MODULE 5: 

THE STRUCTURE OF SENTENCES

LESSON 1: REVIEW OF WORDS AND PHRASES

Nouns and Verbs

A noun is the name of a person, place, or thing. It can be made plural and/or
possessive.
A verb is a word that can show tense, such as present and past.

Many words in English can serve as either nouns or verbs.

I made a promise to my boss. (noun) I promised to be on time for work. (verb)

The Noun Phrase

The term noun phrase may be new to you, although you’re probably familiar
with the word phrase, which traditionally refers to any group of words that functions
as a unit within the sentence. A phrase will always have a head, or headword; and as
you might expect, the headword of the noun phrase is a noun. Most noun phrases
also include a noun signaler, or marker, called a determiner. 

Examples: 
1. The headword
2. A unit
3. The traditional definition

As the third example illustrates, the headword may be preceded by a modifier.

The most common modifier in preheadword position is an adjective, such as
traditional.
As you may have noticed in the three examples, the opening determiners are the
articles a and the. While they are our most common determiners, other word groups
also function as determiners, signaling noun phrases. For example, the function of
nouns and pronouns in the possessive case is almost always that of determiner:

Mary’s laugh 
Her new car.

Other common words functioning as determiners are the demonstrative

pronouns—this, that, these, those:
This old house.
Those expensive sneakers

Because noun phrases can be single words, in our earlier examples ( Cats fight,
Mary laughed), it follows that not all noun phrases will have determiners. Proper nouns,
such as the names of people and places (Mary), and plural nouns with a general
meaning (cats) are among the most common that appear without a noun signaler.
In spite of these exceptions, however, it’s accurate to say that most noun
phrases do begin with determiners. Likewise, it’s accurate to say—and important to
recognize—that whenever you encounter a determiner you can be sure you are at the
beginning of a noun phrase. In other words, articles (a/an, the) and certain other
words, such as possessive nouns and pronouns, demonstrative pronouns, and numbers,
tell you that a noun headword is on the way.

We can now identify three defining characteristics of nouns:

A noun is a word that can be made plural and/or possessive; it

occupies the headword position in the noun phrase; it is usually signaled by
a determiner.

The Verb Phrase

A verb phrase comprises an auxiliary verb and the primary verb. The
auxiliary verb, also known as helping verb comes before the main verb. Verb
Phrase functions as predicate.

Examples: 
1.  She was singing a modern song yesterday.
2. Sarah and Maria were playing soccer.
3. I was helping him to do the work.
4. Mark will go to watch the movie.
5. I am writing articles on various topics.

ADJECTIVES AND ADVERBS

The other two form classes, adjectives and adverbs, like nouns and verbs, can
usually be recognized by their form and/or by their position in the sentence.
The inflectional endings that identify adjectives and some adverbs are the comparative
suffix,-er, and the superlative,-est:

Adjective Adverb
Big Near
Bigger Nearer
Biggest Nearest

When the word has two or more syllables, the comparative and superlative markers are
generally more and most, rather than the –er and –est

Adjective Adverb
beautiful quickly 
more beautiful more quickly
most beautiful most quickly

Another test of whether a word is an adjective or adverb, as opposed to a noun

or verb, is its ability to pattern with a qualifier, such as very:

very beautiful 
very quickly

You’ll notice that these tests (the inflectional endings and very) can help you
differentiate adjectives and adverbs from the other two form classes, nouns and verbs,
but they do not help you distinguish the two word classes from each other.
There is one special clue about word form that we use to help identify adverbs:
the –ly ending. However, the –ly is not an inflectional suffix like –er or -est; when we
add one of these to an adjective—happier, happiest—the word remains an adjective
(just as a noun with the plural inflection added is still a noun). In contrast, the –ly
ending that makes adverbs so noticeable is actually added to adjectives to turn them
into adverbs:

Adjective Adverb
quick + ly quickly
pleasant + ly pleasantly
happy + ly happily

The –ly is a derivational suffix: It enables us to derive adverbs from adjectives.

