In English, our sentences usually operate using a similar pattern: subject, verb, then object. The nice part about this type of structure is that it lets your reader easily know who is doing the action and what the outcome of the action is
This document discusses two types of complements: subject complements and object complements. A subject complement is an adjective or noun that renames or defines the subject and follows a linking verb. An object complement is an adjective, noun, or phrase that renames or defines the object of a transitive verb. Examples are provided for each type of complement.
Correlative conjunctions are pairs of conjunctions that join elements of equal grammatical rank within a sentence. Some common examples are either/or, neither/nor, not only/but also, whether/or, just as/so, and both/and. Correlative conjunctions link elements like phrases, words, or clauses. Basic rules for using correlative conjunctions include maintaining consistency between the elements joined and agreeing pronouns with antecedents.
This document provides instruction on different types of modifiers including adjectives, adverb clauses, infinitive phrases, and prepositional phrases. It explains the key characteristics of each modifier type and provides examples. Students are directed to complete practice exercises in their packet covering each modifier type, with links provided to additional explanatory materials. The goal is for students to learn to identify and properly use 8 different modifier types.
The document discusses direct and indirect objects in sentences. A direct object receives the action of the verb, and can be identified by asking "what" or "who" after the verb. An indirect object is usually a person that the action is done to or for, and frequently comes between the verb and direct object. It can be identified by asking "to whom" or "to what" after the verb. Sometimes the indirect object comes after the direct object, in which case "for" or "to" is used to indicate the indirect object. The document provides examples of sentences identifying the direct and indirect objects. It also shows how to rewrite sentences by moving the indirect object and adding "for" or "to".
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
This document defines and provides examples of homonyms, which are words that sound the same but have different meanings. It distinguishes between homographs, which are homonyms that are spelled the same, and homophones, which are homonyms that are spelled differently but pronounced the same. Examples of common homographs and homophones that are often confused are provided.
This document discusses conjunctive adverbs, which are similar to conjunctions but typically join only sentences. Some common conjunctive adverbs include furthermore, moreover, however, nevertheless, nonetheless, therefore, consequently, hence, and thus. Conjunctive adverbs are more academic and formal than conjunctions. Examples are provided to show how conjunctive adverbs can join two sentences with different punctuation options, either with a semicolon or period between the sentences. The use of conjunctive adverbs avoids overusing conjunctions like "and" and "but" and allows for more sophisticated academic writing.
This document discusses two types of complements: subject complements and object complements. A subject complement is an adjective or noun that renames or defines the subject and follows a linking verb. An object complement is an adjective, noun, or phrase that renames or defines the object of a transitive verb. Examples are provided for each type of complement.
Correlative conjunctions are pairs of conjunctions that join elements of equal grammatical rank within a sentence. Some common examples are either/or, neither/nor, not only/but also, whether/or, just as/so, and both/and. Correlative conjunctions link elements like phrases, words, or clauses. Basic rules for using correlative conjunctions include maintaining consistency between the elements joined and agreeing pronouns with antecedents.
This document provides instruction on different types of modifiers including adjectives, adverb clauses, infinitive phrases, and prepositional phrases. It explains the key characteristics of each modifier type and provides examples. Students are directed to complete practice exercises in their packet covering each modifier type, with links provided to additional explanatory materials. The goal is for students to learn to identify and properly use 8 different modifier types.
The document discusses direct and indirect objects in sentences. A direct object receives the action of the verb, and can be identified by asking "what" or "who" after the verb. An indirect object is usually a person that the action is done to or for, and frequently comes between the verb and direct object. It can be identified by asking "to whom" or "to what" after the verb. Sometimes the indirect object comes after the direct object, in which case "for" or "to" is used to indicate the indirect object. The document provides examples of sentences identifying the direct and indirect objects. It also shows how to rewrite sentences by moving the indirect object and adding "for" or "to".
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
This document defines and provides examples of homonyms, which are words that sound the same but have different meanings. It distinguishes between homographs, which are homonyms that are spelled the same, and homophones, which are homonyms that are spelled differently but pronounced the same. Examples of common homographs and homophones that are often confused are provided.
