Semester: 01

Teaching Unit: Fundamental

Module: Grammar
Credits: 04
Coefficient: 02

Subject Contents
The sentence, the clause, the phrase
Course Objective
Understanding Sentence Structure: Learn how to identify and analyze the basic
components of a sentence, such as subjects, predicates, and objects.
Identifying Clauses: Understand what a clause is and differentiate between independent
(main) clauses and dependent (subordinate) clauses.
Sentence Types: Explore different sentence types, including declarative, interrogative,
imperative, and exclamatory sentences.
Phrases: Study various types of phrases, such as noun phrases, verb phrases, adjective
phrases, and adverbial phrases.
Complex Sentences: Learn how to create and analyze complex sentences with multiple
clauses.
Effective Writing: Explore how an understanding of sentence structure, clauses, and
phrases can lead to more effective and clear writing.

I. Sentence:
1. Definition of a sentence
A sentence is a group of words that expresses a complete thought or idea. It typically
contains a subject (who or what the sentence is about) and a verb (what the subject is doing
or the state it is in).
Example:
"He bought a car."
Subject: She
Verb: laughed
In English, we have various ways to create simple statements in sentences. These different
structures help us express ideas in a variety of ways. Eastwood (2011) points out that it is
not limited to just having a subject and a verb; we can also incorporate:

 Subject, verb, and object: Like "She needs a rest" or "Five people are moving the
piano." The subject and object can be pronouns (like "I") or noun phrases (like "the
piano").
  Subject, verb, and complement: Complements can be adjectives (e.g., "This bag is
heavy") or noun phrases (e.g., "a big problem"). They often come after certain verbs
like "appear," "become," "feel," and others.
 Subject, verb, and adverbial: For example, "It is on my foot" or "Their house is
nearby." Adverbials can be prepositional phrases (e.g., "on my foot") or just adverbs
(e.g., "nearby").
 Subject, verb, object, object: Like "It is giving me backache" or "David bought
Melanie a cake."

2. Types of sentences:

Sentences can be categorised into two types based on their meaning and structure:
2.1. By meaning:
2.1.1. A declarative sentence: the intention behind these sentences is to express a fact or
an opinion. For example:
• I will meet you at the train station.
• He talks on his cell phone all day long.
• The supermarket closes at 9 p.m.
Quiz: Answer the following questions by choosing the appropriate answer
1. Which of the following marks of punctuation is used with declarative
sentences?
a) question mark
b) exclamation point
c) period
d) interrobang
2. Declarative sentences are used to express which of the following?
a) That which is, was, or will be the case
b) An inquiry or request
c) Excitement or intense emotion
d) Orders, commands, and general instructions
3. In which of the following verb tenses can declarative sentences be used?
a) Present tense
b) Past tense
c) Future tense
d) All of the above
e) None of the above
4. Which of the following sentence structures can be declarative?
a) Simple sentences
b) Compound sentences
c) Complex sentences
d) Complex-compound sentences
e) A & B
f) A, B, & C
g) All of the above
5. Which of the following is a declarative sentence?
a) “Would you like to see a movie with me later?”
b) “Please go wash your hands.”
c) “I was wondering if you’re free after class.”
d) “I’m so excited to see this play!”
2.1.2. An imperative sentence is a type of sentence that gives a command, makes a
request, or offers an invitation. It typically ends with a period (.), though it can also end with
an exclamation mark (!) if the command or request is delivered with a sense of urgency or
strong emotion. In short, Imperative sentences are used to instruct someone to do
something. Here are examples of both:

 "Please pass me the salt." (Imperative request, ends with a period)

 "Close the door!" (Imperative command, ends with an exclamation mark)
Quiz: Answer the following questions by choosing the appropriate answer.
1. When can a verb subject be included in an imperative sentence?
a) Always
b) When it comes before the verb.
c) When it comes after the verb.
d) When it is used for emphasis.
e) Never.
2. What verb tense do we use to form imperative sentences?
a) Present participle
b) Infinitive
c) Gerund
d) Past participle
3. Which of the following is not in the imperative mood?
a) No talking during class, Jeff.
b) Don’t run with scissors.
c) Jane, please sit down.
d) Talking is not allowed.
e) A & B
f) C & D
g) A & D
h) B & C
2.1.3. An interrogative sentence: Occasionally, we modify the structure of a declarative
sentence to ask questions, and such sentences are known as interrogative sentences. For
example:

• How long have you lived in France?

