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Readind Incomplete Sentences
Readind Incomplete Sentences
Reading section
Reading Section
Part 5. Incomplete Sentences
Incomplete sentences are about word families, similar words, prepositions, conjunction,
adverbs of frequency, causative verbs, verbs tense, and two word verbs.
1. Word families: Word families are the various types of words that can be made from one
word. A word can go from noun to verb to adjective to adverb by changing the ending of
the word.
Example:
Finale (noun, thing) -> finalist (noun, person) -> finalize (verb) -> final (adjective) -> finally
(adverb)
Example
3. Preposition
Preposition is a word used to link nouns, pronouns, or phrases to other words within a sentence.
They act to connect the people, objects, time and locations of a sentence. Prepositions are
usually short words, and they are normally placed directly in front of nouns. In some cases,
you’ll find prepositions in front of gerund verbs.
Conjunctions are words that join together other words or groups of words.
A coordinating conjunction connects words, phrases, and clauses of equal importance. The main
coordinating conjunctions are and, or, and but.
When placed at the beginning of a sentence, a coordinating conjunction may also link two
sentences or paragraphs.
A subordinating conjunction introduces a subordinate clause (a clause that does not form a
simple sentence by itself) and joins it to a main clause (a clause that can be used as a simple
sentence by itself).
Some conjunctions are used in pairs. The most common pairs are either ... or, both ... and,
neither ... nor, and not only ... but (also).
Some adverbs, such as afterwards, consequently, for example, however, nonetheless, and
therefore, act like conjunctions by linking either two main clauses separated by a semicolon, or
two separate sentences. They express some effect that the first clause or sentence has on the
second one.
5. Adverbs of Frequency
https://www.wallstreetenglish.com/blog/how-to-teach-adverbs-of-frequency-in-english/
An adverb of frequency describes how often an action happens. There are six main adverbs of
frequency that we use in English: always, usually (or normally), often, sometimes, rarely, and
never
With sentences using the verb ‘to be’, the adverb of frequency comes after the verb. For
example:
There are always lots of people in the city center on Saturday nights.
It’s often difficult to find a place to park.
But our friends are never on time so it doesn’t matter if we’re late.
As is often the case in English, there are variations to this rule. For example, it’s possible to put
the adverbs ‘sometimes’ and ‘usually’ at the beginning of a sentence:
Next we need to remind students that there is a modal auxiliary verb (can, could, may, might,
will, would, shall, should, must, ought to) in a sentence. We put the adverb of frequency after it
and before the main verb. For example:
The same rule applies for an auxiliary verb. Auxiliary verbs are verbs that appear before the
main verb in a sentence to modify the meaning of the main verb. Unlike main verbs, auxiliary
verbs do not have their own meaning. These auxiliary verbs consist of primary auxiliary verb
(be, do, have). The adverb of frequency goes between the auxiliary verb and the main verb. For
example:
To make questions about frequency, we normally use ‘How often…?’. For example:
But it’s also possible to ask questions simply with an adverb of frequency. For example:
The causatives are the verbs that are used to indicate that one person causes another person
to do something for the first person. One can cause somebody to do something for him/her by
asking, paying, requesting, or forcing the person.
Have
Get
Make
Have
Structure 1:
Subject + have (any tense) + object (usually person) + base form of verb + O/N
Example:
John had Alex clean the bedroom.
He always has me do his work.
Mary will have Alex prepare her homework.
Structure 2:
Subject + have (any tense) + object (usually thing) + past participle form of verb
Example:
John had his car washed.
He always has his work done.
Mary will have her homework prepared.
Get
Structure 1:
Structure 2:
Subject + have (any tense) + object (usually thing) + past participle form of verb
Example:
John got his car washed.
He always gets his work done.
Mary will get her homework prepared.
Make
‘Make’ is stronger than ‘have/get’. It constitutes only one structure as it does not take anything
‘passive’ as its object.
Subject + make (any tense) + object (always person) + base form of verb +O/N
Example:
Robert made me beat that little child.
He always makes me do his work.
Mary will make me prepare her homework.
I made him wash my car.
He makes me laugh whenever I am down.
7. Verb Tense
(https://academicguides.waldenu.edu/writingcenter/grammar/verbtenses)
According to corpus research, in academic writing, the three tenses used the most often
are the (a) simple present, (b) simple past, and (c) present perfect. The next most common
tense is the future; some major assessments, course assignments, and the doctoral study
proposal at Walden are written in this tense for a study that will be conducted in the
future.
Use the past tense (e.g., researchers presented) or the present perfect (e.g., researchers
have presented) for the literature review and the description of the procedure if
discussing past events.
Use the past tense to describe the results (e.g., test scores improved significantly).
Use the present tense to discuss implications of the results and present conclusions (e.g.,
the results of the study show…).
When explaining what an author or researcher wrote or did, use the past tense.
However, there can be a shift to the present tense if the research findings still hold true:
King (2010) found that revising a document three times improves the final grade.
Smith (2016) discovered that the treatment is effective.
To preview what is coming in the document or to explain what is happening at that moment in
the document, use the present or future tense:
To refer back to information already covered, such as summaries of discussions that have already
taken place or conclusions to chapters/sections, use the past tense:
Do sit down.
Alice ran down the road without looking at anybody.
Some verbs and prepositions / particles are regularly used together. Examples are: look at, listen
to, stand up and switch off. These combinations are rather like two-word verbs. In grammars
these are often called phrasal verbs.
The meaning of a two-word verb can be very different from the meanings of the two-parts taken
separately.
The meeting had to be put off. (The meaning of put off is not the same as the meanings
of put and off.)
Some verbs can be used with both an adverb particle and a preposition.
Examples are: get on with, put up with and look out for.
The two parts of a phrasal verb made with a verb + adverb particle are often separable. That
means the particle can go before or after noun objects.
Can you switch off the light? OR Can you switch the light off?
Example:
1. The newspaper editor, Mr. Lim has invited a distinguished architect to write about ___
famous building. (Possesive Pronoun)
a. He
b. Him
c. His
d. Himself
2. All employees are required to attend ___ the morning and the afternoon sessions of the
training workshop on Friday. (Conjunction)
a. when
b. both
c. which
d. some
3. This course provides students with the tools for thinking about ways to enhance ___
among races, ethnic groups and social classes.
a. collaborative
b. collaborate
c. collaborated
d. collaboration
4. The new employee orientation will be held in one of the training facility classrooms and
it will begin ___ at 8:00 am.
a. promptly
b. prompt
c. promptness
d. prompts
5. Employees who wish to participate in the FSA program must submit their ___ paper
work to the human resources department by dec.16.
a. conclusive
b. absolute
c. completed
d. exhausted
6. UPS guarantees the ___ of your important shipments from the U.S. to more than 580
international cities
a. deliverable
b. deliverer
c. deliver
d. delivery
7. Old magazines and important papers are stored ___ the top shelf in labeled files.
a. out
b. on
c. to
d. for
8. The sharp hotel has decided to offer a free shuttle ___ to the beach every day from 8 a.m
to 9 p.m., leaving every hour.
a. service
b. serve
c. will serve
d. servings
9. The committee recommended ___ more systematic procedures for the management of
employee performance evalutions.
a. proceeding
b. remarking
c. developing
d. persuading
10. It will be ___ to develop an updated emplotee manual incorporating the many changes
that have occurred over the past twelve years.
a. necessity
b. necessitate
c. necessarily
d. necessary