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See More About: sentence structure english tenses english grammar There are four sentence types in English. The first sentence type is the most common:
Declarative A declarative sentence "declares" or states a fact, arrangement or opinion. Declarative sentences can be either positive or negative. A declarative sentences ends with a period (.).
Examples I'll meet you at the train station. The sun rises in the East. He doesn't get up early.
Imperative The imperative commands (or sometimes requests). The imperative takes no subject as 'you' is the implied subject. The imperative form ends with either a period (.) or an exclamation point (!).
Examples
Interrogative The interrogative asks a question. In the interrogative form the auxiliary verb precedes the subject which is then followed by the main verb (i.e., Are you coming ....?). The interrogative form ends with a question mark (?).
Examples
How long have you lived in France? When does the bus leave? Do you enjoy listening to classical music?
Exclamatory The exclamatory form emphasizes a statement (either declarative or imperative) with an exclamation point (!).
Examples
Hurry up! That sounds fantastic! I can't believe you said that!
Sentence Types
All of these sentence types further fall into four basic sentence type categories in English.
Simple Sentences Simple sentences contain no conjunction (i.e., and, but, or, etc.). Examples
Frank ate his dinner quickly. Peter and Sue visited the museum last Saturday. Are you coming to the party?
Compound Sentences Compound sentences contain two statements that are connected by a conjunction (i.e., and, but, or, etc.).
Examples
I wanted to come, but it was late. The company had an excellent year, so they gave everyone a bonus. I went shopping, and my wife went to her classes.
Complex Sentences Complex sentences contain a dependent clause and at least one independent clause. The two clauses are connected by a subordinator (i.e, which, who, although, despite, if, since, etc.).
Examples
My daughter, who was late for class, arrived shortly after the bell rang. That's the man who bought our house Although it was difficult, the class passed the test with excellent marks.
Compound - Complex Sentences Compound - complex sentences contain at least one dependent clause and more than one independent clause. The clauses are connected by both conjunctions (i.e., but, so, and, etc.) and subordinators (i.e., who, because, although, etc.)
Examples
John, who briefly visited last month, won the prize, and he took a short vacation. Jack forgot his friend's birthday, so he sent him a card when he finally remembered. The report which Tom complied was presented to the board, but it was rejected because it was too complex.
Paragraph Writing
By Kenneth Beare, About.com Guide
In general, the purpose of a paragraph is to express one point, idea or opinion.For example: Students require more recreational time in order to better focus on lessons in class.
1. 2. 3.
Beginning - Introduce your idea. Middle - Explain your idea. End - Make your point again, transition to next paragraph.
Here is a paragraph taken from an essay on various strategies required for an overall improvement of student performance:
Students require more recreational time in order to better focus on lessons in class. In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials. Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests.
There are four sentence types used to construct a paragraph: 1. Topic sentence One sentence which states your idea, point, or opinion. This sentence should use a strong verb and make a bold statement.
For example: Students require more recreational time in order to better focus on lessons in class. NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this sentence might be: I think students probably need more recreational time ... This weaker form is inappropriate for a topic sentence. 2. Supporting sentences Supporting sentences (notice the plural) provide explanations and support for the topic sentence (main idea) of your paragraph.
For example: In fact, studies have shown that students who enjoy a recess of more than 45 minutes consistently score better on tests immediately following the recess period. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials. NOTE: Supporting sentences provide the evidence for your topic sentence. Supporting sentences that include facts, statistics and logical reasoning are much more convincing that simple statements of opinion. 3. Concluding sentence The concluding sentence restates the main idea (found in your topic sentence) and reinforces the point or opinion.
For example: Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. NOTE: Concluding sentences repeat the main idea of your paragraph in different words. 4. Transitional sentence The transitional sentence prepares the reader for the following paragraph.
