1BGU Booklet Unit 3.docx
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This document discusses verbs and their classification. It defines main verbs and auxiliary verbs. Main verbs can stand alone in a clause, while auxiliary verbs precede main verbs. Verbs are also classified as activity verbs or state verbs based on whether they can occur in the progressive aspect. Other classifications of verbs discussed include transitive verbs, which take direct objects, intransitive verbs, which do not take direct objects, and linking verbs, which are followed by subject complements. Various activities are presented to identify verbs and classify them based on inflections, derivational affixes, and syntactic function.
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This document contains guided notes for a week-long grammar lesson. The lesson will focus on identifying parts of speech, correcting sentence fragments and run-ons, diagramming sentences, and applying grammar rules to writing. Key learning goals are identifying nouns, verbs, prepositional phrases, and providing examples of parts of speech. The notes provide examples and explanations of concepts like sentence formation, sentence completion, positioning modifiers, parallel structure, phrases, verbs, and verb tenses. Exercises are included for students to practice these grammar fundamentals.
Parts of speech ( pdf drive )
Parts of speech
Noun
Pronoun
Adverb
Adjective
Interjection
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Uses of Articles
Types of noun
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Ajective types
Adverb of time manner
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2. Number categories of singular and plural expressed through suffixes like -s. Number corresponds to notions of individuality vs. discreteness.
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Use what you have learned so far to bring variety in your writing. Use the following lines or your
own sheet of paper to write six sentences that practice each basic sentence pattern. When you
have finished, label each part of the sentence (S, V, LV, N, Adj, Adv, DO, IO).
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
Solution
The sentences you have encountered so far have been independent clauses. As you look more
closely at your past writing assignments, you may notice that some of your sentences are not
complete. A sentence that is missing a subject or a verb is called a fragment. A fragment may
include a description or may express part of an idea, but it does not express a complete thought.
Fragment: Children helping in the kitchen.
Complete sentence: Children helping in the kitchen often make a mess.
You can easily fix a fragment by adding the missing subject or verb. In the example, the sentence
was missing a verb. Adding often make a mess creates an S-V-N sentence structure. Figure 3.1
illustrates how you can edit a fragment to become a complete sentence.
Editing Fragments That Are Missing a Subject or a Verb
Fragment: Told her about the broken vase.
Complete sentence: I told her about the broken vase.
Complete sentence: The store down on Main Street sells music.
Common Sentence Errors
Fragments often occur because of some common errors, such as starting a sentence with a
preposition, a dependent word, an infinitive, or a gerund. If you use the six basic sentence
patterns when you write, you should be able to avoid these errors and thus avoid writing
fragments.
When you see a preposition, check to see that it is part of a sentence containing a subject and a
verb. If it is not connected to a complete sentence, it is a fragment, and you will need to fix this
type of fragment by combining it with another sentence. You can add the prepositional phrase to
the end of the sentence. If you add it to the beginning of the other sentence, insert a comma after
the prepositional phrase. Look at the examples. Figure 3.2 illustrates how you can edit a
fragment that begins with a preposition.
Example A:
[Incorrect: After walking over two miles. John remembered his wallet. Correct: After walking
over two miles, John remembered his wallet. Correct: John remembered his wallet after walking
over two miles.]
Example B:
[Incorrect: The dog growled at the vacuum cleaner. When it was switched on. Correct: When the
vacuum cleaner was switched on, the dog growled. Correct: The dog growled at the vacuum
cleaner when it was switched on.]
Clauses that start with a dependent word—such as since, because, without.
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A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
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Parts of speech ( pdf drive )
Parts of speech
Noun
Pronoun
Adverb
Adjective
Interjection
Conjunction
Articles
Uses of Articles
Types of noun
types of pronoun
Ajective types
Adverb of time manner
adverb of place
examples of articles
What is a Verb
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Use what you have learned so far to bring variety in your writing. U.pdf
Use what you have learned so far to bring variety in your writing. Use the following lines or your
own sheet of paper to write six sentences that practice each basic sentence pattern. When you
have finished, label each part of the sentence (S, V, LV, N, Adj, Adv, DO, IO).
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
Solution
The sentences you have encountered so far have been independent clauses. As you look more
closely at your past writing assignments, you may notice that some of your sentences are not
complete. A sentence that is missing a subject or a verb is called a fragment. A fragment may
include a description or may express part of an idea, but it does not express a complete thought.
Fragment: Children helping in the kitchen.
Complete sentence: Children helping in the kitchen often make a mess.
You can easily fix a fragment by adding the missing subject or verb. In the example, the sentence
was missing a verb. Adding often make a mess creates an S-V-N sentence structure. Figure 3.1
illustrates how you can edit a fragment to become a complete sentence.
Editing Fragments That Are Missing a Subject or a Verb
Fragment: Told her about the broken vase.
Complete sentence: I told her about the broken vase.
Complete sentence: The store down on Main Street sells music.
Common Sentence Errors
Fragments often occur because of some common errors, such as starting a sentence with a
preposition, a dependent word, an infinitive, or a gerund. If you use the six basic sentence
patterns when you write, you should be able to avoid these errors and thus avoid writing
fragments.
