lessons I’ve learned from my past
The dog(s) covered(v) me(obj) with mud. (Tense)
[The dog covered in mud](s) played(v) with me(obj). (Adj)
Surprise + ed
Amazed
1. Past tense: She(s) surprised(v) me with a gift.
2. adjective: [The surprised dog] (s) ran(v) away.
3. Adjective 作为主语补语:
Subj – linking verb – subj compl (noun/adj):
I(s) am (linking verb “is”) happy (主语补语 adj).
I(s) am (linking verb “is”) surprised (主语补语 adj).
Amaze/amazed fascinate/fascinated surprise(v)/surprised interest(v)/interested encourage(v)/encouraged
framework: subj + has/have/contains + object
Adjective Phrase is a phrase that acts as an adjective by describing the noun.
She has [extremely evil] eyes.
Adj phrase = extremely evil
adj = evil
Noun = eyes
She has [very expensive] shoes.
She has extremely expensive shoes.
Adjective phrase = very expensive
adj = expensive
Noun = shoes
Am/is/are/look/become/smell/taste/feel/sound
The flowers in the vase are vibrant and colorful.
Linking Verb: are
Subject: The flowers in the vase
Adjective Phrase (Subject Complement): vibrant and colorful
The cake she baked smells absolutely delicious.
Linking Verb: smells
Subject: The cake she baked
Adjective Phrase (Subject Complement): absolutely delicious
He seems happy with the results.
Linking Verb: seems
Subject: He
Adjective Phrase (Subject Complement): happy with the results
The weather today feels unusually cold for this time of year.
Linking Verb: feels
Subject: The weather today
Adjective Phrase (Subject Complement): unusually cold for this time of year
The view from the mountaintop was simply breathtaking.
Linking Verb: was
Subject: The view from the mountaintop
Adjective Phrase (Subject Complement): simply breathtaking
We experienced the decade’s [stronger] storms.
They saw only the [brightest] stars.
It was a move.
It was a sensational move.
It was a [spectacularly] sensational move.
His hair surprised his parents.
His hair, [shockingly pink], surprised his parents.
ref – https://www.examples.com/english/adjective/adjective-prepositional-phrase.html
Begins with a preposition and functions as an adjective.
My uncle dated the girl with the tattoos.
(The phrase “with the tattoos” is a multi-word adjective describing “The girl,”
but it’s not headed by an adjective.
Headed by the preposition “with,” this is a prepositional phrase. It is best classified as an “adjectival prepositional phrase” as opposed to an “adjective phrase.”)
My grandmother makes the best food.
My grandmother [from Hangzhou] makes the best food.
My dog ate everything.
My dog, [like a pig], ate everything.
That man asked to see you.
That man [in the hat] asked to see you. (adjective phrase in the hat modifies man)
You can admit anyone.
You can admit anyone [with a ticket]. (with a ticket modifies anyone)
The schedule is posted on the board.
The schedule [for next week] is posted on the board. (for next week modifies schedule)
He is angry.
He is angry [about his pay decrease]. (about his pay decrease modifies he)
The design is similar to my bathroom wallpaper.
The design [on your shirt] is similar to my bathroom wallpaper. (on your shirt modifies design)
Taylor wants to stop at the restaurant.
Taylor wants to stop at the restaurant [by the mall]. (by the mall modifies restaurant)
snowy (adj) – covered with or full of snow.
snow (n) – soft, white flakes of ice that fall from the sky to the earth.
provide (v) – to give what is needed; supply.To make available. 提供
like (v) – 喜欢
like (preposition) – 像
verb
My name is Andy.
I am a fisherman.
My old eyes glance at the morning sun.
I row my small boat.
The colorful fishes swim in the deep blue sea.
They look beautiful.
I feel the gentle breeze.
It combs my white hair.
The boat returns to the beach.
My toes dig into the soft sand.
I carry the bag of colorful fishes.
They glisten under the afternoon sun.
ref –
1 subj – action verb
2 subj – transitive verb – direct object
3 subj – intransitive verb – preposition – preposition object
4 subj + [is/am/are] + subject complement
5 subj + sense [look/see/taste/smell/hear/feel/become] + subject complement
6 subj + emotion verb [prefer/want/love/like/hope] + to verb (infinitive as object)
7 subj – am/is/are/was/were/have/has/get/find/found/buy/borrow/rent] + (object) + [to verb]
8 subj + [have/has] + past participle
A turtle lives in a forest.
His name is Ted.
A turtle lives in a forest, [and] his name is Ted.
Ted is a great swimmer.
He loves to swim in the pond.
Ted is a great swimmer, [so] he loves to swim in the lake.
His head is small and round, [and] a heavy shell sits on his back.
He moves slow, [but] he thinks fast.
He is [intelligent but naive].
His friend the rabbit dislikes him, [for] they always argue.
Correct: It looks strange but cool.
Correct: It looks strange, but it is cool.
Also, we should not place a comma after “and” if it only joins two words or phrases in a sentence.
Although we may tend to pause out of hesitation when speaking the following sentences, we should not imitate the pause in writing.
Correct: Dylan is talented and handsome.
Here are some examples of how to use coordinating conjunctions:
Joining two independent clauses:
A coordinating conjunction can join two independent clauses (simple sentences) to make a compound sentence. Comma is added in front of the and.
For example, “I am hungry, [and] I do not have any food.”
