BASIC ENGLISH LANGUAGE

Training for Students

Module 1
Training Basic English Skills

Author:

Drs. Ignatius Septo Pramesworo, M. Ed. TESOL.

March - June 2020

Perbanas Institute
Jakarta
 ACKNOWLEDGEMENT

This binding module is a result of compilation from the authentic materials

from the books and webs. It is a result of long studying and long browsing.
The aim is to provide a suitable module for students who considers that
their basic English knowledge is in elemntary level. This module tends to
help the students to recall their previous English knowledge and abilities so
they can keep up with their friends in the classroom.

This module consists of definitions, exercises, and concepts of studying

basic English skills. The main teaching objective in the module is to
provide the students with the competence on reading simple texts,
practising basic grammar, and doing exercises. They are designed in a
good step by step binding module.

I fully intend that this binding module can be only to facilitate some
compiled authentic materials from the books and webs for the elementary
students.

By this opportunity, I would like to extend my sincere thanks all the

authors of the materials and the websites which publish them. May God the
Almighty bless them all!

Jakarta, March 2020

The Author,

Ignatius Septo Pramesworo

 TABLE OF CONTENTS

ACKNOWLEDGEMENT ……………,,,,,,,,,,,,……………………………. ii
TABLE OF CONTENTS ……………………,,,,,,,,,,,,……………………… iii
What is this module about? ………………………………………………..... iv
What can you learn from this module? …………......………………………. iv
Course Outline …………......................…………………………….………. v
How to Work through the Modules…………………………………… ……. v
Where to Study ………………………………………………....................... vi
When to Study ………………………………………………........................ vi
How to Complete the Modules ……………………………………………... vi
Icons Used in The Modules ……………………………………………....... vii
Introduction ..................................................................................................... 1
Subject + Verb + Adjective ............................................................................... 8
Subject + Verb + Adverbial ............................................................................... 12
Subject + Verb + Noun ..................................................................................... 16
Subject + Verb .................................................................................................... 19
Subject + Verb + Adverbial (More) ................................................................... 26
Subject + Verb + Object ..................................................................................... 29
Subject + Verb + Object + Adverbial .............................................................. 32
Subject + Verb + Indirect Object + Direct Object .............................................. 35

REFERENCES ................................................................................................. 45

WEB REFERENCES .......................................................................................... 46

What is this module about?

This module will be about reading, practising, and writing. They are the
skills that basic or low level students from English is used as other
language must have. The module consists of the main ideas and abilities in
learning basic English especially for writing.

Of course, you already have most of these abilities. I think you are good of
having English knowledge when you study in your high schools but now
you need time to recall your basic English knowledge. By using this
module, you could read, practice, and write English sentences from the
basic grammar.

This module of this course will help to remind you of what you already
know. The module will also give you some rules for grammar and sentence
patterns that will help you become a better writer. Finally, you will have
opportunities to put into practise what you have reviewed and learned in
the module.

What can you learn from this module?

This course is designed to help you understand what you read, practise, and
write. It will help you express yourself clearly when writing in good
grammar.

By the end of the course, it is expected that you will be able to:
 Increase your knowledge about the parts of sentences.
 Identify clearly the pattern in sentences
  Increase your ideas about parts of sentences and how they are used
in sentences.
 Construct sentences using patterns.
 Identify active sentences.
 Write active sentences.
 Increase your vocabulary.

Course Outline

The following is a basic outline for the module.

Module 1: Training Basic English Skills

 Understanding English Sentence Patterns
 Understanding Parts of Simple Sentences
 Understanding Parts of Active Sentences

How to Work through the Modules

The module has been written in such a way that you can study on your
own. Although the module is complete in itself. You may benefit from
group discussion with your peers. An experienced facilitator would help in
those discussions.

Module 1 has:
• information, including details, explanations, and examples of key
concepts.
• Exercises to help you confirm that you recall and understand the
background information.
Where to Study

You can read the modules anywhere, but if you want to get the most from
your study, you need to be able to concentrate without distractions such as
conversations and interruptions.

When to Study

This is entirely up to you. You should be able to complete a module in

about 12 meetings. Each meeting will have 120 minutes. If you participate
in discussions with your peers, then you may need to take more time to
complete all of the work. The best way to complete the module
successfully is to plan ahead and set aside a certain time and specific days
to finish the particular topic you are studying.

How to Complete the Modules

Do not be too ambitious. Start with regular periods of study, perhaps 30

minutes at a time. This will yield far better results than occasional long
periods or many short periods with many interruptions.

Concentrate on what you are studying. Read, make notes, and complete all
of the exercises as you progress through the materials.

You may wish to share your ideas or talk to other people to obtain more
facts. This may help to clarify ideas.
Icons Used in The Modules

You will see the following icons used in the modules:

READ—Read the background information that is contained in the module.

You should read through the information carefully, before continuing on
with the exercises. Make notes while you read.

