Information on:
Sentence structure & types
Phrases & Clauses
Direct & Indirect Speech
Concord & Register
Ambiguity
Punctuation marks
Parts of Speech
Synonyms & Antonyms
Malapropism
Comma Splice Error
English Language Terminology - Phrases, Clauses and SentencesCool
This clear and concise presentation explains phrases, clauses and sentences as well as covering word structure and words and meanings.
The topics covered are: phrases, noun phrases, adjectival phrases, verb phrases, prepositional phrases, clauses, adverbials, clause types, simple sentences, compound sentences, complex sentences, sentence moods, morphemes, inflection, derivational affixes, denotations, connotations, lexical fields, hyponyms, hypernyms, synonyms and antonyms.
The simple explanations will clarify any misunderstandings, with the help of clear bullet points, concise definitions, and examples.
The presentation is perfect for English Language A Level at both AS and A2.
English Language Terminology - Phrases, Clauses and SentencesCool
This clear and concise presentation explains phrases, clauses and sentences as well as covering word structure and words and meanings.
The topics covered are: phrases, noun phrases, adjectival phrases, verb phrases, prepositional phrases, clauses, adverbials, clause types, simple sentences, compound sentences, complex sentences, sentence moods, morphemes, inflection, derivational affixes, denotations, connotations, lexical fields, hyponyms, hypernyms, synonyms and antonyms.
The simple explanations will clarify any misunderstandings, with the help of clear bullet points, concise definitions, and examples.
The presentation is perfect for English Language A Level at both AS and A2.
What is sentence?
Sentence is a group of words, minimal has subject and predicate, which expresses a thought in written or spoken form.
Types of Sentences
1. Types of Sentences according to their purpose.
2. Types of Sentences according to their syntax
3. Types of Sentences according to their form
4. Types of Sentences according to completeness
5. Types of Sentences according to what kind of category occurs in the predicate position of the sentence.
Types of Sentences according to their purpose
A declarative sentence makes a statement. Since we usually make statements that declare something, most of your sentences are declarative. All declarative sentences are ended with a period.
Examples:
The dodgers won the first inning.
The tallest animal in the world is a giraffe.
Sentence Types Structural classification (Part I: Simple, Compound, Compound-Complex Sentence)
Compiled by: Belachew Weldegebriel
Jimma University
CSSH
Department of English Language and Literature
Types of Sentences: Structural
Sentences are classified in to four according to their structure i.e. the type and number of clauses it consists.
1. Simple Sentence
2. Compound Sentence
3. Complex Sentence
4. Compound-Complex Sentence
1.Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
The dog barked.
The baby cried.
Girma and Alemu play football every afternoon.
St. George played well and won the game.
Simple Sentence
A simple sentence contains a subject and verb.
It expresses a single complete thought.
A simple sentence is a single independent clause.
A simple sentence might have a compound subject and/or compound verb.
Simple Sentence withCompound Subject and/or Compound Verb
The simple sentence may have a compound subject: The dog and the cat howled.
It may have a compound verb:
The dog howled and barked.
It may have a compound subject and a compound verb:
The dog and the cat howled and yowled respectively.
2. Compound Sentence
A compound sentence consists of two or more simple sentences joined by
(1) a comma followed by a coordinating conjunction
(and, but, or, nor, for, yet, so):
The dog barked, and the cat yowled.
(2) a semicolon:
The dog barked; the cat yowled.
(3) a comma, but ONLY when the simple sentences
are being treated as items in a series:
The dog barked, the cat yowled, and the rabbit
chewed.
Compound Sentence
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
A compound sentence can also consist of two independent clauses joined by semi-colon
3. Complex Sentence
A complex sentence contains an independent clause and at least one dependent clause.
A. When he handed in his homework, he
forgot to give the teacher the last page. B. The teacher returned the homework after
she noticed the error. C. The students are studying because they
have a test tomorrow.D. After they finished studying, Juan and
Maria went to the movies. E. Juan and Maria went to the movies after
they finished studying.
