Unit Two:

Phrases, Clauses, &

Sentence Structure
English Center Tutor Training
ESOL
Table of Contents
Unit 1: Parts of Speech
Unit 2: Phrases, Clauses, and Sentence
Structure
Unit 3: Simple & Progressive Verbs
Unit 4: Perfect & Passive Verbs
Unit 5: Complex Sentences
Unit 6: Overview of City ESOL Program
Introduction
This could be the single most important unit
to assist ESOL students success. Difficulty
with sentence structure is often times what
results in incomprehensible sentences and
failure to convey meaning.
 Combine the noun phrases
and verb phrases to make
Phrases complete sentences.

1. a noun (and its modifiers)

many culturally diverse
the City College book fair
students
my magically delicious Lucky
band Charms
s those poisonous red apples on
an interestingthe table
dream the drawer next to the bed
talented and helpful
tutors
2. a verb (and the words that follow)
have been playing all night
attend this school long
has been on my mind all day
will be in high demand
open were for Snow White and not
for you
is always in October were eaten by the boy next
door
 the
hethey
when
little
stayed
cried didnt
Ikitten
go to
out understand
allsitting
the store
night in the
the
Clauses shade
instructions
of the tree

A clause is a subject / verb combination. Clauses

can be dependent or independent (More
explanation on this later) First, lets practice
distinguishing phrases and clauses. Determine
which of the examples are phrases and which are
clauses.
Phrases Clauses
Clauses
There are two types of clauses: independent and
dependent. An independent clause, or main clause, is a
subject/verb combination that makes a complete
sentence. A dependent clause cannot stand alone, and
must be attached to an independent clause.
In the following sentence, which one is the main clause?

Example 1: As soon as I woke up, I made the

coffee.
If you said I made the coffee, then you are correct!
Complete Sentences
A complete sentence includes:
1. Subject (noun)
2. Verb (may need a direct object or complement)
3. Complete Thought/Idea
3. Example 1: Marcel understands the importance of
attending class regularly.
subje ver
ct b
Example 2: Shu, Tony, and Ana studied together
after class.

ver 7

subject b
Not all complete sentences have a stated subject.
The command form (also known as the imperative)
has you as the implied subject. This sentence
structure is not common in academic writing
except perhaps as a hook in an introductory
paragraph. For example: Be careful!
Moreover, certain authors and genres do not
adhere to traditional sentence structure and may
use phrases and dependent clauses as complete
sentences. For example: Because I said so.
Subjects
The subject may be
A single noun College is challenging.
A noun phrase The English Center can help
you succeed.
A pronoun It is open Monday through
Friday.
Two or more nouns,
Rose,noun
Todd,phrases or pronouns
Humberto, and Jess are all tutor

A gerund (verb + -ing) Online tutoring is available on w

An infinitive (To + verb) To err is human.

.
9
ESOL students frequently have incorrect sentence structure
due to missing subjects in their sentences. It is often times
the dummy it or there that is missing. For example: It is
raining outside.
Additionally, it is common for ESOL students to use a
prepositional phrase as a subject. For example: In the
morning is a good time to take classes.
Scene One
A students sentence is In the article says global health
is important. There are many ways to assist him in
correcting this error. Heres one:
Tutor: What is the subject of this sentence?
Student: Article.
Tutor: Not quite. What part of speech is in?
Student: A preposition.
Tutor: Correct. Prepositions need a noun for an object, and article is
the object of the preposition. So it cant be the subject of the
sentence. So what is the subject of the sentence? This is a trick
question.
Student: There isnt one.
Tutor: Thats right! So how can you correct this?
Student: I can take away the preposition and just write, The article says
global health is important.
Tutor: Excellent.
Scene Two
A students sentence is In the article says global
health is important. There are many ways to assist him
in correcting this error. Heres another:
Tutor: What is the subject of this sentence?
Student: Article.
Tutor: Not quite. What is the verb of the sentence?
Student: says.
Tutor: Correct. So what is the subject?
Student: Global health.
Tutor: Not quite. The subject has to go before the verb.
Student: There isnt a subject.
Tutor: Correct! So how can we change it?
Student: I can add it so that the sentence says In the article, IT
says global health is important.
Tutor: Perfect.
Verbs
There are different categories of verbs, some
of which require a direct object or
complement to make the sentence complete.
These are called transitive verbs. (Memory
trick: Transitive verbs are like a train; they
need a caboose.) Intransitive verbs do not
require a direct object or complement.
Note: ESOL students dont need to know
the terms transitive and intransitive.
Direct Objects
A direct object is the noun that is receiving
the action of the verb.
1.Some verbs must take an object
*We We analyzed the
analyzed. data.
2. Some verbs may take an object. Its correct
with or without.
We wrote.