EXERCISE—You will need to write down your answers to check that you
understood the information preceding the exercise. Suggested answers to
many of the exercises are provided at the end of the module, so you can
check your answers.
Module 1: Training Basic English Skills – Sentence Patterns

INTRODUCTION

SUBJECT + VERB + OBJECT + ADVERB

VERBS:
 AUXILIARY VERBS
 MAIN VERBS

AUXILIARY VERBS
 TO BE
- AUXILIARY VERS
- MAIN VERBS or LINKING VERBS
 TO DO
 TO HAVE
 MODAL AUXILIARIES

MAIN VERBS:
 REGULAR VERBS
 IRREGULAR VERBS

What do you mean?

Sentence Patterns
Sentence patterns are made up of phrases and clauses. A phrase is a group of
connected words, but it is not a complete sentence because it is missing a subject and/or
a verb. Phrases are just one component that makes up a complete sentence. A clause
contains a subject (actor) and a verb (action).

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Module 1: Training Basic English Skills – Sentence Patterns

Subject
A subject is a part of a sentence that contains the person or thing performing the action
(or verb) in a sentence

Noun
A noun is a person, place, or thing: Ella, Cheney, eggplant.

Nouns within a sentence

SUBJECT (person, place, or thing that is the doer of the action in a sentence—a.k.a. the
star of your sentence): Maria cooked dinner.

Verbs
What is a verb?
Verbs are the action words in a sentence that describe what the subject is doing. Along
with nouns, verbs are the main part of a sentence or phrase, telling a story about what is
taking place. In fact, without a verb, full thoughts can’t be properly conveyed, and even
the simplest sentences, such as Maria sings, have one. Actually, a verb can be a
sentence by itself, with the subject, in most case you, implied, such as, Sing! and Drive!

When learning the rules of grammar, schoolchildren are often taught that verbs are
‘doing’ words, meaning they signify the part of the sentence which explains the action
taking place: He ran away, she eats chocolate cake on Sundays, the horses gallop across
the fields. Ran, eats and gallop are the ‘action’ parts of those sentences, thus they are the
verbs. However, it can be confusing because not all verbs are easily identifiable as
action: I know your name, Jack thought about it, we considered several applications.
These are non-action verbs, i.e. those that describe a state of being, emotion, possession,
sense or opinion. Other non-action verbs include include love, agree, feel, am, and have.

How to Recognize a Verb

As you can see from the examples above, one clue to help you recognize a verb is its
location compared to the subject. Verbs almost always come after a noun or pronoun.
These nouns and pronouns are referred to as the subject. The verb thought comes after
the noun Jack, so the action Jack (subject) was taking was thinking (verb).

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 Module 1: Training Basic English Skills – Sentence Patterns

What Is the Object of a Sentence?

The object of a sentence is the person or thing that receives the action of the verb. It is
the who or what that the subject does something to. That sounds complicated, but we'll
understand it more after we practice, for example: Terry carried out the trash.

What Do Adverbs Modify?

An adverb is a word that modifies (describes) a verb (he sings loudly), an adjective
(very tall), another adverb (ended too quickly), or even a whole sentence (Fortunately, I
had brought an umbrella). Adverbs often end in -ly, but some (such as fast) look exactly
the same as their adjective counterparts.
Examples:
 Tom Longboat did not run badly.
 Tom is very tall.
 The race finished too quickly.
 Fortunately, Lucy recorded Tom’s win.
Adverbs provide a deeper description of a verb within any sentence. There are five
basic types of adverbs in the English language, namely that of Manner, Time, Place,
Frequency, and Degree.

Adverbs of Degree

Adverbs of degree tell us more about the intensity of the verb in the sentence, in other
words, they describe how much, or to what degree. They can be categorized as low
degree (e.g. somewhat), medium degree (e.g. fairly), and high degree (e.g. extremely).
Adverbs of degree can also modify adjectives and other adverbs and are placed before
the word they modify. Popular adverbs of degree include:
 almost
 enough
 hardly
 just
 nearly
 quite
 simply
 so

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 Module 1: Training Basic English Skills – Sentence Patterns

 too
Let's look at some sample sentences:
 This short essay is hardly sufficient.
 It's simply not enough.
 I'm so excited to move to Ireland.

Adverbs of Frequency

Adverbs of frequency let us know how often the verb occurs. Therefore they mostly
modify verbs. These adverbs tend to appear right before the main verb in the sentence.
Popular adverbs in this category include:
 again
 always
 never
 normally
 rarely
 seldom
 sometimes
 usually
Here they are in action:
 I always read a book before bed.
 Does he normally walk his dog at this time?
 She usually shops at the Korean market in town.

Adverbs of Manner

Adverbs of manner tell us how, or in what manner, something was carried out. They
mostly modify verbs and can often be found at the end of a clause. This category
comprises the most common adverbs - the ones that end in -ly. Here are some examples
of adverbs of manner:
 beautifully
 generously
 happily
 neatly
 patiently

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 Module 1: Training Basic English Skills – Sentence Patterns

 softly
 quickly
 well
And here are some example sentences:
 He trimmed the white roses neatly.
 I combed my dog's fur carefully because it had lots of tangles.
 There's no reason why you can't discuss the topic with me calmly.

