UNIT 11:

Basic Sentence Forms

INTRODUCTION

You are welcome to Unit 3 of Module EL/1. This unit introduces you to the basic
sentence forms. It reinforces your knowledge of unit 1 and 2 and prepares you for
studying unit 4.

Aims
This unit is intended to widen your knowledge and enrich your experience in the use of
basic sentence forms. This will enable you to construct and use correct English sentences.

Objectives
By the time you finish working through this unit you will be able to:
1. Define a sentence and state the basic parts and elements of a sentence.
2. Explain what a phrase is and categorise phrases according to form or function.
3. Define a clause and categorise clauses according to structure or purpose.
4. Differentiate between a phrase and a clause.
5. Relate your knowledge of sentences to sentence forms that you will have to teach
progressively in the lower, middle, and upper primary classes.

Topics to be covered
This unit is organized under 4 topics.
Topic 1, Sentence parts, has 6 sub-topics.
a) What is a sentence?
b) Subject and predicate.
c) The simple subject.
d) The simple predicate or verb.
e) Compound subjects and verbs.
f) How you find the subject of a sentence.

Topic 2, Sentence elements, has 4 sub-topics.

a) Complements.
b) Direct and indirect objects.
c) The object complement.
d) The subject complement.

Topic 3, Phrases, has 5 sub-topics.

a) Prepositional phrases.
b) Participial phrases.
c) Gerund phrases.
d) Infinitive phrases.
e) The appositive.

Topic 4, Clauses, has 3 sub-topics.

a) Noun clauses.
b) Adjective clauses.
c) Adverb clauses.

Subject orientation
The information given in this unit is a detailed study of the various elements of a
sentence.

Study requirements
The study requirements for this unit are the same as for the previous one.
 TOPIC 1: SENTENCE PARTS
a) WHAT IS A SENTENCE?
As a teacher of English, you have to teach your pupils to use correct sentences from the
very start. You cannot teach correct sentences unless you yourself know what makes up a
sentence.
Read the following groups of words.
1. My mother gave me a book.
2. My mother a book me.
3. The water in the river seemed cold.
4. The water in the river.
5. He is a well-known person.
6. A well-known person.
7. We were all asked to go to the football match.
8. Asked to go to a football match.
9. Paul and John came to visit us.
10. Paul and John to visit us.

Look again at these groups of words and identify which of the groups of words express:
a) complete meaning, b) incomplete meaning.

You have possibly identified number 1, 3, 5, 7 and 9 as groups of words that express
complete thoughts; while it is not easy to understand what is meant in numbers 2, 4, 6, 8
and 10. Look at these groups of words again and see whether you notice these differences
of complete meaning and incomplete meaning.

From these examples, therefore, we can say that a sentence is a group of words which
express a complete thought. It follows, therefore, that numbers 1, 3, 5, 7 and 9 are
sentences because they express complete thoughts. Numbers 2, 4, 6, 8 and 10 are not
sentences because they do not express complete thoughts.
 ACTIVITY EL/1/3-1
Place A against the group of words that are a sentence, and B against the group
of words that are not a sentence.
1. Assisting in the programme tomorrow.
2. He see Mary about Jinja.
3. Ocola gave me a book.
4. A pen to write a letter.
5. People like to be invited.
6. She was the best in the class.
7. Agreed to return it.
8. You are free to come with me.
9. They to stay until the end.
10. We have a wedding to attend.
Check your answers with those given at the end of this unit.

b) SUBJECT AND PREDICATE

In order to understand English sentences, you certainly need to know the terms used to
refer to the basic parts of the sentence. With only two terms subject and predicate you
could begin to describe most sentences.

Examples.
1. The students went to the show.
2. Mary and Joseph came together.
3. At the end of the day comes our resting time.
4. The teachers and pupils prepared the party.
5. He gave us ten thousand shillings.

Now study these sentences carefully.

Subject Predicate
1. The students went to the show.
2. Mary and Joseph came together.
3. Our resting time comes at the end of the day.
4. Teachers and pupils prepared the party.
5. He gave us ten thousand shillings.

You must have observed from these examples that every sentence can be divided into two
parts. The naming part of the sentence, e.g. Our resting time, is called a subject. The
telling part, e.g. comes at the end of the day, is the predicate.

c) THE SIMPLE SUBJECT

Now that you know what a subject is, examine the following examples.
1. A well-built house used by many people requires cleaning everyday. [subject: A
well built house used by many people, simple subject: house].
2. Makerere University in Kampala has many students. [ subject: Makerere
University in Kampala, simple subject: Makerere University]
3. The President of Uganda received a worm welcome. [subject: The President of
Uganda, simple subject: President of Uganda].

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part.

d) THE SIMPLE PREDICATE OR VERB

Look at the following examples.
1. Teachers and students planned a new timetable. [predicate: planned a new
timetable, simple predicate or verb: planned].
2. We saw the man cutting a tree. [predicate: saw the man cutting a tree; simple
predicate or verb: saw].
3. They have won the game through many difficulties. [predicate: have won the game
through many difficulties; simple predicate or verb: have won].

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 predicate is called the simple predicate or the verb. We can, therefore, say
that term subject in a sentence normally refers to simple subjects; the term
verb refers to the simple predicate.