• When does the plane take off?

• Do you like coffee?

In English, there are different ways to ask questions. The two most common types are yes/no
questions and wh-questions. Both types of questions change the usual word order of
declarative sentences by placing the verb, or a part of the verb, before the subject. For
example:

"Are they going to the movies?"

"Where are they going?"

Yes/no questions, as the name implies, allow for answers in the form of "yes" or "no." Wh-
questions, on the other hand, use words like "why," "where," "when," "who," "what," or "how"
to get specific information. Another way to ask questions is by using tag questions. These
are often used in spoken language. You repeat the subject and the auxiliary verb (or 'be' as a
main verb) in reverse order at the end of a sentence. For instance, 'Your mother is a nice
person, isn't she?' If the sentence does not have an auxiliary verb or 'be' as a main verb, we
add a form of 'do' to create one, like 'He turned the phone off, didn't he?' Tag questions help
us confirm statements.
Quiz: Answer the following questions by choosing the appropriate answer (Herring,
2016, p. 967).
1. Choose the sentence that is interrogative. (All ending punctuation has been
removed.)
a) “I can't remember when dinner will be served”
b) “When will dinner be served”
c) “I wonder when dinner will be served”
d) “When dinner is served, please let me know”
2. Choose the sentence that is not interrogative. (All ending punctuation has
been removed.)
a) “Can you tell me where the bathroom is”
b) “Where is the bathroom in this place”
c) “Where the bathroom is I’ll never know”
d) “This is not the way to the bathroom, is it”
3. Choose the sentence that is not interrogative. (Question marks have been
added to every sentence.)
a) “I don't need surgery, do I?”
b) “How I managed to win is a mystery to you, isn’t it?”
c) “Where were you, Mr. Smith, on the night in question?”
d) “I wonder how you play so well?”
4. Choose the question that is not a Yes/No question.
a) “Did you know that my dog was missing?”
b) “Have you seen him lately?”
c) “Where do you think he went?”
d) “Will you help me look for him?”
2.1.4. An exclamatory sentence: it expresses excitement or emotion. It ends with an
exclamation mark. For example:
• Hurry up!
• What a nice photo!
• I cannot believe you said that! Stop!
2.2. By structure:
Below are the four types of sentence in terms of structure:
1.2.1. A simple sentence, also known as an independent clause, is a sentence that
contains a single subject and a single predicate (verb), expressing a complete thought. Here
are examples of simple sentences:

 "Hurricanes are frightening." In this sentence, "Hurricanes" is the subject, and "are
frightening" is the predicate, and it conveys a complete thought.
 "Hurricanes and other tropical storms are both frightening and dangerous." This
sentence contains a compound subject ("Hurricanes and other tropical storms") and a
compound predicate ("are both frightening and dangerous"), but it is still a simple
sentence because it expresses a complete thought.
Note: In the sentence, "Hurricanes and other tropical storms are both frightening and
dangerous," the compound predicate is "are both frightening and dangerous." This is
because it consists of two verbs ("are" and "frightening") and describes the action or state of
the subject, "Hurricanes and other tropical storms.".
2.2.2 A Complex Sentence: A complex sentence is a type of sentence that consists of one
independent clause and at least one dependent clause. An independent clause is a complete
thought that can stand alone as a sentence, while a dependent clause is not a complete
thought and relies on the independent clause for its meaning. Complex sentences are used
to express more intricate relationships between ideas and provide depth to the meaning of a
sentence.
For example:
"While I was studying for my exam (dependent clause), my friend watched TV (independent
clause)."
"Because it was raining (dependent clause), we decided to stay indoors (independent
clause)."
In these examples, the clauses in parentheses are the dependent clauses, and the ones
outside the parentheses are the independent clauses. Complex sentences allow writers to
combine different ideas and show how they are connected.
Some of the most common subordinating conjunctions are: (after, although, as, as soon as,
because, even if, in case, in order that, providing, since, though, when, where).
Quiz: Answer the following questions by choosing the appropriate answer.
1. Complex sentences are usually made up of ________.
a) two independent clauses
b) two dependent clauses
c) an independent clause and a dependent clause
2. The two clauses in a complex sentence are joined using a ________.
a) coordinating conjunction
b) subordinating conjunction
c) conjunctive adverb
d) correlative conjunction
3. Which of the following statements about complex sentences is correct?
a) We never separate the two clauses with a comma.
b) We always separate the two clauses with a comma.
c) We separate the two clauses with a comma if the sentence begins with the
independent clause.
d) We separate the two clauses with a comma if the sentence begins with the
dependent clause.
4. Which of the following sentences is punctuated correctly?
a) “Even though I recognized her, I didn’t say hello.”
b) “Even though, I recognized her, I didn’t say hello.”
c) “I didn’t say hello even though, I recognized her.”
d) “I didn’t say, hello even though I recognized her.”
5. Which of the following sentences is punctuated correctly?
a) “I didn’t stop at the store because I didn’t think there was anything we
needed.”
b) “I didn’t stop at the store, because I didn’t think there was anything we
needed.”
c) “I didn’t stop at the store because, I didn’t think there was anything we
needed.”
d) “I didn’t stop, at the store because I didn’t think there was anything we
needed.”
2.2.3. A Compound Sentence: It is a type of sentence in which two or more independent
clauses are joined together using a semicolon or coordinating conjunctions (such as "and,"
"but," "or," "for," "nor," "so," or "yet"). Each independent clause in a compound sentence can
stand alone as a complete sentence. A compound sentence is used to connect two
independent clauses and display a connection between their ideas. Alexander (1990)
explained in simple terms how to create a compound sentence by joining two or more simple
sentences with conjunctions. For example:

 Tom phoned and left a message

 Rob wanted to play basketball, but he was not accepted in the team.
 He would never eat a tomato again, nor would he throw one.
 We moved to New York in 2000; we stayed only five years then returned to China.

Using compound sentences makes our writing and speaking more interesting and helps us
avoid using many short, repetitive sentences.
Quiz 1: Compound Sentences with the same subject

Join these simple sentences to make compound sentences. Use the words in
brackets.

1. I took the shoes back to the shop. I complained about them. (and)
………I took the shoes back to the shop and complained about them …......
2. Your mother phoned this morning. She did not leave a message. (but)
…………………………………………………………………………………………….
3. I can leave now. I can stay for another hour (I can either…..…or)
……………………………………………………………………………………………..
4. Jim built his own house. He designed it himself. (Jim not only….but….as well)
………………………………………………………………………………………………..
5. I do not know what happened to him. I do not care. (I neither….nor)
……………………………………………………………………………………………….
6. My new assistant can type very well. He has not much experience with computers.
(but)

………………………………………………………………………………………………..

Quiz 2: Compound Sentences with different subjects

Join these simple sentences to make compound sentences. Use the words in
brackets.
1. The taxi stopped at the station. Two men got out of it. (and)
…… The taxi stopped at the station and two men got out of it…….
2. You can give me some advice. Your colleague can. (Either you…or)
………………………………………………………….
3. We got ready to get on the train. It did not stop. (but)
…………………………………………………….
4. No one was in when we called. We left a message. (so)
………………………………………………………….
5. We did not want to get home later after the film. We went straight back. (So)
………………………………………………………………………………….
6. The old lady was nervous. She was not used to strangers calling late at night. (for)
…………………………………………………………………………………………
7. I have always wanted to live in the country. My parent prefer to live in town. (but)
………………………………………………………………………………………
8. The letter has been lost. The postman has delivered it to the wrong address. (or)
………………………………………………………………………………………..
9. For a moment, the top of the mountain was visible. A cloud covered it. (and then)
 ………………………………………………………………………………..
10. Jane was a successful career woman. Her mother wanted her to be a housewife.
(yet)
……………………………………………………………………………………………..
2.2.4. Compound-Complex Sentence: a complex-compound sentence is a type of
sentence structure that includes at least two independent clauses (complete thoughts) and
one or more dependent clauses (incomplete thoughts). To form a complex-compound
sentence, you combine the independent clauses using coordinating conjunctions (the
FANBOYS), correlative conjunctions (either…or, neither…nor, both…and, not only…but also,
whether…or), conjunctive adverbs (however, therefore, moreover, nevertheless), or
semicolons. For instance, if you have two sentences like "Because I love to read, I like to visit
the library" and "I enjoy going to bookstores, too," you can combine them like this:

"Because I love to read, I like to visit the library, and I enjoy going to bookstores, too." (using
a coordinating conjunction)

"Because I love to read, not only do I like to visit the library, but I also enjoy going to
bookstores, too." (using a correlative conjunction)

"Because I love to read, I like to visit the library; additionally, I enjoy going to bookstores."
(using a conjunctive adverb)

"Because I love to read, I like to visit the library; I enjoy going to bookstores, too." (using a
semicolon)

In each example, the dependent clause is italicized, the independent clauses are underlined,
and the way they are joined is in bold.

