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Sentence Examples | Examples of Words Used in a Sentence
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A Word Can Be Used in a Sentence Many Ways
Sometimes to understand a word's meaning you need more than a definition; you need to see the word used in a sentence. At YourDictionary, we give you the tools to learn what a word means and how to use it correctly. With this sentence maker, simply type a word in the search bar and see a variety of sentences with that word used in its different ways. Our sentence generator can provide more context and relevance, ensuring you use a word the right way.
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Whether it’s simple sentences for those just learning the English language or phrasing for an academic paper, this easy-to-use sentence generator will help you choose your words with confidence.
With our sentence examples, seeing a word within the context of a sentence helps you better understand it and know how to use it correctly. From long to short, simple to complex, this tool can assist you with how to use words that may have more than one meaning.
How to See a Word Used in a Sentence
If you want to hear how the word is said, we can assist with that too. Just click on the speaker icon at the top of the page to listen to a clear pronunciation of the word.
What is a Sentence?
There are many types of sentences, all with different structures and complexities. In its most basic form, a sentence is made up of a subject and predicate, which is the verb and the words that follow. But no matter how simple or complex, a sentence consists of words. Words in a sentence are what make it come alive and make sense.
Understand how words are used within the sentence, no matter the structure, and get inspiration for writing your own sentence correctly with the help of these example sentences.
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The word usage examples above have been gathered from various sources to reflect current and historical usage.
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"Working on a phrase: Compiling sentences from three words.
Four-word sentences with the addition of a definition." | Outline of the lesson on the development of speech (senior group): Topic: “Working on the phrase: Compiling sentences from three words. Four-word sentences with the addition of a definition.
Purpose: to form the skill of making sentences from three words, the skill of grammatical formulation of sentences and their dissemination by adding definitions.
Tasks:
1. Learn how to make three-word sentences correctly, make sentences according to the model and make up your own sentences.
2. Develop attention, memory, logical thinking, speech.
3. Raise interest in studies.
Equipment: Subject and plot pictures.
GCD move:
1. Organizational moment: the one who affectionately calls his name will sit down.
2. Subject message:
Today we will work with a proposal. A sentence is a sequence of words related to each other in meaning. A sentence can have three, four, five or more words.
But we will learn to make sentences of three or four words.
3. Studying the topic:
1. “Compilation of three-word sentences based on plot pictures”.
Look carefully at the picture. (A picture is displayed on the board, which depicts a girl reading a book). The girl is reading. Who is it? (Girl). What she does? (is reading). What is the girl reading? (Book). The girl is reading a book.
Which word was added to the sentence? (Book). How many words are in the sentence? (Three).
Next, the following pictures are displayed. The work is carried out in a similar way.
2. “Making three-word sentences based on two object pictures”.
Look carefully at the pictures. (Two subject pictures are put on the board, for example: a boy and a fish). Let's try to make a sentence by choosing a word denoting an action for the picture:
The boy is fishing.
Next, the following pictures are displayed. The work is carried out in a similar way.
3. "Compilation of three-word sentences by each child."
Each child is given one plot picture and is asked to independently compose a three-word sentence based on it.
4. Physical education minute:
We raise our hands to the top,
And then we lower them,
And then we separate them,
And we will quickly press them to ourselves.
And then faster, faster
Clap, clap more cheerfully.
5. “Complication of sentences. Compilation of sentences from four words with the addition of a definition.
Now let's complicate these sentences. For example: A girl is watering flowers. Which flowers? (Beautiful) or What kind of girl? (Small).
Next, the following pictures are exposed. The work is carried out in a similar way.
6. Exercise "Collect a sentence from words."
And now I will call you the words, and you listen carefully to them and collect sentences from them.
Example: Ball, Tanya, catches, big.
– Tanya catches a big ball.
- Sweater, mother, knitted, beautiful. (Mom knitted a beautiful sweater)
- Fishermen caught a big one. (The fishermen caught a big fish)
-Katya is reading an interesting book. (Katya is reading an interesting book)
- Rita saw a big dragonfly. (Rita saw a big dragonfly)
- Vova bought a bun, delicious. (Vova bought a delicious bun)
- With pencils, children, draw, color. (Children draw with colored pencils)
- Tree, storm, broke, old. (The storm broke the old tree).
4. Result:
- You are great today! Worked very well. Now the children from the last row will get up and go to the group, then from the second row, then from the first row.