Adverbs of Place

Adverbs of place tell us more about where the verb took place. These tend to pop up
after the main verb or direct object of the sentence. Here are some common adverbs of
place:
 above
 below
 everywhere
 here
 in
 inside
 into
 nowhere
 out
 outside
 there
Let's take a look at them in action:
 In Ireland, there are thatched-roof cottages everywhere.
 Clearly, there aren't any leprechauns here.
 I was so beguiled, I drove into a ditch.

Adverbs of Time
Adverbs of time detail when the verb took place. We usually see these kinds of
adverbs placed at the beginning or end of a sentence. Adverbs of time include:
 annually
 daily

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Module 1: Training Basic English Skills – Sentence Patterns

 monthly
 recently
 tomorrow
 weekly
 yearly
 yesterday
Here they are at work:
 Lately, you've been rude to everyone around.
 They recently relocated to Santa Fe.
 The morning newspaper arrives daily.

Phrases
A phrase is a group of words that adds meaning to a sentence. A phrase is not
a sentence because it is not a complete idea with a subject, verb and a predicate.

In English there are five different kinds of phrases, one for each of the main parts of
speech. In a phrase, the main word, or the word that is what the phrase is about, is called
the head. In these examples, it is printed in bold. The other words in the phrase do the
work of changing or modifying the head.

In a 'Noun phrase', one or more words work together to give more information about
a noun.
 all my dear children
 the information age
 seventeen hungry lions in the rocks

In an Adjective phrase, one or more words work together to give more information
about an adjective.
 so very sweet
 earnest in her desire
 very happy with his work
In a Verb phrase, one or more words work together to give more meaning to a verb. In
English, the verb phrase is very complex, but a good description of its many forms can
be found here.

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Module 1: Training Basic English Skills – Sentence Patterns

In an Adverb phrase, one or more words work together to give more information about
an adverb.
 especially softly
 formerly of the city of Perth
 much too quickly to see clearly

In a Prepositional phrase, one or more words work together to give information about
time, location, or possession, or condition. The preposition always appears at the front
of the phrase (preposition = pre-position).
 after a very long walk
 behind the old building
 for all the hungry children
 in case it should happen again

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Module 1: Training Basic English Skills – Sentence Patterns

I. Subject + Verb + Adjective

Water is necessary. Without water , soil is worthless and crops are poor. However. Too
much water can be dangerous. Floods can be very harmful and destructive. They are
also wasteful. Natural resources are precious and limited. Careful use of water and other
resources is important.

Exercise 1 - Write the verb in every sentence from the paragraph above.

NO SENTENCES VERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7

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Module 1: Training Basic English Skills – Sentence Patterns

Exercise 2 - Write the adjectives and adverbs (if possible) and the write them down in
the boxes below.
NO SENTENCES ADJECTIVES ADVERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7

Exercise 3 – This part has a relatiom with Exersise 2, write again the adjectives in the
adjective column and change the adjectives into the adverbs. If you problems you can
look up a dictionary or browse your google. Use your adverb column to write new
words.

NO SENTENCES ADJECTIVES ADVERBS

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7

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Module 1: Training Basic English Skills – Sentence Patterns

Excersice 4 – Find the nouns and the noun phrases in the paragraph above. Write all the
nouns and the phrases in the tables below.

NO SENTENCES NOUNS NOUN PHRASES

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7

Exercise 5 – This part has a relation with Excersice 4. You must write the head nouns
from the noun phrases.

NO SENTENCES HEAD NOUNS FROM THE NOUN PHRASES

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7

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Module 1: Training Basic English Skills – Sentence Patterns

Exercise 6 – Write 10 adjectives that you know. You can work individually or with
your friend. Based on your adjectives, try to write 10 new sentences using the
adjectives.

NO SENTENCES ADJECTIVES NEW SENTENCES

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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Module 1: Training Basic English Skills – Sentence Patterns

II. Subject + Verb + Adverbial

Dorothy is not here now. She is on her way downtown. Her doctor's office is on the
corner of wood Lawn Street and Ocean Avenue, and she must be there soon. Her
appointment is at 3:00. She has been on the subway since 2:30, so she will probably
be there on time. She will be downtown until about 5:00. She should be home in
time for dinner. She has been home by 6:30 every day for ten years.

Exercise 1 – Find the verbs in the text above and then write them down in the table

NO SENTENCES VERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3 a.
b.
4 Sentence 4
5 Sentence 5 a.
b.
6 Sentence 6
7 Sentence 7
8 Sentence 8

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Module 1: Training Basic English Skills – Sentence Patterns

Exercise 2 – Find the adverbs in the text above and then write them down in the table

NO SENTENCES ADVERBS FROM THE NAMES OF THE

THE TEXT ADVERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8

Exercise 3 – Find the nouns, the noun phrases, and the pronouns in the text above and
then write them down in the table.

