The document discusses three types of sentences: simple, compound, and complex. A simple sentence contains one clause and one verb. A compound sentence joins two independent clauses with a conjunction like "and" or "but." A complex sentence contains an independent clause and at least one dependent clause, which provides extra information and does not stand alone as a complete thought. The document provides examples to illustrate each sentence type and teaches how to identify the main and subordinate clauses in a complex sentence.
Teaching grammar? Finding a starting place with language arts lesson plans can overwhelm any teacher. In this presentation, I cover tips and methods for teaching simple, compound, complex, and compound-complex sentences to students. Show at a department meeting or alone, this provides proven ways to teach grammar.
Take Home Exercise 2 (5 points)I.Find all modifiers, and.docxSANSKAR20
Take Home Exercise 2
(5 points)
I.
Find all modifiers, and explain what each modifier describes. Also identify if the modifier is an adjective word, phrase, or clause, OR an adverbial word, phrase, or clause. (1)
Gentle Thomas, who always does his best to help others, saw a homeless man in the park, where he sometimes goes, at 8 o’clock this morning, 30 minutes before he had to start his work. Wanting to help the man so much, he forgot the fact that he had only 30 minutes to get to his office.
II.
Correct the following sentences, explain what is wrong. (2)
1.
If I studied, I could have passed the test.
2.
If I had been a driver, we might not have the accident.
3.
I always do the dishes as if I am the only one in the house.
4.
I take care of my nephew as if he was my child.
5.
Tom could finish the homework if Janet had helped him.
6.
If I was in the house, I could have had money.
7.
I wish he plays soccer very well.
8.
If I had one million dollars, I could have bought the house.
9.
If she worked hard, she would have earned a higher grade.
10.
I wish I can retake the exam.
11.
Ali explains the concept to us as if he is the instructor.
12.
If I did it faster yesterday, I would be here today.
III.
The following sentences contain either dangling or misplaced modifiers. Revise the sentences, and explain what is wrong. (2)
1.
Having looked through the whole music store, the CD I wanted just wasn’t there.
2.
The jacket was just too small in the store.
3.
Running for the bus, the rain started coming down in buckets and I got all wet.
4.
The couch was kind of ugly in the furniture store.
5.
Having searched and searched for Mr. Right, it started to seem like he didn’t exist.
6.
Driving around the corner, the bicycle was hit.
7.
Feeling so exhausted, the park bench looked inviting.
8.
Changing the oil every 3,000 miles, the car seemed to run better.
9.
The dog was chasing the boy with the pink collar.
10.
We will not sell paraffin to anyone in glass bottles.
.
An excellent worksheet that brings clear explanations about how to use commas. It also provides great examples and brings some exercises to practice them.
Teaching grammar? Finding a starting place with language arts lesson plans can overwhelm any teacher. In this presentation, I cover tips and methods for teaching simple, compound, complex, and compound-complex sentences to students. Show at a department meeting or alone, this provides proven ways to teach grammar.
Take Home Exercise 2 (5 points)I.Find all modifiers, and.docxSANSKAR20
Take Home Exercise 2
(5 points)
I.
Find all modifiers, and explain what each modifier describes. Also identify if the modifier is an adjective word, phrase, or clause, OR an adverbial word, phrase, or clause. (1)
Gentle Thomas, who always does his best to help others, saw a homeless man in the park, where he sometimes goes, at 8 o’clock this morning, 30 minutes before he had to start his work. Wanting to help the man so much, he forgot the fact that he had only 30 minutes to get to his office.
II.
Correct the following sentences, explain what is wrong. (2)
1.
If I studied, I could have passed the test.
2.
If I had been a driver, we might not have the accident.
3.
I always do the dishes as if I am the only one in the house.
4.
I take care of my nephew as if he was my child.
5.
Tom could finish the homework if Janet had helped him.
6.
If I was in the house, I could have had money.
7.
I wish he plays soccer very well.
