part of speech for read

The 8 Parts of Speech: Examples and Rules

​​Every word in English can be classified as one of eight parts of speech. The term part of speech refers to the role a word plays in a sentence. And like in any workplace or on any TV show with an ensemble cast, these roles were designed to work together.

Read on to learn about the different parts of speech that the words we use every day fall into, and how we use them together to communicate ideas clearly.

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The 8 parts of speech

A noun is a word that names a person, place, concept, or object. Basically, anything that names a “thing” is a noun, whether you’re talking about a basketball court , San Francisco , Cleopatra , or self-preservation .

Nouns fall into two categories: common nouns and proper nouns. Common nouns are general names for things, like planet and game show . Proper nouns are names or titles for specific things, like Jupiter and Jeopardy!

>> Read more about nouns

Pronouns are words you substitute for specific nouns when the reader or listener already knows which specific noun you’re referring to.

You might say, “Jennifer was supposed to be here at eight,” then follow it with “ She’s always late; next time I’ll tell her to be here a half hour earlier.”

Instead of saying Jennifer’s name three times in a row, you substituted she and her, and your sentences remained grammatically correct. Pronouns are divided into a number of categories, and we cover them all in our guide to pronouns:

>> Read more about pronouns

3 Adjectives

Adjectives are the words that describe nouns. Think about your favorite movie. How would you describe it to a friend who’s never seen it?

You might say the movie was funny , engaging , well-written , or suspenseful . When you’re describing the movie with these words, you’re using adjectives. An adjective can go right before the noun it’s describing (“I have a black dog”), but it doesn’t have to. Sometimes, adjectives are at the end of a sentence (“My dog is black ”).

>> Read more about adjectives

Go ! Be amazing! Run as fast as you can! Win the race! Congratulate every participant who put in the work and competed !

Those bolded words are verbs. Verbs are words that describe specific actions, like running , winning , and being amazing.

Not all verbs refer to literal actions, though. Verbs that refer to feelings or states of being, like to love and to be , are known as nonaction verbs . Conversely, the verbs that do refer to literal actions are known as action verbs .

>> Read more about verbs

An adverb is a word that describes an adjective, a verb, or another adverb. I entered the room quietly .

Quietly is describing how you entered (verb) the room.

A cheetah is always faster than a lion.

Always is describing how frequently a cheetah is faster (adjective) than a lion.

>> Read more about adverbs

6 Prepositions

Prepositions tell you the relationships between other words in a sentence.

You might say, “I left my bike leaning against the garage.” In this sentence, against is the preposition because it tells us where you left your bike.

Here’s another example: “She put the pizza in the oven.” Without the preposition in , we don’t know where the pizza is.

>> Read more about prepositions

7 Conjunctions

Conjunctions make it possible to build complex sentences that express multiple ideas.

“I like marinara sauce. I like alfredo sauce. I don’t like puttanesca sauce.” Each of these three sentences expresses a clear idea. There’s nothing wrong with listing your preferences like this, but it’s not the most efficient way to do it.

Consider instead: “I like marinara sauce and alfredo sauce, but I don’t like puttanesca sauce.

In this sentence, and and but are the two conjunctions that link your ideas together.

>> Read more about conjunctions

A pear. The brick house. An exciting experience. These bolded words are known as articles.

Articles come in two flavors: definite articles and indefinite articles . And similarly to the two types of nouns, the type of article you use depends on how specific you need to be about the thing you’re discussing.

A definite article, like the or this, describes one specific noun.

Did you buy the car?

From the above sentence, we understand that the speaker is referring to a specific previously discussed car.

Now swap in an indefinite article:

Did you buy a car?

See how the implication that you’re referring back to something specific is gone, and you’re asking a more general question?

>> Read more about articles

Figuring out parts of speech

Sometimes, it’s not easy to tell which part of speech a word is. Here are a few easy hacks for quickly figuring out what part of speech you’re dealing with:

• If it’s an adjective plus the ending – ly , it’s an adverb . Examples: commonly , quickly .
• If you can swap it out for a noun and the sentence still makes sense, it’s a pronoun . Example: “ He played basketball.” / “ Steve played basketball.”
• If it’s something you do and you can modify the sentence to include the word do , it’s a verb . Example: “I have an umbrella.” / “I do have an umbrella.”
• If you can remove the word and the sentence still makes sense but you lose a detail, the word is most likely an adjective . Example: “She drives a red van.” / “She drives a van.”

And if you’re ever really stumped, just look the word up. Dictionaries typically list a word’s part of speech in its entry, and if it has multiple forms with different parts of speech, they are all listed, with examples.

That brings us to another common issue that can confuse writers and language learners.

When a word can be different parts of speech

Just like y is sometimes a vowel and sometimes a consonant , there are words that are sometimes one part of speech and other times another. Here are a few examples:

• “I went to work ” (noun).
• “I work in the garden” (verb).
• “She paints very well ” (adverb).
• “They are finally well now, after weeks of illness” (adjective).
• “I dropped a penny into the well ” (noun).
• “ I cooked breakfast and lunch, but Steve cooked dinner” (conjunction).
• “I brought everything but the pens you asked for” (preposition).

And sometimes, words evolve to add forms that are new parts of speech. One recent example is the word adult . Before the 2010s, adult was primarily a noun that referred to a fully grown person. It could also be used as an adjective to refer to specific types of media, like adult contemporary music. But then, at right about the turn of the 2010s, the word adulting , a brand-new verb, appeared in the internet lexicon. As a verb, adulting refers to the act of doing tasks associated with adulthood, like paying bills and grocery shopping.

Open and closed word classes

The parts of speech fall into two word classes : open and closed .

The open word classes are the parts of speech that regularly acquire new words. Language evolves, and usually, that evolution takes place in nouns, adjectives, adverbs, and verbs. In 2022, new words added to the Merriam-Webster dictionary included dumbphone (noun), greenwash (verb), and cringe (adjective).

The closed word classes are the parts of speech that don’t readily acquire new words. These parts of speech are more set in stone and include pronouns, conjunctions, articles, and prepositions.

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• Knowledge Base
• Parts of speech

The 8 Parts of Speech | Chart, Definition & Examples

A part of speech (also called a word class ) is a category that describes the role a word plays in a sentence. Understanding the different parts of speech can help you analyze how words function in a sentence and improve your writing.

The parts of speech are classified differently in different grammars, but most traditional grammars list eight parts of speech in English: nouns , pronouns , verbs , adjectives , adverbs , prepositions , conjunctions , and interjections . Some modern grammars add others, such as determiners and articles .

Many words can function as different parts of speech depending on how they are used. For example, “laugh” can be a noun (e.g., “I like your laugh”) or a verb (e.g., “don’t laugh”).

Table of contents

• Prepositions
• Conjunctions
• Interjections

Other parts of speech

Interesting language articles, frequently asked questions.

A noun is a word that refers to a person, concept, place, or thing. Nouns can act as the subject of a sentence (i.e., the person or thing performing the action) or as the object of a verb (i.e., the person or thing affected by the action).

There are numerous types of nouns, including common nouns (used to refer to nonspecific people, concepts, places, or things), proper nouns (used to refer to specific people, concepts, places, or things), and collective nouns (used to refer to a group of people or things).

Ella lives in France .

Other types of nouns include countable and uncountable nouns , concrete nouns , abstract nouns , and gerunds .

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A pronoun is a word used in place of a noun. Pronouns typically refer back to an antecedent (a previously mentioned noun) and must demonstrate correct pronoun-antecedent agreement . Like nouns, pronouns can refer to people, places, concepts, and things.

There are numerous types of pronouns, including personal pronouns (used in place of the proper name of a person), demonstrative pronouns (used to refer to specific things and indicate their relative position), and interrogative pronouns (used to introduce questions about things, people, and ownership).

That is a horrible painting!

A verb is a word that describes an action (e.g., “jump”), occurrence (e.g., “become”), or state of being (e.g., “exist”). Verbs indicate what the subject of a sentence is doing. Every complete sentence must contain at least one verb.

Verbs can change form depending on subject (e.g., first person singular), tense (e.g., simple past), mood (e.g., interrogative), and voice (e.g., passive voice ).

Regular verbs are verbs whose simple past and past participle are formed by adding“-ed” to the end of the word (or “-d” if the word already ends in “e”). Irregular verbs are verbs whose simple past and past participles are formed in some other way.

“I’ve already checked twice.”

“I heard that you used to sing .”

Other types of verbs include auxiliary verbs , linking verbs , modal verbs , and phrasal verbs .

An adjective is a word that describes a noun or pronoun. Adjectives can be attributive , appearing before a noun (e.g., “a red hat”), or predicative , appearing after a noun with the use of a linking verb like “to be” (e.g., “the hat is red ”).

Adjectives can also have a comparative function. Comparative adjectives compare two or more things. Superlative adjectives describe something as having the most or least of a specific characteristic.

Other types of adjectives include coordinate adjectives , participial adjectives , and denominal adjectives .

An adverb is a word that can modify a verb, adjective, adverb, or sentence. Adverbs are often formed by adding “-ly” to the end of an adjective (e.g., “slow” becomes “slowly”), although not all adverbs have this ending, and not all words with this ending are adverbs.

There are numerous types of adverbs, including adverbs of manner (used to describe how something occurs), adverbs of degree (used to indicate extent or degree), and adverbs of place (used to describe the location of an action or event).

Talia writes quite quickly.

Other types of adverbs include adverbs of frequency , adverbs of purpose , focusing adverbs , and adverbial phrases .

A preposition is a word (e.g., “at”) or phrase (e.g., “on top of”) used to show the relationship between the different parts of a sentence. Prepositions can be used to indicate aspects such as time , place , and direction .

I left the cup on the kitchen counter.

A conjunction is a word used to connect different parts of a sentence (e.g., words, phrases, or clauses).

The main types of conjunctions are coordinating conjunctions (used to connect items that are grammatically equal), subordinating conjunctions (used to introduce a dependent clause), and correlative conjunctions (used in pairs to join grammatically equal parts of a sentence).

You can choose what movie we watch because I chose the last time.

An interjection is a word or phrase used to express a feeling, give a command, or greet someone. Interjections are a grammatically independent part of speech, so they can often be excluded from a sentence without affecting the meaning.

Types of interjections include volitive interjections (used to make a demand or request), emotive interjections (used to express a feeling or reaction), cognitive interjections (used to indicate thoughts), and greetings and parting words (used at the beginning and end of a conversation).

Ouch ! I hurt my arm.

I’m, um , not sure.

The traditional classification of English words into eight parts of speech is by no means the only one or the objective truth. Grammarians have often divided them into more or fewer classes. Other commonly mentioned parts of speech include determiners and articles.

• Determiners

A determiner is a word that describes a noun by indicating quantity, possession, or relative position.

Common types of determiners include demonstrative determiners (used to indicate the relative position of a noun), possessive determiners (used to describe ownership), and quantifiers (used to indicate the quantity of a noun).

My brother is selling his old car.

Other types of determiners include distributive determiners , determiners of difference , and numbers .

An article is a word that modifies a noun by indicating whether it is specific or general.

• The definite article the is used to refer to a specific version of a noun. The can be used with all countable and uncountable nouns (e.g., “the door,” “the energy,” “the mountains”).
• The indefinite articles a and an refer to general or unspecific nouns. The indefinite articles can only be used with singular countable nouns (e.g., “a poster,” “an engine”).

There’s a concert this weekend.

If you want to know more about nouns , pronouns , verbs , and other parts of speech, make sure to check out some of our language articles with explanations and examples.

Nouns & pronouns

• Common nouns
• Proper nouns
• Collective nouns
• Personal pronouns
• Uncountable and countable nouns
• Verb tenses
• Phrasal verbs
• Types of verbs
• Active vs passive voice
• Subject-verb agreement

A is an indefinite article (along with an ). While articles can be classed as their own part of speech, they’re also considered a type of determiner .

The indefinite articles are used to introduce nonspecific countable nouns (e.g., “a dog,” “an island”).

In is primarily classed as a preposition, but it can be classed as various other parts of speech, depending on how it is used:

• Preposition (e.g., “ in the field”)
• Noun (e.g., “I have an in with that company”)
• Adjective (e.g., “Tim is part of the in crowd”)
• Adverb (e.g., “Will you be in this evening?”)

As a part of speech, and is classed as a conjunction . Specifically, it’s a coordinating conjunction .

And can be used to connect grammatically equal parts of a sentence, such as two nouns (e.g., “a cup and plate”), or two adjectives (e.g., “strong and smart”). And can also be used to connect phrases and clauses.

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Parts of Speech: The Ultimate Guide for Students and Teachers

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

What are Parts of Speech ?

Just as a skilled bricklayer must get to grips with the trowel, brick hammer, tape measure, and spirit level, the student-writer must develop a thorough understanding of the tools of their trade too.

In English, words can be categorized according to their common syntactic function in a sentence, i.e. the job they perform.

We call these different categories Parts of Speech . Understanding the various parts of speech and how they work has several compelling benefits for our students.

Without first acquiring a firm grasp of the various parts of speech, students will struggle to fully comprehend how language works. This is essential not only for the development of their reading comprehension but their writing skills too.

Parts of speech are the core building blocks of grammar . To understand how a language works at a sentence and a whole-text level, we must first master parts of speech.

In English, we can identify eight of these individual parts of speech, and these will provide the focus for our Complete Guide to Parts of Speech .

THE EIGHT PARTS OF SPEECH (Click to jump to each section)

A complete unit on teaching figurative language.

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Often the first word a child speaks will be a noun, for example, Mum , Dad , cow , dog , etc.

Nouns are naming words, and, as most school kids can recite, they are the names of people, places, and things . But, what isn’t as widely understood by many of our students is that nouns can be further classified into more specific categories. 

These categories are:

Common Nouns

Proper nouns, concrete nouns, abstract nouns, collective nouns, countable nouns, uncountable nouns.

All nouns can be classified as either common or proper .

Common nouns are the general names of people, places, and things. They are groups or classes on their own, rather than specific types of people, places, or things such as we find in proper nouns.

Common nouns can be further classified as abstract or concrete – more on this shortly!

Some examples of common nouns include:

People: teacher, author, engineer, artist, singer.

Places: country, city, town, house, garden.

Things: language, trophy, magazine, movie, book.

Proper nouns are the specific names for people, places, and things. Unlike common nouns, which are always lowercase, proper nouns are capitalized. This makes them easy to identify in a text.

Where possible, using proper nouns in place of common nouns helps bring precision to a student’s writing.

Some examples of proper nouns include:

People: Mrs Casey, J.K. Rowling, Nikola Tesla, Pablo Picasso, Billie Eilish.

Places: Australia, San Francisco, Llandovery, The White House, Gardens of Versailles.

Things: Bulgarian, The World Cup, Rolling Stone, The Lion King, The Hunger Games.

Nouns Teaching Activity: Common vs Proper Nouns

• Provide students with books suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns.
• Ask students to sort these nouns into two lists according to whether they are common nouns or proper nouns.

As mentioned, all common and proper nouns can be further classified as either concrete or abstract .

A concrete noun is any noun that can be experienced through one of the five senses. In other words, if you can see, smell, hear, taste, or touch it, then it’s a concrete noun.

Some examples of concrete nouns include:

Abstract nouns refer to those things that can’t be experienced or identified through the five senses.

They are not physical things we can perceive but intangible concepts and ideas, qualities and states.