NO SENTENCES NOUNS NOUN PRONOUNS

PHRASES
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4

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Module 1: Training Basic English Skills – Sentence Patterns

5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8

Exercise 4 – This part has a relation with Exercise 3. Find the head nouns in the noun
phrases in the text above and then write them down in the table.

NO SENTENCES NOUN PHRASES HEAD NOUNS

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8

Exercise 5 – Find the referents for the pronouns in the text above and then write them
down in the table.

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Module 1: Training Basic English Skills – Sentence Patterns

NO SENTENCES PRONOUNS WORD REFERENTS

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8

Exercise 6 – Write 10 adverbials that you know. You can work individually or with
your friend. Based on your adverbials, try to write 10 new sentences using the
adverbials.

NO SENTENCES ADVERBIALS NEW SENTENCES

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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Module 1: Training Basic English Skills – Sentence Patterns

III. Subject + Verb + Noun

My name is Joseph. I’m a student. I’m going to be an engineer. My friend’s name is

Dawn. She is a student too. She will become a doctor. My cousin Michael is a student.
He won’t become anything. He will probably be a student forever. He’s a history
student.

Exercise 1 - Find the verb in every sentence and then write them down in the table
below.

NO SENTENCES VERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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Module 1: Training Basic English Skills – Sentence Patterns

Exercise 2 - Find the nouns, nouns phrases, and pronouns in every sentence and then
write them down in the table below.

NO SENTENCES NOUNS NOUN PHRASES PRONOUNS

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

Exercise 3 - Find your own nouns that you can find in your classroom and then write
them down in the table below. After that you must make your own sentences using the
nouns.

NO SENTENCES NOUNS NEW SENTENCES

1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4

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Module 1: Training Basic English Skills – Sentence Patterns

5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

Exercise 4 - Find your own noun phrases that you can find in your university library
and then write them down in the table below. After that you must make your own new
sentences using the noun phrases.

NO SENTENCES NOUN NEW SENTENCES

PHRASES
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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Module 1: Training Basic English Skills – Sentence Patterns

IV. Subject + Verb

Clouds gathered. The sun dimmed. The sky darkened. The wind blew. Dogs ran and
growled. Birds cried. Lightning flashed. Thunder sounded. The earth shook and
trembled. Trees fell. A hurricane had begun.

Exersice 1 - Find the verbs in every sentence in the text above and the write them in the
table.
NO SENTENCES VERBS
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10
11 Sentence 11

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Module 1: Training Basic English Skills – Sentence Patterns

When learning English you need to know the meaning of certain

words first, and then sort the words appropriately according
to grammatical rules. Verbs in a regular structure can be
transformed with a simple rule, whereas in irregular verbs, this
situation is slightly different. It may be a good start to make
some memorization and learn how to use the verbs in the right
places.

In English there are regular verbs as well as irregular verbs. In Simple

Past Tense and Past Participle forms, most of the verbs have -d, -ed
and -ied suffixes, while some verbs do not follow this rule. These
verbs which do not follow this rule and whose past tenses are
completely different from the others are called irregular verbs.

You can read some irregular verbs as example below:

V1 - Infintive V2 - Past Tense V3 - Past Participle

(Base Form) (Past Simple)
abide abode abode
arise arose arisen
awake awoke awoken
be was/were been

bear bore born

beat beat beaten

beget begot begotten

begin began begun

bend bent bent

breed bred bred

bring brought brought

broadcast broadcast broadcast

build built built

burn burnt burnt

burst burst burst

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Module 1: Training Basic English Skills – Sentence Patterns

buy bought Bought

do did done

draw drew drawn

dream dreamt dreamt

drink drank drunk

drive drove driven

dwell dwelt dwelt

eat ate eaten

fall fell fallen

feed fed fed

feel felt felt

fight fought fought

find found found

flee fled fled

fly flew flown

forbid forbad(e) forbidden

forecast forecast forecast

forget forgot forgotten

forsake forsook forsaken

freeze froze frozen

Exersice 2 - This part has a relation with Exercise 1. Find the verbs in every sentence in
the text above and the write them in the suitable column in the table.

NO SENTENCES VERB 1 VERB 2 VERB 3

INFINITIVE PAST TENSE PAST
PARTICIPLE
1 Sentence 1 gather gathered gathered
2 Sentence 2

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Module 1: Training Basic English Skills – Sentence Patterns

3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10
11 Sentence 11

Exersice 3 - Write 10 regular verbs that you usually use everyday. You must fill the
table below for infinitive, past tense, and past participle columns. The first row is done
for you as an example.

NO SENTENCES VERB 1 VERB 2 VERB 3

INFINITIVE PAST TENSE PAST
PARTICIPLE
open opened opened
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8

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Module 1: Training Basic English Skills – Sentence Patterns

9 Sentence 9
10 Sentence 10

Exersice 4 - Write 10 irregular verbs that you usually use everyday. You must fill the
table below for infinitive, past tense, and past participle columns. The first row is done
for you as an example.