ACTIVITY EL/1/3-2
In these sentences, underline the simple subject once and the simple predicate
twice.
1. Canon Lawrence Boroboro Teachers College in Lira District is the oldest
training center for teachers in Northern Uganda.
2. He read the novel in just one day.
3. The man going to jail has been found guilty.
4. I want to speak to your father.
5. She told me to wait.
6. We made arrangements to meet you.
7. A running taxi in constant use requires servicing at least once a week.
8. Bushenyi Teachers College has received two typewriters.
9. You told me an untrue story.
10. The school children wished him a happy birthday.
Check your answers with those given at the end of this unit.

e) COMPOUND SUBJECTS AND VERBS

You have just learnt sentences with the simple subjects and the simple predicate or verb.
Now, read the following examples carefully.
1. Mary and John were invited to the wedding. [compound subject: Mary and John]
2. The Ministry of Agriculture and Ministry of Cooperatives had a joint workshop.
[compound subject: The Ministry of Agriculture and the Ministry of
Cooperatives]
3. You and I are brothers.[compound subject You and I]
4. Lajul or Ssozi will see the headmaster.[compound subject Lajul … Ssozi]
5. Mr Odong teaches in the morning and goes to his farm in the afternoon. [compound
verb or predicate: teaches …. Goes]
6. We like to play and sing. [compound verb or predicate: like … sing.]
7. The team played well and won the games. [compound predicate or verb: played …
won]
8. Books are kept in boxes or arranged on shelves. [compound predicate or verb: kept
… arranged]
Y What conclusions can you make about the nature of the subject or the verb?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
As you may have concluded by now, a compound subject consists of two or
more subjects that are joined by a conjunction and have the same verb. The most
frequently used joining conjunctions are and and or. Similarly, a compound
predicate or verb consists of two or more verbs that are joined by a conjunction
and have the same subject

ACTUVITY EL/1/3-3
Identify compound subjects and compound verbs in the following sentences.
Underline the compound subjects once and the compound verbs twice.
1. Kilograms and pounds are measurements of weight.
2. Joseph plays football and swims as well.
3. Pineapples and mangoes are all fruits.
4. You can stay home or go to the farm.
5. The district representative met us and discussed the matter.
Check your answers with those given at the end of this unit.

f) HOW YOU FIND THE SUBJECT OF A SENTENCE

All along, you may have been asking yourself how to find the subject of the sentence in a
case where you may have a variety of sentences. The simple rule is fist to find the verb in
the sentence, and then to ask yourself the question “who …?” or “what …?”
Examples.
1. Inside the house, walked a man. [The verb is walked. “Who walked?” the answer is
a man walked. Man is the subject of the sentence.]
2. Many birds on land are active during the day. [The verb is are. “What are active?”
The answer is birds are. Birds is the subject of the sentence.]
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although the word you may not appear in the sentence.
Examples.
1. (You) Please wash this cup for me.
2. (You) Carry this chair to my office.
WThere and here are not usually the subject of a verb.
Examples.
1. Here are your books. [verb: are: subject: books. In this sentence the
word here is an adverb telling where.]
2. There are many suggestions from both groups. [verb: are: subject:
suggestions.]
In the sentence like the last one above, the word There is used as a
word to get the sentence started (as an expletive). The word it may also
be used as an expletive.
3. It is a waste of time to look for him. [verb: is; subject: to look for him]
A rare situation where the word there or here might be found as the
subject of the sentence would be in a discussion of the grammatical use of
these words, such as: There and here are adverbs.
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Examples.
1. Either of the two men can come. [verb: can come; “Who can come?”
The answer is Either. Either is the subject; men is not the subject:
men is in the prepositional phrase of the two men.]
2. Neither of the teams won the game. [verb: won. “Who won?” Neither
… Neither is the subject. Teams is not the subject; teams is in the
phrase of the teams.]
 ACTIVITY EL/1/3-4
In the following sentences, underline the subject once and the predicate twice.
1. I went to town yesterday.
2. Your weight, according to the doctor’s report, is 75 kilograms.
3. Most districts in Uganda have bad roads.
4. The necessary changes and adjustments will also affect people.
5. To imagine the size of an elephant, is to think of a mini-bus.
6. Your ability to pass the examination will depend on your diligence.
7. Should you go and see the doctor or stay in bed?
8. Did Peter or Mary come to see you?
9. A kilogram, or 1000 grams, equals 2.2 pounds.
10. Take this letter to the headmaster.
11. There are many people with problems
12. Knowledge of science is a help to good living.
13. Here is his house.
14. Where did you put my book?
15. These books will be kept in the library.
Check your answers with those given at the end of this unit.

TOPIC 2: SENTENCE ELEMENTS

a) COMPLEMENTS
Now that you have learnt about the subject and the predicate, we can go on to introduce
other elements of a sentence. As seen above, some sentences express a complete thought
by means of subject and verb only. Most sentences though have in the predicate one or
more words that complete the meaning of the subject and verb. Such completing words
are called complements.

Here are some illustrations of complements.

1. The village caught a notorious thief.
2. He wrote me a letter.
3. Kampala is our capital city.
4. The best pupils are these.
5. She appears happy.
6. You called me lazy.
7. We elected him chairman.
8. Who made you leader?

• Only nouns, pronouns and adjectives act as compliments. Ana adverb

modifying he verb is not a complement.

Examples:
1. Mr. Bunga is here. [The adverb modifies the verb is. It is not a complement.]
2. Mr. Opolot is a butcher. [The noun butcher is a complement.]
3. Mr. Opolot is old. [The adjective old is a complement.]

ACTIVITY EL/1/3-5
In each of the following sentences, write none if there is no complement, or yes
if there is a complement. If there is a complement, underline it.
1. Amabe is there. ___________________
2. The books are here. ___________________
3. Paul is happy. ___________________
4. Mary talks much. ___________________
5. Mubiru is the class prefect. ____________________
6. He was appointed headmaster. ____________________
7. He called me a fool. ____________________
8. I bought him a shirt. ____________________
Check your answers with those given at the end of this unit.

b) DIRECT AND INDIRECT OBJECTS

Complements that receive or are affected by the action of the verb are called objects.
Look at each of the following examples.
1. I met Peter. Whom did I meet?
2. He bought a beautiful shirt. What did he buy?
3. She gave a good speech. What did she give?
4. The children drew pictures. What did the children draw?
5. We won the game. What did we win?

In the above examples, the words in bold print are called direct objects of the verbs in
their respective sentences. A direct object receives the action of the verb or shows the
result of the action. It answers the question What? Or Whom? After the action of the
verb.
Now study these examples.
1. My father bought me a bicycle.
2. He told me a story.
3. She lent you her dress.
4. Tumwine brought us a gift.
5. Auma gave a boy a fruit.
In these examples, the underlined words are called indirect objects. The indirect objects
of the verb comes before the direct objects and usually tells to whom or for whom the
action of the verb is done.