When you see a preposition, check to see that it is part of a sentence containing a subject and a
verb. If it is not connected to a complete sentence, it is a fragment, and you will need to fix this
type of fragment by combining it with another sentence. You can add the prepositional phrase to
the end of the sentence. If you add it to the beginning of the other sentence, insert a comma after
the prepositional phrase. Look at the examples. Figure 3.2 illustrates how you can edit a
fragment that begins with a preposition.
Example A:
[Incorrect: After walking over two miles. John remembered his wallet. Correct: After walking
over two miles, John remembered his wallet. Correct: John remembered his wallet after walking
over two miles.]
Example B:
[Incorrect: The dog growled at the vacuum cleaner. When it was switched on. Correct: When the
vacuum cleaner was switched on, the dog growled. Correct: The dog growled at the vacuum
cleaner when it was switched on.]
Clauses that start with a dependent word—such as since, because, without.
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We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
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The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
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As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
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This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
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llamo
: _____________________
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es
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/
usted
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ellas
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Morphological processes
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Spanish I Verb Review Me llamo _________.docx
Spanish I Verb Review Me
llamo
: _____________________
Hoy
es
el: ____________________
*READ ALL NOTES AND INSTRUCTIONS THOROUGHLY
*YOU MAY USE YOUR NOTES, BUT MAY NOT RECEIVE HELP FROM ANYONE OTHER THAN YOUR SPANISH TEACHER
*ALL INFORMATION IS REVIEW. IF YOU DON’T KNOW IT, YOU NEED TO STUDY IT AND CATCH UP FAST!!!
Subject Pronouns: Before you can form a complete sentence in Spanish, you must know (by heart) the subject pronouns and what they mean. You must also memorize the chart format, as this format is consistently used throughout the study of verb conjugation.
Fill in the chart with the Spanish subject pronouns and define each one in English:
Yo
nosotros
Tu
vosotros
El,ella,usted
U
stedes,ellos,ellas
Now, when you encounter a subject that does not match one of these pronouns, you MUST be able to “replace” it with the correct pronoun. In other words, you must know where that subject will fall within the chart.
What subject pronoun would you use to replace the following subjects:
1.
Mi mejor
amigo___
Tu
___________ 5. Juan y tu _____________
2. Los estudiantes _____________ 6. Las chicas ____________
3.Se
ñora
Gómez _______________ 7. Enrique ______________
4.Juan y yo ___________________ 8. Marisol ______________
What if your subject is a THING and not a person??? In that case, all you need to know is whether it is one thing (singular) or more than one thing (plural).
For one thing (singular): it is treated like he or she (it) (el/
ella
/
usted
box)
For more than one thing (plural): it is treated like they (
ellos
/as/
uds
. Box)
Would these subjects fall into:
A
- the el/
ella
/
usted
box OR
B
- the
ellos
/
ellas
/
uds
. box?
Los libros _____ 6. La playa ____
La película_____ 7. La comida china ____
Los lápices ____ 8. Las verduras ____
Mi materia preferida ____ 9. La clase ____
El examen ____ 10. Los papeles ____
Conjugating Verbs:
The term “conjugating” refers to the process of altering an “infinitive” so that it includes a subject. An “infinitive” is a verb that has no subject because it has not been conjugated. When defining an infinitive, the definition will begin with “to” do that action since, again, it has no specific subject. All infinitives will end with either –AR, -ER, or –IR.
Define the following infinitives:
Patinar ________________ 11. Asistir __________________
Comer _________________ 12. Beber __________________
Querer ________________ 13. Alquilar _________________
Ser ___________________ 14. Bailar __________________
Vivir __________________ 15. Pasear __________________
Ver ___________________ 16. Compartir _______________.
Hanlin B5 U5 - Can You Tell Me What to Do (901)
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1) The lesson plan includes warm-up activities asking students to look at pictures and predict a dialogue about a student who has a problem.
2) The dialogue is between Patty and Kevin, who notice something is wrong with their classmate Ethan. They discover he was smoking in the school bathroom after being pressured by older students.
3) Ethan admits he didn't know how to refuse the other students. After talking with Patty and Kevin, Ethan says he now knows what to do in the
Www5smplelessfinal
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EAPP LESSON 2.pptx
Text structure refers to the organization and arrangement of information within a written text. It refers to how the content is presented and the relationships between different parts of the text. Various text structures are commonly used to effectively convey information and ideas. Here are some common text structures:
Guia presente simple vs presente continuo
The document provides exercises and explanations for students to practice and understand the difference between the present simple and present continuous tenses in English. The main objective is for students to develop their ability to distinguish between the two verb tenses when writing simple texts about their vacations or special moments. The exercises include putting words in the correct order to form sentences, writing things you usually do or are currently doing for certain activities, and forming sentences using example verbs in both tenses.
31 conjunction
1. The document is an English activity from an Agriculture High School in the Philippines.
2. The activity teaches students about different types of conjunctions - coordinating, correlative, and subordinating - and provides examples of how they are used in sentences.
