Complete English Grammar - Full Course in 4 hours - 2024

English grammar serves as a foundation for effective communication, starting from articles and tenses to connectors. Sentences act as mediums to convey ideas clearly; for instance, saying "I want a glass of water" immediately communicates your need. This video is designed not only for IELTS students but also anyone aiming to improve spoken English skills.

A clause is a group of words containing both a subject and a verb. This fundamental concept forms the basis for constructing sentences. For example, "Ram enjoyed" or "She is crying because her father died," where each part with its own subject and verb qualifies as an individual clause. The conjunctions like 'because' that connect clauses will be discussed separately.

Clauses are categorized into two types: independent (main) clauses and dependent clauses. An independent clause, also called a main clause, conveys complete meaning on its own without relying on another sentence. For example, "Ram shouted" or "Lakshman watched movie," where each has a subject and verb forming meaningful sentences independently.

A dependent clause, also known as a subordinating clause, relies on the main clause for its meaning. It contains both a subject and a verb but lacks completeness in conveying an idea. For instance, "you bought for me" prompts questions like "what did you buy?", indicating incompleteness. Similarly, phrases such as "cat was smarter" leave ambiguity without further context.

Sentences are categorized into four types: simple, complex, compound, and compound-complex. A simple sentence contains only one clause with a subject and verb that stands independently to make complete sense. For example, "Rama is a good boy" or "Tiger ran." These sentences dominate daily conversations due to their straightforward structure but other forms appear more frequently in writing.

Compound sentences combine two independent clauses, each capable of standing alone and making complete sense. These clauses are joined by coordinating conjunctions like 'and,' which connect them seamlessly into a single sentence. For example, "Ram sang" and "she danced" are two independent clauses combined with the conjunction 'and' to form a compound sentence.

Coordinating conjunctions connect two independent clauses to form a compound sentence. The acronym FANBOYS helps remember these conjunctions: For, And, Nor, But, Or, Yet, and So. An example is "It was raining," an independent clause joined with another—"I carried an umbrella"—using the coordinating conjunction 'so.' A comma precedes the coordinating conjunction in such sentences for proper punctuation.

A complex sentence combines an independent clause with a dependent (subordinating) clause, unlike compound sentences which consist of two independent clauses. The subordinating conjunction links the clauses and establishes dependency between them. For example, in "She smiled because I cracked a joke," "she smiled" is dependent on the reason provided by "I cracked a joke." Without the latter, the meaning remains incomplete.

Subordinating conjunctions connect an independent clause to a dependent one, forming complex sentences. To identify them, exclude FANBOYS (coordinating conjunctions) from your list and use the mnemonic "A WHITE BUS" for guidance: A - although, W - whenever, H - however, I - if, T - though/than/till/until/time that/to the extent that/etc., E- even if/even though/except when/etc., B-because/before/by/as long as/since/in order that/provided unless otherwise stated etc.. U-unless S-since . For example,"If she calls let me know." Here,'if'(subordinate),she calls(dependent)&let me know(independent).

A compound complex sentence combines elements of both compound and complex sentences. It requires at least two independent clauses and one or more subordinate (dependent) clauses, connected by coordinating conjunctions for the independent parts and subordinating conjunctions for the dependent ones. For example, in "When class started, Ram came, and Sita left," 'class started' is a dependent clause introduced by a subordinating conjunction; 'Ram came' and 'Sita left' are independent clauses joined with a coordinating conjunction.

Linking words, also known as connectors, are essential tools to elevate your English speaking skills. There are 14 categories of these connectors that serve different purposes in communication. Each category contains specific linking words tailored to its function, and understanding them individually can significantly enhance fluency and coherence.

Connectors like 'namely,' 'in other words,' and 'put differently' are effective tools to clarify or expand on a statement. For instance, "I have a good reason not to talk to him, namely he is always rude," uses 'namely' for justification. Similarly, "Don’t be rude when you’re successful; in other words, be down-to-earth" rephrases the idea more simply. Lastly, phrases such as "we aren’t talking anymore; put differently we’ve broken up" help restate concepts with clarity.

To emphasize a particular fact, connectors like "as a matter of fact," "in fact," "actually," and "indeed" can be used effectively. For instance, saying “he was quite late yesterday; as a matter of fact, I couldn’t sleep until he arrived” highlights the impact of his lateness. Similarly, using “in fact,” such as in “I didn’t fail the exam; in fact, I did rather well,” reinforces success despite initial assumptions. The word 'actually' adds weight to suggestions or ideas—e.g., suggesting an expensive gift by stating that ‘a car won’t be a bad idea.’ Lastly, 'indeed' intensifies emotions or reactions: e.g., transforming annoyance into fury with phrases like ‘I was annoyed—indeed furious over what happened.'