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indirect objects because they are parts of prepositional phrases.

Like subjects, objects of verbs are never part of the prepositional phrase.
Examples.
1. My father bought a bicycle for me.
2. He told a story to me.
3. She lent her dress to you.
4. Jane bought a gift for us.
5. Kato gave some fruit to the boy.
 ACTIVITY EL/1/3-6
In the following sentences, underline the direct objects once and the indirect
objects twice. In sentences where there is neither of the two, do not underline.
1. Peter bought a beautiful car.
2. He showed me his picture.
3. I met a very kind gentleman.
4. We ran very fast.
5. She brought us two books.
6. My brother sent a letter to me.
7. You will thank him for me.
8. Please, show the man our house.
9. Mary ate the orange alone.
10. They took us to a play.
Check your answers with those given at the end of this unit.

c) THE OBJECT COMPLEMENT

Read and study the following examples.
1. They appointed him president of the club
2. You made me angry.
3. The cat licked the plate clean
4. The women named her their leader.
5. We thought the play funny.
In these examples you may have noticed that the underlined words are additional
complements referring to the objects. On top of this, they complete the meaning of the
verbs. Such words are called object complements because they refer to the objects.
They are usually nouns or adjectives. Only a few verbs take an object complement.
Name, lick, elect, appoint, choose, render, make consider, etc.

ACTIVITY EL/1/3-7
Underline the object complements in the following sentences.
1. They elected me student of the year in my school.
2. We named him ‘lion’ for his enormous strength.
3. She made Susan her secretary.
4. I consider him very helpful to others.
5. His people elected him Member of Parliament.
6. They appointed him Director.
7. The child licked the bowl clean.
8. They set him free after six years in jail.
9. You made me go late for my classes.
10. He offered her a ministerial post.
Check your answers with those given at the end of this unit.

d) THE SUBJECT COMPLEMENT

You have by now observed that the verb or predicate can have a complement.
Examples.
1. Kampala is a large city.
2. Kampala seems a large city.
3. Kampala became a large city.
4. Kampala appears a large city.
5. Kampala looks a large city.
In these examples, city refers to the subject Kampala. A noun or pronoun complement
that refers to the same person or thing as the subject of the verb is a subject complement
or a predicate nominative.

Again, read the following examples.

1. The story is dull.
2. The story seems dull.
3. The story appears dull.
4. The story looks dull.
5. The story became dull towards the end.
In the above examples about the dull story, dull refers to the subject story. An adjective
complement that modifies the subject of the verb is a subject complement, or a
predicate adjective.
W$predicate nominative and a predicate adjective follow a linking verb.
Linking verbs are few and are the common examples we have are:

become smell
Grow Feel
Appear taste
look remain
stay sound
W<RXPD\DWWLPHVKDYHcompound subject complements. Examples
1. His speech sounded monotonous and boring.
2. Kampala is a large city and a busy center.
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they may sometimes come before it.
Here are examples of such exceptions.
1. This book he borrowed yesterday. [book is the direct object of the verb
borrowed.]
2. Happy are those who are not worried about anything. [Happy is a
predicate adjective modifying the subject those.]
ACTIVITY EL/1/3-8
1. A sentence is ___________________________________________
2. There are two basic parts of a sentence:
a) __________________ b) ______________________
3. a) The whole subject is called ______________________________
b) The whole predicate is called _____________________________
4. The simple subject is ______________________________________
5. a) Two or more subjects joined by a conjunction and have the same
verb are called ___________________________________________
b) Two or more verbs that are joined by a conjunction and have the
same subject are called ____________________________________
6. In order to find a subject in a sentence you should ask the question “
________ or __________?”
7. One or more words that complete the meaning of the subject and the
verb are called ___________________________________________
8. a) A complement that receives the action of the verb or shows the result
of the action is called ______________________________________
b) The part of speech that usually precedes the direct object and tells to
whom or for whom the action of the verb is done is called __________
9. _____________ is a complement referring to the object, but
completing the meaning of verb.
10. a) ___________ is a complement that refers to the same person or thing
 as the subject of the verb.
b) There are two kinds of subject complements, namely, a ___________
and a _____________
Check your answers with those given at the end of this unit.

TOPIC 3: PHRASES

Examine the following ten groups of words. As you look at them, see if you can think
why we have put them down as five pairs.
1. a) after two days
b) under your bed
2. a) to play football
b) to pass an examination
3. a) coming from the theatre
b) caught stealing
4. a) the coming of my father
b) the voting for the president
5. a) John, the head prefect
b) Mary, the top girl in the class

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complete meaning in the way that a sentence does. Although the words
appear to be grammatically orderly, they do not describe fully any action
or situation. Such groups of words are called phrases. A phrase is a
group of words that contains both a verb and its subject. Normally, a
phrase is used as a single part of speech.
There are five kinds of phrases.
a) PREPOSITIONAL PHRASES
Do you remember the following examples?
1. after two days
2. under your bed
In addition you could have more examples, such as:
1. across the deep river 2. before his arrival 3. for you and me

All these examples have a preposition coming first in each of them. They are called
prepositional phrases. A prepositional phrase is a group of words which begin with a
preposition and usually end with a noun or pronoun. The noun or pronoun at the end of a
prepositional phrase is the object of the preposition.

Examples.
1. after two days 2. under your bed
3. before his arrival 4. for you and me

Prepositional phrases are usually used as modifiers – as adjectives or adverbs. Just

occasionary, a prepositional phrase is used as a noun.

Examples.
1. On the mountain is a good place to be.
2. After six o’clock will be too late.
3. In the morning will be the best time for me.