This document discusses conjunctive adverbs, which are similar to conjunctions but typically join only sentences. Some common conjunctive adverbs include furthermore, moreover, however, nevertheless, nonetheless, therefore, consequently, hence, and thus. Conjunctive adverbs are more academic and formal than conjunctions. Examples are provided to show how conjunctive adverbs can join two sentences with different punctuation options, either with a semicolon or period between the sentences. The use of conjunctive adverbs avoids overusing conjunctions like "and" and "but" and allows for more sophisticated academic writing.
This document discusses ellipses, which are the omission of words from sentences for brevity or clarity. It provides several examples of how ellipses can be used:
- Repeated subjects, verbs, objects, and prepositional phrases can be omitted from compound sentences connected with "and", "but", or when clauses have the same structure.
- Verb phrases can be left out after an auxiliary verb or linking verb in subsequent clauses.
- Complement clauses introduced with "to", "whether", or "that" can have the entire clause omitted through ellipsis.
- Questions can repeat just the question word when repeated rather than the entire question.
Ellipses allow for concise
The document discusses syllables and how to identify the number of syllables in words. It provides examples of common words like "jump", "pencil", "carefully", and asks the reader to identify the number of syllables. It concludes by asking the reader how many syllables are in their own name.
This document discusses linking verbs and how they connect subjects to predicate nouns or adjectives without showing action. It provides examples of sentences using linking verbs like "is", "are", "seems" and "tastes" and explains that the noun or adjective after the linking verb is called the predicate noun or adjective. It also lists common linking verbs and notes that some like "taste" can also be used as action verbs depending on the sentence. The document emphasizes memorizing the list of linking verbs.
This document provides information on direct and indirect speech in writing. It discusses how direct speech uses quotation marks and maintains the same verb tenses, while indirect speech does not use quotation marks and usually changes verb tenses. Examples are given of using direct and indirect speech to report what different speakers have said in different situations.
This document discusses phrases, clauses, and sentences. It defines phrases as groups of words that lack a subject or predicate. Clauses contain both a subject and predicate but may not express a complete thought. Sentences express a complete thought with at least one subject and one predicate. Sentences can be simple, compound, or complex depending on whether they contain one or multiple independent clauses and the use of conjunctions or relative pronouns.
This document discusses dangling and misplaced modifiers. It defines modifiers as words that identify or describe another word, usually a noun. Dangling modifiers occur when the word being modified is not present in the sentence. Misplaced modifiers appear to modify the wrong word because they are placed too far from the word they are intended to modify. The document provides examples of dangling and misplaced modifiers and how to correct them by moving the modifier closer to the word it modifies or adding the missing subject. It emphasizes that modifiers should be placed directly before or after the word they describe to avoid confusion. Practice exercises are assigned to reinforce these concepts.
The document discusses conjunctions, which are words that join words, phrases, or clauses. There are two main types of conjunctions: coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions include words like for, and, nor, but, or, yet, and so and are used to connect elements of equal value, such as words, phrases, and clauses. The document provides examples of conjunctions being used and provides a quiz to test the reader's knowledge of coordinating conjunctions.
Phrases - what are phrases and types of phrasesMaria Sofea
This document defines and provides examples of different types of phrases. A phrase is a group of words that does not contain both a subject and predicate. There are seven main types of phrases: verb phrases, prepositional phrases, participial phrases, infinitive phrases, gerund phrases, appositive phrases, and adverbial phrases. Each type is defined and an example is given to illustrate how it functions within a sentence.
This document discusses prefixes and suffixes, providing examples of common ones in English. It explains that prefixes are added to the beginning of words to change their meaning, while suffixes are added to the end and can change a word's part of speech. Tables are included listing example prefixes like "un-", "dis-", and "ex-" and their meanings, as well as suffixes like "-able", "-ness", and "-ly" and how they affect word definitions. The document encourages learning prefixes and suffixes to better understand new words.
The document discusses varying sentence structure by using simple, compound, and complex sentences and provides examples of each. It explains that simple sentences contain one independent clause, compound sentences contain two independent clauses joined by a semicolon, coordinating conjunction, or transition, and complex sentences contain one independent clause and one dependent clause joined by a subordinating conjunction. The document aims to teach readers how to effectively vary their sentence structure for more interesting writing.
Affixation is a process that adds prefixes or suffixes to root words to create new words or different forms of existing words. Prefixes are added to the beginning of root words while suffixes are added to the end. Affixation can be either inflectional, which adds grammatical information without changing the word's meaning or class, or derivational, which always changes the word's meaning and can change its class. Common examples of affixation in English include adding suffixes like "-s", "-ed", or "-ing" or prefixes like "un-", "im-", or "dis-".