Incidentally, the –ly means “like”
In addition to these “adverbs of manner,” as the –ly adverbs are called, we have
an inventory of other adverbs that present no clue of form; among them are then, now,
soon, here, there, everywhere, afterward, often, sometimes, seldom, always. Often the
best way to identify an adverb is by the kind of information it supplies to the sentence—
information of time, place, manner, frequency, and the like ; in other words, it answers
such questions as where, when, why, how, and how often. Adverbs can also be
identified on the basis of their position in the predicate and their movability.

As you read in the discussion of noun phrases, the position between the
determiner and the headword is where we find adjectives:

this new recipe          an enormous crowd

Adverbs, on the other hand, modify verbs and, as such, will be part of the
predicate:
Some residents spoke passionately for the ordinance.
Mario suddenly hit the brakes.
 One of the features of adverbs that makes them so versatile for writers and
speakers is their movability:
They can often be moved to a different place in the predicate—and they can
even leave the predicate and open the sentence:

Mario hit the brakes suddenly.

Suddenly Mario hit the brakes.

Prepositional Phrases

Prepositional phrase, a two-part structure consisting of a preposition followed

by a noun phrase called the object of the preposition.
Examples of prepositions are :before, at, of (four times),by, among,
in(twice),throughout, and as (twice). Prepositional phrases appear throughout our
sentences, sometimes as part of a noun phrase and sometimes as a modifier of the
verb.
Fans in the ballpark celebrated boisterously.

In this sentence the in phrase is part of the subject noun phrase. Notice
that they can replace fans in the ballpark: 

They celebrated boisterously.

Because this in phrase functions like an adjective, telling us “which fans, ”we call
it an adjectival prepositional phrase. In a different sentence, that same phrase could
function adverbially:

Fans celebrated boisterously in the ballpark.

Here the in phrase in the predicate functions like an adverb, telling “where”—so
we refer to its function as adverbial. Another good clue that the phrase is adverbial is
its movability; it could open the sentence:

In the ballpark, fans celebrated boisterously.

LESSON 2: SENTENCE PATTERNS

Pattern 1: The first pattern describes those sentences in which the second unit in the
predicate contains an adverbial of time or place rather than a subject complement.
Pattern 1 is not generally considered the linking use of be.
Examples: 
SUBJECT BE ADVERBIAL
The weasel is in his den.
The final lift off was yesterday.

Pattern 2: The subject complement describes or renames the subject. If it’s a noun
phrase, it has the same referent as the subject. Referent means the person or thing or
event or concept that a noun or pronoun stands for; in other words, I and an optimist
refer to the same person—in this case, the writer or speaker.
SUBJECT BE   ADVERBIAL
I am an optimist (Noun Phrase)
The winters are quite cold (Adjective Phrase)

Pattern 3: The term linking verb applies to all verbs other than be completed by a
subject complement—the adjective or noun phrase that describes or identifies the
subject. Among the common linking verbs are the verbs of the senses— taste, smell,
feel, sound, and look—which often link an adjective to the subject. Become and remain
are the two most common ones that connect a noun or noun phrase. Other common
linking verbs are seem, appear, and prove.
Examples: 
SUBJECT LINKING VERB SUBJECT COMPLEMENT
The trail looked steep. (Adjective Phrase)
My sister became a nurse. (Noun Phrase)

Pattern 4: In the intransitive pattern, the predicate has only one requirement: the
verb alone.
SUBJECT INTRANSITIVE VERB
Mary laughed
Accidents happen
Accidents happen         quickly (quickly is adverb)

Pattern 5: Transitive Verbs  -Transitive verbs simply express an action and are
followed by a direct object (thing or person that receives the action of the verb) .
Examples: 
SUBJECT TRANSITIVE VERB DIRECT OBJECT
My classmates borrowed my laptop.
 Sarah wrote a poem.
Pattern 6: Transitive Verbs with Indirect Object (IO)- is the indirect receiver of the
action.)  The indirect object (IO) answers the question, “for whom” or “to whom?”
Examples: 
SUBJECT TRANSITIVE VERB    INDIRECT OBJECT DIRECT OBJECT
Edna     gave Drina     a copy of the meeting’s agenda
John     taught                            us the recipe. 
Maria                 sent                              Ken                       a birthday gift.

