This document provides instructions for diagramming sentences by identifying their key elements and structure. It begins by explaining how to diagram a simple sentence with a subject and predicate. It then demonstrates how to add direct objects, indirect objects, objective complements, and subject complements to the diagram. Finally, it covers how to diagram adjectives, adverbs, prepositional phrases, and appositives by connecting them to the words they modify. The overall purpose is to teach learners to visually represent sentences and examine the relationships between their parts.
Modifiers are words, phrases, or clauses that provide descriptive details about other parts of speech or sentence elements. The main types are adjectives and adverbs. Adjectives describe nouns and pronouns, answering questions like "what kind". Adverbs describe verbs, adjectives, and other adverbs, answering questions like "how". It is important to correctly identify a modifier as an adjective or adverb based on what word it is modifying.
Compound subjects and compound predicatesNevineAziz
This document discusses compound subjects and predicates. It provides examples of sentences containing compound subjects, like "Jack and Jill went up the hill" containing the compound subject "Jack and Jill". It also gives examples of sentences with compound predicates, such as "Eric plays football and swims on the swim team" containing the compound predicate "plays football and swims". The document asks the reader to combine sentences to form compound subjects and predicates.
The document discusses the key components of sentences: subjects, predicates, and modifiers. It defines subjects as the who or what in a sentence, and predicates as the part that tells something about the subject. Every sentence must have both a subject and a predicate. It also discusses verbs, subjects, compound subjects/predicates, and modifiers. Modifiers are optional elements that can be removed without changing the basic meaning of the sentence.
Diagramming sentences involves showing the structure of a sentence visually. Key points:
1) The simple subject and verb are written on a horizontal line and separated by a vertical line.
2) Words that describe the subject, verb, or object are written on diagonal lines below the related word.
3) Linking verbs link the subject to a subject complement that renames or describes the subject, which is written after the verb and separated by a tilting line.
The document discusses verbals, which are verb forms that function as other parts of speech. There are three types of verbals: infinitives, participles, and gerunds. Infinitives can act as nouns, adjectives or adverbs. Participles are verb forms used as adjectives that end in "-ing" or "-ed/-en". Gerunds look like participles but act as nouns, ending in "-ing" and functioning as subjects, objects or objects of prepositions. Examples are provided of identifying and distinguishing between these verbal forms.
Root words, prefixes, and suffixes are components of word structures that provide meaning.
Root words are the core meaning of a word, such as "graph" meaning to write. Prefixes are attached before root words to modify or change meaning, such as "photo" meaning light and "graph" meaning to write, making "photograph" mean to write with light. Suffixes are attached after root words, such as "-able" meaning able to or "-less" meaning without. Understanding word structures can help increase vocabulary.
The document discusses context clues, which are hints in the text surrounding an unfamiliar word that help the reader understand its meaning. It defines different types of context clues like definition, synonyms, restatement, contrast, explanation, examples, and inference. It provides examples of context clues and has exercises for readers to identify unfamiliar words and the context clues that help define them.
The document discusses different types of verbals - infinitives, participles, and gerunds. It provides examples of each and explains their functions. Infinitives can act as nouns, adjectives, or adverbs. Participles are verb forms used as adjectives that end in "-ing" or "-ed/-en". Gerunds are verb forms used as nouns that end in "-ing". The document includes practice identifying examples of each verbal form in sample sentences.
Modifiers are words, phrases, or clauses that provide descriptive details about other parts of speech or sentence elements. The main types are adjectives and adverbs. Adjectives describe nouns and pronouns, answering questions like "what kind". Adverbs describe verbs, adjectives, and other adverbs, answering questions like "how". It is important to correctly identify a modifier as an adjective or adverb based on what word it is modifying.
Compound subjects and compound predicatesNevineAziz
This document discusses compound subjects and predicates. It provides examples of sentences containing compound subjects, like "Jack and Jill went up the hill" containing the compound subject "Jack and Jill". It also gives examples of sentences with compound predicates, such as "Eric plays football and swims on the swim team" containing the compound predicate "plays football and swims". The document asks the reader to combine sentences to form compound subjects and predicates.
The document discusses the key components of sentences: subjects, predicates, and modifiers. It defines subjects as the who or what in a sentence, and predicates as the part that tells something about the subject. Every sentence must have both a subject and a predicate. It also discusses verbs, subjects, compound subjects/predicates, and modifiers. Modifiers are optional elements that can be removed without changing the basic meaning of the sentence.
Diagramming sentences involves showing the structure of a sentence visually. Key points:
1) The simple subject and verb are written on a horizontal line and separated by a vertical line.
2) Words that describe the subject, verb, or object are written on diagonal lines below the related word.
3) Linking verbs link the subject to a subject complement that renames or describes the subject, which is written after the verb and separated by a tilting line.
The document discusses verbals, which are verb forms that function as other parts of speech. There are three types of verbals: infinitives, participles, and gerunds. Infinitives can act as nouns, adjectives or adverbs. Participles are verb forms used as adjectives that end in "-ing" or "-ed/-en". Gerunds look like participles but act as nouns, ending in "-ing" and functioning as subjects, objects or objects of prepositions. Examples are provided of identifying and distinguishing between these verbal forms.
Root words, prefixes, and suffixes are components of word structures that provide meaning.
Root words are the core meaning of a word, such as "graph" meaning to write. Prefixes are attached before root words to modify or change meaning, such as "photo" meaning light and "graph" meaning to write, making "photograph" mean to write with light. Suffixes are attached after root words, such as "-able" meaning able to or "-less" meaning without. Understanding word structures can help increase vocabulary.
The document discusses context clues, which are hints in the text surrounding an unfamiliar word that help the reader understand its meaning. It defines different types of context clues like definition, synonyms, restatement, contrast, explanation, examples, and inference. It provides examples of context clues and has exercises for readers to identify unfamiliar words and the context clues that help define them.
The document discusses different types of verbals - infinitives, participles, and gerunds. It provides examples of each and explains their functions. Infinitives can act as nouns, adjectives, or adverbs. Participles are verb forms used as adjectives that end in "-ing" or "-ed/-en". Gerunds are verb forms used as nouns that end in "-ing". The document includes practice identifying examples of each verbal form in sample sentences.
