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Speech and
Grammar
Quarter 1- ILM 5- Week 5
Sentence Structures According to Forms

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 Welcome to the Speech and Grammar Grade 7 Alternative Delivery Mode (ADM)
Module on Speech Communication and Basic Structures of Grammar. This module was
collaboratively designed, developed and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator in helping the learners to meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

For the Teacher

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the Learner:

Welcome to the Speech and Grammar Grade 7 Alternative Delivery Mode (ADM)
Module on Speech Communication and Basic Structures of Grammar. This module was
designed to provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner.
This ILM has the following parts and corresponding icons:

This is the first part of the Individualized Learning Material

(ILM). In this part shows the enabling objectives with
Knowledge, Skills and Attitude. The objectives must be
Goals unpacked from the Most Essential Learning Competencies
(MELCs).

This is the second part of the ILM. In this part, the teacher can
give an activity that will help the learner recall his/her previous
learning. Also, it will facilitate if the said activity will help bridge
the learner's past experiences with the new lesson. The
association with “a previous learning” does not automatically
Explore mean the previous lesson but acquired knowledge that will
serve as clue or springboard to process the new one.
The idea here is to come up with an activity that will cater to
both the review and motivation parts of the usual lesson.

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 In this part of ILM, the new lesson will be introduced. A number
of authentic materials may be used to introduce the lesson.
Also, important concepts be emphasized here.
The teacher can present the lesson in a creative way instead
Learn
of just simply giving out the lesson or concepts. The activity
used as a springboard during the “Explore” part may be
dissected for discussion to serve as a concrete example if no
new material is presented. This part is similar to “abstraction”
of the 4As.

In this part of ILM, the teacher can make use of graphic

organizers in crafting exercises or any activity where the
learner is still guided even though it is independent learning on
Apply their end.
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learner transfer new knowledge or skill into real-life experience
or situation and engage in higher cognitive thinking, such as
problem-solution, cause-effect, etc.

This part will assess whether the learning competency is

achieved in a form of formative assessment to check the
Assess understanding of the student of the lesson presented in the
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This is the last part of ILM wherein the teachers will ask
questions to students to reflect on his/her learning, the
problems encountered while utilizing the ILM.
Sample questions:
Reflect
1.What important concepts have you gained in the lesson?
2.What are the difficulties have you encountered in the
process of learning?
3. How will you apply the lesson learned in real-life
situation?

This part will compile the references used in the ILM. IPA
format will be used to cite the references and separate the list
References of books, electronic and websites.

Answer Key This contains answers to all activities in the module.

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Lesson
SENTENCE STRUCTURES
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This Individualized Learning Material (ILM) was designed and develop to help you in
learn and recognize important concepts in Grammar. The coverage of this module will make
you elaborate basic and increasing concept in mechanics. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course.

Goals

At the end of exploring this ILM, the student is expected to:

Use the Basic Structures and Forms of Grammar in formulating sentence according to forms.

i. Identify sentences according to forms

ii. Distinguish sentences according to forms

iii. Differentiate Simple and Compound Sentences

iv. Differentiate Complex and Compound-complex sentences

v. Construct sentences according to form

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 Explore
Activity A

Activity A
Identify each of the following sentences as simple, compound, complex, or
compound-complex.
EXAMPLE 1. When my grandmother came to visit, she taught us how to make our
own holiday ornaments. Answer: complex

1. Last year my grandmother came to stay with us from the middle of December until
my brother's birthday in January.

2. While we were getting out the holiday decorations, Mom and Grandma told us all
about how people used to make their own decorations.

3. Mom said that she remembered making beautiful decorations and that it used to
be great fun, so we decided to try making some of our own.

4. My dad, my brother, and I drove out to the nearby woods to gather pine cones.

5. We had forgotten to ask what size to get, and since Dad had never made
decorations, he didn't know.

6. We decided to play it safe and get all different sizes, especially since doing so
would be easy with pine cones everywhere.

7. My brother picked up all the little hard ones, and my dad and I threw medium and
big ones into the trunk of the car.

8. When Mom and Grandma saw how many we had, they laughed and said we had
enough to decorate ten houses.

9. First, we sorted the cones; the little hard ones went into one pile, and the bigger
ones went into another.

10. Dad and I painted the little ones silver, and Mom and Grandma painted stripes,
dots, and all sorts of other designs on them.

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 LEARN

Simple Sentence: a sentence that has only one clause.