This document defines and provides examples of simple, compound, complex, and compound-complex sentences. A simple sentence contains one subject and verb and expresses a single thought. A compound sentence uses coordinating conjunctions to join two independent clauses. A complex sentence has an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction. A compound-complex sentence contains at least two independent clauses and one dependent clause.
This document discusses contractions in English and provides examples of how to form contractions using common words. It explains that a contraction is formed by combining two words and shortening them, usually by removing letters and replacing them with an apostrophe. Some key points covered include:
- There are about 70 common contractions in English.
- Contractions are usually formed by removing two letters like "she'll" from "she will".
- Contractions with "I" and "am" form "I'm" by removing the "a".
- Contractions with "is", "are", "will", "not", "have", "had", and "has" follow patterns of removing letters and using an apostrophe.
The document discusses idioms, which are phrases that mean something other than their literal meaning. Some examples of idioms provided are "it's raining cats and dogs" meaning it's raining very hard, and "skeletons in your closet" meaning secrets. The document explains common idioms and their real meanings, provides examples of idioms involving food, and tests the reader's understanding with sentences using idioms.
The document defines and provides examples of different types of phrases that make up clauses and sentences, including noun phrases, adjective phrases, verb phrases, adverb phrases, and prepositional phrases. It explains that a noun phrase contains a noun preceded by a determiner or adjective, and can include pronouns. Verb phrases contain main verbs or auxiliary verbs. Adjective phrases modify nouns with adjectives and possible adverb of degrees. Adverb phrases contain adverbs, sometimes with adverb of degrees. Prepositional phrases are formed by a preposition followed by a noun phrase.
This document defines and provides examples of clauses, specifically independent clauses and dependent clauses:
- An independent clause can stand alone as a complete thought, while a dependent clause cannot due to needing an independent clause to complete its meaning.
- Dependent clauses are introduced by subordinate words like "because", "when", or relative pronouns. They require a comma when placed first in a sentence but not when placed last.
- Together, an independent and dependent clause can form a complete sentence with proper punctuation.
An adverbial is a word or phrase that provides information about manner, place, time, or other circumstances relating to an action or event expressed by a verb. Adverbials of manner, place, and time are usually placed after the main verb. The typical order is manner, then place, then time. Adverbials of frequency, probability, and duration are usually placed before the main verb. Adverbials can be moved to different positions in a clause for emphasis.
The document discusses different types of phrases in English grammar. There are two main types: noun phrases and adjective phrases. A noun phrase is a group of words that acts as a subject, object, or complement and includes modifiers and determiners. An adjective phrase is a group of words that describes or modifies a noun or pronoun, consisting of an adjective and any additional modifiers. Common examples of phrases are provided such as "a blue shirt" and "the big red apples."
The document discusses the basic elements of sentences in English including the subject and predicate. It explains the six basic sentence patterns: subject-intransitive verb, subject-transitive verb-direct object, subject-linking verb-complement, subject-transitive verb-indirect object-direct object, subject-transitive verb-direct object-objective complement, and verb-subject. Examples are provided for each sentence type to illustrate their structures.
The document discusses basic sentence patterns in English grammar. It identifies 5 common patterns: subject-linking verb-complement (S-LV-C), subject-transitive verb-direct object (S-TV-DO), subject-intransitive verb (S-IV) or subject-intransitive verb-adverb (S-IV-ADV), subject-transitive verb-indirect object-direct object (S-TV-IO-DO), and subject-transitive verb-direct object-object complement (S-TV-DO-OC). It provides examples for each pattern and asks the reader to write their own examples and identify patterns in given sentences.
This document discusses ellipses, which are the omission of words from sentences for brevity or clarity. It provides several examples of how ellipses can be used:
- Repeated subjects, verbs, objects, and prepositional phrases can be omitted from compound sentences connected with "and", "but", or when clauses have the same structure.
- Verb phrases can be left out after an auxiliary verb or linking verb in subsequent clauses.
- Complement clauses introduced with "to", "whether", or "that" can have the entire clause omitted through ellipsis.
- Questions can repeat just the question word when repeated rather than the entire question.
