Subject, Verb, Object, and Complement in English Grammar

1. Subject

The subject of a sentence is the person, thing, or idea that performs the action or is
described in the sentence. The subject is the "doer" or the "focus" of the sentence. It tells us
who or what the sentence is about.

Key Points

 The subject is often a noun (e.g., John, the car, honesty)

 or a pronoun (e.g., he, she, they).
 The subject can also be a phrase that acts as a single unit.
 the subject answers the question: Who? or What?

Examples

1. The boy is playing in the park.

o Subject: The boy
o Who is playing? The boy is the subject.
2. To swim in the ocean is fun.
o Subject: To swim in the ocean
o What is fun? To swim in the ocean is the subject (infinitive phrase).
3. Honesty is the best policy.
o Subject: Honesty
o What is being described? Honesty is the subject.
4 Noun as Subject: The cat is sleeping.
o Subject: The cat (Who is sleeping?)
5 Pronoun as Subject: She is reading a book.
o Subject: She (Who is reading?)
6 Phrase as Subject: To travel the world is his dream.
o Subject: To travel the world (What is his dream?)

2. Verb

The verb is the action or state of being in the sentence. It tells us what the subject is doing
or links the subject to additional information. The verb represents the action or state of
being of the subject.

Key Points
 Verbs can be:
o Action verbs: Indicate physical or mental action (run, think, write).
o Linking verbs: Connect the subject to additional information (is, appears,
becomes).
o Helping verbs: Support the main verb (is working, has finished, will go).

Examples

1. The cat jumped on the table.

o Verb: jumped (action verb)
2. He seems tired.
o Verb: seems (linking verb connecting subject to complement)
3. We are learning English.
 o Verbs: are learning (are is a helping verb, and learning is the main verb).
Examples

1. She runs every morning.

o Verb: runs (What is she doing?)
2. The cake smells delicious.
o Verb: smells (State of being/linking verb.)
3. They are working on a project.
o Verbs: are working (Helping verb + main verb.)

3. Object

The object is the person or thing that receives the action of the verb. Objects answer the
question: Whom? or What?

Types of Objects

Direct Object

The direct object answers the question: What? or Whom? after the verb.
 Example:
She baked a cake.
o Verb: baked
o Direct Object: a cake (What did she bake?)

Examples
1. I read a book.
o Direct Object: a book
2. He sent me a message.
o Indirect Object: me
o Direct Object: a message

Indirect Object

The indirect object answers the question: To whom? or For whom?

 Example:
She baked her friend a cake.
o Verb: baked
o Indirect Object: her friend (For whom did she bake?)
o Direct Object: a cake (What did she bake?)
Examples with Both Objects
1. He gave his sister a gift.
o Verb: gave
o Indirect Object: his sister (To whom?)
o Direct Object: a gift (What?)
2. I told them the truth.
o Verb: told
o Indirect Object: them (To whom?)
o Direct Object: the truth (What?)
 4. Complement

A complement completes the meaning of the subject or object. It provides additional

information and can be essential for the sentence to make sense.
Complements add information to complete the meaning of the subject or object.
Complements can be subject complements or object complements.

Types of Complements
Subject Complement

Describes or renames the subject and follows a linking verb.

 Example 1: She is a doctor.

o Subject: She
o Verb: is (linking verb)
o Subject Complement: a doctor (Renames she).
 Example 2: The cake smells delicious.
o Subject: The cake
o Verb: smells (linking verb)
o Subject Complement: delicious (Describes the cake).

Object Complement

Describes or renames the direct object.

 Example 1: We elected her president.

o Subject: We
o Verb: elected
o Direct Object: her (Whom did we elect?)
o Object Complement: president (Renames her).
 Example 2: They painted the walls blue.
o Subject: They
o Verb: painted
o Direct Object: the walls (What did they paint?)
o Object Complement: blue (Describes the walls).
 Sentence Structure: Putting it together

1. The student wrote a letter to her teacher

a. Subject: The student
b. Verb: wrote
c. Direct Object: a letter
d. Indirect Object: to her teacher

2. The cake tastes delicious.

a. Subject: The cake
b. Verb: tastes
c. Subject Complement: delicious

3. We consider her an expert.

a. Subject: We
b. Verb: consider
c. Object: her
d. Object Complement: an expert

4. John painted the wall blue.

a. Subject: John (Who is doing the action?)
b. Verb: painted (What action is being done?)
c. Direct Object: the wall (What is being painted?)
d. Object Complement: blue (What describes the wall after being painted?)

