Students’ Level: Advanced

1. Phrase Structure Rules: Exercises

Exercise 1: Label the phrasal category of each underlined phrase.

Example: he gave the dog a hesitant, reassuring pat

Answer: Category: NP

1. Your article gave readers a glimpse of the truth.

2. I relied upon knowledge, imagination, observation, and visual memory.
3. Kids’ shoes are a quickly expanding market.
4. For many years I taught an introductory theology course for undergraduates.
5. In a sense it was similar to e-mail today.
6. His colleagues all thought him quite mad.
7. Praise even came from the other side of the world.
8. We’re more fixated on the radiant glow that moms-to-be exude.
9. It taught me 16-hour days and multitasking.
10. It was in an advanced state of disrepair, every window broken.
11. I chose him as a subject of my test.
12. they sounded hauntingly familiar to me.
13. relativity became the paradigm of the atomic age.
14. Mary was leaning over on her elbow.
15. All of the rest of the good-paying jobs are gone.
Exercise 2: Make tree diagrams for the following sentences:
1. Those useful items are in very high demand.
2. She followed the detailed instructions on the back of the box.
3. We put the books with torn pages under the counter.
4. The doctor administered the shot to the crying child.
5. The students concentrated on the assignment for the next day's class.

Exercise 3:

1
 Writing Activity: A future story
Each student adds one stage to the story then folds the paper to cover the information and
passes the paper to the student on the right. At each stage, before folding and passing to the
student on the right, give these instructions.

1. Write the name of a man. It can be a famous man or a man everyone in the class knows.
(Depending on the group, allow them to put the names of classmates.)
2. Write the name of a woman. It can be a famous woman or a woman everyone in the
class knows. (Depending on the group, allow them to put the names of class mates.)
3. Write the name of a place where the two people meet.
4. When they meet, he says something to her. What does he say? Students write what he
says to her.
5. She replies to the man. What does she say?
6. What’s the consequence of this encounter? What happens?
7. What’s the opinion of the whole story? What does the world say as a comment?

The end result is a mixed-up story that can often be amusing. Read yours as an example of how
you want the students to tell the story. Then invite students one by one to unfold their stories
and read them to the group. Depending on the level you can encourage use of connectors,
reported speech etc.

Students’ Level: Advanced

2. Sentence Patterns: Exercises

2
Exercise 1: Match the sentences to the patterns:
1. The restaurant served 3 kinds of barbeque.
a. Subject + verb
b. Subject + verb + direct object
c. Subject + linking verb + complement
2. The family hikes the Appalchian Trail every year.
a. S + v + do
b. S + v + io + do
c. S + lv + c
3. My mother gave me new shoes.
a. S + v + do
b. S + v + io + do
c. S + lv + c
4. The people elected the young candidate governor.
a. S + v
b. S + lv + c
c. S + v + do + oc
5. Maryanne is one of the sisters in Sense and Sensibility.
a. S + v + do
b. S + v + io + do
c. S + lv + c
6. That boy never gave me the time of day.
a. S + lv + c
b. S + v + io + do
c. S + v + io + do + oc
7. Jane Austen wrote six full novels.
a. S + v + do
b. S + v + io + do
c. S + lv + c
8. Many consider Jane Austen England's greatest novelist.
a. S + v + do
b. S+ v + do + oc
c. S + v + io + do
9. Pride and Prejudice is Jane Austen's most famous novel.
a. S + lv + c
b. S + v + do
c. S + v + io + do

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 10. Elizabeth I ruled England until 1603.
a. S + v + do
b. S + lv + c
c. S + v + io + do
Exercise 2:
Writing Activity: Poems for the future
Firstly, you could begin by brainstorming topics related to the future through acrostic
poems or pictures. Ask your students to imagine they're living in the year 2100. What's life like?
What can they see around them? How far has space and technology advanced?
Example poem:

You could use either of the poems below as a model for your students:

When I look into the future

There are robots
There are aliens
There are saucers in the sky
But there aren't any birds.
Example structure:
When I look into the future
When I look into the future
There's a memory stick in my head
There 's/are…
There's a tracking device under my
There 's/are...
feet
There 's/are…
There's a monitor behind my eyes
But there isn't/aren't any …
But there isn't a computer.

