...An adverb is a word that changes or qualifies the meaning of a verb, adjective, other adverb, clause, sentence or any other word or phrase, except that it does not include the adjectives and determiners that directly modify nouns. Adverbs are traditionally regarded as one of the parts of speech, although the wide variety of the functions performed by words classed as adverbs means that it is hard to treat them as a single uniform category. Adverbs typically answer questions such as how?, in what way?, when?, where?, and to what extent?. This function is called theadverbial function, and is realized not just by single words (i.e., adverbs) but by adverbial phrases and adverbial clauses. The part of speech (or word class) that is primarily used to modify averb, adjective, or other adverb. Adverbs can also modifyprepositional phrases, subordinate clauses, and completesentences. Adjective: adverbial. An adverb that modifies an adjective ("quite sad") or another adverb ("very carelessly") appears immediately in front of the word it modifies. An adverb that modifies a verb is generally more flexible: it may appear before or after the verb it modifies ("softly sang" or "sang softly"), or it may appear at the beginning of the sentence ("Softly she sang to the baby"). The position of the adverb may have an effect on the meaning of the sentence. Functions of an Adverb: Adverbs typically add information about time (rarely, frequently, tomorrow), manner (slowly, quickly, willingly)...
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...Simple Adverbs: Time, Place, Manner, Degree, Affirmation, Negation Time: Answers the questions WHEN & HOW OFTEN Some common ones are: • now • then • today • tomorrow • tonight • yesterday • annually • daily • fortnightly • hourly • monthly • nightly • quarterly • weekly • yearly • always • constantly • ever • frequently • generally • infrequently • never • normally • occasionally • often • rarely Place: Answer the question WHERE (Often look like prepositions) Some common ones are: about above abroad anywhere away back backwards behind below down downstairs east elsewhere far here in indoors inside near nearby off on out outside over there towards under up upstairs Manner: Answer the question HOW (Often end in “ly”) These are often what I cal;l “3rd grade adverbs.” Some common ones are: accidentally angrily anxiously awkwardly badly beautifully blindly boldly bravely brightly busily calmly carefully carelessly cautiously cheerfully clearly closely correctly courageously cruelly daringly deliberately doubtfully eagerly easily elegantly Degree: Answer how much of, or how little of. (These are the most difficult; they often modify other adjectives or adverbs and are right in front of them. Ex: She is VERY tired.) Some common ones are: almost absolutely awfully barely completely decidedly deeply enough enormously entirely extremely fairly far fully greatly...
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...Ministry of Education and Science of Ukraine Department of English Philology Diploma paper Syntagmatic and Paradigmatic Peculiarities of Adverbs in English Lviv - 2010 Contents Introduction Chapter 1. The adverb in English theoretical grammar 1.1 Categorial meaning of the adverb 1.2 Formal characteristics of the adverb 1.3 Syntactic functions and positional characteristics of the adverb Chapter 2. Paradigmatics of adverbs 2.1 Semantic classification of adverbs 2.2 Lexico-grammatical subdivision of adverbs Chapter 3. Syntagmatic valency of adverbs and its actualization in speech 3.1 Syntactic valency and combinability patterns of adverbs 3.2 Semantic and syntactic properties of adverbs of degree 3.3 The use of adverbs of degree with gradable and non-gradable adjectives 3.4 Semantic preferences of amplifiers Conclusion Summary List of References Appendix Introduction The diploma paper sets out to explore paradigmatic and syntagmatic relations of adverbs in modern English. The work considers such branches of grammar as morphology and syntax and is concerned with the two levels of word relations. A word as a part of the language system is considered on two levels: 1) the syntagmatic level; 2) the paradigmatic level. On the paradigmatic level it is the relationship with other words in the vocabulary system. On the syntagmatic level the semantic structure of a word is analyzed in its linear relationships...
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...Chapter 19: The Adverbs (Gli Avverbi) An adverb modifies an adjective, a verb, or another adverb. Adverbs answer the questions when, where, how, and how often. While English adverbs are usually formed by adding –ly to adjectives, many Italian adverbs are formed by affixing –mente to the adjective’s feminine form. Adjectives ending in either –re or –le drop the final –e before adding –mente. Adverbs are invariable words. Examples: Adjective Adverb alta (high) altamente (highly) semplice (simple) simplicemente (simply) vera (true) veramente (truly) gentile (kind) gentilmente (kindly) regolare (regular) regolarmente(regularly) Placement of Adverbs Adverbs which modify an adjective are placed before the adjective. Lui è un uomo molto generoso. (He is a very generous man.)...
