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Chapter 2: Phrases and Clauses
TEACHING PHRASES
Divide students into two groups, and provide them with a series of cards containing
phrases that can be made into five different sentences. For example,
• running in the morning/is causing/long days
• my best friend/has enjoyed/her new job/in my father’s sporting goods store
• my father/has owned/a sporting goods store/for many years
• running a store/has been/a challenge/for my father
• my mother/has been trying/to get me/to work in the store
The sentences should all focus on the same theme.
Give students the cards in random order, and have them try to create five sentences
that all make sense. For instance, if they create the sentence My best friend has enjoyed
her new job running a store and if they get the other three sentences correct, they will
be left with in my father’s sporting goods store has been a challenge for my father.
Obviously, this does not make sense, so they will have to figure out how to make all
the sentences work. The first group to get all five sentences in a logical order wins.
Remember that the sentences can be rearranged and still be logical.
The major objective of this exercise is to show students how phrases work as part of
a larger whole—a sentence.
TEACHING CLAUSES
For about five minutes, have students write down as many song titles as they can think
of—no made-up titles allowed. Be sure they write down the full titles. After they have
completed their lists, have them cross out all song titles that are only phrases, leaving
titles that are clauses. The student with the most titles that are clauses wins.
UNIT QUIZZES
To check your students’ mastery of the collective skills in this unit, two additional Unit
Quizzes are available in the Instructor’s Resource Manual, Section II, Part II.
ADDITIONAL WRITING TOPIC
Let your students expand into a well-developed essay a paragraph they wrote in one of
the unit chapters.
READING PHRASES AND CLAUSES
Underline the phrases and put the clauses in brackets in the following
sentences written by a student.
I was surprised how quickly I completed my writing assignment on my
cousin’s computer. I had been using one of the computers at the library,
and it kept erasing my work. With a fresh start on my cousin’s computer,
I found that the words were just falling out of my head naturally. I didn’t
have to spend time trying to find lost paragraphs or recreating sections
of my composition. I have to get a computer of my own, but I just
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ADDITIONAL WRITING TOPIC
Let your students expand into a well-developed essay a paragraph they wrote in one of
the unit chapters.
TEACHING PHRASES
Divide students into two groups, and provide them with a series of cards containing
phrases that can be made into five different sentences. For example,
• running in the morning/is causing/long days
• my best friend/has enjoyed/her new job/in my father’s sporting goods store
• my father/has owned/a sporting goods store/for many years
• running a store/has been/a challenge/for my father
• my mother/has been trying/to get me/to work in the store
The sentences should all focus on the same theme.
Give students the cards in random order, and have them try to create five sentences
that all make sense. For instance, if they create the sentence My best friend has enjoyed
her new job running a store and if they get the other three sentences correct, they will
be left with in my father’s sporting goods store has been a challenge for my father.
Obviously, this does not make sense, so they will have to figure out how to make all
the sentences work. The first group to get all five sentences in a logical order wins.
Remember that the sentences can be rearranged and still be logical.
The major objective of this exercise is to show students how phrases work as part of
a larger whole—a sentence.
TEACHING CLAUSES
For about five minutes, have students write down as many song titles as they can think
of—no made-up titles allowed. Be sure they write down the full titles. After they have
completed their lists, have them cross out all song titles that are only phrases, leaving
titles that are clauses. The student with the most titles that are clauses wins.
UNIT QUIZZES
To check your students’ mastery of the collective skills in this unit, two additional Unit
Quizzes are available in the Instructor’s Resource Manual, Section II, Part II.
Reviewing Phrases
What is a phrase?
Give two examples of phrases.
A phrase is a group of words that function together as a unit. They cannot stand alone.
Answers will vary.
PRACTICE 1: Identifying
A. In each of the following sentences, identify the underlined phrase as
missing a subject (S), missing a verb (V), or missing both (B).
1. A new car is parked in my driveway.
2. James is transferring to a new college.
3. Mabel and Sarah should have been exercising instead of
sleeping.
4. A very high ladder was leaning against the wall.
5. We wanted to swim under the bridge.
6. Rachel asked for directions when she was lost.
7. We became friends in this dorm room.
8. I don’t know how to find a pet with a good personality.
9. The bald plumber stopped to get some milk on his way home.
10. All of us were willing to help her with her math homework.
B. Underline the phrases in each sentence. Every sentence has more than
one phrase.
