Intermediate English Grammar

Compiled and Prepared

by Sarif Syamsu Rizal

English Literature Study Program Faculty of Humanities

Universitas Dian Nuswantoro
Semarang
 Intermediate English Grammar

Compiled and Prepared

by Sarif Syamsu Rizal

English Literature Study Program Faculty of Humanities

Universitas Dian Nuswantoro
Semarang

i
 PREFACE

This book is organised as student handout learning materials of Intermediate English

Grammar. Competency of this level is that students are able to use the following sentence
structure patterns containing grammatical forms covered in this term such as English
Independent and Dependent Clause, Dependent or Subordinate Clause, Elliptical
Sentence, Preposition, Phrasal Verbs and Other Multi-Word Verbs, and Causative Verbs.

Using this handout, the students are guided to understand English Grammar through
structural discussion and related quizzes.

The compiler realizes that the handout is far from being perfect so that constructive
suggestions are welcome.

Semarang, 24 February 2014

The Compiler

ii
 LIST OF CONTENTS

PREFACE................................................................................................ i
LIST OF CONTENTS.............................................................................. ii

Unit I English Independent and Dependent Clause........................................... 3

Unit II English Dependent or Subordinate Clause.............................................. 10
Unit III English Elliptical Sentence....................................................................... 24
Unit IV English Preposition.................................................................................. 31
Unit V English Phrasal Verbs and Other Multi-Word Verbs................................ 41
Unit VI English Causative Verbs.......................................................................... 48

REFERENCES........................................................................................ 52

1
 Lesson Plan Unit I
Term : 2nd
Subject : English Independent and Dependent Clause

Topic: English Independent and Dependent Clause in lesson

• Realizing English Independent and Dependent Clause in sentence.

Goals: • Know way to use English Independent and Dependent Clause in the right situation.
• Choose the best verb in applying English Independent and Dependent Clause.

At the end of the lesson, the students should be able to:

• Differentiate English Independent and Dependent Clause;
Objectives: • Identify English Independent and Dependent Clause in each sentence;
• Rewrite the sentence changing using English Independent and Dependent Clause;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the subject topic.

• Basic definitions of English Independent and Dependent Clause.
Materials: • Teaching English Independent and Dependent Clause.
• English Tense Websites or another explanation of English Independent and Dependent
Clause.

Introduction: • Introduce about English Independent and Dependent Clause.

• Indicate some kinds of English Independent and Dependent Clause.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Independent and Dependent Clause constructions, *a
style that is more awkward than it is formal.
Development: • Inviting students to discover the relationship between the actor (or subject) and the
action (or predicate) in English Independent and Dependent Clause can provide
students with more details on how the constructions work, better enabling students to
choose the best language for their writing situation.

• Give the lesson and ask student to indicate English Independent and Dependent
Clause.
Practice: • Ask student to translate in the different situation using English Independent and
Dependent Clause.
• Do multi choices exercise on English Independent and Dependent Clause.

• Once students have identified English Independent and Dependent Clause from the
page(s) they're exploring, divide students into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when they choose English Independent and Dependent Clause and
when they use it.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Independent and Dependent Clause.
• Ask them to revise as necessary, based on whether the tense are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework.

2
1.1 Independent and Dependent Clauses
Understanding the difference between independent and dependent clauses is important in
understanding how to construct sentences and avoid fragments. This knowledge can also help in
varying sentence length in writing, which makes all forms of writing better.

Before understanding the different types of clauses, it is important to understand what a clause is. A
clause is a group of related words that contains both a subject and a verb. On the other hand, if a
group of related words does not contain a subject with an attached verb, it is simply a phrase.
An independent clause is a group of words that can stand on its own as a sentence: it has a subject, a
verb, and is a complete thought.

Examples:
• He ran. (Notice that while this sentence only contains two words, it is still a complete
sentence because it contains a one word subject and a one word predicate that is also a
complete thought.)
• He ran fast.
• I was late to work.
• The paper does not specify which type of format it must be in.
• The instructor spent the class period reviewing the difference between independent and
dependent clauses.

A dependent clause is a group of words that also contains a subject and a verb, but it is not a
complete thought. Because it is not a complete thought, a dependent clause cannot stand on its own
as a sentence; it is dependent on being attached to an independent clause to form a sentence.

Examples:
• Because I woke up late this morning… (what happened?)
• When we arrived in class… (what occurred?)
• If my neighbour does not pay his rent on time… (what will happen?)

Dependent clauses can often be identified by words called dependent markers, which are usually
subordinating conjunctions. If a clause begins with one of these words, it is dependent and needs to
be attached to an independent clause. (Common dependent markers: after, as, although, because,
before, even though, if, once, rather than, since, that, though, unless, until, when, whenever, whereas,
while, among others.)

Note: Just because an independent clause can stand on its own doesn’t mean it has to. For
instance, one or more independent clauses can be added together to form a compound sentence,
and independent clauses can be added to dependent clauses to form complex sentences.

3
1.2 Dependent Marker Word (DM)
A dependent marker word is a word added to the beginning of an independent clause that makes it
into a dependent clause.
Example:
When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy. (DM)

Some common dependent markers are: after, although, as, as if, because, before, even if, even
though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.

1.2.1 Connecting dependent and independent clauses

There are two types of words that can be used as connectors at the beginning of an independent
clause: coordinating conjunctions and independent marker words.
1. Coordinating Conjunction (CC)
The seven coordinating conjunctions used as connecting words at the beginning of
an independent clause are and, but, for, or, nor, so, and yet. When the second
independent clause in a sentence begins with a coordinating conjunction, a comma is
needed before the coordinating conjunction:
Example:
Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to concentrate
because of the noise. (CC)
2. Independent Marker Word (IM)
An independent marker word is a connecting word used at the beginning of an
independent clause. These words can always begin a sentence that can stand alone.
When the second independent clause in a sentence has an independent marker word,
a semicolon is needed before the independent marker word.
Example:
Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to
concentrate because of the noise. (IM)
Some common independent markers are: also, consequently, furthermore, however,
moreover, nevertheless, and therefore.

1.2.2 Proper Punctuation Methods

This table gives some examples of ways to combine independent and dependent clauses and
shows how to punctuate them properly.

IC. IC. I went to the store. I didn't buy any bread.

IC; IC. I went to the store; I didn't buy any bread.

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 IC, CC IC. I went to the store, but I didn't buy any bread.

IC; IM, IC. I went to the store; however, I didn't buy any bread.

DC, IC. When I went to the store, I didn't buy any bread.

IC DC. I didn't buy any bread when I went to the store.

1.2.3 Some Common Errors to Avoid

1.2.3.1 Comma Splices
A comma splice is the use of a comma between two independent clauses. You can usually fix the
error by changing the comma to a period and therefore making the two clauses into two separate
sentences, by changing the comma to a semicolon, or by making one clause dependent by
inserting a dependent marker word in front of it.
Incorrect: I like this class, it is very interesting.
Correct: I like this class. It is very interesting.
(or) I like this class; it is very interesting.
(or) I like this class, and it is very interesting.
(or) I like this class because it is very interesting.
(or) Because it is very interesting, I like this class.

1.2.3.2 Fused Sentences

Fused sentences happen when there are two independent clauses not separated by any form of
punctuation. This error is also known as a run-on sentence. The error can sometimes be
corrected by adding a period, semicolon, or colon to separate the two sentences.
Incorrect: My professor is intelligent I've learned a lot from her.
Correct: My professor is intelligent. I've learned a lot from her.
(or) My professor is intelligent; I've learned a lot from her.
(or) My professor is intelligent, and I've learned a lot from her.
(or) My professor is intelligent; moreover, I've learned a lot from
her.

1.2.3.3 Sentence Fragments

Sentence fragments happen by treating a dependent clause or other incomplete thought as a
complete sentence. You can usually fix this error by combining it with another sentence to make a
complete thought or by removing the dependent marker.
Incorrect: Because I forgot the exam was today.
Correct: Because I forgot the exam was today, I didn't study.
(or) I forgot the exam was today.

1.3 Practices on English Independent and Dependent Clause

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Quick Refresher: A clause is a group of related words. A clause has both a subject and a predicate.
There are two types of clauses.
Independent Clause - An independent clause can stand alone as a sentence. Here is an example:
We walk to school. This sentence expresses a complete thought and can stand alone.
Dependent Clause - A dependent clause cannot stand alone as a sentence. Here is an example:
when the cake is done baking. This clause does not express a complete thought and cannot stand
alone.

