ref – https://7esl.com/adverb-placement/

1. Action verbs (Transitive)

   Subject – Verb (action 行为/transitive 及物 动词) – Direct Object （直接宾语）

   如果动词边上的位子是一个宾语。。这个动词叫直接宾语。
   主语 — 做 –> 动词 — 作用 –> 直接宾语

   EXAMPLES:

   Subject （主语）- who or what performs the action
   transitive verb （及物动词） – the action
   direct object (直接宾语) – whoever or whatever receives that action

   • Ricky plays volleyball.
     Subject （主语） – Ricky
     transitive verb （及物动词） – plays (we add ‘s’ because subj is 3rd singular)
     Object (直接宾语) – volleyball
   • He rides a bike.
     Subject （主语） – He
     transitive verb （及物动词） – rides (present tense: ride + ‘s’ because subj is 3rd singular)
     Object (直接宾语) – a bike
   • They fly a kite.
     Subject （主语） – They
     transitive verb （及物动词） – fly
     Object (直接宾语) – a kite

2. Action verbs (intransitive)

   Subject (主语) – Verb (action 行为/intransitive 不及物 动词) – Preposition (介词) – Prepositional Obj (宾语)

   The rabbit laughed me. X

   You cannot laugh something, you need to use preposition (at).

   The rabbit laughed [at] me. √

   (主语) – The rabbit
   verb (不及物 动词) – laughed
   preposition (介词) – at
   object (宾语) – me

   The turtle lives forest. (X 不对)
   A turtle lives [in] a forest. √

   Subject (主语) – The turtle
   Verb (不及物 动词) – lives
   preposition (介词) – in
   Object (宾语) – a forest

   更多的例子

   • The birds fly in the sky.
     Subject (主语) – The birds
     Verb (不及物 动词) – fly
     preposition (介词) – in
     Object (宾语) – the sky

   • The girl sits [on] the couch.

     Subject (主语) – The girl
     Verb (不及物 动词) – sits
     preposition (介词) – on
     Object (宾语) – the couch

   • Tom jumps box. (X 不对)
     Tom jumps [onto] the box. √

   加个副词在宾语后面：
   Tom jumps [onto] the box (excitedly).
   加个副词在动词后面：

   • Tom jumps (excitedly) [onto] the box.
   • The dog ran around the corner. (The corner is the prepositional object)
   • We walk towards the airport. (The airport is the prepositional object)
   • The car sits in the garage. (The garage is the prepositional object)
   • The teacher wrote on the blackboard. (The blackboard is the prepositional object)
   • The kids play in the backyard. (The backyard is the prepositional object)

3. Indirect Object – recepient of direct object

   Subj – Verb – Indirect Obj (receiver) – Object (direct object)

   • Step 1 – I(subj) give(verb) some cake (obj).
   • Step 2 – I(subj) gave (verb) Christine (indirect object) some cake (obj).

   • Step 1
     I(subj) give(verb) some cake (obj).
   • Step 2 – I(subj) gave (verb) Christine (indirect object) some cake (obj).

   • Simon(subj) gave (v) his uncle (ind obj) a dirty look (obj).
   • James Bond(subj) told (v) Mother (ind obj) the news (obj).
   • He (subj) bought (v) a present (obj) for his girlfriend (ind obj).
   • John (subj) asked (v) Mary (ind obj) a question (obj).
   • Ella (subj) baked (v) [a cake and cookies] (obj) for Marias (ind obj).

4. Linking Verb (is)

   Subject (主语) + linking verb (“is/am/are/was/were/will be”) (链接动词”识别”) + Subject Complement (noun/adjective/phrase) (主语补语)

   Ricky is a teacher.
   Subject – Ricky, linking verb – is, sub complement (noun) – teacher

   You are a monster!
   subject – You, linking verb – are, sub complement (noun) – a monster

   I am pretty.
   subject – I, linking verb – am, sub complement (adj) – pretty

   She was a boy.
   subject – She, linking verb – was, sub complement (noun) – a boy

   She will be a doctor.
   subject – She, linking verb – will be, sub complement (noun) – a doctor

   You are terrible!
   subject – You, linking verb – are, sub complement (adj) – terrible

5. Linking verbs – sense

   Subject(主语) +
   linking verb (‘sense’ – look/feel/smell/sound/taste/remain/become) (链接动词”感觉/五官”) +
   subj complement (noun/adjective/phrase) (主语补语)

   linking verb
   subject complement (noun or adjective)

   • Fried chicken smells delicious
   • The sweater feels soft.
   • I look happy.
   • Water tastes great.
   • My neighbor’s cat looks aggressive.