The prepositional phrase is the subject in each of these sentences; it is used as a noun.
Prepositional phrases can be divided into two.
(i) Adjective phrases
Read and examine the following examples carefully. As you read, underline the
prepositional phrases with a pencil.
1. Bring me the book that is under the table.
2. The time before his arrival was very cloudy.
3. A visit to the National Parks entertains tourists who come from countries without
animals parts.
4. Use the knife in the drawer to cut the bread.
5. The airport at Entebbe is an attractive sight.
6. I want that pen on the table.
Possibly your underlining has been as follows.
Under the table before his arrival without animal parks
In the drawer at Entebbe on the table
Each of these prepositional phrases in its respective sentence acts as an adjective. An
adjective phrase, therefore, is a prepositional phrase that modifies a noun or pronoun.

ACTIVITY EL/1/3-9
Underline the prepositional phrases that modify nouns or pronouns and indicate
the words they modify.
1. Once covered by bush and feared by most people, the area of Dokolo is now
a popular highway to Soroti and Mbale.
2. The Nile is one of the longest rivers in the world.
3. The hightest mountain in Uganda is the dwelling place for the Bakonjo.
4. I live in the house after his, but before you get to the petro station in the
valley.
5. You are free to visit the man in prison but do not give him any food from
outside.
Check your answers with those given at the end of this unit.

(ii) Adverb phrase

Read and examine the following groups of sentences.
Group 1 Mary studies with diligence. [how Mary studied]
Mary studies before supper. [when Mary studies]
Mary studies in the library. [where Mary studies]
Mary studies for hours. [to what extent Mary studies]
 Group 2 He was hard on the students.
He was kind to the people.
He was sincere in himself.
Group 3 Peter sat close beside me.
Peter threw the ball hard to the wicket.
Peter sang beautifully during the concert.
Possibly, you have noticed that the underlined prepositional phrases in group 1 show the
ways in which an adverb phrase can modify a verb. In Group 2, the adverb phrases
modify adjectives. In Group 3, the adverb phrases modify adverbs. An adverb phrase,
therefore, is a prepositional phrase that modifies a verb (Group 1), an adjective (Group 2)
or another adverb (Group 3). You can now make a distinction between a prepositional
phrase that performs the work of an adjective and modifies a noun or a pronoun, and a
prepositional phrase that does the work of an adverb and modifies an adverb or an
adjective or another adverb.

ACTIVITY EL/1/3-10
In each of the following sentences, underline the adverbial phrases and indicate
the words they modify.
1. After the game, everyone praised John for his performance.
2. Although she had difficulties in her studies, she was sure of her success.
3. She was going to school in the morning and working for her mother in the
afternoon.
4. he came near by my side and whispered a word in my ear.
5. They sang surprisingly well and won a prize for themselves.
Check your answers with those given at the end of this unit.

Unlike the prepositional phrases, the next three kinds of phrase we are going to look at
are formed from verbs. They are called verbals because the most important word in them
is a verb. Although they are less common than the prepositional phrases, they are useful
to you. Such verbal phrases are the participial phrase, the gerund phrase and the
infinitive phrase. They are normally used not as verbs in sentences, but as elements in
the sentence: subject, object, adjective or adverb modifiers.

b) PARTICIPIAL PHARASES
Read the following sentences, carefully noting the phrases in bold point.
1. Peter, driving at great speed, won the rally.
2. Driving at great speed, Peter won the rally.
3. Coming home yesterday, I met her.
4. I met her coming home yesterday.
5. Beaten up by thieves, my friend was admitted into the hospital.

In these five sentences each participial phrase is underlined. The participial phrase acts as
an adjective modifying the noun or pronoun. The noun or pronoun being modified is
written in bold letters. A participial phrase is, therefore, a phrase containing a participle
and any complements or modifiers it may have.

In the five sentences, the participles are:

1. driving formed from the verb drive
2. Driving formed from the verb drive
3. Coming formed from the verb come
4. coming formed from the verb come
5. Beaten formed from the verb beat

You will often read in grammar books about two of participles – present participles and
past participles. Examples of present participles are those ending in –ing. A past
participle may end in –ed, -d, -t, -en or –n: played, paved, felt, beaten, chosen.
 ACTIVITY EL/1/3-11
Copy the underlined phrases in sentences 1-4 into your exercise book or on to a
sheet of paper. Use a new line for each phrase and put the question number next
to it. For each phrase, write word it modifies and say which of these three types
of phrase it is.
1. By next year all the students training to become teachers will have gone
from this teachers college.
2. This history book published in Britain makes no mention of the
industrial Revolution.
3. Having spoken to us, our mother went to church confident that we would
work according to her advice.
4. Washed with Omo, the clean clothes were put on the line by the owner.
Check your answers with those given at the end of this unit.

c) GERUND PHRASES
Now read the following examples carefully.
1. Singing is enjoyable. [Singing is formed from the verb sing and, as the subject of
the sentence, is used as a noun.]
2. Good singing comes from constant practice. [Again singing is used as subject.]
3. The art of teaching must be leant. [teaching is used as object of a preposition.]
4. Her job is teaching. [teaching is used as complement of the verb.]

You have noticed that in all the examples the words: singing and teaching are used as
nouns formed from verbs by adding –ing. As single words, they are called gerunds. A
gerund is a verb formed ending in –ing that is used as a noun. It is, therefore, a verbal
noun. However, a gerund can have other words or modifiers added to it, like in these
examples.
1. Singing in a choir is a worthwhile service. [(used as subject]
2. Teaching in the lower primary requires devotion and patience. [(used as subject]
3. I did’t know of his going to America. [used as object of a preposition]
4. He likes practicing football. [used as object of a verb]
5. His interest is swimming in the sea. [used as complement of a verb]

You will notice that these examples each gerund has additional words or modifiers. Each
gerund with its modifiers is a gerund phrase. Can you define a gerund phrase? A
gerund phrase is a phrase which consists of a gerund and any complements or modifiers
it may have.

W7KHUHLVDOZD\VDGLIIHUHQFHEHWZHHQDSUHVHQWSDUWLFLSOHHQGLQJLQ–ing
and a gerund also ending in –ing. Present participles are used as
adjectives while gerunds are used as nouns.