1.3.1 Directions: Identify each of the clauses as independent or dependent.

1. when Mr. Jones yelled

Independent Dependent
2. I enjoy the opera

Independent Dependent
3. unless it comes today

Independent Dependent
4. although I lost the library book

Independent Dependent
5. they're going on a picnic

Independent Dependent
6. mom found it in the drawer

Independent Dependent
7. the fifth graders sang

Independent Dependent
8. when the movie is over

Independent Dependent
9. I decided to go along

Independent Dependent
10. the strength of the man might

Independent Dependent
11. we're planning to have a party

Independent Dependent
12. when I'm finished reading

Independent Dependent

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1.3.2 Direction: Identifying Independent and Dependent Clauses.
1. An independent clause expresses a complete thought and can stand by itself as a complete
sentence.
a. true
b. false

2. A simple sentence is a single _____ .

3. A dependent clause that begins a sentence must be followed by a _____ .
4. A dependent clause has a subject and a verb but does not _____ .
5. Before the bell rang
This is an example of a(n) _____
a. independent clause
b. dependent clause
6. Which of the following is a dependent clause?
a. If the weather is still nice
b. That's the most spectacular view of all
c. You'll want to take pictures
d. You will reach the city of Asheville later
7. Amelia Earhart attempted to fly around the world in 1937.
This statement is a/an:
a. independent clause
b. dependent clause
8. What is the DEPENDENT CLAUSE in the following sentence?
Although Bill was sick, he still went to work.
a. Although
b. he was still sick
c. was sick
d. Although Bill was sick
9. Identify the INDEPENDENT CLAUSE in the following sentence:
Until you eat your supper, there will be no dessert for you!
a. Until you eat your supper
b. There will be no dessert for you
c. Until you eat
d. No dessert for you.
10. Identify the DEPENDENT clause in the following sentence.
If I let a few days go by, I can usually calm myself down.
a. If I let a few days go by
b. I can usually calm myself down
c. If I let
d. Calm myself down

7
1.3.3 Direction: Determine whether the underlined word groups are dependent clauses, independent
clauses, or not a clause.
1. Although it was raining, Maria went for a jog at Capitan Park
2. Brianna eats chocolate whenever she gets a poor grade in math
3. After the flood, the family moved into a temporary shelter.
4. While walking at the park, John saw a raccoon eating potato chips
5. Students enrolled in bachelor's and associate's degree programs must pass the Regents' Test as
a graduation requirement.
6. Students who fail to show up for the Regents' test must enrol in the Regents' remediation
courses.
7. When you finish your homework, please take the dog for a walk.
8. After Juan completed the assignment, he swam laps at the gym
9. Christa left home at 4:00 a.m. since she had to drive to Atlanta for a meeting
10. Before completing the assignment, Evan decided to eat a quick lunch

8
 Lesson Plan Unit II
Term : 2nd
Subject : English Dependent or Subordinate Clause

Topic: English Dependent or Subordinate Clause in lesson

• Realizing English Dependent or Subordinate Clause in sentence.

Goals: • Know way to use English Dependent or Subordinate Clause in the right situation.
• Choose the best verb in applying English Dependent or Subordinate Clause.

At the end of the lesson, the students should be able to:

• Differentiate English Dependent or Subordinate Clause;
Objectives: • Identify English Dependent or Subordinate Clause in each sentence;
• Rewrite the sentence changing using English Dependent or Subordinate Clause;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the subject topic.

• Basic definitions of English Dependent or Subordinate Clause.
Materials: • Teaching English Dependent or Subordinate Clause.
• English Tense Websites or another explanation of English Dependent or Subordinate
Clause.

Introduction: • Introduce about English Dependent or Subordinate Clause.

• Indicate some kinds of English Dependent or Subordinate Clause.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Dependent or Subordinate Clause constructions, *a style
that is more awkward than it is formal.
Development: • Inviting students to discover the relationship between the actor (or subject) and the
action (or predicate) in English Dependent or Subordinate Clause can provide students
with more details on how the constructions work, better enabling students to choose
the best language for their writing situation.

• Give the lesson and ask student to indicate English Dependent or Subordinate Clause.
Practice: • Ask student to translate in the different situation using English Dependent or
Subordinate Clause.
• Do multi choices exercise on English Dependent or Subordinate Clause.

• Once students have identified English Dependent or Subordinate Clause from the
page(s) they're exploring, divide students into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when they choose English Dependent or Subordinate Clause and
when they use it.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Dependent or Subordinate Clause.
• Ask them to revise as necessary, based on whether the tense are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework.

9
2.1 Dependent Clause or Subordinate Clause
Are you ready to learn about the subordinate clause? You can also call these dependent clauses.
Let's start by talking about the definition of a clause. A clause is a group of words with a subject and a
verb. Subjects tell us whom or what a sentence is about and verbs tell us what the subject is or does.
Here are two clauses.

I sharpened my pencil.
Whenever I sharpened my pencil

Both of those clauses have a subject (I) and a verb (sharpened). The top clause can stand alone as a
complete idea, but the bottom clause cannot. The bottom clause is subordinate. Subordinate means
that it can't stand alone. It needs to be connected to an independent clause in order to make sense.
A subordinate clause is a group of words with a subject and a verb, which cannot stand alone. Here's
the important thing to know about these guys. Are you ready?

* They act as single parts of speech. *

That was short and sweet. You'll want to remember that because it's important. They can act as
adjectives, adverbs, or nouns.

2.2 Types of Subordinate Clauses

Dependent clauses act in certain ways. They can act in three different ways to be precise.
1. Adjective (Relative) Clause
2. Adverb Clause
3. Noun Clause

We'll briefly go over each type of clause below.

2.2.1. Adjective Clauses (Relative Clauses)

As you might guess, an adjective clause is a dependent clause that acts as an adjective. They are
introduced by special words called relative pronouns or relative adverbs.

The woman who looked happy danced.

Who looked happy is a dependent adjective clause. It is a group of words with a subject (who) and a
verb (looked), and the whole clause is functioning as an adjective modifying the noun woman, which
is the subject of the independent clause.

10
Adjective clauses (or relative clauses) are a type of subordinate clause that act as adjectives. The
whole clause does the job of an adjective. Take a look at this sentence:

The happy woman danced across the street.

Happy is an adjective modifying the noun woman.

It is telling us which woman.
Do you remember that which one is one of the adjective questions?
Which woman? The happy woman.
Now, look at this sentence.
The woman who looks happy danced across the street.

This time, a whole clause is modifying the noun woman!

The clause is still telling us which woman.
Which woman? The woman who looks happy.
This clause is an adjective clause. It is a group of words with a subject and a verb, and it is acting as
one part of speech - an adjective.

2.2.1.1 Relative Pronouns Can Introduce Them

Most of the time, relative clauses are introduced by relative pronouns.
who, whom, whose, that, which

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Here are examples using these relative pronouns:
• The person who made the mess needs to clean it. (modifying person)
• The girl whom you teach is my sister. (modifying girl)
• People whose cats shed need to vacuum often. (modifying people)
• This is the house that Jack built. (modifying house)
• The book which I had not read fell on my head. (modifying book)

Relative pronouns link the clause with the word that the clause is modifying. Did you notice that the
noun that comes directly before the clause is the noun that the clause is modifying? Good. I'm glad
that you saw that. :) The cool thing about relative pronouns is that they also act as the subject, object,
or some kind of modifier within the adjective clause.
Let's use this sentence as an example.

This is the house that Jack built.

The independent clause is This is the house. The relative clause is that Jack built. Notice that both
clauses have a subject and a verb. That is introducing the relative clause. It is linking the word house
with the whole clause. That is also acting as the direct object within the clause.

Jack = subject built = verb that = direct object

Look at the sentence diagram, and it will help you see what I mean. You'll find more information and
sentence diagrams on the relative pronouns page.

2.2.1.2 No Relative Pronoun?

Sometimes the relative pronoun is missing from the relative clause. You can still have an adjective
clause without the relative pronoun.

Here is an example of a sentence with the relative pronoun that.

• The instrument that I love is the piano.
The adjective clause is that I love.

12
Can you think of how you could express that same idea without the relative pronoun?
• The instrument I love is the piano.