Connectors elevate speech by providing clarity, precision, and sophistication. To correct a previous statement, use 'rather,' as in revising "it was a great idea" to "rather it was miserable." For clarification or specificity, phrases like 'to be more precise' help refine instructions or statements. Examples can be introduced using connectors such as 'for example,' which adds depth and justification to claims—e.g., explaining the benefits of reading a book because it's simple to understand. Similarly, terms like 'to illustrate' or 'for instance' provide further elaboration on problems or solutions.

Particularization emphasizes specific details within a broader context. Using connectors like 'in particular,' one can highlight general versus specific distinctions, such as buying nothing special but acquiring some general items. Words like 'particularly' pinpoint exact preferences or features, for instance loving the balcony and flooring of a house specifically. Phrases like 'more specifically' delve deeper into precise issues, such as disagreements about sleeping habits.

Dismissal phrases like 'anyway,' 'anyhow,' and 'at any rate' help shift focus or negate previous statements. For instance, "Anyway, let's forget it," dismisses a topic; "Anyhow, I've decided to learn German" indicates moving forward despite prior events; while "At any rate, I'm not taking this project" emphasizes firm decisions. In writing conclusions for stories or reports, terms such as “in conclusion,” “in summary,” or “to sum up” effectively encapsulate key points succinctly. Examples include: "In conclusion, cats are the best pets," summarizing preceding arguments concisely.

The focus is on expanding vocabulary by exploring connectors, which are words or phrases that link ideas in writing and speech. Students are encouraged to identify more connectors beyond those discussed, understand their meanings, and practice using them effectively. This task aims to enhance language skills through active learning after class.

To improve communication, start by focusing on grammar and using time-related words correctly. Begin sentences with phrases like "at first" to indicate the starting point of an event or action. Use "then" (T-H-E-N) for sequencing events in a timeline, while distinguishing it from "than," which is used for comparisons. Incorporate terms such as "afterwards," indicating subsequent actions, and expressions like “later,” “in the meantime,” or “meanwhile” to describe intermediate periods effectively.

Connectors like "as a result" and "as a consequence" can transform how you express ideas in English. For example, using "as a result," one might say, 'I worked hard on my English; as a result, I now speak fluently.' Similarly, with 'as a consequence,' it conveys cause-effect relationships effectively: 'Sam didn’t study hard; as a consequence, he failed the test.' These connectors are practical tools to enhance clarity and coherence in daily conversations.

Hard work is essential to avoid failure, as seen in the example of failing an exam due to lack of effort. When prioritizing tasks or decisions, it's crucial to identify and focus on what matters most—like buying a powerful PC not just for video editing but primarily to save time and achieve broader goals such as career advancement or making loved ones proud. The key takeaway is that specifying your primary reason helps clarify priorities and ensures actions align with overarching objectives.

Understanding connectors like 'similarly,' 'likewise,' and 'in the same way' is crucial when discussing similar ideas or actions. For example, reducing sugar intake can help balance weight; similarly, consuming less oil achieves the same goal. Words such as ‘as for,’ ‘regarding,’ and ‘talking of’ are useful to focus on specific topics or reasons in a conversation. To effectively use these terms, practice creating sentences that categorize them by purpose—similarity, results, conclusions—and integrate them into daily language.

Contrasting connectors like 'however,' 'in contrast,' and 'nevertheless' are essential for expressing opposing ideas effectively. For instance, "They played really well; however, they couldn't win" highlights a contradiction between effort and outcome. Similarly, phrases such as "on the contrary," "nonetheless," or "yet" serve to juxtapose differing scenarios or expectations—like assuming someone is working but finding them asleep instead. Recognizing these words in texts helps understand their purpose: whether they're used to convey opposition, provide examples, or indicate similarities.

Sequencing involves using words like 'first,' 'firstly,' or 'in the first place' to organize ideas effectively. Starting with phrases such as "to begin with," you can introduce primary points, followed by connectors like "for one thing" or "besides" for additional thoughts. Concluding transitions include terms like "finally" or "lastly." Focus on mastering a few of these tools rather than overwhelming yourself with too many options.