ACTIVITY EL/1/3-12
Write sentences using the following gerund phrases according to the instructions
given in brackets for each.
1. traveling by air [use as a subject]
2. speaking about you [use as an object of a verb]
3. hunting in National Parks [use as an object of a preposition]
4. rejoicing over his success [use as a complement of verb]
5. pleasing to the eye [use as a complement of verb other than what you have
used for No. 4]
Discuss your sentences with your peers and Co-ordinating Centre Tutor.

d) INFINITIVE PHRASES
You often come across verbs beginning with to; for example: to play, to read, to win, to
cook – such verbs are called infinitives. An infinitive is a verb form, usually preceded by
to, that is used as a noun or a modifier, i.e. as an adjective or an adverb.

(i) Infinitive used as a noun

1. To sit for long is tiring. [infinitive used as subject]
2. Everyone decided to wait. [infinitive used as object of the verb]
3. His hope is to succeed. [infinitive used complement or predicate nominative]

(ii) Infinitive used as an adjective

Examples
1. We do not have the authority to refuse. [infinitive modifies authority]
2. He is the man to speak. [infinitive modifies man]

(iii) Infinitive used as adverb

Examples.
1. We sing to entertain. [infinitive modifies the verb sing]
2. He ran very fast to be the first. [infinitive modifies the adverb fast]
Be careful not to confuse the infinitive, a verbal, with a prepositional phrase beginning
with to plus noun or pronoun. With the verbal, the word to is a sign of the infinitive. In
some cases it can be omitted.

Examples.
1. She made me to leave.
2. Help me to do my homework.

Read the following examples carefully.

1. He wanted to come early. [The infinitive phrase is used as the object of the verb]
2. To meet in his office is not the problem. [The infinitive phrase is used as the subject
of the verb]
3. She taught me the method to get the answer. [The infinitive phrase to get the answer
is used as an adjective of the noun method]
4. We were very eager to talk with him. [the infinitive phrase is used as a modifier of
the adjective eager]
5. He laughed to please us. [the infinitive phrase is used as a modifier of the verb]
6. My aim is to visit my brother for two days. [The infinitive phrase is a complement
or a predicate nominative referring to the noun aim]

W1RZ\RXVKRXOGKDYHQRWLFHGIURPDOOWKHVHVL[ examples that the

infinitive phrase is much longer than just the infinitive as a verb form.
An infinitive phrase consists of an infinitive and any complements or
modifiers it may have.

ACTIVITY EL/1/3-13
Underline infinitive phrases once and the word it is related to twice. If the
sentence does not have an infinitive phrase, put no against it.
1. The teacher wanted to see everyone of us.
2. He intended the assignment to be done later.
3. We sang to entertain our guests.
4. Joseph went to the Agricultural show.
5. To study diligently is to pass the examinations successfully.
6. He seems to like our work.
7. I need two sheets to write my letter on.
8. She was too busy to speak with any of us.
9. The visitor was given a book to sign in his name.
10. My sister will come to our wedding ceremony.
Check your answers with those given at the end of this unit.

e) THE APPOSITIVE
Examine the following sentences.
1. Kilama, the teacher, will know what to do with us.
2. John Kerito, the famous singer, will present a show on Friday.
3. My brother, Bandu, has passed his examinations.
4. Nono, our national referee, is not able to attend the meeting.
5. Ojok, the noted boxer, is getting ready for the semi-finals.
6. The news was in the New Vision, our local paper.

As you may noticed, the underlined words or phrases are written after the subjects or any
noun or pronoun. Such words or phrases are called appositive. An appositive is a noun
or pronoun, often having modifiers, that is written besides another noun or pronoun to
explain or identify it.

ACTIVITY EL/1/3-14
For your own practice, write 10 sentences in your note book using the examples
given and underline the appositive.
Remember that an appositive word or phrase is usually set off by commas

TOPIC 4: CLAUSES
You have dealt with the different types of phrases extensively. This should show you that
phrases form a major bulk of elements of sentence construction. A group knowledge and
constant practice of them in correct sentences will enable you to write correct and
meaningful sentences. This knowledge too will enable you to draw a distinction between
a phrase and a clause. It will even be easy for you to understand the nature and function
of any clause.
Let us by looking at the following five examples.
1. Peter said that he would not come.
2. The general ordered that they should stop.
3. She came while I was a way.
4. We saw the man who won the prize.
5. It is clear that we shall pass our examination.

In these examples, some parts of sentences are underlined and others are bold letters. In
the underline parts, we notice there are subjects and verbs and these parts give complete
meaning. They can stand alone as meaningful sentences.
The parts in bold letters also have subjects and verbs. However, each one of them cannot
stand alone without the underlined parts.

We, therefore conclude that:

1. all these constructions are sentences, because in each of them, there is a subject and
a verb.
2. each of them is called a clause; and a clause is a group of words containing a
subject and a predicate and is used as part of a sentence;
3. clauses are classified according to grammatical completeness. Those that can stand
alone if removed from their sentences are called independent clauses. Those that
do not express a complete thought and cannot stand alone are called subordinate
(or dependent) clauses.
4. subordinate clauses are used as nouns (as in sentence 1 and 2) or modifiers (as in
sentence 3,4,and 5) in the same way as single words and phrases.

ACTIVITY EL/1/3-15
For each of the following, write a sentence including the subordinate clause
given, according to the instructions given in brackets.
1. whoever knows the song [as noun and object of a verb]
2. which you brought to me [as adjective modifying a noun]
3. when he comes tomorrow [as adjective modifying a verb]
4. why he came early [as a predicate nominative referring to a noun]
____________________________________________________________
5. that his friend has turned up [as a predicate adjective referring to an
adjective]
 Check your answers with those given at the end of this unit.