Compound Sentence: a sentence with two or more clauses joined by a coordinating
conjunction.
Complex Sentence: two or more clauses joined with a subordinating conjunction.
Compound-Complex: three or more clauses joined by coordinating and subordinating
conjunctions.

Example: Mom did the dishes. It is cold in the classroom | but it is hot in the hall
S P (simple sentence) S P S P (Compound sentence)

Coordinating Conjunctions: for, and, nor, but, or, yet, so.

Subordinating Conjunctions: as, because, although, since, before, when, once, if, even if,
whatever, whenever, during, until, unless, wherever, whether,
while, as if, even if, that

Simple Sentences
❖ A simple sentence contains one independent clause and no subordinate
clauses.
s v
EXAMPLES : The hairstylist gave Latrice a new look.
s v
Ernesto has volunteered to organize the recycling campaign.

A simple sentence may contain a compound subject, a compound verb, and

any number of phrases.

EXAMPLES
s s v
Beth Heiden and Sheila Young won Olympic medals. [compound subject]
s v v
Lawrence caught the ball but then dropped it. [compound verb]

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 s s v v
The astronomer and her assistant studied the meteor and wrote reports.
[compound subject and compound verb]
s v
Both of the scientists on the expedition stood still, waiting for the jungle cat to move
away. [three prepositional phrases, one participial phrase, and one infinitive phrase]

Activity B.
Directions: Read each of the following simple sentences aloud. Then, identify
the subjects and verbs.

EXAMPLE 1. Throughout history, people have invented and used a variety of

weapons.
1. people-subject; have invented, used-verbs

1. As protection from such weapons, warriors in battle needed special equipment.

2. Some warriors used shields of wood or animal hides.

3. In ancient Assyria, soldiers wore leather armor with bronze reinforcements.

4. By 1800 B.C., the Greeks had made the first metal armor out of bronze.

5. Later, the Romans manufactured strong iron armor and designed special
equipment, such as shinguards.

Compound Sentences
❖ A compound sentence contains two or more independent clauses and no
subordinate clauses.
❖ The independent clauses are usually joined by a comma and a coordinating
conjunction: and, but, for, nor, or, so, or yet.
s v
EXAMPLES: According to legend, Betsy Ross made our first flag, but little
evidence supports this claim.
[two independent clauses joined by the conjunction but]

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 s v s v s v
The whistle blew, the drums rolled, and the crowd cheered.
[three independent clauses, the last two joined by the conjunction and]

NOTE: Do not confuse a compound sentence with a simple sentence that contains a
compound subject, a compound verb, or both.

SIMPLE SENTENCE
s s v v
Alberto and Jared increased their speed and passed the other runners.
[compound subject and compound verb]

COMPOUND SENTENCE
s v s v
Alberto led for half the distance, and then Jared took the lead.
[two independent clauses]
❖ The independent clauses in a compound sentence may also be joined by a
semicolon or by a semicolon, a conjunctive adverb, and a comma.

EXAMPLES
s v
Many mathematical concepts originated in North Africa; the ancient
s v
Egyptians used these concepts in building the pyramids.
s v s v
Lynn called Marty with the good news; however, he was not at home.

The clauses can be joined in three ways:

1. With a coordinating conjunction
ie. and, but, or, for, nor, yet, so

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 e.g. Diversity has become a strategic imperative for corporations, and the
term has already entered the corporate vocabulary.
or with a correlative conjunction
e.g. not only ... but also
e.g. Not only have conservationists been successful in bringing issues to the
attention of governments, but they have also achieved considerable success
in having policies and institutions introduced or changed to meet their
demand.

2. With a semi-colon (;)

e.g. Astute depositors could see what was happening to the value of the land
that was supporting the assets of the banks; they moved quickly to remove their
deposits for cash

3. With a semi-colon and another kind of link word called a conjunctive adverb
e.g. furthermore, however, therefore, in contrast, similarly
e.g. These obvious contamination problems have long been known; however,
what is not often realised is the organic matter carried in ground water can
contaminate samples.
Many of these link words can also be placed in other parts of the sentence.
However, some other aspects of the reforms appear counterproductive.
Some other aspects of the reforms, however, appear counterproductive. Some other
aspects of the reforms appear counterproductive, however.
Activity C.
Identifying Subjects, Verbs, and Conjunctions in Compound Sentences
Directions: Each of the following sentences is a compound sentence. Identify
the subject and the verb in each of the independent clauses in each sentence. Then
give any punctuation marks, coordinating conjunctions, or conjunctive adverbs that
join the independent clauses.