On a more personal note, the future could be explored through the senses. You could
use this example as a model to elicit ideas from your students. Play some relaxing background
music and ask them to close their eyes and imagine the sensations as they think of different
words.

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 Example:
My / The future is… (yellow)
It tastes like… (pasta)
It smells like… (a lemon)
It sounds like… (a mandolin)
It feels like… (a cat)
It looks like… (the sunrise)

Ask your students to complete the sentences below to generate ideas for a poem about
their own future dreams. Here are two possible structures for their poems:
In my future life
I might …
I could…
I may…..
But I'll definitely…

In my future life
I'd like to be …
I'd like to...
And…
Then…
Please…

Here's a poem on a lighter note as an example of what they could produce.

In my future life
I'd like to be a cat,
I'd like to sleep for 12 hours
Then dance around my flat.
I'd like to play by moonlight
And sunbathe in the sun,
I'd like to climb a palm tree
And catch my tail for fun.
I'd like to dine on fresh fish
Then drink a sea of milk,
I'd like to live-that's my last wish
Please ban all dogs from Earth!

Students’ Level: Intermediate

3. Copular Verbs: Exercises

5
Exercise 1: Read the sentences and then fill in the gaps with a suitable verb.

appears is tastes looks sounds

seems grows feels goes gets
remains was were are am

1. I wrote for an hour non-stop in the exam and now my arm sore.
2. It's a very easy vegetable to cultivate - it anywhere.
3. Wearing trousers like that to be the fashion these days.
4. You have to be careful with meat in this climate- it bad very quickly.
5. That good. Did you make it all by yourself?
6. What's that noise? It like someone needs help.
7. It to be the remains of a dinosaur.
8. It isn't chicken, but it like chicken.
9. Bring a jumper. It very chilly at night.
10. It to be decided who will be the next Prime Minister.
Exercise 2: For each given sentence, you must fill in the blank with a linking verb.
1. We going to the game tonight.
2. You going to buy me a Christmas gift.
3. They a good group of students to take on a field trip.
4. He a good student in my class.
5. You talking too much in the class.
Exercise 3: For each linking verb listed below, write a sentence.
1. I am- 4. He is-
2. You are- 5. She is-
3. It is-
Exercise 4:
Writing Activity: Improving paragraph writing

Procedure

6
 1. First, ask your students to provide sample paragraphs (introduction, body paragraphs,
or conclusion), or choose paragraphs from their last essay that they wrote for the class.
2. Second, study these samples carefully and try to give comments on two or three
problems within one paragraph.
3. Next, design a handout in which there is a copy of the paragraph with a table including
two columns, comments and examples. Leave the "examples" column blank. Put your
comments for the chosen paragraphs in the comments column. For example, 'Wrong
word - register' or 'use a conjunction here' or 'spelling' or 'poor topic sentence'…
4. In class give out the handouts and ask students to work in pairs to find examples to
support the comments made by the teacher.

This activity aims to help students and trainee teachers to recognise their own problems with
paragraph construction and to identify errors, which improves their own re-drafting skills.

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Students’ Level: Pre-Intermediate

4. Tense Aspect: Exercises

Exercise 1: Fill in the gaps with the right forms of the verbs in brackets to complete the
following English sentences in Present Perfect Tense. (e.g. She has delivered a perfect
speech.)

1. They London this month. (leave)

2. He a lot of English papers. (bring)
3. She me about it. (tell)
4. I a long letter from father this week. (get)
5. My little daughter her finger with a knife. (cut)
6. I to Radio City. (be)
7. I think the director the town. (leave)
8. I my office. (paint)
9. We her since she arrived to our city. (know)
10. I your name. (forget)
Exercise 2: Present Perfect English exercises. Choose the right words for or since to complete
the following English sentences in Present Perfect Tense.

1. Bad roads have been in that country the Middle Ages.

2. Bad roads have been in that country centuries.
3. Our neighbours have refused all invitations their divorce.
4. Our neighbours have refused all invitations the last two years.
5. Leeds has been the centre of the woollen trade many years.
6. Leeds has been the centre of the woollen trade the nineteenth century.
7. There hasn't been a civil war here centuries.
8. There hasn't been a civil war here the Restoration.
9. Our people have had wide access to education the end of war.
10. Our people have had wide access to education the last ten years.

