Azar Chapter 8 Pronouns PDF

## Chapter 8: Pronouns ### Pretest: What do I already know? **Instructions:** Write "C" if a sentence has the correct pronoun usage and agreement, and "I" for incorrect. Check your answers below. After you complete each chart listed, make any necessary corrections. 1. The manager asked for a mee...

## Chapter 8: Pronouns ### Pretest: What do I already know? **Instructions:** Write "C" if a sentence has the correct pronoun usage and agreement, and "I" for incorrect. Check your answers below. After you complete each chart listed, make any necessary corrections. 1. The manager asked for a meeting with Bill and I. (8-1) 2. That is your order. This one is ours. (8-1) 3. I enjoy dessert after dinner. Do you enjoy too? (8-1) 4. A student needs to check their work carefully. (8-2) 5. The baseball team is going to win the championship. It has been working hard all year. (8-3) 6. Why are you staring at yourself in the mirror? (8-4) 7. How does one apply for early admissions to college? (8-5) 8. Let me tell you other reason I need to borrow some money. (8-6) 9. These vegetables are fresh. The others have been frozen. (8-6) 10. Michael and Reina would rather work with each other on the various projects. (8-7) 11. I'd prefer that you don't tell anyone. In another words, I would like to keep this secret. (8-7) ### Exercise 1: Warm-up (Chart 8-1) **Instructions:** Decide if the words in blue are subject or object pronouns. Write "S" for subject and "O" for object. A: I just finished cleaning. Look at all these remotes. B: They were everywhere. A: That's because the kids never put them away. B: What about this one? Do we ever use it? B: I have no idea. I've never seen it before. ### 8-1 Pronouns and Possessive Adjectives | **Subject Pronoun** | **Object Pronoun** | **Possessive Pronoun** | **Possessive Adjective** | |---|---|---|---| | I | me | mine | my (name) | | you | you | yours | your (name) | | she, he, it | her, him, it | hers, his, its | her, his, its (name) | | we | us | ours | our (names) | | you | you | yours | your (names) | | they | them | theirs | their (names) | **Pronoun Definitions:** - A pronoun is used in place of a noun. The noun it refers to is called the "antecedent." - A singular pronoun is used to refer to a singular noun. A plural pronoun is used to refer to a plural noun. - Sometimes the antecedent noun is understood, not explicitly stated. - Subject pronouns are used as subjects of sentences. Object pronouns are used as the objects of verbs, or as the objects of prepositions. - Possessive pronouns stand alone; they are not followed immediately by a noun. Possessive pronouns DO NOT take apostrophes. - Possessive adjectives are followed immediately by a noun; they do not stand alone. - *Its* has NO APOSTROPHE when it is used as a possessive adjective. - *It's* has an apostrophe when it is used as a contraction of it is, or it has when has is part of the present perfect tense. - *It's* vs. *its* is a common source of error for writers of English. ### Exercise 2: Looking at grammar (Chart 8-1) **Instructions:** Draw arrows from the pronouns to their antecedents. **What's new with the family?** 1. Robert just received a promotion. He is now assistant manager of the company. 2. Nancy and Thomas have adopted an infant daughter. They have had her for a month. 3. Grandma's cat ran away. She has been sad ever since. I would like to get her a new one, but she says no one can replace him. 4. Emil is applying to several colleges. Because he had high test scores, they are offering him scholarships. 5. Mom's eye surgery was successful. It was just a week ago, but she is reading again. ### Exercise 3: Looking at grammar (Chart 8-1) **Instructions:** Choose the correct completions. **At a Party** 1. Let me introduce you to my parents. I've wanted to introduce you to **they/them** for some time. 2. There's Rachel. Come with me. I need to tell both **you and she/her** something. 3. Just between **you and I/me**, I think Sam is in danger of losing his job. 4. **Me and Ella/Ella and I** are good friends. Ella needs to know the truth about my meeting with Sam too. I'm going to tell **you and she/her** exactly what happened. 