Course / Subject Code:

BB01001041

Course / Subject Name :

General and
Communicative English
MODULE 1: GRAMMAR AND USAGE :
SENTENCE CONSTRUCTION
 1. Accurate Grammatical Usage
 2. Words often confused and misused
 3. Synonyms and antonyms
 4. Understanding expressions
 5. Common Grammatical Errors
 6. Phrasal Verbs and Idioms
 7. Standard Vocabulary
 8. Sentence Structure
 1. Accurate Grammatical Usage
 Accurate grammatical usage refers to the correct
application of grammar rules in both written and spoken
language, ensuring clarity and proper sentence structure.
 Accurate grammatical usage means using correct sentence
structure and following the rules of grammar in both written
and spoken language.
 This includes using proper verb tenses, subject-verb
agreement, correct word order, and appropriate
punctuation.
 Ensuring grammatical accuracy is crucial for clear and
effective communication
 It's crucial for conveying meaning effectively and avoiding
misinterpretations.
Meanings:
1. Noun: A word that is the name of a thing, an idea, a place or a
person
Example: Water, happiness, India, James
2. Pronoun: A pronoun is a word that replaces a noun to avoid
repotation and make sentences flow more smoothly.
Example: Mr. Ramesh Has a Car. He drives it carefully.
3.Adjective: It is a word that tells us something more about a noun. It
describes quality, quantity, size, shape, colour, age, feeling or
condition.
Example: Noun: Girl, Beautiful girl (Adjective + Noun)
4. Verb: A verb is a word that shows action or a state of being. It is
one of the most important parts of a sentence because every
complete sentence must have a verb.
Example: Action: She runs every morning
State: He is tired.
5. Past Tense: It is used to show that something has happened or
was true in the past- it is no longer happening now. Simple Past
tense, past continuous tense, Past perfect tense and Past Perfect
Continuous Tense are different types of past tenses.
Example: I visited the museum yesterday.
6. Present Tense: The present tense is used to describe actions that are
happening now , regularly or are generally true. Simple Present Tense,
Present Continuous tense, Present perfect tense and present perfect
continuous tense are different types of present tenses.
Example: I am writing a letter.
7. Future Tense: The future tense is used to describe actions that have
not happened yet but will happen later or in the future. Simple future
tense, Future continuous tense, future perfect tense, and future perfect
continuous tense.
Example: I will call you tomorrow
Core Principles:
 Subject-verb agreement: A verb is a word that describes an action,
a state of being, or an occurrence(doing word). For eg. The dog barks
loudly…bark is an action verb. Ensuring the verb form matches the
subject in number (singular or plural).
 Tense consistency: Maintaining consistent verb tenses throughout a
sentence or passage. Eg. Present Tense or Past Tense
 Correct pronoun usage: Using pronouns that agree in number,
gender, and case with their antecedents.
 Proper word order: Following the standard English sentence structure
(subject-verb-object).
 Using correct prepositions: Understanding and using prepositions
accurately. Eg: in, on, at, to, from, with , by, about and for.
 Avoiding double negatives: Double negatives create a positive
meaning, which is usually not the intended one. Eg. I don’t need no
help should be I don’t need any help.
 Using articles correctly: Understanding when to use "a," "an," or
"the".
Importance of Accuracy:
 Clarity and understanding: Correct grammar minimizes
confusion and ensures the message is easily understood.
 Credibility and professionalism: Accurate grammar in
writing and speech reflects attention to detail and
professionalism.
 Effective communication: Grammatical accuracy enhances
the clarity and impact of your communication.
 Academic and professional success: Many academic and
professional settings require strong grammatical skills.
Common Errors:
 Subject-verb disagreement: "The cat are sleeping" should
be "The cat is sleeping".
 Incorrect tense usage: "I went to the store yesterday, and I
will buy some milk" should be "I went to the store yesterday,
and I bought some milk".
 Pronoun errors: "The students, they are all here" should be
"The students are all here" or "They are all here".
 Misplaced modifiers: "Walking down the street, the dog
barked at me" should be "Walking down the street, I was
barked at by the dog".
Improving Grammatical Accuracy:
 Grammar exercises: Practice with grammar exercises can
help reinforce rules and improve accuracy.
 Reading widely: Exposing yourself to well-written materials
helps you internalize correct grammar patterns.
 Using grammar checkers: Tools like Grammarly can help
identify and correct errors.
 Seeking feedback: Ask a teacher, tutor, or friend to review
your writing and provide feedback.
 Practice writing and speaking: Regularly writing and
speaking in English, even if it's just for practice, can help you
internalize grammar rules and improve your accuracy.
 Focus on one aspect at a time: When practicing,
concentrate on improving one specific area of grammar, such
as verb tenses
 2. Words often confused and misused
 Many English words are frequently misused or confused, often due to similar
sounds or spellings, or subtle differences in meaning.
 Some of the most commonly confused pairs include "affect" and "effect,"
"there," "their," and "they're," "then" and "than," and "lose" and "loose".