Now the adjective clause is just the words I love, but the word that is implied. It's as if the sentence
says:
• The instrument (that) I love is the piano.

Whenever words are implied in a sentence, it is called an elliptical. The technical name for a missing
relative pronoun is an elliptical relative pronoun. If you want to diagram the sentence, diagram the
implied relative pronoun in parenthesis.

2.2.1.3 Relative Adverbs

While most of the time relative clauses are introduced by relative pronouns, sometimes they are
introduced by relative adverbs (where, when, why). Here are some examples. Notice that the clause
is still modifying a noun.
• This is the park where we played.
• Tuesday is the day when we have pizza for dinner.
• Our teacher told us the reason why we study grammar.

2.2.2. Adverb Clauses

An adverb clause is a dependent clause that acts as an adverb. These are introduced by special
words called subordinating conjunctions.

I read because I love stories.

Because I love stories is a dependent adverb clause. It has a subject (I) and a verb (love), and the
whole clause is functioning as one adverb modifying the verb read in the independent clause.

13
Elliptical clauses are types of clauses that have some implied words. Most of the time, they are
adverb clauses.
David is faster than his brother.

Than his brother is an elliptical clause. It's as if the clause says:

David is faster than his brother (is) (fast).

Than his brother (is) (fast) is a dependent adverbial elliptical clause. It is a group of words with a
subject (brother) and a verb (is), and the whole clause is acting as an adverb modifying the adjective
faster in the independent clause.

2.2.2.1 Adverb Clauses Are Subordinate Clauses

Adverb clauses are subordinate clauses that act as adverbs! The whole clause does the job of an
adverb. Will you allow me to show you how a whole clause acts as an adverb? Great. I thought you
would. Here we go.
I walked today.

Today is an adverb modifying the verb walked. It is telling us when I walked. When did I walk? I
walked today. Now look at this next sentence.

I walked before the sun went down.

This time, a whole clause is modifying the verb walked! Isn't that exciting? The clause is still telling us
when I walked.
When did I walk? I walked before the sun went down.

This clause is an adverbial clause. It is a group of words with a subject and a verb, and it is acting as
one part of speech, an adverb.

14
2.2.2.2 Subordinating Conjunctions
Adverbial clauses are introduced by special words called subordinating conjunctions. Subordinating
conjunctions link adverb clauses with the word in the independent clause that the adverb clause is
modifying. Did I lose you there? That sounded really complex. Sorry about that. Let's look at another
example.
My mom smiled when I made dinner.

The independent clause is My mom smiled. The adverbial clause is when I made dinner. When is a
subordinating conjunction introducing the adverbial clause? It is linking the work smiled from the
independent clause with the whole dependent adverbial clause.

Do you know what would make this even easier? Let's look at a sentence diagram so that you can
really SEE what I'm talking about. In the following sentence diagram, you can see that the dependent
adverbial clause (when I made dinner) is modifying the verb of the independent clause (smiled).You
can also see that when the subordinating conjunction is. It is diagrammed on a slanted, dotted line
from the independent clause to the dependent clause.

Other subordinating conjunctions include after, because, if, whenever, until and many more. You can
see a more complete list of subordinating conjunctions here. Subordinating conjunctions are
conjunctions that join dependent clauses to independent clauses.

I will eat broccoli after I eat this cookie.

There are many subordinating conjunctions, so keep in mind that this list does not include all of them!
A after, although, as, as if, as long as, as much as, as soon as, as though
B because, before, by the time
E even if, even though
I if, in order that, in case
L lest
O once, only if

15
P provided that
S since, so that
T than, that, though, till
U unless, until
W when, whenever, where, wherever, while

You can see that these connect dependent and independent clauses by looking at the sentence
diagram. The subordinating conjunction goes on a dotted line between the two clauses.

2.2.2.3 They Can't Stand Alone

Remember how I said that adverb clauses are a type of subordinate clause and subordinate clauses
can't stand alone? Let me show you what I mean. Here are some examples of adverbial clauses.

until I fall asleep

whenever my teacher yells
after I walk the dog

All of those groups of words are clauses. They each have a subject and a verb. But, none of them
express a complete thought. In each of those examples, we are left wondering what is going on. Now,
if we attach an independent clause before or after the adverb clause, we'll have a complete sentence
that makes sense.

I listen to music until I fall asleep.

Whenever my teacher yells, I know she's having a bad day.
I will take out the trash after I walk the dog.

Adverbial clauses need to be attached to independent clauses in order to make a complete sentence.

2.2.2.4 The Adverb Questions

Adverbial clauses answer the adverb questions. That means that the whole clause tell us these
things...

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 • How? I walk faster than David walks.
• When? I walk before the sun goes down.
• Where? I walk wherever the trail is paved.
• Why? I walk because it makes me feel good.
• To what extent? I walk more now than I walked one month ago.
• Under what condition? I walk if it's not raining.

Here's one more example diagram for you. It's a little complex, but I thought you might like to see it
anyway!

When you are curious, you find lots of interesting things to do.

Can you identify the independent clause? How about the adverbial dependent clause and the
subordinating conjunction?

2.2.3. Noun Clauses

A noun clause is a dependent clause that acts as a noun. Sometimes, these are introduced by
certain kinds of words called noun clause markers, and sometimes they don't have any introductory
word at all.

Whatever you want is fine with me.

Whatever you want is a dependent noun clause is acting as the subject of the sentence. It is a group
of words with a subject (you) and a verb (want), and it is functioning as a noun. It is performing the job
of the subject.

Noun clauses are subordinate clauses that act as nouns. They can perform any of the noun jobs.
We'll explore them acting as subjects, direct objects, objects of the preposition, and predicate nouns.

17
I'll show you what I mean. We'll go through each of those noun jobs and you'll see what it looks like to
have a whole clause acting as a noun.

Quick Refresher
A clause is a group of words with a subject and a verb. Subordinate clauses act as single parts of
speech and are attached to independent clauses.

2.2.3.1 Acting as Subjects

Subjects tell us whom or what a sentence is about, right? Right!

Candy is fine with me.

Candy is the simple subject in that sentence. It is one word acting as the subject. Now, check this out.

Whatever you want is fine with me.

Now there is a whole clause acting as the subject. Whatever you want is a noun clause acting as the
subject of the sentence. We know that whatever you want is a clause because it has a subject (you)
and a verb (want). We also know that it is a subordinate clause because it does not express a
complete thought. Here is an example of how you would diagram a noun clause acting as the subject.

2.2.3.2 Acting as Direct Objects

A noun can also be a direct object. Direct objects receive the action of the verb. They are only used
with transitive active verbs.

Can you tell me the time?

Time is the direct object in that sentence. It is one noun doing a noun job.

Can you tell me when it is time for dinner?

When it is time for dinner is now acting as the direct object. The whole clause is performing one
function.

18
Let's see if when it is time for dinner is really a noun clause. Does it have a subject and a verb? Yes.
(it & is)Is it performing the job of a noun? Yes. It's the direct object of the verb tell. Is it a subordinate
clause? Yes. It does not express a complete thought. Here is an example of how you would diagram
a noun clause acting as the direct object.

2.2.3.3 Diagramming Quotations

If you find yourself wondering how to diagram a direct quotation of someone's speech or writing,
here's the answer! Many times the person's quotation is a complete sentence.
For example, you might say...

Maria said, "I feel sleepy."

I feel sleepy is a noun clause acting as the direct object of the verb said.

2.2.3.4 Acting as Objects of the Preposition

As you might have guessed, an object of the preposition is another noun job. Read this page
about prepositional phrases if you need to brush up on prepositions.
I asked about Tom.
Tom is a noun acting as the object of the preposition.

I asked about why Tom ate those hot peppers.

Why Tom ate those hot peppers is a clause acting as the object of the preposition. Tom is the subject
of the clause, and ate is the verb, so we know it is a clause. It can't stand alone, so we know it is a
subordinate clause.

19
2.2.3.5 Acting as Predicate Nouns
We've come to the last noun job that we'll discuss here. It has been waiting patiently while you read
about subjects, direct objects, and objects of the prepositions.

This last job is, of course, a predicate noun.

If you want to sound smarter, you can also call these predicate nominatives.

Predicate nouns are the nouns that come after linking verbs. They rename the subject.
Happiness is warm pie.
Pie is the predicate noun. It is one noun performing a noun job.