Some examples of abstract nouns include:

Nouns Teaching Activity: Concrete Vs. Abstract Nouns

• Provide students with a book suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns (the lists from Practice Activity #1 may be suitable).
• This time, ask students to sort these nouns into two lists according to whether they are concrete or abstract nouns.

A collective noun is the name of a group of people or things. That is, a collective noun always refers to more than one of something.

Some examples of collective nouns include:

People: a board of directors, a team of football players, a cast of actors, a band of musicians, a class of students.

Places: a range of mountains, a suite of rooms, a union of states, a chain of islands.

Things: a bale of hay, a constellation of stars, a bag of sweets, a school of fish, a flock of seagulls.

Countable nouns are nouns that refer to things that can be counted. They come in two flavors: singular and plural .

In their singular form, countable nouns are often preceded by the article, e.g. a , an , or the .

In their plural form, countable nouns are often preceded by a number. They can also be used in conjunction with quantifiers such as a few and many .

Some examples of countable nouns include:

COUNTABLE NOUNS EXAMPLES

Also known as mass nouns, uncountable nouns are, as their name suggests, impossible to count. Abstract ideas such as bravery and compassion are uncountable, as are things like liquid and bread .

These types of nouns are always treated in the singular and usually do not have a plural form. 

They can stand alone or be used in conjunction with words and phrases such as any , some , a little , a lot of , and much .

Some examples of uncountable nouns include:

UNCOUNTABLE NOUNS EXAMPLES

Nouns teaching activity: how many can you list .

• Organize students into small groups to work collaboratively.
• Challenge students to list as many countable and uncountable nouns as they can in ten minutes.
• To make things more challenging, stipulate that there must be an uncountable noun and a countable noun to gain a point.
• The winning group is the one that scores the most points.

Without a verb, there is no sentence! Verbs are the words we use to represent both internal and external actions or states of being. Without a verb, nothing happens.

There are many different types of verbs. Here, we will look at five important verb forms organised according to the jobs they perform:

Dynamic Verbs

Stative verbs, transitive verbs, intransitive verbs, auxiliary verbs.

Each verb can be classified as being either an action or a stative verb.

Dynamic or action verbs describe the physical activity performed by the subject of a sentence. This type of verb is usually the first we learn as children. 

For example, run , hit , throw , hide , eat , sleep , watch , write , etc. are all dynamic verbs, as is any action performed by the body.

Let’s see a few examples in sentences:

• I jogged around the track three times.
• She will dance as if her life depends on it.
• She took a candy from the bag, unwrapped it, and popped it into her mouth.

If a verb doesn’t describe a physical activity, then it is a stative verb.

Stative verbs refer to states of being, conditions, or mental processes. Generally, we can classify stative verbs into four types:

• Emotions/Thoughts

Some examples of stative verbs include: 

Senses: hurt, see, smell, taste, hear, etc.

Emotions: love, doubt, desire, remember, believe, etc.

Being: be, have, require, involve, contain, etc.

Possession: want, include, own, have, belong, etc.

Here are some stative verbs at work in sentences:

• That is one thing we can agree on.
• I remember my first day at school like it was yesterday.
• The university requires students to score at least 80%.
• She has only three remaining.

Sometimes verbs can fit into more than one category, e.g., be , have , look , see , e.g.,

• She looks beautiful. (Stative)
• I look through the telescope. (Dynamic)

Each action or stative verb can also be further classified as transitive or intransitive .

A transitive verb takes a direct object after it. The object is the noun, noun phrase, or pronoun that has something done to it by the subject of the sentence.

We see this in the most straightforward English sentences, i.e., the Subject-Verb-Object or SVO sentence. 

Here are two examples to illustrate. Note: the subject of each sentence is underlined, and the transitive verbs are in bold.

• The teacher answered the student’s questions.
• She studies languages at university.
• My friend loves cabbage.

Most sentences in English employ transitive verbs.

An intransitive verb does not take a direct object after it. It is important to note that only nouns, noun phrases, and pronouns can be classed as direct objects. 

Here are some examples of intransitive verbs – notice how none of these sentences has direct objects after their verbs.

• Jane’s health improved .
• The car ran smoothly.
• The school opens at 9 o’clock.

Auxiliary verbs, also known as ‘helping’ verbs, work with other verbs to affect the meaning of a sentence. They do this by combining with a main verb to alter the sentence’s tense, mood, or voice.

Auxiliary verbs will frequently use not in the negative.

There are relatively few auxiliary verbs in English. Here is a list of the main ones:

• be (am, are, is, was, were, being)
• do (did, does, doing)
• have (had, has, having)

Here are some examples of auxiliary verbs (in bold) in action alongside a main verb (underlined).

She is working as hard as she can.

• You must not eat dinner until after five o’clock.
• The parents may come to the graduation ceremony.

The Subject-Auxiliary Inversion Test

To test whether or not a verb is an auxiliary verb, you can use the Subject-Auxiliary Inversion Test .

• Take the sentence, e.g:
• Now, invert the subject and the suspected auxiliary verb to see if it creates a question.

Is she working as hard as she can?

• Can it take ‘not’ in the negative form?

She is not working as hard as she can.

• If the answer to both of these questions is yes, you have an auxiliary verb. If not, you have a full verb.

Verbs Teaching Activity: Identify the Verbs

• Instruct students to go through an appropriate text length (e.g., paragraph, page, etc.) and compile a list of verbs.
• In groups, students should then discuss and categorize each verb according to whether they think they are dynamic or stative, transitive or intransitive, and/or auxiliary verbs.

The job of an adjective is to modify a noun or a pronoun. It does this by describing, quantifying, or identifying the noun or pronoun. Adjectives help to make writing more interesting and specific. Usually, the adjective is placed before the word it modifies.

As with other parts of speech, not all adjectives are the same. There are many different types of adjectives and, in this article, we will look at:

Descriptive Adjectives

• Degrees of Adjectives

Quantitative Adjectives

Demonstrative adjectives, possessive adjectives, interrogative adjectives, proper adjectives.

Descriptive adjectives are what most students think of first when asked what an adjective is. Descriptive adjectives tell us something about the quality of the noun or pronoun in question. For this reason, they are sometimes referred to as qualitative adjectives .

Some examples of this type of adjective include:

• hard-working

In sentences, they look like this:

• The pumpkin was enormous .
• It was an impressive feat of athleticism I ever saw.
• Undoubtedly, this was an exquisite vase.
• She faced some tough competition.

Degrees of Adjectives 

Descriptive adjectives have three degrees to express varying degrees of intensity and to compare one thing to another. These degrees are referred to as positive , comparative , and superlative .

The positive degree is the regular form of the descriptive adjective when no comparison is being made, e.g., strong .

The comparative degree is used to compare two people, places, or things, e.g., stronger .

There are several ways to form the comparative, methods include:

• Adding more or less before the adjective
• Adding -er to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -er to the end.

The superlative degree is typically used when comparing three or more things to denote the upper or lowermost limit of a quality, e.g., strongest .

There are several ways to form the superlative, including:

• Adding most or least before the adjective
• Adding -est to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -est to the end.

There are also some irregular adjectives of degree that follow no discernible pattern that must be learned off by students, e.g., good – better – best .

Let’s take a look at these degrees of adjectives in their different forms.

Let’s take a quick look at some sample sentences:

• It was a beautiful example of kindness. 

Comparative

• The red is nice, but the green is prettier .

Superlative

• This mango is the most delicious fruit I have ever tastiest. 

Quantitive adjectives provide information about how many or how much of the noun or pronoun.

Some quantitive adjectives include:

• She only ate half of her sandwich.
• This is my first time here.
• I would like three slices, please.
• There isn’t a single good reason to go.
• There aren’t many places like it.
• It’s too much of a good thing.
• I gave her a whole box of them.

A demonstrative adjective identifies or emphasizes a noun’s place in time or space. The most common demonstrative adjectives are this , that , these , and those .

Here are some examples of demonstrative adjectives in use:

• This boat is mine.
• That car belongs to her.
• These shoes clash with my dress.
• Those people are from Canada.

Possessive adjectives show ownership, and they are sometimes confused with possessive pronouns.

The most common possessive adjectives are my , your , his , her , our , and their .

Students need to be careful not to confuse these with possessive pronouns such as mine , yours , his (same in both contexts), hers , ours , and theirs .

Here are some examples of possessive adjectives in sentences:

• My favorite food is sushi.
• I would like to read your book when you have finished it.
• I believe her car is the red one.
• This is their way of doing things.
• Our work here is done.

Interrogative adjectives ask questions, and, in common with many types of adjectives, they are always followed by a noun. Basically, these are the question words we use to start questions. Be careful however, interrogative adjectives modify nouns. If the word after the question word is a verb, then you have an interrogative adverb on hand.

Some examples of interrogative adjectives include what , which , and whose .

Let’s take a look at these in action:

• What drink would you like?
• Which car should we take?
• Whose shoes are these?

Please note: Whose can also fit into the possessive adjective category too.

We can think of proper adjectives as the adjective form of proper nouns – remember those? They were the specific names of people, places, and things and need to be capitalized.

Let’s take the proper noun for the place America . If we wanted to make an adjective out of this proper noun to describe something, say, a car we would get ‘ American car’.

Let’s take a look at another few examples:

• Joe enjoyed his cup of Ethiopian coffee.
• My favorite plays are Shakespearean tragedies.
• No doubt about it, Fender guitars are some of the best in the world.
• The Mona Lisa is a fine example of Renaissance art.

Though it may come as a surprise to some, articles are also adjectives as, like all adjectives, they modify nouns. Articles help us determine a noun’s specification. 

For example, ‘a’ and ‘an’ are used in front of an unspecific noun, while ‘the’ is used when referring to a specific noun.

Let’s see some articles as adjectives in action!

• You will find an apple inside the cupboard.
• This is a car.
• The recipe is a family secret.

Adjectives Teaching Activity: Types of Adjective Tally

• Choose a suitable book and assign an appropriate number of pages or length of a chapter for students to work with.
• Students work their way through each page, tallying up the number of each type of adjective they can identify using a table like the one below:
• Note how degrees of adjective has been split into comparative and superlative. The positive forms will take care of in the descriptive category.
• You may wish to adapt this table to exclude the easier categories to identify, such as articles and demonstrative, for example.

Traditionally, adverbs are defined as those words that modify verbs, but they do so much more than that. They can be used not only to describe how verbs are performed but also to modify adjectives, other adverbs, clauses, prepositions, or entire sentences.

With such a broad range of tasks at the feet of the humble adverb, it would be impossible to cover every possibility in this article alone. However, there are five main types of adverbs our students should familiarize themselves with. These are:

Adverbs of Manner

Adverbs of time, adverbs of frequency, adverbs of place, adverbs of degree.

Adverbs of manner describe how or the way in which something happens or is done. This type of adverb is often the first type taught to students. Many of these end with -ly . Some common examples include happily , quickly , sadly , slowly , and fast .

Here are a few taster sentences employing adverbs of manner:

• She cooks Chinese food well .
• The children played happily together.
• The students worked diligently on their projects.
• Her mother taught her to cross the road carefully .
• The date went badly .

Adverbs of time indicate when something happens. Common adverbs of time include before , now , then , after , already , immediately , and soon .

Here are some sentences employing adverbs of time:

• I go to school early on Wednesdays.
• She would like to finish her studies eventually .
• Recently , Sarah moved to Bulgaria.
• I have already finished my homework.
• They have been missing training lately .

While adverbs of time deal with when something happens, adverbs of frequency are concerned with how often something happens. Common adverbs of frequency include always , frequently , sometimes , seldom , and never .

Here’s what they look like in sentences:

• Harry usually goes to bed around ten.
• Rachel rarely eats breakfast in the morning.
• Often , I’ll go home straight after school.
• I occasionally have ketchup on my pizza.
• She seldom goes out with her friends.

Adverbs of place, as the name suggests, describe where something happens or where it is. They can refer to position, distance, or direction. Some common adverbs of place include above , below , beside , inside , and anywhere .

Check out some examples in the sentences below:

• Underneath the bridge, there lived a troll.
• There were pizzerias everywhere in the city.
• We walked around the park in the pouring rain.
• If the door is open, then go inside .
• When I am older, I would like to live nearby .

Adverbs of degree express the degree to which or how much of something is done. They can also be used to describe levels of intensity. Some common adverbs of degree include barely , little , lots , completely , and entirely .

Here are some adverbs of degree at work in sentences:

• I hardly noticed her when she walked into the room.
• The little girl had almost finished her homework.
• The job was completely finished.
• I was so delighted to hear the good news.
• Jack was totally delighted to see Diane after all these years.

Adverb Teaching Activity: The Adverb Generator

• Give students a worksheet containing a table divided into five columns. Each column bears a heading of one of the different types of adverbs ( manner , time , frequency , place , degree ).
• Challenge each group to generate as many different examples of each adverb type and record these in the table.
• The winning group is the one with the most adverbs. As a bonus, or tiebreaker, task the students to make sentences with some of the adverbs.

Pronouns are used in place of a specific noun used earlier in a sentence. They are helpful when the writer wants to avoid repetitive use of a particular noun such as a name. For example, in the following sentences, the pronoun she is used to stand for the girl’s name Mary after it is used in the first sentence. 

Mary loved traveling. She had been to France, Thailand, and Taiwan already, but her favorite place in the world was Australia. She had never seen an animal quite as curious-looking as the duck-billed platypus.

We also see her used in place of Mary’s in the above passage. There are many different pronouns and, in this article, we’ll take a look at:

Subject Pronouns

Object pronouns, possessive pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, interrogative pronouns.

Subject pronouns are the type of pronoun most of us think of when we hear the term pronoun . They operate as the subject of a verb in a sentence. They are also known as personal pronouns.

The subject pronouns are:

Here are a few examples of subject pronouns doing what they do best:

• Sarah and I went to the movies last Thursday night.
• That is my pet dog. It is an Irish Wolfhound.
• My friends are coming over tonight, they will be here at seven.
• We won’t all fit into the same car.
• You have done a fantastic job with your grammar homework!

Object pronouns operate as the object of a verb, or a preposition, in a sentence. They act in the same way as object nouns but are used when it is clear what the object is.

The object pronouns are:

Here are a few examples of object pronouns in sentences:

• I told you , this is a great opportunity for you .
• Give her some more time, please.
• I told her I did not want to do it .
• That is for us .
• Catherine is the girl whom I mentioned in my letter.

Possessive pronouns indicate ownership of a noun. For example, in the sentence:

These books are mine .

The word mine stands for my books . It’s important to note that while possessive pronouns look similar to possessive adjectives, their function in a sentence is different.

The possessive pronouns are:

Let’s take a look at how these are used in sentences:

• Yours is the yellow jacket.
• I hope this ticket is mine .
• The train that leaves at midnight is theirs .
• Ours is the first house on the right.
• She is the person whose opinion I value most.
• I believe that is his .

Reflexive pronouns are used in instances where the object and the subject are the same. For example, in the sentence, she did it herself , the words she and herself refer to the same person.

The reflexive pronoun forms are:

Here are a few more examples of reflexive pronouns at work:

• I told myself that numerous times.
• He got himself a new computer with his wages.
• We will go there ourselves .
• You must do it yourself .
• The only thing to fear is fear itself .

This type of pronoun can be used to indicate emphasis. For example, when we write, I spoke to the manager herself , the point is made that we talked to the person in charge and not someone lower down the hierarchy. 

