Conjunction and Linking Words

Coordinators

Coordinators connect elements of equal importance.
S + V , but
S + V
(and, but, so, or, nor, for*, yet)

S + V and V

S and S + V

N and N

Adj. and Adj.

Phrase and Phrase

Can be used in a series: A, B, C, or D


Subordinators

Subordinators connect elements of unequal importance. One clause is not as
strong as the other.
S + V although S + V
(although, even though, because, since*,

when, while, before*, after*, whenever,

wherever*, if, unless, whether?[or not]

as, as [adjective] as, so that, whereas

anywhere*, anytime*)

Although S + V , S + V



Sentence Connectors

Sentence Connectors connect paragraphs or show relationship between very
different ideas.
S + V . However, S + V
(however, therefore, thus, moreover,

nevertheless, first*, then*, next*, still*

S + V ; however, S + V
besides, consequently, furthermore)



Prepositions

Prepositions show relationship among elements of a sentence.
They are followed by noun phrases only and cannot take on a S + V.
S + V (prep. phrase)
(during, after*, before*, in, on, at

despite, in spite of, for*, since*, by

(Prep. phrase), S + V
like, except, but*, about, to*, from

between [A and B], among, with

(Prep. phrase) V + S (unusual)
within, without, beside, near, next to)



* These words have more than one function.

Basic Sentence Structure

There are five basic patterns around which most English sentences are built.* They are
as follows:

S-V
Subject-Verb
John sleeps.

Jill is eating.

Jack will arrive next week.

S-V-O
Subject-Verb-Object
I like rice.

She loves her job.

He's eating an orange.

S-V-Adj
Subject-Verb-Adjective
He is funny.

The workers are lazy.

Karen seems angry.

S-V-Adv
Subject-Verb-Adverb
Jim is here.

Flowers are everywhere.

No one was there.

S-V-N
Subject-Verb-Noun
She is my mom.

The men are doctors.

Mr. Jones is the teacher.

At the heart of every English sentence is the Subject-Verb relationship. Other elements can be added to make a sentence more interesting, but they are not essential to its formation.


The following sentences are examples of the S-V pattern.


She sleeps.
Core sentence

She sleeps soundly.
An adverb is added to describe how she sleeps.

She sleeps on the sofa.
A prepositional phrase is added to tell where she sleeps.

She sleeps every afternoon.
A time expression is added to tell when she sleeps.

She is sleeping right now.
Verb tense is changed, but S-V relationship remains the same.

Mary will sleep later.
Subject is named and another tense is used.

The dogs are sleeping in the garage.
New subject may require a different form of the verb.

Note: Any action verb can be used with this sentence pattern.


The following sentences are examples of the S-V-O pattern.

They like rice.
Core sentence

The people like rice.
Specific subject

The friendly people like rice.
Subject modified with an adjective

The people in the restaurant like rice.
Subject modified with a prepositional phrase

The people like boiled rice.
Object modified with an adjective

The people like hot, white rice.
Object modified with more than one adjective

Note: Only transitive action verbs can be used with this sentence pattern.


The following sentences are examples of the S-V-Adj pattern.

He is fine.
Basic sentence with "be" verb

He seems happy.
Basic sentence with another linking verb

Jordan is tall, dark and handsome.
Series of adjectives

He appears very comfortable.
Adverb or intensifier added

George became sick last night.
Different tense and linking verb

Note: Only linking verbs can be used with this sentence pattern.


The following sentences are examples of the S-V-Adv pattern.

The teacher is here.
Basic sentence

The teacher is over there.
Using an adverb phrase

Teachers are everywhere.
Plural noun and verb used

The teachers are in the lobby.
Prepositional phrase functioning as adverb

Note: Only linking verbs can be used with this sentence pattern.


The following sentences are examples of the S-V-N pattern.

The man is a doctor.
Basic sentence

The women are doctors.
Using plural noun and verb

My father is a nice guy.
Modified subject and complement

My grandparents are senior citizens.
Modified plural subject and complement

Note: Only linking verbs can be used with this sentence pattern.


*Other, less common structures are dealt with in another unit.