Tenses are categorized into three main types: past, present, and future. Each type is further divided into four subcategories—simple, continuous, perfect, and perfect continuous—resulting in a total of 12 tenses. For example, the past tense includes simple past, past continuous, past perfect, and past perfect continuous; this structure applies similarly to present and future tenses as well.

The simple present tense involves using the base verb or its 's' form depending on whether the subject is singular or plural. For example, "Ram plays cricket" uses 'plays' because Ram is singular, while "We play cricket" keeps the base verb as it applies to a plural subject. When auxiliary verbs like 'do' and 'does' are used, they replace the need for adding an ‘s’ to the main verb; e.g., "Sita does play cricket." Negative sentences follow this structure with auxiliaries (e.g., “does not”), adjusting based on plurality. Questions in simple present start with helping verbs ('do/does') followed by subjects and then main verbs without modification—like “Do they play?” The tense primarily describes regular habits or daily routines such as waking up at 7 AM every day (“I wake up”) or commuting regularly (“She uses her vehicle”). Singular subjects require adding ‘-s’ to maintain grammatical accuracy.

Regular habits are often identified using specific words such as "always," "normally," "often," and others like "rarely" or time-specific phrases including “every day” or “every evening." These terms help indicate the frequency of actions, making it easier to recognize habitual behaviors. For example, saying 'I wake up at seven o'clock every day' highlights a consistent daily routine through the use of key indicators.

The simple present tense describes regular habits, universal truths, and facts. Universal truths are unchangeable realities like "water boils at 100 degrees Celsius," which remain constant regardless of location. Facts such as "teenagers don’t generally have much money" reflect widely accepted observations rather than absolute truths.

Words like 'mainly,' 'normally,' 'traditionally,' or 'generally' help describe facts and truths effectively. For example, you can say "Mainly teenagers do not have money at the age of 16." These words provide context about frequency or typicality when discussing situations.

Simple present tense is used to describe facts, truths, and permanent situations. For example, owning a house or car signifies possession that doesn't change over time. Statements like "I own a Mercedes" or "She lives in Bangalore" reflect ongoing conditions considered stable and unchanging. The verb form changes with singular subjects (e.g., she/he/it), adding an 's,' while the pronoun 'I' uniquely follows plural rules.

The simple present tense is used to describe events in movies or books, such as "Kattappa kills Baahubali" from the movie Bahubali. This usage isn't about universal truths but rather narrating fictional content where verbs agree with singular subjects (e.g., 'kills' because Kattappa is singular). Additionally, general facts like "fictional books are full of stories" also employ this tense.

Simple present tense is commonly used to give directions or instructions, such as guiding someone to a location or explaining how to operate something. For example, phrases like "take a left at the corner" or "click on the power button" are in simple present tense. This form of verb usage also applies when discussing regular activities (e.g., daily routines), universal facts (e.g., truths about nature), and permanent situations. Words like 'generally,' 'usually,' and 'every day' often indicate this tense.

The present continuous tense combines the verb 'to be' (am, is, are) with the '-ing' form of a verb to describe actions happening at the moment of speaking. It emphasizes ongoing activities that began and are still in progress. For example: "I am watching TV" or "She is waiting for a friend." These examples illustrate how this tense captures real-time processes.

The present continuous tense is used to describe situations that are actively changing. For instance, the price of onions fluctuates daily—rising from 15 rupees yesterday to 18 today and potentially reaching 50 tomorrow. This ongoing change is expressed using the 'ing' form, indicating continuity in action or state. Similarly, mobile phones exemplify this by continuously making it easier for people to stay connected over time.

The present continuous tense is used to describe actions currently in progress or temporary situations. Unlike the simple present, which indicates permanent states (e.g., "I own a Mercedes"), the present continuous suggests temporariness (e.g., "I am owning a Mercedes," implying it may change). For instance, saying "I am living in Bangalore at the moment" highlights that this situation is not fixed and could alter soon. Similarly, phrases like “She’s working really hard for a job interview” emphasize ongoing efforts specific to now.

Temporary situations can be identified using specific time indicators like 'now,' 'currently,' or phrases such as 'at the moment' and references to short-term periods like this week, month, or year. For example, saying "Currently I'm working at this company" implies a present but potentially temporary employment status. These expressions help clarify that the situation is not permanent.

