Phrase, Clause AND Sentence PDF

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Theoretical framework Sentences and their parts The process of analysing sentences into their parts is known as parsing. The parts of a sentence are known as constituents. The sentence is the largest unit of language that we are concerned with in grammar. A sentence will be recognized by an initial capital letter and a final full stop, question mark or exclamation mark. A sentence is composed of smaller units: clauses, phrases and words. These smaller units can be ordered in terms of rank. A unit of the higher rank consists of one or more units of the next lower rank. The rank is: 1) Sentence 2) Clause 3) Phrase 4) Word 5) Morpheme A sentence may consist of one or more clauses. There are two main types of sentences: 

A simple sentence is a sentence formed by one clause. Example: My Uncle Olaf was munching his peach with relish.



A complex sentence results from a combination of coordination and subordination of clauses. Example: She looked as cool cucumber and if she could fool herself she could fool anybody.

Clause Clauses are the major units of which sentences are composed. Clauses are constructions with one phrase constituent, typically a noun phrase that bears the subject relation and another constituent, the verb phrase, bearing the predicate relation. We can identify five elements of the clause: 1) Predicator (P): it is the verb phrase. 2) Subject (S): it is the actor of the action represented.

There is concord between the subject and the predicator as regards number and person. 3) Object (O): it denotes the person or thing most intimately affected by the action or state. 4) Complement (C): it describes or characterizes the subject or object. 5) Adverbial (A): it fill out the clause by adding extra circumstantial information of various kinds, ranging from time and location to the speaker's attitude. They can normally be omitted from the clause.

Example: in the clause “Five-year old children can’t read stories fluently”, the subject is “Five year-old children”, the predicator is “can’t read stories fluently”, the object is “stories” and “fluently” a complement, exactly it is an adverbial phrase. So now we know that phrases have a form (noun, adjective, adverb, verb, preposition or genitive) and a function (subject, predicator, object or complement).

Phrase Phrases are units intermediate between clause and word. There are six different classes: -

Noun phrase: the nucleus is a noun. Example: The young boy.

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Verb phrase: the nucleus is a verb. Example: was sleeping.

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Prepositional phrase: are formed by a preposition. Example: in his bedroom.

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Adjective phrase: the nucleus is an adjective. Example: very comfortable.

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Adverb phrase: the nucleus is an adverb. Example: lately.

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Genitive phrase: they end with the particle ´s. Example: John’s cousin.

Word and morpheme A word will be recognized by a space on each side. The morphemes tell us about the grammatical status of words. A morpheme is the smallest unit in the hierarchy mentioned before. We place them in brackets.

LESSON The lesson will last approximately 35 minutes. It will start with a funny presentation which involves an introduction to the difference between phrase, clause and sentence. Then, the lesson will carry on with some creative activities. Finally, there will be a final activity which will summarize the content.

ACTIVITIES Presentation Introduction to the presentation: You are going to hear a short story. “The story of a complex sentence”. Pay attention and enjoy it!

Title

The story of a complex sentence

Aim

To know that a sentence is composed of smaller units: clauses, phrases and words.

Procedure The story starts with Eva. Eva has got a cardboard with the word “word” written in it. Eva meets Fran, who has got another cardboard with the word “word” written in it too. They decide to get marry and they form a noun phrase. After that, they meet Eugenia. Eugenia is a verb phrase. All decide to be friends and all together form a clause. Then, the three friends meet Claudia and Belén who are a clause too. The first clause tells to the second they are looking for another simple clause. So, all together decide to form a complex sentence. The complex sentence is: “Every child knows Phonetics is important for pronunciation”.

The dialog between the characters will be the following: Eva: Hi! I am a word. Do you want to know my name? My name is “teacher”. Fran: Hi! I am word too. Eva: And what’s your name? Fran: My name is “Every”. Nice to meet you.