6. Adverbs

   End position

   Subject (主语) + verb (action 行为动词) + (optional可用/可不用: object 宾语) + adverbs (副词)

   Mid position

   Subject (主语) + adverbs (副词) + verb (action 行为动词) + (optional可用/可不用: object 宾语)

   I played terribly
   subj – I, verb – played, adverb – terribly

   with object:
   I played the piano [terribly].

   He sang beautifully.
   subj – He, verb – sang, adverb – beautifully

   with object:
   He sang the song [beautifully].

   She stood motionlessly.
   subj – She, verb – stood, adverb – motionlessly

   with object:
   She stood outside [motionlessly].

   She undressed quickly.
   subj – She, verb – undressed, adverb – quickly

   with object:
   She [quickly] undressed in the bathroom.

   I performed remarkably.
   subj – I verb – stay adv – remarkably

   with object:
   I performed the routine [remarkably].

   The girl shouted excitedly.
   subj – The girl verb – shouted adverb – excitedly

   with object:
   The girl shouted at the animals [excitedly].

7. Infinitive as Objects

   Purpose: express wishes, plans, intentions, or needs

   Subject (主语) + [is, am, are, like, love, want, hope, prefer, wish, hope, desire, need, plan, hate, ask, seem, refuse, try] + (to verb)

   I desire [to win] her heart.
   subj – I, verb – desire, object – to win, object complement – her heart

   I prefer [to be] the boss.
   subj – I, verb – prefer, object – to be, object complement – the boxx

   I want [to play] that game.

   subj – I, verb – want, object – to play, object complement – that game

   She wants [to eat] my dinner.

   subj – She, verb – want, object – to eat, object complement – my dinner

   I hope [to win] the race.

   subj – I, verb – hope, object – to win, object complement – the race

   The elders need [to rest].

   subj – elders, verb – need, object – to rest

8. Infinitive as Adjective (used as Object Complement)

   Subject + [am/is/are/was/were/have/has/get/find/found/buy/borrow/rent] + (object) + [to verb]

   I am the person (obj) [to ask].
   subject – I, verb – am, obj – the person,
   infinitive (acting as adjective to describe ‘person’. ) – to ask

   She is the girl (obj) [to marry].
   subject – She, verb – is, obj – girl,
   infinitive (acting as adjective to describe ‘girl’. ) – to marry

   English 101 is the class (obj) [to take].
   subject – English 101, verb – is, obj – class,
   infinitive (acting as adjective to describe ‘class’. ) – to take

   He has a joke (obj) [to tell].
   subject – He, verb – has, obj – joke,
   infinitive (acting as adjective to describe ‘joke’. ) – to tell

   We have a job (obj) [to do].

   subject – We, verb – have, obj – a job,
   infinitive (acting as adjective to describe ‘job’. ) – to do

   I have a wedding (obj) [to attend].

   subject – I, verb – have, obj – a wedding,
   infinitive (acting as adjective to describe ‘wedding’) – to attend

   That is the team(obj) [to beat].
   subject – That, verb – is, obj – team,
   infinitive (acting as adjective to describe ‘team’) – to beat

   Let’s get some food (obj) [to eat].
   subject – Let’s, verb – get, obj – some food,
   infinitive (acting as adjective to describe ‘food’. ) – to eat

   Let’s rent a movie (obj) [to watch].
   subject – Let’s, verb – rent, obj – a movie,
   infinitive (acting as adjective to describe ‘movie’. ) – to watch

9. Infinitive as Adverb [‘in order’]

   Subject + (action verb) + object + [to verb]

   Do the ‘in order’ test.

   I (earn) money [to live].

   test: I earn money ‘in order’ [to live]. √

   I (bought) a book [to read].

   test: I bought a book ‘in order’ [to read]. √

   I (ordered) a burger [to eat].

   test: I ordered a burger ‘in order’ to eat. √

10. Infinitive as Adverb [‘because he/she wants/is able/etc’]

    Subject + (action verb) + object + [to verb]

    Do the

    • because he/she wants
    • because he/she is able

    test.

