The Complete Sentence

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The document discusses what makes a complete sentence and provides examples of subjects and verbs. A complete sentence requires a subject, a verb, and a complete thought. Subjects are usually nouns or pronouns, while verbs express actions or states of being. There are some exceptions, such as sentences beginning with "there" where the subject comes after the verb, and imperative or command sentences where the subject is implied as "you."

Education

REVIEW: What makes a complete sentence? Complete sentences need: A subject A verb A complete thought

What do subjects look like? ,[object Object],[object Object]

Remember . . . ,[object Object],[object Object],[object Object],[object Object]

So if the subject needs a verb . . . What do verbs look like? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Expletive & Imperatives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Wait a minute – one more exception to the standard complete sentence! ,[object Object],[object Object],[object Object],[object Object],[object Object]

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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/

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