Pattern 7: Transitive Verbs with Complement-In this pattern the direct object is
followed by a second complement, called an object complement, a noun phrase or an
adjective that describes the direct object.
Examples: 
SUBJECT TRANSITIVE VERB    DIRECT OBJECT OBJECT COMPLEMENT
The  director     considered               the performance                a success.
The critic              called                    the acting                        brilliant.

LESSON 3: TENSES OF THE VERBS

A verb is a word that expresses action or state of being.
With regards to form, verbs may be classified as follows:

Regular Verb- is one to which ‘ed’ or ‘d’ is added to denote past time. Examples:
talk-talked; listen-listened.
Irregular Verb- is one that undergoes some internal change to denote past time.
Examples:  run-ran; think- thought
TENSES OF THE VERBS
SIMPLE TENSES
A. The Present Tense

1. The Simple Present Tense

● To express a habitual action: an action that happens all the time,
regularly, sometimes or never is usually expressed by this tense.

Examples: 
  Han often makes excuses.
A playwright writes plays. 

● To express future arrangement. This form is often in connection with

travel arrangements, especially those appearing in a timetable, and in
this case probably refers to habitual actions.

Examples: The bus leaves at 3 o’clock today.

      The plane departs at 7 A.M. everyday.

1. Present Continuous Tense- (am, is/are+verb+ing)

● To express an action that is happening now or at the moment.

Examples: We are writing our assignment. 

                        He is working in Iloilo. (He works in Iloilo for a certain time
only)

● To indicate an arranged future action.

Example: He’s visiting us tonight. (arranged)

● With always, or a word of similar meaning, to express a habitual

action, usually when some feeling, often one of annoyance, is
involved. 
Example: He is always asking silly questions. 

B. The Simple Past Tense

1. The Simple Past Tense

● It expresses a state which existed, or an action which is now finished. 

Example: She visited her mother last Saturday.

● The past action may have:

happened in isolation: He drove to work this morning.
happened repeatedly: He drove to work every morning.
lasted for a certain time: He drove for four hours. 
 1. Past Continuous/ Progressive ( was/were+past form+ing e.g. was
writing)

● It contracts the length of time taken by two actions

The longer action: past continuous
The shorter action: simple past

Example: He was sitting in the garden when a mango fell on his head. 

● It describes two actions which both lasted for some time at the same
time. 

Example: He was reading the newspaper while she was washing the
dishes. 

● It expresses the idea that a finished action continued through a point

in the past.

Example: At 4:30 this morning, we were driving along the highway.

C. The Simple Future Tense

1. Simple Future

● The future tense is used to indicate future actions. The auxiliary verbs
‘shall’ ‘will’ signal the future tense. ‘Going to’ is also used to signal
future tense. 
Examples: 
I will surely reap the fruit of your labor eventually. 
We shall follow the Ten Commandments. 
You are going to pass this course. I know it.
1. Future Progressive 
● Indicates that an action will be continuing at a particular time in the
future.
 Examples:

We will be discussing the story of “The Three Brothers” next meeting.

You will be experiencing the same problem for the rest of your life.

● Expressing a duration of some specific future action. 

You will be receiving praises and recognition for the next three
months.

You will be joining the contest in a month’s time. 

PERFECT TENSES       

D. Present Perfect Tense

1. Present Perfect Tense – (has/have+past participle – has eaten)

● Indicates an action that happened at an specified time in the past that

has current relevance.

Example: COVID-19 has already infected millions of people.

● Indicates an action that has happened recently.

Examples: 
We have just read his letter.
          Just recently, one 6-year-old child has died because of dengue. 

● Indicates an action that happened in the past and got completed

before or a the time of speaking (usually with for or since).

Examples: 
Since the 1980s, dengue fever has been observed to be spreading
through Mexico and the Southern United States.

For many decades, dengue fever has been one of the most life-
threatening diseases of the warmest climates.
 ● Indicates a repetitive action before now ( usually with several times,
many times, and repeatedly).