Ellipses allow for concise
The document discusses syllables and how to identify the number of syllables in words. It provides examples of common words like "jump", "pencil", "carefully", and asks the reader to identify the number of syllables. It concludes by asking the reader how many syllables are in their own name.
This document discusses linking verbs and how they connect subjects to predicate nouns or adjectives without showing action. It provides examples of sentences using linking verbs like "is", "are", "seems" and "tastes" and explains that the noun or adjective after the linking verb is called the predicate noun or adjective. It also lists common linking verbs and notes that some like "taste" can also be used as action verbs depending on the sentence. The document emphasizes memorizing the list of linking verbs.
This document provides information on direct and indirect speech in writing. It discusses how direct speech uses quotation marks and maintains the same verb tenses, while indirect speech does not use quotation marks and usually changes verb tenses. Examples are given of using direct and indirect speech to report what different speakers have said in different situations.
This document discusses phrases, clauses, and sentences. It defines phrases as groups of words that lack a subject or predicate. Clauses contain both a subject and predicate but may not express a complete thought. Sentences express a complete thought with at least one subject and one predicate. Sentences can be simple, compound, or complex depending on whether they contain one or multiple independent clauses and the use of conjunctions or relative pronouns.
This document discusses dangling and misplaced modifiers. It defines modifiers as words that identify or describe another word, usually a noun. Dangling modifiers occur when the word being modified is not present in the sentence. Misplaced modifiers appear to modify the wrong word because they are placed too far from the word they are intended to modify. The document provides examples of dangling and misplaced modifiers and how to correct them by moving the modifier closer to the word it modifies or adding the missing subject. It emphasizes that modifiers should be placed directly before or after the word they describe to avoid confusion. Practice exercises are assigned to reinforce these concepts.
The document discusses conjunctions, which are words that join words, phrases, or clauses. There are two main types of conjunctions: coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions include words like for, and, nor, but, or, yet, and so and are used to connect elements of equal value, such as words, phrases, and clauses. The document provides examples of conjunctions being used and provides a quiz to test the reader's knowledge of coordinating conjunctions.
Phrases - what are phrases and types of phrasesMaria Sofea
This document defines and provides examples of different types of phrases. A phrase is a group of words that does not contain both a subject and predicate. There are seven main types of phrases: verb phrases, prepositional phrases, participial phrases, infinitive phrases, gerund phrases, appositive phrases, and adverbial phrases. Each type is defined and an example is given to illustrate how it functions within a sentence.
This document discusses prefixes and suffixes, providing examples of common ones in English. It explains that prefixes are added to the beginning of words to change their meaning, while suffixes are added to the end and can change a word's part of speech. Tables are included listing example prefixes like "un-", "dis-", and "ex-" and their meanings, as well as suffixes like "-able", "-ness", and "-ly" and how they affect word definitions. The document encourages learning prefixes and suffixes to better understand new words.
The document discusses varying sentence structure by using simple, compound, and complex sentences and provides examples of each. It explains that simple sentences contain one independent clause, compound sentences contain two independent clauses joined by a semicolon, coordinating conjunction, or transition, and complex sentences contain one independent clause and one dependent clause joined by a subordinating conjunction. The document aims to teach readers how to effectively vary their sentence structure for more interesting writing.
Affixation is a process that adds prefixes or suffixes to root words to create new words or different forms of existing words. Prefixes are added to the beginning of root words while suffixes are added to the end. Affixation can be either inflectional, which adds grammatical information without changing the word's meaning or class, or derivational, which always changes the word's meaning and can change its class. Common examples of affixation in English include adding suffixes like "-s", "-ed", or "-ing" or prefixes like "un-", "im-", or "dis-".
This document defines and provides examples of simple, compound, complex, and compound-complex sentences. A simple sentence contains one subject and verb and expresses a single thought. A compound sentence uses coordinating conjunctions to join two independent clauses. A complex sentence has an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction. A compound-complex sentence contains at least two independent clauses and one dependent clause.
This document discusses contractions in English and provides examples of how to form contractions using common words. It explains that a contraction is formed by combining two words and shortening them, usually by removing letters and replacing them with an apostrophe. Some key points covered include:
- There are about 70 common contractions in English.
- Contractions are usually formed by removing two letters like "she'll" from "she will".