5. Do you need a ride home? Do you want to come with my brother and **I/me**? ### Exercise 4: Looking at grammar (Chart 8-1) **Instructions:** Complete the sentences with pronouns/possessive adjectives for the words in blue. **Situation 1: There's Sarah.** 1. I need to go talk to **her**. 2. **She** and I have been friends since high school. 3. I went to elementary school with **my** brother and **her**. 4. **Their** parents are best friends with my parents. 5. **She** is getting married next month. Another friend and I are taking **her** on a short trip before **her** wedding. 6. Being with **her** is a lot of fun. We laugh a lot. **Situation 2: I'm not feeling well. I think I'd better stay home today.** 7. My friends and **I** were planning to volunteer at our local food bank today. 8. The food bank often asks my friends and **me** to help them with various projects. **Food Bank:** A place that receives donations of food and gives them away to needy people. ### Exercise 5: Looking at grammar (Chart 8-1) **Instructions:** Choose the correct completions. **At the Lost-and-Found** 1. This is **my/mine** umbrella. **Your/Yours** is in the box. 2. No, **my/mine** umbrella is black. That isn't **my/mine**. 3. Are these **Mom's/hers** keys? The key ring looks like **her/hers**, but I don't remember so many keys. 4. I've lost my wallet. It's red and has a hole in **it/its**. **In the Neighborhood** 5. **Our/Ours** house is almost the same as **our/ours** neighbor's house. The only difference is that **our/ours** is gray and **their/theirs** is beige. 6. Lisa and Michael each have **their/our** own vegetable garden. Lisa grows tomatoes and peas in **her/hers**, and Michael grows potatoes and carrots in **his/its**. 7. We have fruit trees in **our/ours** yard. **It/They** produce a lot of apples in the fall. We pick **it/them** in September and make juice from **it/them**. 8. There are no crosswalks on **our/ours** streets. It's dangerous for the kids. Some parents walk with **they/them** to the bus stop. ### Exercise 6: Let's Talk (Chart 8-1) **Instructions:** Work with a partner. Complete the conversations with the italicized words. Then choose one conversation from each pair to practice. Perform the conversations in small groups without looking at your book. 1. **he's/his/its/it's/mine/my/Ø** a. A: My phone bill is really expensive. B: I know. A: Me too, but **it's** really high too. I'd like to find a cheaper company. b. A: Is this **your** phone? B: No, **it's** difficult. A: Maybe this belongs to Tom. B: No, **it's** black. 2. **it/it's/our/ours/them/they're/Ø** a. A: Are these the appetizers **you** and Jae brought? B: No, **they're** in the fridge. A: Do **you** want me to take **them** out? B: Sure. b. A: Your chicken dish is delicious! Is **it** your own recipe? B: No, I got **it** off the Internet. A: Our dorm doesn't have a kitchen, so I'm not able to cook much. B: We're lucky that **it's** really easy to make. **They** on the floor cook a lot. ### Exercise 7: Looking at grammar (Chart 8-1) **Instructions:** Choose all the correct answers. 1. A: Do you like living here? B: a. Yes, I like **it** a lot. b. Yes, I like **a lot**. c. Yes, I **do**. 2. A: Are you enjoying your new job? B: a. Yes, I'm **enjoying**. b. Yes, **I am**. c. Yes, I'm **enjoying it**. 3. A: Nice car! Is **it** new? B: a. Yes, I just got **it**. b. Yes, I just **got**. c. Yes, **it is**. 4. A: I haven't seen your girlfriend lately. B: a: Unfortunately, I haven't seen **either**. b: Unfortunately, I haven't **either**. c: Unfortunately, I haven't seen **her** either. 5. A: Have you met the new neighbors? B: a. Yes, I **have**. They seem nice. b. Yes, I **have met them**. They seem nice. c. Yes, I **have met**. They seem nice. 6. A. There's Joe over there. **You** know him, don't **you**? B: a. Sure, I know **him**. b. Sure, I **know**. c. Sure I **do**. ### Exercise 8: Looking at grammar (Chart 8-1) **Instructions:** Complete the sentences with *its* or *it's*. A: Beautiful horse. What's **its** name? B: Thunder. A: Oh. Is that because **it's** noisy? B: No, **it's** named after **its** father, whose name was Lightning. A: **It's** very calm. B: No, not this horse! **It's** anything but calm. ### Exercise 9: Looking at grammar (Chart 8-1) **Instructions:** Complete the sentences with *it, its, it's, they, or them*. 1. There is an interesting bird in Florida called an anhinga. **It** is a fish eater. 