Happiness is whatever just came out of the oven.

Whatever just came out of the oven is a noun clause performing the job of predicate noun. It has a
subject (whatever) and a verb (came), so we know it is a clause. It does not express a complete
thought, so it's a subordinate clause!

2.3 Practices on Subordinate Clauses

A subordinate clause, also known as a dependant clause, cannot stand by itself. By itself, a
subordinate clause is a fragment. For example:
As Joe put ice into his cup

You should join a subordinate clause to an independent clause to make it part of a sentence. For
example:
As Joe put ice into his cup, Maria talked about the paintings.

You can put the subordinate clause at the end of the sentence, too:
Maria talked about the paintings as Joe put ice into his cup.

A sentence with an independent clause and a subordinate clause is called a complex sentence.
The last two examples demonstrate how to punctuate complex sentences. If the subordinate clause
comes before the independent clause, a comma follows it. If it comes after the independent clause,
no comma separates the clauses.

2.3.1 Direction: Each of the following subordinate clauses is a fragment. Make a complete sentence
by placing an independent clause you’ll come up with after the subordinate clause. Then write
another sentence with the same clauses, but put the subordinate clause at the end. Be sure to use
the right punctuation!
Example: After I ate a salad
Answer: After I ate a salad, I ordered dessert.

20
 I ordered dessert after I ate a salad.
1. If I were rich
2. Since I didn’t see you at the party
3. Until Sally finds her textbook
4. When I finally save up enough money
5. While you were sleeping
6. Because I bought you a present
7. Although Bob can’t block
8. Before you feed the dog
9. Unless I hear from you
10. After it rains

2.3.2 Direction: In each sentence, underline the subordinate clause once and the independent clause
twice. Then circle the simple subject and box the verb in each clause.
Example: The dog that I like has been sold.
The dog that I like has been sold.
1. After Bob shot the sheriff, he forgot to shoot the deputy.
2. Josephine won the election after she campaigned so hard.
3. The pillow that I had brought is under the table.
4. Blue, which I have seen on the walls of your school, is my favourite colour.
5. When it rains, it pours.
6. It pours when it rains.
7. The rain in Spain falls mainly on the plain, if you understand me.
8. Although I should keep my mouth shut, I am going to speak.
9. I could have spent the time that I used to write my paper playing basketball!
10. The mayor, who was sworn in yesterday, promised better schools.

2.3.3 Directions: Write the subordinate or dependent clause in the following sentences. Next to each
one, write whether it is an adjective clause, adverb clause or a noun clause. If an adjective or adverb
clause, tell what word in the independent clause is modified by that clause. If a noun clause, write
how it is used in the sentence...that is, whether it is the subject, direct object, object of preposition,
indirect object or predicate noun.
1. Ancient Egyptians designed houses that were meant to be cool.
2. The architect who is my brother designed my home.
3. Before a proper foundation is designed, a soil test is done.
4. People who like tiny dogs have a choice of about fifteen kinds.
5. Whoever likes Shetland Sheepdogs will be happy with their choice.
6. Many people go to Chicago because there is always plenty to do.
7. Whenever I see an airplane, I want to travel.
8. Another question may be what the major issues are.

21
9. The skyline was spectacular as the sun set.
10. One group is made up of dogs that are bred as bird dogs.

2.3.4 Directions: In the following exercise, place an appropriate subordinating conjunction in front of
one of the independent clauses in each sentence. Do not create a compound sentence with a
coordinating conjunction. In this exercise, you should select the main idea for the independent clause
and create a dependent clause for the subordinate idea. Keep in mind that when you place a
subordinating conjunction in front of an independent clause, a dependant clause is formed that may
require a comma. Remember the rules of punctuation when joining dependent clauses with
independent clauses.
1. Algebra is offered only in the mornings. English is offered at night.
2. The course was excellent. Dr. Dawson taught it.
3. We could see very clearly last night. The moon was so bright.
4. It is cold outside. The joggers are wearing shorts.
5. Jonathan breaks out in a rash. Ragweed blooms in the backyard.
6. I knew you were coming. I would have cleaned the guest room.
7. I live just a few blocks away. I drive to school anyway.
8. The soldiers were dreadfully injured. They would lie on the battlefield without medical attention for
an hour or a day.
9. Bob is a good mechanic. He is planning to open his own repair shop.
10. The dog barked all night. The neighbours did not complain.

22
 Lesson Plan Unit III
Term : 2nd
Subject : English Elliptical Sentence

Topic: English Elliptical Sentence in lesson

• Realizing English Elliptical Sentence.

Goals: • Know way to use English Elliptical Sentence in the right situation.
• Choose the best verb in applying English Elliptical Sentence.

At the end of the lesson, the students should be able to:

• Differentiate English Elliptical Sentence;
Objectives: • Identify English Elliptical Sentence in each sentence;
• Rewrite the sentence changing using English Elliptical Sentence;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the subject topic.

Materials: • Basic definitions of English Elliptical Sentence.
• Teaching English Elliptical Sentence.
• English Tense Websites or another explanation of English Elliptical Sentence.

Introduction: • Introduce about English Elliptical Sentence.

• English Elliptical Sentence.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Elliptical Sentence constructions, *a style that is more
awkward than it is formal.
Development: • Inviting students to discover the relationship between the actor (or subject) and the
action (or predicate) in English Elliptical Sentence can provide students with more
details on how the constructions work, better enabling students to choose the best
language for their writing situation.

• Give the lesson and ask student to indicate English Elliptical Sentence.
Practice: • Ask student to translate in the different situation using English Elliptical Sentence.
• Do multi choices exercise on English Elliptical Sentence.

• Once students have identified English Elliptical Sentence from the page(s) they're
exploring, divide students into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when they choose English Elliptical Sentence and when they use it.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Elliptical Sentence.
• Ask them to revise as necessary, based on whether the tense are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework.

23
3.1 English Elliptical Sentence
Ellipsis means leaving something out. Elliptical sentence is a shorter form of sentence which some
words have been omitted, but it retains the same meaning. It is used so that we can avoid
unnecessary repeated words. It is noticeable that elliptical sentences are used quite common in some
contexts as:
3.1.1 In normal conversation
• A: Where are you going? B: To school. (= I am going to school.)
• A: Ready? (= Are you ready?) B: Yes, I am. (= Yes, I am ready.)

3.1.2 In comparison
• Phalla is taller than Phearom. (= Phalla is taller than Phearom is tall.)
• The ads attracted younger than older people. (= The ads attracted younger than it attracted older
people.)

3.1.3 In sentences joined by coordinating conjunctions

• I have washed and ironed my clothes. (= I have washed my clothes, and I have ironed my
clothes.)
• Bora likes football, Phalla volleyball, and Sopheak basketball. (= Bora likes football, Phalla likes
volleyball, and Sopheak likes basketball.)
• Kolab has five dollars, and Sopheak three. (= Kolab has five dollars, and Sopheak has three
dollars.)

3.1.4 In some dependent clauses

• If you clean the house today, I will tomorrow. (= If you clean the house today, i will clean the
house tomorrow.)
• I will go to the party if you will. (= I will go to the party if you will go to the party.)

3.1.5 In reduced clauses

• The song sung by Preap Sovath was so popular. (= The song which was sung by Preap Sovath
was so popular.)
• The man selling the shoes is my friend. (= The man who is selling the shoes is my friend.)
• The police has found the car stolen yesterday. (= The police has found the car which was stolen
yesterday.)
• When studying, he tried hard. (= When he was studying, he tried hard.)
• I visited the Bayon Temple after coming back from Battambang. (= I visited the Bayon Temple
after I came back from Battambang.)
• Though a bit nervous, she presented the products to the doctor very well. (= Though she was a bit
nervous, she presented the products to the doctor very well.)

24
3.1.6 When used with "SO, TOO, EITHER, NEITHER"
• My sister is tall, and so do my brothers. (= My sister is tall, and my brothers are tall, too.)
• A: I was very sleepy last night. B: So am I. (= A: I was very sleepy last night. B: I am hungry,
too.)
• My mom likes mangoes and my brother does too. (= My mom likes mangoes, and my brother
likes mangoes, too.)
• He didn't say anything, and I didn't either. (= He didn't say anything, and I didn't say anything,
too.)
• Her father likes to travel, and she does either. (= Her father likes to travel, and she likes to travel,
too.)
• He didn't study hard, and neither did I. (= He didn't study hard, and I didn't study hard, too.)
• She doesn't review the lessons, and neither her friend. (= She doesn't review the lessons, and her
friend didn't review the lessons, too.)