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...Grammar Notes Parts of Speech -Noun-names a person, place or thing -Pronoun-a word that replaces a noun (pro means “for) -Verb-tells what is being done and/or a helping verb -Helping Verbs: |Is |Be |Has |Do |Shall |May |Can | |An |Been |Have |Does |Will |Might |Could | |Are |Being |Had |Did |Should |Must | | |Was | | | |Would | | | |Were | | | | | | | -Adjective-describes a noun (answers which one, what kind, how many, or whose about the noun it modifies) -Articles-a, an, the-specifically they are adjectives that show definite or indefinite forms of nouns -Adverbs-a word that modifies a verb, an adjective or another adverb. (it tells how, how, where, or how much the word it modifies) -Conjunction-connects words, phrases, and clauses (FANBOYS)Fan An Neither/Nor But Or Yet So -Subordinating Conjunctions-begins a subordinate clause (AWHITEBUS) Although While If That Even though Because Until Since *When trying to determine parts of speech of any word in a sentence, you must consider the form and the function of the particular word. ...
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...1. Nouns Nouns name people, places, things, or ideas. Kinds noun: Proper Proper nouns name specific people, places, things, or ideas. Examples: Britney, Paris, Rover, Nike Common Common nouns are the opposite of proper nouns. They are your run of the mill, generic nouns. They name people, places, things or ideas that are not specific. Examples: woman, city, dog, shoe Collective Nouns Collective nouns refer to groups of people, animals, or things. Examples: audience, band, class, club, crowd, collection, committee family, flock, group, herd, team Example sentences: Our class went to the museum today. The audience clapped wildly at the end of the play Concrete noun A concrete noun is anything that can be perceived with our senses. We can see it, hear it, smell it, taste it or touch it. Abstract Nouns An abstract noun is a state, a quality or feeling that can not be perceived by the senses. We cannot use our five senses to perceive happiness, jealousy, beauty, trust, loyalty, Countable Nouns: To linguists, these count nouns can occur in both single and plural forms, can be modified by numerals, and can co-occur with quantificational determiners like many, most, more, several, etc. Examples: There were so many bikes on sale. Material Nouns : This is used to tell the substance by which the things are made. Examples: The chair is made of bamboo. 2. Pronouns Demonstrative Pronouns These pronouns are used to demonstrate (or indicate). This...
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...that words are put in are “parts of speech” or “word classes.” Knowing the parts of speech and their purpose helps us to understand sentences and create sentences that make sense. What Are the Different Parts of Speech? There are eight main parts of speech. They are represented in the following example: “Uh-oh! Sara pulled the jammed switch forcefully and it broke off in her hand!” • Noun – A noun is a word that names a person, place, or thing. Nouns can be proper nouns or common nouns. A proper noun refers to a specific person, place, or thing and is always capitalized. A common noun refers to a general person, place, or thing. “Sara,” “switch,” and “hand” are the nouns in our example sentence. “Sara” is a proper noun because it refers to a specific person. Other examples of nouns include David (proper noun), sister, Vermont (another proper noun), store, truck, and pen. • Pronoun – A pronoun takes the place of a noun. Pronouns typically refer back to nouns that are mentioned earlier. In our example sentence, “it” takes the place of “switch,” while “her” refers to “Sara.” Other examples of pronouns include me, him, our, I, you, and they. • Verb – A verb is the action of a sentence. The two verbs in our example sentence are “pulled” and “broke.” Other examples of verbs include jump, am, feel, do, sleep, and eat. • Adjective – An adjective is a describing word that tells us more about a noun. “Jammed” is the adjective in our example sentence that tells...
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...1 Copyright Copyright 2009 - Daily Writing Tips http://www.dailywritingtips.com/ All rights reserved. No part of this ebook may be reproduced, posted or shared in any form, by any means. The content of this ebook was written by Maeve Maddox and Daniel Scocco. 2 Introduction This ebook does not attempt to include every aspect of English grammar found in a traditional school textbook. Its purpose is to present a brief review of grammar terms necessary to an understanding of the most common errors that occur in ordinary, nonacademic writing. Because written language is an arrangement of words, understanding how words work individually and in groups is essential to correct written expression. The sports fan must understand terms like shortstop, quarterback and center in order to follow the description of a game. Similarly, those who wish to speak and write standard English must master the concepts that we will cover ahead. 3 Section 1: The Sentence The basic unit of speech and writing is the sentence. A sentence is a series of words that form a complete thought, for example: Birds fly. Samuel Johnson's father ran a bookstore. My two black cats enjoy lazing in the sun. A complete sentence has two main parts: subject and predicate. 1.1 The Subject When we speak or write, we speak or write about something. The subject is what is being spoken about. For example: Birds fly. (the subject is "birds") 4 Samuel Johnson's...