Examples:
Dengue has attacked our community several times.

I have repeatedly called the attention of our leaders about dengue

epidemic. 

1. Present Perfect Continuous/ProgressiveTense –

(has/have+been+v-ing has been eating)
● Indicates that an action happened in a specific duration or time in the
past and continues to occur up to the future time. 

Examples:

In the Philippines, dengue fever has been infecting many since the
1920s.

For the last few years, records show that dengue cases have been
increasing in some areas in Metro Manila.

Up to now, the Health Department has been trying to discover a

vaccine for the disease. 

E.  Past Perfect Tense 

1. Past Perfect Tense (had+past participle- had written)

● Indicates that two past actions happened sequentially.

Examples
Lea attended a celebration party immediately after she had graduated
from high school.

Before she left the party, she had told Mike about the strange man
who bumped her. 

● Indicates an action that was expected to occur in the past. 

 Example: Mike had expected her to come to the party. 
1. Past Perfect Continuous/Progressive Tense (had+been+V+ing- had been
writing)
● Indicates that an action in the past continues to happen even after an
interruption of another action.
Examples: 
She had been dancing for almost an hour when a man in black bumped
her.
The investigators had already been investigating the incident when Mike
arrived. 
● Indicates that an action or habit was taking place over a period of time
(duration)
Example: He had been longing to be loved by Lea since he met her. 

F. Future Perfect Tense

1. Future Perfect Tense ( wiil/shall have+past participle – Example:will have

forgotten)

● Indicates a future action that concludes at a specific time in the future.

Examples:

By the end of the week, you will have solved a problem that has been
bothering you for several days now. 

I will have accomplished my project four weeks from now.

● Indicates that one future action or condition will begin and end before
another future starts.
Examples:
By the time your relative arrives, you will have already solved your
family problem. 
 By the end of the reunion, your mother will have already reconciled
with your uncle. 
1. Future Perfect Progressive

● Indicates that a future action is intercepted by another future action.

Example:
As she will teach me the vocal techniques, I will have been singing my
favorite song.
● Expressing duration or habitual action that is place at the present and
that will continue until or through a specific time in the future.
Example:
Ten years from now, they will have been travelling around the world
for 15 years.

LESSON 4: COORDINATION AND SUBORDINATION

A. Coordination

Coordination joins two independent clauses that contain related ideas of equal
importance.

Original sentences: I spent my entire paycheck last week. I am staying home this
weekend.
Revised sentence: I spent my entire paycheck last week, so I am staying home this
weekend.
Coordinating Conjunctions
A coordinating conjunction is a word that joins two independent clauses. The most
common coordinating conjunctions are for, and, nor, but, or, yet, and so. Note that a
comma precedes the coordinating conjunction when joining two clauses.
Coordinating Independent
Independent Clause Revised Sentence
Conjunction Clause

I will not be for (indicates a I will not be attending the

I have no one to
attending the reason or dance, for I have no one
go with.
dance. cause) to go with.

I plan to stay home. and (joins two I will complete I plan to stay home, and I
 an essay for will complete an essay for
ideas)
class. class.

Jessie isn’t going to be at

Jessie isn’t going to nor (indicates a Tom won’t be
the dance, nor will Tom
be at the dance. negative) there either.
be there.

The fundraisers are

The fundraisers are
I don’t think hoping for a record-
hoping for a record- but (indicates a
many people are breaking attendance, but
breaking contrast)
going. I don’t think many people
attendance.
are going.

I might go to the next

I might go to the I might donate
or (offers an fundraising event, or I
next fundraising some money to
alternative) might donate some
event. the cause.
money to the cause.

My parents are worried

My parents are
yet (indicates a I have many that I am antisocial, yet I
worried that I am
reason) friends at school. have many friends at
antisocial.
school.

By staying home Buying a new dress is

Buying a new dress so (indicates a
I will save expensive, so by staying
is expensive. result)
money. home I will save money.