8.
If I had one million dollars, I could have bought the house.
9.
If she worked hard, she would have earned a higher grade.
10.
I wish I can retake the exam.
11.
Ali explains the concept to us as if he is the instructor.
12.
If I did it faster yesterday, I would be here today.
III.
The following sentences contain either dangling or misplaced modifiers. Revise the sentences, and explain what is wrong. (2)
1.
Having looked through the whole music store, the CD I wanted just wasn’t there.
2.
The jacket was just too small in the store.
3.
Running for the bus, the rain started coming down in buckets and I got all wet.
4.
The couch was kind of ugly in the furniture store.
5.
Having searched and searched for Mr. Right, it started to seem like he didn’t exist.
6.
Driving around the corner, the bicycle was hit.
7.
Feeling so exhausted, the park bench looked inviting.
8.
Changing the oil every 3,000 miles, the car seemed to run better.
9.
The dog was chasing the boy with the pink collar.
10.
We will not sell paraffin to anyone in glass bottles.
.
An excellent worksheet that brings clear explanations about how to use commas. It also provides great examples and brings some exercises to practice them.
Commas aren't as scary as they seem! This show demystifies the comma. Learn to use them correctly and increase clarity in your writing, get more jobs, and influence people.
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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.
2. Simple sentences
A simple sentence is one which contains only one piece
of information, or tells us only one thing. It has one
verb.
Tommy loved his car.
Simon bought some new hair gel.
Amy ate three cakes!
2
3. Compound sentences
A compound sentence is one in which you join two
simple sentences together. Often we use the words
‘and’, ‘but’, or ‘so’ to do this. These words are called
conjunctions.
Tommy loved his car and polished it every day.
Simon bought new hair gel but it didn’t work very well.
Amy ate three cakes so …
3
4. Compound sentences
Apples grow on trees
Dogs are very hairy
Monsters don’t exist
It’s raining hard
There are chips for lunch
are a type of fruit.
often have wet noses.
I still don’t like the dark.
I’ll take an umbrella.
I won’t eat any more
crisps.
and
but
so
4
5. Complex sentences
A complex sentence is one in which you glue extra
information into a sentence. We call the original
sentence the main clause, and the extra bit the
subordinate clause.
Tommy loved his car which was green.
Although he tried hard, Simon couldn’t get his hair
right.
5
6. Complex sentences
You can tell which is the main clause and which is the
subordinate clause because a main clause always
makes sense on its own, and a subordinate clause
doesn’t.
Tommy loved his car.
Which was green.
Although he tried hard.
Simon couldn’t get his hair right.
6
7. Complex sentences
The subordinate clause can also come in the
middle of the sentence.
Using lots of hair gel, to make his hair stand up,
didn’t get Simon the girl he wanted!
7
8. Complex sentences
Make a note of the subordinate clause and how
you know it is a sub-clause.
1. The shops, which were usually lit up, looked
closed today.
2. Despite eating twenty biscuits, Sam was still
hungry.
3. Snuggled up in my dressing gown, I didn’t
want to leave the house.
8
9. Complex sentences
Make a note of the subordinate clause.
1. The shops, which were usually lit up, looked
closed today.
2. Despite eating twenty biscuits, Sam was still
hungry.
3. Snuggled up in my dressing gown, I didn’t
want to leave the house.
8
10. Simple, compound, or
complex? How do you know?
1. The cat stretched and ate his food.
2. Only apples grow on apple trees.
3. If you want to succeed, which I’m sure you
do, you will have to work hard.
4. The little dinosaur, small though it was, still
looked scary to me!
5. The rattling sound seemed to be coming
from my waste paper bin.
9
11. Simple, compound and
complex.
1. Write a paragraph about your recent school
holiday. You must include all three sentence
types in your paragraph.
2. When you have finished. Underline a simple
sentence. Circle a compound sentence.
Squiggly line under a complex sentence.
9