2. **It** dives into the water and spears **its** prey. 3. **It** tosses the fish into the air, catches **it** in mid-air, and swallows **it** headfirst. 4. **It's** interesting to watch these birds in action. I enjoy watching **them** a lot. ### Exercise 10: Listening (Chart 8-1) **Instructions:** Pronouns can be hard to hear in spoken English because they are usually unstressed. Additionally, if the pronoun begins with "h," the /h/ sound is often dropped in rapid, relaxed speech. Complete each conversation with the words you hear. 1. Where's Kim? A: I don't know. I haven't seen **her** this morning. B: I think **she's** in the restroom. C: I'm looking for **her**, too. D: Ask **the** assistant. He'll know. E: Have you tried looking in **the** office? I know **she's** not there much, but maybe **she's** 2. The Nelsons are giving their daughter a motorcycle for graduation. A: Hmmm. **Does she** like motorcycles that much? B: Really? **Is she** a motorcycle rider? C: That's an odd gift. I wonder what **they** were thinking. D: That's what the Smiths gave **their** son. I think **he** already had an accident. E: I'm not a fan of motorcycles. Cars just don't see **them** in traffic. F: I think **it's** a wonderful gift! I've had **one** for years, and **it's** been great. ### Exercise 11: Warm-up (Chart 8-2) **Instructions:** Pretend you are writing an article about seat belts. Which sentence would you choose to include? Why? NOTE: All the sentences are grammatically correct. 1. A driver needs to put on **his** seat belt as soon as **he** gets in **his** car. 2. A driver needs to put on **her** seat belt as soon as **she** gets in **her** car. 3. A driver needs to put on **his or her** seat belt as soon as **he or she** gets in **his or her** car. 4. **Drivers** need to put on **their** seat belts as soon as **they** get in **their** cars. ### 8-2 Agreement with Generic Nouns and Indefinite Pronouns 1. **Generic Nouns and Pronouns:** - A generic noun is not specific. It does not refer to a particular person or thing. - A generic noun can be singular masculine, singular feminine, or plural. - With a generic noun, a singular masculine possessive adjective has been used traditionally, but many English speakers now use masculine and/or feminine possessive adjectives to refer to a singular generic noun. - Problems with choosing masculine and/or feminine possessive adjectives can often be avoided by using a plural rather than a singular generic noun. 2. **Indefinite Pronouns:** - Indefinite pronouns refer to an unidentifiable or unspecified person or thing. - These pronouns are usually singular, and are either masculine, feminine, or neuter. | **Indefinite Pronoun** | **Singular** | |---|---| | someone | someone | | somebody | somebody | | something | something | | anyone | anyone | | anybody | anybody | | anything | anything | | no one | no one | | nobody | nobody | | nothing | nothing | **Agreement with Indefinite Pronouns:** - In formal English, the use of a singular possessive adjective to refer to an indefinite pronoun is considered to be grammatically correct. - In everyday, informal English (and sometimes even in more formal English), a plural possessive adjective is usually used to refer to an indefinite pronoun. ### Exercise 12: Looking at grammar (Chart 8-2) **Instructions:** Work with a partner. Change the sentences by using plural instead of singular generic nouns where possible. Change pronouns and verbs as necessary. Discuss the advantages of using plural rather than singular generic nouns. 1. When a student wants to study, he or she should find a quiet place. → When **students** want to study, **they** should find a quiet place. 2. I talked to a student in my chemistry class. I asked to borrow **her** notes from the class I missed. She kindly gave **them** to me. (no change) 3. Each student in Biology 101 has to spend three hours per week in the laboratory, where **he or she** does various experiments with **his or her** lab partners. 4. We heard a really interesting lecture in our government class yesterday. The guest speaker discussed **her** experiences as a judge. 