3. Some verbs cannot take an object

She disappeared.
*She disappeared the
ESOL students may have difficulty understanding
these differences as there isnt a logical reason why
certain verbs take direct objects and others do not.
Helping them identify and memorize common
verbs and how they are used will improve their
writing.
Complements
A complement is a word or words that follow the verb but
arent direct objects. Depending on the verb, some are
obligatory.

Example 1: Rufus seems.

Example 1 is not a complete sentence because the verb
requires a complement. The example should be: Rufus
seems extraordinarily sleepy.
Example 2: Rufus walks.
This is a complete sentence. However, we can add a
complement if we want to be more precise. The example
could be: Rufus walks with vigor.
Complements
There are three types of phrases that can act as
complements.
1. A noun or noun phrase

1. George Michael is a brilliant lyricist.

2. An adjective or adjective phrase

1. George Michael is brilliant.

3. A prepositional phrase

1. George Michael is on tour.

Its important to distinguish between direct objects and
complements as knowing which verbs take a direct object
is vital when forming the passive.
Example 1: Rufus is a good dog.
A good dog is not the direct object as it is not
receiving the action of the verb. Thus, it cannot be made
passive.
Example 2: Rufus fetched the ball.
Here, the ball is the direct object, and the sentence can
be made passive: The ball was fetched by Rufus.
(More explanation on this later.)
The verb of a sentence must be complete or include
all necessary verb parts. Often times ESOL students
leave out part of the verb.

Example 1: She working in the lab.

This would be incorrect as the progressive requires
the verb to be. It should be: She is working in
the lab.
A sentence can consist of more than one verb. However, parallel
structure is important. ESOL students frequently use different
verb forms or tenses when consistency is needed.

Example 1: She works, studies, and is taking care of

her children.
The three verbs are not the same form. The example should be:
She works, studies, and takes care of her
children.
Complete Sentences?
1. Choosing a major is an important decision.
2. Because I study a lot.
3. In my college have a cafeteria and several snack
areas.
4. It is difficult to study on the weekend.
5. There three things to do to be a successful
student.
6. While I was in my ESOL 30 class.
7. My college has many buildings, so easy to get
lost.
Types of Sentences
There are four types of sentences.
1. Simple Sentences
Roxie is a dog.
2. Compound Sentences

Roxie is a dog, and Rufus is

her friend.
3. Complex Sentences

Rufus loves Roxie because she

4. Compound-Complex
is adorable. Sentences
Rufus loves Roxie because she is
adorable, and she defers to him.
Simple Sentences
Simple sentences are single, independent clauses.

Subject + verb Subject + verb + object or

complement

Rufus runs. Roxie is a dog.

Compound Sentences
Compound sentences consist of two independent
clauses that are combined with a coordinating
conjunction.
Formula: IC, cc IC.

Coordinating
Conjunction = cc
Independent Clause = IC
I like ice cream, and Judy likes cookies.
IC , c IC.
c
Coordinating Conjunctions
F or = because I like ice cream, for it is
delicious.
A nd = more I like ice cream, and Judy likes
information cookies.
N or= two negative Neither ice cream nor cookies are good
for your health.
options
B ut = contrast I like ice cream, but I dont like
cake.
O r = alternativeI could eat ice cream, or I could eat
carrots.
Y et = contrast I could carrots, yet I wouldnt feel
happy.
So I will eat ice cream, so I can feel
=result/consequence
happy.
The coordinating conjunctions for and nor are not
very common. Thus, it would be a better use of
time to assist students with the other
coordinating conjunctions.
 Its important to focus on mastering simple sentence
structure before tackling compound or complex. If a
student is struggling with more difficult grammar, go
back to the basics. Make sure that they can identify
and produce comprehensible phrases, then clauses,
then simple sentences before compound or complex.
Complex sentences will be explored more fully in unit
five.
Sentence Structure
Each of the sentences on the next slide has
a problem with sentence structure. Find
and correct the one sentence-structure
error in each of the sentences.
Correct the Sentence
Structure
1. In my opinion, Error
speaking in English easier than
writing in English. is

2. Is a very interesting point you have raised.

It

3. My summer internship, for example, it is one

way for me.

4. At present, I am finishing a project, and I also

am starting a new one.

5. I felt happy. Because I moved to the U.S.

I felt happy because I moved to the U.S.