BASIC ENGLISH LANGUAGE

Training for Students

Module 1
Training Basic English Skills

Author:
 ACKNOWLEDGEMENT

Thisbindingmoduleisaresultofcompilationfromtheauthenticmaterials
[Link]. The
aim is to provide a suitable module for students who considers that their
basic English knowledge is in elemntary level. This module tends to
helpthestudentstorecalltheirpreviousEnglishknowledgeandabilitiesso they
can keep up with their friends in the classroom.

This module consists of definitions, exercises, and concepts of studying

basic English skills. The main teaching objective in the module is to
provide the students with the competence on reading simple texts,
practising basic grammar, and doing exercises. They are designed in a
good step by step binding module.

I fully intend that this binding module can be only to facilitate some
compiled authentic materials fromthe books and webs for the elementary
students.

By this opportunity, I would like to extend my sincere thanks all the

[Link]
Almighty bless them all!

Jakarta,March2020 The
Author,

IgnatiusSeptoPramesworo
 TABLEOFCONTENTS

ACKNOWLEDGEMENT……………,,,,,,,,,,,,.....................................................ii
TABLEOFCONTENTS……………………,,,,,,,,,,,,.............................................iii
Whatis thismodule about?.....................................................................................iv
Whatcan you learnfrom this module?...................................................................iv
Course Outline........................................................................................................v
Howto Workthrough theModules..........................................................................v
WheretoStudy.........................................................................................................vi
When toStudy.........................................................................................................vi
HowtoCompletetheModules...................................................................................vi
IconsUsedinTheModules.........................................................................................vii
Introduction...............................................................................................................1
Subject+Verb+ Adjective........................................................................................8
Subject+Verb+ Adverbial......................................................................................12
Subject+Verb+ Noun..............................................................................................16
Subject+Verb..........................................................................................................19
Subject+ Verb+ Adverbial (More).........................................................................26
Subject+Verb+ Object............................................................................................29
Subject+Verb+Object+Adverbial..........................................................................32
Subject+Verb+IndirectObject+Direct Object.........................................................35

REFERENCES.......................................................................................................45

WEBREFERENCES...............................................................................................46
Whatisthismoduleabout?

This module will be about reading, practising, and writing. They are the
skills that basic or low level students from English is used as other
[Link]
learning basic English especially for writing.

Ofcourse,[Link] having
English knowledge when you study in your high schools but now you
need time to recall your basic English knowledge. By using this module,
you could read, practice, and write English sentences from the basic
grammar.

This module of this course will help to remind you of what you already
[Link]
patterns that will help you become a better writer. Finally, you will have
opportunities to put into practise what you have reviewed and learned in
the module.

Whatcanyoulearnfromthismodule?

Thiscourseisdesignedtohelpyouunderstandwhatyouread,practise,and
write. It will help you express yourself clearly when writing in good
grammar.

Bytheendofthecourse,itisexpectedthatyouwillbeableto:
 Increaseyourknowledgeaboutthepartsofsentences.
 Identifyclearlythepatternin sentences
  Increaseyourideasaboutpartsofsentencesand howtheyareused in
sentences.
 Constructsentencesusingpatterns.
 Identifyactive sentences.
 Writeactivesentences.
 Increaseyourvocabulary.

CourseOutline

Thefollowingisabasicoutlineforthemodule.

Module 1: Training Basic English Skills

 UnderstandingEnglishSentencePatterns
 UnderstandingPartsofSimpleSentences
 UnderstandingPartsofActiveSentences

HowtoWorkthroughthe Modules

The module has been written in such a way that you can study on your
own. Although the module is complete in itself. You may benefit from
[Link]
those discussions.

Module1 has:
• information,includingdetails,explanations,andexamplesofkey concepts.
• Exercisestohelpyouconfirmthatyourecallandunderstandthe background
information.
Whereto Study

You can read themodulesanywhere,but if you want to get themost from

yourstudy,youneedtobeabletoconcentratewithoutdistractionssuchas
conversations and interruptions.

When to Study

This is entirely up to you. You should be able to complete a module in

[Link] in
discussions with your peers, then you may need to take more time to
complete all of the work. The best way to complete the module
successfullyistoplan aheadandset asideacertain timeand specificdays to
finish the particular topic you are studying.

HowtoCompletetheModules

Do not be too ambitious. Start with regular periods of study, perhaps 30

minutes at a time. This will yield far better results than occasional long
periods or many short periods with many interruptions.