5. The baby seems happy.

a. Subject: The baby (Who or what is being described?)
b. Verb: seems (State of being verb/linking verb)
c. Subject Complement: happy (What describes the baby?)

6. They named their dog Max.

a. Subject: They (Who is performing the action?)
b. Verb: named (What action is being done?)
c. Direct Object: their dog (What or whom did they name?)
d. Object Complement: Max (What describes or renames their dog?)

7. Mary gave her friend a gift.

a. Subject: Mary (Who is performing the action?)
b. Verb: gave (What action is being done?)
c. Indirect Object: her friend (To whom did she give something?)
d. Direct Object: a gift (What did she give?)

Additional Practice Sentences

1. The teacher made the students happy.

2. The soup tastes delicious.
3. We elected her our leader.
4. Anna sent her parents a postcard

1. The teacher made the students happy.

o Subject: The teacher (Who is performing the action?)
o Verb: made (What action is being done?)
o Direct Object: the students (Whom did the teacher make happy?)
o Object Complement: happy (What describes the students?)
2. The soup tastes delicious.
o Subject: The soup (What is being described?)
o Verb: tastes (State of being/linking verb)
o Subject Complement: delicious (What describes the soup?)

3. We elected her our leader.

o Subject: We (Who is performing the action?)
o Verb: elected (What action is being done?)
o Direct Object: her (Whom did we elect?)
o Object Complement: our leader (What describes or renames her?)

4. Anna sent her parents a postcard.

o Subject: Anna (Who is performing the action?)
o Verb: sent (What action is being done?)
o Indirect Object: her parents (To whom did Anna send something?)
o Direct Object: a postcard (What did Anna send?)

Additional Practice

1. The manager considers the proposal excellent.

2. The flowers smell wonderful.
3. They appointed John team leader.
4. She offered him a solution.

1. The manager considers the proposal excellent.

o Subject: The manager (Who is performing the action?)
o Verb: considers (What action is being done?)
o Direct Object: the proposal (What is being considered?)
o Object Complement: excellent (What describes the proposal?)

2. The flowers smell wonderful.

o Subject: The flowers (What is being described?)
o Verb: smell (State of being/linking verb)
o Subject Complement: wonderful (What describes the flowers?)

3. They appointed John team leader.

o Subject: They (Who is performing the action?)
o Verb: appointed (What action is being done?)
o Direct Object: John (Whom did they appoint?)
o Object Complement: team leader (What describes or renames John?)

4. She offered him a solution.

o Subject: She (Who is performing the action?)
o Verb: offered (What action is being done?)
o Indirect Object: him (To whom did she offer something?)
o Direct Object: a solution (What did she offer?)
 Quick Practice

1. The committee named Sarah the leader.

o Subject:
o Verb:
o Direct Object:
o Object Complement:
2. The flowers are beautiful.
o Subject:
o Verb:
o Subject Complement:
3. She gave her brother a surprise.
o Subject:
o Verb:
o Indirect Object:
o Direct Object:

1. The committee named Sarah the leader.

 Subject: The committee (Who performed the action?)
 Verb: named (What action is being done?)
 Direct Object: Sarah (Whom did they name?)
 Object Complement: the leader (What describes or renames Sarah?)

2. The flowers are beautiful.

 Subject: The flowers (What is being described?)
 Verb: are (linking verb)
 Subject Complement: beautiful (What describes the flowers?)

3. She gave her brother a surprise.

 Subject: She (Who performed the action?)
 Verb: gave (What action is being done?)
 Indirect Object: her brother (To whom did she give something?)
 Direct Object: a surprise (What did she give?)

Subordinating Conjunctions

Subordinating conjunctions are words that connect a dependent (subordinate) clause to

an independent clause, showing the relationship between them. These conjunctions help to
provide more detail or context to the main action of the sentence. The dependent clause
cannot stand alone and needs the independent clause to make sense.

Common Subordinating Conjunctions:

1. Time:
 when
 while
 after
 before
 until
 as soon as
 whenever

Examples:
 I will call you when I arrive at the airport.
  She stayed home because it was raining.

2. Cause or Reason:
 because
 since
 as
 for

Examples:
 She went to bed early because she was tired.
 He didn't go to the party since he had work to do.

3. Condition:
 if
 unless
 in case
 provided that

Examples:
 I will go to the store if I have time.
 You won’t succeed unless you practice hard.

4. Contrast:
 although
 though
 even though
 whereas
 while

Examples:
 She likes tea, although she prefers coffee.
 While I enjoy reading, I don’t have much free time.

