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.
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.
Structure in English
I was freaking out for this is my report in one of my subjects in MA-English. This is my waterloo and I just hope I was able to give justice to it.
1. Personal Pronoun – Meaning & Definition
a. 1st , 2nd & 3rd person
b. Forms of pronoun
2. Cases
a. Nominative
b. Possessive
c. Accusative
d. Funda Set-1
e. Practice Set-1
3. Reflexive
4. Demonstrative
a. Funda Set-2
5. Indefinite
a. Funda set -3
6. Distributive
a. Funda Set-4
b. Practice Set-2
This slide is dedicated to Senior High School teachers and students in Indonesia -- as one topic in the 2013 curriculum that teachers have to teach in English class.
The writer expects that this slide can provide additional references to teachers and students.
In teaching Noun Phrase, the writer does not stop at giving students knowledge about its structures and functions. Instead, the writer thinks that the teaching of Noun Phrase should help learners improve their reading comprehension, speaking, writing, as well as listening. So the teaching of Noun Phrase should have an impact to students' language skills rather than simply give knowledge. To achieve this goal, the writer trained students with a lot of translation practice via authentic texts.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
Structure in English
I was freaking out for this is my report in one of my subjects in MA-English. This is my waterloo and I just hope I was able to give justice to it.
1. Personal Pronoun – Meaning & Definition
a. 1st , 2nd & 3rd person
b. Forms of pronoun
2. Cases
a. Nominative
b. Possessive
c. Accusative
d. Funda Set-1
e. Practice Set-1
3. Reflexive
4. Demonstrative
a. Funda Set-2
5. Indefinite
a. Funda set -3
6. Distributive
a. Funda Set-4
b. Practice Set-2
This slide is dedicated to Senior High School teachers and students in Indonesia -- as one topic in the 2013 curriculum that teachers have to teach in English class.
The writer expects that this slide can provide additional references to teachers and students.
In teaching Noun Phrase, the writer does not stop at giving students knowledge about its structures and functions. Instead, the writer thinks that the teaching of Noun Phrase should help learners improve their reading comprehension, speaking, writing, as well as listening. So the teaching of Noun Phrase should have an impact to students' language skills rather than simply give knowledge. To achieve this goal, the writer trained students with a lot of translation practice via authentic texts.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
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!
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 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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Written expressionWritten expression
In this section you must choose theIn this section you must choose the
incorrect underlined word or phrase.incorrect underlined word or phrase.
Eliminate two correct answers, focus toEliminate two correct answers, focus to
the two incorrect answers and choosethe two incorrect answers and choose
the most incorrect answer.the most incorrect answer.
Choose one of them.Choose one of them.
3. If you are sure ‘A’ or ‘B” is theIf you are sure ‘A’ or ‘B” is the
incorrect part, you mustn’t considerincorrect part, you mustn’t consider
the other parts.the other parts.
InIn my opinion,my opinion, the morethe more beautifulbeautiful
AA BB CC
placeplace in Indonesia is Bali Island.in Indonesia is Bali Island.
DD
4. AfterAfter to taketo take the medication,the medication,
AA
the patientthe patient becamebecame drowsydrowsy andand
BB CC
more manageablemore manageable..
DD
Focus on the two choices, andFocus on the two choices, and
choose one.choose one.
5. The problems matter inThe problems matter in
Written expressionWritten expression
1.1. Pronoun ( it could be subject, object,Pronoun ( it could be subject, object,
possessive adjective or reflexive pronoun )possessive adjective or reflexive pronoun )
All ofAll of wewe student muststudent must havehave anan
AA BB
identification card in order to check booksidentification card in order to check books
outout ofof the library.the library.
C DC D
6. 2. Article (a, an,/ singular noun : the )2. Article (a, an,/ singular noun : the )
If you are tired, you may not driveIf you are tired, you may not drive a longa long
distance.distance.
You must wait for them forYou must wait for them for an houran hour..
My father isMy father is an honestan honest person and I amperson and I am
proud of him.proud of him.
We study inWe study in a greena green college. It’s one ofcollege. It’s one of thethe
most favorite collegemost favorite college in Sumedang.in Sumedang.
7. Subject verb agreementSubject verb agreement
The singular noun will be followed byThe singular noun will be followed by
singular auxiliary.singular auxiliary.
My sister is friendly. Our lecturers are here,My sister is friendly. Our lecturers are here,
now.now.
Everyone is ready to have a test, nextEveryone is ready to have a test, next
week.week.