[Link],makenotes,andcompleteall of
the exercises as you progress through the materials.

You may wish to share your ideas or talk to other people to obtain more
facts. This may help to clarify ideas.
IconsUsedinTheModules

Youwillseethefollowingiconsusedinthe modules:

READ—Readthebackgroundinformationthatiscontainedinthemodule.
You should read through the information carefully, before continuing on
with the exercises. Make notes while you read.

EXERCISE—Youwillneedtowritedownyouranswerstocheckthatyou
understood the information preceding the exercise. Suggested answers to
many of the exercises are provided at the end of the module, so you can
check your answers.
Module1:TrainingBasicEnglishSkills–SentencePatterns

INTRODUCTION

SUBJECT+ VERB +OBJECT + ADVERB

VERBS:
 AUXILIARYVERBS
 MAINVERBS

AUXILIARYVERBS
 TOBE
- AUXILIARYVERS
- MAINVERBSorLINKINGVERBS
 TODO
 TOHAVE
 MODALAUXILIARIES

MAINVERBS:
 REGULARVERBS
 IRREGULARVERBS

What do you mean?

SentencePatterns
Sentence patterns aremade up of phrases and clauses. A phraseis a group of
connectedwords,but it is not acomplete sentencebecauseit is missingasubject and/or a
verb. Phrasesarejust one component that makes up a complete sentence. A clause
contains a subject (actor) and a verb (action).

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Subject
A subject is a part of a sentence that contains the person or thing performing the action
(or verb) in a sentence

Noun
Anounis aperson, place,orthing: Ella,Cheney,eggplant.

Nouns within asentence

SUBJECT (person, place, or thing that is the doer of the action in a sentence—a.k.a. the
star of your sentence): Maria cooked dinner.

Verbs
What is a verb?
Verbs are the action words in a sentence that describe what the subject is doing. Along
with nouns, verbs are the main part of a sentence or phrase, telling a story about what is
taking place. In fact, without a verb, full thoughts can’t be properly conveyed, and even
the simplest sentences, such as Maria sings, have one. Actually, a verb can be asentence
byitself, with the subject, in most case you, implied, such as, Sing! and Drive!

When learning the rules of grammar, schoolchildren are often taught that verbs are
‘doing’ words, meaning they signify the part of the sentence which explains the action
taking place: He ran away, she eats chocolate cake on Sundays, the horses gallop across
[Link],eatsandgallop arethe‘action’partsofthosesentences,thustheyarethe verbs.
However, it can be confusing because not all verbs are easily identifiable as action: I
know your name, Jack thought about it, we considered several applications.
Thesearenon-actionverbs,[Link],emotion,possession,
[Link]-actionverbsincludeincludelove,agree, feel, am,andhave.

How toRecognizeaVerb
As you can see from the examples above, one clue to help you recognize a verb is its
location compared to the subject. Verbs almost always come after a noun or pronoun.
These nouns and pronouns are referred to as the [Link] verb thought comes after
the noun Jack, so the action Jack (subject) was taking was thinking (verb).

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What IstheObjectof aSentence?

The object of a sentence is the person or thing that receives the action of the verb. It is
the who or what that the subject does something to. That sounds complicated, but we'll
understand it more after we practice, for example: Terry carried out the trash.

WhatDoAdverbsModify?
An adverb is a word that modifies (describes) a verb (he sings loudly), an
adjective(verytall), another adverb (ended too quickly), or even a whole sentence
(Fortunately, I hadbroughtan umbrella).Adverbsoften endin -ly, butsome (such as fast)
lookexactly the same as their adjective counterparts.
Examples:
 Tom Longboatdidnotrunbadly.
 Tom is verytall.
 Theracefinished too quickly.
 Fortunately,LucyrecordedTom’swin.
Adverbsprovide a deeper description of a verb within any sentence. Thereare five basic
types ofadverbsin theEnglishlanguage, namely that of Manner, Time, Place,
Frequency, and Degree.

Adverbsof Degree

Adverbs of degree tell us more about the intensity of the verb in the sentence, in other
words, they describe how much, or to what degree. They can be categorized as low
degree (e.g. somewhat), medium degree (e.g. fairly), and high degree (e.g. extremely).
Adverbs of degree can also modify adjectives and other adverbs and are placed before
the word they modify. Popular adverbs of degree include:
 almost
 enough
 hardly
 just
 nearly
 quite
 simply
 so

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 too
Let'slookatsomesamplesentences:
 Thisshort essayishardly sufficient.
 It'ssimplynotenough.
 I'msoexcitedtomovetoIreland.