3.2 More about Elliptic Sentence Structure

Elliptic means an elimination of word or a number of words from a sentence in order to make a shorter
and better sentence structure. It is used to avoid repeating word or a number of words in a sentence
and is often used either in spoken language or in written language, which we can find in textbook.
This unit will untie basic rules to understand elliptic structure beginning the most simple to the most
complex. Usage of Elliptic Structure

3.2.1 Elliptic Structure for Affirmative Sentence

subject + auxiliary + too

subject + verb …, + and +
so + auxiliary + subject

She is busy. She is busy, and I am too.

I am busy. She is busy, and so am I.

Tony is playing football. Tony is playing football, and Rudy is too.

Rudy is playing football. Tony is playing football, and so is Rudy.

Sam likes swimming. Sam likes swimming, and Mary does too.
Mary likes swimming. Sam likes swimming, and so does Mary.

You bought a new book. You bought a new book, and She did too.
She bought a new book. You bought a new book, and so did She.

George has written it. George has written it, and I have too.

25
I have written it. George has written it, and so have I.

3.2.2 Elliptic Structure for Negative Sentence

subject + negative auxiliary + either

subject + negative verb …, + and +
neither/ nor + positive auxiliary + subject

They won’t play football. They won’t play football, and we won’t either
We won’t play football. They won’t play football, and nor/ neither will we.

Alf didn’t ask any questions. Alf didn’t ask any questions, and John didn’t either.
John didn’t ask any questions. Alf didn’t ask any questions, and nor did John.

3.2.3 Elliptic Structure For Opposite Sentence

subject + negative verb, + but + subject + positive auxiliary + subject

I don’t see John. I don’t see John, but Marry does.

Marry sees John.

Jane can play a guitar. Jane can play a guitar, but Bill can’t.
Bill can’t play a guitar.

3.2.4 Elliptic Structure Using “Both ... and...” (Two sentences have the same tense)
He painted the door. He painted both the door and the window.
He painted the window.

She saw that film. Both she and I saw that film.
I saw that film.

3.2.5 Elliptic Structure Using “Either ... or...” (Two sentences have the same tense)
The boys look very tired. Either the boys or the girl looks very tired.
The girl looks very tired. Either the girl or the boys look very tired.

3.2.6 Elliptic Structure Using “Neither ... nor ...” (Two sentences have the same tense)
He isn’t a teacher. He is neither a teacher nor a lecturer.
He isn’t a lecturer.

Tom doesn’t come here. Neither Tom nor they come here.

26
They don’t come here. Neither they nor Tom comes here.

3.2.7 Elliptic Structure in Clauses

ES can be used in dependent and independent clauses if they have the same subject.
Marry was poor but she was honest.
Marry was poor but honest.

Although she was given everything, she was never satisfied.

Although given everything, she was never satisfied.

If you were sleepy, you may go to sleep.

If sleepy, you may go to sleep.

She cooked while she was listening the music.

She cooked while listening the music.

I saw him when he was crossing the street.

I saw him crossing the street.

When you stop your car, you always use a hand signal.
When stopping your car, always use a hand signal.

Before I eat the meal, I always say a short payer.

Before eating the meal, I always say a short prayer.

3.3 Practices on English Elliptical Sentence

3.3.1 Direction: Complete using auxiliary verb for the correct elliptical sentence.
1. Elia is a nurse. I am a nurse. Elia is a nurse and so ________ I.
2. Luna likes jogging. Silvie likes jogging. Luna likes jogging and so _______ silvie.
3. Hoho has a big dog. I have a big dog. Hoho has a big dog and so _______ I.
4. Dewi is happy. We are happy. Dewi is happy and so ______ we.
5. They play football well. We play football well. They play football well and so ______ we.
6. She takes a Music course. Her brothers take a Music course. She takes a Music course and her
brothers _______ too.
7. I am tall. My sisters are tall. I am tall and my sisters _______ too.
8. The boys are tired. The girls are tired. The boys are tired and the girls _______ too.
9. The students make beautiful carvings. Their teacher makes a beautiful carving. The students
make beautiful carvings and their teacher _______ too.
10. Irvan sings loudly. We sing loudly. Irvan sings loudly and we ______ too.

27
3.3.2 Direction: Read the questions and choose the best answer!
1. Nuclear factories in Ukraine are predicted not only dangerous to the environment but also
_________ to the human population.
a. risk
b. risks
c. risky
d. to be risked
2. Human babies tend to play with small things surrounding them and _________.
a. so do cat babies
b. baby cats too
c. so do babies cats
d. cat babies do so
3. Both Iran and United States ______ susceptible to be the most potential nuclear-weapon
developer countries.
a. is
b. was
c. are
d. were
4. Neither mice nor rats ___________.
a. is living in clean places
b. are living in clean places
c. has lived in clean places
d. do not live in clean places
5. Cobra snakes do not have four-chamber heart and rattle snakes ______ either.
a. does not
b. have not
c. do not
d. has not
6. The use of Pound sterling in international market is not really significant and often to use ______
its value is always higher than Dollar.
a. but also
b. and
c. but
d. nor
7. _________ arsenic substance found in the food eaten by John F Kennedy or iron ore in his wine
has proved to be the cause of his death.
a. Both
b. Either
c. Neither
d. Not

28
8. It was not Jesus ______ Paul who actually spread the Christianity concept through over the
world.
a. and
b. but
c. but also
d. or
9. Banning smoking and ________ in public places are believed to bring many significant positive
effects to the society.
a. drink alcohol
b. to drink alcohol
c. drinking alcohol
d. alcohol drinking
10. Both platinum and gold _______ very hard to find which makes the minerals have a high trade
values.
a. is
b. was
c. are
d. were

3.3.3 Direction: Read the following sentences and choose the incorrect underlined part of the
sentences.
1. The students did not pay attention to the headmasters’ speech and the teachers did not too.
2. Neither we nor they did not know the announcement issued yesterday.
3. We tried to save both our share and their credible in the stock market.
4. It is not truly, or some say directly, stress which causes skin problem but also both smoke and
alcohol do.
5. The employees feel disagreement to the new rules taken by the government and so did most
private companies.

29
 Lesson Plan Unit IV
Term : 2nd
Subject : English Prepositions

Topic: English Preposition in lesson

• Realizing English Preposition in sentence.

Goals: • Know way to use English Preposition in the right situation.
• Choose the best English Preposition in sentence.

At the end of the lesson, the students should be able to:

• Differentiate among types of English Preposition;
Objectives: • Identify English Preposition in each sentence;
• Rewrite the sentence changing one type of English Preposition to another;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the topic.

Materials: • Basic definitions of English Preposition.
• Teaching English Preposition.
• Subjunctive Websites or another explanation of English Preposition.

Introduction: • Introduce about English Preposition.

• Indicate kinds of English Preposition in English.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Preposition constructions.
Development: • Inviting students to discover the relationship between the factual meaning and the
predicate contraction in sentence can provide other students with more details on how
the constructions work, better enabling students to choose the best language for their
writing situation

• Give the lesson and ask student to indicate English Preposition.

Practice: • Ask student to translate in the different situation with types of English Preposition
• Do multi choices exercise on English Preposition.

• Once students have identified verbs from the page(s) they're exploring, divide students
into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when another student chooses and uses types of English
Preposition.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Preposition.
• Ask them to revise as necessary, based on whether the verbs are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework

30
4.1 English Prepositions
A preposition is a word governing, and usually coming in front of, a noun or pronoun and expressing a
relation to another word or element, as in:
• She left before breakfast
• What did you come for?

There are more than 100 prepositions in English. Yet this is a very small number when you think of
the thousands of other words (nouns, verbs etc). Prepositions are important words. We use individual
prepositions more frequently than other individual words. In fact, the prepositions of, to and in are
among the ten most frequent words in English. Here is a short list of 70 of the more common one-
word prepositions. Many of these prepositions have more than one meaning. Please refer to a
dictionary for precise meaning and usage. For a full list of 150 prepositions (including one-word and
complex prepositions with 370 example sentences).

