Grammar🍉 Flashcards

Question

Double negative

Answer 1

Two or more negative elements in a sentence

Answer 2

Includes an umbrella term for adverbs and adjectives

Answer 3

An adverb used to give emphasis

Answer 4

Those with ‘who’, ‘what’, ‘that’ and ‘which’

Answer 5

Those beginning with ‘if’, ‘unless’

Answer 6

Using a series of conjunctions to connect sentences

Answer 7

Grammatical words that hold little value semantically | Do not create a picture in your mind

Answer 8

Opposite of function words | You can picture them in your mind

Answer 9

Another word for non-standard | Specifically related to sentence constructions

Answer 10

Basic form of a verb

Answer 11

Using ‘you’ as a plural pronoun to address a mass audience

Answer 12

Linking verbs in sentences | E.g. ‘is’ in ‘she is great’

Answer 13

A declarative turned into an interrogative through a small question inflection

Answer 14

Unspecified time | ‘Before now’, ‘now’

Answer 15

Syntactically disguised imperative

Answer 16

Possessive pronoun

Answer 17

What, who, how etc | Words forming questions

Answer 18

Verbs which reflect ability, e.g. ‘John can play rugby very well’

Answer 19

Alter the semantic value of a sentence | E.g. I think, I know, I suggest, I mean, I suppose

Answer 20

Linguistic term for brackets

Answer 21

Linguistic term for numbers

Answer 22

Nouns we cannot see, hear, touch or taste. | They are often used in speeches for emotional impact.

Answer 23

An adverb that isn’t very strong, e.g. ‘quite’

Answer 24

Standard form. Regarded as the correct form of speaking. Used in formal situations.

Answer 25

Non-standard form. | Used in informal situations.

Answer 26

This, that, these and those replace the noun | E.g. this is very hot

Answer 27

This, that, these and those modify nouns - used to point out specific things. E.g. this plate is very hot

Answer 28

The subject of the sentence | E.g. ‘he’ in ‘he went shopping’

Answer 29

Questions and orders to tell someone to do something. | E.g. ‘is it ok if you pick up that rubbish?’

Answer 30

Often provide implicatures to suggest what someone should do/know. E.g. ‘should you not check with her first’

Answer 31

A form of an adjective used when a plain statement is being made without any kind of comparison E.g. the dog is big

Answer 32

Noun performs the action and a noun is affected. E.g. The dog bit him Active voice is more common in everyday writing.

Answer 33

Comes immediately before the noun in the sentence. Modifies noun. E.g. the black dog

Answer 34

The adjective forms the complement of the sentence and completes the meaning of the sentence subject. Comes after linking verbs. E.g. she looks beautiful

Answer 35

Describe the qualities of a person, thing or idea. | E.g. a stupendous achievement

Answer 36

Help divide persons, things or ideas into groups or classes. | E.g. the French language

Answer 37

Adverbials that add more info to a sentence. | Provide additional info about: concession, condition, manner, place, purpose, reason, result, time.

Answer 38

Single word or group of words that forms part of a clause. | Used as adjuncts, conjuncts, or disjuncts.

Answer 39

Adverbs used to modify adjectives, forming adjective phrases.

Answer 40

A group of words built up on an adjective. | E.g. ‘very remarkable’ or ‘slow enough’

Answer 41

A group of words built up found an adverb by adding words before and/or after it. E.g. very smoothly

Answer 42

Placing one noun or noun phrase next to another in a sentence so that it explains it or amplifies it. E.g. the writer Michael Viney

Answer 43

Concerning the different degrees of ability or tendency

Answer 44

Concerning the different degrees of obligation and permission

Answer 45

The different levels of probability or possibilitiy

Answer 46

The different degrees of volition(free will), desire and wish

Answer 47

Subject goes in the object position | Creates formal tone - less personalised

Answer 48

Tag question that mitigates the force of a request

Answer 49

Any sentence with an imperative tone

Answer 50

Adjectives which have more loaded/emotive content | E.g. adorable, sweet

Answer 51

Ensuring a high level of standard English/prestige in discourse

Answer 52

Using questions to formulate a request where there is a hidden imperative E.g. why don’t you pick up your rubbish

Answer 53

These are errors children make whilst acquiring the language

Answer 54

A verb where the past tense is not formed using the regular ‘ed’ suffix

Answer 55

The speaker uses these tags to gain confirmation about something they are uncertain about E.g. We’re meeting outside the cinema, aren’t we?

Answer 56

When the speaker is being confrontational | E.g. I told you not to do that, didn’t I?

Answer 57

When a speaker tries to encourage another speaker to participate in the discourse E.g. That concert was great, wasn’t it?

Answer 58

Where a speaker mitigates their request/demand/command/suggestion E.g. Close the window, could you please?