5. She said a citizen has two primary responsibilities. **He** should vote in every election, and **he** should serve willingly on juries. ### Exercise 13: Looking at grammar (Chart 8-2) **Instructions:** Work with a partner. Complete each sentence with the pronoun(s) that seem(s) most appropriate for the situation. Choose the correct verb in blue. Discuss formal vs. informal pronoun usage. 1. One classmate to another: Look. Someone left **their** book on my desk. Is **it** yours? 2. One friend to another: Of course **you** can learn to dance! Anyone can learn how to dance if **one** wants/want to. 3. Business textbook: An effective manager must be able to motivate **employees**. 4. One roommate to another: If anyone asks where I am, tell **them** you don't know. I want to keep my meeting with Jim a secret. 5. Son to his mother: Gosh, Mom, everyone who came to the class picnic was supposed to bring **their** own food. I didn't know that. I'm really hungry! 6. A university lecture: I will end my lecture today by saying that I believe a teacher needs to work in partnership with **their** students. 7. A magazine article: People do not always see things the same way. Each person has **their** own way of understanding a situation. ### Exercise 14: Warm-up (Chart 8-3) **Instructions:** All the pronouns in blue refer to the noun *team*. Discuss how the pronouns in the two sentences are different. NOTE: Both sentences are correct. 1. When the soccer team won in the closing moments of the game, **they** ran to the player who had scored the winning goal and lifted **him** on their shoulders. 2. A basketball team is relatively small. **It** doesn't have as many members as a baseball team. ### 8-3 Personal Pronouns: Agreement with Collective Nouns - **Collective Noun:** A noun that refers to a group of people or things. - Collective nouns can be singular or plural. - **Singular Pronoun:** When the speaker wants to refer to a single impersonal unit, a singular pronoun is used. - **Plural Pronoun:** When the speaker wants to refer to the individual members, a plural pronoun is used. - Choosing a singular or plural pronoun is partly a matter of judgment. ### Exercise 15: Looking at grammar (Chart 8-3) **Instructions:** Look at the pronouns in blue in each pair. Which one refers to the individual members of the group? Which one refers to the group as a whole? 1. a. I have a wonderful family. I love **them** very much, and **they** love me. b. I looked up some information about the average American family. I found out that **it** consists of 2.3 children. 2. a. The crowd at the soccer game was huge. **It** exceeded 100,000 people. b. The crowd became more and more excited as the premier's motorcade approached. **They** began to shout and wave flags in the air. **Part II:** Complete the sentences with pronouns. Choose the correct verb in blue. Explain your choices. 1. a. A jury has a great deal of power. **It** decides a person's guilt or innocence. b. The jury looked very serious when **it** came back into the courtroom. 2. a. The class is planning a party for the last day of school. **It** is/are going to bring many different kinds of food and invite some of their friends to celebrate with **us**. b. The class is too small. **It** only has/have eight students. 3. a. The faculty wants a bigger lunch room. **It** only has/have eight students. b. The faculty has a weekly meeting to review curriculum. **It** makes/make ongoing changes. ### Exercise 16: Warm-up (Chart 8-4) **Instructions:** Complete each sentence. Use *herself, himself,* or *themselves*. 1. The basketball coach told the players to believe in **themselves**. 2. After the team captain made the winning basket, the coach told **her** to be proud of **herself**. 3. The coach plays basketball as a hobby. He's 60 and proud of **himself** for staying in good shape. ### 8-4 Reflexive Pronouns - **Reflexive Pronoun:** A pronoun that refers back to the subject of the sentence. - Reflexive pronouns are used as the object of a verb or preposition when the subject of the sentence and the object are the same person. - Reflexive pronouns are also used for emphasis. | **Reflexive Pronoun** | **Singular** | **Plural** | |---|---|---| | myself | myself | ourselves | | yourself | yourself | yourselves | | herself, himself, itself, oneself | herself, himself, itself, oneself | themselves | **Usage:** - Object pronouns can be used as the object of a verb or preposition (ex. I saw him). - A reflexive pronoun is used as the object of a verb or preposition when the subject of the sentence and the object are the same person (ex. I saw myself). - The emphatic reflexive pronoun can immediately follow a noun or pronoun, or come at the end of the clause. - The expression by + a reflexive pronoun means "alone." (ex. Anna lives by herself). ###Exercise 17: Grammar and speaking (Chart 8-4) **Instructions:** Complete the sentences with appropriate reflexive pronouns. **Selfies** 1. I took a picture of **myself**. 