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...Longman English Grammar L G.Alexander Consultant- R A. Close, CBE Pearson Education Limited, Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world www longman com © Longman Group UK Limited 1988 All rights reserved, no part of the publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers Distributed in the United States of America by Longman publishing, New York First published 1988 Twentieth impression 2003 BRITISH LIBRARY CATALOGUING IN PUBLICATION DATA Alexander L G Longman English Grammar 1 English language - Text-books for foreign speakers 1 Title 428 2'4 PE1128 LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Alexander, L G Longman English Grammar/L G Alexander, consultant, R A Close p cm Includes index ISBN 0-582-55892-1 1 English language - Grammar - 1950- 2 English language Text-books for foreign speakers 1 Close, R A II Title PE1112A43 1988 428 2'4-dc19 87-22519 CIP Set in 8 on 9 1/2pt Linotron 202 Helvetica Printed in China SWTC/20 Louis Alexander was born in London in 1932 He was educated at Godalming Grammar School and London University He taught English in Germany (1954-56) and Greece (1956-65), where he was Head of the English Department of the Protypon Lykeion, Athens He was adviser to the Deutscher Volkshochschulverband...
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...proper adjective because it is derived from the proper noun " China " In ( b ) the word " English " is a proper adjective because it is derived from the proper noun " England ". Note -- Every proper adjective should begin with a capital letter b. Descriptive Adjectives Descriptive Adjectives qualify a noun by adding some quality or state to it. eg : a. A brave soldier killed the enemy. ( quality ) b. There are some sick soldiers in the hospital ( state ) c. Quantitative Adjectives Quantitative Adjectives indicate how much of a thing is meant. He has much rice. He has little rice. He has no rice. He has some rice. He has not any rice. He has enough rice. He has sufficient rice. He sold all the rice. d. Numeral Adjectives Numeral Adjectives express number. Numeral Adjectives are subdivided into (a) Definite and (b) Indefinite a) Definite Numeral Adjectives denote some exact number. Those which show how many things there are are called Cardinals; Those which show in what order things stand are called Ordinals. Cardinals : one, two three, etc. Ordinals : first, second, third, etc. b) Indefinite Numeral Adjectives do not denote any exact number. Examples : -- All men are mortal. Some men died young No men were present. Many men are poor. Few men are rich. More men came today than yesterday. Most men must work for their living. Several men came. Sunday men went away. e. Demonstrative Adjectives Demonstrative Adjectives show...
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...person, place, animal, thing, quality, or abstract thing. | 2) Proper Noun | Names a particular person, place, or thing. | 3) Common Noun | Does not name a particular person, place, or thing. | 4) Concrete Noun | Names an object that can be perceived by the senses i.e. book. | 5) Collective Noun | Names a group. | 6) Compound Noun | When 2 or more nouns are written together. | 7) Pronoun | Takes the place of a noun. | 8) Personal | Used to refer to the speaker, or to one or more to or about whom or which he or she is speaking. Ex) I, you, ours, theirs, we, etc. | 9) Reflexive | Referring to the subject of the sentence, clause, or verbal phrase in which it stands. Ex)Myself, itself, herself, himself, etc. | 10) Demonstrative | Points to specific things: this, that, these, and those. | 11) Relative | A pronoun that can introduce a subordinate clause. Examples are, who, whose, whom, which, what, and, that | 12) Indefinite | All, another, anybody. | 13) Subject | Is used in the subject of a sentence and after a linking verb. | 14) Object | Is used after an action verb or a preposition. | 15) Possessive | Is used to show ownership of something. | 16) Antecedent | Is a word to which a pronoun refers. | 17) Subordinate Clause | It serves as an adjective and it modifies a word, or antecedent in the main clause. | 18) Adjective | A word that modify a noun or pronoun. It answers the questions, Which one? What kind? How many...