- Contractions with "I" and "am" form "I'm" by removing the "a".
- Contractions with "is", "are", "will", "not", "have", "had", and "has" follow patterns of removing letters and using an apostrophe.
The document discusses idioms, which are phrases that mean something other than their literal meaning. Some examples of idioms provided are "it's raining cats and dogs" meaning it's raining very hard, and "skeletons in your closet" meaning secrets. The document explains common idioms and their real meanings, provides examples of idioms involving food, and tests the reader's understanding with sentences using idioms.
The document defines and provides examples of different types of phrases that make up clauses and sentences, including noun phrases, adjective phrases, verb phrases, adverb phrases, and prepositional phrases. It explains that a noun phrase contains a noun preceded by a determiner or adjective, and can include pronouns. Verb phrases contain main verbs or auxiliary verbs. Adjective phrases modify nouns with adjectives and possible adverb of degrees. Adverb phrases contain adverbs, sometimes with adverb of degrees. Prepositional phrases are formed by a preposition followed by a noun phrase.
This document defines and provides examples of clauses, specifically independent clauses and dependent clauses:
- An independent clause can stand alone as a complete thought, while a dependent clause cannot due to needing an independent clause to complete its meaning.
- Dependent clauses are introduced by subordinate words like "because", "when", or relative pronouns. They require a comma when placed first in a sentence but not when placed last.
- Together, an independent and dependent clause can form a complete sentence with proper punctuation.
An adverbial is a word or phrase that provides information about manner, place, time, or other circumstances relating to an action or event expressed by a verb. Adverbials of manner, place, and time are usually placed after the main verb. The typical order is manner, then place, then time. Adverbials of frequency, probability, and duration are usually placed before the main verb. Adverbials can be moved to different positions in a clause for emphasis.
The document discusses different types of phrases in English grammar. There are two main types: noun phrases and adjective phrases. A noun phrase is a group of words that acts as a subject, object, or complement and includes modifiers and determiners. An adjective phrase is a group of words that describes or modifies a noun or pronoun, consisting of an adjective and any additional modifiers. Common examples of phrases are provided such as "a blue shirt" and "the big red apples."
The document discusses the basic elements of sentences in English including the subject and predicate. It explains the six basic sentence patterns: subject-intransitive verb, subject-transitive verb-direct object, subject-linking verb-complement, subject-transitive verb-indirect object-direct object, subject-transitive verb-direct object-objective complement, and verb-subject. Examples are provided for each sentence type to illustrate their structures.
The document discusses basic sentence patterns in English grammar. It identifies 5 common patterns: subject-linking verb-complement (S-LV-C), subject-transitive verb-direct object (S-TV-DO), subject-intransitive verb (S-IV) or subject-intransitive verb-adverb (S-IV-ADV), subject-transitive verb-indirect object-direct object (S-TV-IO-DO), and subject-transitive verb-direct object-object complement (S-TV-DO-OC). It provides examples for each pattern and asks the reader to write their own examples and identify patterns in given sentences.
This document provides information about a BCA course on communication skills. It includes the course code, topic of the first unit on sentences and tenses, and expected course outcomes. The document then defines different types of sentences and sentence structures. Finally, it explains the 12 tenses in English, providing examples of their basic structures. Students can contact the listed instructor with any other questions.
This document discusses the basic elements of English sentence structure. It begins by introducing the topics that will be covered, which include intransitive verbs and adverbials, adverbial complements, direct and indirect objects, direct objects and complements, basic sentence structures, and the meanings of sentence elements. It then defines and provides examples of each of these grammatical concepts. The main points covered are the seven basic sentence structures in English including subject-verb, subject-verb-adverbial complement, subject-verb-complement, and others. It also discusses the grammatical functions of elements like subjects, verbs, objects, and complements.
Writing Skill B W S best 1 P POINT(1).pptxThomasHundasa1
This document provides an introduction to basic writing skills, including defining parts of sentences. It discusses the different types of words, phrases, and clauses that make up sentences. It also defines the four main types of sentences based on structure: simple, compound, complex, and compound-complex. Additionally, it covers topics like sentence combination, coordination, and correlative conjunctions. The overall purpose is to outline foundational concepts for analyzing and constructing grammatically correct sentences.