Adverbsof Frequency

Adverbs of frequency let us know how often the verb occurs. Therefore they mostly modify verbs.
These adverbs tend to appear right before the main verb in the sentence. Popular
adverbs in this category include:
 again
 always
 never
 normally
 rarely
 seldom
 sometimes
 usually
Heretheyare inaction:
 Ialways readabook beforebed.
 Doeshenormally walk hisdogatthistime?
 Sheusually shops attheKorean marketin town.

Adverbsof Manner

Adverbs of manner tell us how, or in what manner, something was carried out. They mostly modify
verbs and can often be found at the end of a clause. This category comprises the most
common adverbs - the ones that end in -[Link] are some examples of adverbs of
manner:
 beautifully
 generously
 happily
 neatly
 patiently
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 softly
 quickly
 well
Andhere aresomeexamplesentences:
 Hetrimmed thewhite rosesneatly.
 Icombed mydog's furcarefully becauseit had lots of tangles.
 There'snoreasonwhyyoucan't discussthetopic withmecalmly.

Adverbsof Place

Adverbs of place tell us more about where the verb took place. These tend to pop up after themain
verbordirect objectof the sentence. Here are some common adverbs of place:
 above
 below
 everywhere
 here
 in
 inside
 into
 nowhere
 out
 outside
 there
Let'stakealookat themin action:
 InIreland,therearethatched-roofcottageseverywhere.
 Clearly,therearen't anyleprechaunshere.
 Iwas so beguiled,Idroveintoaditch.

Adverbsof Time
[Link] kindsofadverbsplaced at the beginning
or end of a sentence. Adverbs of time include:
 annually
 daily

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 monthly
 recently
 tomorrow
 weekly
 yearly
 yesterdayHere
theyareatwork:
 Lately,you'vebeenrudetoeveryonearound.
 Theyrecentlyrelocated toSanta Fe.
 Themorningnewspaper arrivesdaily.

Phrases
Aphraseisagroupofwordsthataddsmeaningtoa [Link] a sentencebecause it is not a
complete idea with a subject,verband a predicate.

In English there are five different kinds of phrases, one for each of the main parts
[Link],the mainword,orthewordthatiswhatthephraseis about,iscalled
thehead. In these examples, it is printed in bold. The other words in the phrase do the
work of changing or modifying the head.

Ina'Nounphrase',oneormorewordsworktogethertogivemore informationabout a noun.

 all mydearchildren
 theinformation age
 seventeenhungrylions in the rocks

In anAdjective phrase, one or more words work together to give more information about an
adjective.
 soverysweet
 earnestinher desire
 veryhappywithhiswork
In aVerb phrase, one or more words work together to give more meaning to a verb. In English, the
verb phrase is verycomplex, but a good description of its many forms can be found here.

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In anAdverb phrase,oneormorewordswork togetherto give moreinformationabout an

adverb.
 especiallysoftly
 formerlyof thecityof Perth
 much too quicklyto seeclearly

In aPrepositional phrase, one or more words work together to give information about
time, location, or possession, or condition. The prepositionalways appears at the frontof
the phrase (preposition = pre-position).
 aftera verylong walk
 behindthe old building
 forall thehungrychildren
 in caseit shouldhappen again

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When learning English you need to know the meaning of certain

wordsfirst,andthensortthewordsappropriatelyaccording
[Link] transformed with
a simple rule, whereas in irregular verbs, this
[Link]
somememorizationand learn how to use the verbs in the right places.

[Link] SimplePast
TenseandPast Participle forms,most ofthe verbshave -d,-ed and -ied
suffixes, while some verbs do not follow this rule. These verbs which
do not follow this rule and whose past tenses are completely different
from the others are called irregular verbs.

Youcanreadsomeirregularverbsasexamplebelow:

V1-Infintive V2-PastTense V3-PastParticiple

(BaseForm) (PastSimple)

was/were

begotten

broadcast broadcast broadcast

buy bought Bought

do did done

draw drew drawn

dream dreamt dreamt

drink drank drunk

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drive drove driven

dwell dwelt dwelt

eat ate eaten

fall fell fallen

feed fed fed

feel felt felt

fight fought fought

find found found

flee fled fled

fly flew flown

forbid forbad(e) forbidden

forecast forecast forecast

forget forgot forgotten

forsake forsook forsaken

freeze froze frozen

Exersice 2 -This parthas arelation with Exercise1. Find theverbsin everysentencein the
text above and the write them in the suitable column in thetable.

