A
7. Students draw four boxes, labelled as shown. They enter each of the
phrases given, in its appropriate box. They must remember to ask
themselves the questions when, where, why or how?
a. with a sharp cry
b. far too late
c. in a loud voice
d. before sunrise
e. through carelessness
f. under the bed
g. to escape from prison
h. in the rainwater tank
i. for my aunt
j. with a stiff brush
time (when?) Place (where?)
Manner (how?) Reason (why?)
8. Students rewrite the following sentences correctly.
a. The man failed to see the approaching horse doing up his
shoelace.
b. The girl ran away from the fierce dog wearing high heels.
c. I saw this huge skeleton wandering around the museum.
d. We were told that it is rare to see wombats at school.
e. The old plough was remodelled by the farmer found in the
dump.
f. The criminal was found dead after a trip overseas in his own bed.
Remember to use commas appropriately.
9. We can improve our writing by joining sentences together, using
phrases, for example:
The boy ran into a lamp post. He wasn’t looking where he was
going.
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p h r A s e s
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Clauses
Definition: The word ‘clause’ is from the Latin clausa meaning
‘a closing’ – in the sense that the clause is complete in form and
meaning. A simple sentence with one finite verb is referred to as
the main (or principal) clause and the appended or attached clauses
are referred to as subordinate clauses.
Before studying clauses, students should:
• understand and recognise the difference between finite and
non-finite verbs
• know the functions of nouns, adjectives and adverbs
• understand the terms subject, object and complement
• be able to define the term ‘phrase’ and understand its
functions
• recognise and understand the function of relative pronouns
Once students have mastered the use of phrases they are well
on the way to understanding clauses. Clauses are used in the same
three ways: as nouns, being subjects, objects or complements; as
adjectives, qualifying nouns; and as adverbs modifying verbs.
It is important to identify for students the essential differences
between phrases and clauses.
A finite verb
A clause always contains a finite verb.
For example:
The old lady, carrying a newborn lamb, entered the kitchen.
non-finite verb (phrase)
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The old lady, who was carrying a newborn lamb, entered the kitchen.

gories. As mentioned earlier, it is wise to use easily recognisable
but definitive terms, usually of the more traditional kind which
are readily understood in any language or reference material. It is
equally important to be consistent in their use.
Main clauses
The main (another common term is ‘principal’) clause consists of a
simple sentence with one finite verb. It makes complete sense.
For example:
A bee stung the woman.
finite verb
Compound sentences
There can be more than one main clause in a sentence. If the clauses
have the same grammatical form and are joined by a conjunction
such as and, or or but they form a compound sentence.
For example:
A bee stung the woman and she dropped her spade.
finite verb finite verb
Each clause makes sense on its own. The conjunction may be
only understood, in which case a semicolon is used to join the
main clauses.
For example:
A bee stung the woman; she dropped her spade.
Sentence analysis
Finite verbs: stung, dropped
Main clause 1: a bee stung the woman