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...MAKING HEADWAY Phrasal Verbs and Idioms Graham Workman Oxford University Press Making Headway Upper-Intermediate Phrasal Verbs and Idioms Graham Workman Oxford University Press Oxford University Press Great Clarendon Street. Oxford osz Acknowledgements ~ D P Oxford New York Athens Auckland Bangkok Bogota Bombay Buenos Aires Calcutta Cape Town Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madras Madrid Melbourne Mexico City Nairobi Paris Singapore Taipei Tokyo Toronto and associated companies in Berlin Ibadan OXFORD Illustrations by Kevin Baverstock Caroline Church David Murray Nigel Paige Bill Piggins Location photography by Rob Judges The publishers would like to thank the following for their permission to reproduce photographs: Barnaby's Picture Library Channel 4 News Format Partners Photo Library Impact Photos Ltd Network Photographers The Telegraph Colour Library Ltd and OXFORD ENGLISH are trade marks of Oxford University Press O Oxford University Press 1993 ISBN 0 19 435509 8 First published 199 3 Third impression 1996 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system. or transmitted. in any form or by any means. electronic. mechanical. photocopying. recording, or otherwise. without the prior written permission of Oxford University Press. This book is sold subject to the condition that it shall not. by way of trade or otherwise, be...
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...AN-244 Phrasal Syntax seminar Marosán Lajos Parts of Speech Tarr Dániel 1995 Parts of Speech Parts of Speech are words classified according to their functions in sentences, for purposes of traditional grammatical analysis. According to traditional grammars eight parts of speech are usually identified: nouns, adjectives, adverbs, prepositions, conjunctions, pronouns, verbs, and interjections. Noun girl, man, dog, orange, truth ... Pronoun I, she, everyone, nothing, who ... Verb be, become, take, look, sing ... Adjective small, happy, young, wooden ... Adverb slowly, very, here, afterwards, nevertheless Preposition at, in, by, on, for, with, from, to ... Conjunction and, but, because, although, while ... Interjection ouch, oh, alas, grrr, psst ... Most of the major language groups spoken today, notably the Indo-European languages and Semitic languages, use almost the identical categories; Chinese, however, has fewer parts of speech than English.[1] The part of speech classification is the center of all traditional...
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...Beauty and the Beast – Gary Trousdale & Kirkland Wise, 1991 “Follow Me” Literacy Focus: Myths, legends, fables, traditional tales Years 3 – 6 Literacy Plan: Myths, legends, fables, traditional tales Thinking Film Primary 3 weeks Clip context Belle has found her father who went missing after returning from market through the stormy forest at night. He is being kept prisoner in the Beast’s castle. Belle offers to take her father’s place in the Beast’s prison – and despite her father’s protests, the Beast accepts the exchange. On-going: The Thinking Film Working Wall: We recommend that space is provided for a ‘Thinking Film’ Working Wall / display where children can add words, images and thoughts. This will help visual learners to consolidate the Literacy themes covered in this unit. Week by week outline Prior Learning: Identify the elements of a myth, legend, fable or traditional tale. Week 1: Deconstruct the clip to identify the ‘traditional tale’ elements. Week 2: Write descriptive paragraphs based on the film clip. Week 3: Develop own mythical character. Storyboard own traditional tale NB: The ‘MUST, SHOULD, COULD’ CATEGORIES REFER TO THE DIFFICULTY OF THE ACTIVITY (e.g. MUST = easy; SHOULD = medium; COULD = hard) |Objectives |Whole class activities |Differentiated independent or group activities |Plenary / focused questions |Success Criteria...
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...Junior Skill Builders Junior Skill Builders ® N E W Y O R K Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : grammar in 15 minutes a day.—1st ed. p. cm. ISBN: 978-1-57685-662-8 1. English language—Grammar—Problems, exercises, etc. 2. English language—Grammar—Examinations—Study guides. I. LearningExpress (Organization) PE1112.J86 2008 425—dc22 2008020779 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com C O N T E N T S Introduction Pretest S E C T I O N 1 : PA R T S O F S P E E C H Lesson 1: Nouns • Understanding common, proper, concrete, abstract, collective, and compound • Review exercises of all nouns Lesson 2: Pronouns • Understanding personal, demonstrative, reflexive, intensive, indefinite pronouns • Charts of subject, object, possessive, and indefinite pronouns • Review exercises of all pronouns Lesson 3: Verbs • Understanding action, linking, and helping verbs • Chart of common helping verbs • Review exercises of all verbs Lesson 4: Verb Tenses • Understanding regular and irregular verbs • Understanding present, past, future, present perfect, past...
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