From the explanations and examples given, clauses can be classified according to their
grammatical function: noun clauses, adjective clauses and adverb clauses.

a) NOUN CLAUSES
Now, examine the following sentences carefully.
1. Whoever wins the game will take the trophy. [noun clause acting as subject of the
sentence]
2. This is what I told them. [noun clause acting as a predicate nominative to the
pronoun This]
3. I know what he said. [noun clause acting as the verb know]
4. Her is the copy of what I said to them. [noun clause is object of the preposition of]

From these examples, we can conclude that a noun clause is a subordinate clause used as
a noun. It can function in sentences as subject, object or predicate nominative.

W$QRXQFODXVHPD\EHJLQZLth an indefinite relative pronoun such as:

That whoever
What Whatever
Who Whichever
Which
However, there should not be any other any other noun immediate
preceding the noun clause (i.e. no antecedent) and referred to by the noun
clause.
Examples.
1. Take whatever you want.
2. This is what he brought to me.
3. I will go to whichever place gives me security.
W$QRXQFODXVHPD\EHJLQZLWKDQLQGHILQLWHUHODWLYHDGMHFWLYHVXFKDV
 whose, which, whatever.
Examples.
1. I cannot tell whose shoes are missing from the bedroom.
2. Have you found out which belongs to you?
3. She accepted whatever I told her.
WA noun clause may begin with an indefinite relative adverb, such as where
when, how.
Examples.
1. I do not remember where I met the man before.
2. we decided when we should meet next.
3. She told me how she survived the accident.

ACTIVITY EL/1/3-16
In each of the following sentences, underline the noun clause and in your note
book, explain how each is used in the sentence.
1. Do you know what makes the car run?
2. Whatever you say will be received with pleasure.
3. On my right is what they call a time—chart.
4. Whoever brought these books here should return them to the library.
5. It seems that everyone has forgotten the number.
Check your answers with those given at the end of this unit.

b) ADJECTIVE CLAUSES
Now, read these sentences carefully and examine the relationships.
1. The place where I come from is very far. [Subordinate clause modifying the noun
place]
2. He is the one who came first in the examination. [Subordinate clause, modifying the
pronoun one]
3. The examination which I sat last year was a success. [Subordinate clause,
modifying the noun examination]
In these sentences we observe that the subordinate clauses act as modifiers of nouns or
pronouns. They are, therefore called adjectives.

W$GMHFWLYHFODXVHVPD\EHJLQZLWKUHODWLYHSURQRXQVwho, whom, which and

that which refers to or relate to a noun or pronoun that comes before,
normally called antecedent.
Examples.
1. Take the one which pleases you. [The relative pronoun which refers to
the pronoun one.]
2. Peter is the man whom we can send to represent us. [The relative pronoun
whom refers to the noun man.]
W$UHODWLYHSURQRXQDOVRFRQQHFWVLWVFODXVHZLWKWKHUHVWRIWKHVHQWHQFH
Examples.
1. I do not like anyone who steals. [The relative pronoun who joins the
subordinate clause to the independent clause.]
2. You need a car that runs well. [The relative pronoun that connects the
subordinate clause to the independent clause.]
W$UHODWLYHSURQRXQSHUIRUPVDIXQFWLRQZLWKLQLWVRZQFODXVHE\VHUYHDVWKH
subject or an object of the subordinate clause.
Examples.
1. We chose a boy who is responsible. [The relative pronoun who acts as the
subject of the subordinate clause.]
2. There is the man for whom you work. [The relative pronoun whom acts as
the object of the preposition for.]
W$QDGMHFWLYHFODXVHPD\DOVREHJLQZLWKWKHUHODWLYHDGMHFWLYHwhose or with
the relative adverb where or when.
Examples.
1. This is th3 woman whose husband died.
2. She came to the place where I live.
3. I cannot remember the time when he arrived.
 ACTIVITY EL/1/3-17
From the following sentences, underline the subordinate clauses. Indicate
whether each is a noun clause or an adjective clause by putting N against noun
clauses and A against the adjective clause. In your note book, explain its
function in the sentence.
1. Ask someone who knows cars and what makes them run.
2. Whoever brought this book knows the place where he might have got it
from.
3. Anyone who wants to, can come and visit the house which I have just
completed.
4. What I told him was connected with what we discussed yesterday.
Check your answers with those given at the end of this unit.

c) ADVERB CLAUSES
Read the following sentences carefully and note how the function of the clauses in italics
print.
1. She eats food as though she does not like it. [how she eats]
2. She eats food whenever she wants it. [when she eats]
3. She eats food whenever she finds it. [where she eats]
4. She eats food because she is forced to. [why she eats]
5. She eats food more than I do. [how much]
6. She eats lunch if work allows her to. [under what conditions]

In these examples, each underlined subordinate clause modifies a verb in bold letters. A
subordinate clause that modifies a verb is an adverb clause. An adverb clause can
modify an adjective or an adverb.

Examples
1. I am happy where I am. [The clause modifies the adjective happy.]
2. He was busy although he came to great me. [The clause modifies the adjective
busy.]
3. We ran fast because we were late. [The clause modifies the adverb fast.]
4. You must speak well if you want people to understand you. [The clause modifies the
adverb well.]

The following words or subordinating conjunctions commonly begin adverb clauses in

sentences.
after because so that whenever although
before than Where as if
though wherever as if in order that unless
whether as long as provided that until while
as though since When

One last point before we finish our survey of clauses. You may have noticed that you
often come across clauses which are incomplete. These are common in English usage;
they are referred to as elliptical clauses.
Some examples will make this clearer.
1. a) I am cleverer than you.
b) I am cleverer than you (are).
2. a) When waiting for you, I fell asleep.
b) When (I was) waiting for you, I fell asleep.
3. a) He fall over while tying his shoe laces.
b) He fell over while (he was) tying his shoe laces.

The clause in italics in these examples appear incomplete, but the words in brackets (…)
are implied (i.e., we understand that they are meant, even though they are not actually
spoken).
 ACTIVITY EL/1/3-18
Underline the subordinate clause from the following sentences. Indicate whether
each is a noun clause, an adjective clause or an adverb clause
1. If you meet him, tell him that I would like to see him about what we
discussed last week.
2. Have you met the woman whose baby died when she herself was sick in
hospital?
3. While coming to school, I picked up a hundred shilling banknote which
seemed to have been dropped by somebody.
4. It is with pleasure that we see you since you have been in the country.
Check your answers with those given at the end of this unit.