5. Purpose:
 so that
 in order that

Examples:
 He studied hard so that he could pass the exam.
 She woke up early in order that she could catch the first bus.

6. Manner or Comparison:
 as
 than

Examples:
 She sings better than I do.
 He runs as fast as a cheetah.

7. Place:
 where
 wherever

Examples:
 I will follow you wherever you go.
 She stayed where it was quiet.
 Examples of Sentences with Subordinating Conjunctions:
1. Time:
o We will start the meeting after everyone arrives.
o She will call you when she gets home.
2. Cause/Reason:
o He missed the bus because he woke up late.
o We went home early since it was snowing heavily.
3. Condition:
o You can have dessert if you finish your dinner.
o He won’t go to the party unless his friends are coming.
4. Contrast:
o She didn’t enjoy the movie, even though it had great reviews.
o He enjoys soccer, whereas his brother prefers basketball.
5. Purpose:
o She is studying hard so that she can get a scholarship.
o They went to the store in order that they could buy some snacks.

Subordinating Conjunctions in Complex Sentences:

A complex sentence consists of one independent clause and at least one dependent
clause connected by a subordinating conjunction.

Example:
 Independent Clause: I went to the store
 Dependent Clause: because I needed some milk
 Complete Complex Sentence: I went to the store because I needed some milk.

Practice:

Identify the subordinating conjunction in these sentences:

1. She stayed late at work because she had an important meeting.

2. Although it was raining, we went for a walk.
3. I’ll come to the party if I finish my project on time.
4. He works hard so that he can provide for his family.
5. Wherever she goes, people admire her.

1. She stayed late at work because she had an important meeting.

 Subordinating Conjunction: because

 Explanation: The conjunction because introduces the reason for staying late
(dependent clause) and connects it to the main action (independent clause).

2. Although it was raining, we went for a walk.

 Subordinating Conjunction: Although

 Explanation: Although introduces a contrast between the two actions: it was raining,
but they still went for a walk.

3. I’ll come to the party if I finish my project on time.

 Subordinating Conjunction: if
  Explanation: If introduces the condition under which the speaker will come to the
party: only if they finish their project.
4. He works hard so that he can provide for his family.

 Subordinating Conjunction: so that

 Explanation: So that introduces the purpose of working hard, which is to provide for
his family.

5. Wherever she goes, people admire her.

 Subordinating Conjunction: Wherever

 Explanation: Wherever introduces a place or location and connects the dependent
clause (she goes) to the independent clause (people admire her).

What is an Independent Clause?

An independent clause is a group of words that:

1. Contains a subject (who or what the sentence is about).

2. Contains a verb (the action or state of being).
3. Expresses a complete thought and can stand alone as a sentence.

Key Features of an Independent Clause

 It does not depend on any other part of a sentence to make sense.

 It can be a simple sentence on its own.
 When combined with other clauses, it helps form compound or complex
sentences.

Examples of Independent Clauses

1. I love reading.
o Subject: I
o Verb: love
o Complete thought: Yes
2. The train was late.
o Subject: The train
o Verb: was
o Complete thought: Yes
3. She is working hard to finish her project.
o Subject: She
o Verb: is working
o Complete thought: Yes

Independent Clause in Larger Sentences

An independent clause can appear in a variety of sentence types:

1. Simple Sentence

Contains only one independent clause:

 The sun is shining.

2. Compound Sentence
Two or more independent clauses connected with a coordinating conjunction (and, but, or,
nor, for, so, yet):
 The sun is shining, and the birds are singing.

3. Complex Sentence

One independent clause and one or more dependent clauses:

 The sun is shining because the clouds have cleared.

4. Compound-Complex Sentence

Two or more independent clauses and one or more dependent clauses:

 The sun is shining, and the birds are singing because the storm has passed.

Identifying Independent Clauses

To determine if a clause is independent, ask:

 Does it have a subject and a verb?
 Does it make sense on its own?
If the answer to both is "yes," it's an independent clause.

What is a Dependent Clause?

A dependent clause is a group of words that:

1. Contains a subject (who or what the clause is about).

2. Contains a verb (the action or state of being).
3. Does not express a complete thought and cannot stand alone as a sentence.

It relies on an independent clause to give it meaning and complete the sentence.

Key Features of a Dependent Clause

 Incomplete Thought: It leaves the reader expecting more information.

 Starts with Subordinating Words: Begins with subordinating conjunctions (e.g.,
because, although, if, when) or relative pronouns (e.g., who, which, that).
 Needs to be combined with an independent clause to form a complete sentence

Examples of Dependent Clauses

1. Because she was tired

o Subject: she
o Verb: was
o Complete thought: No (What happened because she was tired?)