This document discusses basic sentence patterns by identifying subjects and verbs. It explains that a complete sentence requires both a subject and a verb. There are two types of verbs - action verbs and linking verbs. A sentence can have either a simple subject and verb or compound subjects and verbs. The document also outlines three basic sentence formats: subject-verb (Format 1), subject-verb-direct object (Format 2), and subject-verb-indirect object-direct object (Format 3). Examples are provided to illustrate each format.
This document provides information about the basic parts of English sentences and various types of clauses. It begins by defining the typical parts of a sentence: subject, verb, direct object, and subject complement. It then discusses different types of verbs and how they are used, including intransitive, transitive, and linking verbs. The document goes on to explain different types of clauses like adverb clauses, adjective clauses, and noun clauses. It provides examples and exercises for students to practice identifying and writing various sentence structures.
Basic sentence patterns and traditional classification of sentences surigaoJohn Paul George Cardenas
The document discusses basic sentence patterns and the traditional classification of sentences. It defines seven basic sentence patterns using different grammatical structures. Sentences can be classified as simple, compound, complex, or compound-complex depending on whether they contain one or more independent and/or dependent clauses. Compound sentences contain two or more independent clauses joined by coordinating conjunctions. Complex sentences have one independent clause and one or more dependent clauses. Compound-complex sentences contain both independent and dependent clauses.
This document provides an overview of sentence structure patterns in five sentences or less according to the California Language Arts Standard. It discusses the five basic sentence patterns: subject-verb, subject-verb-direct object, subject-verb-indirect object-direct object, subject-verb-direct object-object complement, and subject-linking verb-subject complement. Each pattern is explained through examples. The document also distinguishes between action and linking verbs, and defines objects and complements.
There are six basic sentence patterns in English. Pattern 1 is a noun followed by a verb. Pattern 2 adds a direct object noun after the verb. Pattern 3 uses an adverb to modify the verb. Pattern 4 uses a linking verb to connect a subject noun to a subject complement noun or adjective. Pattern 5 is similar but uses an adjective complement. Pattern 6 uses a transitive verb followed by a direct object and an indirect object noun.
Predicates, the direct object & indirect objectabegailc27
This document discusses predicates, direct objects, and indirect objects in sentences. It defines predicates as containing verbs and possibly other elements like objects or predicatives. Direct objects usually follow verbs and refer to entities acted upon. Indirect objects indicate recipients or beneficiaries and follow ditransitive verbs along with direct objects. The document outlines the forms indirect objects can take including noun phrases, prepositional phrases, verb phrases, and noun clauses.
This document discusses the six basic sentence patterns in English:
1. Subject + verb (intransitive verb)
2. Subject + verb + direct object
3. Subject + verb + indirect object + direct object
4. Subject + verb + direct object + objective complement
5. Subject + linking verb + subjective complement
6. Subject + linking verb + adjective complement
It provides examples for each pattern and explains the key elements - subjects, verbs, objects, and complements. Learning these basic patterns is essential for writing well-structured sentences in English.
There are 6 basic sentence patterns in English. Patterns 1-3 involve a subject, verb, and either no object, a direct object, or an adverb. Patterns 4-5 use linking verbs to connect the subject to a noun or adjective complement. Pattern 6 includes a subject, verb, direct object, and indirect object. Proper understanding of these patterns is important for recognizing English grammar and punctuation rules.
There are 6 basic sentence patterns in English. Patterns 1-3 involve a subject, verb, and either no object, a direct object, or an adverb. Patterns 4-5 use linking verbs to connect the subject to a noun or adjective complement. Pattern 6 includes a subject, verb, direct object, and indirect object. Proper understanding of these patterns is important for recognizing English grammar and punctuation rules.
This document defines and provides examples of sentences, clauses, and phrases in English grammar. It explains that a sentence contains a subject and a verb, while a clause is a "mini-sentence" within a larger sentence. A phrase is a group of words that acts like a single word and does not contain both a subject and verb. Examples are given of different types of phrases, such as prepositional, noun, verb, adjective, and adverb phrases. The document concludes with an exercise identifying phrases, clauses, and sentences within song titles.
This document defines and provides examples of sentences, clauses, and phrases in English grammar. It explains that a sentence contains a subject and a verb, while a clause is a "mini-sentence" within a larger sentence. A phrase is a group of words that acts like a single word and does not contain both a subject and verb. Examples are given of different types of phrases, such as prepositional phrases. The document concludes with an exercise identifying phrases, clauses, and sentences within song lyrics.