The following are the list of most common and misused words:
1. Affect vs. Effect
 Affect (verb) – to influence
The weather can affect your mood.
 Effect (noun) – the result
The medicine had a strong effect on him.
2. Then vs. Than
 Then – refers to time
Finish your homework, then play.
 Than – used for comparison
She is taller than her brother.
3. Compliment vs. Complement
 Compliment – a kind or flattering remark
He gave her a compliment on her dress.
 Complement – something that completes or goes well with something
That wine complements the meal perfectly.
4. Principle vs. Principal
 Principle – a fundamental rule or belief
She follows strong moral principles.
 Principal – a person (e.g., head of a school) or a sum of money
The principal of the school spoke today
5. Accept vs. Except
 Accept – to receive
He accepted the award.
 Except – to exclude
Everyone went to the picnic except John.
6. Advice vs. Advise
 Advice (noun) – guidance or recommendations
She gave me great advice.
 Advise (verb) – to give guidance
I would advise you to rest.
7. Loose vs. Lose
 Loose – not tight
The shirt is too loose.
 Lose – to not win or to misplace
Don’t lose your keys
8. Stationary vs. Stationery
 Stationary – not moving
The car remained stationary in traffic.
 Stationery – paper and writing materials
I bought new stationery for school.
9. Desert vs. Dessert
 Desert – a dry, sandy area or to abandon
Camels live in the desert.
He deserted his post.
 Dessert – sweet course after a meal
Ice cream is my favourite dessert.
10. Farther vs. Further
 Farther – refers to physical distance
She ran farther than I did.
 Further – metaphorical or figurative distance
We need to discuss this further.
 3. Synonyms and antonyms
 Synonyms are words that have similar meanings, while
antonyms are words with opposite meanings.
 For example, "happy" and "joyful" are synonyms, while
"happy" and "sad" are antonyms.
 Understanding synonyms and antonyms is crucial for
expanding vocabulary and improving communication skills.
 Synonyms:
 A synonym is a word that has the same or nearly the same meaning as
another word.
 Synonyms can be used to add variety to writing and to express subtle
differences in meaning.
 Examples: "big" and "large," "quick" and "fast," "beautiful" and "pretty".
Advantages of Synonyms:
 Vocabulary Enrichment: Synonyms expand one's vocabulary by
introducing alternative words for the same concept, allowing for more
precise and varied expression.
 Enhanced Clarity: Using synonyms can help avoid repetition and make
writing flow more naturally, improving overall clarity and readability.
 Nuance(small difference in meaning) and Precision: Synonyms allow
for subtle distinctions in meaning, enabling more nuanced and precise
communication.
 Improved Writing Style: By using synonyms, writers can craft more
engaging and sophisticated prose, avoiding monotony and enhancing the
overall impact of their writing.
Disadvantages of Synonyms:
 Awkward Phrasing: Overusing synonyms without
considering context can sometimes lead to awkward or
unnatural phrasing.
 Loss of Precision: While synonyms share a similar meaning,
they may not always be perfectly interchangeable. Using the
wrong synonym can lead to a loss of precision and clarity.
 Potential for Misinterpretation: If a synonym is not well-
understood, it could be misinterpreted by the reader, leading
to confusion or even misrepresentation of the intended
meaning.
 Antonyms:
 An antonym is a word that has the opposite meaning of another
word.
 Antonyms help to clarify concepts and highlight contrasts.
 Examples: "hot" and "cold," "up" and "down," "tall" and "short".
 By learning synonyms and antonyms, individuals can enhance their
ability to express themselves with greater precision and clarity.
Advantages of Antonyms:
 Improved Understanding: Learning antonyms helps to grasp the
meaning of words more deeply by understanding their opposites.
 Enhanced Contrast and Comparison: Antonyms enable writers
to highlight contrasting ideas and concepts, making arguments
more compelling and ideas clearer.
 Sharpened Language Skills: Understanding antonyms sharpens
one's overall sense of language and expands their ability to express
themselves effectively.
Disadvantages of Antonyms:
 Potential for Confusion: If antonyms are not used carefully,
they can create confusion by introducing unintended
contradictions or misrepresenting the intended meaning.
 Limited Applicability: Not all words have clear and
universally accepted antonyms, which can limit the use of
antonyms in certain contexts.
 4. Understanding expressions