Similar to the reflexive pronouns above, we can easily differentiate between reflexive and intensive pronouns by asking if the pronoun is essential to the sentence’s meaning. If it isn’t, then it is used solely for emphasis, and therefore, it’s an intensive rather than a reflexive pronoun.

Often confused with demonstrative adjectives, demonstrative pronouns can stand alone in a sentence.

When this , that , these , and those are used as demonstrative adjectives they come before the noun they modify. When these same words are used as demonstrative pronouns, they replace a noun rather than modify it.

Here are some examples of demonstrative pronouns in sentences:

• This is delicious.
• That is the most beautiful thing I have ever seen.
• These are not mine.
• Those belong to the driver.

Interrogative pronouns are used to form questions. They are the typical question words that come at the start of questions, with a question mark coming at the end. The interrogative pronouns are:

Putting them into sentences looks like this:

• What is the name of your best friend?
• Which of these is your favourite?
• Who goes to the market with you?
• Whom do you think will win?
• Whose is that?

Pronoun Teaching Activity: Pronoun Review Table

• Provide students with a review table like the one below to revise the various pronoun forms.
• They can use this table to help them produce independent sentences.
• Once students have had a chance to familiarize themselves thoroughly with each of the different types of pronouns, provide the students with the headings and ask them to complete a table from memory.  

Prepositions

Prepositions provide extra information showing the relationship between a noun or pronoun and another part of a sentence. These are usually short words that come directly before nouns or pronouns, e.g., in , at , on , etc.

There are, of course, many different types of prepositions, each relating to particular types of information. In this article, we will look at:

Prepositions of Time

Prepositions of place, prepositions of movement, prepositions of manner, prepositions of measure.

• Preposition of Agency
• Preposition of Possession
• Preposition of Source

Phrasal Prepositions

It’s worth noting that several prepositional words make an appearance in several different categories of prepositions.

Prepositions of time indicate when something happens. Common prepositions of time include after , at , before , during , in , on .

Let’s see some of these at work:

• I have been here since Thursday.
• My daughter was born on the first of September.
• He went overseas during the war.
• Before you go, can you pay the bill, please?
• We will go out after work.

Sometimes students have difficulty knowing when to use in , on , or at . These little words are often confused. The table below provides helpful guidance to help students use the right preposition in the right context.

The prepositions of place, in , at , on , will be instantly recognisable as they also double as prepositions of time. Again, students can sometimes struggle a little to select the correct one for the situation they are describing. Some guidelines can be helpful.

• If something is contained or confined inside, we use in .
• If something is placed upon a surface, we use on .
• If something is located at a specific point, we use at .

A few example sentences will assist in illustrating these:

• He is in the house.
• I saw it in a magazine.
• In France, we saw many great works of art.
• Put it on the table.
• We sailed on the river.
• Hang that picture on the wall, please.
• We arrived at the airport just after 1 pm.
• I saw her at university.
• The boy stood at the window.

Usually used with verbs of motion, prepositions of movement indicate movement from one place to another. The most commonly used preposition of movement is to .

Some other prepositions of movement include:

Here’s how they look in some sample sentences:

• The ball rolled across the table towards me.
• We looked up into the sky.
• The children ran past the shop on their way home.
• Jackie ran down the road to greet her friend.
• She walked confidently through the curtains and out onto the stage.

Preposition of manner shows us how something is done or how it happens. The most common of these are by , in , like , on , with .

Let’s take a look at how they work in sentences:

• We went to school by bus.
• During the holidays, they traveled across the Rockies on foot.
• Janet went to the airport in a taxi.
• She played soccer like a professional.
• I greeted her with a smile.

Prepositions of measure are used to indicate quantities and specific units of measurement. The two most common of these are by and of .

Check out these sample sentences:

• I’m afraid we only sell that fabric by the meter.
• I will pay you by the hour.
• She only ate half of the ice cream. I ate the other half.
• A kilogram of apples is the same weight as a kilogram of feathers.

Prepositions of Agency

These prepositions indicate the causal relationship between a noun or pronoun and an action. They show the cause of something happening. The most commonly used prepositions of agency are by and with .

Here are some examples of their use in sentences:

• The Harry Potter series was written by J.K. Rowling.
• This bowl was made by a skilled craftsman.
• His heart was filled with love.
• The glass was filled with water.

Prepositions of Possession

Prepositions of possessions indicate who or what something belongs to. The most common of these are of , to , and with .

Let’s take a look:

• He is the husband of my cousin.
• He is a friend of the mayor.
• This once belonged to my grandmother.
• All these lands belong to the Ministry.
• The man with the hat is waiting outside.
• The boy with the big feet tripped and fell.

Prepositions of Source

Prepositions of source indicate where something comes from or its origins. The two most common prepositions of source are from and by . There is some crossover here with prepositions of agency.

Here are some examples:

• He comes from New Zealand.
• These oranges are from our own orchard.
• I was warmed by the heat of the fire.
• She was hugged by her husband.
• The yoghurt is of Bulgarian origin.

Phrasal prepositions are also known as compound prepositions. These are phrases of two or more words that function in the same way as prepositions. That is, they join nouns or pronouns to the rest of the sentence.

Some common phrasal prepositions are:

• According to
• For a change
• In addition to
• In spite of
• Rather than
• With the exception of

Students should be careful of overusing phrasal prepositions as some of them can seem clichéd. Frequently, it’s best to say things in as few words as is necessary.

Preposition Teaching Activity: Pr eposition Sort

• Print out a selection of the different types of prepositions on pieces of paper.
• Organize students into smaller working groups and provide each group with a set of prepositions.
• Using the headings above as categories, challenge students to sort the prepositions into the correct groups. Note that some prepositions will comfortably fit into more than one group.
• The winning group is the one to sort all prepositions correctly first.
• As an extension exercise, students can select a preposition from each category and write a sample sentence for it.

ConjunctionS

Conjunctions are used to connect words, phrases, and clauses. There are three main types of conjunction that are used to join different parts of sentences. These are:

• Coordinating
• Subordinating
• Correlative

Coordinating Conjunctions

These conjunctions are used to join sentence components that are equal such as two words, two phrases, or two clauses. In English, there are seven of these that can be memorized using the mnemonic FANBOYS:

Here are a few example sentences employing coordinating conjunctions:

• As a writer, he needed only a pen and paper.
• I would describe him as strong but lazy.
• Either we go now or not at all.

Subordinating Conjunctions

Subordinating conjunctions are used to introduce dependent clauses in sentences. Basically, dependent clauses are parts of sentences that cannot stand as complete sentences on their own. 

Some of the most common subordinate conjunctions are: 

Let’s take a look at some example sentences:

• I will complete it by Tuesday if I have time.
• Although she likes it, she won’t buy it.
• Jack will give it to you after he finds it.

Correlative Conjunctions

Correlative conjunctions are like shoes; they come in pairs. They work together to make sentences work. Some come correlative conjunctions are:

• either / or
• neither / nor
• Not only / but also

Let’s see how some of these work together:

• If I were you, I would get either the green one or the yellow one.
• John wants neither pity nor help.
• I don’t know whether you prefer horror or romantic movies.

Conjunction Teaching Activity: Conjunction Challenge

• Organize students into Talking Pairs .
• Partner A gives Partner B an example of a conjunction.
• Partner B must state which type of conjunction it is, e.g. coordinating, subordinating, or correlative.
• Partner B must then compose a sentence that uses the conjunction correctly and tell it to Partner A.
• Partners then swap roles.

InterjectionS

Interjections focus on feelings and are generally grammatically unrelated to the rest of the sentence or sentences around them. They convey thoughts and feelings and are common in our speech. They are often followed by exclamation marks in writing. Interjections include expressions such as:

• Eww! That is so gross!
• Oh , I don’t know. I’ve never used one before.
• That’s very… err …generous of you, I suppose.
• Wow! That is fantastic news!
• Uh-Oh! I don’t have any more left.

Interjection Teaching Activity: Create a scenario

• Once students clearly understand what interjections are, brainstorm as a class as many as possible.
• Write a master list of interjections on the whiteboard.
• Partner A suggests an interjection word or phrase to Partner B.
• Partner B must create a fictional scenario where this interjection would be used appropriately.

With a good grasp of the fundamentals of parts of speech, your students will now be equipped to do a deeper dive into the wild waters of English grammar. 

To learn more about the twists and turns of English grammar, check out our comprehensive article on English grammar here.

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Parts of Speech

What are the parts of speech, a formal definition.

Table of Contents

The Part of Speech Is Determined by the Word's Function

Are there 8 or 9 parts of speech, the nine parts of speech, (1) adjective, (3) conjunction, (4) determiner, (5) interjection, (7) preposition, (8) pronoun, why the parts of speech are important, video lesson.

• You need to dig a well . (noun)
• You look well . (adjective)
• You dance well . (adverb)
• Well , I agree. (interjection)
• My eyes will well up. (verb)
• red, happy, enormous
• Ask the boy in the red jumper.
• I live in a happy place.
• I caught a fish this morning! I mean an enormous one.
• happily, loosely, often
• They skipped happily to the counter.
• Tie the knot loosely so they can escape.
• I often walk to work.
• It is an intriguingly magic setting.
• He plays the piano extremely well.
• and, or, but
• it is a large and important city.
• Shall we run to the hills or hide in the bushes?
• I know you are lying, but I cannot prove it.
• my, those, two, many
• My dog is fine with those cats.
• There are two dogs but many cats.
• ouch, oops, eek
• Ouch , that hurt.
• Oops , it's broken.
• Eek! A mouse just ran past my foot!
• leader, town, apple
• Take me to your leader .
• I will see you in town later.
• An apple fell on his head .
• in, near, on, with
• Sarah is hiding in the box.
• I live near the train station.
• Put your hands on your head.
• She yelled with enthusiasm.
• she, we, they, that
• Joanne is smart. She is also funny.
• Our team has studied the evidence. We know the truth.
• Jack and Jill went up the hill, but they never returned.
• That is clever!
• work, be, write, exist
• Tony works down the pit now. He was unemployed.
• I will write a song for you.
• I think aliens exist .

Are you a visual learner? Do you prefer video to text? Here is a list of all our grammar videos .

Video for Each Part of Speech

The Most Important Writing Issues

The top issue related to adjectives, the top issue related to adverbs.

• Extremely annoyed, she stared menacingly at her rival.
• Infuriated, she glared at her rival.

The Top Issue Related to Conjunctions

• Burger, Fries, and a shake
• Fish, chips and peas

The Top Issue Related to Determiners

The Top Issue Related to Interjections

The top issue related to nouns, the top issue related to prepositions, the top issue related to pronouns, the top issue related to verbs.

• Crack the parts of speech to help with learning a foreign language or to take your writing to the next level.

This page was written by Craig Shrives .

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Spotting Parts of Speech With a Reading Lesson

Using Context to Improve Reading Skills

• Resources for Teachers
• Pronunciation & Conversation
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• TESOL Diploma, Trinity College London
• M.A., Music Performance, Cologne University of Music
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Reading can be used to help students practice their recognition skills of the eight parts of speech in English, as well as different types of important structure such as titles, headings, bolding, and italics. Another important skill that students should develop while reading is the ability to spot synonyms and antonyms. This beginning to lower-intermediate lesson provides a short reading selection from which students should extract examples of parts of speech and writing structures as well as finding synonyms and antonyms.

• Aim: Learning to recognize specific parts of speech, increasing vocabulary through the use of synonyms and antonyms
• Activity: Short reading selection from which students extract examples
• Level: Beginner to lower-intermediate
• Check understanding of parts of speech, as well as structural elements as a class. Use an exercise book, or other reading materials as available.
• Ask students use the short reading selection to spot the various parts of speech, as well as synonyms and antonyms suggested.
• Correct in class.
• Expand the exercise by asking students to provide more synonyms and antonyms.

Spot the Words and Phrases

Fill in the worksheet below spotting the requested word, phrase or larger structure. Here's a quick review to help you complete the task:

• Noun - objects, things, and people
• Verbs - what objects, things and people DO
• Adjective - words that describe objects, things, and people
• Adverb - words that describe how, where or when something is done
• Prepositions - words that show relationships between things
• Synonyms - words that mean the same
• Antonyms - words that mean the opposite
• Title - name of a book, article or story

My Friend Mark

by Kenneth Beare

Mark’s Childhood

My friend Mark was born in a small town in the north of Canada called Dooly. Mark grew up a happy and interested boy. He was a good student in school who studied carefully for all his exams and got very good grades. When it came time to go to university, Mark decided to move to the United States in order to attend the University of Oregon in Eugene, Oregon.

Mark at University

Mark enjoyed his time at university. In fact, he enjoyed his time immensely, but he didn’t really spend the time studying for his courses. He preferred to travel around Oregon, to visit all the sites. He even climbed Mt. Hood twice! Mark became very strong, but his grades suffered because he was lazy. During his third year at university, Mark changed his major to agricultural studies. This turned out to be a very good choice, and Mark slowly began to get good grades again. In the end, Mark graduated from the University of Oregon with a degree in agricultural sciences.

Mark Gets Married

Two years after Mark graduated, he met a wonderful, hardworking woman named Angela. Angela and Mark fell in love immediately. After three years of dating, Mark and Angela married in a beautiful church on the coast of Oregon. They’ve been married for two years and now have three lovely children. All in all, life has been very good to Mark. He’s a happy man and I’m happy for him.

Please find examples of:

• the author’s name
• a paragraph
• three nouns
• two adjectives
• two adverbs
• three prepositions
• an exclamation
• a synonym for “too relaxed”
• an antonym for “to leave school”
• an adjective which is a synonym for “powerful”
• an adverb which is an antonym of “slowly”
• a verb which is a synonym for “go to school”
• a noun which is a synonym for “test”
• a verb which is an antonym for “go down”
• a noun which is a synonym for “diploma”
• an antonym for the adjective “awful”
• an antonym for the adjective “sad”
• a synonym for the verb “to go out with a girlfriend or boyfriend”
• Lesson Plan: Label Sentences with Parts of Speech
• Learn the Seven Types of English Nouns
• Using Context for Reading Literacy in an ESL Class
• Synonyms and Antonyms for ESL
• Teaching Writing to Beginning ESL Students
• Word Game for the ESL Classroom
• Sentence Patterns
• Farming and Agriculture Vocabulary for ESL Students
• How to Teach Pronouns to ESL Students
• How to Improve Your Vocabulary
• Parts of Speech: What Are Verbs?
• Information Technology (IT) Vocabulary for ESL
• Asking Questions Lesson Plan for Lower Level Students
• Learning Pronouns
• Nursing and Healthcare English Vocabulary
• Free Online TOEFL Study Guides

Parts of Speech

What is a Part of Speech?

We can categorize English words into 9 basic types called "parts of speech" or "word classes". It's quite important to recognize parts of speech. This helps you to analyze sentences and understand them. It also helps you to construct good sentences.

Parts of Speech Table

Parts of speech examples.

• Parts of Speech Quiz

This is a summary of the 9 parts of speech*. You can find more detail if you click on each part of speech.

• lexical Verbs ( work, like, run )
• auxiliary Verbs ( be, have, must )
• Determiners may be treated as adjectives, instead of being a separate part of speech.

Here are some examples of sentences made with different English parts of speech:

Here is a sentence that contains every part of speech:

Words with More Than One Job

Many words in English can have more than one job, or be more than one part of speech. For example, "work" can be a verb and a noun; "but" can be a conjunction and a preposition; "well" can be an adjective, an adverb and an interjection. In addition, many nouns can act as adjectives.