NO SENTENCES VERB 1 VERB 2 VERB 3

INFINITIVE PAST TENSE PAST
PARTICIPLE
run ran run
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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Module 1: Training Basic English Skills – Sentence Patterns

Exersice 5 - From Exersices 3 and 4, choose 5 verbs from regular and 5 from irregular
forms and you must write 10 new sentences using regular verbs and irregular verbs.
You can see examples below.

NO SENTENCES NEW SENTENCES

The lecturer opened the whatsapp video.
The athlete will run in the first two races.
1 Sentence 1
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

Subjects and verbs must AGREE with one another in number (singular or plural).
Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its
verb must also be plural.

Every complete sentence must have an action, called a verb, and someone or something
that performs that action, called the subject. The form of the verb changes with the
gender and number of the subject. Simply put, if there is a plural subject, then there
must be a plural verb that goes with it.

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Module 1: Training Basic English Skills – Sentence Patterns

Every animal on earth must eat something in order to stay alive. Many animals eat some
parts of plants. Giraffes munch leaves from the tall trees on the African plain. Koala
bears in Australia only eat eucalyptus leaves in the forest. Even the mighty buffalo in
America only eat grass.

Exercise 6 - Based on the above text, you must fill the table below. You must find the
Subject and Verbs. The first sentence is done for you.

NO SENTENCES SUBJECTS VERBS

1 Sentence 1 Every animal on earth must eat
2 Sentence 2
3 Sentence 3
4 Sentence 4
5 Sentence 5

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V. Subject + Verb + Adverbial (More)

Prof. Smith worked hard today. He has been working at at this office all day. Soon he
will stop and go home. He will work until about 4:00. Then he will get in his car and
drives home. He may drive fast. He wants to work in his garden a while before dinner.
Then he will dine quietlywith his family. After dinner the family may read or listen to
music. They may go bowling or go shopping at nearby supermarket. They rarely go out
socially during the week.

Exercise 1 - Write every sentence once more in the lines. You must divide and give
slashes to their sentence patterns. Every part must be identified. The first and the second
sentences are done for you.

1. Prof. Smith / worked / hard / today.

Subject Verb Adv Adv

2. He / has been working / at at this office / all day.

Suject Verbs Adverb Adverb

3. ...................................................................................................................................

4. ...................................................................................................................................

5. ...................................................................................................................................

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Module 1: Training Basic English Skills – Sentence Patterns

6. ...................................................................................................................................

7. ...................................................................................................................................

8. ...................................................................................................................................

9. ...................................................................................................................................

10. ...................................................................................................................................

11. ...................................................................................................................................

Exercise 2 - You have already known the verbs in the text above. Verbs which are
formed by more than one word are called Verbal Phrase. Write the verbs again in the
verbs column and then identify whether they are just one verb or a verbal phrase. The
first and the second sentences are done for you.

NO SENTENCE VERBS VERBAL PHRASES

1 Sentence 1 worked *****
2 Sentence 2 has been working has been working
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10
11 Sentence 11

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Exercise 3 - Cloze Test

You must fill the blanks the text below. You must use the verbs in the table.

a do i is q provide
b do j are r produce
c provide k maintain s want
d provide l call t Work
e produce m may buy u provides
f make up n need v provides
g earn their living o undertake w helps
h provide p buy x may buy

Most people (1) work to (2) ---------------. They (3) --------------- goods and services.
People (4) --------------- goods (5) --------------- either on farms, like maize and milk, or
in factories, like cars and papers.

People (6) --------------- services such things as schools, hospitals, and shops. Some
people (7) --------------- goods, some (3) --------------- services. Other people (9) ----------
----- both goods and services. For example, in the same garage, a man (10) ---------------
a car, or he (11) --------------- a service, which (12) --------------- him to (13) --------------
his car.

People (14) --------------- their economic activity as the work which people (15) ----------
----- Economic activity (16) --------------- the economic system. The economic system
(17) --------------- The sum-total of what people (18) --------------- and what they (19) ---
------------ The work which people (20) --------------- either (21) --------------- what they
(22) --------------- or (23) --------------- them with money. People (24) ---------------
essential commodities with money.

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VI. Subject + Verb + Object

The lady is reading a new book. She enjoys books about the sea and buys them often. In
fact, she always studies this subject. She lectures oceanography. Her students attend her
classes regularly. They like her lectures, but they don’t care for her tests. They take
many tests, however. She always gives one at any time.

Exercise 1 - Write every sentence once more in the lines. You must divide and give
slashes to their sentence patterns. Every part must be identified. The first and the second
sentences are done for you.

1. The lady / is reading / a new book.

Subject Verbs Object - Noun Phrases

2. She / enjoys / book about the sea / and / buys / them / often.
Subject Verbs Object - Noun Phrase Conjunction Verb Pronoun Adverb

3. ..............................................................................................................

4. ..............................................................................................................

5. ..............................................................................................................

6. ..............................................................................................................

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7. ..............................................................................................................

8. ..............................................................................................................