 English expressions, including idioms, phrases, and sayings, add
color and nuance (small difference in meaning) to the language.
 They often have meanings that are not immediately obvious from
the individual words used.
 Understanding these expressions is key to fluency and natural
communication.
Different types of expressions:
1. Idioms:
 These are phrases or expressions where the meaning of the whole
phrase is different from the literal meaning of the individual
words.
 Examples: "Break a leg" (good luck), "spill the beans" (reveal a
secret), "kick the bucket" (die).
 Understanding: Idioms often require context to understand
their meaning.
2. Phrases: These are groups of words that act as a unit in a
sentence, but don't contain both a subject and a verb.
 Examples: "At the moment," "in the long run," "by the way".
 Understanding: Phrases add detail and flow to sentences.
3. Proverbs: These are short, well-known sayings that offer wisdom or
advice.
 Examples: "Look before you leap," "a stitch in time saves nine,"
"don't count your chickens before they hatch".
 Understanding: Proverbs offer insights into cultural values and
beliefs.
4. Clichés: These are overused expressions that have become
predictable and lack originality.
 Examples: "Better late than never," "last but not least," "easier
said than done".
 Understanding: While sometimes useful, clichés should be used
sparingly to avoid sounding unoriginal.
5. Phrasal verbs: These are verbs that combine with a
preposition or adverb to create a new meaning.
 Examples: "Turn on," "look up," "give up".
 Understanding: Phrasal verbs can have multiple meanings
depending on the context.
6. Sayings: These are general expressions that are used in
everyday conversation.
 Examples: "Good things come to those who wait," "the
early bird catches the worm," "practice makes perfect".
 Understanding: Sayings offer general truths or advice.
7. Truisms: These are statements that are obviously true.
 Examples: "The sky is blue," "water is wet," "practice
makes perfect".
 Understanding: Truisms are used to emphasize a point or
state a simple fact.
Ways for understanding expressions:
 Pay attention to context: The situation in which an expression
is used is crucial for understanding its meaning.
 Listen to native speakers: Observe how native speakers use
expressions in conversations.
 Read widely: Reading books, articles, and other materials
exposes you to various expressions.
 Practice using them: Try incorporating new expressions into
your own speaking and writing.
 Don't be afraid to ask for clarification: If you're unsure about
the meaning of an expression, don't hesitate to ask for help.
Advantages:
 Improved Fluency and Naturalness: Idioms and phrases
add a layer of naturalness to spoken and written English,
making communication sound more fluent and less robotic.
 Enhanced Comprehension: Recognizing and understanding
idiomatic expressions helps in comprehending the nuances of
conversations and texts, reducing misunderstandings.
 Increased Confidence: Familiarity with idiomatic expressions
builds confidence in speaking and writing, encouraging more
active participation in conversations.
 Deeper Cultural Understanding: Idioms often reflect
cultural values and historical contexts, providing insights into
the culture of English-speaking communities.
 Expanded Vocabulary: Learning idioms expands vocabulary
and provides a broader understanding of the English
language.
 Enhanced Expressiveness: Idioms allow for more nuanced
and expressive communication, adding color and depth to
language.
 Improved Communication Effectiveness: Idioms can
convey complex ideas concisely and vividly, making
communication more impactful.
 Deeper Cultural Connection: Understanding the cultural
and historical roots of idioms fosters a stronger connection to
the language and its origins.
 Better Comprehension of Literature and Media: Idioms
are frequently used in literature, movies, and songs, so
understanding them improves comprehension of these forms
of media.
Disadvantages:
 Potential for Misunderstanding: Idioms often have figurative meanings that
differ from the literal meanings of the individual words. Without proper
knowledge of the idiom, a learner might misinterpret the intended message,
leading to confusion or even miscommunication.
 Cultural Variability: The meaning and usage of idioms can vary across
different English-speaking cultures and even within different communities. This
can be a challenge for learners who are exposed to a limited range of English
dialects or cultural contexts.
 Overuse and Lack of Clarity: While idioms can add color and nuance to
