Introduction
Understanding how to use prepositions correctly is a crucial aspect of learning any language, and English is no exception. One such preposition is the word “per,” which can sometimes confuse students. It is essential to teach students when and how to use “per” in a sentence effectively. This article will provide some insights into how educators can achieve this goal.
Introducing “Per”
Begin by introducing the concept of “per.” Explain that “per” is a preposition that indicates an individual, proportional relationship or distribution. It can be used in various contexts, such as time, quantity, and unit measurements.
Common Uses of “Per”
Before diving into specific examples, provide an overview of the most common uses of “per.” These may include:
1. In rates: When discussing rates like speed, prices, or ratios, “per” is often used to indicate something occurring every unit of time or other measurements.
Example: The car was driving at 60 miles per hour.
2. In pricing: When discussing costs per unit or service.
Example: The coffee shop charges $2 per cup of coffee.
3. In expressions of probability or averages: Many data presentations such as statistics include “per” when discussing numbers proportionally.
Example: On average, there are 10 snow days per year in this city.
4. In guidelines or rules: When mentioning limits or requirements.
Example: You are allowed two carry-on items per person on board the airplane.
Practical Examples and Exercises
After providing a general overview, give students practical examples of using “per” in various contexts:
1. In everyday situations:
– Ask each student to provide five examples where they may need to use “per” in a sentence.
– Have group discussions about different circumstances where one might use this preposition.
2. Rate calculations:
– Create worksheets that require students to solve problems involving rates by using “per” in their answers.
– Encourage students to make their rate calculations and discuss the importance of using “per” in such contexts (e.g., solving problems related to salary, costs, or work reports).
3. Writing practice:
– Assign small writing assignments in which students must incorporate this preposition into sentences.
– Encourage students to use “per” in different contexts (rates, pricing, probability) and offer constructive feedback on their usage.
4. Conversational practice:
– Engage students in role-playing exercises that require the use of “per,” such as negotiating prices, discussing work timelines, or sharing factual information from recent articles
Conclusion
Teaching students about the correct usage of “per” in a sentence is essential to help them become proficient English speakers. Educators must provide clear explanations of when and how to use this preposition while offering various engaging examples and exercises to practice its application. Over time, students will gain confidence in using “per” correctly and effectively.
