This document discusses different types of phrases and their functions in sentences. It defines phrases as groups of words that act as parts of speech but cannot stand alone as sentences. The main types of phrases discussed are noun phrases, verb phrases, adjective phrases, adverb phrases, and preposition phrases. It provides examples to illustrate the structure and function of each phrase type, such as serving as subjects, objects, or modifiers within sentences. It also discusses the roles that phrases can play, such as direct objects, indirect objects, and subject/object complements.
Univesridad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Dra. Rosario María Burneo Burneo
Ciclo: Quinto
Bimestre: Primero
Universidad Técnica Particualr de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Dra. Rosario María Burneo Burneo
Ciclo: Quinto
Bimestre: Segundo
Univesridad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Dra. Rosario María Burneo Burneo
Ciclo: Quinto
Bimestre: Primero
Universidad Técnica Particualr de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Dra. Rosario María Burneo Burneo
Ciclo: Quinto
Bimestre: Segundo
Here’s the most precise guide ever on what adjectives are, their usage, and placement. You’ll never make a mistake with using adjectives in your writing ever again.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
2. Introduction
Phrases and clauses are the building blocks of sentences.
Phrases are groups of words that act as a part of speech but
cannot stand alone as a sentence.
The words in a phrase act together so that the phrase itself
functions as a single part of speech. For example, phrases
can function as nouns, verbs, adjectives, or adverbs.
3. If you understand how different types of phrases
function, you can avoid misplacing them or
leaving them dangling in sentences.
It does not convey a definite meaning.
It only conveys a disconnected idea.
4. Types of Phrases
Definition: Phrase is a constituent that has one key
word, its head and the modifier is an extension of the
head.
If you understand how different types of phrases
function, you can avoid misplacing them or
leaving them dangling in sentences.
5. A noun phrase includes a noun—a person, place, or
thing—and the modifiers which distinguish it
You can find the noun dog in a sentence, for example,
but you don't know which canine the writer means
until you consider the entire noun phrase: that dog,
Aunt Audrey's dog, the dog on the sofa, the neighbor's
dog that chases our cat, the dog digging in the new
flower bed.
6. Modifiers can come before or after the noun. Ones that
come before might include articles, possessive nouns,
possessive pronouns, adjectives, and/or participles.
Articles: a dog, the dog
Possessive nouns: Aunt Audrey's dog, the neighbor's
dog, the police officer's dog
Possessive pronouns: our dog, her dog, their dog
Adjectives: that dog, the big dog, the spotted dog
Participles: the drooling dog, the barking dog, the
well trained dog
7. Modifiers
Read these examples:
We who were green with envy
We = subject pronoun; who were green with envy =
modifier.
Someone intelligent
Someone = indefinite pronoun; intelligent = modifier.
No one important
No one = indefinite pronoun; important = modifier.
8. Noun Phrase
Noun phrases play an important role in the construction
of a sentence.
Without knowledge of noun phrases in English, learners
could not produce comprehensible sentences.
Basic noun phrases can be pronouns, numerals or head
nouns with different determiners while complex ones
include pre-modification, head noun and post-
modification.
9. E.g. 1:
I like the tall lecturer in the front.
Lecturer is the key word and this is a noun.
Hence, the constituent the tall lecturer is a noun phrase.
(premodification)
The tall lecturer in the front is also a noun phrase but
this time with both pre & postmodification.
10. Noun phrase variations
E.g. 2: Men with long hair look like hippies.
Men with long hair is a noun phrase.
Men is the head noun with postmodification.
E.g. 3 : I have never taught those students at the
back.
Those students at the back is the noun phrase.
Students is the head noun with pre & post
modification.
11. Noun phrase variations
E.g. 4: I saw three English films yesterday.
Three English films is the noun phrase.
Films is the head noun with premodification.
E.g. 5 -- I like David.
David is the noun phrase & also the noun with no
modification.
12. Noun phrase variations
E.g. 6 – I saw something rather strange on TV last night.
Something rather strange is a noun phrase.
Something is the pronoun & the head noun with
postmodification.
13.
14. Verb phrase
It is considered as a head verb with auxillaries
according to Greenbaum & Quirk (1990) and Crystal
(1996).
E.g. We will have finished by Tuesday.
Will have finished is a verb phrase.
Finished is the head.
Note: verb phrase can have only premodification.
15. Every sentence must have a verb. To depict doable
activities, writers use action verbs. To describe
conditions, writers choose linking verbs.