language, excessive or inappropriate use can make communication less clear,
particularly in formal or professional settings. Over-reliance on idioms may also
hinder the development of strong grammatical and vocabulary skills.
 Difficulty in Translation: Idioms often do not translate directly into other
languages, making it difficult to explain their meaning to speakers of other
languages.
 Difficulty in Learning: Idioms can be challenging to learn because their
meanings are not always transparent from the individual words. They often need
to be memorized as fixed phrases.
 Impact on Writing: Using idioms inappropriately in academic or professional
writing can make the writing less precise and may disadvantage readers from
different linguistic or cultural backgrounds.
 5. Common Grammatical Errors
 Common grammatical errors include mistakes in subject-verb agreement,
pronoun usage, punctuation (especially commas and apostrophes), and
sentence structure (fragments, run-on sentences, and comma splices).
 Other frequent errors involve the incorrect use of homophones (like
"there," "their," and "they're"), confusion between similar-sounding words,
and issues with modifiers.
1. Subject-Verb Agreement:
 The verb must agree in number with its subject (singular subject takes a
singular verb, plural subject takes a plural verb).
 Example: Incorrect: "The dog run quickly."
Correct: "The dog runs quickly."
2. Pronoun Usage:
 Pronouns must agree in number and gender with the nouns they replace.
 Example: Incorrect: "Everyone should bring their own lunch."
Correct: "Everyone should bring his or her own lunch."
3. Punctuation:
 Commas: Errors include missing commas after introductory phrases,
unnecessary commas separating subjects from verbs, and comma splices (joining
independent clauses with only a comma).
 Apostrophes: Misuse of apostrophes for plurals or possessive pronouns is
common.
 Example: Incorrect: "The cats, are playing."
Correct: "The cats are playing."
4. Sentence Structure:
 Sentence Fragments: Incomplete sentences lacking a subject or verb.
 Run-on Sentences: Two or more independent clauses joined without proper
punctuation or conjunctions.
 Comma : Two independent clauses joined by only a comma.
 Example: Incorrect: "Because I was tired. I went home." (fragment)
Correct: "I went home, I was tired." (comma splice)
5. Homophones and Similar Words:
 There/Their/They're: These are commonly confused.
 Your/You're: "Your" is possessive, "you're" is a contraction of "you are".
 Its/It's: "Its" is possessive, "it's" is a contraction of "it is".
6. Modifiers:
 Misplaced Modifiers: Modifiers that are placed too far from the words they
modify, causing confusion.
Example: ❌ He nearly brushed his teeth for ten minutes.
(It means he almost brushed his teeth but
didn’t.)
✅ He brushed his teeth for nearly ten minutes.
 Dangling Modifiers: Modifiers that don't clearly modify anything in the
sentence.
Example: ❌ After reading the report, the conclusion was clear.
(Who read the report? Subject is unclear.
✅ After reading the report, I found the conclusion clear.
7. Other Common Errors:
 Incomplete Comparisons: Leaving a comparison incomplete, making the
sentence unclear.
 Passive Voice: Using passive voice unnecessarily can make writing less
direct.
 Wordiness: Using more words than necessary to express an idea.
 6. Phrasal Verbs and Idioms
 Phrasal verbs and idioms are both types of figurative
language, but they differ in their structure and how their
meanings are derived.
 Phrasal verbs are combinations of a verb and a particle
(preposition or adverb) that create a new, often idiomatic,
meaning. Idioms, on the other hand, are fixed expressions
whose meanings cannot be deduced from the individual
words.
Phrasal Verbs:
 Definition: Phrasal verbs are two or more words that act as a
single verb, often with a meaning different from the individual
words.
 Structure: They typically consist of a verb and a particle
(preposition or adverb).
Examples:
 Get up: To rise from bed.
 Bring up: To raise a child or mention a topic.
 Cut back: To reduce something.
 Get along: To have a friendly relationship.
 Get around: To find a way to deal with something.
 Get at: To reach something or illegally influence someone.
 Get off with: To avoid punishment.
 Get over: To recover from something, like a medical issue.
Types:
 Transitive: Require a direct object.
 Intransitive: Do not require a direct object.
 Separable: The object can come between the verb and the
particle.
 Inseparable: The object must follow the entire phrasal verb.
 Examples:

 Transitive and Separable: "Turn off the light"

or "Turn the light off".
 Transitive and Inseparable: "Look after the
baby".
 Intransitive: "The plane took off".
 Phrasal Idioms:
 Definition: Idioms are phrases or expressions whose meaning
cannot be understood from the literal meaning of the
individual words.
 Examples:
 Break a leg: Good luck.
 Cost an arm and a leg: Very expensive.
 Spill the beans: Reveal a secret.
 Hit the hay: Go to bed.
 Bite the bullet: Face a difficult situation with courage.
 Make hay while the sun shines: Take advantage of an
opportunity.
 Usage: Idioms are used to add color and expressiveness to
language, but they can be challenging for non-native speakers
to understand.
Key Differences between phrasal verbs and idioms:
 Structure: Phrasal verbs are based on a verb and a particle,
while idioms are more varied in their structure.
 Meaning: The meaning of a phrasal verb can often be
inferred from the verb and particle, especially with non-
idiomatic phrasal verbs. Idioms, however, have a figurative
meaning that is unrelated to the literal meaning of the words.
 Learnability: Phrasal verbs can be learned through
understanding their components and common usage
patterns. Idioms, on the other hand, often need to be
memorized as they are fixed expressions.

In essence, phrasal verbs are a type of verb that often have

idiomatic meanings, while idioms are a broader category of
figurative expressions that cannot be understood literally.
 7. Standard Vocabulary
 Standard vocabulary refers to the collection of words that are
considered to be part of the core lexicon of a language and are
widely understood and used by speakers of that language.
 It encompasses the most common words used in everyday
communication, formal writing, and academic settings.
 It includes listening, speaking, reading and writing.
 Examples:
 BasicWords: "house," "car," "food," "work," "friend,"
"happy," "sad," "big," "small," "good," "bad".
 Everyday Phrases: "How are you?" "What's up?" "See
you later," "Thank you," "Please," "Excuse me".
 Academic Words: "analysis," "evidence," "theory,"
"research," "argument," "conclusion," "evaluate,"
"interpret".
Core Components:
 Common Words: Standard vocabulary includes the most
frequently used words in a language, such as "the," "a," "and,"
"to," "be," "have," "it," "you," "that," "he," "she," "we," "they,"
and "is".
 Basic Grammar: It also implies a grasp of the fundamental
grammatical structures of the language, including sentence
formation, verb conjugations, and noun-verb agreement.
 Clear Pronunciation: Standard vocabulary often involves
understanding the standard pronunciation of words, which is
the way the words are typically spoken by educated native
speakers.
 Common Usage: Standard vocabulary is characterized by its
widespread and consistent use across different contexts,
including formal and informal settings.
Importance:
 Effective Communication: A solid understanding of standard
vocabulary is crucial for clear and effective communication in
both spoken and written forms.
 Comprehension: It allows individuals to understand written
and spoken language more readily, including news articles,
books, conversations, and other forms of media.
 Academic Success: In academic settings, a strong
vocabulary is essential for reading comprehension, essay
writing, and classroom participation.
 Professional Development: In the workplace, standard
vocabulary is vital for clear communication with colleagues,
clients, and superiors, ensuring accuracy and professionalism.
Developing Standard Vocabulary:
 Reading: Reading widely across different genres exposes
individuals to a wide range of vocabulary and helps them learn
new words in context.
 Listening: Paying attention to how native speakers use
language in conversations and media can improve vocabulary
and pronunciation.
 Writing: Engaging in writing activities allows individuals to
practice using new words and refining their understanding of
their meanings and usage.
 Using Vocabulary Resources: Utilizing dictionaries,
thesauruses, and online vocabulary resources can aid in
expanding one's vocabulary.
 8. Sentence Structure
 Sentence structure is a grammatical component that tells you exactly
where and how each component of a sentence should be placed in
order to blend and make sense.
 The Collins Dictionary defines sentence structure as “the grammatical
arrangement of words in sentences.” In other words, the sentence
structure is what defines the way a sentence will look and sound.
Basic Parts and Components of a Sentence
1.Parts of a Sentence: A sentence, in the English language, consists of
a subject and a predicate. In other words, a sentence should have a
subject and a verb.
a) Subject: The subject can be a noun or a pronoun that does the
action.
For example:
 The sun is shining.
 The sky is clear.
 Today is Wednesday.
 b) Predicate: The verb is the action performed by the
particular subject in the sentence.
For example:
I love macaroni and cheese.
 Merin has a pet.
 Anusha can draw.
2. Components of a Sentence: Like a sentence has two parts,
it has five main components that make up the structure of a
sentence, and they are,
 a) Subject
 b) Verb
 c) Object
 d) Complement
 e) Adjunct
Now, let us look at each of these components in detail.
A) Subject: A noun that performs the action in a sentence is
considered as the subject. It answers the question ‘who’ or in other
words, a subject can be identified by asking the question ‘who’. A
subject takes the first place in most cases, especially in declarative
or assertive sentences.
 For example:
 The child kept crying.
 Our school team won the match.