8
Exercise 3: Fill in the verbs in brackets in the correct form either Present Continuous or
Present Simple. Do not use contractions in this exercise. (PC e.g. We are going to the
market.) (PS e.g. Stella plays the piano well.)

1. We dinner now. (have)

2. We lunch at 1 p.m. (eat)
3. He at the moment. (type)
4. She for her boyfriend now. (wait)
5. It late. We must go home. (get)
6. Don't shout. I you perfectly. (hear)
7. I cannot ask her now. She . (pray)
8. Sometimes we to bed pretty late. (go)
9. The academic year on October 1st. (start)
10. I to hear about it. (not / want)
Exercise 4: Present Perfect vs. Past Perfect exercise. Choose the appropriate tense either
PRESENT PERFECT or PAST PERFECT to complete the following sentences in English.

1. This bill isn’t right. They have made/had made a mistake.

2. Do you want to see this film? It had started/has started.
3. I was really tired last night. I have had/had had a hard day.
4. You can have that magazine. I had finished/have finished with it.
5. It’ll get warmer in here. I have turned/had turned the heating on.
6. It isn’t raining now. It had stopped/has stopped.
7. We had no car at that time. We had sold/have sold our old one.
8. There’s no more bread. We had eaten/have eaten it all.
9. There was no sign of a taxi although I have ordered/had ordered it half an hour before.
10. The square looked awful. People had left/have left litter everywhere.

Exercise 5:

9
 Writing Activity: Songs and storytelling
Procedure
1. First, choose different types of songs (rock, pop, country music, etc).
2. Divide the class in groups (of 4, for example) and give each group a blank piece of paper.
3. Ask them to make a cross on it dividing the paper into four equal parts. Tell them to number the
parts from 1 to 4 (in this case).
4. Explain that each student in the group will use one part of the paper.
5. Play the CD/tape with the first song and ask student number 1 to draw something on it
according either to what he/she feels or something related to the lyrics.
6. Change the song and follow the same procedure with the others.
7. After they finish drawing, say that they are supposed to make up a story following the sequence
of their drawings. Give them time to prepare it then ask everybody to present their story to the
class. Explain that each student is going to tell his/her part of the story.
This activity can be used at all levels. The skills used are writing, speaking and reading. The grammar
aim can be the present tense, present continuous or simple past. Try it! It will be great!

Students’ Level: Intermediate

5. Adjectives: Exercises
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Exercise 1: Rewrite the sentence using the correct order of adjectives.
1. At home there is a (wooden/beautiful/square) table in the dining room.
2. I was offered (a,an/gold/unusual) ring by my husband.
3. My grandmother has knitted (a/woollen/new/nice) pullover for me.
4. I saw (an/American/interesting/old) movie with friends at home.
5. It may rain! There are (black/big) clouds floating in the air.
6. It was such (a/sunny/lovely) day that we decided to go out for a walk.
7. My daughter has (long/beautiful/black) hair.
8. Last week, I visited (a,an/little/lovely/old) village in a remote place.
9. The gallery exhibited mainly (old/strange/French) paintings.
10. John was given (a,an/little/black/adorable) kitten by his sister.
Exercise 2: (Adjectives - ing and ed) Select the correct adjective inside the parenthesis.
1. The instructions in the exam were very complicated and left the students feeling totally
(confused/confusing).
2. I don't think that horror films are (frightened/frightening) - in fact, I find them quite
funny.
3. Would you be (interested/interesting) in coming to the theatre this evening? I have a
spare ticket.
4. Can't you fix that dripping tap? It's getting on my nerves - it's really (irritated/irritating).
5. I didn't expect to see Peter at the party. I was really (surprised/surprising) to see him
there.
6. He's had a lot of bad news recently and is feeling a bit (depressed/depressing). Let's go
and cheer him up.
7. I find it (relaxed/relaxing) to lie on the sofa and listen to music after a hard day's work.
8. I was told the film was really good but I felt utterly (bored/boring) by it.
9. I get really (annoying/annoyed) when people throw rubbish down in the streets. It
makes me furious.

11
 10. If I said anything as stupid as he did in front of a thousand people, I'd feel really
(embarrassing/embarrassed).