2. Rosa took a picture of **herself**. 3. Yusef took a picture of **himself**. 4. The children took pictures of **themselves**. 5. We took a picture of **ourselves**. 6. Olga, you took a picture of **yourself**, didn't you? 7. All of you took pictures of **yourselves**, didn't you? 8. When one takes a picture of **oneself**, it is called a selfie. **Part II:** Look at the statements about selfies. Do you agree or disagree with any of the statements? Work in pairs, small groups, or as a class. 1. When you take a lot of pictures of yourself, it means you like yourself. 2. People who take a lot of pictures of themselves like themselves too much. 3. In my culture, we don't take pictures of ourselves. It's not appropriate. 4. My parents think it's weird that I like to take so many pictures of myself. 5. They say if you need to take a lot of pictures of yourself, you need a lot of attention. 6. It's healthy to like yourself. There's nothing wrong with taking pictures of yourself. 7. I think women take more pictures of themselves than men. ### Exercise 18: Grammar and speaking (Chart 8-4) **Instructions:** Complete the conversations with appropriate reflexive pronouns. 1. A: Tommy told a lie. He felt really bad about it. B: I know. He was ashamed of **himself**. 2. A: William cut **himself** badly while he was chopping down a tree. And then he drove **himself** to the hospital! B: My mom did that once after she accidentally cut **herself** with a knife. 3. A: I see employees at your company voted to give **themselves** raises instead of more vacation time. B: Yes, but I wanted vacation time. I **myself** voted for that. 4. A: Mr. and Mrs. Grayson live by **themselves**. B: I know. They're very independent for a couple in their late 90s. 5. A: Should I marry Steve? B : No one can make that decision for you, Ann. Only **you** can make such an important decision about your own life. 6. A: I envy Jacob. He's self-employed. He loves working for **himself**. B: Yeah. I'd like to work for **myself**, too. 7. A: Jason, you need to eat better and get more exercise. You should take better care of **yourself**. B: Your dad takes care of **himself**, and I take care of **myself**. Your dad and I are healthy because we take good care of **ourselves**. People who take care of **themselves** have a better chance of staying healthy than those who don't. A: OK, Mom. Are **you** done with **your** speech? **Part II:** Work with a partner. Write a short conversation that has one or more reflexive pronouns. Use one of the conversations in Part I as a model. Perform it for the class. ### Exercise 19: Reading, grammar, and speaking (Chart 8-4) **Instructions** Read the web article about Amy Cuddy's research on body language. Then underline the reflexive pronouns. Draw an arrow to each antecedent. **Power Stances** Body language has a powerful influence on how other people see us. But did you know **it** also affects the way we see **ourselves**? Amy Cuddy, a Business School professor at Harvard, gave a TED talk on power stances titled, "Your Body Language Shapes Who You Are." **It** was so popular that the video has since gone viral. Cuddy said that when people feel weak, **they** close up **their** bodies. **They** may hunch over or close **their** arms around **themselves**. **They** are trying to avoid taking up space. This is a low-power position. People who feel strong do the opposite. **They** try to expand **their** space. **They** raise **their** arms the way runners do when **they** win a race. **They** lean back in **their** chairs and put **their** hands behind **their** heads. These are high-power stances. High-power stances project confidence. According to Cuddy, high-power stances affect the chemicals in **our** bodies. Just holding a power stance for two minutes increases testosterone, a hormone that makes us feel dominant, and decreases cortisol, a hormone that causes stress. **It's** not just that we appear stronger to others; there are measurable changes in **our** body chemistry, and **we** feel differently about **ourselves**. **TED:** Technology, Education, and Design **Part II:** Discuss these questions in small groups. 