Sometimes an action or condition occurs just—and it's
over. Read these two short sentences:
Offering her license and registration, Sarah cried in
the driver's seat.
Officer Afiq was unmoved.
16. a single-word verb like cried or was cannot accurately
describe what happened, so writers use multipart verb
phrases to communicate what they mean.
As many as four words can comprise a verb phrase.
A main or base verb indicates the type of action or
condition, and auxiliary—or helping—verbs convey the
other nuances that writers want to express.
17. Verb transitivity
1) Intransitive – I will sleep well tonight. (no object)
2) Monotransitive – I kicked the ball hard. (one object)
3) Ditransitive – I gave Ellen a wonderful gift. (direct and
indirect object)
4) Copular – I feel rather tired today.
(verb describes the subject and the constituent “rather tired”
following the verb is called a subject complement.
5) Complex transitive – I appointed Sally my secretary.
(with direct object & object complement)
Test: Sally is my secretary.
19. Adjective Phrase
Adjective Phrase is a constituent with an adjective as a
head.
e.g. 1 The very cute girl is my sister.
Very cute girl is the adjectival phrase.
Cute is the head adjective with a premodification.
e.g. 2 Your brother was very angry about the results.
Happy about the results is the adjectival phrase.
Happy is the head with postmodification.
21. Adverb phrase
It is a constituent that has an adverb as its head.
E.g.1 Ali played the music very loudly.
Very loudly is an adverb phrase.
Loudly is the head with premodification.
He is talking strangely for a teacher.
Strangely for a teacher is the adverb phrase.
Strangely is the head with postmodification.
22. Preposition phrase
It is a constituent that has a preposition as its head.
E.g. 1 The chair right at the back is broken.
At the back is a preposition phrase
At is the head
Note: preposition phrase always has a noun phrase as a
postmodifier.
Premodification is not common though “right” can be
considered as that in the sentence above.
23. Roles of Phrases in a sentence
(1) My brother shot the robber.
(2) The robber shot my brother.
Form for my brother in both sentence is a noun phrase.
Function
(1) My brother functions as a subject.
(2) My brother functions as a direct object.
24. Direct and indirect object
e.g. 1 The man gave his girlfriend a rose.
girlfriend is an indirect object
a rose is direct object
Note: Verbs that takes two objects are called ditransitive
verb.
Postphonement test; The indirect object can be moved
to the back.
i.e. The man gave a rose to his girlfriend.
25. Direct and indirect object cont.
E.g. 2 Michael bought his girlfriend some flowers.
Girlfriend is an indirect object
Some flowers is a direct object.
Postphonement test:
Michael bought some flowers for his girlfriend.
26. Subject complement
E.g. 1 John loved the teacher.
E.g. 2 John became the teacher.
In e.g. 2 the teacher is a subject complement because the
constituent following the verb describes the subject.
The verb is called a copular verb.
Sentence 1 can be converted into a passive sentence.
“The teacher was loved by John”.
27. Object complement
We have elected you our leader.
You is the direct object.
Our leader is the object complement.
To identify an object complement, use the Be-Insertion
Test
You are our leader. Hence the above is correct.
28. More examples
E.g. 1 I made my mother happy.
My mother is a direct object.
Happy is an object complement.
Test: My mother is happy. – correct.
e.g. 2 You left your teacher very angry.
Your teacher is direct object.
Very angry is object complement
Test: Your teacher is very angry. – correct.
29. Adverbial
It is a constituent that describes time, place or manner.
1. Susan quickly wrote a letter.
Quickly – adverbial of manner
2. I will take the final exam on Monday morning
On Monday morning – adverbial of time
3. Next week we have no more classes.
Next week – adverbial of time
30. Prepositional complements
E.g. 1 Our classroom is on the first floor.
on the first floor is the preposition phrase
on – is the preposition
the first floor – prepositional complement (contains a
noun/pronoun
E.g. 2 My teacher is quite angry with me.
with – is the preposition
me – prepositional complement (contains a pronoun)
31. Premodifier & postmodifier
E.g. 1 Very tall men are often good at basketball.
“” Very tall” -- premodifier of men
E.g. 2 I love music by Beethoven.
“ by Beethoven” postmodifier of music
E.g. 3 My father sent that student a letter last week.
My – possessive pronoun – determiner & premodifier
That – demonstrative & premodifier
A – article – determiner & premodifier