Exercise 2 - In this exercise you will develop your vocabulary. You will get a noun in
every number and by using that noun you must expand it or develop it into a noun
phrase with at least 3 words.The first and the second words are done for you.

NO NOUN NOUN PHRASES

1 subject a new subject
2 student the smart and diligent student
3 book
4 country
5 meeting
6 class
7 activities
8 manager
9 accountant
10 banks

Exercise 3 - This part has a relation with Exercise 2. In this exercise you will also
develop your vocabulary and writing skills. You have already written your own new

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phrases. Based on the new phrase you must write new sentences using Subject + Verb +
Object. The first and the second sentences words are done for you.

NO NOUN PHRASES NEW SENTENCES

1 a new subject We are studying a new subject.
2 the smart and diligent student All students know the smart and diligent
student.
3
4
5
6
7
8
9
10

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VII. Subject + Verb + Object + Adverbial

Rita likes the university library. She studies there often and she borrows books to read
for pleasure there too. Frank likes it also. Both of them enjoy their study there. They
take their questions to the librarian. The librarian helps them with their research
projects.

Exercise 1 - Write every sentence once more in the lines. You must divide and give
slashes to their sentence patterns. Every part must be identified. The first sentence is
done for you.

1. Rita / likes / the university library.

Subject Verb Object

2. ................................................................................................................

3. ................................................................................................................

4. ................................................................................................................

5. ................................................................................................................

6. ................................................................................................................

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Exercise 2 - There are some pronouns in the text. You must identify and write them.
These pronouns are also called as “word references”. Find the word or the phrases that
they refer to. The first sentence is done for you. The second sentence is done for you.

NO SENTENCE PRONOUNS MEANINGS

WORD WORD REFERENTS
REFERENCES
1 Sentence 1 ***** *****
2 Sentence 2 A. She A. Rita
B. There B. The university library
3 Sentence 3
4 Sentence 4
5 Sentence 5
6 Sentence 6

Exercise 3 - You must find the objects in your own bedroom or study room. You must
write them down in the objects column and write new sentences using the Subject +
Verb + Object + Adverbial pattern.
NO SENTENCE OBJECTS NEW SENTENCES
1 Sentence 1 The English I usually read the English textbook in my
textbook study room.
2 Sentence 2
3 Sentence 3
4 Sentence 4

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5 Sentence 5
6 Sentence 6
7 Sentence 7
8 Sentence 8
9 Sentence 9
10 Sentence 10

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VIII. Subject + Verb + Indirect Object + Direct Object

Direct Object
In a sentence, the direct object is the noun or noun phrase that's receiving the action of
the verb. The basic construction works like this: Subject + Verb + Who or What.

For example, "Brenna enjoyed oysters and an iced tea for dinner." Here, the subject is
"Brenna" and the verb is "enjoyed." What did Brenna enjoy? Oysters and an iced tea.
Simple enough, right? Let's walk through a few more direct object examples.

Direct Objects and Transitive Verbs

To be more specific, direct objects follow transitive verbs. Sounds "jargony," right? In
truth, a transitive verb is simply an action verb. So, why don’t we call them action verbs?
Action verbs can be followed by a number of different phrases.

Transitive verbs, however, can only be followed by direct objects, as they need to act
upon something or someone. They're a match made in heaven and they don't like to part.

The direct object can be a singular noun or noun phrase (a group of words that act as a
noun together).

Sentence Examples

Let's look at some more examples. The direct object is highlighted in bold.
a. Damien hates raisins.
b. Most of the students in the class call ”Smarty”.
c. Sasha paints landscapes.
d. Aisling loves sitting by the sea.
e. James accidentally tripped Claire as she walked out of her room.
f. I hugged him will all my might.
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g. The dog hates when her owner puts her on a leash.

h. I assumed that the policy was canceled.
i. Tommy prefers the librarian with red glasses.
j. Shannon loves traveling to Europe.
k. Europe welcomed millions of tourists last year.
l. The kindergarteners prefer short stories over poetry.
m. Poetry harkens people from all across the globe.
n. Jack chased Jill and her merry band of friends.
o. Dad built a treehouse for my 11th birthday.

Contrast With Subject Complements

Remember that direct objects follow transitive verbs (action verbs). If you ever see
a linking verb, your spidey senses should make you aware that you are no longer
dealing with a direct object.

Common linking verbs include:

 am
 is
 are
 was
 were
 has been
 have been
 Become
 seem

Linking verbs don't show any action. Rather, their sole job is to link the subject of the
sentence to further information. That further information is known as the subject
complement. Subject complements also answer the question "who" or "what." The key
here is to note the type of verb in the sentence. Subject complements will only follow
linking verbs.

Subject Complement Examples

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Let's look at a few examples to demonstrate the difference between direct objects and
subject complements:
 I am an aspiring playwright.
("Am" is a linking verb, showing no action. This means we're dealing with a subject
complement and not a direct object.)
 I have been an accountant for many years.
("Have been" is a linking verb in this sentence, showing no action. "An accountant
for many years" is, therefore, a subject complement and not a direct object.)
 Seattle seems exciting when you consider its coffee shop culture.
("Seems" is showing no action and is, therefore, a linking verb. This makes
"prosperous and full of excitement" a subject complement.)