A sentence has two main parts: the subject and the predicate. The subject tells who or what the sentence is about, while the predicate tells something about the subject. Examples of simple subjects and predicates are provided, with the simple subject being the main words that let the reader know who or what is doing or being something, and the simple predicate showing the action or being in the sentence.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
This document defines and describes various literary genres. It outlines the main categories of fiction and nonfiction genres. Fiction genres covered include fantasy, historical fiction, science fiction, horror/mystery, realistic fiction, fables, folktales, myths, legends, tall tales, and fairy tales. Nonfiction genres discussed are biography, autobiography, essays, speeches, textbooks, diaries, and anecdotes. Each genre is briefly defined and examples are provided.
This document discusses idiomatic expressions and provides examples. It defines idioms as expressions that cannot be understood by analyzing individual words alone and must be memorized as a whole phrase. Some key points:
- Idioms originate from literature, films, and quotations and knowing their background can help remember them.
- Examples of English idioms include "full of beans," "keep one's head above water," and "catch someone red-handed."
- The document provides a quiz to test understanding of idioms like "raining cats and dogs" and "pulling my leg."
- Idioms should be used appropriately and changing their grammar or words removes their intended meaning.
Verbs can express actions or states and come in several types including action, linking, and auxiliary verbs. Action verbs are either transitive or intransitive depending on whether they take a direct object, while linking verbs connect the subject to additional information about it. Subject-verb agreement dictates that the verb must match the subject in number, with singular subjects taking singular verbs and plural subjects taking plural verbs.
Pronouns are words that take the place of nouns, such as he, she, they. Reflexive pronouns refer back to the subject of the sentence, like myself, yourself, himself. Examples include "I gave myself plenty of time" and "You should let yourself into the house." Intensive pronouns emphasize the subject and usually appear near it, like "I myself am sick of the heat" and "The cat itself caught the mouse."
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 factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
This document discusses different types of words and how they are structured. It covers:
1) Content words which carry meaning like nouns and verbs, and function words which are grammatical elements like prepositions. Content words are more numerous and sentences can be formed without function words.
2) Active words that are commonly used versus passive words understood but rarely used. Words can transition between these categories over time.
3) General words used in everyday speech versus more specialized words used in technical fields that require dictionaries for definition.
4) Rules of word structure that determine how phonemes, morphemes and words are arranged in sentences according to prefixes, suffixes and parts of speech. Examples demonstrate how affix
This document outlines the key elements of a short story: setting, characters, plot, and theme. It defines each element and provides examples. Setting establishes where and when the story takes place. Characters include the protagonist and antagonist, and are developed through direct and indirect characterization methods. Plot is the sequence of related events, built around a conflict between opposing forces. It includes exposition, rising action, climax, falling action, and resolution. Theme is the main idea or underlying message of the story. Analyzing stories using these elements can help understand short fiction.
The garbage collector puts garbage in the back of the truck. The garbage truck eats the garbage like a hungry lion. The garbage collector collects garbage and places it in the truck, and the truck consumes the garbage as if it was a wild animal ravaging its prey.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
This document defines and provides examples of alliteration, consonance, and assonance. It explains that alliteration involves repeating initial consonant sounds in words, consonance involves repeating internal consonant sounds, and assonance involves repeating vowel sounds. Examples are given of how these literary devices are used in company names, characters, songs, and poems. The document cautions against overusing these devices in writing.
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
A verb phrase consists of two parts: a helping verb and a main verb. The helping verb comes before the main verb and begins the verb phrase. Examples of helping verbs include be, have, can, will, is, am, are, and were. There can be more than one helping verb or an adverb between the helping verb and main verb. However, words like "not" and "also" are not verbs and cannot be part of the verb phrase.
Semi detailed lesson plan in english(plot of the story)JM Cañalita
This lesson plan aims to teach students about plot structure in stories. It includes preliminary activities like prayer and checking attendance. Students will then review figures of speech and be motivated by a short story. They will act out parts of the story in groups and analyze the purpose of plotting stories. Finally, the teacher will discuss plot structure and have students determine the plot points in another short story video, then evaluate what they've learned.
A participial phrase consists of a participle plus other elements that function as an adjective to modify a noun or pronoun. There are two types of participles: present participles ending in "-ing" and past participles ending in "-ed", "-en", "-d", "-t", or "-n". Participial phrases should be placed next to the words they modify and include those words. They are punctuated with commas when they begin a sentence or contain non-essential information.
The document discusses various elements of syntax including sentence structure, length, and patterns. It defines short, medium, and long sentences and describes the four basic sentence patterns: declarative, imperative, interrogative, and exclamatory. Complex sentences contain both independent and subordinate clauses. The document also discusses compound and compound-complex sentences.
Lesson 2 SHARING MY GIFTS
Language Focus: Nouns
Different kinds of Nouns:
a. Concrete Nouns
b. Abstract Nouns
c. Proper Nouns
d. Common Nouns
e. Collective Nouns
f. Compound Nouns
The document provides instructions for diagramming sentences by showing the basic structure and relationship between parts of a sentence. It demonstrates how to diagram subjects, verbs, objects, prepositional phrases, and linking verbs using horizontal and diagonal lines. Examples are given such as "Talented artists paint realistic pictures of people" and "Energetic hamsters run on exercise wheels" to illustrate how to diagram different elements of a sentence.
1. Diagramming sentences involves organizing them visually by drawing a base line and placing the subject and verb with a line connecting them.
2. Additional elements like adjectives, adverbs, prepositions, and conjunctions are added to the diagram below or next to the words they modify.
3. Examples of diagrammed sentences are provided to demonstrate how to visually layout the grammatical elements in a sentence.
A sentence has two main parts: the subject and the predicate. The subject tells who or what the sentence is about, while the predicate tells something about the subject. Examples of simple subjects and predicates are provided, with the simple subject being the main words that let the reader know who or what is doing or being something, and the simple predicate showing the action or being in the sentence.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
This document defines and describes various literary genres. It outlines the main categories of fiction and nonfiction genres. Fiction genres covered include fantasy, historical fiction, science fiction, horror/mystery, realistic fiction, fables, folktales, myths, legends, tall tales, and fairy tales. Nonfiction genres discussed are biography, autobiography, essays, speeches, textbooks, diaries, and anecdotes. Each genre is briefly defined and examples are provided.