COMPLEX SENTENCES / ADJECTIVE CLAUSES
A. The woman who(m) my mom talked to
sells cosmetics.B. The book that Jonathan read is on the shelf.C. A girl whom I know was recently accepted
to Harvard University.
D. The Eiffel Tower, which is located in Paris,
is visited by millions of tourists annually.
The underlined part is the independent clause.
What is sentence?
Sentence is a group of words, minimal has subject and predicate, which expresses a thought in written or spoken form.
Types of Sentences
1. Types of Sentences according to their purpose.
2. Types of Sentences according to their syntax
3. Types of Sentences according to their form
4. Types of Sentences according to completeness
5. Types of Sentences according to what kind of category occurs in the predicate position of the sentence.
Types of Sentences according to their purpose
A declarative sentence makes a statement. Since we usually make statements that declare something, most of your sentences are declarative. All declarative sentences are ended with a period.
Examples:
The dodgers won the first inning.
The tallest animal in the world is a giraffe.
Sentence Types Structural classification (Part I: Simple, Compound, Compound-Complex Sentence)
Compiled by: Belachew Weldegebriel
Jimma University
CSSH
Department of English Language and Literature
Types of Sentences: Structural
Sentences are classified in to four according to their structure i.e. the type and number of clauses it consists.
1. Simple Sentence
2. Compound Sentence
3. Complex Sentence
4. Compound-Complex Sentence
1.Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
The dog barked.
The baby cried.
Girma and Alemu play football every afternoon.
St. George played well and won the game.
Simple Sentence
A simple sentence contains a subject and verb.
It expresses a single complete thought.
A simple sentence is a single independent clause.
A simple sentence might have a compound subject and/or compound verb.
Simple Sentence withCompound Subject and/or Compound Verb
The simple sentence may have a compound subject: The dog and the cat howled.
It may have a compound verb:
The dog howled and barked.
It may have a compound subject and a compound verb:
The dog and the cat howled and yowled respectively.
2. Compound Sentence
A compound sentence consists of two or more simple sentences joined by
(1) a comma followed by a coordinating conjunction
(and, but, or, nor, for, yet, so):
The dog barked, and the cat yowled.
(2) a semicolon:
The dog barked; the cat yowled.
(3) a comma, but ONLY when the simple sentences
are being treated as items in a series:
The dog barked, the cat yowled, and the rabbit
chewed.
Compound Sentence
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so (FANBOYS).
A compound sentence can also consist of two independent clauses joined by semi-colon
3. Complex Sentence
A complex sentence contains an independent clause and at least one dependent clause.
A. When he handed in his homework, he
forgot to give the teacher the last page. B. The teacher returned the homework after
she noticed the error. C. The students are studying because they
have a test tomorrow.D. After they finished studying, Juan and
Maria went to the movies. E. Juan and Maria went to the movies after
they finished studying.
COMPLEX SENTENCES / ADJECTIVE CLAUSES
A. The woman who(m) my mom talked to
sells cosmetics.B. The book that Jonathan read is on the shelf.C. A girl whom I know was recently accepted
to Harvard University.
D. The Eiffel Tower, which is located in Paris,
is visited by millions of tourists annually.
The underlined part is the independent clause.
Presentation begins with useful terminology for Shakespearean study.
Use when introducing Macbeth - includes some analysis of the latter portion of the play
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. SENTENCE STRUCTURE:
A sentence is a group of words which expresses a complete thought.
A sentence must contain a subject (noun) and a finite verb.
A verb which can stand alone with a noun and create a coherent sentence
Sentences are made up of a subject, verb and object.
3. WHAT IS A FINITE VERB?
FINITE VERB:
Can stand on its own and together with the subject it makes a
complete sentence.
EXAMPLES:
Anne reads.
John walked.
4. TYPES OF SENTENCES:
THERE ARE 4 TYPES OF SENTENCES:
Statements – supply information
E.g. Shayne is going to school.
Questions – ask for information
Where are you going?
Exclamations – Express emotions e.g. surprise, fear, excitement.
Its a ghost!
Commands – Give orders or instructions.
Do not enter through this door.