For example: Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests. NOTE: Transitional sentences should help readers logically understand the connection between your current main idea, point or opinion and the main idea of your next paragraph. In this instance, the phrase 'just one of the necessary ingredients ...' prepares the reader for the next paragraph which will discuss another necessary ingredient for success.
Aim: Helping students to use a wider range of vocabulary when relating stories Activity: Rewriting exchanges Level: Intermediate to advanced
Outline: Think of an exchange you've recently had with a friend and relate the exchange to the class. The first time you relate the exchange, only use 'he / she said', maybe adding a 'he / she replied' to add some variation. The second time you relate the exchange use a selection of vocal verbs and adverbs (see list below) to spice things up.
As a class, ask students to relate the differences between the two presentations. Be sure to not only ask for vocabulary, but also impressions such as 'The story was more interesting because you used different verbs.', or 'It seemed the mood of the speakers changed.', etc. Hand out the exercise / vocal verbs / adverbs list. In order to check understanding, model some sentences using the various verbs / adverbs modulating your voice to help with understanding. Ask students to choose three verbs / adverbs and write a sentence. Go around the room, or in small groups and have students practice their sentences modulating their voices to emphasize understanding. In small groups, ask students to take "A Heated Discussion" and underline the instances of 'he / she said' that they can change. Have students use the vocal verbs/adverbs list to update "A Heated Discussion" into a more interesting story.
A Heated Discussion Rewrite the following exchange using the vocal verbs / adverbs sheet to 'spice up' this heated exchange. Here is an example:
Peter said he was angry and that he wanted to leave. -> Peter menacingly stated that he was angry. He then sullenly muttered that he wanted to leave.
Tom said to Peter that he loved Jane, Peter's girlfriend. Peter said that Tom was a traitor. He also said that he didn't want to be friends with Peter anymore. Tom then said that he understood Peter, and that he was sorry. He said he wanted to make things better with Peter. In fact, he said he was willing to never see Jane again. Peter then said he didn't believe Tom. He said that Tom was a liar, and that he was only friends to get to Jane. Tom said that it wasn't true, and said that he hadn't wanted to fall in love with Jane. He said he understood Peter's anger, but that he wanted him to try to forgive him. Peter said that he felt that wasn't possible, but that he would try. Tom said he would wait, and that he only wanted to be friends. Peter said that Tom should leave him alone. Vocal Verbs / Adverbs admit advise agree announce answer ask assert begin bellow blurt adamantly admiringly call caution claim exclaim explain comment complain gasp groan insist concede confess interrupt joke lie cry demand mention moan mumble mutter note object observe order quip report taunt tease vow respond scream warn whine whisper shout snap sob yell state swear
Vocal Verbs
Vocal
jealously joyfully
nervously offensively
gleefully joylessly loudly proudly gloomily happily lovingly meekly questioningly harshly mysteriously quickly rapidly hysterically
Mondays
Jul 09 2012 Intro Each day of the week has its own attitude. Friday is fun, Saturday is busy and Sunday is relaxing. For many people, Monday is the worst day of the week. Its the day you have to go back to work or school after the weekend. And on Monday, you have five long days to get through before Saturday comes around again. But not everyone hates Mondays. For some, each Monday is a fresh start. Its a chance to kick the week off right. Find out how Jeff and Devan feel about Mondays. Dialogue Jeff: I had the worst day today. Devan: Yeah? You have a case of the Mondays? Jeff: You could put it that way, big time. Devan: What happened? It was just a boring day at the office? Were you busy from work that got backed up over the weekend, or? Jeff: I just feel kind of down in general. Its a long week ahead. Devan: So youve got the blues at the beginning of the week, it sounds like. Jeff: Oh yeah. The Monday blues. Devan: Is it just that you know that its gonna be a long time before you have a day off again, or do they just typically seem to be a harder workday for you? Jeff: Both of those things, really. But a lot of the time Ill really exert myself over the weekend, and make myself real tired cause I want to pack in as much fun as possible. So I think thats the largest part of it. How are you feeling today? Devan: I agree with you. I think that working a nine to five job, you kind of get caught in the daily grind, and it can be a little disheartening at times. I definitely feel the Monday blues myself. Discussion Jeff had a bad day. Its Monday, his least favorite day of the week. Devan thinks he has a case of the Mondays. Jeff often feels blue at the beginning of the week. He is tired from the weekend and busy at work. It will be a long time before he will have another day off.