A complex-compound sentence can also have more than one dependent clause, like in the
examples provided.

This type of sentence structure allows for expressing complex relationships between ideas in
writing.
Quiz: Answer the following questions by choosing the appropriate answer

1. A complex-compound sentence requires at least one of which of the following?

a) independent clause
b) dependent clause
c) coordinating conjunction
d) semicolon
2. Which of the following can be used to join the two independent clauses in a
complex-compound sentence?
a) coordinating conjunction
b) correlative conjunction
c) conjunctive adverb
d) semicolon
e) All of the above
f) None of the above
3. Which of the following can be used to join a dependent clause to an independent
clause in a complex-compound sentence?
a) coordinating conjunction
b) subordinating conjunction
c) conjunctive adverb
d) semicolon
e) All of the above
f) None of the above
4. Identify the dependent clause or clauses in the following sentence:
“I’m going to see Shawna at the mall later; you can come with me, though I know you two do
not get along.”
a) I’m going to see Shawna at the mall later
b) you can come with me
c) though I know you two don’t get along
d) A & B
e) B & C
f) A & C
5. Identify the dependent clause or clauses in the following sentence:
“Although I’ve saved up for a few years, I’ve never been able to afford buying a house, but
we should be able to get a mortgage soon, providing my job remains secure.”
a) Although I’ve saved up for a few years
b) I’ve never been able to afford buying a house
c) we should be able to get a mortgage soon
d) providing my job remains secure
d) A & C
e) B & C
f) A & D
g) B & D

II. Clause:

A clause is a group of words with a subject and a verb. Clauses can be independent
(complete sentences) or dependent (incomplete on their own). McLendon (2017), defined
clauses as groups of words with subjects and verbs, distinguishing between independent and
dependent clauses based on their ability to form complete thoughts. An independent clause,
often referred to as a simple sentence, has the capacity to stand alone and convey a
complete thought. For instance, consider the sentence "She went to the store."

On the other hand, a dependent clause, sometimes called an subordinate clause, lacks
the ability to function as a standalone unit of meaning. An example of a dependent clause is
"Because she was hungry." This clause, by itself, does not form a complete thought and
requires an independent clause to make sense. When combined with an independent clause,
it transforms into a coherent sentence, such as "Because she was hungry, she went to the
store."

Additionally, in the realm of clauses, we encounter relative clauses. A relative clause is a

grammatical structure often employed in English to provide additional information about a
noun or pronoun within an independent clause. These dependent clauses serve to identify,
describe, or otherwise enhance our understanding of the antecedent noun or pronoun.
Relative clauses are introduced by relative pronouns, such as "who," "which," and "that."
Relative clauses play a crucial role in sentence construction by connecting discrete ideas. To
exemplify, consider the following instances where two independent sentences are integrated
into one with the use of a relative pronoun:

In the first example, "I thanked my dad, who brought me my house keys," the relative
clause "who brought me my house keys" elaborates on the antecedent "my dad," thereby
merging two separate sentences into a unified thought. This showcases how a relative
clause can provide additional context and information within the same sentence.

Similarly, the second example, "They live in Seattle, which is on the Pacific Ocean," uses
the relative clause "which is on the Pacific Ocean" to expound upon the antecedent "Seattle."
The integration of the relative clause seamlessly combines two distinct ideas into a single,
coherent sentence.

The third example, "She has the information that will clear my name," highlights the way
a relative clause, in this case, "that will clear my name," contributes to a comprehensive
sentence structure by enhancing our understanding of the noun "information." This
demonstrates the role of relative clauses in conveying essential details about an antecedent
noun.
 In summary, relative clauses serve as a valuable tool in English grammar, enabling the
efficient conveyance of information within sentences by linking related concepts and thereby
enhancing the coherence and clarity of written and spoken communication.

PRACTICE EXERCISE

Identify the type of clause.

Because she is your friend
independent dependent
When I find myself overwhelmed with work
independent dependent
Yesterday, Sam and Shana finished their project
independent dependent
She came in covered with mud
independent dependent
Though the news was late because of the football game
independent dependent

PRACTICE EXERCISE

Underline the relative clause in each sentence.

