This document discusses basic English sentence structures. It explains that a simple English sentence typically follows the pattern of "Subject, verb, object" and provides examples of 5 basic patterns: Subject-Verb (e.g. "She sleeps"), Subject-Verb-Object (e.g. "I like rice"), Subject-Verb-Adjective (e.g. "He's funny"), Subject-Verb-Adverb (e.g. "Jim is here"), and Subject-Verb-Noun (e.g. "She is my mom"). It then provides additional examples to illustrate how each pattern can be modified with adjectives, adverbs, prepositional phrases and more while maintaining grammatical correctness.
The document compares Czech and English usage of prepositions, vocabulary, grammar structures, phrases, and pronunciation. It provides examples of how prepositions, vocabulary words, questions structures, phrases, and word pronunciations differ between Czech and English. The document is aimed at identifying areas of difference between the two languages.
1) Arabic speakers learning English as a second language often struggle with run-on sentences, redundancy, and direct translation from Arabic. This is because sentence structure and word usage differs between the two languages.
2) Specifically, Arabic literature commonly uses long sentences without punctuation, and redundancy is seen as a sign of mastery. However, these styles are confusing or unclear in English.
3) Pronunciation is also a major challenge, as some English letters like P and V have no Arabic equivalent, leading to spelling and pronunciation errors in writing. Overcoming these difficulties requires practice and guidance from teachers familiar with differences between the languages.
This document discusses sentence structure in English and Arabic. It begins by defining what a sentence is and explaining that sentence structure differs between languages. In English, the typical structure is subject-verb-object, while Arabic can be either verb-subject (verbal sentence) or topic-comment (nominal sentence). The document then provides examples of how to build sentences in each language based on patterns like subject-verb, subject-verb-object. It also discusses how to translate between the different structures in Arabic and English. In conclusion, while standard English uses subject-verb-object structure, standard Arabic can be either verbal or nominal sentences.
This document discusses basic English sentence structures. It explains that a simple English sentence typically follows the pattern of "Subject, verb, object" and provides examples of 5 basic patterns: Subject-Verb (e.g. "She sleeps"), Subject-Verb-Object (e.g. "I like rice"), Subject-Verb-Adjective (e.g. "He's funny"), Subject-Verb-Adverb (e.g. "Jim is here"), and Subject-Verb-Noun (e.g. "She is my mom"). It then provides additional examples to illustrate how each pattern can be modified with adjectives, adverbs, prepositional phrases and more while maintaining grammatical correctness.
The document compares Czech and English usage of prepositions, vocabulary, grammar structures, phrases, and pronunciation. It provides examples of how prepositions, vocabulary words, questions structures, phrases, and word pronunciations differ between Czech and English. The document is aimed at identifying areas of difference between the two languages.
1) Arabic speakers learning English as a second language often struggle with run-on sentences, redundancy, and direct translation from Arabic. This is because sentence structure and word usage differs between the two languages.
2) Specifically, Arabic literature commonly uses long sentences without punctuation, and redundancy is seen as a sign of mastery. However, these styles are confusing or unclear in English.
3) Pronunciation is also a major challenge, as some English letters like P and V have no Arabic equivalent, leading to spelling and pronunciation errors in writing. Overcoming these difficulties requires practice and guidance from teachers familiar with differences between the languages.
This document discusses sentence structure in English and Arabic. It begins by defining what a sentence is and explaining that sentence structure differs between languages. In English, the typical structure is subject-verb-object, while Arabic can be either verb-subject (verbal sentence) or topic-comment (nominal sentence). The document then provides examples of how to build sentences in each language based on patterns like subject-verb, subject-verb-object. It also discusses how to translate between the different structures in Arabic and English. In conclusion, while standard English uses subject-verb-object structure, standard Arabic can be either verbal or nominal sentences.
The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
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 discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and definitions of each. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with coordinating conjunctions or semicolons. A complex sentence contains one independent clause and one or more dependent clauses joined by subordinating conjunctions. A compound-complex sentence contains both compound and complex elements.
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
English Syntax - Basic Sentence StructuretheLecturette
This presentation provides the basics of English syntax and sentence structure.
For more English tutorials, please visit:
https://www.thelecturette.com
The document outlines the basic structure of English sentences and questions. It explains that most English sentences can be reduced to a subject, verb, and optional object. Questions follow a similar structure but start with an interrogative word like who, what, when, where, or why, followed by an auxiliary verb and the subject and main verb. The auxiliary controls the tense of the question and is what gets conjugated, not the main verb. The subject performs the action indicated by the main verb.
The document discusses the basic elements and patterns of sentences in English. It defines subjects, predicates, direct objects, indirect objects, and different types of verbs and complements. It provides examples of different sentence patterns including subject-intransitive verb, subject-transitive verb-direct object, subject-linking verb-subject complement, and subject-transitive verb-indirect object-direct object.