5. SENTENCES ARE ALSO CLASSIFIED AS:
A simple sentence = 1 independent clause
A compound sentence = 2 independent clauses
A complex sentence = 1 main clause joined to 1 subordinate clause
7. COMPOUND SENTENCE:
has two or more finite verbs. May be made up by two or more simple
sentences joined together by a coordinating conjunction.
E.g. for, and, nor, but, or, yet, so = FANBOYS
To see how to form a compound sentence this way, look at these two
simple sentences:
1. Tom read the
novel.
1. His friend saw the
movie.
1. Tom read the novel, but his
friend saw the movie.
8. COMPLEX SENTENCE:
contains one main clause and one or more subordinate clauses which
provide additional information. They are joined by subordinating
conjunctions.
e.g. After, although, because, before, unless, which.
EXAMPLE OF A COMPLEX SENTENCE:
Main clause: “A child should stay home from school”
Subordinate clause: “who has chickenpox”
A child who has chickenpox should stay home from school.
9. LANGUAGE ACTIVITY: SENTENCE
STRUCTURE
1. Write one example of the following:
A simple sentence
A compound sentence
A complex sentence
2. Using your knowledge of sentences, write a paragraph which
includes:
2 simple sentences – on their own.
1 compound sentence
1 complex sentence
IN ANY ORDER.
10. SENTENCE TYPE ACTIVITY 2:
1. Combine the following simple sentences into compound sentences:
A) Sebastian laughed at the joke. Anthony was not amused.
B) Henry walked across the stage. Chris greeted Henry warmly.
2. Combine the following into complex sentences.
A) Bruce shouted loudly. Someone had stepped on his toes.
B) Natasha kicked the door down. Clint was inside.
11. ANSWERS:
1. Write one example of the following:
A simple sentence: Sebastian laughed at the joke.
A compound sentence: Sebastian laughed at the joke, but Anthony was not amused.
A complex sentence: Henry walked across the road, after seeing the paparazzi.
2. Using your knowledge of sentences, write a paragraph which
includes:
2 simple sentences – on their own.
1 compound sentence
1 complex sentence
IN ANY ORDER.
12. 2 simple sentences – on their own.
1 compound sentence
1 complex sentence
The boy read a book. He borrowed it
from the library, and it was very
interesting. The boy’s mother was
happy to see him read. Reading novels
is a good way to improve vocabulary,
while having fun with exciting
storylines.
13.
14. SENTENCE TYPE ACTIVITY 2:
1. Combine the following simple sentences into compound sentences:
A) Sebastian laughed at the joke, but Anthony was not amused.
B) Henry walked across the stage, and Chris greeted him warmly.
2. Combine the following into complex sentences.
A) Bruce shouted loudly, because someone had stepped on his toes.
B) Natasha kicked the door down, because Clint was inside.
15. PHRASES:
A phrase is a group of words without a finite verb.
It can never stand alone because a phrase is
ALWAYS PART OF A SENTENCE.
E.g. The model with the dazzling smile came from Durban.
“with the dazzling smile” makes no sense on its own.
16. CLAUSES:
A clause is a group of words containing a finite verb.
Always contains a finite verb and is sensibly arranged within a
sentence.
TWO TYPES OF CLAUSES:
Main: Is the main idea of the sentence and can sensibly stand alone.
Subordinate clauses: Always contains a verb but cannot stand alone. It depends on
the main clause for its meaning.
The van came to a halt after it ran out of petrol.
17. DIRECT SPEECH:
Direct speech uses the exact words of the speaker, whereas indirect/reported
speech is the words re-spoken by a third person.
E.G. My teacher said, “Well done on your test!”
*****************************************
DIRECT SPEECH IS MADE UP OF TWO PARTS:
a) The clause which indicates the speaker and contains a verb such as ‘said’ or
‘asked’.
e.g. My teacher said,
AND
b)The actual words that are spoken which are enclosed in quotation marks.
e.g. “Well done on your test!”