1. The Harris family will be vacationing in the mountains for two weeks.
2. Driving home from school, Jack remembered about his wallet on his
dresser.
V
B
S
V
B
B
B
B
V
S
][
]
]
[
changed part-time jobs and need to get settled again before I can
make any major purchases. The life of a college student can be complex
sometimes.
3. During the blackout, no one could find the candles.
4. We should have been paying more attention to the time.
5. Tired and exhausted, Maria was thankful when her shift ended.
6. The car sped down the street despite the speed limit signs.
7. Pam and Cecilia have been best friends since they were in elementary school.
8. It was foolish to lie to the instructor.
9. Kevin and I talked for hours sitting underneath the stars.
10. I would have accepted that job offter.
PRACTICE 2: Completing Fill in each blank in the following paragraph with
an appropriate phrase to complete the sentence.
Ever since Sam applied for vacation time at (1) ,
he found that he was very excited about (2) . As he
walked (3) , he heard that his roommate, Tony, also
got (4) . Sam learned that (5) were
coming for a surprise visit and (6) in their apartment.
Even though Sam had tried hard to get ahead (7) , he
knew he was going to have to (8) in order to keep up
with his classes. In only three hours, he got most of his homework
done (9) . Now he has to (10) . His
friends were arriving today.
PRACTICE 3: Writing Your Own
A. Write a sentence of your own for each of the following phrases.
1. tapes, CDs, and videotapes
2. around town
3. should have been ready
4. the man sitting in the front row
5. to qualify for the Olympics
B. Write five sentences of your own, and underline all the phrases.
Answers will vary.
Answers
will vary.
Answers
will vary.
Reviewing Clauses
For a group of words to be a clause, it must have a
and a .
What is an independent clause?
What is a dependent clause?
Name the two kinds of words that can begin a dependent clause.
Name five subordinating conjunctions.
Name the five relative pronouns.
subject
verb
An independent clause contains a subject and a verb that can stand
alone and make sense by itself.
A dependent clause contains a subject and a verb but cannot stand
alone.
subordinating conjunctions relative pronouns
Answers will vary.
who whom whose
which that
PRACTICE 4: Identifying
A. Identify the following clauses as either independent (I) or dependent (D).
1. Karen was late for class.
2. Because her car wouldn’t start.
3. What I really don’t know.
4. The Grand Canyon is one of the Seven Wonders of the World.
5. I only buy name-brand clothes.
6. When Walt visited me last month.
I
D
D
I
I
D
7. Tirana wears beautiful clothes and is self-confident.
8. Although Angela bought a new computer.
9. The next-door neighbor is ready to go overseas.
10. When they are first born.
B. Underline the clauses in the following sentences, and label them
independent (I) or dependent (D). Some sentences have more than
one clause.
1. Dawn started playing soccer when she was six years old.
2. His plans had been changed, and he didn’t mind.
3. Even though Martin liked roller coasters, he didn’t want to try the
new one.
4. All of my relatives want to stay forever when they visit me.
5. My brothers and sisters created a company, but they got help from
our mom and dad.
6. The coach put the girl back in the game after she rested.
7. Children’s books have great pictures in them.
8. The number of homeless people in the United States is growing.
9. Alternative rock music is for people who like a heavy beat.
10. I saw Margaret running on the track that is across from the dorms.
PRACTICE 5: Completing Make the following dependent clauses into independent clauses by crossing out the subordinating word (either a subordinating conjunction or a relative pronoun).
1. Before I got into the car.
2. The waiter who made $50 in tips every night.
3. Each one of the beautiful gardens that contained fresh herbs and
flowers.
4. While my brother stayed in Salem, Oregon, and I lived off the Puget
Sound in Washington State.
I D
I I
D I
I D
I I
I D
I
I
I D
I D
I
D
I
D
5. When you can earn a living.
6. After they were ten years old.
7. The shark that lingered near the boat.
8. Although he bought a Chevy Tahoe.
9. Since I passed my final exam.
10. The party that got out of control.
PRACTICE 6: Writing Your Own
A. Add a dependent clause to the following independent clauses.
1. The cat is sleeping on the sofa.
2. My brother borrowed my computer.
3. This test covers five chapters in our textbook.
4. I can’t come over until after lunch.
5. The box is filled with candy.
B. Write five independent clauses. Then add at least one dependent clause
to each independent clause.