    He (fights) [to gain] freedom.

    test: He fights [because he wants] to gain freedom. √

    She studied hard [to pass the exam].

    test: She studied hard [because she wants] to pass the exam. √

    He is happy to sleep on the mattress.

    test: He is happy [because he is able] to sleep on the mattress. √

    Ted is happy to race the rabbit.

    test: Ted is happy [because he is able] to race the rabbit. √

11. Gerunds

    Gerunds (a verb ending in “-ing” that functions as a noun):

    1. Subject of a Sentence

    • [Swimming] is my favorite exercise.
    • [Resting] is important for productivity.
    • [Learning] can be challenging but rewarding.

    2. Direct Object

    • He enjoys [exercising]
    • She loves [reading].
    • They avoided [sleeping].

    3. Indirect Object

    1) direct object receives the main verb.
    2) Recipient of the direct object.

    I gave a chance. (direct obj)
    I gave [hiking] a chance. (recipient of direct obj)

    4. Subject Complement

    * Her passion is [dancing].
    * His hobby is [running].
    * The hardest part was [leaving].

    5. Object of a Preposition:

    * She is good [{at} eating].
    * He is interested [{in} learning].
    * They are tired [{of} waiting].

12. Preposition and Prepositional Object

    at – location
    I cook at(prep) home(pre obj).
    I eat at(prep) home(pre obj).
    Let’s meet at(prep) Manners(pre obj).

    at – direction
    I look at(prep) you(prep obj).
    I smile at(prep) Sara(prep obj).
    The flashlight shines at(prep) us(prep obj).

    at – time
    I will meet you at(prep) midnight(prep obj).
    Let’s meet up at(prep) Terry’s(prep obj).
    Rebecca will meet us at(prep) 8pm sharp(prep obj).

    with
    I speak [with] anger.
    I play [with] Rover.
    I watch [with] awe.

    in – expressing the situation of something that is or appears to be

    I ponder [in] silence.
    I stare [in] awe.
    They rejoice [in] victory.

    in – inside a space

    I live [in] a cave.
    Let’s look [in] the box.
    The birds fly [in] the sky.

    in – time

    We visit [in] the summer.
    I’ll see you [in] five days.
    Let’s start [in] a few moments.

    in – expressing the situation of something that is or appears to be

    I ponder [in] silence.
    I stare [in] awe.
    They rejoice [in] victory.

    on – indicate a time frame during which something takes place

    My birthday is [on] August sixth.
    The meeting is [on] the tenth.
    The parade is [on] Sunday.

    on – surface

    I jump [on] the table.
    My pet sits [on] the ground.
    The plane lands [on] the tarmac.

13. Adverbial Phrase

    • infinitive/infinitive phrase

      “to” + base form of verb + (objects or modifiers)

      • He studied hard [to pass the exam].” (purpose)

        主语 (subj) – He
        动词 (verb) – studied
        状语 (adverbial) – to pass the exam.

      • She was surprised [to see him there]. (result)
        主语 (subj) – She
        链接动词 (linking verb) – was
        形容词(adj) – surprised
        不定时短语 (adverbial) – to see him there.
      • The box is too heavy [to lift]. (degree)
        主语 (subj) – The box
        链接动词 (linking verb) – is
        副词 + 形容词(adv + adj) – too heavy
        不定时短语 (adverbial) – to lift

      • The pirates went to Krabi [to find gold].
        主语 (subj) – The pirates
        链接动词 (linking verb) – went
        介词短语 (prep phrase) – to Krabi
        不定时短语 (infinitive phrase) – to find gold
      • My parents scour for food [to feed their children].
        主语 (subj) – My parents
        动词 (verb) – scour
        介词短语 (prep phrase) – for food
        不定时短语 (infinitive phrase) – to feed their children