EXAMPLE 1. Many strange things happen backstage during a performance, but the
audience usually does not know about them.
1. things-subject; happen-verb; audience-subject; does know-verb;
comma + but
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1. The director of a theater-in-the-round visited our class, and we listened to his
stories for almost an hour.

2. According to him, the workers in charge of properties are usually alert and careful;
however, they still make mistakes sometimes.

3. For example, in one production of Romeo and Juliet, the character Juliet prepared
to kill herself with a dagger, but no dagger was on the stage.

4. Audiences at theaters-in-the-round can also be a problem, for they sit very close
to the stage.

5. Members of the audience often set things on stage tables, or they hang their coats
on the actors' coat racks.

Activity D - Identifying Simple Sentences and Compound Sentences

Directions: Identify each subject and verb in the following sentences. Then, tell
whether the sentence is a simple sentence or a compound sentence.

EXAMPLES
1. African American actors and actresses performed in many early Hollywood
movies.
1. actors, actresses-subjects; performed-verb; simple sentence
2. Hattie McDaniel, for example, made many films, and she is best known for her
role in Gone with the Wind.Z
2. Hattie McDaniel-subject; made-verb; she-subject; is known-verb;
compound sentence

1. Over the years, African American performers have earned much acclaim and won
a number of Academy Awards.

2. Hattie McDaniel won an Oscar for her role in Gone with the Wind in 1939.

3. Sidney Poitier acted in stage plays and made several movies early in his career.

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4. Poi tier won an Oscar in 1963 for Lilies of the Field, and he later made many other
popular films.

5. McDaniel and Poi tier were the first African Americans to receive Academy
Awards.

Complex Sentences
❖ A complex sentence contains one independent clause and at least one
subordinate clause.
s v s v
EXAMPLES: When I watch Martha Graham's performances, I feel like
studying dance.
❖ Independent clause: I feel like studying dance
❖ Subordinate clause: When I watch Martha Graham's performances
s v
In Gone with the Wind, when Scarlett is faced with near-
s v s v
starvation, she vows that she never will be hungry again.

❖ Independent clause In Gone with the Wind, she vows

❖ Subordinate clause when Scarlett is faced with near-starvation
❖ Subordinate clause that she never will be hungry again

In this type of sentence, the clauses do not have equal importance. The
independent (or main) clause contains the most important idea, and the
dependent clause adds extra information.
The two clauses are linked by a subordinate conjunction placed at the
beginning of the dependent clause.
e.g. although, because, just as, whereas, unless, even though
e.g. Today, New Zealand lacks crocodiles, goannas, freshwater turtles and
land turtles, even though all were probably part of its Gondwanan
heritage

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 ❖ Even though crocodiles, goannas, freshwater turtles and land
turtles were probably part of its Gondwanan heritage, New
Zealand lacks these species today.

EXAMPLE:
s s v
All of the stars that we can see without a telescope are part of the Milky Way galaxy.

❖ Independent clause All of the stars are part of the Milky Way galaxy
❖ Subordinate clause that we can see without a telescope

Notice in the examples above that a subordinate clause can appear at the
beginning, in the middle, or at the end of a complex sentence.

Activity D - Identifying Independent Clauses and Subordinate Clauses in

Complex Sentences
Directions: Identify each of the clauses in the following sentences as independent or
subordinate. Be prepared to give the subject and the verb of each clause.
[Hint: A sentence may have more than one subordinate clause.]
EXAMPLES
1. China, which has a population of more than one billion people, is a largely
agricultural country.
1. China is a largely agricultural country-independent; which has a population
of more than one billion people – subordinate

2. Although it was nearly worthless, my brother bought one of those old coins for his
collection.
2. Although it was nearly worthless-subordinate; my brother bought one of
those old coins for his collection – independent

1. The detective show appeared on television for several weeks before it became
popular with viewers.

2. Most of the albums that my parents have from the 1970s are sitting in the corner
of the basement behind the broken refrigerator.

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3. Richard E. Byrd is but one of the explorers who traveled to Antarctica.

4. As studies continued, many important facts about nutrition were discovered.

5. A group of popular singers, who donated their time, recorded a song that made
people aware of a famine in Ethiopia.

Compound-Complex Sentences
A compound-complex sentence contains two or more independent clauses
and at least one subordinate clause.
sv
EXAMPLES
s s v
Yolanda began painting only two years ago, but already she has been asked
s v
to show one of her paintings at the exhibit that is scheduled for May.