Eva: Wow! I have an incredible idea! You are a word and me too so now we can get married! Fran: It’s an excellent idea! Now we are a great couple. We are a phrase. Our name is “Every teacher”. Eugenia: Hi, I am a verb. Well, exactly I am a verb phrase and my name is “knows”. Eva and Fran: Nice to meet you “knows”. Would you like to be our friend? Eugenia: Yes, of course. Now, we are a clause. And our name is “Every teacher knows”. Belén: Hi, we are a sentence. Our name is “Phonetics is important for pronunciation”. Claudia: Belén, don’t forget to tell them we are a simple sentence, because we only have a verb. Belén: Where are you going? Fran, Eva and Mª Eugenia: We are looking for a clause like us. Belén and Claudia: Oh, sorry we are a simple sentence. Fran, Eva and Mª Eugenia: Yes! You are a simple sentence, and we are a simple sentence too. You are a clause and we are a clause too. Belén and Claudia: Do you want to be our friends for the rest of life? Fran, Eva and Mª Eugenia: It would be a pleasure! All together: Now we are a complex sentence! Our name is “Every teacher knows Phonetics is important for pronunciation”. Time

5’

Materials

Wool, cardboard and markers.

Conclusion: The sentence is the largest unit of language. A sentence is composed of smaller units: clauses, phrases and words. These smaller units can be ordered in terms of rank: 1) Complex sentence 2) Clause (is the same as simple sentence) 3) Phrase 4) Word 5) Morpheme

First activity Introduction to the activity: Phrases are units intermediate between clause and word. There are different classes. You are going to do an activity in which you will have to discover the different types of phrases.

Title

Types of phrases

Aim

To classify phrases into different types, providing some arguments.

Procedure Teachers will divide the classroom in groups of six students. There will be six boxes with a type of phrase in each one. Teachers will give one box to each group and they will have to decide which type of phrase they have. Looking at the examples of the box, they will have to classify the box in noun phrase, adjective phrase, adverb phrase, prepositional phrase, verb phrase or genitive phrase. Finally, they will have to explain to the other groups their classifications. Time

10’

Materials

Boxes and sheets with different types of phrases.

Conclusion: There are six types of phrases: -

Noun phrase: the nucleus is a noun.

-

Verb phrase: the nucleus is a verb.

-

Prepositional phrase: are formed by an initial preposition.

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Adjective phrase: the nucleus is an adjective.

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Adverb phrase: the nucleus is an adverb.

-

Genitive phrase: the phrase ends with the particle ´s.

Second activity Introduction to the activity: Clauses are the major units of which sentences are composed. Clauses are constructed with one verb phrase and other types of phrases. You are going to do an activity in which you will have to form three different clauses by using the phrases given and matching them.

Title

How to form a clause

Aim

To be able to form a clause with different types of phrases.

Procedure Students will be organized in the same six groups that teachers formed before. Groups 1, 3 and 5 will have some cardboards with these types of phrases: noun phrases, adjectives phrases, prepositional phrases, adverb phrases and genitive phrases. Group 2, 4 and 6 will have verb phrases. Even groups will work with odd groups. Students will form three big groups. Thus, Group 1 and 2 will have to form three clauses using the phrases they have. Group 3 and 4; and group 5 and 6 will work in the same way. Finally, each big group will show to the rest of the class one of the clause they have formed. The clauses formed will be: 1. Peter’s mother dances happily in the living room. 2. John and Sara are watching a science-fiction film at home. 3. Five year-old children can’t read stories fluently. Time

10’

Materials

Cardboards with different types of phrases.

Conclusion: We can identify five elements in a clause: subject, predicator, object and other complements. For example, in the clause “Five-year old children can’t read stories fluently”, the subject is “Five year-old children”, the predicator is “can’t read stories fluently”, the object is “stories” and “fluently” a complement, exactly it is an adverbial phrase. So now we know that phrases have a form (noun, adjective, adverb, verb, preposition or genitive) and a function (subject, predicator, object or complement).

Third activity Introduction to the activity: A simple sentence is the same as a clause. And a complex sentence is a combination of more than one clause. Example: My father is cooking and my mother is cleaning the dust. You are going to play “The death game”.

Title

The death game

Aim

To practice how to form phrases, clauses and sentences.

Procedure Teachers will divide the classroom in two big groups. The game starts when one of the teachers throws a ball to a student. The student who catches the ball start by telling a word. Then, this student will throw the ball to another student. The second student will have to form a phrase including the previous word. The game will carry on until forming a complex sentence. To help students, teachers will write the sentences on the blackboard. Time

10’

Materials

Ball, blackboard and chalks.

BIBLIOGRAPHY Jacobs, R. A. (1995). English Syntax: A grammar for English Language Professionals. New York: Oxford University Press. Lyons, J. (1981). Language and Linguistics. An introduction. New York: Cambridge University Press....