This document discusses idiomatic expressions and provides examples. It defines idioms as expressions that cannot be understood by analyzing individual words alone and must be memorized as a whole phrase. Some key points:
- Idioms originate from literature, films, and quotations and knowing their background can help remember them.
- Examples of English idioms include "full of beans," "keep one's head above water," and "catch someone red-handed."
- The document provides a quiz to test understanding of idioms like "raining cats and dogs" and "pulling my leg."
- Idioms should be used appropriately and changing their grammar or words removes their intended meaning.
Verbs can express actions or states and come in several types including action, linking, and auxiliary verbs. Action verbs are either transitive or intransitive depending on whether they take a direct object, while linking verbs connect the subject to additional information about it. Subject-verb agreement dictates that the verb must match the subject in number, with singular subjects taking singular verbs and plural subjects taking plural verbs.
Pronouns are words that take the place of nouns, such as he, she, they. Reflexive pronouns refer back to the subject of the sentence, like myself, yourself, himself. Examples include "I gave myself plenty of time" and "You should let yourself into the house." Intensive pronouns emphasize the subject and usually appear near it, like "I myself am sick of the heat" and "The cat itself caught the mouse."
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 factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
This document discusses different types of words and how they are structured. It covers:
1) Content words which carry meaning like nouns and verbs, and function words which are grammatical elements like prepositions. Content words are more numerous and sentences can be formed without function words.
2) Active words that are commonly used versus passive words understood but rarely used. Words can transition between these categories over time.
3) General words used in everyday speech versus more specialized words used in technical fields that require dictionaries for definition.
4) Rules of word structure that determine how phonemes, morphemes and words are arranged in sentences according to prefixes, suffixes and parts of speech. Examples demonstrate how affix
This document outlines the key elements of a short story: setting, characters, plot, and theme. It defines each element and provides examples. Setting establishes where and when the story takes place. Characters include the protagonist and antagonist, and are developed through direct and indirect characterization methods. Plot is the sequence of related events, built around a conflict between opposing forces. It includes exposition, rising action, climax, falling action, and resolution. Theme is the main idea or underlying message of the story. Analyzing stories using these elements can help understand short fiction.
The garbage collector puts garbage in the back of the truck. The garbage truck eats the garbage like a hungry lion. The garbage collector collects garbage and places it in the truck, and the truck consumes the garbage as if it was a wild animal ravaging its prey.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
This document defines and provides examples of alliteration, consonance, and assonance. It explains that alliteration involves repeating initial consonant sounds in words, consonance involves repeating internal consonant sounds, and assonance involves repeating vowel sounds. Examples are given of how these literary devices are used in company names, characters, songs, and poems. The document cautions against overusing these devices in writing.
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
A verb phrase consists of two parts: a helping verb and a main verb. The helping verb comes before the main verb and begins the verb phrase. Examples of helping verbs include be, have, can, will, is, am, are, and were. There can be more than one helping verb or an adverb between the helping verb and main verb. However, words like "not" and "also" are not verbs and cannot be part of the verb phrase.
Semi detailed lesson plan in english(plot of the story)JM Cañalita
This lesson plan aims to teach students about plot structure in stories. It includes preliminary activities like prayer and checking attendance. Students will then review figures of speech and be motivated by a short story. They will act out parts of the story in groups and analyze the purpose of plotting stories. Finally, the teacher will discuss plot structure and have students determine the plot points in another short story video, then evaluate what they've learned.
A participial phrase consists of a participle plus other elements that function as an adjective to modify a noun or pronoun. There are two types of participles: present participles ending in "-ing" and past participles ending in "-ed", "-en", "-d", "-t", or "-n". Participial phrases should be placed next to the words they modify and include those words. They are punctuated with commas when they begin a sentence or contain non-essential information.
The document discusses various elements of syntax including sentence structure, length, and patterns. It defines short, medium, and long sentences and describes the four basic sentence patterns: declarative, imperative, interrogative, and exclamatory. Complex sentences contain both independent and subordinate clauses. The document also discusses compound and compound-complex sentences.
Lesson 2 SHARING MY GIFTS
Language Focus: Nouns
Different kinds of Nouns:
a. Concrete Nouns
b. Abstract Nouns
c. Proper Nouns
d. Common Nouns
e. Collective Nouns
f. Compound Nouns
The document provides instructions for diagramming sentences by showing the basic structure and relationship between parts of a sentence. It demonstrates how to diagram subjects, verbs, objects, prepositional phrases, and linking verbs using horizontal and diagonal lines. Examples are given such as "Talented artists paint realistic pictures of people" and "Energetic hamsters run on exercise wheels" to illustrate how to diagram different elements of a sentence.
1. Diagramming sentences involves organizing them visually by drawing a base line and placing the subject and verb with a line connecting them.
2. Additional elements like adjectives, adverbs, prepositions, and conjunctions are added to the diagram below or next to the words they modify.
3. Examples of diagrammed sentences are provided to demonstrate how to visually layout the grammatical elements in a sentence.
The document provides instructions on diagramming sentences with compound subjects and verbs, as well as subjects modified by adjectives. It includes examples of diagramming the sentences "Bill and Jack are racing", "Bill is driving and racing", and "The bashful young girl blushed". The diagrams show how to connect the subjects, verbs, and modifiers using lines to represent their relationships in the sentences.
This document discusses diagramming sentences and provides examples of how to diagram different types of sentences. It explains that diagramming sentences visually depicts the structure and relationship between parts of a sentence. Basic sentences show the subject-verb relationship on a horizontal line, while modifiers, objects, and other elements are connected with lines and branches. More complex sentences, like those with compounds or clauses, have more branching in the diagram. Being able to diagram sentences gives students a clearer understanding of grammar and satisfaction in depicting sentence structure pictorially.
This document provides instructions on sentence diagramming, which is a method for visually representing the grammatical structure of sentences. It outlines 5 key skills for diagramming sentences: identifying the central parts of a sentence (subject, predicate, direct object, indirect object), establishing the relationships between those parts, showing those relationships with lines on a diagram, assigning modifiers like adjectives to the appropriate parts, and drawing the modifiers onto the diagram. Several examples of diagramming various types of sentences are provided to demonstrate applying these skills.