SUMMARY

In this unit you have learnt about sentence parts and sentence elements. You learnt about:
- Sentence parts.
- Sentence elements
- Phrases
- Clauses.

GLOSSARY

Appositive noun or pronoun, often having modifiers, which explains

or identifies another noun or pronoun.
Categorize put in a system, category or class.
Clause compound of sentence, with its own subject and predicate,
especially one doing the work of a noun, adjective or
adverb, dependent/subordinate clause.
Complete predicate one or more words that complete the meaning of the subject
 and verb.
Complete predicate the part of a sentence and all its modifiers
Elements essential parts of; necessary or characteristic features.
Elliptical of the nature of an elliptical omission from a sentence; of
words needed to complete the construction or meaning.
Expletive a word which is used to get a sentence started, e.g. there or
here.
Modifier a word that modifies/describes another word (e.g. an
adjective or an adverb)
Modify make changes in meaning of a sentence or a word; qualify
the sense of word e.g. noun, adjective or adverb.
Object a word (usually a noun or pronoun) which receives the
action of the verb or shows the result of the action.
Object complement a word or words completing the meaning of the verb.
Predicate a part of sentence where the main verb is.
Predicate nominative a noun or pronoun that completes the meaning of a linking
verb.
Simple predicate the principal word or groups of words in the predicate part.
Simple subject the principal word or group of words in the subject part of a
sentence.
Subject the part of a sentence (a noun or pronoun) that does or
causes the action.
Subordinate clause dependent clause; clause which is introduced by a
conjunction; serves as a noun, adjective or verb.

NOTES AND ANSWERS TO THE ACTIVITIES

ACTIVITYEL/1/3-1
1. B 2. B 3. A 4. B 5. A
6. A 7. B 8. A 9. B 10. A
ACTIVITY EL/1/3-2
SIMPLE SUBJECT SIMPLE PREDICATE
1. Canon Lawrence Boroboro Teachers College is
2. He read
3. Man has been found
4. I want
5. She told
6. We made
7. taxi requires
8. Bushenyi Teachers College has received
9. You told
10. children wishes

ACTIVITY EL/1/3-3
1. Kilograms and pounds are measurements of weight.
2. Joseph plays football and swims as well.
3. Pineapples and mangoes are fruits.
4. You can stay home or go to the farm.
5. The district representative met us and discussed the matter.

ACTIVITY EL/1/3-4
SUBJECT PREDICATE
1. I went
2. weight is
3. districts have
4. change adjustment will affect
5. To imagine (of an elephant) is
6. ability will depend
7. you should go, see, stay
8. Peter or Mary come
9. Kilogrames/1000 grams equals
10. You take
11. people Are
12. knowledge Is
13. house Is
14. you did put
15. books will be kept

ACTIVITY EL/1/3-5
1. none
2. none
3. yes Happy
4. none
5. yes class prefect
6. yes headmaster
7. yes me a fool
8. yes Him a shirt

ACTIVITY EL/1/3-6
1. car 2. me picture
3. gentlemen 4. none
5. us books 6. letter
7. him 8. man house
9. orange 10. us

ACTIVITY EL/1/3-7
1. student of the year 2. lion
3. secretary 4. helpful
5. member of parliament 6. Director
7. clean 8. free
9. late 10. ministerial post
ACTIVITY EL/1/3-8
1. A sentence is a group of words expressing a complete thought.
2. a) subject b) predicate
3. a) a complete subject.
b) a complete predicate.
4. a principal word or group of words in the subject part.
5. a) a compound subject.
b) a compound verb.
6. “Who?” or “What?”
7. a complement.
8. a) a direct object.
b) an indirect object.
9. the object complement.
10. a) the subject complement.
b) a predicate nominative and predicate adjective.

ACTIVITY EL/1/3-9
1. of Dokolo modifies the noun area
to Soroti and Mbale modifies the noun highway.
2. of the longes rivers modifies the pronoun one.
in the world modifies the noun rivers
3. in Uganda modifies the noun mountain.
for the Bakonjo modifies the noun place.
4. after his modifies the noun house
in the valley modifies the noun station.
5. in prison modifies the noun man
from outside modifies the noun food

ACTIVITY EL/1/3-10
1. After the game modifies the verb praised
for his performance modifies the verb praised.
2 in her studies modifies the verb had
of her success modifies the adjectives sure.
3. to school modifies the verb was going.
in the morning modifies the verb was going.
for the mother modifies the verb working.
in the afternoon modifies the verb working.
4. by my side modifies the adverb near.
in my ear modifies the verb whispered.
5. for themselves modifies the verb won.

ACTIVITY EL/1/3-11
1. By next year modifies the verb will have gone (an adverb prepositional phrase).
Training to become teachers modifies the noun students (participial phrase).
From this Teachers college modifies the verb will have gone (adverb
prepositional phrase).

2. published in Britain modifies the noun book (a participial phrase).

of the industrial Revolution modifies the noun mention (an adjective
prepositional phrase).
3. Having spoken to us modifies the noun mother (a participial phrase).
to church modifies the adverb away (an adverb prepositional phrase).
by her advice modifies the verb would work (an adjective prepositional phrase).
4. Washed with Omo modifies the noun clothes (a participial phrase).
on the line modifies the verb were put (an adverb prepositional phrase).
by the owner modifies the verb were put (an adverb prepositional phrase).

ACTIVITY EL/1/3-12
1. Travelling by air is the quickest modern means of transport.
2. He likes speaking about you.
3. Although it is not allowed, Obwangomoi is very found of hunting in National
Parks.
4. All what you see now is our rejoicing over his success.
5. It appears pleasing to the eye.