8. TENSESTENSES
Remember the adverb of times for all the tenses youRemember the adverb of times for all the tenses you
have learnt. Simple past show finished action---twohave learnt. Simple past show finished action---two
years ago : 1978, 2002. etc. Present Perfect : since,years ago : 1978, 2002. etc. Present Perfect : since,
for.for.
Christopher ColumbusChristopher Columbus has sailedhas sailed fromfrom
AA
Europe in 1492 andEurope in 1492 and discovereddiscovered a new landa new land
BB CC
hehe thought tothought to be India.be India.
DD
9. Every MuslimEvery Muslim who iswho is healthy and hashealthy and has
AA
enough moneyenough money isis expected toexpected to visitvisit
BB CC
Mecca once inMecca once in his or her lifetime.his or her lifetime.
DD
10. Modal auxiliaryModal auxiliary
Modal Auxiliary ( can, must, may……. +Modal Auxiliary ( can, must, may……. +
simple verb ( verb 1).simple verb ( verb 1).
To raiseTo raise livestocklivestock successfullysuccessfully , farmers, farmers
AA BB
mustmust selectingselecting cattle forcattle for breedingbreeding andand
CC DD
applying a dietary regimen.applying a dietary regimen.
11. Parallelism in nounParallelism in noun
The same noun, adjective, verb, in oneThe same noun, adjective, verb, in one
sentences.sentences.
TheThe six main partssix main parts ofof a business lettera business letter
AA BB
areare the address, the inside address, thethe address, the inside address, the
CC
salutation, the body, the closing andsalutation, the body, the closing and
signing your name.signing your name.
DD
12. Parallelism in verbParallelism in verb
SomeSome of theof the people werepeople were standingstanding in thein the
AA BB
streetstreet watchedwatched the parade, whilethe parade, while the othersthe others
CC DD
were singing a songwere singing a song
13. We can put the verb in theWe can put the verb in the
beginning of the sentence. Verb-beginning of the sentence. Verb-
ing or to infinitive when it ising or to infinitive when it is
active sentence and past pastactive sentence and past past
participle (verb 3) when it’sparticiple (verb 3) when it’s
passive.passive.
Verb in beginning of theVerb in beginning of the
sentencessentences
14. StayingStaying in hotel costs twice as much as renting ain hotel costs twice as much as renting a
room in a dormitory for a week.room in a dormitory for a week.
PracticingPracticing her swing everyday , Tricia hopes toher swing everyday , Tricia hopes to
get a job as a golf instructor.get a job as a golf instructor.
InsistedInsisted on accepting expensive gifts by theiron accepting expensive gifts by their
friends , It makes most Americansfriends , It makes most Americans
uncomfortable.uncomfortable.
RenovatedRenovated by our government, The Dutchby our government, The Dutch
building look more magnificient.building look more magnificient.
15. Comparative & SuperlativeComparative & Superlative
ComparativeComparative
Comperatives are used when describing the differences between onlyComperatives are used when describing the differences between only
two items.two items.
Adjectives to describe a noun or a person.Adjectives to describe a noun or a person.
There are two ways to make or form a comparativeThere are two ways to make or form a comparative
adjective :adjective :
Short Adjective : Add “ -er “Short Adjective : Add “ -er “
Long Adjective : Use “ more “Long Adjective : Use “ more “
16. The man is richer than the woman.The man is richer than the woman.
My bag is more expensive than yours.My bag is more expensive than yours.
My bag is the most expensive in this class.My bag is the most expensive in this class.
Bakri is the richest person In Indonesia.Bakri is the richest person In Indonesia.
GoodGood better The bestbetter The best
BadBad worseworse The worstThe worst
The best student in our class is Andi.The best student in our class is Andi.
17. SuperlativeSuperlative
• Definition:Definition: The superlative is the form of anThe superlative is the form of an
adjective or adverbadjective or adverb thatthat showsshows which thing haswhich thing has
that qualitythat quality above or belowabove or below the levelthe level of theof the
others.others.
• superlativessuperlatives are usually precededare usually preceded by 'by ' thethe '.'.
• As with compAs with comparative adjectivesarative adjectives, there are two, there are two
ways to formways to form aa superlativesuperlative adjectiveadjective ::
shortshort adjectives: addadjectives: add "-est“"-est“ AndAnd longlong
adjectives: useadjectives: use "most""most"
18. READINGREADING
COMPREHENSIONCOMPREHENSION
1.1. The main topicThe main topic
2.2. The main ideasThe main ideas
3.3. Using contexts for vocabularyUsing contexts for vocabulary
4.4. Scanning for detailsScanning for details
5.5. Indentifying exceptionIndentifying exception
6.6. Locating referencesLocating references
19. The main topicThe main topic
It’s easier for you to understand what youIt’s easier for you to understand what you
are reading if you begin with a generalare reading if you begin with a general
idea of what the passage about.idea of what the passage about.