This document provides instruction on diagramming sentences. It begins by explaining what diagramming is and the basic components of a sentence - the subject and predicate. Readers are walked through diagramming basic sentences with just a subject and verb. The document then expands on diagramming sentences with modifiers like adjectives and adverbs, as well as prepositional phrases. Coordinating conjunctions and other grammatical concepts are also covered. The overall summary is:
This document teaches the basics of diagramming sentences, including identifying the subject and predicate, placing modifiers in the correct position, and diagramming more complex structures like prepositional phrases, compound elements, and special nouns. Readers are provided examples and practice exercises to learn how
This document provides an overview of syntax and generative grammar. It defines syntax as the way words are arranged to show relationships of meaning within and between sentences. Grammar is defined as the art of writing, but is now used to study language. Generative grammar uses formal rules to generate an infinite set of grammatical sentences. It distinguishes between deep structure and surface structure. Tree diagrams are used to represent syntactic structures with symbols like S, NP, VP. Phrase structure rules, lexical rules, and movement rules are discussed. Complement phrases and recursion are also explained.
The document discusses syntax, which are the rules that govern sentence structure in languages. It defines syntax as the mental representation of a speaker's linguistic knowledge about sentence formation. The key components of syntax include parts of speech, phrase structure trees, grammaticality, ambiguity, and the infinite potential for sentence formation through recursive rules.
This document discusses how to diagram basic sentence parts including subjects, verbs, adjectives, adverbs, and conjunctions. Diagramming involves using a pictorial representation to visualize a sentence's structure by showing the relationships between its parts. Key elements like subjects, verbs, modifiers and conjunctions are connected with lines on the diagram. The document provides examples of sentences and their diagrams to illustrate these concepts.
Diagramming sentences provides a visual way to understand sentence structure by placing parts like subjects and verbs in relation to each other. Students who learn diagramming gain a clearer understanding of how sentences are constructed and how meaning branches out through the relationships between parts. The document then provides examples of how different types of sentences and phrases can be diagrammed, from simple subjects and verbs to compound and complex sentences with multiple clauses.
This document provides instruction on diagramming sentences. It discusses diagramming basic sentences with subjects, verbs, objects and prepositional phrases. It then introduces more advanced concepts like predicate nouns and adjectives, indirect objects, compound subjects and verbs, and complex sentences using lines and branches to show relationships between clauses. Students are provided examples and practice problems to diagram various sentence structures.
The document outlines 7 steps for diagramming sentences: 1) Identify the verb and place it on the right side of a line, 2) Identify the subject and place it on the left side, 3) Place a direct object after the verb if applicable, 4) Place articles or possessives on a diagonal line from the noun they describe, 5) Place adjectives on a diagonal line from the noun they describe, 6) Place adverbs on a diagonal line from the word they modify, 7) Additional modifiers are placed on additional diagonal lines.
Work on compare/contrast paragraphs with a group. When finished, read independently until all groups are done. Then diagram five example sentences identifying subjects, verbs, objects, and other parts of speech. Finally, create a grammar dictionary defining common parts of speech like subjects, verbs, objects, adjectives, and adverbs with examples.
Write your answers on your worksheet.
Let's review:
- Simple sentences contain one independent clause.
- Compound sentences contain two independent clauses joined by FANBOYS.
- Complex sentences contain one independent clause and one dependent clause.
Now let's practice identifying sentence structures:
1. Simple
2. Compound (joined by "but")
3. Complex ("Although" is a dependent clause signal word)
Great job identifying the different sentence structures! Keep practicing and you'll get better at varying your own sentences. The Simpsons would be proud of your new skills.
The document discusses how to diagram sentences by identifying the subject and predicate and drawing a diagram with the subject on the left and predicate on the right. It provides examples of diagramming simple sentences and sentences with compound subjects or verbs. Basic steps include identifying the subject and predicate, drawing the diagram with the subject left of the predicate, and adding modifiers between the subject, predicate, and conjunctions for compound pieces.
The document provides a lesson on using relative pronouns such as who, whose, whom, which, and that to start adjective clauses. It discusses when to use each pronoun depending on whether it refers to a person or thing. Key points covered include only using who, whose, and whom to refer to people; using which to refer to things and animals; and using that to refer to anything. Examples are provided to demonstrate choosing the correct relative pronoun based on whether it is the subject or object of the verb in the clause.
The document contains 4 simple sentences with one clause each. The sentences state that Brad is tall, Kala has long hair, Sivat is my friend, and Yolanda is Canadian.
A complex sentence contains one independent clause and one dependent clause. A dependent clause cannot stand alone as a complete thought and must be attached to an independent clause. There are two patterns for writing complex sentences: pattern one uses a comma to separate the dependent clause, which comes first, from the independent clause. Pattern two does not use a comma, with the independent clause coming first followed by the dependent clause. Common words like although, before, and when can make a clause dependent.
Tree diagrams
- Wh question
I. DEFINITION OF WH-QUESTION
Wh question is a question asks for information by using the question word such as
what, who, where, why, when, whom, whose, which , and how
Structure:
Q + aux + subject/object/complement?
Ex:
What do you do ?
Who did you meet last night?
II.TREE DIAGRAM
1) Simple tenses
Why are you (t) working hard these days?
Why was it (t) snowing in the summer?
3. Perfect tenses
Exercise
Analyzing the following sentences by using tree diagram.
1) How long have you learned English ?
2) Why will students be absent tomorrow?
THANKs FOR your ATTENTION
The document provides an overview of English syntax and linguistic phenomena. It discusses the basic sentence structures and core patterns in English, including noun phrases, verbs, tense, aspect, modality, and subcategorization. It also covers topics like anaphora, coordination, distribution, and the functions of arguments and predicates.
The document provides guidance on improving writing skills, including sentence structure, vocabulary, and descriptive techniques. It encourages varying sentence structure for effect and provides examples of different word classes and their definitions. Students are given tasks to practice identifying word classes and writing descriptive paragraphs using techniques like precise vocabulary, sentence variation, and punctuation for effect. Peer review and self-assessment are also covered.