CHAPTER REVIEW
REVIEW PRACTICE 1: Identifying Underline the phrases and put the clauses in
brackets in each of the following sentences.
1. [She wants to buy her books] before the first day of classes.
2. [When you leave], [I’ll tell you the best route].
Answers will vary.
Answers will vary.
3. [I want to talk to him] [when he gets back from his errands].
4. [Why do you think] [they were late]?
5. [While they rested], [Sheila and I exercised].
6. [Tad wanted to date Samantha], [but she is dating Reggie].
7. [I can’t reach that shelf] [unless I get a stool].
8. After dress rehearsal, [the cast felt very good about their opening the
next day].
9. [I was excited to learn] [that hang-gliding is lots of fun].
10. [When you leave the party], [I will be waiting for you].
REVIEW PRACTICE 2: Completing Fill in each blank in the following paragraph
with an appropriate phrase or clause, as indicated.
The most expensive trip I ever took was to (1)
(phrase) with my best friend, Alex. Halfway through our trip, the
car began to make a (2) (phrase). After
(3) (clause), we decided to stop at a car repair shop.
The mechanic explained (4) (phrase) that I needed
a new muffler and a new exhaust pipe. I asked him how much the
estimate would be (4) (phrase), and he replied
it would cost over $2,500. We were (5) (phrase)
because we couldn’t believe how much the estimate was! I bought the
car for $1,200, (6) (clause). Still, we needed a way to
get back home so I told the mechanic (7) (phrase)
on the car. Seven hours later, (8) (clause). As we
drove into my driveway, smoke began coming (10)
(phrase), and I realized that I had been swindled out of $2,500.
REVIEW PRACTICE 3: Writing Your Own Write your own paragraph about your
favorite pet. What did you name it? What kind of animal was it?
Answers will vary.
See paragraph for answers.
EDITING THE STUDENT WRITING
Return to the student paragraph at the beginning of this chapter, and do
the following activities.
Individual Activity Review your marks on the student paragraph.
Were you able to separate the phrases from the clauses?
Answers will vary.
UNIT QUIZZES
Unit Quiz 1 Identifying
Read the following paragraph, written by a student, and label two of each
part of speech listed below.
[I love my soccer days]. Since high school, [I’ve had to reduce the
amount of time] [I spend playing soccer] [so I can fulfill my other
obligations in college]. But [I miss the fun and the competition of
the game]. [Even though I am no longer on a team], [I now dedicate
Saturday morning to soccer at the community center]. [I run across
all sorts of people there]. [I never know] [who will make up our
teams], [but we all have a great time]. [I get exercise, a surge of
energy, and lots of satisfaction.] [Then, I fill my week with classes,
homework, and a part-time job] [so I can spend another Saturday
morning on the soccer field].
pro v pro adj n conj adj n pro v v prep v adj
n prep n pro v v n conj pro v v pro adj
verbs (v) pronouns (pro) adverbs (adv) conjunctions (conj)
nouns (n) adjectives (adj) prepositions (prep) interjections (int)
n prep adj adj n
n prep n conj pro v adj n conj adj n prep
n conj pro pro v adj adj n pro v n adv n prep
n conj n prep n adv pro v pro n prep n
n conj adj adj n conj pro v v adj adj
adj n prep n adv pro adv v pro v v v adj
adj n prep n prep adj adj n pro v prep
adj n conj pro v adv adv prep n proadv v
See paragraph for answers.
Collaborative Activity Team up with a partner, and check your
work by listing the phrases and clauses in two columns.
EDITING YOUR OWN WRITING
Exchange paragraphs from Review Practice 3 with a classmate, and do
the following:
1. Underline any phrases that do not read smoothly.
2. Put an X in the margin where you find a dependent clause that is not
connected to an independent clause.
Then return the paragraph to its writer, and use the information in this
chapter to edit your own paragraph. Record your errors on the Error Log in
Appendix 1. Answers will vary.
Unit Quiz 2 Identifying
Underline the phrases, and put the clauses in brackets in the paragraph above.
UNIT WRITING ASSIGNMENTS
1. Find a picture, and explain what is going on in it. Use your imagination
to fill in the details.
2. Describe the atmosphere of the classroom in your English class. Who
sets the pace of the instruction in the class? What is the chemistry in the
class? How does it compare to other classes? What is your opinion of the
classroom atmosphere?
3. You have been asked by your college newspaper to contribute to an article on study habits. Explain your daily routine for this publication.
Answers will vary
