This document defines adverbs and adverbial clauses. It discusses how adverbs modify verbs, adjectives, and other adverbs. Common adverbs often end in "-ly" but this is not always the case. The document also describes different types of adverbs including manner, place, frequency, time, purpose, comment, degree. It discusses the flexible positions of adverbs in sentences and provides examples. Finally, it includes exercises testing the understanding of adverb positions and ordering.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Sentence Types Structural classification (Part I: Simple, Compound, Compound-Complex Sentence)
Compiled by: Belachew Weldegebriel
Jimma University
CSSH
Department of English Language and Literature
Types of Sentences: Structural
Sentences are classified in to four according to their structure i.e. the type and number of clauses it consists.
1. Simple Sentence
2. Compound Sentence
3. Complex Sentence
4. Compound-Complex Sentence
1.Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
The dog barked.
The baby cried.
Girma and Alemu play football every afternoon.
St. George played well and won the game.
Simple Sentence
A simple sentence contains a subject and verb.
It expresses a single complete thought.
A simple sentence is a single independent clause.
A simple sentence might have a compound subject and/or compound verb.
Simple Sentence with Compound Subject and/or Compound Verb
The simple sentence may have a compound subject: The dog and the cat howled.
It may have a compound verb:
The dog howled and barked.
It may have a compound subject and a compound verb:
The dog and the cat howled and yowled respectively.
2. Compound Sentence
A compound sentence consists of two or more simple sentences joined by
(1) a comma followed by a coordinating conjunction
(and, but, or, nor, for, yet, so):
The dog barked, and the cat yowled.
(2) a semicolon:
The dog barked; the cat yowled.
(3) a comma, but ONLY when the simple sentences
are being treated as items in a series:
The dog barked, the cat yowled, and the rabbit
chewed.
Compound Sentence
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
A compound sentence can also consist of two independent clauses joined by semi-colon
3. Complex Sentence
A complex sentence contains an independent clause and at least one dependent clause.
A. When he handed in his homework, he
forgot to give the teacher the last page. B. The teacher returned the homework after
she noticed the error. C. The students are studying because they
have a test tomorrow. D. After they finished studying, Juan and
Maria went to the movies. E. Juan and Maria went to the movies after
they finished studying.
COMPLEX SENTENCES / ADJECTIVE CLAUSES
A. The woman who(m) my mom talked to
sells cosmetics. B. The book that Jonathan read is on the shelf. C. A girl whom I know was recently accepted
to Harvard University.
D. The Eiffel Tower, which is located in Paris,
is visited by millions of tourists annually.
The underlined part is the independent clause.
A guide for ESL students. I made this for my university students who are at about an intermediate level. Hopefully some other teachers (or students) can make use of it. Enjoy! Check out my websites www.ted-ielts.com adn www.davidteaching.blogspot.com if you like.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Sentence Types Structural classification (Part I: Simple, Compound, Compound-Complex Sentence)
Compiled by: Belachew Weldegebriel
Jimma University
CSSH
Department of English Language and Literature
Types of Sentences: Structural
Sentences are classified in to four according to their structure i.e. the type and number of clauses it consists.
1. Simple Sentence
2. Compound Sentence
3. Complex Sentence
4. Compound-Complex Sentence
1.Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
The dog barked.
The baby cried.
Girma and Alemu play football every afternoon.
St. George played well and won the game.
Simple Sentence
A simple sentence contains a subject and verb.
It expresses a single complete thought.
A simple sentence is a single independent clause.
A simple sentence might have a compound subject and/or compound verb.
Simple Sentence with Compound Subject and/or Compound Verb
The simple sentence may have a compound subject: The dog and the cat howled.
It may have a compound verb:
The dog howled and barked.
It may have a compound subject and a compound verb:
The dog and the cat howled and yowled respectively.
2. Compound Sentence
A compound sentence consists of two or more simple sentences joined by
(1) a comma followed by a coordinating conjunction
(and, but, or, nor, for, yet, so):
The dog barked, and the cat yowled.
(2) a semicolon:
The dog barked; the cat yowled.
(3) a comma, but ONLY when the simple sentences
are being treated as items in a series:
The dog barked, the cat yowled, and the rabbit
chewed.
Compound Sentence
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
A compound sentence can also consist of two independent clauses joined by semi-colon
3. Complex Sentence
A complex sentence contains an independent clause and at least one dependent clause.
A. When he handed in his homework, he
forgot to give the teacher the last page. B. The teacher returned the homework after
she noticed the error. C. The students are studying because they
have a test tomorrow. D. After they finished studying, Juan and
Maria went to the movies. E. Juan and Maria went to the movies after
they finished studying.
COMPLEX SENTENCES / ADJECTIVE CLAUSES
A. The woman who(m) my mom talked to
sells cosmetics. B. The book that Jonathan read is on the shelf. C. A girl whom I know was recently accepted
to Harvard University.
D. The Eiffel Tower, which is located in Paris,
is visited by millions of tourists annually.
The underlined part is the independent clause.
A guide for ESL students. I made this for my university students who are at about an intermediate level. Hopefully some other teachers (or students) can make use of it. Enjoy! Check out my websites www.ted-ielts.com adn www.davidteaching.blogspot.com if you like.
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
To get a good band score in your IELTS writing, you should use cohesive devices. With coherence, cohesion makes up 25% of your final IELTS writing band score. In this slideshow are some of the most useful cohesive devices to use in your ILETS writing.