English 83 r week 2 day 1 012714 context clues summarizingElizabeth Buchanan
The document provides an agenda and instructions for an English class. It includes assignments on context clues, The Book Thief literature circles, summarizing skills, and an introduction to subjects and verbs. Students are asked to read chapters of The Book Thief and complete homework on context clues, English Essentials, and summarizing a Holocaust article. Literature circle groups are assigned and instructions are given.
The interview discusses Deanna's hobbies, with her saying she enjoys playing soccer, especially as goalie where she feels important to her team's success, and recounts her family visiting her great-great-grandmother's farm, finding it a special experience to see the places her ancestor lived and landmarks she left behind.
The document provides instructions for students to complete writing assignments in their journals. It includes prompts for ESL students to write about five personal items, events from a movie they remember, and to describe their teacher and a lesson from another class. It also includes instructions for a morning meeting activity where students write down weekend activities on index cards and take turns asking each other questions.
This document contains excerpts from a lesson on realistic fiction. It includes questions for students, instructions for a read aloud of a poem, exercises on syllables and vocabulary, and a discussion of plot, fables, and grammar. The lesson provides context and prompts for discussing the elements of stories like setting, characters, events, and lessons conveyed.
The document provides advice for presenting a piece of artwork and leading a discussion with an audience. It recommends starting with open-ended questions that can be answered in multiple ways based on personal perspectives. Examples of open-ended questions are given that ask the audience to describe what they see in the artwork or how people in the artwork are interacting. Close-ended questions that can be answered with a yes or no are less conducive to discussion. The document also suggests listening to audience responses and using their names to validate their opinions and turn their questions back on them to further the discussion.
This document discusses the key parts of a sentence including the subject, predicate, direct object, indirect object, and adverbials. It provides examples of different types of sentences and identifies the subject and predicate. It also explains concepts like transitive and intransitive verbs, complements, and how to identify adverbials. Examples are used throughout to illustrate parts of sentences.
This document discusses the key parts of a sentence including the subject, predicate, direct object, indirect object, and adverbials. It provides examples of different types of sentences and identifies the subject and predicate. It also explains concepts like transitive and intransitive verbs, complements, and how to identify adverbials. Examples are used throughout to illustrate parts of sentences.
The document discusses different parts of speech, beginning with nouns. It defines nouns and provides examples of different types of nouns such as proper, common, abstract, collective, concrete, and compound nouns. It then discusses pronouns, adjectives, verbs and their classifications. For nouns, it covers common and proper nouns. For pronouns, it discusses personal, reflexive, demonstrative, interrogative, indefinite and distributive pronouns. It also provides examples and exercises to identify different parts of speech in sentences.
The document discusses interesting lives and careers. It profiles Melida Cortez, an English student in Mexico City who was interviewed by her university. The university likely chose her because she has accomplished things like having her name in the newspaper or newsletter. The document also discusses living abroad and gives an example of someone named Dan who ended up living in Seoul, Korea through a long and complicated story. It encourages coming up with one's own scary or challenging experiences and retelling them using past and present verb tenses.
This document provides an overview of the 8 parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections. For each part of speech, it defines what it is, provides examples, and has practice identifying the part of speech in sample sentences. It focuses in more depth on nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions - explaining their types and functions in more detail. The document aims to teach the parts of speech through definition, examples, and interactive practice exercises for the reader.
This document discusses the key elements of syntax, clauses, phrases, and sentences in the English language. It defines syntax as the principles of how sentences are constructed. Clauses can be independent or subordinate, with independent clauses forming a complete thought on their own. A sentence must contain both a subject and a predicate. There are different types of sentences classified by their structure, such as simple, compound, complex, and compound-complex sentences. Sentences are also classified by their purpose, including declarative, interrogative, exclamatory, and imperative sentences. Mastering these fundamentals can enhance one's ability to speak English proficiently.
Chapter 3 part 2 phrase, clause and sentence structureMutee Ur Rehman
A group of words, which makes sense, but not complete sense, is called a phrase. It has not subject and verb.
A group of words forms part of a sentence and contains a subject and predicate, is called a clause. It has a finite verb.
A group of words which makes a complete sense, is called a sentence.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
Grammar Proficiency - Phrases and Clausessession 3.pptxNafisaHaque7
Grammar Proficiency can be acquired by knowing the nuances of Grammar'.From the rule of substitute reduce split to knowing the parts of speech is crucial.
The key lies in the function .How is it used is important.Thata decides whether a word would be a verb or a verbal.
Here are the sentences with commas inserted for items in a series:
Martina brushed her hair, put on her pajamas, and went to bed.
She fell asleep and dreamed that she was a princess, she kissed a frog, and she rescued her prince.
The document summarizes an English lesson that covers several grammar and vocabulary topics:
(1) Interviews using the simple past tense, "Wh" questions, adjectives to describe cities and weather, comparing places, describing one's hometown, and having conversations about weather and temperatures.
(2) Activities included practicing forming questions and answers in the simple past tense, describing cities using adjectives, comparing similar and different places, filling out worksheets about one's hometown, learning weather vocabulary, and having dialogues about average temperatures in different locations.
(3) The lesson provided exercises to reinforce these grammar points and vocabulary through partner work, games, videos, and filling out worksheets.
This document provides guidance for improving grammar skills in the workplace. It discusses commonly confused words and their definitions, as well as subject-verb and pronoun-antecedent agreement. Examples are given of homophones, indefinite pronouns, and other grammar topics. Attendees are instructed to participate respectfully and focus on self-improvement. The goal is to help writers enhance credibility, avoid mistakes, and communicate clearly for different audiences and purposes.
This document provides the daily lesson plan and materials for a 3rd grade classroom on Day 3 of Lesson 2. It includes a read aloud of the poem "How to Dunk", lessons on root words and endings, alphabetical order, paired poetry selections, vocabulary work, and a writing activity where students draft interview questions for an author.