• aboard • besides • from • than

• about • between • for • through
• above • beyond • on • to
• across • but • in • toward
• after • by • inside • towards
• against • concerning • into • under
• along • considering • like • underneath
• amid • despite • minus • unlike
• among • down • near • until
• anti • during • of • up
• around • except • off • upon
• as • excepting • past • versus
• at • excluding • per • via
• before • onto • plus • with
• behind • opposite • regarding • within
• below • outside • round • without
• beneath • over • save
• beside • following • since

4.2 English Preposition Rule

There is one very simple rule about prepositions. And, unlike most rules, this rule has no exceptions.
Rule
A preposition is followed by a "noun". It is never followed by a verb.
By "noun" we include:

31
 • noun (dog, money, love)
• proper noun (name) (Bangkok, Mary)
• pronoun (you, him, us)
• noun group (my first job)
• gerund (swimming)

A preposition cannot be followed by a verb. If we want to follow a preposition by a verb, we must use
the "-ing" form which is really a gerund or verb in noun form.
Here are some examples:

Subject + verb preposition "noun"

The food is on the table.

She lives in Japan.

Tara is looking for you.

The letter is under your blue book.

Pascal is used to English people.

She isn't used to working.

I ate before coming.

Question
In the following sentences, why is "to" followed by a verb? That should be impossible, according to the
rule:
• I would like to go now.
• She used to smoke.
Answer
In these sentences, "to" is not a preposition. It is part of the infinitive ("to go", "to smoke").

4.3 Prepositions of Place: at, in, on

In general, we use:
• at for a POINT
• in for an ENCLOSED SPACE
• on for a SURFACE

32
 At in on

POINT ENCLOSED SPACE SURFACE

at the corner in the garden on the wall

at the bus stop in London on the ceiling

at the door in France on the door

at the top of the page in a box on the cover

at the end of the road in my pocket on the floor

at the entrance in my wallet on the carpet

at the crossroads in a building on the menu

at the entrance in a car on a page

Look at these examples:

• Jane is waiting for you at the bus stop.
• The shop is at the end of the street.
• My plane stopped at Dubai and Hanoi and arrived in Bangkok two hours late.
• When will you arrive at the office?
• Do you work in an office?
• I have a meeting in New York.
• Do you live in Japan?
• Jupiter is in the Solar System.
• The author's name is on the cover of the book.
• There are no prices on this menu.
• You are standing on my foot.
• There was a "no smoking" sign on the wall.
• I live on the 7th floor at 21 Oxford Street in London.

Notice the use of the prepositions of place at, in and on in these standard expressions:

at in on

at home in a car on a bus

at work in a taxi on a train

33
 at school in a helicopter on a plane

at university in a boat on a ship

at college in a lift (elevator) on a bicycle, on a motorbike

at the top in the newspaper on a horse, on an elephant

at the bottom in the sky on the radio, on television

at the side in a row on the left, on the right

at reception in Oxford Street on the way

4.4 Prepositions of Time: at, in, on

We use:
• at for a PRECISE TIME
• in for MONTHS, YEARS, CENTURIES and LONG PERIODS
• on for DAYS and DATES

at In on

MONTHS, YEARS,
PRECISE TIME DAYS, DATES
CENTURIES, LONG PERIODS

At 3 o'clock in May on Sunday

At 10.30am in summer on Tuesdays

At noon in the summer on 6 March

At dinnertime in 1990 on 25 Dec. 2010

At bedtime in the 1990s on Christmas Day

At sunrise in the next century on Independence Day

At sunset in the Ice Age on my birthday

At the moment in the past/future on New Year's Eve

Look at these examples:

• I have a meeting at 9am.
• The shop closes at midnight.

34
 • Jane went home at lunchtime.
• In England, it often snows in December.
• Do you think we will go to Jupiter in the future?
• There should be a lot of progress in the next century.
• Do you work on Mondays?
• Her birthday is on 20 November.
• Where will you be on New Year's Day?

Notice the use of the preposition of time at in the following standard expressions:

Expression Example

At night The stars shine at night.

At the weekend I don't usually work at the weekend.

At Christmas/Easter I stay with my family at Christmas.

At the same time We finished the test at the same time.

At present He's not home at present. Try later.

Notice the use of the prepositions of time in and on in these common expressions:

in On

In the morning on Tuesday morning

In the mornings on Saturday mornings

In the afternoon(s) on Sunday afternoons

In the evening(s) on Monday evening

When we say last, next, every, this we do not also use at, in, on.
• I went to London last June. (not in last June)
• He's coming back next Tuesday. (not on next Tuesday)
• I go home every Easter. (not at every Easter)
• We'll call you this evening. (not in this evening)

35
4.5 Practices on English Prepositions
4.5.1 Direction: Choose the right preposition of place.
1. _____the picture, I can see a family_____ a kitchen.
2. There is a vase and fruits_____ the worktop.
3. The mother is standing_____ her husband and her daughter.
4. She is holding a mug_____ in her hand.
5. The father and the daughter are sitting_____ the worktop_____ beautiful iron chairs.
6. There is a picture_____ the wall.
7. There is a window_____ the father.
8. The woman is looking_____ her daughter.

4.5.2 Direction: Choose the right preposition of time.

1. What are you doing_____ Saturday.
2. I am going to the countryside_____ the weekend?
3. I haven't been to the countryside_____ December.
4. What time are you leaving?
I am leaving_____ the afternoon. May be_____ three o'clock pm. I am coming back
_____Sunday evening. I'll catch the half_____ seven train_____ Sunday. I'll be here_____
nine o'clock.
5. So you'll be there the whole weekend. I'll be missing you!

4.5.3 Direction: Find the correct answer.

1 He made his escape by jumping ______ a window and jumping ______ a waiting car.
over / into
between / into
out of / between
out of / into
up to / out of
2 To get to the Marketing department, you have to go ______ those stairs and then ______ the
corridor to the end.
over / into
between / into
out of / between
out of / into
up / along
3 I saw something about it ______ television.
In
On
At
Through
With
4 I couldn't get in ______ the door so I had to climb ______ a window.
through / in

36
 between / into
out of / between
out of / into
up / along
5 She took the key ______ her pocket and put it ________ the lock.
over / into
between / into
out of / in
by / on
up to / out of
6 He drove ______ me without stopping and drove off ______ the centre of town.
from / into
towards / over
along / up
past / towards
in / next to
7 I took the old card ______ the computer and put ______ the new one.
through / in
out of / in
out of / between
out of / into
up / along
8 I went ______ him and asked him the best way to get ______ town.
from / into
towards / over
along / up
by / on
up to / out of

9 It's unlucky to walk ______ a ladder in my culture. I always walk ______ them.
through / in
out of / in
under / around
out of / into
up / along
10 The restaurant is ______ the High Street, ______ the cinema.
through / in
out of / in
under / around
in / next to
up / along
11 Sally left school ______ the age of 16 and went to work ______ a bank.
through / in
out of / in
under / around
in / next to

37
 at / in
12 He jumped ______ the wall and ______ the garden.
over / into
towards / over
along / up
by / on
up to / out of
13 He was driving ______ 180 miles per hour when he crashed ______ the central barrier.
at / into
out of / in
under / around
in / next to
at / in
14 She ran ______ the corridor and ______ the stairs to the second floor.
from / into
towards / over
along / up
by / on
in / next to
15 John is the person standing ______ the window, ______ the woman with the long blonde hair.
at / into
beside / next to
under / around
in / next to
at / in
16 When the bull ran ______ me, I jumped ______ the fence.
from / into
towards / over
beside / next to
by / on
in / next to
17 Look, that car's ______ fire.
Through
With
In
Into
On
18 He saw a parking space ______ two cars and drove ______ it.
over / into
between / into
along / up
by / on
up to / out of
19 Harry comes to work ______ car but I prefer to come ______ foot.
at / into
beside / next to

38
 by / on
in / next to
at / in
20 He took the book ______ the shelf and put it ______ his bag.
from / into
at / into
beside / next to
by / on
in / next to

Lesson Plan Unit V

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 Term : 2nd
Subject : English Phrasal Verbs and other multi-word verbs

Topic: English Phrasal Verbs and other multi-word verbs in lesson

• Realizing English Phrasal Verbs and other multi-word verbs in sentence.

Goals: • Know way to use English Phrasal Verbs and other multi-word verbs in the right
situation.
• Choose the English Phrasal Verbs and other multi-word verbs in sentence.

