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When one turns to the practical My Tranny GF business of interpreting these developments for language teaching, there is no necessary contra­diction between the identification of each formal contrast, even at the morphemic level, as an acquisition point and the necessity of using sentences as units of teaching, because of their meaningfulness and completeness of structure. One simply presents and practises The sentences all have the same structure and only dating with tranny. Than the sentences displaying one mytrannygf form have been adequately practis­ed does one move on to sentences which include another contrasting form• in the case of the German article one is likely to begin with the nominative form, since while verbs may have no objects they cannot do without subjects except in the imperative.

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Since there are three contrasting forms of the nominative singular—der, die and das­one has to decide which gender to introduce first. If one decides on the masculine we have to bear in mind that only with masculine nouns is there a formal contrast in the article between the nominative and the accusative forms. Applying a principle of presenting only one new form at a time, we cannot include both der and den within the same unit of presentation. We cannot therefore at this stage include sentences with a noun in object position. One possible way of avoiding these My Tranny GF is to use sentences containing, the verb sein. A noun either preceding or following sein would be in the nominative case. The same limitation could be achieved by restricting the sentences used to intransitive structures. The noun would then appear only in subject position. As a further alternative, there would be less need to control the types of sentence structure if, instead of introducing the definite article through masculine nouns, one chose to present feminine or neuter nouns, since there is no formal contrast between nominative and accusative forms.

Some restriction would however still have to be imposed when masculine nouns were being taught. Each of these would be thoroughly practised with different nouns. At first the practice would be closely controlled so that the pupil is not selecting the correct form, but merely repeating it.

But once my tranny gf is firmly established that there are three genders (this may of course have been met previously through the teaching of the indefinite article), practice will become a little less controlled, in that nouns of the three genders will occur in random order, requiring the learner to select the correct form of the article.

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The learners would be brought into contact with accusative forms only when the nominative had been mastered. Once again the genders would first be presented and practised separately, and sub­sequently control would be relaxed so that the mytrannygf is forced both to select and to construct the correct form of the article. Dating with tranny that the paradigm cannot be the basis of language teaching, but that is not to say that it has no place at all. Some teachers might prefer to present the paradigm either before or after such a teaching s. quence. Alternatively the paradigm could be elicited from the learners themselves when their practical mastery is complete.