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Nouns: Words that name people, places, things, or ideas (e.g., cat, city, happiness).
Pronouns: Words that replace nouns (e.g., he, she, it, they).
Verbs: Words that express actions or states of being (e.g., run, is, seem).
Adjectives: Words that describe nouns or pronouns (e.g., tall, happy, blue).
Adverbs: Words that describe verbs, adjectives, or other adverbs (e.g., quickly, very, well).
Prepositions: Words that show relationships between nouns or pronouns and other words in a sentence (e.g., in, on, at, between).
Conjunctions: Words that connect words, phrases, or clauses (e.g., and, but, because).
Interjections: Words that express strong emotions or sudden bursts of feelings (e.g., oh!, wow!, ouch!).

Simple Sentences: Contain a single independent clause (e.g., "The dog barked.").
Compound Sentences: Contain two or more independent clauses joined by a conjunction or semicolon (e.g., "I wanted to go, but she stayed home.").
Complex Sentences: Contain one independent clause and at least one dependent clause (e.g., "Although it was raining, we went out.").
Compound-Complex Sentences: Contain two or more independent clauses and one or more dependent clauses (e.g., "She went home because she was tired, but she finished her work first.").

Simple Tenses: Present (e.g., "She walks."), Past (e.g., "She walked."), Future (e.g., "She will walk.").
Continuous (Progressive) Tenses: Present Continuous (e.g., "She is walking."), Past Continuous (e.g., "She was walking."), Future Continuous (e.g., "She will be walking.").
Perfect Tenses: Present Perfect (e.g., "She has walked."), Past Perfect (e.g., "She had walked."), Future Perfect (e.g., "She will have walked.").
Perfect Continuous Tenses: Present Perfect Continuous (e.g., "She has been walking."), Past Perfect Continuous (e.g., "She had been walking."), Future Perfect Continuous (e.g., "She will have been walking.").

Active Voice: The subject performs the action (e.g., "The cat chased the mouse.").
Passive Voice: The subject receives the action (e.g., "The mouse was chased by the cat.").

Indicative Mood: States facts or asks questions (e.g., "She walks to school." / "Does she walk to school?").
Imperative Mood: Gives commands or requests (e.g., "Close the door.").
Subjunctive Mood: Expresses wishes, hypothetical situations, or conditions contrary to fact (e.g., "If I were rich, I would travel the world.").

Definite Article: "The" - specifies a particular noun (e.g., "the book").
Indefinite Articles: "A" and "An" - refer to any member of a group (e.g., "a book", "an apple").

Periods: End statements and commands (e.g., "She went home.").
Commas: Separate items in a list, join independent clauses with conjunctions, or set off introductory elements (e.g., "I bought apples, oranges, and bananas.").
Semicolons: Connect closely related independent clauses without a conjunction (e.g., "I wanted to go; she wanted to stay.").
Colons: Introduce lists, quotations, or explanations (e.g., "He has one goal: to win.").
Quotation Marks: Enclose direct speech or quotations (e.g., "She said, 'Hello.'").
Exclamation Points: Express strong feelings or commands (e.g., "Watch out!").
Question Marks: End questions (e.g., "Are you coming?").

Ensures the subject and verb in a sentence agree in number (e.g., "She runs." vs. "They run.").

Ensures pronouns agree with their antecedents in number, gender, and person (e.g., "Every student must bring their own lunch.").

Adjectives and Adverbs: Proper placement and usage to avoid confusion (e.g., "She quickly ran" vs. "She ran quickly").
Comparatives and Superlatives: Correct forms for making comparisons (e.g., "taller" vs. "tallest").

Independent Clauses:Can stand alone as a sentence (e.g., "She sings.").
Dependent (Subordinate) Clauses: Cannot stand alone and need an independent clause (e.g., "When she sings...").
Phrases:Groups of words that function as a single unit but do not have a subject-verb combination (e.g., "in the morning").

Zero Conditional: Facts or general truths (e.g., "If you heat ice, it melts.").
First Conditional: Real possibilities in the future (e.g., "If it rains, we will stay inside.").
Second Conditional: Unreal or unlikely situations (e.g., "If I were rich, I would buy a mansion.").
Third Conditional: Hypothetical situations in the past (e.g., "If I had known, I would have called.").

Direct Speech: Quoting the exact words spoken (e.g., "He said, 'I am coming.'").
Indirect Speech: Reporting what someone said without quoting their exact words (e.g., "He said he was coming.").

Coordinating Conjunctions: Join words, phrases, or clauses of equal importance (e.g., "and", "but", "or").
Subordinating Conjunctions: Join dependent clauses to independent clauses (e.g., "because", "although", "since").
Correlative Conjunctions: Work in pairs to join words or phrases (e.g., "either/or", "neither/nor").

Confusion between homophones: Words that sound the same but have different meanings (e.g., "their", "there", "they're").
Misplaced and Dangling Modifiers: Modifiers not clearly attached to the word they modify (e.g., "Hiking the trail, the birds chirped." instead of "Hiking the trail, we heard birds chirping.").
Run-On Sentences and Sentence Fragments: Overly long sentences without proper punctuation or incomplete sentences (e.g., "He went to the store he bought milk." / "Because I was late.").

Understanding these grammar elements will help you teach English more effectively and assist students in mastering the language.

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