B) Verb: In every sentence the most important word can be said to

be the verb. A verb shows action or activity or work done by the
subject. Remember that all verbs including main verbs, helping
verbs, stative verbs and action verbs come under this category. Most
often, verbs appear immediately after the subject.
 For example:
 Neena is writing a letter.
 It was too dark.
C) Object: An object is a noun or pronoun that receives the
action done by the subject. Objects are of two types and they are
1.Direct Object and 2. Indirect Object
1.Direct Object: A noun or pronoun that receives the action
directly is the direct object in the sentence. It answers the
question ‘what’. Direct objects mostly appear immediately after
the verb and are the primary objects in the sentence.
 For example:
 Harry bought a new car.
 My mom made a cake.
2. Indirect Object: An indirect object is a noun or pronoun that
is a secondary object. It can be identified by asking the question
‘whom’. When there is an indirect object in a sentence, it is
mostly placed after the verb and before the direct object.
 For example:
 Vandhana gave Keerthana a cake.
 My mom bought me a new dress.
D) Complement: The words required to complete the meaning of a
sentence can be referred to as the complement of the sentence. A
complement can be an adjective, a name, a position or a profession.
 For example:
 It grew dark.
 That,s her dog, Bruno.
 He is a dentist.
 The two types of complement are 1. Subject Complement and 2.
Object Complement
1. Subject Complement: The complement which expresses the quality
or identity or condition of the subject is called Subject Complement.
 For example:
 She is a doctor.
 I am Sindhu.
2. Object Complement: The complement which expresses the quality
or identity or condition of an object is called Object Complement.
 For example:
 They made her angry.
E) Adjunct: An adjunct is a word or a phrase that gives more
information about an action, an event, a quality and so on. In
short, it can be said that these words can include adverbs and
adverb clauses. Adjuncts can be identified by asking questions
‘when’, ‘where’, ‘why’, ‘how’, ‘how often’ and ‘to what extent’.
When using adjuncts, keep in mind that adjuncts can be used in
the beginning, middle or end of the sentence and that there can
be more than one adjunct in a sentence.
Take a look at the following examples to understand how
adjuncts can be used.
 Yesterday, we met at the park.
 He is very tired.
 Due to his ill-health, he could not come home for Christmas.
 My father reads the newspaper everyday.
 This workout routine is extremely exhausting.
Types of Sentence Structures in English Grammar:
1. SV (Subject + Verb) :
 The stars / are shining.
Subject / Verb
 The birds / are chirping.
Subject / Verb
 It / is raining.
Subject / Verb
2. SVO (Subject + Verb + Object):
 Children / love / ice creams.
Subject / Verb / Object
 Noah / does not like / bitter gourd.