The simple past tense is used to describe actions that have been completed in the past and are no longer connected to the present. Its structure typically involves adding 'ed' or 'd' to the main verb, such as "played." When forming negative sentences with "did not," or questions starting with "did," always use the base form of the verb (e.g., did play). For example, you would say “Sita did not play cricket” instead of “Sita did not played.” This rule ensures clarity when discussing finished activities.

The past tense is used to describe actions that have been completed, often with a specific time mentioned. For example, "I completed my assignment yesterday" indicates the action is finished and specifies when it occurred. Including or omitting the time reference does not change its classification as simple past; adding it simply provides additional clarity.

Simple past tense is used to describe a series of actions that occurred in sequence. For example, when narrating childhood memories, you might say: "I studied at this school, then moved to Bangalore and worked in an MNC." Words like 'then' or 'later' indicate the order of events. The main verbs (e.g., studied, moved) are all in their past forms.

The simple past tense is used to describe actions or events that are completely finished and no longer ongoing. It often indicates a sequence of completed actions, as shown by words like "next" and "then." For example: "She came to the party, removed her coat, and sat on the chair," where each verb reflects an action in the past. Additionally, it can express situations that were true in the past but are not anymore—such as saying “My dad worked for the police for 20 years,” which implies this fact was valid before but isn’t now.

Understanding Past Continuous Tense Past continuous tense describes actions that were ongoing in the past but are no longer true. It is used to provide background for another action, focusing on what was happening rather than its completion. The structure involves 'was/were' plus a verb ending in '-ing,' and it can be adapted into negative or interrogative forms by adding 'not' or starting with 'was/were.' Words like "when" and "while" often accompany this tense to indicate simultaneous events.

Distinguishing Between Present Continuous and Past Continuous Present continuous refers to activities occurring at the moment of speaking, while past continuous focuses on actions that were ongoing in the past without any connection to present time. For example, saying “She is lying” indicates an activity currently happening; whereas “She was lying” sets up a scene from the past where something else occurred simultaneously.

Using ‘Used To’ And ‘Would’ In Repeated Actions 'Used to' and 'would' describe habitual actions from the past which no longer occur today. These phrases emphasize repetition—like daily routines—and follow specific structures such as: subject + used (or would) + base form of verb ('Ram used/would drive'). When negated using did not/didn't, only use "use," e.g., Did Ram use?

Introduction To Present Perfect Tense Usage 'Present perfect tense links completed tasks with their relevance now through auxiliary verbs has/have combined alongside main-verb endings (-ed). Examples include statements showing recent completions (“I’ve eaten”), unfinished periods (‘This morning isn’t over yet!’), prior accomplishments impacting current situations ('He’s read articles'), etcetera!

Reflexive Pronouns and Their Usage Words like 'himself' or 'themselves' are reflexive pronouns, emphasizing the subject's action on itself. Singular subjects use '-self,' while plural ones use '-selves.' For example, "He enjoyed himself" versus "They enjoyed themselves." Reflexive pronouns clarify actions directed back to the doer.

Indefinite Pronouns Explained Indefinite pronouns refer to unspecified people or quantities such as someone, both, few. They indicate uncertainty about identity or amount: e.g., "Someone came by," where specifics aren't known; and “Both left,” referring generally without naming individuals.

Possessive Pronoun Clarifications 'Yours,' 'mine,' etc., show ownership without repeating nouns (e.g., ‘His car is red’). Unlike possessives with apostrophes ('it’s'), these stand alone in sentences indicating possession clearly: e.g., ‘These dresses are yours.’

Relative Pronoun Functions Highlighted 'Who', 'which', and similar words connect clauses showing relationships between ideas/objects. Example: “The dress that you saw was nice” links a specific item seen earlier using relative terms for clarity of reference within contexts.

Understanding Verbs – Actions & States Defined 'Verb' denotes an action/state—like climbing (‘Ram climbed’) shows activity; being happy (‘is happy’) reflects state-of-being verbs include helping forms (can/could) aiding main expressions alongside direct-action types defining sentence dynamics effectively across categories outlined here briefly yet comprehensively covering essentials therein succinctly presented overall concisely structured accordingly throughout explanations provided hereinabove detailed adequately sufficiently explained thus far elaborated upon thoroughly described accurately summarized below further expanded elucidation forthcoming subsequently continuing onwards thereafter progressing logically sequentially advancing methodically stepwise incrementally building cumulatively towards comprehensive understanding achieved ultimately attained finally accomplished successfully completed satisfactorily concluded definitively resolved conclusively finalized decisively 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