To analyze the part of speech, ask yourself: "What job is this word doing in this sentence?"

In the table below you can see a few examples. Of course, there are more, even for some of the words in the table. In fact, if you look in a good dictionary you will see that the word " but " has six jobs to do:

• verb, noun, adverb, pronoun, preposition and conjunction!

People often ask

FAQ: frequently asked parts of speech questions

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Grammar: Main Parts of Speech

Definitions and examples.

The name of something, like a person, animal, place, thing, or concept. Nouns are typically used as subjects, objects, objects of prepositions, and modifiers of other nouns.

• I = subject
• the dissertation = object
• in Chapter 4 = object of a preposition
• research = modifier

This expresses what the person, animal, place, thing, or concept does. In English, verbs follow the noun.

• It takes a good deal of dedication to complete a doctoral degree.
• She studied hard for the test.
• Writing a dissertation is difficult. (The "be" verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "writing a dissertation," to the complement or the predicate of the sentence, in this case, "hard.")

This describes a noun or pronoun. Adjectives typically come before a noun or after a stative verb, like the verb "to be."

• Diligent describes the student and appears before the noun student .
• Difficult is placed after the to be verb and describes what it is like to balance time.

Remember that adjectives in English have no plural form. The same form of the adjective is used for both singular and plural nouns.

• A different idea
• Some different ideas
• INCORRECT: some differents ideas

This gives more information about the verb and about how the action was done. Adverbs tells how, where, when, why, etc. Depending on the context, the adverb can come before or after the verb or at the beginning or end of a sentence.

• Enthusiastically describes how he completed the course and answers the how question.
• Recently modifies the verb enroll and answers the when question.
• Then describes and modifies the entire sentence. See this link on transitions for more examples of conjunctive adverbs (adverbs that join one idea to another to improve the cohesion of the writing).

This word substitutes for a noun or a noun phrase (e.g. it, she, he, they, that, those,…).

• they = applicants
• He = Smith; that = ideas; those = those ideas

This word makes the reference of the noun more specific (e.g. his, her, my, their, the, a, an, this, these, … ).

• Jones published her book in 2015.
• The book was very popular.

Preposition

This comes before a noun or a noun phrase and links it to other parts of the sentence. These are usually single words (e.g., on, at, by ,… ) but can be up to four words (e.g., as far as, in addition to, as a result of, …).

• I chose to interview teachers in the district closest to me.
• The recorder was placed next to the interviewee.
• I stopped the recording in the middle of the interview due to a low battery.

Conjunction

A word that joins two clauses. These can be coordinating (an easy way to remember this is memorizing FANBOYS = for, and, nor, but, or, yet, so) or subordinating (e.g., because, although, when, …).

• The results were not significant, so the alternative hypothesis was accepted.
• Although the results seem promising, more research must be conducted in this area.

Auxiliary Verbs

Helping verbs. They are used to build up complete verbs.

• Primary auxiliary verbs (be, have, do) show the progressive, passive, perfect, and negative verb tenses .
• Modal auxiliary verbs (can, could, may, might, must, shall, should, will, would) show a variety of meanings. They represent ability, permission, necessity, and degree of certainty. These are always followed by the simple form of the verb.
• Semimodal auxiliary verbs (e.g., be going to, ought to, have to, had better, used to, be able to,…). These are always followed by the simple form of the verb.
• primary: have investigated = present perfect tense; has not been determined = passive, perfect, negative form
• The modal could shows ability, and the verb conduct stays in its simple form; the modal may shows degree of certainty, and the verb lead stays in its simple form.
• These semimodals are followed by the simple form of the verb.

Common Endings

Nouns, verbs, adjectives, and adverbs often have unique word endings, called suffixes . Looking at the suffix can help to distinguish the word from other parts of speech and help identify the function of the word in the sentence. It is important to use the correct word form in written sentences so that readers can clearly follow the intended meaning.

Here are some common endings for the basic parts of speech. If ever in doubt, consult the dictionary for the correct word form.

Common Noun Endings

Common verb endings, common adjective endings, common adverb endings, placement and position of adjectives and adverbs, order of adjectives.

If more than one adjective is used in a sentence, they tend to occur in a certain order. In English, two or three adjectives modifying a noun tend to be the limit. However, when writing in APA, not many adjectives should be used (since APA is objective, scientific writing). If adjectives are used, the framework below can be used as guidance in adjective placement.

• Determiner (e.g., this, that, these, those, my, mine, your, yours, him, his, hers they, their, some, our, several,…) or article (a, an, the)
• Opinion, quality, or observation adjective (e.g., lovely, useful, cute, difficult, comfortable)
• Physical description
• (a) size (big, little, tall, short)
• (b) shape (circular,  irregular, triangular)
• (c) age (old, new, young, adolescent)
• (d) color (red, green, yellow)
• Origin (e.g., English, Mexican, Japanese)
• Material (e.g., cotton, metal, plastic)
• Qualifier (noun used as an adjective to modify the noun that follows; i.e., campus activities, rocking chair, business suit)
• Head noun that the adjectives are describing (e.g., activities, chair, suit)

For example:

• This (1) lovely (2) new (3) wooden (4) Italian (5) rocking (6) chair (7) is in my office.
• Your (1) beautiful (2) green (3) French (4) silk (5) business (6) suit (7) has a hole in it.

Commas With Multiple Adjectives

A comma is used between two adjectives only if the adjectives belong to the same category (for example, if there are two adjectives describing color or two adjectives describing material). To test this, ask these two questions:

• Does the sentence make sense if the adjectives are written in reverse order?
• Does the sentence make sense if the word “and” is written between them?

If the answer is yes to the above questions, the adjectives are separated with a comma. Also keep in mind a comma is never used before the noun that it modifies.

• This useful big round old green English leather rocking chair is comfortable . (Note that there are no commas here because there is only one adjective from each category.)
• A lovely large yellow, red, and green oil painting was hung on the wall. (Note the commas between yellow, red, and green since these are all in the same category of color.)

Position of Adverbs

Adverbs can appear in different positions in a sentence.

• At the beginning of a sentence: Generally , teachers work more than 40 hours a week.
• After the subject, before the verb: Teachers generally work more than 40 hours a week.
• At the end of a sentence: Teachers work more than 40 hours a week, generally .
• However, an adverb is not placed between a verb and a direct object. INCORRECT: Teachers work generally more than 40 hours a week.

More Detailed Rules for the Position of Adverbs

• Adverbs that modify the whole sentence can move to different positions, such as certainly, recently, fortunately, actually, and obviously.
• Recently , I started a new job.
• I recently started a new job.
• I started a new job recently .
• Many adverbs of frequency modify the entire sentence and not just the verb, such as frequently, usually, always, sometimes, often , and seldom . These adverbs appear in the middle of the sentence, after the subject.
• INCORRECT: Frequently she gets time to herself.
• INCORRECT: She gets time to herself frequently .
• She has frequently exercised during her lunch hour. (The adverb appears after the first auxiliary verb.)
• She is frequently hanging out with old friends. (The adverb appears after the to be verb.)
• Adverbial phrases work best at the end of a sentence.
• He greeted us in a very friendly way .
• I collected data for 2 months .

Main Parts of Speech Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Mastering the Mechanics: Nouns (video transcript)
• Mastering the Mechanics: Introduction to Verbs (video transcript)
• Mastering the Mechanics: Articles (video transcript)
• Mastering the Mechanics: Introduction to Pronouns (video transcript)
• Mastering the Mechanics: Modifiers (video transcript)

Writing Tools: Dictionary and Thesaurus Refresher Video

Note that this video was created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Writing Tools: Dictionary and Thesaurus Refresher (video transcript)

Related Resources

Knowledge Check: Main Parts of Speech

Didn't find what you need? Email us at [email protected] .

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Understanding Parts of Speech (9 Types With Examples)

What are parts of speech? In the American English language, parts-of-speech is a category to which a word is assigned in accordance with its syntactic functions. They exist under the verb , noun, pronoun, interjection , adjective , conjunction, adverb, and preposition forms.

Learn more about parts of the speech in this comprehensive worksheet…

What are parts of speech?

“Parts of speech” refers to the essential words used in sentence formation in the English language.

Every word used in a sentence structure plays an important role in defining the sentence’s meaning. These words use and placement give proper intentions in sentence structures.

Parts of speech are the basic grammar lessons taught during the primary phases of learning English.

Any word used in sentence formation falls into one of these categories for proper sentence structure.

Some of those words can be a part of one or more parts of speech. This topic further explores the essential parts of speech used in the English language.

Watch this as a video lesson

In total, there are nine categories of parts of speech

These nine parts of speech are namely: Verbs, Nouns , Adjectives, Determiners, Adverbs , Pronouns, Prepositions , Conjunctions, and Interjections.

Another additional classification is used as a part of speech, i.e. , Articles, a subprogram of determiners.

To comprehend the meaning and use of each word in the English language, it is essential to clearly understand the various parts of speech and select the right parts of speech form at the appropriate place in the sentence.

What are the 9 parts of speech with their functions?

Here are the nine parts of speech and how they impact the English language.

‘Verbs’ are the words used in a sentence to define the action/state of action being performed. Most of the sentences in sentence formation require the inclusion of verbs.

Some examples of verbs used in the English language are Love, Break, Fall , and Cry . These are the basic forms of verbs and are known as infinitives .

Most of the verbs used have two other major forms called participles . The use of these participles is for the formation of various verb-tense combinations.

These participles define the forms of verbs concerning the time of action/performance. These verb-tense combinations can be used in two types: Active voice and passive voice .

A ‘noun’ are words used in a sentence to give recognition or the name of an object, individual, or animal.

Nouns can be sub-classified into two major categories: Common nouns , which give generic descriptor names to things, and common items, such as a bat, a bicycle , etc. The other category of nouns is Proper nouns , which have specific descriptor names to refer to a specialized object, place, or individual, such as Charley, The Empire State Building, The Telegraph , etc.

Additionally, nouns can be classified as singular nouns and plural nouns based on the number of individuals/objects.

Singular Nouns

The definition of a Singular Noun is the same as that of a noun when used commonly. It carries the same definition as the noun: “A word referring towards an individual/object/event/material/place.”

Plural Nouns

The word plural relates to “more than one in certain languages or more than two in certain languages.”

Thus singular nouns can be converted to their plural noun format when there is an implication of more than one or two objects/individuals/places.

A general Singular/Common Noun can be turned into the appropriate form of a Plural Noun by adding a ‘s’/’es’/’ ies’/’ves.’ It is also initiated by changing ‘us’ to ‘i’, ‘is’ to ‘es’ , or ‘on’ to ‘a’ .

Some common nouns do not change when interchanged between their singular and plural noun forms. Some other common nouns do not fall under plural nouns and are called irregular nouns, which are made plural by changing the spelling or adding a suffix to the word.

‘Adjectives’ are words that give a description or modify the scope of nouns/pronouns by being specific. For example, adjectives used to define a noun can be red, small, hot, common, etc.

An adjective is usually placed before a noun or after the verb that it modifies. Three forms of adjectives are used to compare similar characteristics of different individuals/objects. These three degrees of comparison are:

• Positive/Absolute form

This comparison of adjectives defines the original form of the adjective as stated in English. For example, “this candy is tasty .” This degree of comparison states that no relative subject is available for comparison.

• Comparative form

This form of the adjective gives a relative comparison between two objects performing similar actions with identical characteristics. For example, “the candy we had today is tastier than the one we received yesterday.”

• Superlative form

This form of the adjective gives the superiority declaration of one object over similar objects possessing similar characteristics. For example, “this candy is the tastiest I have ever had in the last two years .”

Adjectives can be sub-classified based on their function in sentence formation. This sub-classification is:

• Possessive Adjectives

These adjectives show/represent the possessiveness of an object. For example, mine, my, his/her, their, its, etc.

• Interrogative Adjectives

These adjectives modify the noun/pronoun by interrogation. Only a select few adjectives are available in this form. For example, whose, which, what, and where.

• Demonstrative Adjectives

These adjectives describe the current state/position of the noun/pronoun concerning space/time. For example, this, these, those, that.

• Compound Adjectives

These adjectives are a result of the combination of two or more adjectives. The resulting adjective modifies the subject in the sentence. For example, hand-dried, heavy-weighted, spike-haired, etc.

‘Determiners’ are the words placed before a noun/pronoun group terms to refer to a single/multiple things. Some commonly used determiners in English are ‘a’, ‘the’, ‘some’, ‘any’, and ‘this.’ Determiners are generally placed before descriptive adjectives . It tells the reader more about the description of the noun being referred to.

Determiners are classified into sub-categories, articles, and demonstratives.

An ‘Article’ can be either definite or indefinite. An article modifies a noun/pronoun without specifying any description of the object. In English, an example of a ‘definite article’ is the , whereas examples of two ‘indefinite articles’ are a and an .

Here, the refers to specific things or things that are identified beforehand. A or a refer to non-specific things that have not been identified beforehand.

Demonstratives

A ‘Demonstrative’ is defined as a demonstrative adjective/pronoun based on its usage in the sentence. Some examples of demonstratives are ‘this’, ‘that’, and ‘those’ .

A determiner has the same rules of use as in the case of adjectives in sentence formation. Thus, confusion takes place when carefully choosing the type of parts of speech to assign when given a choice of either a determiner or adjective.

An ‘Adverb’ defines essential information about the verb, similar to what an adjective is to a noun. It provides a descriptor for a verb used in a sentence and some cases, can also describe an adjective or another adverb.

Some adverbs used in sentences with verbs are ‘slowly’, ‘hastily’, ‘unfortunately’, and ‘angrily’.

Adverbs are further sub-classified into various types based on their application in a sentence.

• Adverbs of Time (to inform about the occurrence of a verb), For example, ‘now’, ‘tomorrow’, and ‘soon’.
• Adverbs of Manner (to describe the action of a verb), For example, ‘hastily’, ‘slowly’, and ‘minutely’.
• Adverbs of Place (to indicate the place of action of the verb),
• Adverbs of Frequency (to describe the frequency of a verb action),
• Adverbs of Degree (to describe the intensity of an action),
• Conjunctive Adverbs (are used to link/act as a conjunction to two sentences).

A ‘Pronoun’ is a word used in specifically providing an alternate name for a non/noun phrase. They are alternate words for referring to an object/individual when the requirement of a noun is unnecessary, as the noun has been mentioned previously in some parts of the sentence.

Some examples of pronouns are ‘it’, ‘he/she’, and ‘himself/herself’.

Pronouns are sub-classified into different categories based on their use in the sentence.

Some of these sub-categories are:

• Relative Pronouns (to relate a part of a sentence with the other)
• Possessive Pronouns (to show possessiveness)
• Reflexive Pronouns (to refer back to the subject of discussion)
• Demonstrative Pronouns (to refer to specific objects/individuals)
• Interrogative Pronouns (to ask questions)
• Indefinite Pronouns (to avoid reference to any specific object/individual/place)
• Personal Pronouns (to use as substitutes for proper names)
• Subject Pronouns (to assign acting on an object)
• Object Pronouns (to assign receiving action towards an object)
• Reciprocal Pronouns (to express two-way/mutual relationship)
• Preposition

A ‘Preposition’ is a word used as a connective between a noun, a noun phrase, or a pronoun with another word.