2. When the rain stopped

o Subject: the rain
o Verb: stopped
o Complete thought: No (What happened when the rain stopped?)

3. Who is wearing a red hat

o Subject: who
o Verb: is wearing
o Complete thought: No (Who is this person being referred to?)
 How Dependent Clauses Work in Sentences

Dependent clauses always need to be paired with an independent clause to form a complete
sentence.

1. Dependent Clause Before Independent Clause

 Although she was tired, she finished her work.

2. Dependent Clause After Independent Clause

 She finished her work although she was tired.

3. Dependent Clause in the Middle of a Sentence

 The student, who had studied all night, aced the test.

Types of Dependent Clauses

Dependent clauses can act as different parts of a sentence:

1. Adverbial Clauses: Describe the verb in the main clause.

o Start with subordinating conjunctions (because, although, while, if, since,
when, after, before).
o Example: I stayed home because it was raining.

2. Adjective (Relative) Clauses: Describe a noun in the main clause.

o Start with relative pronouns (who, whose, whom, which, that).
o Example: The book that I borrowed was fascinating.

3. Noun Clauses: Act as a noun (subject, object, or complement).

o Often start with that, what, why, whether, how, if.
o Example: I believe that she is correct.

How to Recognize Dependent Clauses

Ask these questions:

1. Does the clause start with a subordinating conjunction or relative pronoun?
2. Does it make sense on its own?
o If "no," it’s a dependent clause.

Practice Sentences

Identify the dependent clauses:

1. Because I was late, I missed the bus.

2. The car that I want is very expensive.
3. If you study hard, you will pass the exam.

A complex sentence is a sentence that combines an independent clause (a complete

thought that can stand alone) with one or more dependent clauses (incomplete thoughts
that cannot stand alone). These are connected using subordinating conjunctions or relative
pronouns.
Structure of Complex Sentences

1. Independent Clause: A complete sentence that makes sense on its own.

Example: I went to bed early.
2. Dependent Clause: A clause that does not make sense on its own and depends on
the independent clause for meaning.
Example: because I was tired.
3. Subordinating Conjunctions: Words that connect the dependent clause to the
independent clause.
Examples: although, because, since, if, unless, while, though, when, after, before,
until.

Examples of Complex Sentences

1. Starting with a dependent clause:

o Although it was raining, we decided to go for a walk.
o Because she studied hard, she passed the exam.

2. Starting with an independent clause:

o We decided to go for a walk although it was raining.
o She passed the exam because she studied hard.

How to Identify a Complex Sentence

 Look for one independent clause and at least one dependent clause.
 Check for a subordinating conjunction or a relative pronoun.


Relative Pronouns

Relative pronouns (e.g., who, whom, whose, which, that) can introduce dependent clauses.

Example:
 The book, which I borrowed from the library, was fascinating.
 She is the teacher who helped me improve my writing.

Tips to Write Complex Sentences

1. Start simple: Combine two related ideas.

o Simple: I was tired. I went to bed.
o Complex: I went to bed because I was tired.
2. Vary your clause order:
o If you practice regularly, you will improve.
o You will improve if you practice regularly.
 3. Use commas appropriately:
o Place a comma after the dependent clause when it comes first.
 Although I was late, I managed to catch the train.
o Do not use a comma when the independent clause comes first.
 I managed to catch the train although I was late.

Practice Sentences

Try combining the following pairs into complex sentences:

1. She didn’t study. She failed the test.

2. He was late. He apologized to his boss.
3. I couldn’t attend the meeting. I was unwell

Formal vs. Informal Expressions in English

In English, there are two primary styles of communication: formal and informal.

1. Formal Expressions

Formal language is used in professional settings, official documents, academic writing, and
polite conversations. It follows standard grammar rules and uses more sophisticated
vocabulary.

Key Features of Formal Language:

 Polite and respectful tone

 Complex sentence structure
 No contractions (e.g., cannot instead of can't)
 Precise and specific vocabulary

Examples of Formal Expressions:

1. Greeting:
o Good morning, how may I assist you today?
o Hello, I hope you are doing well.
2. Making Requests:
o Could you please provide me with the necessary information?
o I would appreciate your assistance in this matter.
3. Offering Help:
o If you require any further assistance, please do not hesitate to contact me.
o I am available to assist you with any questions you may have.
4. Apologies:
o I sincerely apologize for any inconvenience caused.
o Please accept my apologies for the delay in response.
5. Giving Instructions:
o Please ensure that the document is submitted by the deadline.
o I kindly request that you review the attached report carefully.