18. DIRECT SPEECH HAS DIFFERENT
FORMATS:
a) The verb comes before the spoken words:
e.g. The supporters shouted, “Manchester United forever!”
b) The spoken words come first:
e.g. “This is the greatest match I have ever seen!” yelled the
excited spectator.
c) The verb may be in the middle of the sentence, splitting the spoken
words . The second sentence will not begin with a capital letter.
e.g. “Come on boys!” shouted the captain, “the trophy’s ours!”
19. INDIRECT/REPORTED SPEECH
The words spoken by the first person are now re-told to another.
EXAMPLES:
1. DIRECT: Anne said: “I loved travelling in Mauritius”
REPORTED: Anne said that she loved travelling in Mauritius.
2. DIRECT: Simon asked: “May I have some ice cream?”
INDIRECT: Simon asked if he could have some ice cream.
20. WHEN CHANGING A SENTENCE FROM
DIRECT TO INDIRECT SPEECH, IT IS
IMPORTANT TO NOTE THE FOLLOWING:
•Remove the inverted commas, question marks, exclamation marks and
capital letters.
•Change pronouns to ensure the meaning remains the same.
•Insert the word ‘that’ to link the verb (said/says) to the spoken words.
•Insert the words ‘if’ or ‘whether’ after the verb.
21. REGISTER:
Register is the suitability of style, tone and word choice.
Depending on the situation, word choice and language will differ:
When speaking or writing to peers/family, the register is informal and relaxed.
However, communicating with the principal for example, is much more formal and
reserved.
The register depends on the type of communication and its purpose,
setting and audience
22. CONCORD:
The words in a sentence must match or agree with one another.
oThe subject and verb must agree:
(a singular subject requires a singular verb)
E.g. Roger has many friends.
(a plural subject requires a plural verb)
E.g. The children have many friends.
oThe noun and pronoun must agree:
• E.g. The woman paid for her ticket = Singular
• The women paid for their tickets = Plural
23. AMBIGUITY:
Refers to a sentence in which more than one meaning is possible. This
means when we hear or read an ambiguous sentence, we are not
sure which meaning the writer intended.
E.g. Exams in progress. Do not pass
1: Students are currently writing exams and will not get a
passing grade.
2: There is an exam occurring – please do not walk past.
Ambiguity can also occur when the sentence is written using the
incorrect word order.
24. PUNCTUATION MARKS:
Punctuation marks allow the text to be read easily and sensibly.
There are some punctuation marks that are seen more often than
others.
It is important to know the name and function of each punctuation
mark.
25. Punctuation
mark: Function: Examples:
Capital
Letters
∙ At the start of all sentences
∙ Proper nouns are
capitalised
∙ Main words in titles of
films and books are
capitalised
∙ Susan went to
town.
∙ Hillcrest, John,
∙ Things Fall Apart
Full stops ∙ End of the sentence
∙ After some abbreviations
∙ Jane played in
the garden.
∙ Prof. abbr. e.g.
26. Punctuation
mark: Function: Examples:
Question
marks
∙ At the end of a
question
∙ Who is your favourite
actor?
Exclamation
marks
∙ Used after
exclamations or
interjections
∙ Strengthens the
tone of a sentence
∙ Used after
sentences
containing
emotions
∙ Ouch!
∙ The child screamed
when she saw a frog.
∙ “I’m terrified!”
27. Punctuation
mark:
Function: Examples:
Semi-colons ∙ Long pause that balances
two equally important
ideas
∙ Indicates opposite ideas
∙ Joins two main clauses
∙ Can be replaced by a full
stop or conjunctions
∙ I went by car; i should have
flown.
∙ In summer we swim; in
winter we skate.
∙ She worked hard for her
test; she had nothing to
fear.
Colons ∙ Indicates that a list is to
follow
∙ Introduces a quote
∙ In dialogues, the colon
follows the speakers name
∙ I need to buy: eggs, milk,
cheese and caviar.
∙ Eleanor Roosevelt said:
“The future belongs to
those who believe in the
beauty of their dreams.”
∙ Stephen: We’re going to get
caught!
28. Punctuation
mark:
Function: Examples:
Brackets ∙ Usually an explanation,
aside or additional
information.
∙ Possible to use commas or
dashes in place of brackets
∙ My Chihuahua (the smallest dog
in the world) can fit into a teacup.
