A sentence that tells something is a statement. A statement ends with a period.

A sentence that asks something is a question. A question ends with a question mark.
A sentence that tells someone to do something is a command or request. A command or request
ends with period.
There are three kinds of sentences. A statement is a sentence that tells something.
The pound is frozen.
A question is a sentence that asks something.
Do you want to go skating?
A command or request is a sentence that tells someone to do something.
Be careful.
More examples:
1. What is your favorite food?
2. Turn off the television.
3. Those apples are sweat.
4. Are those books from library?
5. Wait for me.
6. Who baked these brownies?
7. The high school has a swimming pool.
8. The biggest clown climbed into the smallest car.
9. Please be quiet.
10. Why do leaves fall from trees?
11. Nicks mother works in the hospital.
12. This train goes to Richmond.
* You can change some statements into questions by changing the order of the words. Such
questions can be answered yes or no. They are sometimes called yes/no questions.
The play was funny.
Was the play funny?
Task: Change the order of the words in each statement to make a yes/no question.
1. The bus has left already.
2. The clothes are in the dryer.
3. The game has been delayed.
4. Miss Perkins is their aunt.
5. Leonora will help us.
6. All the drawers were empty.
7. Kittens can climb trees.
8. They are afraid.
9. The hamsters have disappeared.
10. Someone is at the door.
11. The music is too loud.

12. Your friends are waiting for you.

13. Stephanie has left.
14. Laura will sing several songs.
15. Bill can ski well.
16. We are here.
17. The boys will play the drums.
18. Our dog is very sick.
19. Mark was in the gym.
20. I must go now.
21. Nancy will read the story.
22. The library was closed.
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(With Ann) 07. (With ) 11. 12.
13. 14. 15. - 02. [`10
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[2010 (Digital Single)] - 01 01 Beautiful Day (Feat. )
[`12 [Gift] E C H O] - 15 (With )
* You can change some statements into yes/no questions by adding do, does, or did. You may
also have to change the verb in the statement.
Bill builds model airplanes.
Does Bill build model airplanes?
The girls build model airplanes.
Do the girls build model airplanes?
They built this model.
Did they build this model?
Task: Add do, does, or did to each statement to make a yes/no question. Change any other
word that needs to be changed.
1. The boys need help.
2. Felicia looks happy.
3. The dogs buried their bones.
4. The bus stopped suddenly.
5. Some plants trap insects.
6. The tornado destroyed the bridge.
7. That kitten likes fish.
8. The musicians practice every day.
9. Natalie sent him a postcard.
10. Millie and Virginia walk to school.
11. Ducks swim on the bay.
12. Polly plays the trumpet.
13. Roger catches fish.
14. They rented that house.

15. Marla speaks Portuguese.

16. Our cat caught a mouse.
17. The sun sets in the west.
18. Our team plays well.
19. The library needs many new books.
* How- questions, When- questions, and Where-questions can be answered with statements
that have adverbs. How-questions begin with the word how.
How do the dancers move?
The dancers move gracefully.
When-questions begin with the word when.
When will they perform?
They will perform tomorrow.
Where-questions begin with the word where.
Where will the dancers perform?
The dancers will perform here.
Task: Write a how-question that can be answered by the statement.
1.
2.
3.
4.
5.

The villain laughed meanly.

The chorus sang softly.
Adrienne drew the picture quickly.
Miss Hannah smiled politely.
They left the room.

Task: Write a when- question that can be answered by the statement.

1.
2.
3.
4.
5.

The baby will wake up soon.

Uncle Max arrived yesterday.
Cindy left early.
We should start now.
The moon will be full tonight.

Task: Write a where- question that can be answered by the statement.

1.
2.
3.
4.
5.

They looked everywhere.

They found it upstairs.
Phyllis is waiting outside.
Ken left the note here.
Those cats stay indoors.

* Who-questions can be answered with statements about people. Who-questions begin with
the word who.
Who won the election?
Mrs. Abel won the election.

Task: Write a who-question that can be answered by the statement.

1. Bette Davis starred in the movie.
2. Julius took these pictures.
3. June Jordan wrote that story.
4. Nick grew these vegetables.
5. Danielle is the president of the club.
6. Randy will sing the solo.
7. The girls rowed the boat.
8. Tabby drank all the milk.
9. The skaters moved swiftly.
10. Mother is in the bedroom.
Task: Write a statement that answers it.
1. Who is the governor of your state?
2. Who is a good actor?
3. Who is a good singer?
4. Who is a good athlete?
5. Who is the author of a good book?
6. Who is a good cook?
7. Who stars in your favorite television program?
8. Who lives next door to you?
9. Who is the mayor?
10. Who makes good hamburgers?
11. Who likes chocolate ice cream?
12. Who wants to go to the movies?
* What-questions can be answered by statements about things or animals. What-questions
begin with the word what.
What rose suddenly?
The curtain rose suddenly.
What fell off the stage?
Our props fell off the stage.
Task: Write a what-question that can be answered by the statement.
1.
2.
3.
4.
5.
6.
7.
8.

An elephant escapes from the circus.