The document discusses several paintings and artworks. It describes Pablo Picasso's view that painting is a way for blind people to keep a diary through what they feel and have seen. It then provides details on the 1922 oil painting "Rice Planting" by Fernando Amorsolo y Cueto from the Philippines, including its measurements, where it was made and sold, and that it depicts realism during American colonial rule. Finally, it summarizes some murals by Francisco Coching that depicted the history of Manila and a painting called "Granadean Arabesque" by Jose Tanig Joya that was inspired by his time in Granada, Spain.
This document discusses teams in organizations and defines key concepts. It explains that a team is a group that holds itself accountable to using complementary skills to achieve a common purpose. An effective team achieves high performance, member satisfaction, and viability. There are five stages of team development: forming, storming, norming, performing, and adjourning. The composition of a team and its collective intelligence impact team dynamics and how members work together.
This document discusses electronic media and communication. It defines media as any means of transmitting information between a source and receiver, including things like radio, television, and computers. Electronic media refers specifically to media that transmits information electronically, using various devices from radios to computers. The document traces the history of major electronic communication technologies from the telegraph in the 1830s to modern computers and cell phones. It notes that electronic media communication allows participants to communicate remotely through new and adapted technologies.
The integumentary system comprises the skin and its appendages. It has several functions, including protecting the body from damage, water loss, and temperature changes. It also regulates temperature, produces vitamin D, and detects sensations like touch, pain, and temperature. The skin is composed of three main layers - the epidermis, dermis, and hypodermis. The epidermis is the top layer and provides protection. The dermis below it contains connective tissue and fibers that give the skin flexibility and elasticity. The deepest layer, the hypodermis, stores fat. Common diseases of the integumentary system include rashes, infections, sunburn, and various forms of skin cancer.
The excretory system removes waste from the body through various organs including the lungs, skin, colon and kidneys. The kidneys filter the blood and produce urine, which contains water and waste products like urea and uric acid. The urine travels from the kidneys to the bladder through the ureters for storage, and is then excreted from the body through the urethra. Diseases of the excretory system can include kidney stones, cystitis, and renal insufficiency if the kidneys fail to correctly filter waste from the blood.
Most of Earth's water is found in oceans (97%), while only 3% is freshwater. The majority of freshwater is frozen in ice sheets and glaciers in polar regions. Underground sources like aquifers provide important fresh water through springs and wells. Rivers play a key role in the water cycle, transporting water from higher elevations through three stages - youth, maturity, and old age - before emptying into oceans.
ATMOSPHERE ENVIRONMENT
PRESENTORS ::
>> Cuevas, Jennifer
>> Doble, Rogin
>> Gutierrez, Arlene
>> Marasigan, Debie Joy
>> Sibuan, Andrew
The Atmosphere Environment
This chapter discusses:
The significance of the Atmosphere
The composition of the Atmosphere
The layers of the atmosphere
The Atmospheric Circulation
Importance
Atmosphere – a thin layer of air that forms a protective covering around Earth.
It keeps Earth’s temperature in a range that can support life.
It also care for life-forms from some of the Sun’s harmful rays.
The Composition of Atmosphere
The Atmosphere** layer of gas that surrounds Earth more commonly known as “air”.
Atmosphere. How do you know its there
Is this “air” that surrounds us considered matter? Does it weigh anything? How do you know?
Think about it and decide on an answer.
Talk in groups with the person who sits by you
Be ready to tell the class what you decided and why.
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
1. Life Span Development One to Fifteen Months
2. Learning Objectives
3. The growth and development of a child during the first year of life is dramatic.
4. Growth During the First Year
5. Average Lengths and Weights0-12 months
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. • The ability to diagram the sentences
demonstrates the knowledge of sentence parts.
• By identifying sentences, you can examine
whether each sentence you write is complete.
• By analyzing sentence structure you can create
more diverse and dynamic sentences in your
writing.
2
3. 3
Diagramming Sentences
• We can diagram a sentence to show its
structure, and to see how its parts are
related.
We can diagram sentence
a
5. 5
Start with a horizontal line.
• Write the simple subject and verb on the
line.
• Artists paint.
Artists paint
• Separate them with a vertical line that
crosses the base line.
6. 6
Another example:
• Birds sing.
• Write the simple subject and verb on the
line.
• Separate them with a vertical line that
crosses the base line.
Birds sing
14. Artists paint
•Artist paint pictures.
•What do artist paint?
•Write the direct object after the verb.
•Draw a vertical separator which stops at
the line.
14
What if there is a direct
object?
pictures
15. 15
Have you noticed?
• The vertical line that
separates the subject
from the verb crosses
the base line.
Artists paint pictures
• The vertical line that
separates the verb
from the direct object
stops at the base line.
17. • Mother told story.
Mother told story
• We gave flower.
We gave flower
17
Another Example
18. 1. Tashonda sent e-mail.
2. Jocelyn cooked breakfast.
3. Mrs. Doubtfire gave assignment.
4. Johnny painted jalopy.
5. Terminita hates broccoli.
6. Rizal made novels.
7. Aunt Polly punished Tom.
8. We read book. 18
Your turn !
19. 1. Tashonda sent e-mail
2. Jocelyn cooked breakfast
3. Mrs. Doubtfire gave assignment
4. Johnny painted jalopy.
19
Answers :
20. 5. Terminita hates broccoli
6.Rizal made novels
7.Aunt Polly punished Tom
8. We read book
20
..
21. Subject Verb Direct Object
Lets begin ..
21
Indirect Object
Indirect Object
(x)
22. Mrs. Licaros gave quizzes
•Mrs. Licaros gave Samantha quizzes.
•To whom Mrs. Licaros gave the quizzes?
•Write the indirect object under the verb.
•Draw a slant line and horizontal line.
22
What if there is an Indirect
Object ?
Samantha
24. • Mother told me story.
Mother told story
• John brought me chocolates.
John brought chocolates
• Tita sent us photo.
Tita sent photo
24
More …
me
me
us
25. 1. Carla gave David a book.
2. Scientist gave student lecture.
3. She gave me flowers.
4. I wrote Lindsay a note.
5. Professor Haggins gave student project.
25
Diagram the following.
26. 1. Carla gave book
2. Scientist gave lecture
3. She gave flowers
26
Key ..
