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The document discusses different types of adverb clauses. It provides examples of clauses that use conjunctions like "as", "as though/if", "as...as", and "so...as" to compare amounts or degrees. These clauses answer questions like "how much?" or "how little?". The document also gives examples of clauses introduced by "as", "as if", and "as though" that use the subjunctive verb form. Finally, it asks the reader to identify the adverb clauses in three example sentences and state their meanings.
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Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
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You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
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The document defines and provides examples of various literary devices and terms including metaphor, assonance, irony, hyperbole, foreshadowing, ellipsis, tone, simile, repetition, personification, parallel construction, oxymoron, alliteration, and more. It examines concepts like sentence structure, including simple, incomplete, minor, periodic, loose, complex, and compound sentences. Finally, it explores figures of speech and stylistic devices such as antithesis, cliche, colloquialism, euphemism, inversion, jargon, juxtaposition, motif, soliloquy, and symbol.
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The document discusses the 8 parts of speech in English grammar: nouns, pronouns, adjectives, verbs, adverbs, conjunctions, prepositions, and interjections. It provides examples of each part of speech and explains their definitions and functions within sentences. The purpose is to define and identify the different word classes so students can analyze their use in poems.
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The document discusses different types of clauses in English grammar: independent clauses, dependent clauses, adjective clauses, adverb clauses, and noun clauses. It provides examples and definitions of each clause type, and how they can be used to modify verbs, nouns, adjectives, and other elements in sentences. Key points covered include the use of relative pronouns in adjective clauses and question words to introduce noun clauses.
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- 3. A group of words which contains a subject and a finite verb (the main verb in a sentence) that describes a verb, an adjective and another adverb
- 5. 1.Colin was so weak that he could not run. 2.It was such a strange story that no one believed it.
- 6. They answer the questions HOW MUCH?, HOW LITTLE?. The principal conjunctions are AS, AS THOUGH/IF, AS.....AS, SO.....AS and structures of comparison. If there is doubt or unreality, the past tense is used. Sometimes, an inversion subject/verb is produced
- 7. 1.He is older than he looks. 2.No one can run faster than Raman. 3.You may do as you please. 4.It all ended as I expected. 5.As he has lived so he will die.
- 8. These clauses are introduced by as, as if and as though
- 9. 1.Please do as I have told you. 2.He cries as if he were mad. 3.She speaks as though he were the boss. The subjunctive is used after as if and as though
- 10. Find the adverb clauses in these sentences. What are their meanings (time, place...)? If it is a reduced adverb clause, add the missing words.
- 11. • 1.I am happier than I ever was before. • 2.That horse is more obstinate than a mule. • 3.Ben fields baseballs better than he hits.