The moon revolves around the earth.
A letter arrived.
The chemicals exploded.
Sheep grazed on the hillside.
The icicles melted.
The moon was seen through the clouds.
Our ship anchored in the harbor.

Task: Write a statement that answers it.

1. What made that noise?

2. What broke?
3. What surprised them?
4. What was in the closet?
5. What made them laugh?
6. What is burning?
7. What fell off the shelf?
8. What was outside?
9. What is in the kitchen?
10. What is howling at the moon?
11. What is for dinner?
12. What was that?
Spectrum of English by Albert R. Kitzhaber, Annabel R. Kitzhaber, Edna P. DeHaven,
Barbara T. Salisbury, Daisy M. Jones
Encino, California 1978
I owe a debt of sincere gratitude to Kang Hyeon Ji, Park Hae Ri, Roh Shin Yeong, Jung Ji
Eun, Lee Ho Joon, Han Ji Myeong, Jo Min Ji and Cotorobai Natalia. I should also like to
express my warmest thanks to ygtkiyl, who was kind enough to go through my work before
it went to the printer, and give me the benefit of his valuable advice.
Prietenii animalele din padure dubak ce lume minunata
Lava
Why study kjhjl ?
The answer to that question is perhaps simpler: exploring the structure of kjyh in any
language is an intellectually challenging and, for many people, intrinsically fascinating
activity. It is like working on a gigantic puzzle- one so large that it could occupy many
lifetimes. Thus, as in any scientific discipline, many researchers are simply captivated by the
complex mysteries presented by the data themselves- in this case a seemingly endless,
diverse array of languages past, present and future.
This reason is, of course, similar to the reason scholars in any scientific field pursue their
research: natural curiosity and fascination with some domain of study. Looking for results
that will be useful in the short term might be the best strategy for someone seeking personal
fortune, it wouldnt be the best strategy for a society looking for long-term benefit from the
scientific research it supports.
A language with its grammatical organization can provide a clear window on the structure of
the human mind. The most remarkable fact about human language is the discrepancy between its
apparent complexity and the ease with which children acquire it. The structure of any natural
language is far more complicated than those of artificial languages or of even the most
sophisticated mathematical systems. Yet learning computer languages or mathematics requires
intensive instruction, whereas every normal child learns at least one natural language merely
through exposure. The complexity of languages does not be learned, because much of our
knowledge of it is innate: we are born knowing about it. Our brains are hardwired to learn
languages of certain types. The human mind is highly modular. We have special-purpose mental
organs that are designed to do particular sorts of tasks in particular sorts of ways. The language
is an unique part of human nature. All people use language, and no other species is capable of
learning anything much like human language. Studying the structure of human languages, we are
investigating a central aspect of human nature. This idea has drawn enormous attention not only
from linguists but also from people outside linguistics, especially psychologists and
philosophers. In Chomskys view, all languages must share most of their structure. This is
because all children learn the languages spoken around them, irrespectively of where their
ancestors came from. Its really quite amazing that people succeed in communicating by using

language. Language seems to have a number of design properties that get in the way of efficient
and accurate communication of the kind that routinely takes place.
The way something is said can also have a significant effect on the meaning expressed. A rising
intonation, for example, on a one word utterance like Coffee? would very naturally convey
Do you want some coffee? Alternatively, it might be used to convey that coffee is being
offered as a tentative answer to some question ( What was Columbias former number-one cash
crop?) Or even, in the right context, the same utterance might be used in seeking confirmation
that a given liquid was in fact a coffee. Intonational meaning can be vivified in striking ways. In
communication using language leaves a great deal unsaid. If I say to you Can you give me a
hand here? Im not just requesting information about your abilities, Im asking you to help me
out.
The messages conveyed by utterances of sentences are multiply ambiguous, vague, and
uncertain. In spite of this, those of us who know the language are able to use it to transmit
messages to one another with considerable accuracy-far more accuracy than the language itself
would seem to permit. Those readers who have any experience with computer programming or
with mathematical logic will appreciate this dilemma instantly. The very idea of designing a
programming language or a logical language whose predicates are ambiguous or whose variables
are left without assigned values is unthinkable. No computer can process linguistic expressions
unless it knows precisely what the expressions mean and what to do with them. Human
language users are able to do something that modern science doesnt understand well enough to
replicate via computer. Somehow, people are able to use nonlinguistic information in such a way
that they are never even aware of most of the unwanted interpretation of words, phrases, and
sentences.
When we process language, we integrate encyclopedic knowledge, plausibility information,
frequency biases, discourse information, and perhaps more. Syntax plays a crucial role in all this.
It imposes constrains on how sentences can or cannot be constructed and is also of particular
importance to the development of language-processing models, because it is a domain of
knowledge that can be characterized perhaps more precisely than some of the other kinds of
knowledge that are involved. When we understand how language processing works, we probably
will also understand quite a bit more about how cognitive processes work in general. The study
of human language-processing is an important sub-area of the study of human cognition.
Grammar is one of the most promising areas of applying syntactic research in the development
of useful and robust natural language technologies.
Syntactic theory. A formal introduction by Ivan A. Sag and Thomas Wasow. Stanford California
1999