Devan agrees that Mondays can be depressing. Looking ahead to the long work week sometimes makes her feeldown as well. Do you like Mondays? What are your favorite and least favorite days of the week? Grammar Point Adjectives with ing Devan asks Jeff if his day was boring. Boring is anadjective, a word that is used to modify, or describe, nouns. Boring describes Jeffs day. When you see adjectives ending in ing, they most likely relate to emotion. They describe things and situations, but they describe the ways these things and situations affect peoples emotions. Something is boring if it makes people feel bored. In the same way, something is disheartening if it makes people feel disheartened. Something is interesting if it makes people feel interested. Which is correct, I think Mondays are excited, or, I think Mondays are exciting? Quiz
o o o o o o o o o o o o o o o o
Its a long time until the weekend. Its a hard workday. Hes tired from the weekend.
All of these. 2. What does Devan feel about Mondays? Theyre exciting. Theyre busy. Theyre depressing.
TIMELINE
SIMPLE ACTIVE
SIMPLE PASSIVE
^ | | | | She had already eaten when I arrived. The painting had been sold twice before it was destroyed. I had been waiting for four The house had been being hours when he finally painted for over a month arrived. before they began to decorate the interior. *
^ | PAST PERFECT | |
I bought a new car last The book was week. written in 1876 by Frank Smith.
^ | PAST | |
The problem was being solved when I arrived late for class.
The company has been managed by Fred Jones for the last two years.
^ | PRESENT PERFECT | |
The students have been being taught for the last four hours. *
^ | PRESENT | |
| | PRESENT MOMENT |
They are going to fly to New York tomorrow. | FUTURE INTENTION | | V The sun will shine tomorrow. The food will be brought later. She will be teachingtomorrow at six o'clock.
| FUTURE SIMPLE | | V
| FUTURE PERFECT | | V
FUTURE TIME
She will have been The house will have been workinghere for two years being built for six months by by the end of next month. the time they finish. *
| | | | V
Activity: Tense form identification and later tense conjugation with original text
Outline:
Have students in small groups draw up a list of the tenses they know. Ask them to provide an example of each tense and the tense's name. Discuss the lists in class. Have students individually do the first work sheet in which students are asked to name tenses used in the short excerpt. Have students re-read the text and then complete the second work sheet by now conjugating the verbs in the same short excerpt. Ask students to discuss their answers in pairs before looking at the first work sheet to check their answers. Discuss any correct variations of tense usage that may occur - there are a number of verbs that can be conjugated
correctly in more than one manner. Here is the original text. Click on the next page for the advanced tense worksheets for your class.
John has always traveled a lot. In fact, he was only two years old when he first flew to the US. His mother is Italian and his father is American. John was born in France, but his parents had met in Cologne, Germany after they had been living there for five years. They met one day while John's father was reading a book in the library and his mother sat down beside him. Anyway, John travels a lot because his parents also travel a lot.
As a matter of fact, John is visiting his parents in France at the moment. He lives in New York now, but has been visiting his parents for the past few weeks. He really enjoys living in New York, but he also loves coming to visit his parents at least once a year.
This year he has flown over 50,000 miles for his job. He has been working for Jackson & Co. for almost two years now. He's pretty sure that he'll be working for them next year as well. His job requires a lot of travel. In fact, by the end of this year, he'll have traveled over 120,000 miles! His next journey will be to Australia. He really doesn't like going to Australia because it is so far. This time he is going to fly from Paris after a meeting with the company's French partner. He'll have been sitting for over 18 hours by the time he arrives!