3. Students are given tasks to identify the conjunctions in sample sentences and classify them by type.
Modal auxiliary verbs may and might
This document discusses the modal auxiliary verbs "may" and "might". It explains that may expresses permission or possibility, while might expresses smaller possibility. Examples are provided to illustrate the use of each verb. Readers are then asked to provide their own example sentences using may and might. Finally, readers are given sentences to circle the correct modal verb based on its meaning in the context.
q3-week-1-English.pptx
This document provides instructions and examples for identifying different types of texts. It discusses descriptive and classification texts, noting they both use descriptive language and simple present tense but differ in purpose. Descriptive texts describe objects or events while classification texts categorize topics. Examples are given of descriptive and classification texts, and students are tasked with identifying text types and purposes from paragraphs. The document also introduces narrative, expository, and argumentative text types and provides exercises to distinguish between them.
Grammar-1-Vbs.ppt Seli Dwi Putri dbdjdmm
This document provides definitions and explanations of verbs in English. It discusses verbs from multiple perspectives, including meaning, structure and function. Key points covered include:
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- The verb "to be" is highly irregular in English. Its various forms are examined.
- Common editing symbols used to mark verb form errors are provided. Examples of sentences with
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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- 1. English Language Syntax Unit 3 Name: _______________ Level: ________ Teacher: _________________
- 2. Major parts of speech: 2) VERBS Verbs can be subdivided into main and auxiliary verbs. We will treat the various types of auxiliaries, such as may, might, and should, in our chapter on Minor Parts of Speech and will concentrate here on main verbs, i.e., those which may occur alone in a clause. Traditional grammars define verbs semantically, e.g., as words that represent activities (grow, kiss, freeze, run) and states of being (be, have, resemble). States are unchanging situations while activities are situations in which change occurs. The distinction between activity and state verbs correlates with whether or not a verb can occur in the progressive aspect: activity verbs can (Oscar is growing tall); state verbs cannot (*Oscar is resembling his father). Activity 1. Determine whether the following verbs are states or activities and explain why. 1. Walk _____________ 5. Love _____________ 2. Feel ___________ 6. Hate _______________ 3. Become _____________ 7. Kick _____________ 4. Am/is/are __________ 8. Ride ______________ Formal characteristics of verbs We must first distinguish formally between main verbs and auxiliary verbs. The main verb can appear by itself in a verb phrase; an auxiliary verb regularly appears only before a main verb. Consider sentence: (1) The building collapsed onto the streets. In this sentence, collapse is the main verb; it cannot be removed from the sentence without producing an ungrammatical result (e.g., *The building onto the streets). The main verb will always be the farthest to the right in any series of English verbs (e.g., The building may have collapsed). In addition, auxiliaries can be inverted in questions (e.g., Will the building collapse?), while main verbs cannot (e.g., *Collapsed the building?) Just as we did with nouns, we use formal analytic tests to determine which words are verbs. English verbs potentially allow four inflections:
- 4. Analytic test 1. A word may be a verb if it can take some or all of the four types of verb inflections: Vs, Ved, Ving, Ven. Activity 2: By adding the Vs, Ved, Ving, and Ven inflections show that each of the following words can be a verb: Possible verb VS VED VING VEN Provide Help Demonstrate Outline Promote Now, determine what kind of verbs they are (stative or activity) Provide: ________________ Help: _______________ Demonstrate: ________________ Outline: __________________ Promote: _________________
- 5. Principal parts of selected verbs Analytic test 2. A word may be a verb if it actually ends in a verbal derivational affix.
- 6. Activity 3: Look at the following words (specially at their final morphemes) and decide and write if they are verbs. Use the table as a reference. Houses: _________________ Government: _________________ Abbreviate: _______________ Agonize: ______________ Freedom: ____________ Accumulate: ____________ Improvise: ____________ Modify: _______________ Notify: ______________ Shorten: ____________ Administration: ____________ Administrate: _____________ Accumulation: ______________ Analytic test 3. A word may be a verb if it can be immediately preceded by words that typically precede verbs
- 7. Activity 4: Write sentences using all the auxiliaries, modals, and to infinitive listed above using the verbs that you want. 1. Auxiliaries: Be. _________________________________________________________________ Have. _______________________________________________________________ Do. _________________________________________________________________ 2. Modals: Will. ________________________________________________________________ Would. ______________________________________________________________ Can. ________________________________________________________________ Could. ______________________________________________________________ May. _______________________________________________________________ Might. ______________________________________________________________ Shall. ______________________________________________________________ Should. ____________________________________________________________ Must. ______________________________________________________________ 3. To: To. ________________________________________________________________
- 9. Verbs may be (and in dictionaries for native speakers of English, usually are) subdivided into transitive, intransitive, and linking. Transitive verbs (e.g., see, arrest) require a direct object, which typically takes the form of a following noun phrase (e.g., The police arrested Steve Biko). Intransitive verbs (e.g., die) do not take a direct object (e.g., He died. Linking verbs (be, become, seem) must be followed by a subject complement, which may appear as a noun phrase (e.g., He is a nurse) Activity 5: Write 5 sentences for each function of verbs. Transitive: 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ Intransitive: 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ Linking 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________