    • Preposition/Prepositional Phrase

      Preposition + Object (noun, pronoun, or gerund) + any modifiers

      • I played basketball [in the morning].
        主语 (subj) – I
        动词 (verb) – played
        宾语 (obj) – basketball
        介词短语 (prep phrase) – in the morning
      • You put the dirty dishes [in the washing machine].
        主语 (subj) – You
        动词 (verb) – put
        宾语 (obj) – the dirty dishes
        介词短语 (prep phrase) – in the washing machine
      • We throw trash [in the garbage bin].
        主语 (subj) – We
        动词 (verb) – throw
        副词 (adv) – trash
        介词短语 (prep phrase) – in the garbage bin
      • They fought [like lions].
        主语 (subj) – They
        动词 (verb) – fought
        介词短语 (prep phrase) – like lions
      • The elders spoke [with quiet voices].
        主语 (subj) – The elders
        动词 (verb) – spoke
        介词短语 (prep phrase) – with quiet voices
      • He sings everyday [at two o’clock].
        主语 (subj) – He
        动词 (verb) – sings
        副词 (adv) – everyday
        介词短语 (prep phrase) – at two o’clock.

    • Adverb Phrases

      Adverb phrases modifies verbs (standard usage)

      • I exercise [very regularly].
      • I ate [quite carefully].

      Adverb phrases modifies ‘am/is/are’

      • I am too smart.
      • He is very athletic.
      • It It is only math.

      Adverb phrases modifies adjectives/adverbs

      • I find it [extremely difficult].
      • He drives [really carefully].
      • The dinner was [especially nice].

      Adverb phrases modify noun

      • She leaned [over the railing].
      • There is [barely any food].
      • The dinner was [especially nice].
      • That is [quite a tree].

      Adverb phrases modify prepositional

      • I peer [over at the funny old man].
      • I run [daily at the park].
      • We climb [right over the sofa].
      • Our budget runs [well into six digits].

    • Participle/Participle Phrase

      Present participle (-ing form) or Past Participle (-ed or irregular form) + any objects or modifiers

      As Adjectives

      • [The running water] tastes fresh. (describes water)
      • I know a [pond teeming with fish]. (describes pond)

      As Nonessential Information (describes subject)

      • Delores, [walking along the shoreline], noticed her cousin. (describes Delores)
      • The old house, [creaking with every gust of wind], stood on the hilltop. (describes the old house)

      As Nonessential Information (describe a sentence)

      • The warrior jumps into battle, [swinging an ax].
      • I stood, [staring at the sunset]

      As Fronted phrase

      • [Finishing his homework], he went out to play.
      • [Smiling broadly], she accepted the award.

    • Gerund Phrases

      1. Subject of a Sentence

      • [Swimming in the lake] is my favorite exercise.
      • [Taking a break] is important for productivity.
      • [Learning a new language] can be challenging but rewarding.

      2. Direct Object

      • He enjoys [(playing) the guitar]
      • She loves [(reading) mystery novels].
      • They avoided [(making) eye contact].

      3. Indirect Object

      1) direct object receives the main verb.
      2) Recipient of the direct object.

      I gave a chance. (direct obj)
      I gave [hiking in the volcano] a chance. (recipient of direct obj)

      4. Subject Complement

      * Her passion is [dancing on rooftops].
      * His hobby is [(collecting) stamps].
      * The hardest part was [(saying) goodbye].

      5. Object of a Preposition:

      * She is good [{at} (solving) puzzles].
      * He is interested [{in} (learning) to code].
      * They are tired [{of} (waiting) in line].

14. Subject + helping verb + main verb + object

    helping verb
    main verb

    Present Perfect – Subj + [have/has] + Past Participle

    I have eaten squid.
    The turtle has eaten bugs since he was little.
    My friend has bought a new car.
    I have lived in LA for most of my life.

    Present Continuous – Subj + [am/is/are/was/were] + [verb + ing]

    I am playing video games.
    Ricky is correcting homework.
    My mom is cooking dinner.
    We are fixing the car.

• The R means ‘R’estate the Question.
• The A means ‘A’nswer the question.

Why did Sam choose the bird for a Pet?

Restate the Question

Sam chose the bird for a pet…

Answer the Question

because he liked that it could talk.

Question: Why is it helpful for bats to eat bugs?

It is helpful for bats to eat bugs because then crops will grow better.

Restate the Question

It is helpful for bats to eat bugs

Answer the Question

because then crops will grow better.

What lesson can we learn from this story?

Restate the Question

A lesson we can learn from this story is

Answer the Question

to be a problem solver

The C in the RACE means Cite the text evidence. This means go into the text, find the content that supports what you’ve stated from in RA.