NO SENTENCES VERB 1 VERB 2 VERB 3

INFINITIVE PASTTENSE PAST
PARTICIPLE
1 Sentence1 gather gathered gathered
2 Sentence2

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3 Sentence3
4 Sentence4
5 Sentence5
6 Sentence6
7 Sentence7
8 Sentence8
9 Sentence9
10 Sentence10
11 Sentence11

Exersice 3 - Write 10 regular verbs that you usually use everyday. You must fill the
table below for infinitive, past tense, and past participle columns. The first row is done
for you as an example.

NO SENTENCES VERB 1 VERB 2 VERB 3

INFINITIVE PASTTENSE PAST
PARTICIPLE
open opened opened
1 Sentence1
2 Sentence2
3 Sentence3
4 Sentence4
5 Sentence5
6 Sentence6
7 Sentence7
8 Sentence8

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9 Sentence9
10 Sentence10

Exersice 4 - Write 10 irregular verbs that you usually use everyday. You must fill the
table below for infinitive, past tense, and past participle columns. The first row is done
for you as an example.

NO SENTENCES VERB 1 VERB 2 VERB3

INFINITIVE PASTTENSE PAST
PARTICIPLE
run ran run
1 Sentence1
2 Sentence2
3 Sentence3
4 Sentence4
5 Sentence5
6 Sentence6
7 Sentence7
8 Sentence8
9 Sentence9
10 Sentence10

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Subjects and verbs must AGREE with one another in number(singular or plural). Thus,
if a subject is singular, its verb must also be singular; if a subject is plural, its verb
must also be plural.

Everycomplete sentence must have an action, called a verb, and someone or something
that performs that action, called the subject. The form of theverbchanges with the
gender and number of thesubject. Simply put, if there is a plural subject, then there
must be a plural verb that goes with it.

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1. [Link]/worked/hard/today.
Subject Verb Adv Adv

2. He /has been working/ at at this office/ all

day. Suject Verbs Adverb
Adverb

a do i is q provide
b do j are r produce
c provide k maintain s want
d provide l call t Work
e produce m maybuy u provides
f makeup n need v provides
g earntheirliving o undertake w helps
h provide p buy x maybuy

Mostpeople(1)workto(2)---------------.They(3)---------------goodsandservices.
People(4)---------------goods(5)--------------------eitheronfarms,likemaizeandmilk,or
infactories,likecarsandpapers.

People (6) --------------- services such things as schools, hospitals, and shops. Some
people(7)---------------goods,some(3)---------------services. Otherpeople(9) ----------
----- both goods and services. For example, in the same garage, a man (10) ---------------
a car, or he (11) --------------- a service, which (12) --------------- him to (13) --------------
his car.

People(14) ---------------their economicactivityasthe workwhichpeople(15)----------

-----Economicactivity(16)---------------[Link]
(17)---------------Thesum-total ofwhatpeople (18)---------------andwhatthey(19)---
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------------Theworkwhichpeople(20)---------------either(21)------------------------whatthey
(22)---------------or(23)---------------[Link](24)---------------
essentialcommoditieswithmoney.

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1. Thelady/is reading/a newbook.

Subject Verbs Object -Noun Phrases

2. She/ enjoys/book about the sea / and / buys / them / often.

SubjectVerbs Object - Noun Phrase Conjunction VerbPronounAdverb

1. Rita/ likes / theuniversitylibrary.

Subject Verb Object

DirectObject
In a sentence,the direct object is the nounornoun phrasethat's receiving the action of the
[Link] basic construction workslike this: Subject + Verb + Who or What.

For example, "Brenna enjoyedoysters and an iced teafor dinner." Here, the subject is
"Brenna" and the verb is "enjoyed." What did Brenna enjoy? Oysters and an iced tea.
Simple enough, right? Let's walk through a few more direct object examples.

DirectObjectsand Transitive Verbs

To be more specific, direct objects follow transitive verbs. Sounds "jargony," right? In
truth, a transitive verb is simplyan action [Link], whydon’t we call them action verbs?
Action verbs can be followed by a number of different phrases.

