Olczak
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http:www.cew.wisc.eduteachnetctl wrote by Arlene H. Parisot
According to contextual learning theory, learning occurs only when students learners process new information or knowledge in such a way that
it makes sense to them in their own frames of reference their own inner worlds of memory, experience, and response. This approach to learning and
teaching assumes that the mind naturally seeks meaning in context —that is, in
relation to the person’s current environment—and that it does so by searching for relationships that make sense and appear useful.
Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environment, whether a classroom, a
laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to choose andor design learning environments that incorporate as
many different forms of experience as possible —social, cultural, physical, and
psychological —in working toward the desired learning outcomes.
In such an environment, students discover meaningful relationships between abstract ideas and practical applications in the context of the real
world; concepts are internalized through the process of discovering, reinforcing, and relating.
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