Cite text Evidence

Use something from the story to prove our answer

How are elephants clever animals?

Restate the Question

Elephants are clever animals

Answer the Question

because they know how to avoid a sunburn.

Cite the text evidence

The author states that elephants use sand or mud as sunscreen to protect themselves from sunburns. They do this by throwing sand and mud on themselves. They also protect their young from sunburns by standing over them.

Let’s look at the “Tag at the Park” story again:

Once we’ve “Restated the Question”, and “Answered the question”, we need to find the evidence that supports it.

So we explain in our words what we’ve found from the text. In the story, Kate came up with a good idea to solve the problem.

She asked the other kids if she and her friends could join their game of tag.

What we should NOT do is to use words/sentences that has no support from the text.

RACE

E stands for Explain

R – A lesson we can learn from this story is
A – to be a problem solver.
C – In the text…

From the “Tag at the Park” story, what do I know about problem solving?

Your “explain” can be something like:

I know that it is good to solve problems because it helps people to get out of predicaments and work things out. Working things out and resolving issues is always a better solution that being stuck and angry.

Practice: From the “Tag at the Park” story, what’s wrong with this picture?

No R
No E

Practice: apply all RACE for the elephant story.

Practice: From the “Elephant Sunburn” story, what’s wrong with this picture?

No A. No E

It only “restates the question”. It does not answer it. Elephants are clever animals because why?

The explanation is not good either because it simply restates the cited text. It does not give a detailed explanation about why being clever is a good thing and can help us overcome problems and predicaments.

The key is that we want to have an explanation of what we think (and feel) about how A answers R. In our opinion, how does using mud and sand as sunscreen make elephants smart?

You can write it in many different ways, for example:

Similar to humans, elephants are intelligent, and they use ingenious ways to solve problems in their lives.

Last Step – Sum It Up with a last sentence after you have written sentences for RACE

Keep it:

• Short
• Simple
• Reviews Main Idea

Let’s use “Tag at the Park” story as an example:

What is the question about?

It is about the lesson we’ve (Kate) learned from this story.

What is the answer about?

The answer is about Kate being a problem solver

To sum it up, Kate shows us that being a problem solver helps us have a better time.

Elephant Story

What is the question about?

How are elephants clever?

What is the answer about?

They are clear because they can avoid sunburns.

–> Being clever pays off for elephants.

–> I’m glad elephants are clever so they don’t get sunburned!

Add these phrases in front of what you have written for the Sum:

• In summary…
• All in all…
• To sum up…

To sum up + [being clever pays off for elephants]. √

All in all + [I’m glad elephants are clever so they don’t get sunburned]. √

ref – https://dictionary.cambridge.org/us/grammar/british-grammar/and

And is a coordinating conjunction. We use and to connect two words, phrases, clauses or prefixes together:

[Televisions] and [computers] are dominating our daily life. (noun + noun)

I have to [shower] and [change]. (verb + verb)

The photos are [black] and [white]. (adjective + adjective)

[My best friend] and [my father’s father] both come from Wales. (phrase + phrase)

[She got to the door] and [put the key in the latch]. (clause + clause)

[The houses were a mix of pre-] and [post-war build]. (prefix + prefix)

There are two common questions related to coordinating conjunctions:

(Question 1) Do you put a comma before “and”?

Mostly no but sometimes yes. Unfortunately, the answer to this question isn’t short.

Here is a summary of the rules:

The Rule for Two Items

When “and” (or any coordinating conjunction) joins two items, don’t use a comma.

Lee has eaten all the cheese and biscuits. √
The whole world agrees on this point. So far so good. However, if you think it helps your reader, you can use a comma.

The Bakerloo line runs between Elephant and Castle, and Harrow and Wealdstone. √
(Using a comma with two list items is fairly common. It happens when the list items themselves contain commas. In this example, the comma before “and” helps readers to spot the list items faster. They could work it out, but the comma helps.)

I used to watch Colombo, and Cagney and Lacey. √
(This example also has two list items: “Colombo” and “Cagney and Lacey.” This time, the comma is more important because the list items could feasibly be “Colombo and Cagney” and “Lacey”.)

So, in summary, don’t use a comma when “and” (or any other coordinating conjunction) joins two items unless it helps your readers.

There’s an important exception to this rule though. It’s important because it’s common.