Transitive verbs, however, can only be followedby directobjects,asthey needtoact upon

something or someone. They're a match made in heaven and theydon't like to part.

The direct object can be a singular noun or noun phrase (a group of words that act as a
noun together).

SentenceExamples

Let'slookatsomemore [Link] directobjectishighlightedin bold.

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a. Damienhatesraisins.
b. Mostof thestudents inthe classcall”Smarty”.
c. Sashapaintslandscapes.
d. Aislingloves sitting by the sea.
e. JamesaccidentallytrippedClaireas she walked out of her room.
f. Ihugged himwill allmymight.

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g. Thedoghates when herownerputs heron a leash.

h. Iassumed that thepolicy was canceled.
i. Tommyprefersthelibrarianwithred glasses.
j. ShannonlovestravelingtoEurope.
k. Europewelcomedmillionsof touristslastyear.
l. Thekindergartenersprefer shortstoriesoverpoetry.
m. Poetryharkenspeople fromall across theglobe.
n. JackchasedJillandhermerrybandoffriends.
o. Dadbuiltatreehouseformy11thbirthday.

ContrastWithSubjectComplements

Rememberthatdirectobjectsfollowtransitiveverbs(actionverbs).Ifyoueversee alinking verb,your

spidey senses should make you aware that you are no longerdealing with a direct object.

Commonlinkingverbsinclude:
 am
 is
 are
 was
 were
 hasbeen
 havebeen
 Become
 seem

Linking verbs don't show any action. Rather, their sole job is to link the subject of the sentence to
further information. That further information is known as the subjectcomplement.
Subject complements also answer the question "who" or "what." The key here is to note
the type of verb in the sentence. Subject complements will only follow linking verbs.

SubjectComplementExamples

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Let's look at a few examples to demonstrate the difference between direct objects
andsubject complements:
 Iam an aspiring playwright.
("Am"isalinkingverb,[Link]'redealingwithasubject complement and
not a direct object.)
 Ihavebeen anaccountant formany years.
("Have been" is a linking verb in this sentence, showing no action. "An accountant
for many years" is, therefore, a subject complement and not a direct object.)
 Seattleseemsexcitingwhenyouconsideritscoffeeshopculture.
("Seems"isshowingnoactionandis,therefore,[Link] "prosperous and full of
excitement" a subject complement.)

DirectYourInformation

The majority of our sentences require direct objects to be complete. We have a subject
(the thing we're talking about) and a verb (the rope that ties the subject to further
information). However, we still need to know what's going on.
That's where direct objects come in. They provide more information, answering the
question "who" or "what" is receiving the action of the verb.

IndirectObjectExamples
In another article, we explain direct objects. They're thenounornoun phrasethat receives
the action of the verb. They answer the question of "who" or "what" isreceiving the
action of the verb. For example, "Marie brought cupcakes and iced tea." Marie brought
what? Cupcakes and iced tea.
So, where do indirect objects fit into the equation? Truth is, they're far less
prevalentthandirectobjects,[Link]'rethereceivers
ofthedirectobject. The indirect objects examples below will make everything clear.

IndirectObjectsExplained

[Link], indirectobjectsreceivethe direct

object. That's all it boils down to. For example:
"James builtMarieatinyhouseon the beach."

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In this example, "James" is the subject. "Built" is the verb. James built what? (Don't be
tempted to think the direct object is Marie. James didn't build Marie.) He built a tiny
house. This is where indirect objects come in. Who's receivingthe tinyhouse? Marie is.

ExampleSentences

Let'[Link]'llputthe directobjectsinitalicsandtheindirect objects

in bold:
 BeckybakedBerniceaplateful of cookies.
(Beckybakedwhat?[Link] cookies?Bernice.)

 Hermombrought hera glassfulofseashells.

(Hermombroughtwhat?[Link] seashells? Her.)

 In artclass, Imademy roommate asculpture.

(Imadewhat?Asculpture. Whoreceivedit?Myroommate.)

 Marcia gavehersistera sidelongstare.

(Marciagavewhat?[Link]?Hersister.)

 Can wetell our friendsthestoryof howwe met?

(We're telling what? The story of how we met. Who's going to hear the story? Our
friends.)

 Thesungavethegardenapocketfulof sunshine.
(Thesungave what?Apocketfulof [Link]?Thegarden.)

 SeamusassembledMarieabrandnewoffice chair.
(Seamusassembledwhat? [Link]?Marie.)