John was talking with his parents earlier this evening when his girlfriend from New York telephoned to let him know that Jackson & Co. had decided to merge with a company in Australia. The two companies had been negotiating for the past month, so it really wasn't much of a surprise. Of course, this means that John will have to catch the next plane back to New York. He'll be meeting with his boss at this time tomorrow.
simple future future perfect future continuous future perfect continuous future intention
simple future future perfect future continuous future perfect continuous future intention
Teacher/Leader: I Class/Group: I
Teacher/Leader: He Class/Group: He
Teacher/Leader: I Class/Group: I
Teacher/Leader: He Class/Group: He
Teacher/Leader: We Class/Group: We
Teacher/Leader: She enjoys this class. Class/Group: She enjoys this class.
Teacher/Leader: He Class/Group: He
Teacher/Leader: no S, no S, no s Class/Group: no S, no S, no S
Teacher/Leader: Ed Class/Group: Ed
Teacher/Leader: Ed Class/Group: Ed
Teacher/Leader: Ed Class/Group: Ed
Teacher/Leader: who don't fit in. Class/Group: who don't fit in.
Teacher/Leader: He appears to like the show. Class/Group: He appears to like the show.
Teacher/Leader: They claim to work hard. Class/Group: They claim to work hard.
Teacher/Leader: Hope to see you soon! Class/Group: Hope to see you soon!
Teacher/Leader: I Class/Group: I
Teacher/Leader: I, me Class/Group: I, me
Teacher/Leader: He Class/Group: He
Teacher/Leader: We Class/Group: We
Teacher/Leader: He goes to school in the morning. Class/Group: He goes to school at in the morning.
Teacher/Leader: There are many ... Class/Group: There are many ...
Teacher/Leader: There are some books on the table. Class/Group: There are some books on the table.
Teacher/Leader: There is some hay in the stable. Class/Group: There is some hay in the stable.
Teacher/Leader: We have some fun in the sun! Class/Group: We have some fun in the sun!
Teacher/Leader: We have some things here, more than one. Class/Group: We have some things here, more than one.
Teacher/Leader: with not and in questions. Class/Group: with not and in questions.
Teacher/Leader: Are there any problems? Class/Group: Are there any problems?
Teacher/Leader: We don't have any questions! Class/Group: We don't have any questions!
Teacher/Leader: Some and any is very clear. Class/Group: Some and any is very clear.
Teacher/Leader: Would you like some? Class/Group: Would you like some?
Teacher/Leader: in - with months and years Class/Group: in - with months and years
Teacher/Leader: They lived here in 2001. Class/Group: They lived here in 2001.
Teacher/Leader: in - with months and years Class/Group: in - with months and years
Teacher/Leader: in - rooms, spaces and lines Class/Group: in - rooms, spaces and lines
Teacher/Leader: They work in that room. Class/Group: They work in that room.
Teacher/Leader: That book on the table. Class/Group: That book on the table.
Teacher/Leader: Those trees in the park. Class/Group: Those trees in the park.
Teacher/Leader: Those pictures on the wall. Class/Group: Those pictures on the wall.
Teacher/Leader: in - rooms, spaces and lines Class/Group: in - rooms, spaces and lines
Teacher/Leader: in the garden - at the door Class/Group: in the garden - at the door
Teacher/Leader: Let's meet in a city at a place. Class/Group: Let's meet in a city at a place.
Teacher/Leader: She lives in New York... Class/Group: She lives in New York...
Teacher/Leader: ... and she works at a bank. Class/Group: ... and she works at a bank.
Teacher/Leader: We sleep in our houses ... Class/Group: We sleep in our houses ...
Teacher/Leader: and we meet at the mall. Class/Group: and we meet at the mall.
Teacher/Leader: He practiced playing the piano. Class/Group: He practiced playing the piano.