Example: The car that he is driving is brand new.

1. The fireman who put out the fire was very fast.
2. The friends I was waiting for were late.
3. The shoes that she is wearing are handmade.
4. The project Peter is working on must be finished by March.
5. The person whose advice I take most seriously is my mom.
6. Did I tell you about the accident I had last week?
7. The man I was talking to pushed me out of the way.
8. Did you hear about the explosion that destroyed the embassy?
 III. Phrase:
A phrase is a group of words that work together to convey a single idea in a sentence,
but it does not make a complete sentence on its own. It may contain a subject or a predicate,
but not both. Phrases can consist of just one word or multiple words, and the way phrases
are structured influences their meaning. In some cases, one phrase can be part of another
phrase. When we look at specific types of phrases, like noun phrases (headed by nouns) or
adjective phrases (headed by adjectives), each has its own characteristics.

1. Prepositional Phrase: Prepositional phrases are groups of words that change or add
more information in a sentence. They can act like adjectives (telling us more about
something) or adverbs (telling us when, where, how, or why something happens). These
phrases can be part of a sentence or just have a subject and a verb. Examples of
prepositional phrases include "in their house," "off the charts," and "despite the rain.". To
put it simply, a prepositional phrase starts with words like "on," "in,", "at," or "under" and
 ends with a noun or pronoun like "table" or "it." It helps us know more about where, when,
or how something happens.

Exercise: Identify the function of each of the underlined prepositional phrases as either
adjectival or adverbial:
1. A huge crowd of students lined the streets for the big parade.
2. Mickey’s roommate studies in the library on the weekends.
3. Some residents of the community spoke passionately for the
ordinance.
4. The merchants in town were unhappy.
5. In August my parents moved to Portland.
6. On sunny days we lounge on the lawn between classes.
2. Verb Phrase: A verb phrase includes the main verb, auxiliary or helping verbs, and
additional words that give more information about or complete the main verb. When it
comes to understanding the structure of sentences, it is important to consider the role of
verb phrases. In this context, Patrick (1897) explains that a verb phrase typically consists
of a primary verb and, at times, auxiliary verbs. Together, they collaborate to convey an
action or describe a state. Verb phrases can be as simple as a single verb or more
complex with additional modifiers. Examples include, run (simple verb phrase), will go
(verb phrase with an auxiliary verb and a main verb), and has been studying for hours
(a verb phrase with two auxiliary verbs and a main verb).
Exercise: Underline the verb phrases in the sentences that follow. Some sentences have
more than one.

a) You will have to turn round here and go back.

b) Comprehensive car insurance is desirable.
c) These paintings may be worth hundreds of rands.
d) Your music has wakened everyone in the house.
e) The whole project will probably be completed in a short time.
f) The management is not trying to find a solution.
g) How many solutions do we need?
h) I would not even have attempted to explain.
i) Their mission was to boldly go where no man has gone before.
 Exercise: Underline the verb phrase in each sentence, whether the verb phrase
is composed of a verb alone or a verb and related parts.

1. He doesn’t go to meetings on Tuesdays.

2. He goes to the park with his dog.
3. She is heading out to school.
4. He never washes the dishes.
5. She is going to the theater tonight.
6. He has traveled to Spain before.
7. She has been practicing yoga for two years now.
8. He has to be at the train station by 8 A.M.
9. She goes to school in Chicago.
10. She had visited Chicago many times.
11. She is going to travel to Chicago.

3. Noun Phrase: A noun phrase consists of a noun along with other words like "the" or "a,"
an adjective (a describing word), and sometimes another noun (a thing or person). Noun
phrases can have different functions in a sentence, like being the doer of an action, the
receiver of an action, or something that completes a sentence. For instance, "the last
 bus" is a noun phrase. To put it simply, a noun phrase a group of words (e.g. article +
adjective + noun) which acts as the subject, object or complement in a clause.

Exercise: The following six sentences include sixteen noun phrases. Your job is to identify
their determiners (words like "the," "a," "an") and headwords (the main word).
1. The students rested after their long trip.
2. Our new neighbors across the hall became our best friends.
3. Mickey’s roommate studies in the library on the weekends.
4. A huge crowd lined the streets for the big parade.
5. This new lasagna recipe feeds an enormous crowd.
6. Jessica made her new boyfriend some cookies.