Answer 59

Syntactic awareness. | It is something that children do not grasp immediately.

Answer 60

Subjective/subject form

Answer 61

Objective/object form

Answer 62

Verbs which refer to physical actions

Answer 63

Verbs which refer to states or conditions

Answer 64

Indicate that the object of a verb is the same as it’s subject E.g. he congratulated himself

Answer 65

Do not refer to specific persons or things | E.g. someone, anything, no one

Answer 66

Acts as linking words in sentences | E.g. a city that has many tourist attractions

Answer 67

Usually have a noun or pronoun as it’s head word | E.g. the beach across the bays

Answer 68

Usually contains a main verb and any accompanying auxiliary verbs E.g. I may see him

Answer 69

A singular noun that refers to several individuals | E.g. the police, the choir, parliament

Answer 70

Form of adjective used when comparing things | E.g. he is taller than me

Answer 71

A type of adverbial used to show the connection between two sentences. E.g. Firtstly; secondly; thirdly, also, as well, too

Answer 72

``` When a word from one word class is used in another class. E.g. glue started as a noun but is now also used as a verb ```

Answer 73

A sentence adverbial that provides some comment by the speaker or writer E.g. admittedly, fortunately

Answer 74

A tense formed by ‘will be’ or ‘shall be’ followed by the present participle E.g. I shall be working

Answer 75

A tense formed by ‘will have’ or ‘shall have’ followed by the past participle E.g. She will have worked

Answer 76

The tense used to describe an action that will have been completed at a particular point in the future. Formed by shall/will have been followed by present participle E.g. Some readers will have been growing roses for years

Answer 77

Formed by using the modal auxiliary verbs will or shall followed by the verb stem E.g. you will tell me

Answer 78

Allow speaker to be vague | E.g. someone, anybody, nothing

Answer 79

Lowest unit of language that can convey meaning. It cannot be broken down into anything smaller that has a meaning E.g. child, shed, walk

Answer 80

``` Can be used as pronouns or determiners •Cardinal numerals - quantity -E.g. five cats •Ordinal numerals - ranking position -E.g. It’s on the fifth floor •Fractions - quantities less than one whole -E.g. he ate one-quarter of the cake ```

Answer 81

Introduced with a modal auxiliary verb | Requires a yes or no answer

Answer 82

Require an object

Answer 83

Don’t require an object

Answer 84

Put, take | E.g. Tina put the chair in the corner

Answer 85

Make | E.g. Ella made the room tidy

Answer 86

Give | E.g. Michael gave him the book

Answer 87

* Adjectives relating to position, size and shape * Children find these challenging * E.g. big, tiny, small, large, long etc

Answer 88

Verbal overgeneralisation

Answer 89

* Also known as the dummy operator | * ’Do’

Answer 90

Like, love, hate, dislike

Answer 91

They show tense, person and number | E.g. ‘I went’ ‘I go’ ‘he goes’ ‘we went’ etc

Answer 92

* Verb forms which do not show tense, person and number * Usually there are infinitive forms, e.g. ‘to wake’ in the sentence “she tiptoed round the house as not to wake anyone” or ‘starting’ in “They cleaned the whole house, starting from the messy kitchen“

Answer 93

Subjective pronouns | I, we, my, she, he etc

Answer 94

Objective pronouns | Me, us, him, her etc

Answer 95

Pronouns about the self | Myself, himself, themselves

Answer 96

Possessive pronouns | Mine, yours, his, hers

Answer 97

Those that refer to specific things | This, those, that

Answer 98

* Where some dialects use neologised pronouns | * E.g. substituting ‘you’ with ‘tha’

Answer 99

* Not specifying exactly | * Anything, something, everything, everyone

Answer 100

It | Fills the slot of the subject but has no meaning

Answer 101

Initiation/questioning

Answer 102

* Verb form used to express things that could or should happen * Used to express wishes/hopes, e.g. I wish I WERE able to fly * Used to express commands/demands, e.g. it is vital that she ATTEND the meeting * Used to express suggestions, e.g. I suggested that he face up to the bully

Answer 103

* Verbs that sometimes behave like modal auxiliary verbs. * Like the “proper” modal verbs, they are used with the base form of verbs (the infinitive without to) to create a unique meaning. * Dare, need, used to, ought to

Answer 104

* The part of a sentence which makes it complete | * E.g. the dog is HUNGRY

Answer 105

Final anaphoric pronoun

Answer 106

Oblique strike or virgule

Answer 107

Increased prestige and adds formality. | E.g. the crumbs of bread

Answer 108

A nominative pronoun or relative pronoun

Answer 109

* Do not regularly have a plural form * Include mud, snow and butter * Abstract nouns are usually uncountable

Grammar🍉 Flashcards

(134 cards)