The Exception to the Rule for Two Items

When your coordinate conjunction joins two (or more) independent clauses (i.e., ones that could stand alone as individual sentences), then use a comma. Remember clause means it has a subj and verb:

I like sweet things, but I prefer savory dishes. √

(Here, the clauses being joined (shown in bold) could stand alone as sentences. They are independent clauses. That’s why there is a comma before “but.”)

Compare that with this:
I like sweet things but prefer savory dishes. √

(This is similar, but “prefer savory dishes” is not an independent clause. It’s not a sentence. That’s why there’s no comma before “but.”)

Here are some real-life examples:

The lion and the calf (subj) shall lie (verb) down together, but the calf (subj) won’t get (verb) much sleep. √

• The first coordinating conjunction (“and”) joins two nouns, so no comma is required.
• The second (“but”) joins two independent clauses, so a comma is required.

I’d (subj) be (verb) at home in my bath, and she’d (subj) come (verb) in and sink (verb) my boats. √

• The first coordinating conjunction (“and”) joins two independent clauses, so a comma is required.
• The second (“and”) joins two verbs, so no comma is required.

Hopefully, that’s all clear.

But, there’s a quirk: If the two “sentences” (i.e., the independent clauses) are both short, it is acceptable – for style purposes – to omit the comma.

Craig caught a bass and Lee caught a goby. √
Craig caught a bass, and Lee caught a goby. √
(Both versions are acceptable.)

Look at this though:

The man caught the boy and the girl caught the dog. X
(For a fleeting moment, your readers will think that the man caught “the boy and the girl”. You should try to write in a way that doesn’t cause your readers to stutter.)

The man caught the boy, and the girl caught the dog. √
(Your readers will not need to re-adjust now. This example captures why we need a comma before a coordinating conjunction that joins two independent clauses.)

The Rule for Three or More Items

When there are three or more list items, life starts getting a little more complicated because there is no unified position on whether to use a comma with the coordinating conjunction.

Some people will write this:
Bacon, eggs, and tomatoes
(The comma before the “and” is called an Oxford Comma. This is the convention followed by most (but not all) Americans.)
Some people will write this:
Bacon, eggs and tomatoes
(This is the convention followed by most (but not all) Brits. The most notable exception is the Oxford University Press, after which the Oxford Comma is named.)
There are plenty of people out there who would happily start a fight with you for not using an Oxford Comma, but there are also plenty of others who consider the Oxford Comma a waste of printer ink. In essence, it’s a battle of clarity versus economy.

Advocates of the Oxford Comma claim it eliminates ambiguity. They have a point. The Oxford Comma is certainly useful for showing the separations between the list items.
It’s a good price for a mug of tea, bacon and eggs and toast
(Without an Oxford Comma, this could mean (1) a mug of tea, (2) bacon, and (3) eggs and toast.)
It’s a good price for a mug of tea, bacon and eggs, and toast
(With an Oxford Comma, the list items are clear.)
Protestors to the Oxford Comma claim it introduces ambiguity because commas can be used like parentheses (brackets). Look at these two sentences:
Jack left the pub with John (a policeman) and Simon.
Jack left the pub with John, a policeman, and Simon.
(With an Oxford Comma, this could feasibly refer to two people (like in the top example) or three people.)
Advocates claim that the Oxford Comma actually eliminates, not creates, such ambiguity, and they routinely cite this probably apocryphal book dedication:
This book is dedicated to my parents, Ayn Rand and God.
(This could feasibly be read as “…my parents (Ayn Rand and God)”. The same “ambiguity” wouldn’t exist with an Oxford Comma before “and.”)
So, there are arguments for and against the Oxford Comma. As it happens, you probably don’t have a choice whether to adopt the Oxford Comma or not. If you live in the UK, you probably shouldn’t adopt it (unless you’re at Oxford). If you live in the US, you probably should. Whatever convention you go for, be consistent.

Well, actually, be flexibly consistent. If your chosen convention creates ambiguity, break the convention. There’s only one 100% rule when it comes to the Oxford Comma: clarity trumps convention.

In other words, everyone (regardless of what convention they follow) should write this when they mean four people:
I have the twins, Joe, and Callum. correct tick (for four people)
Remember that clarity comes first. Loyalty to, or hatred of, the Oxford Comma comes second.