1. What basic power stances are discussed in the reading? 2. Are these power stances acceptable in your culture? 3. What do people in your culture do to show power? 4. Find Cuddy's TED talk online, and watch it. What do you think of her findings? ### Exercise 20: Looking at grammar (Chart 8-4) **Instructions:** Complete each sentence with a word or expression in the box and an appropriate reflexive pronoun. Use each word/expression only one time. - angry at - enjoy - feeling sorry for - introduced - entertained - killed - laugh at - pat - promised - proud of - talking to - taught 1. Karen Williams never took piano lessons. She **taught herself** how to play. 2. Did Roberto have a good time at the party? Did he **enjoy himself**? 3. All of **you** did a good job. **You** should be **proud of yourselves**. 4. You did a good job, Barbara. **You** should **pat yourself** on the back. 5. A man down the street committed suicide. We were shocked that he had **killed himself**. 6. The children played very well without adult supervision. **They** entertained **themselves** by playing school. 7. I had always wanted to meet Hong Tran. When I saw her at a party last night, I walked over and **introduced myself** to **her**. 8. Nothing good ever comes from self-pity. **You** should stop **feeling sorry for yourself**, George, and start doing something to solve your problems. 9. People might think **you're** a little crazy, but **it** is one way to practice using English. 10. Humor can ease the problems we encounter in life. Sometimes we have to be able to **laugh at ourselves**. 11. Carol made several careless mistakes at work last week, and her boss is getting impatient with **her**. Carol has **promised herself** to do better work in the future. 12. Yesterday Fred's car ran out of gas. He had to walk a long way to a gas station. He is still **angry at himself** for forgetting to fill the tank. ### Exercise 21: Listening (Chart 8-4) **Instructions:** Listen to the beginning of each sentence. Choose the correct completion. **Example:** You will hear: We wanted to save money, so we painted our apartment ___. You will circle: myself **ourselves** yourselves 1. himself **itself** yourself 2. yourself **myself** ourselves 3. ourselves **themselves** myself 4. themselves himself **herself** 5. ourselves **yourselves** themselves 6. himself herself **myself** ### Exercise 22: Warm-up (Chart 8-5) **Instructions:** Read the conversation. Discuss the pronouns in blue. Who or what do they refer to? **Mrs. Cook:** Jack Woods bought a used car. Did you hear? **Mr. Cook:** Yes, I heard all about **his** car. He paid next to nothing for **it**. **Mrs. Cook:** Yes, and now **it** doesn't run. **Mr. Cook:** Well, as **they** say, you get what you pay for. **Mrs. Cook:** That's right. One gets what one pays for. ### 8-5 Using You, One, and They as Impersonal Pronouns - **Impersonal Pronouns:** Pronouns that do not refer to a specific person or thing. - **One** means "any person, people in general". It is much more formal than *you*. - **You** means "any person, people in general". Impersonal *you*, rather than *one*, is used more frequently in everyday English. - **Impersonal *you*** is not acceptable in academic writing. - **They** used as an impersonal pronoun in spoken or very informal English to mean "people in general" or "an undefined group of people". Often the antecedent is implied rather than stated. - When talking to children about rules or behavior, parents often use *we*. ### Exercise 23: Looking at grammar (Chart 8-5) **Instructions:** Discuss the meanings of the pronouns in italics. 1. a. Kyung took **his** dad's advice and decided to quit **his** corporate job and go to art school. I think **you** need to follow **your** dreams. - **his, his, you, your** refer to everyone, anyone, people in general, all of us. b. Jake, if **you** really want my advice, I think **you** should find a new job. - **you, you** refer to Jake specifically. 