This document discusses verbs and their different forms and functions. It begins by defining what a verb is and provides examples of action verbs, linking verbs, and helping verbs. It then explains how verbs are used to indicate tense, including the present, past, future, progressive, and perfect tenses. Examples are given for regular and irregular verb conjugations. The document serves to teach students about the key components and usages of verbs in the English language.
This document provides information about active and passive voice in English grammar. It defines active and passive voice, discusses their structures and uses with different tenses and verbs. Examples are given to illustrate how to change sentences from active to passive voice. The document concludes with some guidelines on appropriate uses of passive voice in academic writing and an activity for readers to practice changing between active and passive sentences.
The document discusses syntax and its key aspects:
1. Syntax refers to the arrangement of words in sentences and the rules governing their combinations to form grammatically correct sentences.
2. It involves analyzing the hierarchical structure of sentences by breaking them down into constituent parts such as noun phrases and verb phrases.
3. Phrase structure rules are used to represent sentences as trees to show the constituent structure and linear order of words.
This document discusses different types of phrases that serve as constituents in sentences. It defines a constituent as an element or component that is considered part of a construction, with words making up phrases and phrases making up sentences. The document then provides formulas and examples for different types of phrases, including noun phrases, verb phrases (finite and non-finite), adjective phrases, adverb phrases, prepositional phrases, and appositive phrases. It explains how each type of phrase is formed and the function it serves within a sentence.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. The Basic
Elements of a
Sentence
A sentence has two basic elements: the
subject and the predicate. The subject is
always a noun, a pronoun, or a group of
words acting as a noun. It is what the
entire sentence is about. Meanwhile, the
predicate contains a verb that describes
the subject. Take note, verbs do not
always have to be action verbs. Lastly,
subjects and predicates can be either
simple or compound.
3.
4. A sentence is a group of words that usually contain a subject (S) and a verb (V)
and expresses a complete idea. The subject is a noun, noun phrases, or pronoun
that usually comes before the main verb. It also represents the person or thing
that acts as the verb, or about which something is stated.
Verb, on the other hand, is a word or group of words that describes an action
or state.
A transitive verb has an object.
An intransitive verb does not have an object.
In the following examples, the subjects are in bold, while the predicates are
italicized:
Grandma is awake.
He makes cakes and cookies.
5. Aside from the subject and predicate, sentences also contain objects. We have two kinds of
objects in English grammar: Direct and Indirect object.
A Direct Object refers to the person or thing affected by the action of the verb. (He bought
a ball.)
An Indirect Object usually refers to the person who ‘benefits’ from the action of the verb.
(He bought her a ball.)
Additionally, we have the complement. A complement tells us something about the nature of
the Subject or Object. There are two types of complements: Subject Complement and
Object Complement.
Subject Complement = She is happy. S=C
Object Complement = He made her happy. O=C
And lastly, we have the modifier. A modifier is a word or group of words that modifies
another word or group.
Now that we’re done with this recap, it is time to proceed to the lesson properly.
6. The 5 Basic Sentence Patterns in English
Subject + Linking Verb + Complement ( S – LV – C)
Subject + Intransitive Verb ( S – IV )
Subject + Transitive Verb + Direct Object ( S – TV – DO )
Subject + Transitive Verb + Indirect Object + Direct Object ( S – TV – IO – DO )
Subject + Transitive Verb + Direct Object + Object Complement ( S – TV – DO –
OC)
7. Subject + Linking Verb +
Complement ( S - LV - C)
The first basic sentence pattern in
English we have the S–LV–C. This
includes a subject, a linking verb,
and a complement. Linking verbs
are the types of verbs that join the
subject with an adjective or another
noun. Some commonly used linking
verbs include be, am, are, is, was,
were, and seem.
Apart from linking verbs, we can
also use sense verbs to make this
type of sentence pattern. A sense
verb is a verb that describes one of
the five senses: sight, hearing,
smell, touch, and taste.
On the other hand, a subjective
complement is a word or a group of
words that often follow a
linking/sense verb. Subjective
complements can either be nouns,
pronouns, or adjectives.