This document provides information on tense usage in English grammar. It defines and provides examples of the usage of various verb tenses including: present simple, present continuous, present perfect, past simple, past continuous, past perfect, future simple, future continuous, future perfect, and future perfect continuous. For each tense, it indicates when that tense would be used and provides examples to illustrate typical usages.
The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
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 discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and definitions of each. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with coordinating conjunctions or semicolons. A complex sentence contains one independent clause and one or more dependent clauses joined by subordinating conjunctions. A compound-complex sentence contains both compound and complex elements.
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
English Syntax - Basic Sentence StructuretheLecturette
This presentation provides the basics of English syntax and sentence structure.
For more English tutorials, please visit:
https://www.thelecturette.com
The document outlines the basic structure of English sentences and questions. It explains that most English sentences can be reduced to a subject, verb, and optional object. Questions follow a similar structure but start with an interrogative word like who, what, when, where, or why, followed by an auxiliary verb and the subject and main verb. The auxiliary controls the tense of the question and is what gets conjugated, not the main verb. The subject performs the action indicated by the main verb.
The document discusses the basic elements and patterns of sentences in English. It defines subjects, predicates, direct objects, indirect objects, and different types of verbs and complements. It provides examples of different sentence patterns including subject-intransitive verb, subject-transitive verb-direct object, subject-linking verb-subject complement, and subject-transitive verb-indirect object-direct object.
This document provides information on tense usage in English grammar. It defines and provides examples of the usage of various verb tenses including: present simple, present continuous, present perfect, past simple, past continuous, past perfect, future simple, future continuous, future perfect, and future perfect continuous. For each tense, it indicates when that tense would be used and provides examples to illustrate typical usages.
2. 22. Června…ráno Konečně jsme se dočkali, vyrážíme na English Camp. Po rozdělení týmů ve škole, udělení rad a pravidel nastala cesta do neznáma po rozblácených lesních cestičkách a velkých kopcích. Bez signálu a GPS jsme byli ztraceni. Naštěstí jsme měli živou GPS, a to našeho Lojzu, který nás vyvedl z lesa ven a tím zachránil naše životy.
3.
4.
5.
6. Odpoledne… Po šťastném příchodu na osečenou louku, která byla naším domovem po celé tři dny kempování, jsme začali stavit stany. Při této aktivitě se ukázalo, že holky jsou daleko zručnější než kluci. O pár hodin později, při rozdávání obědů se ale ukázal opak. Jelikož bylo nejmíň 40 stupňů, rozhodli jsme se, že se zchladíme v potoce. Voda ale nebyla moc vysoká, tudíž p.uč. Bechný navrhl, že potok přehradíme. Výsledný efekt se nanejvýš povedl. Voda nám sahala až po pás.
7.
8.
9.
10.
11. Večer… Po náramném zchlazení těla přišla na řadu i večeře, kterou pro všechny uvařil tým číslo 2. Půlmetrové špagety zasytily naše hladové žaludky. Když všem vytrávilo, odvedli nás učitelé do hlubokého temného lesa, kde jsme byli nuceni se bát (smích). Byla to stezka odvahy, na kterou nás pouštěli po dvojicích. Na cestě jsme postupně objevovali části strašidelného anglického příběhu.
12.
13. Čtvrtek…ráno Časně ráno nás čekalo probuzení do ranní rosy. Úkol byl jasný, shodit sušku (suchý strom) a zapíchnout ovci. Lojza se sekerou a pilou v ruce vzal učitele za slovo. V ten moment byl ovšem zastaven. Rozčilený Lojza ovšem nehodlal sníst snídani dokud sušku neskácí. Nakonec byl udobřen povolením prořezávky v lesíku. PS: Z té ovce taky sešlo.
14.
15. Čtvrtek…dopoledne Před obědem nás čekala luxusní hra Blind Walker neboli hra se zavázanýma očima. „Slepec“, navigovaný svým týmem v anglickém jazyce, musel projít krkolomnou trasu kempem do cíle. Byla to velká zábava. Po ní následoval oběd, který vyčaroval pan učitel Bechný během deseti minut. Byly to výborné fazole s okurkem a měkoučkým voňavým chlebem, které ocenil především pes paní učitelky Cedidlové. PS kuchařkám: Byly to jenom zbytky!
16.
17.
18. Čtvrtek…Odpoledne + Večer Čtvrteční odpoledne bylo velmi různorodé - od anglických her až po breakdance ála Jaffa. Zlatým hřebem večera byl pravý (sáčkový) guláš. Základní verze však někomu nevoněla, tak nás pan učitel Bechný naložil do auta a jeli jsme do vesnice vyptat trochu koření od velmi hodné paní Košutové. Guláš byl zachráněn. PS: Na pejska už nezbylo…
19.
20.
21.
22. Pátek…ráno Po bouřlivé noci jsme sušili všechen náš majetek. Špatně ukotvené stany unesl proud…
23. … Nakonec jsme sbalili věci a na počest Lojzova neúspěchu při lovení ovce jsme házeli oštěpem. Ti nejúspěšnější posléze házeli bágly – do maringotky.