Subject / Verb / Object
 I / have / a pencil.
Subject / Verb / Object
3. SVC (Subject + Verb + Complement):
 I / am / an Indian.
Subject + Verb + Complement
 Carol / is / a nurse.
Subject + Verb + Complement
 My name / is / Gina.
Subject + Verb + Complement
4. SVA (Subject + Verb + Adjunct):
 Madhu / reached / early.
Subject / Verb / Adjunct
 All of us / are leaving / for Tokyo.
Subject / Verb / Adjunct
 He / went / upstairs.
Subject / Verb / Adjunct
5. SVOC (Subject + Verb + Object + Complement)
 We / lost / out cat, / Quinny.
Subject / Verb / Object / Complement
 My friends / make / me / happy.
Subject / Verb / Object / Complement
 Everyone / found / the book / controversial.
Subject / Verb / Object / Complement
6. SVOA (Subject + Verb + Object + Adjunct):
 It / is / my birthday / next month.
Subject / Verb / Object / Adjunct
 Lakshmi / reached / school / after 9 a.m.
Subject / Verb / Object / Adjunct
7. SVIODO (Subject + Verb + Indirect Object + Direct Object)
 The Board / offered / me / the job.
Subject / Verb / Indirect Object / Direct Object
 Rohit / gave / Reshmi / his favourite book.
Subject / Verb / Indirect Object / Direct Object
 Neetu / bought / herself / a hat.
Subject / Verb / Indirect Object / Direct Object

 8. ASVC (Adjunct + Subject + Verb + Complement)

 Suddenly, / it / grew / dark.
Adjunct / Subject / Verb / Complement
 Normally, / the weather / is / good.
Adjunct / Subject / Verb / Complement
 Occassionally, / my dog / gets / restless.
Adjunct / Subject / Verb / Complement
9. ASVO (Adjunct + Subject + Verb + Object):
 Last week, / we / celebrated / Holi.
Adjunct / Subject / Verb / Object
 Usually, / we / get / a token.
Adjunct / Subject / Verb / Object
 Every year, / we / visit / the orphanage.
Adjunct / Subject / Verb / Object

10. ASVIODO (Adjunct + Subject + Verb + Indirect Object + Direct Object ):

 Today, / the teacher / gave / us / our papers.
Adjunct / Subject / Verb / Indirect Object / Direct Object
 Yesterday, / my mom / bought / me / a bicycle.
Adjunct / Subject / Verb / Indirect Object / Direct Object
 Every time he comes home, / my brother / gets / my mom / her favourite
chocolates.
Adjunct / Subject / Verb / Indirect Object / Direct Object
11.SVAA (Subject + Verb + Adjunct + Adjunct)
 They / go / to work / by bus.
Subject / Verb / Adjunct / Adjunct
 We / meet / every evening / on the way back home.
Subject / Verb / Adjunct / Adjunct
 Jancy / went / to the grocery store / last Saturday.
Subject / Verb / Adjunct / Adjunct

12. ASVAA (Adjunct + Subject + Verb + Adjunct + Adjunct )

 Normally, / my parents / come / by bus / to Pondicherry.
Adjunct / Subject / Verb / Adjunct / Adjunct
 Last year, / my friends and I / went / to Meghalaya / for a month.
Adjunct / Subject / Verb / Adjunct / Adjunct
 Usually, / Finn’s parents / would come / to the airport / as soon as his flight
lands.
Adjunct / Subject / Verb / Adjunct / Adjunct
Thank You