Direct Your Information

The majority of our sentences require direct objects to be complete. We have a subject
(the thing we're talking about) and a verb (the rope that ties the subject to further
information). However, we still need to know what's going on.
That's where direct objects come in. They provide more information, answering the
question "who" or "what" is receiving the action of the verb.

Indirect Object Examples

In another article, we explain direct objects. They're the noun or noun phrase that
receives the action of the verb. They answer the question of "who" or "what" is
receiving the action of the verb. For example, "Marie brought cupcakes and iced tea."
Marie brought what? Cupcakes and iced tea.
So, where do indirect objects fit into the equation? Truth is, they're far less prevalent
than direct objects, but they do serve a purpose. They're the receivers of the direct object.
The indirect objects examples below will make everything clear.

Indirect Objects Explained

Direct objects receive the action of the verb. Meanwhile, indirect objects receive the
direct object. That's all it boils down to. For example:
"James built Marie a tiny house on the beach."

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In this example, "James" is the subject. "Built" is the verb. James built what? (Don't be
tempted to think the direct object is Marie. James didn't build Marie.) He built a tiny
house. This is where indirect objects come in. Who's receiving the tiny house? Marie is.

Example Sentences

Let's outline a few more examples. We'll put the direct objects in italics and the indirect
objects in bold:
 Becky baked Bernice a plateful of cookies.
(Becky baked what? A plateful of cookies. Who received the cookies? Bernice.)

 Her mom brought her a glassful of seashells.

(Her mom brought what? A glassful of seashells. Who received the glassful of
seashells? Her.)

 In art class, I made my roommate a sculpture.

(I made what? A sculpture. Who received it? My roommate.)

 Marcia gave her sister a sidelong stare.

(Marcia gave what? A sidelong stare. Who received it? Her sister.)

 Can we tell our friends the story of how we met?

(We're telling what? The story of how we met. Who's going to hear the story? Our
friends.)

 The sun gave the garden a pocketful of sunshine.

(The sun gave what? A pocketful of sunshine. Who received it? The garden.)

 Seamus assembled Marie a brand new office chair.

(Seamus assembled what? A brand new office chair. Who was it for? Marie.)

 His dad offered him his '69 Chevelle for his 30th birthday.
(His dad offered what? A '69 Chevelle. Who received it? Him.)

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 During the snowstorm, I wrote my brother a heartfelt letter.

(I wrote what? A heartfelt letter. Who received it? My brother.)

 Michelle gave Caleb the night's homework assignment.

(Michelle gave what? The night's homework assignment. Who received it? Caleb.)

 Let's bring Mom and Dad the manuscript of our first play.
(Let's bring what? The manuscript of our first play. Who's going to receive it? Mom
and Dad.)

 The moon offered the ship an opportunity to find the way home.
(The moon offered what? An opportunity to find the way home. Who received the
opportunity? The ship.)

 Alan finally gave her the engagement ring.

(Alan finally gave what? The engagement ring. Who received it? Her.)

 She gave her dog a bath before they went away on vacation.
(She gave what? A bath. Who received it? Her dog.)

 Early the morning, I baked Bryan cupcakes to take to class.

(I baked what? Cupcakes to take to class. Who received them? Bryan.)

Transitive and Linking Verbs

For an indirect object to exist, there must be a direct object. Direct objects only
associate with transitive verbs. The definition of a transitive verb is an action verb that
works with direct objects. So, they're one big happy family.

Indirect and direct objects will never follow linking verbs. These verbs do not show any
action. Rather, their sole function is to link the subject of the sentence to further
information. That further information is known as the subject complement.

Common linking verbs include:

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Module 1: Training Basic English Skills – Sentence Patterns

 am
 is
 are
 was
 were
 has been
 have been
 become
 seem

Notice none of these words convey any sort of action. That is where subject
complements differ from direct objects - in the verb they're following. However,
there is a common denominator. Subject complements also answer the question "who"
or "what."

Simply put, what you have to keep an eye out for is the verb in the sentence. Subject
complements work hand in hand with linking verbs, while direct objects work hand in
hand with transitive, or action, verbs.

This is important because you never want to confuse indirect and direct objects for
subject complements.

Transitive Verb Sentence

Examples
Let's look at three examples to illustrate this difference.
a. I was sad throughout the holiday season.
("Was" is a linking verb, showing no action. This means we're dealing with a subject
complement and not a direct object.)

b. I have been happy for months now.

("Have been" is a linking verb, showing no action. "Happy for months now" is,
therefore, a subject complement and not a direct object.)

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c. The apartment seems colorful, light, and airy.

("Seems" is showing no action and is, therefore a linking verb. This makes "colorful,
light, and airy" a subject complement.)