 His dad offered him his '69 Chevelle for his 30th birthday.
(Hisdadofferedwhat? A'[Link]?Him.)

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 Duringthesnowstorm,Iwrotemybrotheraheartfelt letter.
(Iwrote what?[Link]? Mybrother.)

 MichellegaveCalebthenight'shomeworkassignment.
(Michellegavewhat?Thenight'[Link]? Caleb.)

 Let'sbring MomandDadthe manuscriptof ourfirst play.

(Let'sbringwhat? [Link]'sgoingtoreceive it?Mom and Dad.)

 Themoon offeredtheshipanopportunitytofind the wayhome.

(The moon offered what? An opportunity to find the way home. Who received the opportunity? The
ship.)

 Alanfinallygave herthe engagement ring.

(Alanfinallygavewhat? [Link]?Her.)

 Shegaveherdogabathbeforetheywentawayonvacation. (She
gave what? A bath. Who received it? Her dog.)

 Earlythe morning,IbakedBryan cupcakes to taketo class.

(Ibakedwhat?[Link]?Bryan.)

TransitiveandLinkingVerbs

For an indirect object to exist, there must be a direct object. Direct objects onlyassociate
withtransitive verbs. The definition of a transitive verb is an action verb that works with
direct objects. So, they're one big happy family.

Indirect and direct objects will never follow linking verbs. These verbs do not show any action.
Rather, their sole function is to link the subject of the sentence to further information.
That further information is known as the subject complement.

Commonlinkingverbsinclude:

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 am
 is
 are
 was
 were
 hasbeen
 havebeen
 become
 seem

Notice none of these words convey any sort of action. That is where subject
complementsdifferfromdirectobjects-intheverbthey'[Link], thereisa
common denominator. Subject complements also answer the question "who" or "what."

Simply put, what you have to keep an eye out for is the verb in the sentence. Subject
complements work hand in hand with linking verbs, while direct objects work hand in
hand with transitive, or action, verbs.

This is important because you never want to confuse indirect and direct objects for
subject complements.

TransitiveVerbSentence Examples
Let'slook atthreeexamplesto illustratethis difference.
a. Iwassadthroughouttheholiday season.
("Was"isalinkingverb,[Link]'redealingwithasubject complement and not
a direct object.)

b. Ihavebeen happy formonthsnow.

("Havebeen"isalinkingverb,showingnoaction."Happyformonthsnow"is, therefore, a subject
complement and not a direct object.)

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c. Theapartmentseemscolorful,light,and airy.
("Seems"isshowing noactionandis,thereforealinking [Link]"colorful, light, and
airy" a subject complement.)

IndirectDetail

Indirect and direct objects provide added detail to our sentences. More than that, direct
objects are required for many sentences to be complete. Indirect objects, however, are
not.

Tim told his friends something exciting. The university had awarded him a scholarship.
The scholarship committee sent him the news yesterday. Tim showed me the letter. It
gave him all the details. Each month, the university will mail him a check. Then, he
must pay the university the required fee. The university has given Tim a very great
honor.

Exercise 1 - Write every sentence once more in the lines. You must divide and give
slashestotheirsentence [Link] [Link]
sentences are done for you.

[Link] / told/ hisfriends/ somethingexcitin

g.
Subject Verb IndirectObject DirectObject

2. The university / had awarded /him /

ascholarship. Subject Verbs
IndirectObject
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DirectObject

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 Module1:TrainingBasicEnglishSkills–SentencePatterns

Thereareother commonverbs whichhavethe structurewith“to”.

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Module1:TrainingBasicEnglishSkills–SentencePatterns

bring lend offer owe pass

give pay post promise real
lend recommend sell send show
take teach tell throw write

Exercise3-Byusingtheverbsinthetableabove,youmustmakesentencesusing stucture “to”.

The first and the second sentences are done for you.

1. Theyaredoingto offer thejob to Susan.

2. Hemanager showed theletterto thesecretary.

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Module1:TrainingBasicEnglishSkills–SentencePatterns

Thereareother commonverbs whichhavethe structurewith“for”.

bring build buy change choose

cook do fetch find fix
getkeep make order prepare save

Excercise4-Byusingtheverbsinthetableabove,youmustmakesentencesusing stucture
“for”. The first and the second sentences are done for you.

1. Thebookkeeperchangedtheproblematicstatementfotthecompany.
2. TheEnglishlecturers arepreparingnewmodulesforthestudents.

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