This document discusses different types of embedded clauses, including:
1) Finite and non-finite subordinate clauses.
2) Relative clauses that function adjectivally.
3) Adverbial clauses that function similarly to adverbs or prepositions.
4) Complement clauses introduced by complementizers like "that" or "whether", which function as objects.
It provides examples and explanations of each type of clause.
For basic understanding of knowing what syllable is.
Always use phonetic transcription(produce/ articulate the sounds in the word) to mark or identify syllables.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
For basic understanding of knowing what syllable is.
Always use phonetic transcription(produce/ articulate the sounds in the word) to mark or identify syllables.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
This is my group assignment for Introduction to Linguistics subject. Our group members are:
1. Machsuna Indriastuti
2. Nur Laila Rahmawati
3. Nur Afifah Firdaus Masykuri
4. Nanda Dwiana Pangestuti
Please don't remove our credit!
Clause (part 7 of 10)-Defining & Non-defining Relative clauseMd. Abdul Kader
By the end of the lesson you will be able to …
•define defining relative clauses.
•define non-defining relative clauses.
•explain punctuation rules with the defining and non-defining relative clause.
•mention the use of wh-words.
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
This is my group assignment for Introduction to Linguistics subject. Our group members are:
1. Machsuna Indriastuti
2. Nur Laila Rahmawati
3. Nur Afifah Firdaus Masykuri
4. Nanda Dwiana Pangestuti
Please don't remove our credit!
Clause (part 7 of 10)-Defining & Non-defining Relative clauseMd. Abdul Kader
By the end of the lesson you will be able to …
•define defining relative clauses.
•define non-defining relative clauses.
•explain punctuation rules with the defining and non-defining relative clause.
•mention the use of wh-words.
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Embedded clauses, presentation 6
1. LANE 334 -EA: Syntax
2011 – Term 2
6
EMBEDDED CLAUSES
By: http://SBANJAR.kau.edu.sa/
Dr. Shadia Y. Banjar http://wwwdrshadiabanjar.blogspot.com
3/16/2011 Dr. Shadia Yousef Banjar 1
3. •Subordinate (embedded) clauses may be
or :
1.I prefer [S´ that he takes a taxi]
2.I prefer [S´ to take a taxi]
3.I prefer [S´ for him to take a taxi]
3/16/2011 Dr. Shadia Yousef Banjar 3
4. The verb in the embedded clause is
finite (carries tense) and has a
subject.
3/16/2011 Dr. Shadia Yousef Banjar 4
6. RELATIVE CLAUSE
RELATIVE CLAUSES are adjectival in nature. The
clause fulfills the same role as an ADJECTIVE.
1. The man [whose car we crashed into] called the police.
2. We’ll rent the apartment to the person [that we like best].
Relative clauses are generally introduced by a relative
pronoun, such as who, or which. However, the relative
pronoun may be ellipted:
•The video [which you recommended] was terrific.
•The video [you recommended] was terrific .
3/16/2011 Dr. Shadia Yousef Banjar 6
7. ADVERBIAL CLAUSES
Adverbial clauses
•They fulfill the same function as an adverb or prepositional phrase.
•They are often adjuncts to the verb (therefore optional), and express
meanings such as place, time, manner, concession, condition, result,
etc.
•They are typically introduced by a subordinate conjunction (while,
because, since, in order to, so that, whereas, unless, as though, as if,
whenever, etc.).
1. I’d like to go out [while it’s still sunny].
2. [Although it rained all week], the sun came out during the
weekend.
3. The department called an urgent meeting [because the dean was
dissatisfied with their proposals].
3/16/2011 Dr. Shadia Yousef Banjar 7
8. COMPLEMENT
CLAUSES
Complement clauses
They are introduced by a complementiser (that, whether). They are
also referred to as noun clauses, nominal clauses, or completive
clauses.
They are often the direct object of a verb such as think, believe, ask,
and also some adjectives and nouns.
1. I think [that it’s too windy to go out for a walk].
2. Do you really believe [that the government will increase funding
to universities]?
3. He asked [whether there was parking in the building].
4. I’m sure [that Kate will be here soon].
5. The fact [that the candidate is still running] is evidence of her
commitment.
3/16/2011 Dr. Shadia Yousef Banjar 8
9. The complementiser ‘that’ can often be deleted. The complement
clause that can be distinguished from the relative clause that,
because the relative complementiser can be replaced by relative
wh-pronouns (e.g., who or which), whereas the complement
clause that cannot be replaced by anything.
1. The theory [that black holes exist] is taught in physics class. –
Complement clause
2. The theory [that Prof. Jones believes in] is not very
convincing. – Relative clause
1. *The theory [which black holes exist] is taught in physics
class.
2. The theory [which Prof. Jones believes in] is not very
convincing.
3/16/2011 Dr. Shadia Yousef Banjar 9
10. Some complement clauses are
introduced by a wh- word (what, why,
who, etc.).
1. He asked [why there were so many
homeless people in the city].
2. I really didn’t know [what I could tell
him].
3/16/2011 Dr. Shadia Yousef Banjar 10
11. SUBJECT CLAUSE
Subject clauses
They are the subject of a main clause. They can
be introduced by the complementiser that
(which is not optional then), or by a wh- word.
1. [What he’s been telling us] has all been true.
2. [That smoking causes lung cancer] seems
evident.
3/16/2011 Dr. Shadia Yousef Banjar 11
12. Infinitive
clauses
NON-
NON-
FINITE
CLAUSE
Present Past
participia participial
l clauses clauses
3/16/2011 Dr. Shadia Yousef Banjar 12
13. Non-finite Clauses
•The verb is non-finite.
•There is usually no explicit subject, although the
subject is understood to be the same as in the main
clause.
•When looking for a non-finite clause, keep in mind that
the first verb in the verb phrase has to be non-finite.
• For example, the verb phrase[ was studying ]contains
a non-finite form (studying), but it is finite, since the first
verb (actually, the auxiliary was) is finite.
•Non-finite clauses can contain auxiliary verbs (to have
lived, to be completed, having studied), but it is always
the case that the first form is non-finite.
3/16/2011 Dr. Shadia Yousef Banjar 13
14. Infinitive Clauses
•The verb is a to infinitive.
•They can fulfill a number of functions, similar to those of
finite clauses: subject, complement, or adverbial.
1. [To live in a cosmopolitan city] has been his life-long
goal.
2. That’s difficult [to believe].
3. They went away for the weekend [to relax from the
stress of the week].
•They can be introduced by the complementisers whether or
for, or by a wh- word.
1. I prefer [for the students to do most of the talking].
2. I don’t know [what to do].
3/16/2011 Dr. Shadia Yousef Banjar 14
15. Past Participial Clauses
•The verb is a past participle (not to be confused
with a simple past, which would be finite).
•Again, a number of functions, typically adjuncts to
a noun or adverbials.
1. [Exhausted after a day’s work], the bus driver
decided to take a cab home.
2. The proposal [provided by the city] did not
satisfy city council.
3/16/2011 Dr. Shadia Yousef Banjar 15
16. Present Participial Clauses
•The verb is a present participle (the –ing form). They
can be complements to a verb or adjuncts to a noun, or
adverbials.
1. They kept [hammering away while we were
working].
2. [Having finished work early], the team celebrated by
[going out for pizza].
3. John ran out the door, [waving cheerfully as he left].
4. The plumber found the leak [causing the flooding]
quite fast.
3/16/2011 Dr. Shadia Yousef Banjar 16