Indirect Detail

Indirect and direct objects provide added detail to our sentences. More than that, direct
objects are required for many sentences to be complete. Indirect objects, however, are
not.

Tim told his friends something exciting. The university had awarded him a scholarship.
The scholarship committee sent him the news yesterday. Tim showed me the letter. It
gave him all the details. Each month, the university will mail him a check. Then, he
must pay the university the required fee. The university has given Tim a very great
honor.

Exercise 1 - Write every sentence once more in the lines. You must divide and give
slashes to their sentence patterns. Every part must be identified. The first and the second
sentences are done for you.

1. Tim / told / his friends / something exciting.

Subject Verb Indirect Object Direct Object

2. The university / had awarded / him / a scholarship.

Subject Verbs Indirect Object Direct Object

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3. ........................................................................................................

4. ........................................................................................................

5. ........................................................................................................

6. ........................................................................................................

Exersice 2 - This part has a relation with Exercise 1. You must rewrite the sentences in
the text into new sentences using structure for or to. The first and the second sentences
are done for you.

NO SENTENCES NEW SENTENCES

1 Tim told his friends something Tim told something exciting to his friends.
exciting.
2 The university had awarded him The university had awarded a scholarship for
a scholarship. him.
3
4
5
6

There are other common verbs which have the structure with “to”.

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bring lend offer owe pass

give pay post promise real
lend recommend sell send show
take teach tell throw write

Exercise 3 - By using the verbs in the table above, you must make sentences using
stucture “to”. The first and the second sentences are done for you.

1. They are doing to offer the job to Susan.

2. He manager showed the letter to the secretary.

3. .........................................................................................................

4. .........................................................................................................

5. .........................................................................................................

6. .........................................................................................................

7. .........................................................................................................

8. .........................................................................................................

9. .........................................................................................................

10. .........................................................................................................

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There are other common verbs which have the structure with “for”.

bring build buy change choose

cook do fetch find fix
get keep make order prepare save

Excercise 4 - By using the verbs in the table above, you must make sentences using
stucture “for”. The first and the second sentences are done for you.

1. The bookkeeper changed the problematic statement fot the company.

2. The English lecturers are preparing new modules for the students.

3. ...........................................................................................................................

4. ...........................................................................................................................

5. ...........................................................................................................................

6. ...........................................................................................................................

7. ...........................................................................................................................

8. ...........................................................................................................................

9. ...........................................................................................................................

10. ...........................................................................................................................

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REFERENCES

Beaumont, Digby & Colin Granger (1989) English Grammar: An Intermediate

Reference
and Practice Book. UK: Heinemann International

Crystal, David (1992) The Cambridge Encyclopedia of Language. UK: OUP

Hornby, A.S. (1995) Oxford Advanced Learner’s Dictionary of Current English. UK:
OUP

Mc Arthur, Tom (1973) A Rapid Course in English for Students of Economics. UK:
OUP

Thomson, A.J. & Martinet (1984) A Practical English Grammar. UK: OUP

Wishon, George E. & Julia M. Burks (1980) Let’s Write English. USA: Utton
Educational
Publishing Inc.

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WEB REFERENCES
Sentence Patterns

https://research.ewu.edu/writers_c_grammar_basics/sent_pat#:~:text=Sentence%20patte
rns%20are%20made%20up,and%20a%20verb%20(action).

http://www.littleworksheets.com/worksheets/reading/grade2/eats.pdf

Subjects -

https://academicanswers.waldenu.edu/faq/72795

Verbs -

https://www.gingersoftware.com/content/grammar-rules/verbs/
https://englishgrammarhere.com/verbs/verb-1-2-3-v1-v2-v3-verb-form-list-in-english/

https://webapps.towson.edu/ows/sub-
verb.htm#:~:text=Subjects%20and%20verbs%20must%20AGREE,verb%20must%20al
so%20be%20plural.

Objects -

https://study.com/academy/lesson/what-is-the-object-of-a-sentence-definition-
examples.html#:~:text=The%20object%20of%20a%20sentence%20is%20the%20perso
n%20or%20thing,the%20subject%20does%20something%20to.

https://examples.yourdictionary.com/direct-object-examples.html

https://examples.yourdictionary.com/indirect-object-examples.html

https://www.merriam-
webster.com/dictionary/indirect%20object#:~:text=%3A%20a%20noun%2C%20prono
un
%2C%20or,gave%20all%20four%20walls%20a

Adjective -

https://college.cengage.com/english/raimes/digitalkeys/keyshtml/adjecti4.htm

Adverbs -

https://www.grammarly.com/blog/adverb/#:~:text=An%20adverb%20is%20a%20word,
same%20as%20their%20adjective%20counterparts.

https://grammar.yourdictionary.com/grammar/adverbs/types-of-adverbs.html

https://allesl.com/types-of-adverbs-degree-frequency-manner-place-time/

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Phrases -

https://simple.wikipedia.org/wiki/Phrase#:~:text=From%20Wikipedia%2C%20the%20f
ree%20encyclopedia,the%20main%20parts%20of%20speech

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