David
students
me
27. 4. I wrote note
5. Professor Haggins gave projects
27
…
Lyndsay
students
28. S P D.O O.C
• S- Subject
• P- Predicate
• D.O- Direct Object
• O.C- Objective Complement
28
Objective Complement
29. We called firemen heroes
•We called firemen heroes.
•An object complement follows a direct object.
•It renames or describes the direct object.
•An object complement is often a noun, a pronoun or an
adjective.
•When you diagram a sentence with an object compliment,
write it on the base line after the direct object, separated
by a slanted line. 29
Objective Complement..
30. • Roof kept family warm.
Roof kept family warm
• Louise found the test difficult.
Louise found test difficult
30
More ..
32. • Jen make soup spicy.
Jen make soup spicy
• We name our baby Alice
We name baby Alice
32
Another Example..
our
33. 1. I painted my room red.
2. Research showcases papers collection.
3. The club elected Tashonda president.
4. Johnny painted his jalopy purple.
5. The course made Alex genius.
33
Quiz….
34. 1. I painted room red
2. Research showcases papers collection
3. club elected Tashonda president
4. Johnny painted jalopy purple
34
Answer .
37. I am happy
•I am happy.
•A subject complement follows a linking verb.
•It describes or renames the subject.
• When you diagram a sentence, the subject complement is
written on the baseline, separated from the predicate by a slanted
line.
37
Subject Complements..
38. 38
Subject Complements
• Tweety is yellow.
Tweety
subject
is
verb
yellow
Subject complement
• It is a complement, not a direct object.
39. 39
Linking verbs
• Tweety is yellow.
Tweety
subject
is
verb
yellow
Subject complement
Because the complement describes the
subject, the dividing line tilts back
toward the subject.
43. 1. They are late
2. Cockatiels are parrots
3. I am walrus
4. Coyote was hungry
43
Answer ..
44. 5. Jeremy was jerk
6. Kiwi is smart
7. Bear is popular
8. Parrots are pets
44
………….
45. 9. Cockatiels are friendly
10. Teddy Roosevelt was president
45
&&^^.
46. Subject Verb Direct Object
46
ADJECTIVES and ADVERBS
Adjective
Adverb
Adjective
47. 47
What if we describe the subject?
• Talented artists paint.
• “Talented” describes “artists.”
• Write it on a diagonal line below the word
it describes.
artists paint
Talented
48. 48
What if we describe the verb?
• Talented artists paint well.
• “Well” describes how they paint.
• Write it on a diagonal line below the word
it describes.
Artists paint
Talented
well
49. 49
What if we describe the direct object?
• Talented artists paint realistic pictures well.
• What kind of pictures do artists paint?
• “Realistic” describes “pictures.”
• Write it on a diagonal line under “pictures.”
Artists paint
Talented
well
pictures
realistic
50. • The boy ate quickly.
boy ate
The blue chair broke.
chair broke
50
The
The
blue
quickly
51. • My family often hosts parties.
family hosts parties
• Cold winds howled noisily.
winds howled
51
More …
My
often
Cold
noisily
58. • An appositive is a noun or pronoun that
identifies another noun or pronoun in the
sentence.
• Any noun or pronoun may have an
appositive.
• To diagram a sentence with an appositive,
place the appositive immediately after the
word it identifies, and set it off in
parentheses. 58
Appositive….
59. • A California stagecoach driver, Charley
Parkhurst, had a secret.
driver (Charley Parkhurst) had secret
59
APPOSITIVE (subject)
A
Californiastagecoach
60. • Legends describe that colorful character,
Charley Parkhurst.
(Charley
Legend describe character Parkhust)
60
APPOSITIVE (D.O)
that
colorful
61. • An appositive phrase is composed of an
appositive and all the words that modify it.
• To diagram a sentence with an appositive
phrase, write the appositive within
parentheses immediately after the word
identified, and place the modifiers on slant
lines under the appositive rather than
under the word identified.
61
APPOSITIVE PHRASES
62. • Parkhurst, a fearless driver, could handle any
horse.
Parkhurst (driver) could handle horse
62
Appositive Phrases
a
fearless
63. Charley (man) became voter
•Charley, the pretend man, became the first
woman voter.
63
Another Example…
the
pretend
the
first
woman
64. 1. Charley Parkhurst was really Charlotte
Parkhurst, an orphan.
2. Fifteen-year-old Charlotte, a tall, strong girl,
left an unfriendly orphanage.
3. She took a man’s job, stable hand.
4. She took a man’s name, Charley.
5. Her one vice, tobacco, gave Charley cancer.
64
Your Turn !
65. 1. Charley Charley
Parkhust was Parkhust (orphan)
2. Charlotte (girl) left orphanage
65
Key
really
an
Fifteen-year-
old
a
tall
strong
an
unfriendly
66. 3. She took job (hand)
4. She took name (Charley)
5. vice (tobacco) gave cancer
66
a
m
an’s
stable
a
m
an’s
Her
one
Charley
67. • A preposition is a word that indicates how a noun or
pronoun relates to some other word in its sentence.
Examples include before, throughout, and with.
• Some prepositions are made up of more than one word,
such as in front of and except for.
• A prepositional phrase is made up of a preposition, its
object, and any modifiers of the object.
• Examples of prepositional phrases are “before the
storm,” “during heavy rain,” and “in front of an old barn.”
• Prepositional phrases may act as adjectives or as
adverbs. 67
Prepositional Phrases
68. 68
What if there is a prepositional phrase?
• Talented artists paint realistic pictures of people.
• What do artists paint pictures of?
• “Of people” describes the pictures.
• Write it on a frame under “pictures.”
Artists paint
Talented pictures
realistic
people
of
69. 69
Try a different prepositional phrase.
• Talented artists paint realistic pictures on canvas.
• Where do artists paint pictures? “on canvas.”
• How, when, and where describe verbs.
• Write it on a frame under “paint.”
Artists paint
Talented
pictures
realistic
canvas
on
70. • Used as Adjectives
• To diagram a prepositional phrase used as an
adjective, place the preposition on a slant line below
the noun or pronoun modified.
• Place the object of the preposition on a horizontal line
connected to the slant line and lying at its right.
• The slant line should extend slightly beyond the
horizontal line.