Prepositions are used in sentence formations to convey these meanings:

• To show the direction towards/of something/someone
• To refer to the period of an action taking place
• To specify the location/position of an object
• To present the space and time relationship between objects

Based on their use and function, prepositions are classified into four subtypes:

• Prepositions of Time (to indicate the happening of an action/event)
• Preposition of Place (to indicate the location of an object)
• Preposition of Direction (to indicate the direction/orientation of an object)
• Prepositions of Spatial Relationship (to indicate an object moving away/towards a source)
• Conjunction

A ‘Conjunction’ is a word that combines two/more objects and behaves as connectives in a sentence. These can appear in the beginning/middle/end of the sentence following the location of the objects.

There are three types of conjunctions used in sentence formation:

• Coordinate conjunction (to combine two independent clauses )
• Subordinate conjunction (to combine an independent with a dependent clause)
• Correlation conjunction (to combine two phrases having equal weightage)

Interjection

An ‘Interjection’ is a word to convey the expression of a variety of emotions/feelings. As such, there is no specific rule for the use of interjection and where it is to be placed.

However, in most cases, it is placed at the beginning of the sentence. For example, some of the most commonly used interjections are ‘ouch’, ‘phew’, and ‘well’.

Parts of speech examples

Here are some examples of the parts of speech used in sentences. Note the placement and its relation with other parts of speech present in the sentence format.

• John is  cutting  a pipe.
• John intends to  come  to the office this Monday .
• Jogging  regularly is good for health.
• Drinking  and  driving  put other motorists in danger.
• Would you want to wear  a suit?
• I love  to sing  in between classes.

See another example in the image below.

• Juno  ran towards the classroom.
• The janitor  requested the students to clear their lockers.
• The monkey  was caged after being sedated.
• I gifted my brother a  phone .
• Why did you purchase the  book ?
• I misplaced the  manuscript .
• Do you want to eat some  ice cream ?
• Mum loved my new car .
• Daniel gifted  his brother  a Porsche.

• I purchased a blue suit for the reception.
• Mary purchased two oranges from the fruit seller.
• The curry is tasty .
• Juno’s brother is arrogant .
• The documentary that premiered on television was fascinating .
• Giovanni Giorgio is a great music composer.

• My house is currently under lease.
• This novel is lengthy.
• I purchased some fruits and vegetables.
• She sent me an expensive watch.
• Velma loved  the  dress gifted by her parents.
• Joyce and Jill watched  a  movie together.
• Grandma gave us materials to prepare  the   dessert.

• Typically , we visit Mom on Mondays.
• Don’t you taste the coffee to be  too  bitter?
• Do not be nervous. You will  eventually get the hang of it.
• The movie I watched was  very  scientific.
• It is  scorching hot inside the workshop.
• Can I visit the office  today ?

• His aunt will be staying at the apartment for a while .
• He is the man I was referring to.
• I found my missing luggage outside the airport.

• I won’t be coming  to  the office  in  the afternoon.
• He arranged the cutlery  on  the table.
• Bhaskar made the dog hide  under  its bed.
• I enjoy strolling by the lake in the mornings.

• James  and  I trekked to the hilltop today.
• I stayed back home  because  I felt uneasy.
• He did not enjoy the yogurt ,  yet  he finished it.

• Interjection
• Hurray!  We got the funding.
• Ouch!  That wound looks severe.
• Wow!  You look great in the wedding gown.
• Oh my God !  I hope he is safe.

See an example in the image below.

Words with more than one job

Many parts of speech can have more than one function/job in the sentence. This improves the versatility of the words being used and makes the use more situational in its placement and conveyance of meaning.

• Myers can shift for herself (Preposition)
• Give prayers to the Almighty; for He is the one above all (Conjunction)
• We require more women to have the same vigor. (Adjective)
• More of the women died in the operating room than in the cabin. (Pronoun)
• Agatha needs to shut the gossiping and work more (Adverb)

To see how all the objects work together, see the table below.

Here is a chart showing the parts of speech:

How to identify parts of speech

In sentence formation, it often becomes difficult to ascertain the parts of speech represented by each word. To help out and to make the process of identification easier, follow these steps:

• Identify any word which names an object/individual/place in a generalized form as a noun .
• To identify a specific noun, use pronouns .
• Any words which describe/identify actions/performance are verbs .
• Any word that modifies or gives a greater definition to nouns is an adjective.
• Any word that modifies or gives meaning to the actions of verbs, are adverbs.
• It is easy to pick out prepositions as they describe relationships between a noun/pronoun with other nouns/pronouns.
• Any joiner used to join two clauses is a conjunction .
• Exclamations generally follow any interjections in the text.

• Parts of speech

More parts of speech:

• Conjunctions
• Prepositions
• Possessive nouns
• Irregular plural nouns
• Proper nouns
• Concrete nouns
• Collective nouns
• Possessive and plural nouns
• Verbs: The Definitive Guide
• Nouns | Explore Definition, Examples & Types with Examples
• What Are Pronouns? Definitions and Examples
• What Are Adverbs? (with Examples)
• Interjections – Explore Meaning, Definition, Usage and Examples
• What Is A Conjunction? Types & Examples
• The 9 Parts of Speech: Definitions and Examples
• What Is a Determiner?
• The 8 Parts of Speech: Examples and Rules
• Adverbs – What is It? Explore the Meaning, Definition, Types, Usage and Examples

Inside this article

Fact checked: Content is rigorously reviewed by a team of qualified and experienced fact checkers. Fact checkers review articles for factual accuracy, relevance, and timeliness. Learn more.

About the author

Dalia Y.: Dalia is an English Major and linguistics expert with an additional degree in Psychology. Dalia has featured articles on Forbes, Inc, Fast Company, Grammarly, and many more. She covers English, ESL, and all things grammar on GrammarBrain.

Core lessons

• Abstract Noun
• Accusative Case
• Active Sentence
• Alliteration
• Adjective Clause
• Adjective Phrase
• Adverbial Clause
• Appositive Phrase
• Body Paragraph
• Compound Adjective
• Complex Sentence
• Compound Words
• Compound Predicate
• Common Noun
• Comparative Adjective
• Comparative and Superlative
• Compound Noun
• Compound Subject
• Compound Sentence
• Copular Verb
• Collective Noun
• Colloquialism
• Conciseness
• Conditional
• Concrete Noun
• Conjugation
• Conditional Sentence
• Comma Splice
• Correlative Conjunction
• Coordinating Conjunction
• Coordinate Adjective
• Cumulative Adjective
• Dative Case
• Declarative Statement
• Direct Object Pronoun
• Direct Object
• Dangling Modifier
• Demonstrative Pronoun
• Demonstrative Adjective
• Direct Characterization
• Definite Article
• Doublespeak
• Equivocation Fallacy
• Future Perfect Progressive
• Future Simple
• Future Perfect Continuous
• Future Perfect
• First Conditional
• Gerund Phrase
• Genitive Case
• Helping Verb
• Irregular Adjective
• Irregular Verb
• Imperative Sentence
• Indefinite Article
• Intransitive Verb
• Introductory Phrase
• Indefinite Pronoun
• Indirect Characterization
• Interrogative Sentence
• Intensive Pronoun
• Inanimate Object
• Indefinite Tense
• Infinitive Phrase
• Intensifier
• Indicative Mood
• Juxtaposition
• Linking Verb
• Misplaced Modifier
• Nominative Case
• Noun Adjective
• Object Pronoun
• Object Complement
• Order of Adjectives
• Parallelism
• Prepositional Phrase
• Past Simple Tense
• Past Continuous Tense
• Past Perfect Tense
• Past Progressive Tense
• Present Simple Tense
• Present Perfect Tense
• Personal Pronoun
• Personification
• Persuasive Writing
• Parallel Structure
• Phrasal Verb
• Predicate Adjective
• Predicate Nominative
• Phonetic Language
• Plural Noun
• Punctuation
• Punctuation Marks
• Preposition of Place
• Parts of Speech
• Possessive Adjective
• Possessive Determiner
• Possessive Case
• Possessive Noun
• Proper Adjective
• Proper Noun
• Present Participle
• Quotation Marks
• Relative Pronoun
• Reflexive Pronoun
• Reciprocal Pronoun
• Subordinating Conjunction
• Simple Future Tense
• Stative Verb
• Subjunctive
• Subject Complement
• Subject of a Sentence
• Sentence Variety
• Second Conditional
• Superlative Adjective
• Slash Symbol
• Topic Sentence
• Types of Nouns
• Types of Sentences
• Uncountable Noun
• Vowels and Consonants

Popular lessons

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Parts of Speech: Essential Components of Language

Understanding the parts of speech is essential for anyone looking to improve their grasp on the English language. There are traditionally eight parts of speech, each serving a distinct function within a sentence. By familiarizing oneself with the functions and rules governing each part of speech, one can develop better communication skills, whether it’s through written or spoken language.

Overview of Parts of Speech

Nouns are words that denote a person, place, or thing. In a sentence, nouns answer the questions who and what. For example, in the sentence “The dog ran after the ball,” there are two nouns: “dog” and “ball.” Nouns can be further classified into common nouns, proper nouns, and collective nouns.

• Common nouns: general names for people, places, or things (e.g., dog, city)
• Proper nouns : specific names of a particular person, place, or thing (e.g., John, London)
• Collective nouns: names for groups of things (e.g., flock, team)

2. Pronouns

Pronouns are words that replace nouns in a sentence. They help avoid repetition and make sentences less monotonous. For example, in the sentence “She gave her book to him,” the pronouns “she,” “her,” and “him” replace the respective nouns. Pronouns can be classified as:

• Personal pronouns : I, you, he, she
• Demonstrative pronouns : this, that, these, those
• Possessive pronouns: mine, yours, his, hers
• Reflexive pronouns: myself, yourself, himself, herself

3. Adjectives

Adjectives are words that describe or modify nouns or pronouns. They provide additional information about the noun/pronoun, such as size, color, or emotion. For example, in the sentence “The red ball is big,” “red” and “big” are adjectives.

Verbs are words that express an action, occurrence, or state of being. They usually indicate what the subject (noun or pronoun) of the sentence is doing. For example, in the sentence “The dog barks,” “barks” is the verb. Verbs can be classified as:

• Action verbs: run, jump, eat, think
• Linking verbs : be, seem, become, appear
• Helping/auxiliary verbs : have, do, will, should

Adverbs are words that modify or describe verbs, adjectives, or other adverbs. They provide additional information about the action or quality of an action, such as how, when, or where it took place. For example, in the sentence “The dog barks loudly,” “loudly” is an adverb.

6. Prepositions

Prepositions are words that show the relationship between a noun or a pronoun and other words in a sentence. They usually indicate direction, location, or time. Common prepositions include:

• Direction : to, from, across, through, towards
• Location : in, on, at, under, above
• Time : before, after, during, since, until

7. Conjunctions

Conjunctions are words that connect words or groups of words in sentences. They help form complex sentences and provide a flow of ideas. There are three main types of conjunctions:

• Coordinating conjunctions : and, but, or, for, so (connect words, phrases, or clauses of equal importance)
• Subordinating conjunctions : because, if, although, when (introduce dependent clauses)
• Correlative conjunctions : either…or, neither…nor, both…and (work in pairs to connect similar elements)

8. Interjections

Interjections are short, abrupt words or phrases that express strong emotion or surprise. They are usually set apart from the rest of the sentence by punctuation, such as an exclamation mark or a comma. Examples of interjections include:

• Surprise: oh, wow, ouch
• Agreement: yes, indeed, exactly
• Disagreement: no, nonsense, definitely not

9. Articles

Articles are a type of determiner that precede nouns to specify the noun’s definiteness (whether it is specific or general) and can be classified as:

• Definite article: the (refers to a specific noun)
• Indefinite articles : a, an (refers to a non-specific noun)

Sentence Examples for the 8 Parts of Speech

In this section, we will provide examples of sentences that illustrate the 8 parts of speech in English. The parts of speech include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.

Word Classes and Categories

Parts of speech in a language can be subcategorized into word classes and categories, making it easier to study and understand grammar. Word classes can be defined as groups of words that share similar linguistic properties, while categories refer to the roles they play in sentences.

There are generally two basic types of word classes: open and closed. Open word classes are the ones that regularly acquire new words as the language evolves. These include nouns, adjectives, adverbs, and verbs. On the other hand, closed word classes comprise pronouns, prepositions, conjunctions, articles/determiners, and interjections. Closed classes usually remain constant over time, with new words being infrequent additions.

Some major word class categories are:

• Nouns : These represent people, places, things, or ideas. Examples include “dog,” “city,” and “happiness.”
• Verbs : These express actions, states, or occurrences. Examples include “run,” “is,” and “become.”
• Adjectives : These describe qualities or characteristics of nouns. Examples include “tall,” “red,” and “happy.”
• Adverbs : These modify verbs, adjectives, or other adverbs. Examples include “quickly,” “very,” and “well.”

Word classes can be further divided into subcategories based on their specific functions or forms. For instance, nouns can be categorized as proper nouns (e.g., “John”) or common nouns (e.g., “man”), while verbs can be classified as transitive (e.g., “eat”) or intransitive (e.g., “sleep”).

Dictionaries play a crucial role in defining word classes by providing definitions, grammatical information, and usage examples for each word. It helps users understand which category a word belongs to and how it functions in a sentence.

English Language Grammar and Structure

Sentence structure.

In the English language, the foundation of grammar lies in the structure of sentences. A sentence consists of words arranged in a specific order, following a set of rules to convey a complete thought. The basic structure of an English sentence consists of a subject, a verb, and an object. For example:

Furthermore, sentences can be simple, compound, or complex, depending on the number of independent and dependent clauses they contain.

Parts of Speech Relationships

English grammar can be broken down into eight primary parts of speech, each with a unique function in the structure of sentences. These parts of speech are as follows:

• Nouns : They represent people, animals, things, or ideas. Examples: dog, city, love, time.
• Pronouns : These words replace nouns to avoid repetition, such as he, she, they, it, and their.
• Verbs : They describe actions, states, or occurrences, like eat, think, and know.
• Adjectives : Adjectives modify nouns or pronouns, providing more details or descriptions, for instance, red, happy, or large.
• Adverbs : They modify verbs, adjectives, or other adverbs, giving more information about the manner, place, time, or degree. Examples: quickly, very, well.
• Prepositions : These words show the relationship between a noun or pronoun and other words in a sentence, including location or time. Examples: in, on, at, between.
• Conjunctions : They connect words, phrases, or clauses, providing coherence and fluency to sentences. Examples: and, but, because, although.
• Interjections : They express emotions or reactions, often followed by an exclamation point. Examples: oh, wow, ouch, great.

Frequently Asked Questions on Parts of Speech

What are the parts of speech.

The parts of speech are different categories of words based on their usage and role in a sentence. In the English language, there are eight traditional parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.

Can you provide examples of each part of speech?