Commonly used American Slangs

http://www.manythings.org/slang/
http://www.eslgold.com/idioms/slang_expressions.html

Idiomatic Expressions Tests
http://www.eslgold.com/idioms/general.html

Phrasal Verbs
http://www.eslgold.com/idioms/phrasal_verbs.html

Testing Idioms

What to test

Knowledge of Idioms
Usage of Idioms


How to test

Matching (meaning or definition)
Fill in the blank
Sentence creation
Situation/Response

Teaching Idioms (By Michael Berman in ELTNewsletter)

Understanding words that go together

General idioms
Common slang
Phrasal verbs
Collocations
Proverbs and sayings

Teaching in context
Exposure
Explanation
Example
Exercise
Experience

Definitions

From native speakers
Specialized dictionaries

Having an ear for idioms and phrases

Listening for phrases
Social situations
Media and entertainment
Keeping a list

Appropriateness

Formality
Culture

Tips for Teaching - Idioms

General Idioms


Focus on defining and giving examples of common idioms used in everyday speech
Types of Materials: Texts which define and give examples of a variety of idioms


Phrasal Verbs

Focus on defining and giving examples of phrasal verbs in context
Types of Materials: Texts and lists highlighting contextualized phrasal verbs


Slang and Expressions

Focus on slang, commonly used expressions and idiomatic speech
Types of Materials: Texts highlighting common idiomatic expressions


Proverbs and Sayings

Focus on common sentences and traditional words of wisdom
Types of Materials: Texts highlighting proverbs and their meanings


Collocations

Focus on showing how some words are commonly used in set phrases
Types of Materials: Texts which highlight common phrases of words

ESL Resources

http://www.eslgold.com/toefl/teaching.html


toeic vocabulary test
http://www.english-test.net/toeic/vocabulary/words/018/toeic-test.php

Strategies and Practice

TOEFL and TOEIC etc.

http://www.eslgold.com/toefl/strategies.html

Tips in teaching TOEFL2

Listening

Focus on idiomatic expressions, phrasal verbs and similar sounding expressions

Grammar

Focus on subject-verb agreement, collocations and complex phrasing

Vocabulary

Focus on lists of verbs, adjectives and nouns with a variety of definitions

Reading

Focus on drawing conclusions and inferences from various styles of written material
Types of Materials: Texts which offer test-taking strategies, examples, and lots of practice

Tips in teaching TOEFL

TOEFL strategies


Understand differences between the Computer-Based Test (CBT) and Paper Test
Computer vs. Paper
Test Format
Scoring
Strategies

General Testing Strategies
Timing
Test Anxiety
Mental preparation
Concentration
Overconfidence
Perfectionism
Guessing

Strategies for Listening
Short conversations
Long conversations
Academic lectures

Strategies for Structure
TOEFL Grammar
1. Understand Basic Sentence Structure.
2. Understand Conjunctions and Linking Words, Coordinators, and Subordinators.
3. Understand Subject-Verb Agreement and Passive Voice.
4. Understand Reduced Relative Clauses and Reducing Adverbial Clauses.
5. Understand Participial Phrases and Introductory Phrases.
6. Understand Parellelism and Inversions.
7. Understand Noun Clauses and Embedded Questions.
8. Understand Parenthetical Statements, Gerunds, and Infinitives.
9. Understand Stative Passives and Prepositions.
http://www.eslgold.com/grammar/toefl_grammar.html

Sentence Completion
Subject-Verb agreement
Underlying sentence structure
Active vs. passive
Introductory phrases
Clauses and reductions
Inversions

Error Correction
Tenses
Modals
Articles
Pronouns
Singular and plural
Preposition Collocations

Strategies for Reading
Main ideas
Organization
Specific details
Inference
Vocabulary in context
General questions

Strategies for Writing
Idea Generation
Organization
Grammar and Editing
Typing
Scoring

Tips for the TOEFL Writing Section

1. Use present tense
For facts and observations
Cars are essential for life in the U.S.
Most people can benefit from higher education.

Opinions
I think (that) . . .
I believe (that) . . .
In my opinion . . .

2. Use past tense
To describe previous experiences
When I was in high school, . . .
My brother worked in a factory.

3. Use modals correctly
Guns should be banned from campus.
Cars can cause serious problems.

4. Check S - V relationship
Most of the people who live in Utah need cars for their everyday lives.
I lived on campus, and it was easy to get around without a car.

5. Check plurals and articles
Cars are important to most Americans.
The used car I bought was a bad investment.

6. Give details and examples to support your opinions
When I moved off campus, I had to buy a car. Whenever I left my house to go shopping or run errands, I had to travel a great distance. My car was the only means of transportation because I lived too far from the bus stop.