2. Informal Expressions

Informal language is used in casual or familiar settings, such as with friends, family, or
close colleagues. It is more relaxed and conversational in tone.
Key Features of Informal Language:

 Casual tone
 Simple sentence structure
 Frequent use of contractions (e.g., can't instead of cannot)
 Colloquial vocabulary (e.g., kids instead of children, stuff instead of things)

Examples of Informal Expressions:

1. Greeting:
o Hey, how’s it going?
o Hi, what’s up?
2. Making Requests:
o Can you send me the info?
o Could you give me a hand with this?
3. Offering Help:
o Let me know if you need anything!
o I can help you out if you want.
4. Apologies:
o Sorry about that!
o Oops, my bad!
5. Giving Instructions:
o Make sure to send me that by tomorrow.
o Just check the report when you get a chance.

When to Use Formal vs. Informal Language:

 Formal language is used in:

o Business emails, reports, and presentations
o Job interviews
o Public speaking and professional conversations
o Academic papers and formal writing

 Informal language is used in:

o Casual conversations with friends, family, and colleagues
o Text messages, chats, or social media posts
o Informal emails (e.g., to friends or close colleagues)
 Transitioning Between Formal and Informal Language:

Sometimes, it's important to know how to adjust your language based on the situation. For
example:
 In a business setting, you might start with formal language and then gradually shift
to a more informal tone once you develop familiarity with the person.
 In writing, you would typically use formal language for professional emails or letters,
but informal language is acceptable in personal or friendly communication.

Examples of Transition:

1. Formal to Informal:
o Formal: I hope this email finds you well.
o Informal: I hope you're doing well!

2. Informal to Formal:
o Informal: Can you send me the file?
o Formal: Could you kindly send me the file?

Quiz: Formal vs. Informal Expressions

1. Could you kindly provide me with your feedback?

o (a) Formal
o (b) Informal
2. Hey! What's up?
o (a) Formal
o (b) Informal
3. I apologize for the misunderstanding and any inconvenience it may have caused.
o (a) Formal
o (b) Informal
4. I need your help with something if you have a minute.
o (a) Formal
o (b) Informal
5. Please ensure that all the required documents are submitted by the deadline.
o (a) Formal
o (b) Informal
6. Sorry, I missed your call. I'll get back to you soon.
o (a) Formal
o (b) Informal
7. I would be grateful if you could clarify your position on the matter.
o (a) Formal
o (b) Informal
8. Let me know if you need anything.
o (a) Formal
o (b) Informal
9. I regret to inform you that your application has been unsuccessful.
o (a) Formal
o (b) Informal
10. What’s up? How’s it going?
o (a) Formal
o (b) Informal
 Answers and Explanations:

1. (a) Formal
o The phrasing "Could you kindly provide me" is polite and formal.
2. (b) Informal
o "Hey! What's up?" is casual and typical of informal communication.
3. (a) Formal
o The apology is detailed, polite, and uses a formal structure.
4. (b) Informal
o "I need your help with something" is direct and conversational, suitable for
informal contexts.
5. (a) Formal
o The sentence uses clear instructions with a polite, business-like tone.
6. (b) Informal
o The use of "Sorry" and a casual tone ("I'll get back to you soon") is informal.
7. (a) Formal
o "I would be grateful if" is a respectful, formal way of asking for clarification.
8. (b) Informal
o "Let me know if you need anything" is a friendly, casual phrase.
9. (a) Formal
o The phrasing "I regret to inform you" is commonly used in formal
communications, especially in official notices.
10. (b) Informal
o "What’s up? How’s it going?" is very casual, often used in informal settings
among friends.

Bonus Tip:

When transitioning from informal to formal language, remember to:

 Use full forms (e.g., cannot instead of can't).
 Avoid slang and contractions.
 Structure your sentences clearly with complete thoughts.

Group Activity: Debate or Discussion (15 minutes)

 Objective: Practice speaking and critical thinking.

 Activity:
o Topic: “Is technology making us better communicators?”
o Divide the class into two groups (For/Against).
o Allow 5 minutes for preparation.
o Each group presents their arguments (2 minutes per speaker).
o Encourage the use of advanced connectors (e.g., furthermore, however,
consequently).
 Homework:
o Write a short paragraph (100–150 words) on "What does advanced English
mean to me?"
o Encourage the use of complex sentences and advanced vocabulary.