The document discusses different types of clauses and their functions within sentences. It explains that a sentence can contain multiple clauses, with one main clause and one or more subordinate clauses. Subordinate clauses provide additional information to the main clause and are introduced by subordinators like relative pronouns. The types of subordinate clauses covered include relative clauses, adverbial clauses, noun clauses, and complement clauses. The document also discusses non-finite verb forms like the infinitive, -ing participle and -en participle and how they can be used in subordinate clauses functioning as post-modifiers, adverbials, subjects, or direct objects.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
This is a material given with the purpose of supplying information about Generative Grammar as a focus that is actually taught everywher. This content was recommended by the Department of Modern Languages at the University of Carabobo, the subject´s name is Pedagogical Grammar and there were lots of presentations about the most favourite focusses commonly studied in Adult Education. The presenters´ names: Reina., Anyerlin & Becerrit., Eduardo. We all hope you read it carefully and make most of it.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
This is a material given with the purpose of supplying information about Generative Grammar as a focus that is actually taught everywher. This content was recommended by the Department of Modern Languages at the University of Carabobo, the subject´s name is Pedagogical Grammar and there were lots of presentations about the most favourite focusses commonly studied in Adult Education. The presenters´ names: Reina., Anyerlin & Becerrit., Eduardo. We all hope you read it carefully and make most of it.
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/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter 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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. It is possible to have more than one S node in a sentence. The example , the cat which is lying on the mat loves dogs, consists of a MAIN CLAUSE (S1) (the cat loves dogs) and a SUBORDINATE CLAUSE (S2) (which is lying on the mat ) A clause may exists alone or it may join up with other clauses as in the example: (the cat which is lying on the mat loves dogs) Nora Alharbi
3. Subordination Most of our example sentences consisted of one clause. (1) Kate hugged the baby. (2)The dog found a bone. Nora Alharbi
4. We can, of course, take the same subject and say different things about it in different sentences. (3) The cat is mad. (4) The cat loves dogs. Alternatively we can join the clauses together to form one sentence . By subordinating one clause to another (5) The cat that is mad loves dogs. Nora Alharbi
5. In example (5) the cat loves dogs becomes the main clause; that is mad is the subordinate clause introduced by a Subordinator, the relative pronoun that. These two clauses do not carry equal weight or importance: the subordinate clause is often less important than the main clause. Alternatively we could subordinate the cat is mad. toThe cat loves dogs . The cat that loves dogs is mad Nora Alharbi
6. The cat that loves dogs is mad. In this example, the assertion the cat loves dogs has become less important than the assertion the cat is mad. In other words, the cat is mad, has become the main clause and the cat loves dogshas become the subordinate clause. Nora Alharbi
8. - Relative clause The cat that loves dogs is mad - A Relative clause modifies the head noun of a noun phrase. - The whole unit (the cat that loves dog) is a noun phrase, Functioning as one constituent by substituting the pronoun it . Function : The cat that loves dogs ismad S psC Nora Alharbi
9. - Subordinate clause (that loves the dog) is Embedded in the main clause (the cat is mad) S1 NP VP DET N1 V NP N S2 N The cat that is mad loves dogs Nora Alharbi
10. Another way of showing embedding is by the use of square brackets.1- {s1 the cat{s2 that is mad} loves dogs Function: {The cat that is mad } lovesdogs SPdO Nora Alharbi
11. Adverbial clause Subordinate adverbial clauses add information in relation to manner , time , place and so on. For example: (15) I will give you the next cluewhenyou are ready . All adverbial clauses begin with a subordinator . In example (15)the subordinator is when. Nora Alharbi
12. Adverbial clause Another example: (16)We must be careful becausethere is a ghost. In this example the adverbial clause begin with a subordinator because. There is no option to omit the subordinator in adverbial clauses . The function of subordinate adverbial clauses is adverbial. Iwill give youthe next clue when you are ready S Pi O d O A Nora Alharbi
13. Noun clause In some cases it is possible for clauses rather than phrases to function as subjects or objects. These types of clause are called noun clauses. For example: How he deals with the deficit is grossly important The subordinate clause is the subject, How he deals with the deficit isgrossly important SPSC Nora Alharbi
14. (2) I know (that) they like me the subordinate clause is the direct object of a transitive verb, Iknowthey like me SPdO Nora Alharbi
15. Complement Clause Subject complement A subordinate clause can also appear with an intensive verb and function as the subject complement. For example: The most important thingisthat you’re happy SPsC Nora Alharbi
16. Non-finite verbs Finite Clauses: that is clause where the verbs carry tense.There are occasions when NON- FINITE or untensed verb can appear in subordinate clauses. The form of non – finite verbs is either:to+ infinitivefor example (40)She wants to hold the baby. Nora Alharbi
17. Bare infinitive (that is infinitive without to) For example (41)She made him hold the baby. Or the –ing participle For example (42) She left him holding the baby. And –en participle : for exampleBored by the baby, she left Nora Alharbi
18. Post-modifier Like relative clauses, non-finite clauses can function as post-modifiers to head nouns. For example: [ The letter [ for you to type ] is on your desk ] The form of this non-finite verb is to + infinitive (to type) and by post-modifying letter, it forms part of the subject NP. Nora Alharbi
20. As with the other noun post-modifiers (pp and relative clause) we are arguing that letter for you to type is an constituent. Head nouns can also be post-modifiers by the -ing and –en participles. For example: The cat lying on the doorstep is asleep Those books scattered over the floor are yours Nora Alharbi
21. Adverbial Non-finite clauses can also function as adverbials. For example, -ing participle: S1 VPNPS2 NP VgpPRO [trans] AUX V DET N TENSE Whistling cheerfully he (past) typed the letters Whistling cheerfully he typed the letters AS PdO Nora Alharbi
22. Subject Like clauses non-finite clauses can also appear as subject: Going to parties isfun S PsC Nora Alharbi
23. DIRECT OBJECT Non-finite clauses, like noun clauses, can also function as direct objects Shewantsto hold the baby SPdO Nora Alharbi