Previewing help you form the generalPreviewing help you form the general
idea of the topic in your mind. Toidea of the topic in your mind. To
preview, read the first sentence of eachpreview, read the first sentence of each
paragraph and the last sentence of theparagraph and the last sentence of the
passage. You should do this as quicklypassage. You should do this as quickly
as possible.as possible.
20. Remember you are not reading for specificRemember you are not reading for specific
information, but for an impression of theinformation, but for an impression of the
topic. By previewing, you can form ideastopic. By previewing, you can form ideas
of what a passage is about ; that is youof what a passage is about ; that is you
indentify the topic.indentify the topic.
The questions :The questions :
What is the topic of the passage ?What is the topic of the passage ?
21. The Main ideasThe Main ideas
By reading for main ideas, you identifyBy reading for main ideas, you identify
the point of view of the author_that isthe point of view of the author_that is
what the writer’s thesis is. Specially,what the writer’s thesis is. Specially,
what does the author propose to writewhat does the author propose to write
about the topic. The main ideas usuallyabout the topic. The main ideas usually
occurs at the beginning of a readingoccurs at the beginning of a reading
passagepassage
22. These are the questions asking about mainThese are the questions asking about main
ideas :ideas :
What is the main idea ?What is the main idea ?
What is the subject ?What is the subject ?
What would be a good title ?What would be a good title ?
23. Using contexts for vocabularyUsing contexts for vocabulary
A contexts is the combination ofA contexts is the combination of
vocabulary and grammar thatvocabulary and grammar that
surrounds a word. Contexts can be asurrounds a word. Contexts can be a
sentence or paragraph or asentence or paragraph or a
passage. Context help you make apassage. Context help you make a
general prediction about meaning.general prediction about meaning.
If you know general meaning of aIf you know general meaning of a
sentence, you also know the generalsentence, you also know the general
meaning of the words in themeaning of the words in the
sentence.sentence.
24. Scanning for detailsScanning for details
First read a question and find theFirst read a question and find the
important content words. Content wordsimportant content words. Content words
are usually nouns, verbs or adjectives.are usually nouns, verbs or adjectives.
They are called content words becauseThey are called content words because
they contain or the meaning of sentence.they contain or the meaning of sentence.
Next, let your eyes travel quickly over theNext, let your eyes travel quickly over the
passage for the same content words orpassage for the same content words or
synonyms of the words. This is calledsynonyms of the words. This is called
scanning.scanning.
25. By scanning, you can find a place inBy scanning, you can find a place in
the reading passage where thethe reading passage where the
answer to a question is found.answer to a question is found.
Finally read those specific sentencesFinally read those specific sentences
carefully and choose the answer thatcarefully and choose the answer that
corresponds to the meaning of thecorresponds to the meaning of the
sentences you have read.sentences you have read.
26. Indentifying exceptionIndentifying exception
After reading a passage on theAfter reading a passage on the
TOEFL, you will be asked to selectTOEFL, you will be asked to select
from four possible answers the onefrom four possible answers the one
that is NOT in the reading. Usethat is NOT in the reading. Use
scanning skills to locate relatedscanning skills to locate related
words and phrases in the passagewords and phrases in the passage
and the answer choices.and the answer choices.
27. Locating referencesLocating references
After reading a passage on theAfter reading a passage on the
TOEFL, you will be asked to find theTOEFL, you will be asked to find the
antecedent of a pronoun. Anantecedent of a pronoun. An
antecedent is a word or phase toantecedent is a word or phase to
which a pronoun refers. Usually, youwhich a pronoun refers. Usually, you
will be given a pronoun such as “it”,will be given a pronoun such as “it”,
“ them”, “their”, and you will be“ them”, “their”, and you will be
asked to locate the reference wordasked to locate the reference word
or phrase in the passage.or phrase in the passage.
28. First find the pronoun in the passage.First find the pronoun in the passage.
Then read the sentence using fourThen read the sentence using four
answer choices in place of theanswer choices in place of the
pronoun. The meaning of thepronoun. The meaning of the
sentence in the context of thesentence in the context of the
passage will not change when youpassage will not change when you
substitute the correct antecedent.substitute the correct antecedent.