ACTIVITY EL/1/3-13
1. to see everyone of us infinitive phrase objective of the verb wanted
2. No: assignment to be done later is an infinitive clause.
3. to entertain our guests infinitive phrase modifying the verb sang.
4. No: to the Agricultural show is a prepositional phrase.
5. to study diligently infinitive phrase subject of the verb is.
6. to like our work infinitive phrase complement of the liking verb seems
7. to write my letter on infinitive phrase acting as adjective modifying the noun
paper.
8. to speak with any of us infinitive phrase acting as a adverb modifying the
adjective busy.
9. to sign in his name infinitive phrase acting as modifying the noun book.
10. No: to our wedding ceremony is a prepositional phrase.

ACTIVITY EL/3-14
There are no uniform answers here. Therefore, they are advised to assess your own work,
discuss it with a colleague and may be ask your Co-ordinating Centre Tutor to see
whether it is correct.

ACTIVITY EL/1/3-15
The answers here are not uniform either. However, they should take on the following
form:
1. She selects whoever knows the song (noun clause, object of the verb select)
2. The letter which you brought to me is missing (adjective clause; modifies the
noun letter).
3. Give it to him when he comes tomorrow (adverb clause of time; modifies the verb
give).
4. This is the reason why he came early (noun clause acting as predicate nominative
referring to reason).
5. He is happy that his friend has turned up (subordinate clause acting as predicate
adjective to adjective happy).

ACTIVITY EL/1/3-16
The words in italics are the noun clauses.
1. Do you know what makes a car run? (used as object of the verb know).
2. Whatever you say will be received with pleasure (used as predicate nominative
will be received).
3. On my right is what they call a time-chart (used as predicate nominative referring
to the noun right).
4. Whoever brought these books here should return them to the Library (used as
subject of verb should return).
5. It seems that everyone has forgotten the number (used as the complement of the
linking verb seems, and referring to the pronoun it).

ACTIVITY EL/1/3-17
1. who knows cars adjective clause modifying the pronoun someone.
what makes them run noun clause, object of the verb ask.
2. whoever brought this book noun clause, subject of the verb knows.
where he might have got it from adjective clause, modifying the noun place.
3. who wants to adjective clause, modifying the pronoun Anyone.
which I have just completed adjective clause modifying the noun house.
4. what I told him noun clause, subject of the verb was.
what we discussed yesterday noun clause, objective of the preposition with.

ACTIVITY EL/1/3-18
1. if you meet him adverb clause modifying the verb tell.
that would like to see him noun clause acting as object of the verb tell.
what we discussed last week noun clause used as object of the preposition about.
2. whose baby died adjective clause modifying the noun woman.
3. while coming to school (elliptical) adjective clause referring to the pronoun I.
which seems to have been dropped by somebody adjective clause modifying the
noun banknote.
4. that we see you now noun clause, acting as predicate nominative referring to the
pronoun it.
since you have not been in the country adverb clause modifying the adverb now

END OF UNIT EXERCISE EL/1-1

This assignment is to help you consolidate what you have learnt about in the Unit. You
are, therefore, advised to read the whole Unit again before you attempt the following
questions. Individually make notes which will prepare you for the Saturday seminar.
These notes will serve as a summary of what you have learnt in the Unit.

At the Saturday seminar, you will compare notes with your peers under the guidance of
your Co-ordinating Centre Tutor. At this point, you can refer to the answers given at the
end of this Module.

1. There are twenty major phrases in the following sentences. For each sentence:
a) write out the phrases separately.
b) State what type of phrase each one is.
c) Explain the function of each phrase in the sentence.
1. The referee of the game likes sticking to the rules.
2. He lives in the house after the school Campus.
3. Catherine, the nursing sister, seems to work for many hours.
4. People living in glass houses should avoid throwing stones.
5. Coming in a car is our teacher to teach us English.
6. He was working in his master’s garden to earn some money for his food.
7. During his administration, everyone praised him for his wisdom.
8. I decided to go away to the United States to complete my first degree.
 9. Listening to his sermons is inspiring.
10. The person crowned with a ring of roses in the winner.
2. Write five sentences using each of the following.
1. A noun clause object of a verb.
2. An adjective clause modifying a noun.
3. An adverb clause modifying a verb.
4. A predicate nominative clause referring to a noun or a pronoun.
3. Using sentences from the following passage, give examples of the subject part
and predicate part; simple subject and simple predicate; complement; object
complement.

Rudeness is another problem. Some teachers cause their pupils to be rude. Such teachers
are rude themselves; they have no polite word for anybody; they care nothing about the
feelings of others; they would cut in when someone else is talking or break into
somebody’s private moments. Their pupils copy them, and behave in exactly the same
way. Of course, it is not always at school that pupils learn to be rude. Some learn the
habit at home.

If the child’s pride is wounded he may say rude things. A teacher once received a rude
shock when he referred to one of his girl pupils as “mammy”. Know how you address
your pupils. Don’t be familiar or partial, and punish only when you can’t avoid it. Let
your actions be free from blame.

Some children are spoilt at home. When they say rude things and behave rudely their
parents and elder brothers just laugh. Their elder brothers sometimes teach them to use
dirty language and filthy expressions, thinking it to be a huge joke.

When rudeness is noticed, check it at once. Be firm. Pull up the child each time he shows
a sign of rudeness. Let him understand that there is no room for rudeness in your class.
 LEARNING OUTCOMES - SELF-CHECK EXERCISE

You have now completed Unit 3 of module El/1. The learning outcomes are listed below.
You are now expected to demonstrate your competence by ticking the column that
reflects your learning.

LEARNING OUTCOMES NOT SURE SATISFACTORY

1. I can clearly identify the
basic parts and element of a sentence.
2. I can categorise phrases in a sentence
according to function.
3. I can demonstrate the difference between a
phrase and a clause.
4. I can relate knowledge gained in the unit
to teach more effectively sentence forms to
my class.

If you have placed a tick in the not sure column, re-read the relevant part of this unit to
reinforce your learning. If you feel you are satisfied in all areas, well done! If you are still
not satisfied with some areas, discuss them with your peers and Co-ordinating Centre
Tutor.