Certainly! Here are examples for each part of speech:

• Nouns : cat, book, happiness, city
• Pronouns : he, she, they, whose
• Verbs : run, think, be, have
• Adjectives : happy, large, warm, yellow
• Adverbs : quickly, very, almost, gently
• Prepositions : in, on, of, with
• Conjunctions : and, but, or, yet
• Interjections : ouch, hooray, wow, oh

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The Eight Parts of Speech

• Prepositions
• Conjunctions
• Interjections
• Basic Sentence Structure
• Sentence Fragments
• Run-on Sentences and Comma Splices
• Sentence Type and Purpose
• Independent and Dependent Clauses: Coordination and Subordination
• Subject Verb Agreement
• Consistent Verb Tense
• Other Phrases: Verbal, Appositive, Absolute
• Pronoun Reference
• Relative Pronouns: Restrictive and Nonrestrictive Clauses
• Avoiding Modifier Problems
• Transitions
• Would, Should, Could
• Achieving Parallelism
• Definite and Indefinite Articles
• Two-Word Verbs

TIP Sheet THE EIGHT PARTS OF SPEECH

There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as grammatically within the sentence. An individual word can function as more than one part of speech when used in different circumstances. Understanding parts of speech is essential for determining the correct definition of a word when using the dictionary.

1. NOUN

• A noun is the name of a person, place, thing, or idea.

man... Butte College... house... happiness

A noun is a word for a person, place, thing, or idea. Nouns are often used with an article ( the , a , an ), but not always. Proper nouns always start with a capital letter; common nouns do not. Nouns can be singular or plural, concrete or abstract. Nouns show possession by adding 's . Nouns can function in different roles within a sentence; for example, a noun can be a subject, direct object, indirect object, subject complement, or object of a preposition.

The young girl brought me a very long letter from the teacher , and then she quickly disappeared. Oh my!

See the TIP Sheet on "Nouns" for further information.

2. PRONOUN

• A pronoun is a word used in place of a noun.

She... we... they... it

A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific noun, which is called its antecedent. In the sentence above, the antecedent for the pronoun she is the girl. Pronouns are further defined by type: personal pronouns refer to specific persons or things; possessive pronouns indicate ownership; reflexive pronouns are used to emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and demonstrative pronouns identify, point to, or refer to nouns.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

See the TIP Sheet on "Pronouns" for further information.

3. VERB

• A verb expresses action or being.

jump... is... write... become

The verb in a sentence expresses action or being. There is a main verb and sometimes one or more helping verbs. (" She can sing." Sing is the main verb; can is the helping verb.) A verb must agree with its subject in number (both are singular or both are plural). Verbs also take different forms to express tense.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared . Oh my!

See the TIP Sheet on "Verbs" for more information.

4. ADJECTIVE

• An adjective modifies or describes a noun or pronoun.

pretty... old... blue... smart

An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question of which one, what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)

See the TIP Sheet on "Adjectives" for more information.

5. ADVERB

• An adverb modifies or describes a verb, an adjective, or another adverb.

gently... extremely... carefully... well

An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It usually answers the questions of when, where, how, why, under what conditions, or to what degree. Adverbs often end in -ly.

See the TIP Sheet on "Adverbs" for more information.

6. PREPOSITION

• A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence.

by... with.... about... until

(by the tree, with our friends, about the book, until tomorrow)

A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence. Therefore a preposition is always part of a prepositional phrase. The prepositional phrase almost always functions as an adjective or as an adverb. The following list includes the most common prepositions:

See the TIP Sheet on "Prepositions" for more information.

7. CONJUNCTION

• A conjunction joins words, phrases, or clauses.

and... but... or... while... because

A conjunction joins words, phrases, or clauses, and indicates the relationship between the elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or, nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because, although, while, since, etc. There are other types of conjunctions as well.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

See the TIP Sheet on "Conjunctions" for more information.

8. INTERJECTION

• An interjection is a word used to express emotion.

Oh!... Wow!... Oops!

An interjection is a word used to express emotion. It is often followed by an exclamation point.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my !

See the TIP Sheet on "Interjections" for more information.

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• ELP Level 1
• ELP Level 2

Parts of Speech

Education standards, oregon english language arts and literacy.

Learning Domain: Language

Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Oregon English Language Proficiency Standards

Learning Domain: Linguistic Structures: Standards 9 and 10

Standard: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

Learning Domain: All domains: Interactive modalities

Standard: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Activity Worksheet

Google slides.

This lesson plan contains a quick overview of parts of speech with activities and games that focus on nouns, verbs, adjectives, and adverbs.  There is opportunity for group work and individual practice along with identifying and classifying parts of speech.

LESSON DESCRIPTION

Author of the Lesson: Jason Echeverria

Lesson Summary/Overview: This lesson plan contains a quick overview of parts of speech with activities and games that focus on nouns, verbs, adjectives, and adverbs.

LESSON GOALS AND OBJECTIVES

Alignment and objectives.

Overall Unit Standard (not directly addressed yet in this lesson): ELP 6-8.2 participate in grade appropriate oral and  written exchanges of information , ideas, and analyses, responding to peer, audience, or reader comments and questions.                

Lesson ELP Standard: ELP 6-8.10 An ELL can make accurate use of standard English to communicate in grade appropriate speech and writing. Level 2: use nouns , pronouns, verbs , prepositions,  adjectives, adverbs,  conjunctions, and prepositional phrases.

Content Standard: CCSS.ELA-LITERACY.L.7.1   Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Supporting Academic Language

Language Functions:  Identifying and classifying parts of speech from random word lists.

Language Modalities: Teacher led instruction (Listening), Classifying random words (Writing), Identifying parts of speech (Reading), Group activities/discussions (Speaking).

Vocabulary: student, man, notebook, Spain, read, listen, say, sing, play, short, thin, old, young, hairy, quietly, softly, gently, intelligently.

Syntax or Sentence Structure(s): Nouns: student, man, notebook, Spain

Verbs: read, listen, say, sing, play

Adjectives: short, thin, old, young, hairy

Adverbs: quietly, softly, gently, intelligently

Discourse: Students will engage in dialogue and discussion with the teacher and with one another in groups.  Students will also share written thoughts and answers together as a group after discussing and working through directions for each specific activity.

LESSON PREPARATION

Considerations.

Prerequisite Knowledge and Skills: Students will need basic reading skills with a general understanding of parts of speech.  

Instructional Materials

Resources, Materials, and Technology required or recommended for the lesson: Whiteboard, projector, student pen and paper.

Google Slide Deck

Student Activity Worksheet 

Learning Supports

Socio-emotional supports: Strategic grouping for activities, authentic feedback, competitive games/activities.

Cultural & Linguistic Responsiveness: Translations for some key vocabulary terms and examples in students L1.

Accessibility: Visual supports and opportunities for engagement through all of the language modalities.

Instructional Supports

Differentiation: Students will be given two versions of the independent gap fill exercise with some answers being filled in and another with no answers filled in.

L1 Supports: pictorial charts, sentence frames, visuals, dictionaries, color coding, strategic partnering, gap-fill exercises.

L2 Development (by level): visuals and recycling of language and themes throughout the lesson. Gradual release of responsibility. Color coding of parts of speech.

LESSON PROCEDURES

Anticipatory set/motivation/hook.

Time: 5-10 mins

Teacher Does/Students Do: Teacher will project an image of a man running with the sentence below.  Students will be asked to identify any parts of speech from the sentence they know. (Slide 2)

Focused Instruction (Teacher-as-Model)

Time: 10 mins

Teacher Does/Students Do: Teacher will give a quick overview of the four main word classes in English using the image below. Go through each of the parts of speech with the class. Add a short description, its L1 translation (if necessary) and a few examples. Elicit some of these if you can.  Students will share examples if they can. (Slide 3)

Guided Instruction (Teacher-to-Student Joint Responsibility)

Teacher Does/Students Do: Teacher will start by adding a table to the center of the board with the rows noun, verb, adjective and adverb. Add four columns (blank) to the table. Next, add some words to the outside of the board. Select the simplest, most commonly known examples of each part of speech (see the list below). Twelve should be enough. (Slide 4)

Nouns: student, man, notebook, Spain

The students will work in pairs to determine the correct classifications for the list of random words.

Split the class into pairs and students copy and complete the table or use the google doc worksheet, putting the words into the correct column. Fast finishers can compare their table with another group that has completed the task. (See activity 1 worksheet)

When finished, complete the table on the board as a group. Don't forget to look out for pronunciation errors and work on trouble areas.

Group Application (Student-to-Student Joint Responsibility)

Teacher Does/Students Do: Teacher will start by adding the following sentences to the board, including the underlined words:

The students have to determine the correct class of the underlined words in each sentence. (Slide 5)

1. The girl sings very loudly.

2. She speaks softly to the children.

3. The boy quietly opens the box.

4. The large birds fly quickly.

5. The weather in Paris is lovely.

6. The large, blue truck drives slowly through the city.

The students will then work in pairs and without a dictionary to determine the correct classification (noun, verb, adjective and adverb) for the underlined words in each sentence. (See activity 2 worksheet)

When everybody is ready, correct the exercise as a group.

Individual Learning (Independent Practice and Application)

Teacher Does/Students Do: Teacher will start by adding the following gap-fill exercises to the board: (Slide 6) Or use worksheet activity 3.

1. The students worked on their _____.

2. Mary looked in the _____.

3. The teacher _____ pictures on the whiteboard.

4. The flowers are _____.

5. He plays his music _____.

6. Today is a _____ class.

Next, add the missing words randomly around the outside of the board (See answer key). You can throw in a few extra words to make this more difficult.

Now direct the students to work individually to complete the sentences. The students may use smartphones and dictionaries for this activity.

1. assignments

4. beautiful

Time: 5 mins

Teacher Does/Students Do: Teacher will direct students to create an exit ticket using a blank half sheet of paper.  Students will write one word for each of the 4 parts of speech (noun, verb, adjective and adverb) with examples not used in class, they must be new words.

Adjective -

Have students who are willing to share their four example words.

ASSESSMENTS

Formative assessment.

Content: Gap-fill activity provides a quick visual assessment of student understanding of the introduced content.

Language: Classification and gap-fill writing will give data and help teacher identify needed areas of review and extra practice.

Plans for Summative Assessments

Content: Classifying parts of speech assessment.

Language: Students will write individual sentences with gap-fill exercises using new vocabulary.

Version History

This Reading Mama

Parts of Speech Flashcards

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Are you ready for some FREE Parts of Speech Flashcards ? They are a part of our flashcard summer series, Free Printable Flashcards .

You’ll also enjoy our free Parts of Speech Word Sorts , Parts of Speech Posters , and our Printable Grammar Scavenger Hunts .

Coming Week of June 26

Please note: This pack of flashcards is for subscribers only.

• Not a subscriber?   Subscribe HERE  or enter your email at the end of this post to get the cards.
• If you are already a subscriber,  snag this freebie from the  subscriber library . Enter the password, which can always be found at the bottom of your  most current newsletter .

Free Parts of Speech Flashcards

In this free flashcard set, you’ll find these parts of speech:

• nouns {both concrete and abstract}
• subject pronouns
• verbs {both action and being verbs}
• conjunctions
• interjections
• prepositions
• 24 editable word cards {for both print font and type font}

The very best way to teach and understand the different parts of speech is to use the words in the context of a sentence. Even though these flashcards are just words, encourage your learners to use them in a sentence to better understand their function. Model using them in a sentence for them, too.

When used in context, some of the words on these cards could be used as more than one part of speech, depending on their role in a sentence. If a learner can justify his/her answer by using it correctly in a sentence, it should be counted as correct.

For example, the word book can be used as a noun or as a verb. In the sentence, “Hand me the book,” book functions as a noun. In the sentence, “We need to book a room for our trip,” book functions as a verb.

Not a fan of flashcards? Here are some creative ways to make them FUN and ENGAGING {free printables included!}:

Ready to snag our parts of speech flashcards? Enter your email below!

Enjoy teaching! ~Becky

More Flashcards are Coming…

These images will become “clickable” once they go live this summer. Note: The dates are estimates. I will do my best to stick to them, but it is summer after all…

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• English Grammar
• Parts of Speech

Parts of Speech - Definition, 8 Types and Examples

In the English language , every word is called a part of speech. The role a word plays in a sentence denotes what part of speech it belongs to. Explore the definition of parts of speech, the different parts of speech and examples in this article.

Table of Contents

Parts of speech definition, different parts of speech with examples.

• Sentences Examples for the 8 Parts of Speech

A Small Exercise to Check Your Understanding of Parts of Speech

Frequently asked questions on parts of speech, what is a part of speech.

Parts of speech are among the first grammar topics we learn when we are in school or when we start our English language learning process. Parts of speech can be defined as words that perform different roles in a sentence. Some parts of speech can perform the functions of other parts of speech too.

• The Oxford Learner’s Dictionary defines parts of speech as “one of the classes into which words are divided according to their grammar, such as noun, verb, adjective, etc.”
• The Cambridge Dictionary also gives a similar definition – “One of the grammatical groups into which words are divided, such as noun, verb, and adjective”.

Parts of speech include nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions and interjections.

8 Parts of Speech Definitions and Examples:

1. Nouns are words that are used to name people, places, animals, ideas and things. Nouns can be classified into two main categories: Common nouns and Proper nouns . Common nouns are generic like ball, car, stick, etc., and proper nouns are more specific like Charles, The White House, The Sun, etc.

Examples of nouns used in sentences:

• She bought a pair of shoes . (thing)
• I have a pet. (animal)
• Is this your book ? (object)
• Many people have a fear of darkness . (ideas/abstract nouns)
• He is my brother . (person)
• This is my school . (place)

Also, explore Singular Nouns and Plural Nouns .

2. Pronouns are words that are used to substitute a noun in a sentence. There are different types of pronouns. Some of them are reflexive pronouns, possessive pronouns , relative pronouns and indefinite pronouns . I, he, she, it, them, his, yours, anyone, nobody, who, etc., are some of the pronouns.

Examples of pronouns used in sentences:

• I reached home at six in the evening. (1st person singular pronoun)
• Did someone see a red bag on the counter? (Indefinite pronoun)
• Is this the boy who won the first prize? (Relative pronoun)
• That is my mom. (Possessive pronoun)
• I hurt myself yesterday when we were playing cricket. (Reflexive pronoun)

3. Verbs are words that denote an action that is being performed by the noun or the subject in a sentence. They are also called action words. Some examples of verbs are read, sit, run, pick, garnish, come, pitch, etc.

Examples of verbs used in sentences:

• She plays cricket every day.
• Darshana and Arul are going to the movies.
• My friends visited me last week.
• Did you have your breakfast?
• My name is Meenakshi Kishore.

4. Adverbs are words that are used to provide more information about verbs, adjectives and other adverbs used in a sentence. There are five main types of adverbs namely, adverbs of manner , adverbs of degree , adverbs of frequency , adverbs of time and adverbs of place . Some examples of adverbs are today, quickly, randomly, early, 10 a.m. etc.

Examples of adverbs used in sentences:

• Did you come here to buy an umbrella? (Adverb of place)
• I did not go to school yesterday as I was sick. (Adverb of time)
• Savio reads the newspaper everyday . (Adverb of frequency)
• Can you please come quickly ? (Adverb of manner)
• Tony was so sleepy that he could hardly keep his eyes open during the meeting. (Adverb of degree)

5. Adjectives are words that are used to describe or provide more information about the noun or the subject in a sentence. Some examples of adjectives include good, ugly, quick, beautiful, late, etc.

Examples of adjectives used in sentences:

• The place we visited yesterday was serene .
• Did you see how big that dog was?
• The weather is pleasant today.
• The red dress you wore on your birthday was lovely.
• My brother had only one chapati for breakfast.

6. Prepositions are words that are used to link one part of the sentence to another. Prepositions show the position of the object or subject in a sentence. Some examples of prepositions are in, out, besides, in front of, below, opposite, etc.