At the end of the lesson, the students should be able to:

• Differentiate among types of English Phrasal Verbs and other multi-word verbs;
• Identify English Phrasal Verbs and other multi-word verbs in each sentence;
Objectives:
• Rewrite the sentence changing one type of English Phrasal Verbs and other multi-word
verbs to another;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the topic.

• Basic definitions of English Phrasal Verbs and other multi-word verbs.
Materials: Teaching English Phrasal Verbs and other multi-word verbs.
• Subjunctive Websites or another explanation of English Phrasal Verbs and other multi-
word verbs.

Introduction: • Introduce about English Phrasal Verbs and other multi-word verbs
• Indicate kinds of English Phrasal Verbs and other multi-word verbs in English.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Phrasal Verbs and other multi-word verbs constructions.
Development: • Inviting students to discover the relationship between the factual meaning and the
predicate contraction in English Phrasal Verbs and other multi-word verbs can provide
other students with more details on how the constructions work, better enabling
students to choose the best language for their writing situation.

• Give the lesson and ask student to indicate English Phrasal Verbs and other multi-word
verbs.
Practice: • Ask student to translate in the different situation with types of English Phrasal Verbs
and other multi-word verbs
• Do multi choices exercise on English Phrasal Verbs and other multi-word verbs.

• Once students have identified verbs from the page(s) they're exploring, divide students
into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when another student chooses and uses types of English
Preposition.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Phrasal Verbs and other multi-word verbs.
• Ask them to revise as necessary, based on whether the verbs are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework.

5.1 Phrasal Verbs and other multi-word verbs

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Phrasal verbs are part of a large group of verbs called "multi-word verbs". Phrasal verbs and other
multi-word verbs are an important part of the English language. Multi-word verbs, including phrasal
verbs, are very common, especially in spoken English. A multi-word verb is a verb like "pick up", "turn
on" or "get on with". For convenience, many people refer to all multi-word verbs as phrasal verbs.
These verbs consist of a basic verb + another word or words.

The other word(s) can be prepositions and/or adverbs. The two or three words that make up multi-
word verbs form a short "phrase"—which is why these verbs are often all called "phrasal verbs".
The important thing to remember is that a multi-word verb is still a verb. "Get" is a verb. "Get up", is
also a verb, a different verb. "Get" and "get up" are two different verbs. They do not have the same
meaning. So you should treat each multi-word verb as a separate verb, and learn it like any other
verb. Look at these examples. You can see that there are three types of multi-word verb:

single-word verb look direct your eyes in a You must look before you
certain direction leap.

multi- prepositional look after take care of Who is looking after the
word verbs baby?
verbs
phrasal verbs look up search for and find You can look up my
information in a reference number in the telephone
book directory.

phrasal- look anticipate with pleasure

I look forward to meeting
prepositional forward to
you.
verbs

In this lesson we look at the three types of multi-word verbs, including phrasal verbs:
Like many grammar books, we divide multi-word verbs into:
- prepositional verbs
- phrasal verbs
- phrasal-prepositional verbs
Other grammars, however, call all multi-word verbs "phrasal verbs".

5.2 Phrasal Verbs

Phrasal verbs are a group of multi-word verbs made from a verb plus another word or words. Many
people refer to all multi-word verbs as phrasal verbs. On these pages we make a distinction between
three types of multi-word verbs: prepositional verbs, phrasal verbs and phrasal-prepositional verbs.

On this page we look at phrasal verbs proper.

Phrasal verbs are made of: verb + adverb

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Phrasal verbs can be:
• intransitive (no direct object)
• transitive (direct object)

Here are some examples of phrasal verbs:

examples
Phrasal
meaning
verbs direct
object

get up rise from bed I don't like to get up.

intransitive
phrasal
cease to He was late because his car broke
verbs break down
function down.

transitive put off postpone We will have to put off the meeting.
phrasal
verbs turn down refuse They turned down my offer.

5.3 Separable Phrasal Verbs

When phrasal verbs are transitive (that is, they have a direct object), we can usually separate the two
parts. For example, "turn down" is a separable phrasal verb. We can say: "turn down my offer" or
"turn my offer down". Look at this table:

transitive They turned down my offer.

phrasal
verbs are
They turned my offer down.
separable

However, if the direct object is a pronoun, we have no choice. We must separate the phrasal verb
and insert the pronoun between the two parts. Look at this example with the separable phrasal verb
"switch on":

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direct John switched on the radio.
object
pronouns John switched the radio on. These are all possible.
must go
between John switched it on.
the two
parts of
transitive
John switched on it. This is not possible.
phrasal
verbs

What is Separable or inseparable phrasal verbs? Some dictionaries tell you when phrasal verbs are
separable. If a dictionary writes "look (something) up", you know that the phrasal verb "look up" is
separable, and you can say "look something up" and "look up something". It's a good idea to write
"something/somebody" as appropriate in your vocabulary book when you learn a new phrasal verb,
like this:
• get up
• break down
• put something/somebody off
• turn something/somebody down
This tells you whether the verb needs a direct object (and where to put it).

5.4 Prepositional Verbs

Prepositional verbs are a group of multi-word verbs made from a verb plus another word or words.
Many people refer to all multi-word verbs as phrasal verbs.
On these pages we make a distinction between three types of multi-word verbs: prepositional verbs,
phrasal verbs and phrasal-prepositional verbs. On this page we look at prepositional verbs.
Prepositional verbs are made of: verb + preposition
Because a preposition always has an object, all prepositional verbs have direct objects. Here are
some examples of prepositional verbs:

examples
prepositional verbs meaning
direct object

believe in have faith in the existence of I believe in God.

look after take care of He is looking after the dog.

talk about Discuss Did you talk about me?

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 wait for Await John is waiting for Mary.

Prepositional verbs cannot be separated. That means that we cannot put the direct object between
the two parts. For example, we must say "look after the baby". We cannot say "look the baby after":

prepositional verbs are Who is looking after the

This is possible.
inseparable baby?

Who is looking the baby This is not

after? possible.

It is a good idea to write "something/somebody" in your vocabulary book when you learn a new
prepositional verb, like this:
• believe in something/somebody
• look after something/somebody
This reminds you that this verb needs a direct object (and where to put it).

5.5 Practices on English Phrasal Verbs and other multi-word verbs

5.5.1 Direction: Choose the correct preposition to complete each of the following sentences.
1. I can't put ________ with (= handle/tolerate) his attitude any more.
a. Up
b. On
c. In
2. Put ________ your name. (= Write your name)
a. Up
b. Down
c. On
3. She put ________ (= postponed) the meeting until next Thursday.
a. Out
b. Away
c. Off
4. They put ________ (= had/performed) a great show last night.
a. On
b. In
c. Up
5. Are you putting me ________? (= Are you kidding?)
a. On
b. In
c. Up
6. They put me ________ for the night. (= They let me stay at their house for the night.)

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 a. Out
b. Up
c. Away
7. The firefighters put ________ (= extinguished) the fire.)
a. Out
b. In
c. On
8. Stop putting everyone ________! (= Stop talking negatively about everyone!)
a. Up
b. Down
c. Out
9. The Killers put ________ (= released) a new CD last month.)
a. Up
b. Out
c. On
10. He looks like he put ________ (= gained) some weight.)
a. Off
b. In
c. On
11. My car ________ on the freeway.
a. Broke down
b. Broke up
c. Broke through
12. The thief managed to ________ the police barricade.
a. Break through
b. Break in
c. Break on
13. My girlfriend and I ________ last month.
a. Broke through
b. Broke in
c. Broke up
14. Hey, ________ the girl with the red hair. She's very pretty.
a. Check out
b. Check in
c. Check at
15. ________! Things will get better.
a. Cheer on
b. Cheer at
c. Cheer up
16. The police are trying to ________ on drunk drivers.

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 a. Crack up
b. Crack down
c. Crack through
17. He is so funny! He really cracks me ________.
a. Up
b. Around
c. on
18. I though the movie was going to end, but it just ________.
a. Dragged in
b. Dragged on
c. Dragged into
19. I'm really tired because I ________ at 5 AM this morning.
a. Got around
b. Got up
c. Got on
20. Friends can help you to ________ a difficult time in your life.
a. Get around
b. Get by
c. Get through

5.5.2 Direction: Fill in the proper preposition for each phrasal verb.
1. You gained some weight = You put_____a few pounds.
2. Don't tell anyone about it. = Keep it_____yourself.
3. Have you been in contact with Sarah? = Have you heard_____Sarah?
4. I've been spending time with her. = I've been hangin _____with her.
5. Please take care of my little sister. = Please look_____my little sister.
6. He disappointed me. = He let me_____.
7. You can trust me. = You can count_____me.
8. We often eat in restaurants. = We often eat_____.
9. I can't understand why you would say that. = I can't figure_____why you would say that.
10. He is planning something. = He is up_____something.