Conjunctive Adverbs
Another method of joining two independent clauses with related and equal ideas is to
use a conjunctive adverb and a semicolon. A conjunctive adverb is a linking word that
demonstrates a relationship between two clauses

Original sentences: Bridget wants to take part in the next Olympics. She trains every
day.
Revised sentence: Bridget wants to take part in the next Olympics; therefore, she
trains every day.
Review the following chart of some common conjunctive adverbs with examples of how
they are used:
Function Conjunctive Adverb Example

Alicia was late for class and stuck in traffic;

also, furthermore,
Addition furthermore, her shoe heel had broken and she
moreover, besides
had forgotten her lunch.

Comparison similarly, likewise Recycling aluminum cans is beneficial to the

 environment; similarly, reusing plastic bags
and switching off lights reduces waste.

instead, however, Most people do not walk to work; instead, they

Contrast
conversely drive or take the train.

The Siberian tiger is a rare creature; indeed,

namely, certainly,
Emphasis there are fewer than five hundred left in the
indeed
wild.

accordingly,
Cause and I missed my train this morning; consequently, I
consequently, hence,
Effect was late for my meeting.
thus

Tim crossed the barrier, jumped over the wall,

finally, next,
Time and pushed through the hole in the fence;
subsequently, then
finally, he made it to the station.

B. Subordination

Subordination joins two sentences with related ideas by merging them into a main
clause (a complete sentence) and a dependent clause (a construction that relies on the
main clause to complete its meaning). Coordination allows a writer to give equal weight
to the two ideas that are being combined, and subordination enables a writer to
emphasize one idea over the other. Take a look at the following sentences:
 
Original sentences: Tracy stopped to help the injured man. She would be late for
work.
To illustrate that these two ideas are related, we can rewrite them as a single
sentence using the subordinating conjunction even though.
 
Revised sentence: Even though Tracy would be late for work, she stopped to help
the injured man.
In the revised version, we now have an independent clause ( she stopped to help
the injured man) that stands as a complete sentence and a dependent clause ( even
though Tracy would be late for work) that is subordinate to the main clause. Notice that
the revised sentence emphasizes the fact that Tracy stopped to help the injured man,
rather than the fact she would be late for work. We could also write the sentence this
way:
 
Revised sentence: Tracy stopped to help the injured man even though she would be
late for work.
 The meaning remains the same in both sentences, with the subordinating
conjunction even though introducing the dependent clause.
To punctuate sentences correctly, look at the position of the main clause and the
subordinate clause. If a subordinate clause precedes the main clause, use a comma. If
the subordinate clause follows the main cause, no punctuation is required.
Subordinating Conjunctions
A subordinating conjunction is a word that joins a subordinate (dependent) clause to a
main (independent) clause. Review the following chart of some common subordinating
conjunctions and examples of how they are used:
Subordinating
Function Examples
Conjunction

although, while, though, Sarah completed her report even though she
Concession
whereas, even though had to stay late to get it done.

Until we know what is causing the problem,

Condition if, unless, until
we will not be able to fix it.

Everyone in the conference room stopped

Manner as if, as, though talking at once, as though they had been
stunned into silence.

Rita is in San Jose where she has several

Place where, wherever
important client meetings.

Because the air conditioning was turned up

because, since, so that,
Reason so high, everyone in the office wore
in order that
sweaters.

after, before, while, After the meeting had finished, we all went
Time
once, when to lunch.

References:
Lopez, M. et.al. Intensive English Grammar. Malones Printing Press & Publishing House, Iloilo City,
Philippines
Barrot, J. (2011). Grammar First: A communicative Way in Learning Grammar.Rex Book Store, Manila,
Philippines
Kolln, M. and Gray, L. (2013). Rhetorical Grammar: Grammatical Choices, Rhetorical Effects (Seventh
Edition)
https://7esl.com/verb-phrase/
https://grammar.yourdictionary.com/parts-of-speech/verbs/transitive-verbs.html
https://katepdejesus.files.wordpress.com/2015/08/eng-1-basic_sentence_patterns_handout_tips.pdf
https://open.lib.umn.edu/writingforsuccess/chapter/7-2-coordination-and-subordination/