4. Adjective Phrase: An adjective phrase includes an adjective or another word that

describes or gives more information about a noun or pronoun. Just like the adjective, it
provides additional information about the noun or pronoun it is attached to, making the
 sentence more descriptive. "The bright blue sky." In this phrase, "bright" and "blue" are
both adjectives that describe the noun "sky." The adjective phrase "bright blue" provides
more detail about the sky, specifying its colour.

Look at the following examples; each contains an adjective phrase:

 She was one of the students absent from the lecture yesterday.
 The building opposite my house is a bank.
 I have a lot of things to put up with.
 The girl holding a balloon is my niece.
 The book ordered by the Dean will probably arrive here next month.
 The man with long hair is wanted by the police.

There are four types of adjective phrases, namely:

1. Adjective phrases that contain adjectives ("The tall, handsome man walked into the
room.")
2. Adjective phrases that begin with prepositions ("The man with long hair is wanted by the
police. ")
3. Adjective phrases that begin with infinitives ("I have a lot of things to put up with.")
4. Adjective phrases that begin with present or past participles ("The book ordered by the
Dean will probably arrive here next month. " This phrase describes the noun "book" and
indicates how it was obtained.)

Quiz:

1. Which of the following can be used to form an adjective phrase?

a) Determiners
 b) Adverbs
c) Infinitives
d) Noun clauses
e) A & B
f) C & D
g) All of the above

2. True or False: An adjective phrase can only be attributive.

a) True
b) False

3. Identify what is used to create the adjective phrase (in bold) in the
following sentence:
“A man dressed in fine silk walked through the doors.”
a) Adverb
b) Prepositional phrase
c) Infinitive phrase
d) Noun clause

4. Which of the following does an adjective phrase require that an

adjectival phrase does not?
a) A noun as a head word
b) An adjective as a head word
c) A noun to modify
d) An adjective complement

5. Adverb Phrase: Just as a single adverb which modifies a verb, adjective, or another
adverb by providing more information about how, when, where, or to what extent an
action or condition occurs, an adverb phrase does the same job but consists of multiple
words working together.
 Adverb phrases can be simple or complex, and they typically answer questions like
"how," "when," "where," or "to what extent." Here are a few examples of adverb phrases:

5.1. Simple adverb phrase: "very slowly"

Example: She walked very slowly.

5.2. Complex adverb phrase: "with great care and attention"

Example: He completed the task with great care and attention.

5.3. Adverb phrase of time: "in the morning"

Example: I like to go for a run in the morning.

5.4. Adverb phrase of place: "at the park"

Example: We had a picnic at the park.

5.5. Adverb phrase of manner: "in a hurry"

Example: She left the house in a hurry.

Explanation of “Just as a single adverb modifies a verb, adjective, or another adverb”,

Modifying Verbs:

Example 1: She quickly ran to catch the bus.

In this sentence, "quickly" is an adverb that modifies the verb "ran." It tells us how the action
of running was performed.

Modifying Adjectives:

Example 2: The cake is extremely delicious.

In this sentence, "extremely" is an adverb that modifies the adjective "delicious." It provides
more information about the degree or intensity of the adjective.

Modifying Other Adverbs:

Example 3: He spoke very softly and quite slowly.

In this sentence, "very" and "quite" are adverbs that modify other adverbs. "Very"
modifies "softly," and "quite" modifies "slowly." These adverbs provide additional
information about the intensity or manner of the actions described by the adverbs they
modify. Adverbial phrases are often created when one adverb makes another adverb
stronger or weaker. The one that weakens is called a "mitigator," and it makes the main
adverb less strong. The one that strengthens is called an "intensifier," and it makes the
main adverb stronger. For instance:
"The kicker is returning to the bench rather slowly. He might be hurt." (mitigator)
"She did really well on her exam." (intensifier)

Exercise: Underline the adverbs or adverbial phrases in each sentence. (Hathorn et

al., 2015, p. 23)

a) We have almost finished cleaning the house.

b) They never listen to my opinion.
 c) He has been sulking for hours.
d) The committee was most favourably impressed by our proposal.
e) We were incredibly lucky when we went to the casino.
f) She works at the supermarket every weekend.
g) My grandmother always tries to drive home before dark.
h) They usually go hiking every Sunday.
i) I always get paid once a week.
j) She can walk more quickly when she is not wearing high-heeled shoes.

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