❖ Independent clause Yolanda began painting only two years ago

❖ Independent clause already she has been asked to show one of her
paintings at the exhibit
❖ Subordinate clause that is scheduled for May

s v s v s v
When Bill left, he locked the door, but he forgot to turn off the lights.

❖ Independent clause he locked the door

❖ Independent clause he forgot to turn off the lights
❖ Subordinate clause When Bill left

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 s v s v s s
Emilia has several hobbies that she enjoys, but the one on which she
v v
spends the most time is woodcarving.

❖ Independent clause Emilia has several hobbies

❖ Independent clause the one is woodcarving
❖ Subordinate clause that she enjoys
❖ Subordinate clause on which she spends the most time

·
Note: Simple sentences are best used to express single ideas. To describe more
complicated ideas and to show how the ideas fit together, use compound,
complex, and compound complex sentences.

The four kinds of sentence structures are created by using only two kinds of
clauses independent clauses and subordinate clauses. Every sentence has at
least one independent clause.

EXAMPLES
Eric likes peas. [simple sentence with one independent clause]
Eric likes peas, but Liza prefers green beans. [compound sentence with
two independent clauses]

Eric likes peas when they are cooked a short time.

[complex sentence with one independent clause and one subordinate clause]

Eric likes peas, but Liza prefers green beans when they are steamed.
[compound-complex sentence with two independent clauses and one
subordinate clause]

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Activity E - Identifying Clauses in Compound-Complex Sentences
Directions: Identify each of the clauses in the following sentences as independent or
subordinate.
EXAMPLE 1. When they returned from their vacation, they collected their mail at the
post office, and they went to the supermarket.
1. When they returned from their vacation - subordinate; they collected their mail
at the post office-independent; they went to the supermarket-independent.

1. Before we conducted the experiment, we asked for permission to use the science
lab, but the principal insisted on teacher supervision of our work.

2. Inside the old trunk in the attic, which is filled with boxes and toys, we found some
dusty photo albums; and one of them contained pictures from the early 1900s.

3. We told them that their plan wouldn't work, but they wouldn't listen to us.

4. Every expedition that had attempted to explore that region had vanished without a
trace, yet the young adventurer was determined to map the uncharted jungle
because he couldn't resist the challenge.

5. The smoke, which steadily grew thicker and darker, billowed through the dry
forest; the animals ran ahead of the fire as it spread quickly.

Apply

Identify whether the sentences are simple, complex, compound or compound-

complex. Please underline dependent clauses where it applies.

1. Vampires Dairies is my favorite television show, but I also love True Blood.

2. The student wiped the white board that was filthy with last week’s notes.

3. The trendy fashion designer released her new line on Wednesday.

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4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.

5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.

6. While waiting for the paint to dry, Angela went to Home Depot, and Martin
organized the kitchen appliances.

7. After listening to the Kanye West CD, I have new respect for his music.

8. After the teacher chose groups, John and Sara were selected as partners for a
project, yet Sarah did most of the work.

9. They spoke to him in Spanish, but he responded in English.

10. Megan and Ron ate too much and felt sick.

Assess

Directions: Identify each of the following sentences as simple, compound,

complex, or compound-complex.

1. This is a simple sentence.

2. I like playing basketball, and my brother likes playing tennis.
3. I'll help you if you help me.
4. Her name is Sachiko and she comes from Japan.
5. My mother cooked dinner while I was doing my homework.
6. While I was doing my homework, my father cooked the dinner and my mother
was asleep in front of the television.
7. Do you want to go swimming tomorrow, or would you prefer to play tennis?
8. I've brought my umbrella with me in case it rains.
9. I don't know why he did that.
10. My family came to Germany when I was in grade 5, but I never learned to
speak German very well.

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 Reflect

What important concepts have you learned in this lesson?

1. What are the difficulties have you encountered in the process of learning?

2. In your future career, do you think you can apply this lesson in real life? Why or

why not?

References

file:///C:/Users/User/Desktop/2020%20Module/ACTIVITIES/sentence_types_practice
.pdf

https://www.lamission.edu/learningcenter/docs/asc/worksheets/Grammar/Sentence
%20Types.pdf

https://ltl.lincoln.ac.nz/wp-content/uploads/sites/20/2016/01/Sentence-structure.pdf

http://esl.fis.edu/grammar/multi/satzType.htm

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Assessment
1. simple
2. compound
3. complex
4. compound
5. complex
6. compound-complex
7. compound
8. complex
9. complex
10. compound-complex
Answer Key