Examples of prepositions used in sentences:

• The teacher asked the students to draw lines on the paper so that they could write in straight lines.
• The child hid his birthday presents under his bed.
• Mom asked me to go to the store near my school.
• The thieves jumped over the wall and escaped before we could reach home.

7. Conjunctions are a part of speech that is used to connect two different parts of a sentence, phrases and clauses . Some examples of conjunctions are and, or, for, yet, although, because, not only, etc.

Examples of conjunctions used in sentences:

• Meera and Jasmine had come to my birthday party.
• Jane did not go to work as she was sick.
• Unless you work hard, you cannot score good marks.
• I have not finished my project,  yet I went out with my friends.

8. Interjections are words that are used to convey strong emotions or feelings. Some examples of interjections are oh, wow, alas, yippee, etc. It is always followed by an exclamation mark.

Examples of interjections used in sentences:

• Wow ! What a wonderful work of art.
• Alas ! That is really sad.
• Yippee ! We won the match.

Sentence Examples for the 8 Parts of Speech

• Noun – Tom lives in New York .
• Pronoun – Did she find the book she was looking for?
• Verb – I reached home.
• Adverb – The tea is too hot.
• Adjective – The movie was amazing .
• Preposition – The candle was kept under the table.
• Conjunction – I was at home all day, but I am feeling very tired.
• Interjection – Oh ! I forgot to turn off the stove.

Let us find out if you have understood the different parts of speech and their functions. Try identifying which part of speech the highlighted words belong to.

• My brother came home  late .
• I am a good girl.
• This is the book I  was looking for.
• Whoa ! This is amazing .
• The climate  in  Kodaikanal is very pleasant.
• Can you please pick up Dan and me on  your way home?

Now, let us see if you got it right. Check your answers.

• My – Pronoun, Home – Noun, Late – Adverb
• Am – Verb, Good – Adjective
• I – Pronoun, Was looking – Verb
• Whoa – Interjection, Amazing – Adjective
• Climate – Noun, In – Preposition, Kodaikanal – Noun, Very – Adverb
• And – Conjunction, On – Preposition, Your – Pronoun

What are parts of speech?

The term ‘parts of speech’ refers to words that perform different functions in a sentence  in order to give the sentence a proper meaning and structure.

How many parts of speech are there?

There are 8 parts of speech in total.

What are the 8 parts of speech?

Nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions and interjections are the 8 parts of speech.

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Reading Ready Skills

The Parts of Speech: 7 Fun Ways to Teach It!

The 8 parts of speech can be challenging to learn. Here are 7 engaging ideas to help teach it.

1. Act Out the Parts of Speech (Hands on Learners)

Like many language arts topics, learning the 8 parts of speech can be an abstract concept. Hands on activities are great for your kinesthetic learners. Doing a skit can be a fun way to learn these types of skills, especially nouns and verbs and adjectives and adverbs. Depending on the level of your students, you could either present sentences to the class or the students can write their own. Students may need guidance to think about how exactly to act out the sentences. The “actors” can act out the sentence and the “audience” can then determine the parts of speech in the sentence. It’s up to you if you present the sentence first, or if you want students to guess. Watch as your actors and actresses make this activity even more fun than you had planned!

2. Create a Parts of Speech Comic Strip (Visual Learners)

There are several variations of this activity. One way is to have students focus on how to show action through their art work (using lines to show motion is one way to do this.) Another creative idea is to have them create a main character that is a noun or verb (or any other part of speech), and have him/her/it go on adventures. Great activity for visual learners.

3. A Day in the Life (Meet Ms. Adjective)

Interview an adjective!  (Can also be adapted to use with other parts of speech). This works well for students with a great understanding of others (interpersonal learning style). Students take on the personality of a chosen part of speech and answer questions about their “life” (what their role involves). This can be done in pairs (interviewee and interviewer), or students may choose to use different voices.

4. Nature Observation

Students with a Naturalistic learning style are likely to enjoy this. This activity can be done either at home or at school. Students can name the nouns that they see, verbs that they notice happening, and use their senses to list any adjectives. You could do this using a simple list or students could create a chart that could then lead to sentence or paragraph writing. 

5. Sing, Sing a Song

Parts of Speech Song: Students with an auditory strength or musical intelligence may choose this activity. Students write a song, either about the parts of speech or from the point of view of a part of speech. Bonus points for performing the song!

6. It’s a Mystery to Me…

• Mystery bag: For our tactile learners, this can be fun. However, I wouldn’t recommend anything slimy for students with sensitivity to sensory input! The teacher places mystery objects in a brown paper bag. Students put their arm into the bag (without looking!) and describe what they feel to a partner. The describing words (adjectives) are then written down and used to try to guess what the mystery object might be (noun). 

7. Task Cards

For a fun way to practice parts of speech, try my task cards! (See link below). These cards are a great way for students to practice identifying parts of speech in fun ways that feel more like games than like studying or “doing work”. Any time that students are learning while having fun is a win for us! I’ve also included more activities below. Happy Learning!

The Parts of Speech: Buy Task Cards on TPT!

https://www.teacherspayteachers.com/Product/Parts-of-Speech-Task-Cards-Grades-3-5-10920528

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I have found that if you get kids excited about learning and have them physically moving around, you can turn anything into a game. Whether a scavenger hunt in the classroom consists of task cards or cut up pieces of a worksheet, it’s quite impressive how they rise to the occasion. You can place the…

Freeland's new federal budget hikes taxes on the rich to cover billions in new spending

With interest rates running high, cost to service the national debt surpasses federal health care spending.

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HIGHLIGHTS:

• Ottawa to spend $52.9 billion more than planned over the next five years.
• Finance Minister Chrystia Freeland projects Ottawa will post a $40 billion deficit this fiscal year.
• The budget includes $8.5 billion in new spending for housing.
• Other major budget items include a $6 billion Canada Disability Benefit, a $1 billion national school food program and a $500-million fund for youth mental health.
• Freeland will hike capital gain taxes paid by the rich and corporations to collect an estimated $19 billion in new revenue.
• The cost to service the growing national debt has increased substantially — it's now about $2 billion more than it was projected to be just a few months ago.
• The government will spend more on servicing its debt than on health care this year.

Finance Minister Chrystia Freeland's fourth budget delivers a big-ticket housing program for millennials and Generation Z voters — a multi-billion dollar commitment to be paid for in part with a tax hike on the rich and corporate Canada.

Freeland's document calls for about $52.9 billion in new spending over the next five years — a significant jump over what Ottawa had said it would spend in the fall economic statement released just a few months ago.

To offset some of that new spending, Freeland is pitching policy changes the government says will generate roughly $21.9 billion in new revenue. That money is to come in part from higher capital gains taxes and a hike to excise taxes on cigarettes and vaping products.

"We are making Canada's tax system more fair by ensuring that the very wealthiest pay their fair share," Freeland said Tuesday after tabling her budget in Parliament.

"We are doing this because a fair chance to build a good, middle class life — to do as well as your parents, and grandparents, or better — has always been the promise of Canada."

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The result is a projected budget deficit of about $40 billion in the 2024-25 fiscal year — roughly what Freeland had predicted.

While the government is spending more overall, it says that better-than-expected economic growth and higher taxes will keep the deficit under control.

The Liberal government's preferred "fiscal anchor" — the budget benchmark that guides its decisions — has long been to keep the net debt-to-GDP ratio on a declining trend, with debt levels closely tracking the overall size of the economy.

The budget document says the government must meet that benchmark in the years ahead to retain Canada's triple-A credit rating.

Debt charges soar

Deficits eventually roll over into long-term debt. The cost to finance Canada's growing debt pile — which has more than doubled over the last nine years to $1.4 trillion — is eating up more and more taxpayer dollars as the government is forced to refinance its borrowing at higher rates.

Public debt charges will cost $2 billion more this year than the forecast in November as the Bank of Canada keeps rates relatively high to tame inflation — which has shown signs of slowing down.

• Liberals pledge $9B in new money for Indigenous communities in 2024 budget

With interest rates at a 20-year high, Ottawa's cost to borrow has spiked from $20.3 billion in 2020-21 to $54.1 billion in 2024-25.

That means Ottawa will spend more to service its debt than it will on health care this year — and the debt charges will march even higher in the years ahead.

Carrying the debt is expected to cost the federal treasury $64.3 billion in 2028-29 — more than double what Ottawa sends to the provinces through equalization payments.

"The interest rates are hurting the government just as much as they're hurting us consumers," said Sahir Khan, a former deputy parliamentary budget officer and the executive vice-president of the uOttawa Institute of Fiscal Studies and Democracy.

"It's now a meaningful amount relative to other spending pressures and it's going to start squeezing other programs. The government built up a stock of debt subject to prevailing interest rates and that creates a risk."

Billions more for housing

The budget allocates $8.5 billion more to housing to help alleviate a crisis that has locked a generation of young people out of the dream of home ownership. The government maintains its housing measures will drive the creation of roughly four million more homes by 2031.

New investment to lead 'housing revolution in Canada,' Freeland says

Freeland has freed up money to send more cash to municipalities through the Housing Accelerator Fund, build more homes on underused public lands and at Canada Post outlets, cut cheques for new water and solid waste infrastructure in growing communities , offer tens of billions of dollars in loans to spur new rental construction and secondary suites, and help non-profits acquire existing rental homes and keep them affordable.

"We are moving with purpose to help build more homes, faster. We are making life cost less," Freeland said. "Millennial and Gen Z Canadians, we want them to look forward to the future with a sense of anticipation, not angst."

The government also has committed to maintaining the already well-subscribed tax-free savings account , extending mortgage amortization terms and increasing the RRSP withdrawal limit for some first-home buyers, among other measures.

The housing program is a "home run," said Armine Yalnizyan, a progressive economist and the Atkinson Fellow on the Future of Workers.

Yalnizyan said Conservative Leader Pierre Poilievre's early focus on housing hurt the Liberals' standing among some millennial voters.

Now, the Liberals are trying to reclaim some of those votes with an ambitious program which, if it's carried out as planned, will meaningfully increase the country's housing supply, she said.

"It's really an attempt to stop the Conservatives from eating their lunch," she said.

A tax hike on the rich

As Ottawa moves to remake the housing landscape, roll out a national dental care program and launch pharmacare , Freeland's budget includes a number of targeted tax hikes that it says will yield some $21.9 billion in new revenue over the next five years.

The biggest windfall will come from an increase to the capital gains inclusion rate.

Under the current regime, only 50 per cent of capital gains are taxable. If a taxpayer sells an asset like a cottage, an investment property, a stock or mutual fund for $100,000 more than they paid, they are taxed only on $50,000 of that profit.

With this new budget, the "inclusion rate" will increase from one-half to two-thirds on capital gains above $250,000 per year for individuals, and on all capital gains realized by corporations and trusts.

The move is likely to be seen by business-friendly groups as an attack on the people and businesses that create jobs.

Freeland said she anticipates some blowback.

"I know there will be many voices raised in protest. No one likes paying more tax, even — or perhaps particularly — those who can afford it the most," she said.

"Tax policy is not only, or chiefly, the province of accountants or economists. It belongs to all of us because it is how we decide what kind of country we want to live in and what kind of country we want to build."

The NDP — the government's partner in the supply-and-confidence agreement — likely will welcome the change; party leader Jagmeet Singh has said the wealthy and big corporations should shoulder more of the country's tax burden.

"We are asking the wealthiest Canadians to contribute a bit more, so that we can make investments to ensure a fair chance for every generation," the budget document says. "Canada's tax system can be more fair."

The change will not apply to any capital gains from the sale of a primary residence. Investment income earned in an RRSP or TFSA, including capital gains, also will not be taxed.

According to government data, only 0.13 per cent of Canadians — people with an average income of about $1.4 million a year — are expected to pay more in personal income tax on their capital gains as a result of this change.

Jimmy Jean, an economist at Desjardins who tracks Ottawa's spending, said the federal government's goal of collecting about $19 billion from the capital gains measure may be difficult to achieve.

"The jury's out on whether they can get that much," Jean said.

"Targeting the income and wealth of the wealthy — it's difficult because it's more mobile, they can move it around. I'm skeptical."

Other new revenue-generating measures in the budget include a promise to crack down on bankruptcy fraud and tackle "aggressive tax planning schemes."

Beyond housing, there's also a promise to top up the incentives for zero-emission vehicles, deliver a new carbon tax rebate for small businesses, stand up an $800-million energy efficiency retrofit program, increase student grants, create a $500-million fund for youth mental health , launch a $6 billion Canada Disability Benefit, fund a $1 billion national school food program and deliver a $900-million top-up to the Indigenous infrastructure program .

CBC/Radio-Canada will get a one-off $42 million budget boost for news and entertainment programming — a cash injection that will help the company avoid some of the previously announced layoffs .

VIA Rail Canada stands to gain about $400 million over the next few years to turn the dream of high-frequency rail in central Canada into a reality.

What's in the new federal budget?

Poilievre blasts budget, singh stays noncommittal.

Poilievre pilloried the budget and said his party would vote against it.

Speaking in the House of Commons, the Conservative leader said the Liberal government has never presented a balanced budget in all the years it's been in office and the promised $40 billion in new spending will drive inflation higher.

"This is the ninth deficit. The ninth deficit after the prime minister promised the budget would balance itself and what did he do with the money? Everything he spent it on has become more expensive," Poilievre said.

"This is like a pyromaniac spraying gas on the inflationary fire that he lit. It is getting too hot and too expensive for Canadians and that's why we need a carbon tax election to replace him with a common sense Conservative government."

Conservative leader rises in House of Commons to reject Liberal budget

Singh, meanwhile, said it's too early to say if his party will support the budget.

While he praised some measures he said his party forced the government to include, such as dental care, pharmacare and a national school food program, Singh said he wants to meet with Trudeau to raise some other "concerns" before making a final decision.

Singh said he's not onside with a plan to cut about 5,000 public servants through attrition — the federal bureaucracy has grown to about 357,247 workers under Trudeau — and he said there's inadequate funding for Indigenous peoples.

Liberals 'ignored opportunity' in budget to tackle corporate greed, NDP says

If Singh and his NDP MPs withhold their votes, the minority government could lose the confidence of the House of Commons, tipping the country into an early election.

While the capital gains tax increase will cost the country's big businesses billions more than what they pay now, Singh said "the Liberals ignored the opportunity to take on corporate greed."

Singh said the companies he blames for inflation — grocery store chains, telecommunications companies and "housing and corporate landlords" — should have faced tax hikes.

Green Party Leader Elizabeth May said her caucus will vote against Freeland's budget.

She said the government's planned disability benefit, which amounts to about $200 a month for eligible Canadians, is too low.

May also said there's not enough money earmarked for social housing — just more loans for developers to build more affordable homes.

"The budget falls far short of our hopes," May said. "It's not meeting the moment. We need dramatic, transformative changes to our society to be able to afford the things we need."

ABOUT THE AUTHOR

Senior reporter

J.P. Tasker is a journalist in CBC's parliamentary bureau who reports for digital, radio and television. He is also a regular panellist on CBC News Network's Power & Politics. He covers the Conservative Party, Canada-U.S. relations, Crown-Indigenous affairs, climate change, health policy and the Senate. You can send story ideas and tips to J.P. at [email protected].