∙ My Chihuahua, the smallest dog
in the world, can fit into a teacup.
Commas ∙ Used to separate items in a
list
∙ Shows where one phrase
ends and another begins
∙ Indicates additional
information
∙ Used before words like
however and nevertheless
∙ We bought new books, pens and
pencils for school.
∙ Roger Federer won his match, to
the delight of the fans.
∙ Mr Smith, the principal,
addressed the pupils yesterday.
∙ She was, however, late for her
interview and lost the job.
29. Punctuation
mark
Function: Examples
Quotation
marks/Inver
ted commas
∙ Indicates direct speech
∙ To quote someone else’s
words
∙ Mr Smith said: “You need to
work harder.”
∙ Martin Luther King said: “I
have a dream!”
Ellipsis ∙ Indicates a sentence is
incomplete or
something has been left
out.
∙ He walked to the edge of the
cliff and ...
Hyphen ∙ Links prefixes to words
or links two words to
form a compound word
∙ Anti-freeze, pre-school
Apostrophe ∙ Either shows possession
∙ Or omission/contraction
∙ The family’s car; the boys’
books
∙ I +am = I’m; You +have = You’ve
31. Nouns:
Common Nouns – Names of any tangible objects e.g. Wall, car, desk, window
Proper Nouns – Names of people, places or brands e.g. Samantha, France, Ferrari
Abstract Nouns – Names of emotions or characteristics e.g. Anger, love, honesty, kindness
Collective Nouns – names of groups e.g. A swarm of bees,
Pronouns:
Replaces a noun e.g. He, She, Him, Her, Their
Adjectives:
Words which describe a noun e.g. Beautiful, strong, fast
Verb:
Describes what the noun is doing e.g. Running, walking, hurrying
Adverb:
describes how the noun is doing the action e.g. Quickly, slowly, in a panic
Preposition:
describes the relationship between nouns e.g. In, on, by, under, across, beneath
Conjunction:
joins two simple sentences together (Co-ordinating & subordinating)
Articles:
There are only 3 (The, A, An) – these are placed before a noun
32. PARTS OF SPEECH ACTIVITY
Identify the parts of speech in the following sentences:
1. Eddy – Proper noun walked - verb quickly - adverb to - preposition
school – common noun.
2. Brett – Proper noun shouted – verb at – preposition his - pronoun
sister – common noun.
3. The - article boys – common noun sat - verb behind - preposition
Sebastian’s – proper noun house – common noun and - conjunction
drank - verb juice – common noun.
4. A flock of birds – collective noun flew – verb past – preposition
Henry’s – Proper Noun plane – common noun.
5. Chris – Proper noun rollerbladed - verb down - preposition the -
article road – common noun and - conjunction crashed – verb into -
preposition his - pronoun brother – common noun.
33. SYNONYMS & ANTONYMS
A synonym is a word or phrase that means exactly or nearly the same
as another word or phrase in the same language.
For example, shut is a synonym of close.
An antonym is a word opposite in meaning to another.
For example, bad and good.
34. MALAPROPISM
A malapropism is the mistaken use of a word in place of a similar-
sounding one, often with an amusing effect.
Some examples:
1. Rainy weather can be hard on the sciences. (sinuses)
2. Alice said she couldn't eat crabs or any other crushed Asians. (crustaceans)
3. I have no delusions to the past. (allusions)
4. You could have knocked me over with a fender. (feather)
5. You lead the way and we'll precede. (proceed)
6. Unfortunately, my affluence over my niece is very small. (influence)
7. A rolling stone gathers no moths. (moss)
8. Good punctuation means not to be late. (punctuality)
35. THE COMMA SPLICE ERROR:
E.G. Tom read the novel, his friend saw the movie.
HOW TO CORRECT THE COMMA SPLICE ERROR:
Separate the sentence into two:
Tom read the novel. His friend saw the movie.
Use a semi-colon or conjunction instead of the comma:
Tom read the novel; his friend saw the movie.
Tom read the novel but his friend saw the movie.
When you join two independent clauses with a comma and no conjunction, it’s called
a comma splice.