• If the object of the preposition has modifiers, write
them on slant lines below the object. 70
Prepositional Phrases
(Adjective)
71. • FOR EXAMPLE :
- Most people in Emma’s class like rock music.
people like music
71
Prepositional Phrases
(Adjective)
M
ost
in
class
Em
m
a’s
rock
72. • A prepositional phrase used as an adverb is
diagramed the same way as one used as an
adjective.
• Study this model of a prepositional phrase used to
modify a verb.
• The preposition is placed on the slant line and its
object is placed on the adjoining horizontal line.
• Note that the phrase is placed beneath the verb
modified.
72
Prepositional Phrases
(adverb)
73. • The science lab was displayed on Parents’
Night.
- lab was displayed
73
Prepositional Phrases
(adverb)
The
science
on
Parents’ Night
74. 1. The young man jumped on the boat.
2. A happy dog ran down the street.
3. The children climbed up the stairs.
4. Anna rode the bus on Friday.
5. We entered the room through the window.
6. In the attic they found a dusty trunk.
7. Huck overheard a conversation between two
men.
74
Your Turn !
75. 8. Tom was exploring the cave with Becky.
9. The two of them were lost in the cave.
10. Mrs. Sanchez wrote precise instructions on
the chalkboard.
5………….4……..3…..2…1..
75
76. 1. man jumped
2. dog run
76
Key :
The
young
on
boat
the
A happy
dow
n stairs
the
78. 5. We entered room
6. they found trunk
78
Key :
through
window
the
the
in
attic
the
a
dusty
79. 7. Hucked overhead conversation
8. Tom was exploring cave
79
Key :
a
betw
een
men
tw
o
w
ith
Becky
the
80. 9. two were lost
10. Mrs. Sanchez wrote instruction
80
Key :
The
of
them
in
cave
the
on
chalkboard
the
precise
81. • A clause is a group of words that has a subject and a predicate and
is used as a part of a sentence.
• A main, or independent clause can also stand alone in a simple
sentence.
• A subordinate, or dependent clause cannot stand alone.
• A compound sentence has two or more main clauses and no
subordinate clauses.
• The clauses are joined by a semicolon or by a comma and a
conjunction.
• In a diagram of a compound sentence, each independent clause is
diagramed separately; then the clauses are connected.
• The type of connection used depends on whether the clauses are
joined by a semicolon or a conjunction. 81
Compound Sentence
82. • Clauses Connected by a Semicolon
• When two main clauses in a compound sentence are
joined by a semicolon, first diagram the clauses
separately in the order in which they appear in the
sentence.
• Then draw a vertical dotted line between the verbs of
the clauses, as shown here.
82
Compound Sentences
84. • Folktales are always popular; you have
probably heard many of them.
folktales are popular
you have heard many
84
Compound Sentences
(Semi-colon)
alw
ays
probably
of
them
85. • When the main clauses in a compound
sentence are connected by a conjunction such
as and, but, or or, first diagram each clause
separately.
• Next, write the conjunction on a solid horizontal
line between the two main clauses.
• Last, draw vertical dotted lines to connect that
solid line to the verb of each clause, as shown
in this example.
85
Compound Sentences
(Conjunction)
87. • Do you like scary stories, or do they give you
nightmares?
you Do like stories
they do give nightmares
87
Compound Sentences
(Conjunction)
scaryor
you
88. 1. Some folktales have been told for generations;
many different versions exist.
2. In many tales, animals talk; they stand for
humans.
3. In some tales, the animals are wise; in others,
they are selfish.
4. Writers in various countries have made
collections of folktales; the Grimm brothers are
among these writers. 88
Your Turn
89. 5. In very old English tales, Grendel was a
terrible monster, and his mother was equally
horrible.
6. Grendel terrorized the countryside, but finally
the hero Beowulf stopped him.
7. Evan ran in the race, but he lost.
8. My puppy is the runt, but she is cute, and she
eats her food.
89
90. 9. Susan laughed, yet Kelva was quiet.
10. John likes pie, but Theresa likes cake.
………..
90
91. 1. folktales have been told
version exist
91
Key
Som
e
for
generation
m
any
different
101. • A clause is a group of words that has a subject and a predicate
and is used as part of a sentence.
• A main, or independent clause can stand alone in a simple
sentence.
• A subordinate, or dependent clause cannot stand alone.
• There are three types of subordinate clauses: adjective, adverb,
and noun clauses.
• A complex sentence has one main clause and one or more
subordinate clauses.
• The diagram of a complex sentence depends on the type of
subordinate clause it includes.
101
Complex Sentences
102. • An adjective clause is a subordinate clause that modifies a
noun or pronoun in the main clause. Most adjective clauses are
introduced by relative pronouns (who, whom, whose, that, and
which).
• Always begin the diagram of a complex sentence by
diagraming the independent clause, even if it comes
second in the sentence.
• Then diagram the subordinate clause separately, placing it
below the main clause.
• Finally, connect the two clauses. To connect a main clause
and an adjective clause that begins with a relative pronoun,
draw a dotted line between the introductory pronoun and the
word in the main clause that the adjective clause modifies.
102
Complex Sentences
(adjective clause)
103. • Geologists are scientists who study rocks.
Geologist are scientist
who study rocks
103
Complex Sentences
(adjective clause)
110. 110
What do hamsters eat?
• Hamsters eat seeds.
Hamsters eat seeds
“Seeds” is the direct object.
It follows the verb, after a vertical separator.
111. 111
What kind of seeds?
• Hamsters eat sunflower seeds.
Hamsters eat seeds
“Sunflower” describes “seeds.”
Write it on a diagonal line under “seeds.”
sunflow
er
112. 112
Have you noticed?
• Only subjects, verbs, and objects
• Go on the horizontal line.
• Words that describe them go below them
on diagonal lines.
Monkeys eat bananas
Hungry
sweet
in
trees
the
113. 113
Add more description.
• Poor Sylvester is a frustrated predator.
Sylvester is predator
a
Poor
frustrated
• Predator = renames Sylvester.
• Predator = predicate noun.
114. 114
Other linking verbs
• The pot of brains smells suspiciously rancid.
pot smells rancid
of
The
suspiciously
brains
• Rancid = describes the pot.
• Rancid = predicate adjective.