8. Consider the order of the subject, linking/sense verb, and complements in the following sentences:
Consider the order of the subject, linking/sense verb, and complements in
the following sentences:
1. She looks happy.
S: She
LV: looks
C: happy
2. Orange and Yellow are bright colors.
S: Orange and Yellow
LV: are
C: bright colors
9. 2. Subject + Intransitive Verb ( S - IV )
When learning the basic sentence patterns, the S–IV pattern is the simplest
sentence type. It includes just a subject and an intransitive verb. Grammatically,
intransitive verbs do not need a direct object. Unlike transitive verbs, verbs
belonging to this type don’t answer the question “what?”. In most cases, dynamic
and locomotive verbs (or verbs that express movement) belong to this sentence
pattern.
Also, this pattern uses verbs that are in the base form and doesn’t need
supporting information. This means that the thought of the sentence was already
completed by the action of the verb.
10. Below are sample sentences with the S-IV sentence pattern.
1. She swims.
2. The book fell.
3. Peter marches.
4. Peter sneezed.
5. Evil exists.
11. 3. Subject + Transitive Verb + Direct
Object ( S - TV - DO )
This time let’s move on to the third basic
sentence patterns in English we all are
familiar with: the S–TV–DO pattern. This
pattern includes a subject, a transitive
verb, and a direct object. Here, we use
transitive verbs, which means that we need
a direct object. The trick here is to make
sure our verb answers the question “what?”
Moreover, this pattern uses a verb that is in
the =s form, most especially the stative
verbs. The S-TV-DO pattern, unlike the S-IV
pattern, needs supporting information,
especially the object pointed about in the
sentence (noun).
12. In the sample sentences we have below, the subject, transitive verb, and direct
object are placed in a fixed order.
1. They are baking cookies and cakes.
S: they
TV: are baking
DO: cookies and cakes
2. The batter hit the ball.
S: The batter
TV: hit
DO: the ball
13. 4. Subject + Transitive Verb + Indirect Object +
Direct Object ( S - TV - IO - DO )
Next in the list of basic sentence patterns is the S–TV–IO–DO
sentence. This type includes a subject, a transitive verb, an
indirect object, and a direct object.
14. In the sentences below, you’ll notice that the subject, the transitive verb, the indirect object, and the direct object
are placed in the correct order.
1. Mary lent Josh money.
S: Mary
TV: lent
IO: Josh
DO: money
2. Ana taught her the answer.
S: Ana
TV: taught
IO: her
DO: the answer
15. Interestingly, there are instances where the Direct Objects come first before
Indirect Object in the sentences. And although some grammarians insist on its
correctness, some consider the pattern acceptable in English. So, instead of S–TV–
IO–DO, the pattern then becomes S–TV–DO-IO.
For example:
He gave him the money. (S–TV–IO-DO)
He gave the money to him. (S–TV–DO-IO)
16. 5. Subject + Transitive Verb + Direct Object + Object Complement
( S - TV - DO - OC)
The last basic sentence pattern we have in English is the S–TV–DO–
OC sentence type. This sentence pattern includes a subject,
transitive verb, direct object, and an objective complement.
Unlike subjective complements, objective complements describe
a direct object.
The object complement in this sentence pattern refers to a
specific description of the direct object being done by the
subject, with the use of the verb. Generally, the OC in this
pattern could be a noun, an adjective, or an adverb.
17. Check out the examples we have below.
1. She called the boy attractive.
S: She
TV: called
DO: the boy
OC: attractive
2. They painted the house blue.
S: They
TV: painted
DO: the house
OC: blue
18. Basic Sentence Patterns in English: Important
notes to learn
As you move forward in learning English grammar,
understanding the basic sentence patterns in English is
essential. Although there are over 10 sentence patterns in
English, the five basic sentence patterns that we
discussed are the most common. They are the following.
19. 1. Subject + Linking Verb + Complement ( S – LV – C)
For example:
I am happy.
2. Subject + Intransitive Verb ( S – IV )
For example:
Horses run.
3. Subject + Transitive Verb + Direct Object ( S – TV – DO )
For example:
Amy tutors Chris.
20. 4. Subject + Transitive Verb + Indirect Object + Direct Object ( S – TV – IO – DO )
For example:
The instructor assigned Steve poetry.
5. Subject + Transitive Verb + Direct Object + Object Complement ( S – TV – DO – OC)
For example:
Mary considered Ana her friend.