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
To get a good band score in your IELTS writing, you should use cohesive devices. With coherence, cohesion makes up 25% of your final IELTS writing band score. In this slideshow are some of the most useful cohesive devices to use in your ILETS writing.
Adverbs -Definition, types, common postions and frequent usesArleyJaimesroa
Definition, types, common postions and frequent uses of adverbs in the English Language - Based on the explanation provided by cutting edge - third edition advanced.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. DEFINITION
• Definition-
Adverbs are words that modify:
• a verb (He drove slowly. — How did he
drive?)
• an adjective (He drove a very fast car. —
How fast was his car?)
• another adverb (She moved quite slowly
down the aisle. — How slowly did she
move?)
3. • As we will see, adverbs often tell when,
where, why, or under what conditions
something happens or happened.
• Adverbs frequently end in –ly.
• However, many words and phrases not
ending in -ly serve an adverbial function
and an -ly ending is not a guarantee that a
word is an adverb. The words lovely, lonely,
motherly, friendly, neighborly, for
instance, are adjectives:
That lovely woman lives in a friendly
neighborhood.
4. Adverbs as intensifiers
• Adverbs often function as
intensifiers, conveying a greater or
lesser emphasis to something.
• Intensifiers are said to have three
different functions: they can
emphasize, amplify, or downtone.
Here are some examples:
5. – Emphasizers:
• I really don't believe him.
– Amplifiers:
• The teacher completely rejected her
proposal.
• I absolutely refuse to attend any more
faculty meetings.
– Downtoners:
• I kind of like this college.
• Joe sort of felt betrayed by his sister.
6. KINDS OF ADVERBS
MANNER
She moved slowly and spoke quietly.
PLACE
She has lived on the island all her life.
She still lives there now.
FREQUENCY
She takes the boat to the mainland every day.
She often goes by herself.
TIME
She tries to get back before dark.
It's starting to get dark now.
She finished her tea first.
She left early.
7. OTHER KINDS OF ADVERBS
• PURPOSE
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.
• COMMENT adverbs-they give the speaker’s opinion.E.g.:
luckily, clearly, obviously, apparently.
• DEGREE- describe how much something is done or to
modify an adjective.
– Extremely/ incredible/ very
– Much / a lot
– A little/ a bit
8. POSITIONS OF ADVERBS
One of the hallmarks of adverbs is
their ability to move around in a
sentence.
9. ADVERBS OF MANNER
• They are particularly flexible in this regard.
– Solemnly the minister addressed her
congregation.
– The minister solemnly addressed her
congregation.
– The minister addressed her congregation
solemnly.
• They usually go after the verb or phrase.
• With passive verbs they usually go in mid-position
( before the main verb but after an auxiliary
verb). E.g:
10. ADVERBS OF FREQUENCY
The following adverbs of frequency appear in
various points in these sentences:
– Before the main verb:
I never get up before nine o'clock.
– Between the auxiliary verb and the main verb:
I have rarely written to my brother without a
good reason.
– Before the verb used to:
I always used to see him at his summer home.
– However, they go after the verb to be.
He is always late.
11. INDEFINITE ADBERBS
Indefinite adverbs of time can appear:
• either before the verb
• or between the auxiliary and the main verb:
He finally showed up for batting practice.
She has recently retired
12. COMMENT ADVERBS
• Usually go at the beginning of a
sentence or clause.
e.g.
– Apparently, she had to wait for more
than 2 hours.
13. • Most othe radverbs go in mid-
position
e.g.
– I just need ten more minutes.
– She didn’t even say goodbye.
14. ORDER OF ADVERBS
• There is a basic order in which
adverbs will appear when there is
more than one. It is similar to The
Royal Order of Adjectives, but it is
even more flexible.
15. Beth swims enthusiastically in the pool every morning
before dawn to keep in shape.
Dad walks impatiently into town every afternoon before
supper to get a newspaper.
16. EXERCISES
• 1. Select the sentence in which usually
appears in an appropriate position.
A. She usually shops for clothes at the local
thrift store.
B. Usually she shops for clothes at the local
thrift store.
C. She shops for clothes at the local thrift store
usually.
D. Either "A" or "B" is fine.
17. • 2. Select the sentence with the most
appropriate order of adverbial phrases.
A. She leaves the island during the months of
December and January after dark.
B. She leaves the island after dark during the
months of December and January.
C. Either "A" or "B" is fine.
18. • 3. Select the sentence with the most
appropriate order of adverbs and adverbial
phrases.
A. Ramonita prays at St. Matthew's Church
fervently for her grandmother's recovery.
B. Ramonita prays fervently for her
grandmother's recovery at St. Matthew's Church.
C. Ramonita prays fervently at St. Matthew's
Church for her grandmother's recovery.
D. Any one of the above is fine.
19. • 4. Select the sentence with the most
appropriate order of adverbial phrases.
A. Juan made an appointment to see his doctor at
two o'clock on the first Thursday of July next
summer.
B. Juan made an appointment next summer to see
his doctor next July at two o'clock on the first
Thursday.
C. Either "A" or "B" is fine.
20. • 5. Select the most emphatic position for
the adverbial modifier of this sentence.
A. Rarely do we see this kind of talent on a small-
town high school baseball team.
B. We rarely see this kind of talent on a small-
town high school baseball team.
C. "A" and "B" are equally emphatic.
22. THE END
• Thanks to
• http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/adverbs_
• New English File upper-intermediate, Oxford University
Press