2. a. Wool requires special care. If **you** wash wool in hot water, **it** will shrink. **You** shouldn't throw a wool sweater into a washing machine with **your** cottons. b. Alex, I told **you** not to wash **your** sweater in hot water. Now look at **it**. **It's** ruined! c. Sonya, let's make a deal. If **you** wash the clothes, I'll fold **them**. 3. a. Memory is selective. **They** say **you** remember only what **you** want to remember. b. If **you** ask two people to remember an experience **they** shared, **they** might tell **you** two different stories. 4. I've grown to dislike airplane travel. **They** never give **you** enough room for **your** legs. And if the person in front of **you** puts **his** seat back, **you** can barely move. **You** can't even reach down to pick up something from the floor. ### Exercise 24: Let's talk (Chart 8-5) **Instructions:** Discuss the meanings of these English sayings in pairs, in small groups, or as a class. 1. "You can't teach an old dog new tricks." 2. "You can't win them all." 3. "If you want a job well done, do it yourself." 4. "You can lead a horse to water, but you can't make it drink." ### Exercise 25: Reading, writing, and speaking (Chart 8-5) **Instructions:** A common problem in academic writing is switching between the pronouns *they* and *you*. Typically, an unskilled writer begins by talking about people in general by using *they*, and then switches to the impersonal and informal *you*. Read the following example from a student paper. **The Negative Impact of Social Media on Children and Teens** Many parents have concerns about the impact of social media on their children. One danger is Internet addiction: kids want to have their phones or computers with them at all times. **They** become anxious if **they** can't answer an email or message immediately. **They** want to do their homework while **they** are chatting with friends. Teenagers say **you** can concentrate and still check social media. However, parents worry that **their** children need constant interaction and cannot handle quiet time . Another problem is that social media takes away from in-person contact. Children and teenagers are at risk of interacting with screens more than **they** interact with one another. Texting and chatting online are not the same as actual conversation. **You** need to learn how to initiate and engage in extended conversations with people. Additionally, when **you** don't have much human contact, **you** can become isolated. A third concern is that social media exposes children and teens to potentially inappropriate content. Parents can monitor **their** posts, but **you** can't control other people's posts. There's a good chance **your** child will see something before **you** even know about it. **Part II:** It is clear that *you* in these paragraphs means "people in general." However, this usage of "you" in academic writing is not acceptable. Correct all the errors in pronoun usage. **Part III:** In small groups, discuss the advantages and/or disadvantages of social media. Give your opinion. Then share some of the most common opinions from your group with the class. ### Exercise 26: Warm-Up (Chart 8-6) **Instructions:** Match each sentence to the picture it describes. 1. Some of the crows are flying. The others are sitting on a fence. 2. Some of the crows are flying. Others are sitting on a fence. **8-6 Forms of Other** | | **Singular** | **Plural** | |---|---|---| | **Adjective** | another | other(s) | | **Pronoun** | another, the other | others, the others | **Definitions:** - **Another:** (a) One more in addition to or different from the one(s) already mentioned. - **The Other:** (b) All that remains of a given number; the last one. - **Other(s):** (c) Several more in addition to or different from the one(s) already mentioned. - **The Other(s):** (d) The rest; the last ones in a group. **Usage:** - *Another* is used as an adjective with expressions of time, money, and distance even if these expressions contain plural nouns. *Another* means "an additional" in examples (e)-(g). ### Exercise 27: Looking at grammar (Chart 8-6) **Instructions:** Complete the sentences with a form of *other*. 1. a. Look at your hand. You have five