So, now we see that pets at school can be very fun, but also a bit noisy! Well, boys and girls, time is up! Let’s start! Group number one comes to the blackboard and tells us their answers! Write down your ideas and get ready to give a short talk. You have a sheet of paper and dictionaries on the desk to help you. So, your task is to imagine pets at school and answer the questions (слайд 12) Work in three groups. teacher (слайд 9), a geography teacher (слайд 10), or an English teacher (слайд 11) like this? What if you have new classmate like these (слайд 5-6), a music teacher (слайд 7), a class mistress (слайд 8), a P. Very good! I see that you know a lot about pets and your school, and you love pets and school very much! Now, look at the board and think – “Can pets and school be together?” (слайд 4) Students: “A book, a ruler, a pen, a pencil, a blackboard, a desk, an eraser, a copybook etc”. And now let’s see what school objects you remember. Students: “a dog, a cat, a hamster, a guinea pig, a parrot”. So, we continue speaking about very nice creatures in our life – animals, and today we will speak about pets. If you are ready for the lesson, let’s start. How are you boys and girls? Take your seats, please, and get ready for the lesson. for coordination and subordinate clauses. These basic diagramming conventions are augmented for other types of sentence structures, e. Indirect objects are diagrammed under the verb like this What was served? Cake.ĭirect objects are written after a slash (above the line) after the verb. A direct object is a noun that receives the action of the verb. Prepositional phrases are also placed beneath the word they modify the preposition goes on a slanted line and the slanted line leads to a horizontal line on which the object of the preposition is placed. Modifiers, including Adjectives (including articles) and adverbs are placed on slanted lines below the word they modify. Modifiers of the subject, predicate, or object dangle below the base line: Adjectives modify nouns and adverbs modify verbs. Place modifiers on right diagonal lines below the words they modify. Find the subject (the person/thing “doing” the verb) and write it before the slash. Simple sentences are diagrammed in accordance with the following basic schemata:ĭraw a long horizontal line with a vertical slash. If the object is a predicate noun or adjective, the line looks like a backslash, \, sloping toward the subject. If the object is a direct object, the line is vertical. The verb and its object, when present, are separated by a line that ends at the baseline. The predicate must contain a verb, and the verb either requires other sentence elements to complete the predicate, permits them to do so, or precludes them from doing so. The subject is written on the left, the predicate on the right, separated by a vertical bar which extends through the base. The diagram of a simple sentence begins with a horizontal line called the base. Learn and identify the parts of speech Understand how the parts of speech function together to create compound sentences Explore methods of joining subjects, verbs and objects Understand complex grammatical tools used to make compound sentences, including prepositional phrases, verbal nouns, modifiers and compound subjects. A method of diagramming sentences using word balloons was introduced by S. A sentence diagram is a way to graphically represent the structure of a sentence, showing how words in a sentence function and relate to each other.
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