Lesson Plan Unit VI

Term : 2nd

46
 Subject : English Causative Verbs

Topic: English Causative Verbs in lesson

• Realizing English Causative Verbs in sentence.

Goals: • Know way to use English Causative Verbs in the right situation.
• Choose English Causative Verbs in sentence.

At the end of the lesson, the students should be able to:

• Differentiate among types of English Causative Verbs;
Objectives: • Identify English Causative Verbs in each sentence;
• Rewrite the sentence changing one type of English Causative Verbs to another;
• Appreciate the lesson by showing active participation of the students towards the
lesson.

• Internet Access: any resources based on the topic.

Materials: • Basic definitions of English Causative Verbs.
Teaching English Causative Verbs.
• Subjunctive Websites or another explanation of English Causative Verbs.

Introduction: • Introduce about English Causative Verbs.

• Indicate kinds of English Causative Verbs in English.

• Choose more formal language; students can adopt a more objective style which can
result in a reliance on English Causative Verbs constructions.
Development: • Inviting students to discover the relationship between the factual meaning and the
predicate contraction in English Causative Verbs can provide other students with more
details on how the constructions work, better enabling students to choose the best
language for their writing situation

• Give the lesson and ask student to indicate English Causative Verbs.
Practice: • Ask student to translate in the different situation with types of English Causative Verbs.
• Do multi choices exercise on English Causative Verbs.

• Once students have identified verbs from the page(s) they're exploring, divide students
into small groups to explore their findings.
• Ask students to share their findings and use the collected information to draw
Accommodations: conclusions about when another student chooses and uses types of English Causative
Verbs.
• After teacher is satisfied that students have had enough time to explore their findings,
gather as a group and ask students to share their conclusions.
• Ask students to support their conclusions with specific details from the lesson.

• Once the lesson is complete, ask students to explore the pieces that they are writing,
Checking for checking for English Causative Verbs.
• Ask them to revise as necessary, based on whether the verbs are appropriate for the
Understanding:
particular sentence. Students may work during their in-class writing time or complete
the revisions as homework

6.1 Causative verbs

Causative structures indicate that one thing or person causes another thing or person to do
something or be something.

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6.2 Examples of causatives
Have (give someone the responsibility to do something)
• I had John fix the car
• I had my hair cut
Make (force someone to do something)
• The teacher made the students work in groups
• Our boss made us work extra hours
Get (convince or trick someone into doing something)
• He got the mechanic to repair the machine.
• She got him to read more.
Let (allow someone do something)
• Jane let her son go out
• They let the children play in the yard
Other causative verbs
Other causative verbs include:
allow, help, enable, keep, hold, force, require, persuade

6.3 More about Causative Verbs: Let / Make / Have / Get

The following is a mini-tutorial on the use of the causative verbs "let," "make," "have," and "get." After
you have studied the tutorial, complete the associated exercises

Let
FORM
[let + person + verb]
USE
This construction means "to allow someone to do something."
Examples:
• John let me drive his new car.
• Will your parents let you go to the party?
• I don't know if my boss will let me take the day off.

Make
FORM
[make + person + verb]
USE
This construction means "to force someone to do something."
Examples:
• My teacher made me apologize for what I had said.
• Did somebody make you wear that ugly hat?

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 • She made her children do their homework.

Have
FORM
[have + person + verb]
USE
This construction means "to give someone the responsibility to do something."
Examples:
• Dr. Smith had his nurse take the patient's temperature.
• Please have your secretary fax me the information.
• I had the mechanic check the brakes.

Get
FORM
[get + person + to + verb]
USE
This construction usually means "to convince to do something" or "to trick someone into doing
something."
Examples:
• Susie got her son to take the medicine even though it tasted terrible.
• How can parents get their children to read more?
• The government TV commercials are trying to get people to stop smoking.

Get vs. Have

Sometimes "get someone to do something" is interchangeable with "have someone do something,"
but these expressions do not mean exactly the same thing.
Examples:
• I got the mechanic to check my brakes.

At first the mechanic didn't think it was necessary, but I convinced him to check the brakes.
• I had the mechanic check my brakes.
I asked the mechanic to check the brakes.

6.4 Practices on English Causative Verbs

6.4.1 Choose the correct answer.
1-
a) We made Kevin to finish his supper.
b) We made Kevin finish his supper.
2-
a) They suggested Irene to take music lessons.

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b) They suggested that Irene take music lessons.
2-
(a) I insisted that Laura do her homework.
(b) I insisted that Laura does her homework.
3-
(a) I suggested that Laura do her homework.
(b) I suggested that Laura did her homework.
4-
(a) I recommended that Laura do her homework.
(b) I recommended that Laura has done her homework.

6.4.2 Rewrite the following sentences giving the same meaning to the one before using the
causative verbs and not the passive voice form.
1- The mechanic mended my car a week ago.
* I ------------------ my car ...................... .
* My car .................................................. .
2- Peter fixed new curtains for me.
* I .......................................................... .
or
* New curtains ........................................ .
3- My car was serviced yesterday.
* ................ my car ................. yesterday.
or
* My car had .............. yesterday.

6.4.3 Complete the sentences below using the correct form of the verbs "let," "make," "have,"
and "get,"
1. Sam really wanted a dog, but his parents wouldn't _____him have a pet.
2. I can't believe she_____you look at her vacation pictures again last night. We have to look at
those stupid pictures every time we go to her house.
3. I don't know how you convince your children to clean up their rooms. I couldn't _____my children
to clean up their rooms if my life depended on it.
4. Professor Yu_____each of her students write an essay describing their future goals in life.
5. Professor Yu_____her students use a dictionary while they were taking the test.
6. Debbie's husband hates the opera. But after days of nagging, she finally_____him to go see the
new production of La Boheme.
7. Sally_____me take off my shoes before I went into her house. She said she wanted to keep the
carpet clean.
8. Rebecca Smith requested a copy of that expense report, so I_____the courier take one over to
her last week.

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9. Diane thinks television is a waste of time, so she won't_____her children watch TV.
10. Mr. Levine_____his secretary call Ms. Jackson and reconfirm their meeting on Thursday.
11. Marcus______me drive his new BMW. I couldn't believe how quickly it picked up speed.
12. How did you_____the doctor to make a house call? I haven't heard of a doctor actually going to
a patient's house in years.
13. My boss_____me get him coffee, pick up his dry cleaning and buy presents for his wife. He can't
do anything by himself!
14. Tommy didn't want to go to his cousin's birthday party, but his mom_____him go.
15. I can't believe the zoo keeper _____you feed the snake. That was so cool!
16. The contract was very detailed, and it was essential that the wording be absolutely correct.
Therefore, I_____the translator recheck his work several times to make sure there would be no
misunderstandings.
17. Cheryl didn't want to wash her car, so with a little smooth talk she _____her boyfriend to wash it
for her.
18. If you ask me nicely, I'll _____you lick the bowl after I make the cookies.
19. Dr. Jackson _____the nurse monitor the patient's condition overnight.
20. The news coverage of the recent tornado was incredibly moving. The interview with the little boy
who lost his family in the tragedy_____everyone cry.

References

Allen, W Stannard. 1987. Living English Structure. London: Longman Group Ltd.
Dixson, Robert J. 1986. Everyday English.USA: Regents Publishing Company Inc.

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Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New Jersey: Prentice Hall Inc.
Murphy, Raymond. 1985. English Grammar in Use. New York: Cambridge University Press.
Martinet, Thomson AJ. 1986. A Practical English Grammar. Hongkong: Oxford University Press.
Schrampher, Azar Betty. 1989. Understanding and Using English Grammar. New Jersey: Prentice
Hall.

Websites:
//owl.english.purdue.edu
//english-grammar-revolution.com
//myenglishpages.com
//englishch-hilfen.de
//englishclub.com
//learnenglishfeelgoof.com

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