| Lesson steps | Jobs, completion of which will lead students to achievement of planned results | Activity teachers | Student activities | Planned results | |||||
| subject | personal, metasubject | ||||||||
I. Motivation for learning activities (2 min.) Targets: - update the requirements for the student with sides of educational activity; | Speak the rules of conduct on lesson. Let's start our today's lesson with a poem: Presentation . Slide 3 I'm sitting at the lesson, |
They recite a poem. | Cooperatively agree on rules of conduct at school and follow them; to formulate one's thoughts orally (K communicative UUD ). Speak sequence actions in the lesson (regulatory UUD ). | ||||||
| - What have we just repeated? | - Rules of conduct in the lesson. | ||||||||
| - Why do we need to observe these regulations? | - Not to waste time. So that everything planned to do. | ||||||||
| Say the motto of the lesson. Slide 4 | - The motto of our lesson will be words: ... | The earth is illuminated by the sun, and man knowledge (on the board). | |||||||
| - How do you understand it? | - The earth is beautiful in the sun, and man beautiful with his knowledge. | ||||||||
| II. Minute of calligraphy (4 min.) | - For a minute of calligraphy, I suggest you play game Day-Night Slide 5 | Night : To the sum of numbers 2 and 3 add 1, subtract 2, and increase the resulting number by 4 (2 + 3) + 1 - 2 + 4 = 8 |
| Forming one's thoughts orally form ( communicative UUD ). | |||||
| Day: – What is the received number? | Number 8 | ||||||||
| - Find which letter occupies eighth in the alphabet? | Letter J. | ||||||||
| Check what you wrote Cross check. | - Open your calligraphy notebooks and see if you guessed the letter correctly? | - Yes, that's right. | |||||||
| This letter is wide And it looks like a beetle. And at the same time, like a beetle, Makes a buzzing sound: W-w-w-w-w-w-w-w-w! | |||||||||
| - What elements does the letter Zh consist of? | - The letter zh denotes a consonant sound, voiced double, hard unpaired consonant to the end of a word - | ||||||||
| - We got up, we give a description: | |||||||||
- Before working in a notebook, put the chair in the right place, and sit as you are always in class. We begin to write a letter from the left semi-oval, as well as letter x , then we lead up the connecting stroke and from top to bottom we write a slash, and from bottom to top connecting stroke, and finally, right semioval. | |||||||||
| - What words are to be written down? yellow Burning, from the word burns, causes a burning sensation. | Burning yellow | ||||||||
| - What question do these words answer? | What. | ||||||||
| – What do they mean? | Word signs | ||||||||
| I will read from the explanatory dictionary the concept of a word, and you must understand what word in question: | |||||||||
- Stationery - wooden stick with a graphite core. | - Pencil, | ||||||||
| - Extreme cold | - Burning frost. | ||||||||
| - What are the studied spellings in these words? | Combination oro, steam room | ||||||||
| - Exchange notebooks and put plus, if the task is completed correctly. | |||||||||
| II. Knowledge update (5 min.) Target: - organize the updating of skills to select to words questions and parts of speech: what? which? which? which? who? what? | Board work Go to the blackboard and match the words with the questions.  And try to choose the right parts of speech. | Open your notebooks and write down the number Classwork. | Find questions and parts on the board speech, substitute them and the right words. | Expressing one's thoughts orally form ( communicative UUD ). | |||||
| - What did we write down? | – Words | ||||||||
| - What do these words mean? | - Words-signs, words-objects, words-actions. | ||||||||
| - What can be compiled using these questions? | |||||||||
III. Introduction to the topic of the lesson (determine the main question of the lesson) (7 min. ) Target: organize the formulation of an educational problem with using incentive from a problematic dialogue situations. | Things to remember when we compose sentence. Slide 6 Make a sentence from the pictures. | - What is a proposal? – What are we can we tell you about the offer? | - Offer. - Group of words related to each other in meaning. | Put questions to words. Drafting suggestions. | Detect and formulate curriculum problem with the teacher express your version (regulatory UUD ). Navigate in your system of knowledge and realize the need for new knowledge Express your thoughts orally ( communicative UUD ). | ||||
| IV. Discovery of new knowledge (10 min.) Target: - organize a search for a solution to an educational problem using supply from the problem dialogue. | - Compiling a proposal from a picture. Work in pairs. | – Looking for suggestions what we can compose? Charting at the blackboard with commenting. Writes sentences on the board. | Scheme. - Discovering new knowledge. Write down sentences in a notebook. Perform a task in a notebook 1 person boards. | Put questions to words. Install hallmarks of words | Speak sequence actions in lesson (regulatory UUD). Express your thoughts orally and in writing; listen and understand the speech of others; work in pairs ( communicative UUD ). Gain new knowledge: find answers to questions using your life experience, textbook (cognitive UUD). | ||||
| V. Formulation of the topic, objectives of the lesson (2 min.) Target: - organize the wording of the topic, the objectives of the lesson with the help of a teacher. | Slide 7 Formulate topic, purpose of the lesson. | - Is it possible to draw up according to the scheme sentence? How do you understand the word "Construction"? | - Yes. Formulate with the teacher Make proposals according to schemes. | Define and formulate a goal for lesson with the help of a teacher (regulatory UUD ). | |||||
| Fizminutka | Eyes | ||||||||
| VI. Application of new knowledge (14 min.) Targets: - organize the implementation of independent work; | Slides 8-10 offer schemes. Self test. Self assessment. Handling warped cards | Organizes frontal work on task. Organizes independent work. Organizes a self-test
| The baker makes buns. A brave firefighter puts out the fire. The captain controls the ship. - Applying new knowledge. Independently perform work in a notebook. Perform a self-assessment. | Speak sequence actions in the lesson (regulatory UUD ). Form your thoughts orally; listen and understand the speech of others ( communicative UUD ) Work according to plan (regulatory UUD). Express your thoughts orally and in writing form; listen and understand the speech of others ( communicative UUD ).  Find and fix errors independently (regulatory UUD ). In dialogue with the teacher, learn to develop evaluation criteria and determine the degree of success perform their own work and the work of all, proceeding from available criteria | |||||
| VII. Reflection of educational activity in class (3 min.) Targets: - fix the new content of the lesson; | Determine what new knowledge was discovered. Slide 11 Reflection. | – What goal did you set for yourself in the lesson? Draw in the margins circle 
| |||||||