In this sentence, the coordinating conjunction “and” joins the two independent clauses “I am hungry” and “I do not have any food.”
Joining two words or phrases: A coordinating conjunction can also join two words or phrases of equal importance.
For example, “I want to buy a car or a motorcycle.” In this sentence, the coordinating conjunction “or” joins the two phrases “buy a car” and “buy a motorcycle.”
No comma is needed.
Joining two adjectives:
A coordinating conjunction can join two adjectives that describe the same noun. For example, “The cake is delicious and moist.” In this sentence, the coordinating conjunction “and” joins the two adjectives “delicious” and “moist.”
No comma is needed.
Joining two verbs: A coordinating conjunction can join two verbs that have the same subject. For example, “I like to swim and bike.” In this sentence, the coordinating conjunction “and” joins the two verbs “swim” and “bike.”
No comma is needed.
My name is Ricky.
I attend Basis International.
My name is Ricky, [and] I attend Basis International.
It is a good school
It is too competitive.
It is a good school, [but] it is too competitive.
We learn at [two grades above] standard level.
We try to catch up.
We(subj) learn(v) at [a level two grades above the standard], [so] we feel helpless.
I love (my family and friends).
They are my support system.
I love my family and friends [for] they are my support system.
If independent clause is before our ‘for’, and has a negative verb, we need a comma.
I couldn’t join any sports classes, [for] I have no time.
(Neither) [my friends] (nor) [I] have any energy left after school.
We can (either) [continue to work hard] (or) [transfer to a different school].
He said this, yet he did that.
Avoid commas if “yet” is an adverb modifying adjective/verb within sentence.
We enjoy the school’s prestige, yet we can’t keep up.
Our struggle(s) continues (v) [yet] there is no escape.
Its beautiful(adj) [yet] so very tragic.
At sunset, when the elder brother returned, the carpenter had just finished his job. The elder brother was shocked by what the carpenter made. The carpenter has built a bridge from one side to the other.
“I only wanted you to build me a wall that would prevent my brother from looking in. Why did you build me a bridge instead?” cried the older brother.
“The wooden bridge is a symbol that shows the deep connection between you and your brother” replied the carpenter.
He calmly explained to the elder brother that the conflict with his younger brother is a tragedy. Blood runs thicker than water and this rift should be resolved. The carpenter wanted to build something that symbolized the brothers’ forty years of growth and teamwork, so he built a wooden bridge that connected the two households. Before the elder brother could say another word, the younger brother walked across the bridge and gave him a warm hug.
“You are really kind and tolerant, my brother,” the younger brother said. “I am thankful that you built a bridge to gap our misunderstandings. Please forgive me for my insolent behavior”, the younger brother begged. The older brother was touched by his brother’s resolve and hugged him back. Seeing that the dispute has been resolved, the carpenter lifted his toolbox on his shoulder and got ready to leave.
“Thank for your what you’ve done. We hope that you could stay for a while.”, asked the brothers.
“I would like to. But I have other places to be.”, the carpenter replied. He left the brothers an endearing message that still holds them together to this day: “Remember that kinship will always triumph”.
Objects that pair with prepositions function differently from direct and indirect objects, which follow verbs.
Subj + verb + [prepositions + object]
These nouns and verbs reference a preposition and modify the action of the larger sentence. For example:
He sat [in the basement] [of the building], [among the boxes], reading a book [on his break].
the prepositional objects are “basement,” “building,” “boxes,” and “break.”
Like direct objects, prepositional objects receive the action of the subject in the sentences yet need a preposition for the sentence to make sense.
I live [in the (forest)].
She sits [on the (ground)].
We’ll meet [at the (park)].
I play [with the (kids)].
The birds fly [into the (sky)].
ref – https://www.grammar-monster.com/glossary/participle_phrases.htm
ref – https://englishan.com/passive-voice-with-modal-verbs/
1) Many developed countries spend a large amount of money every year on manufacturing weapons to defend themselves although they are actually not at war. paraphrase, then thesis
2) Why is this the case? List your reaasons. first, second
3) Do you think these countries should spend the money on helping citizens of poor countries? Talk about for both side
So let’s see what’s happening. In the intro paragraph, we see a paraphrase of 1) and a thesis for 3):
“In is a fact that many developed countries spend a huge amount of money every year on developing and manufacturing weapons to defend themselves although they are not at war with any other country. ”
Then the 2nd sentence which is the thesis and addresses 3):
“In the meantime, millions of people in underdeveloped countries still live in extreme poverty and are in desperate need of fresh water, food and basic medicine.”
The author is saying this is in fact happening.
For the first paragraph, the author answers 1) by saying there are two reasons. Remember that when we have a question, we need to list points to answer the question:
1) “The main one is that many leaders and politicians in developed countries are realists who tend to view conflicts, both domestic and international ones, as imminent threats to national security.”
He then backs it up with some examples and data. Then he addresses the second reason, which is lobbying:
2) Besides this hard-line attitude of government heads and politicians, there is another factor at play in this matter. Successful lobbying in parliament…etc
The second paragraph address the next issue which is 3) the author is saying ‘yes we should help!’:
“In the light of this come people have come with the idea that rich countries should use the money currently spend on making weapons to help people living in poor countries”.
When we see a ‘should’ in a question, we should argue for both sides. The author argues why rich countries should use money to help the poor, and then he also goes to the other side and says that he understands most rich countries are already generous donors and have their plates full.