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Scottish primary schools appoint children as ‘LGBT champions’

Pupils can also join ‘gender and sexual orientation alliance groups’ as part of a scheme run by charity

Scottish primary schools are appointing children as “LGBT champions” and are being urged to ask pupils as young as four if they are gay, lesbian or trans, The Telegraph can reveal.

Documents show that schools are setting up LGBT clubs and “gender and sexual orientation alliance groups” for pupils as part of their membership of a scheme run by the charity LGBT Youth Scotland.

The charity, which received nearly £1 million of taxpayers’ money last year, also urges head teachers to install gender neutral lavatories and mark Transgender Day of Remembrance, an event critics say is designed to reinforce myths spread by trans activists.

It comes after the Cass Review into NHS gender identity services last week raised fears that found the evidence for allowing children to change gender was built on weak foundations. 

Dr Hillary Cass, a paediatrician, said allowing “social transitioning” for young people – when they are treated as the opposite gender – could “change their trajectory” and lead to them pursuing a potentially damaging medical pathway in later life.

The SNP Government was urged to address concerns over the promotion of ideology in classrooms in the wake of the revelations and the Cass Review.

It also follows a major row about the introduction of new hate crimes law in Scotland which introduced new legal protections for trans people.

Miriam Cates, co-chairman of the New Conservatives group of MPs, said: “We have seen from the Cass Review the appalling results of using children as pawns in adult political battles. Indoctrinating small children with sexualised ideologies is deeply unethical and breaks all established safeguarding principles.”

Sir John Hayes, chairman of the Tory Common Sense Group, said: “Those responsible for the outrage of approaching four year olds in this way should be rounded up and charged with child abuse”

Carolyn Brown, an educational psychologist, said: “Children of primary school age are very suggestible and are still at a very early stage of their psychological and emotional development.

“What we are seeing here is the product placement of gender ideology in schools which is potentially very harmful.

“Kids in primary school cannot possibly know if they are LGBT because biologically, psychologically and emotionally they will not yet have the capacity.”

LGBT Youth Scotland in 2022-23 received almost £450,000 in taxpayer funding from the SNP Government and a further £340,000 from local authorities. NHS organisations handed over a further £154,000.

It claims that more than 200 Scottish secondaries, more than half of the national total, and over 40 primary schools, have joined its LGBT charter for education. The fees it charges to join range from £850 to £2,000.

It claims the programme enables schools, colleges and universities to “proactively include LGBTQ+ people in every aspect of [their] work”.

As part of membership, staff must be trained by the organisation, which provides an online guide and letter templates for children wishing to change their gender at school.

Each school joining the scheme is told it must appoint at least two pupils and two staff members as “LGBT Champions” and those hoping to obtain “gold” status are told to consider a survey of pupils to ask them if they are “part of the LGBT community in order to discern whether bullying affects those pupils proportionally within the school”.

Documents given to schools in the scheme say the champions should hold quarterly meetings to drive forward LGBT inclusion.

One primary school tweeted about its group of champions with a picture of five young children.

Among 10 annual events that Scottish schools are being urged to “celebrate” are “National Coming Out Day” and “Transgender Day of Visibility”.

Schools hoping to obtain a gold award are also told to provide evidence of their “LGBT safe spaces” such as gender neutral lavatories and PE classes.

Sir Jacob Rees-Mogg, the former business secretary, said: “I do not understand why these organisations want to brainwash children with peculiar ideas. Primary school children should be allowed to live in the innocence of childhood. They will learn soon enough from their contemporaries and parents, who have the principal role.”

LGBT Youth Scotland states that it has trained more than 5,000 teachers since 2021 and that its scheme means it is “reaching a minimum of 30,000 young people” and successfully changing the “culture and ethos” of Scottish schools.

To achieve its gold award, schools are told they must “undertake at least one activity which specifically addresses the needs of transgender young people” such as “conducting a campaign that addresses trans rights”.

They are also told they must put up the organisation’s posters and rewrite school policies in areas such as transgender inclusion and school uniform to ensure they are “inclusive”.

Ash Regan, a former SNP minister who quit the government to vote against Nicola Sturgeon’s gender self-ID law and is now an Alba Party MSP, said: “Reports I’ve received on the promotion of gender ideology in Scottish primary, high schools and even nursery schools present a grave concern, especially in light of the Cass review recommendations.

“We need governments to engage in a comprehensive debate on the Cass review in parliament urgently.”

A Scottish government spokesman said: “We are committed to doing everything we can to make Scotland the best place to grow up for LGBTQI+ young people. This includes funding LGBT Youth Scotland to deliver a range of projects, such as the LGBT Charter programme.”

LGBT Youth Scotland has been approached for comment.

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Trump thought Ukraine ‘must be part of Russia’ during presidency, book says

Ex-president ‘could not get his head around the idea that Ukraine was an independent state’, former adviser Fiona Hill tells author

As president, Donald Trump “made it very clear” that he thought Ukraine “must be part of Russia”, his former adviser Fiona Hill says in a new book about US national security under threat from Russia and China.

“Trump made it very clear that he thought, you know, that Ukraine, and certainly Crimea, must be part of Russia,” Hill, senior director for European and Russian affairs on the US national security council between 2017 and 2019, tells David Sanger, a New York Times reporter and author of New Cold Wars: China’s Rise, Russia’s Invasion, and America’s Struggle to Defend the West .

“He really could not get his head around the idea that Ukraine was an independent state.”

This, Sanger writes, meant Trump’s view of Ukraine was “essentially identical” to that of Vladimir Putin , the Russian president who would order an invasion of Ukraine in February 2022, a year after Trump left office.

Before triggering the invasion, Putin said in a speech : “Ukraine is an inalienable part of our own history, culture and spiritual space.”

Last month, in a speech marking 10 years since the annexation of Crimea, Putin declared that parts of occupied Ukraine were part of a “New Russia”.

New Cold Wars will be published in the US on Tuesday. The Guardian obtained a copy.

The book appears with the Ukraine war grinding into its third year but with $60bn of new US military aid to Kyiv blocked by far-right Republicans in the US House, acting in accordance with Trump’s wishes as he runs to defeat Joe Biden in a presidential election rematch and return to power.

The House speaker, Mike Johnson, has indicated he wants to pass Ukraine aid but he faces strong opposition, not least from Trump, with whom Johnson is due to appear in Florida on Friday. Biden has strongly condemned Republicans’ hold on Ukraine aid, as have lawmakers from both parties . Biden and other senior figures have also condemned Trump’s words in support of Putin, including a stunning promise to “encourage Russia to do what the hell they want” to US Nato allies he deems financially delinquent.

On Thursday, Alexander Vindman , formerly the top Ukraine aide on Trump’s national security council, told CNN that without new US aid, Ukraine’s position had become “quite precarious”.

Like Hill, Vindman was a key witness in Trump’s first impeachment trial, over his attempts to blackmail Ukraine by withholding military support, in an attempt to extract political dirt on rivals including Biden.

Vindman was fired , after Senate Republicans loyal to Trump assured the president’s acquittal at trial. Hill left office on her own terms.

Vindman was born in Ukraine. Hill was born in Britain. Now a fellow at the Brookings Institution in Washington DC and chancellor of Durham University in the UK, Hill’s thoughts on Trump, Russia and Putin remain eagerly sought, particularly given her co-authorship of Mr Putin: Operative in the Kremlin , a well-regarded biography.

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In Washington in February, Hill told a conference staged by anti-Trump conservatives that Trump “idolises” Putin for his autocratic leadership and longevity in power.

That view, Hill said, contributed to Trump’s furious rejection of intelligence agencies’ conclusion that Russia intervened in the 2016 election to help Trump win.

She also said she had spoken to European leaders at the Munich security conference, finding them nervously preparing for a possible second Trump administration .

“The prime ministers and presidents and foreign ministers and others … all know how capricious Trump is,” Hill said. “And that’s really what they’re worried about, because it doesn’t matter how many people that they know who become secretary of state or secretary of defense, it comes down to Trump himself and the unpredictability of his personality.”

Hill’s words to Sanger about Trump’s view of Ukraine, though brief, seem guaranteed only to add to such worries.

The result of growing qualms about Trump, his attitude to Russia and other idiosyncrasies, Hill said in February, “is that [European leaders] have started to lose faith in the United States. And it’s very distressing to hear.”

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Day 107: Samuel's Speech (2024‪)‬ The Bible in a Year (with Fr. Mike Schmitz)

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As we continue reading from 1 Samuel, Fr. Mike points out how God gave the people a king like they wanted, even though it was not part of his plan. This reveals to us that even when we choose things that God does not want for us, he is still with us. The readings are 1 Samuel 11-12 and Psalm 55. For the complete reading plan, visit ascensionpress.com/bibleinayear. Please note: The Bible contains adult themes that may not be suitable for children - parental discretion is advised. Support The Bible in a Year (with Fr. Mike Schmitz)

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Biden suggests uncle eaten by ‘cannibals’ in new guinea — but military says his wwii plane lost at sea.

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President Biden twice implied Wednesday that his uncle Ambrose Finnegan was eaten by cannibals in New Guinea after his plane crashed during World War II — even though military records show that the aircraft plunged into the Pacific.

“He got shot down in an area where there were a lot of cannibals at the time,” Biden initially told reporters after visiting a war memorial that bears his uncle’s name in Scranton, Pa.

“They never recovered his body, but the government went back when I went down there and they checked and found some parts of the plane.”

After arriving in Pittsburgh for a speech on steel tariffs , the 81-year-old president told the same story.

“He got shot down in New Guinea and they never found the body because there used to be — there were a lot of cannibals, for real, in that part of New Guinea,” Biden told United Steelworkers union members.

The Pentagon’s Defense POW/MIA Accounting Agency says that Finnegan’s plane actually was lost over the open ocean on May 14, 1944.

“For unknown reasons, this plane was forced to ditch in the ocean off the north coast of New Guinea. Both engines failed at low altitude, and the aircraft’s nose hit the water hard,” the military’s account says.

“Three men failed to emerge from the sinking wreck and were lost in the crash. One crew member survived and was rescued by a passing barge. An aerial search the next day found no trace of the missing aircraft or the lost crew members.”

Biden told the story while attacking former President Donald Trump for allegedly skipping a 2018 visit to a military cemetery outside of Paris during his term of office after calling fallen US troops buried there “suckers” and “losers.”

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“Suckers and losers? The man doesn’t deserve to have been the commander in chief of my son,” Biden said in Pittsburgh, after saying in Scranton that Trump “refused to go up to the memorial for veterans in Paris.”

The disputed account was featured in an article by The Atlantic’s Jeffrey Goldberg that said Trump “blamed rain for the last-minute decision [not to visit the cemetery], saying that ‘the helicopter couldn’t fly’ and that the Secret Service wouldn’t drive him there. Neither claim was true.”

Documentation emerged in 2020 debunking Goldberg’s account by showing that the Navy made a bad-weather call that prevented the cemetery trip from being made by helicopter.

Before returning to the US from that trip, Trump spoke in the rain without an umbrella at a different military cemetery near Paris.

Biden frequently recounts personal anecdotes that turn out to be untrue — often in an apparent attempt to connect to his audiences.

While president, Biden has  shared at least 13 times a debunked story involving an Amtrak conductor, claimed in 2022 that his uncle Frank Biden  won the Purple Heart — even though the details of his account make it factually impossible, and has said twice that he was picked to attend the Naval Academy, though no supporting documentation exists.

Biden in 2021  told Jewish leaders  that he remembered “spending time at” and “going to” Pittsburgh’s Tree of Life synagogue in 2018 after the worst anti-Semitic attack in US history, in which 11 people were murdered.

The synagogue said Biden never visited and the White House  later claimed  he was thinking about a 2019 phone call to the synagogue’s rabbi.

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An Unexpected Player in Israel’s Defense: Jordan, Home to Many Palestinians

The Arab kingdom said it took military action to defend its territory against Iranian drone and missile strikes. Critics assailed the country as having helped defend Israel.

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By Liam Stack

Reporting from Jerusalem

• April 14, 2024

The response by Israel and other nations to Iran’s aerial attack kept the majority of its drones and missiles from landing in Israel, ensuring they caused only light damage and a handful of injuries, Israeli officials said.

An unexpected — and for some, unwelcome — actor played a role in Israel’s defense: Jordan, the Arab kingdom next door.

Jordan fought four wars with Israel between 1948 and 1973 before signing a peace treaty in 1994. Its population is heavily made up of Palestinians , and their descendants, who were barred from returning to their homes by Israel after the 1948 war that followed the establishment of the Jewish state.

Jordan’s involvement was welcomed by older Israelis who remembered when Jordan would shell Israel. But Palestinians and their supporters denounced Jordan’s role, accusing the kingdom of siding with Israel at a time when its military offensive in Gaza has killed more than 33,000 Palestinians, according to health officials there.

Amir Tibon, a journalist for the Israeli newspaper Haaretz, celebrated the role played by Israel’s allies, including Jordan. He called it “an important lesson for us Israelis.”

“Science, technology and alliances with the world: These are the things that hold Israel together,” he wrote.

On Sunday, Jordan’s government issued a statement describing its military action as an act of self-defense, not done for the benefit of Israel.

It said the drones and missiles “that entered our airspace last night were dealt with and confronted preventively without endangering the safety of our citizens and residential and populated areas.”

It military will continue to defend Jordan against any future incursions by “any party” in defense of “the nation, its citizens, and its airspace and territory,” the Jordanian government added.

That official explanation did not mollify critics of Jordan’s involvement on Sunday. Large pro-Palestinian demonstrations have taken place in Jordan since the war began in October, and the authorities have often responded harshly. This year, Amnesty International criticized the kingdom for arresting more than 1,000 protesters and others.

Social media users shared a meme of Jordan’s ruler , King Abdullah II, wearing an Israeli military uniform. In a post on X, Dima Khatib, the managing director of AJ+, a digital news organization owned by the pan-Arab network Al Jazeera, called Jordan’s actions “shocking.”

“Friendly countries are responding, not to the attack of Israeli planes, drones and missiles on Palestine, but to an attack on Israel,” she wrote. “There are Arab citizens who pull the trigger to protect Israel and watch when the Palestinians are bombed.”

Liam Stack is a Times reporter covering the Israel-Hamas war from Jerusalem. More about Liam Stack

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Kennedy family members endorse joe biden as campaign tries to counter rfk jr.’s independent bid, usc cancels pro-palestinian valedictorian’s speech over safety.

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USC also confirmed that their 2024 valedictorian speech had been canceled after Muslim student Asna Tabassum was accused of being antisemitic.

The university cites safety concerns over banning Tabassum from delivering her graduation speech.

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Guzman continued, “It applies the same values and criteria that we have used in the past to guide our actions. In no way does it diminish the remarkable academic achievements of any student considered or selected for valedictorian. To be clear: this decision has nothing to do with freedom of speech. There is no free-speech entitlement to speak at a commencement. The issue here is how best to maintain campus security and safety, period.”

In an interview with ABC7 , Tabassum said the university didn’t give her any specifics over why they canceled her speech, “Almost a one-way conversation – and then the next day they came to me, they gave me a call and said ‘It’s unfortunate, but you don’t get to speak.'”

Tabassum said she doesn’t regret her political stand, adding, “I stand by exactly what I stand by. It is the very values and the very lessons USC taught me that I stand by. And I don’t believe it’s ironic for me to minor in something called resistance to genocide, and then speak out on it and then be revoked because I’m penalized for something that people have an issue with.”

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