Exercise 3: Decide whether the adjective in all caps is attributive or predicative.

1. The EXPENSIVE-LOOKING shoes 6. Because he had few friends, the boy

did not cost much money. was LONELY.
a. attributive adjective a. attributive adjective
b. predicative adjective b. predicative adjective
2. The chair is BROWN. 7. He seems TIRED today.
a. attributive adjective a. attributive adjective
b. predicative adjective b. predicative adjective
3. The FANCY dress was covered in 8. The TIRED children went straight to
pearls. bed.
a. attributive adjective a. attributive adjective
b. predicative adjective b. predicative adjective
4. The kitten felt FRAGILE. 9. You look MARVELOUS, darling.
a. attributive adjective a. attributive adjective
b. predicative adjective b. predicative adjective
5. The LONELY boy wished for a 10. I don't know what you're making,
friend. but it smells DELICIOUS!
a. attributive adjective a. attributive adjective
b. predicative adjective b. predicative adjective

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Exercise 4:

Writing Activity: Freeze the writing

Preparation
Set up the context for the letter, you might do a letter layout on the board to make sure that
everyone knows how to lay out an informal letter.
Procedure

1. Put the students in pairs or threes.

2. Give them a large piece of paper and say, 'Right, everyone, I want you to write your address,
write the opening greeting and then stop. And you do it immediately and you do it straight
onto the paper.' And they do that. Then you say, 'OK now you're going to write the letter. But
as you write it, at some point you'll hear me say 'Freeze!' and when I say 'Freeze!', I mean
'Freeze', even if you're in the middle of a word - you stop writing. If you're in the middle of a
sentence you stop writing.'
3. The students begin to write. I check that everyone has written something before I say 'Freeze!'
for the first time. I try to hurry the ones along that are lagging behind a little.
4. When I say 'Freeze!', I transfer each paper to the next group so that everyone's working with
another piece of paper with a letter on it. I give the following instruction which is to read,
correct, improve and continue. So, they work on the letter that they've received and then they
continue that letter.
5. A bit later I say 'Freeze!' and off we go again. Transfer letters, read, correct, improve and
continue.
It's always good to get the paper back to the original group just before the ending and again the same
instruction - read, correct and improve and this time you say 'close'. So they bring it to a finale.

13
Students’ Level: Intermediate

6. Adverbials: Exercises

Exercise 1: Underline the adverbial phrase. On the line, write the question it answers.
1. We expect our grandparents to arrive in about an hour.
2. My cousin watches television almost as much as you do.

3. The weatherman says it will rain all day.

4. Your brother plays soccer better than my brother does.

5. Our friend drives on Mondays.
6. Gerard and Donna will walk on the footpath.
7. The frog jumps through the tall grass.
8. Mum combs my hair more gently than Dad does.

9. He found his lucky coin in the morning.

10. We raced our toy cars on the playground.

Exercise 2: Underline the adverb phrases in the following sentences.

1. She lives in a palatial home.
2. Is there water on the moon?
3. She ran into her room.
4. They chatted for a while.
5. She performed the task with great skill.
6. The desert stretched towards the north.
7. The gun went off with a loud noise.
8. The fishers went sailing over the sea.
9. He lay beside the heap of corn.
10. She whispered in his ear.

14
Exercise 3:
Writing Activity: A dark stormy night
The activity should work at most levels above elementary, as long as your students have some
knowledge of past tenses, but it works best when they also know past continuous / progressive
too. All you need to get things started is a sheet of plain paper for each pair of students.
The listening part comes first:
1. Ask the students to draw the face of a person in the top right-hand corner of the page.
2. Once they've done this ask them to give the person a name.
3. Then on the top left of the page ask them to write five adjectives to describe the
person's appearance.
4. Next ask them to write five more adjectives to describe the person's character.
5. After they've done this ask the students to write three things that the person likes
doing.
6. Then ask them to write who the person lives with.
In this way they build up a character profile for the person they are going to write
about.
The writing part:
1. Now dictate the following sentence to your students: 'It was a dark and stormy night
and'. Stop at this point and ask them to write in the name of the person they have
drawn and followed by the word 'was'.
2. Then ask the students to complete the sentence from their imagination and add one
more sentence.
3. Once all the students have added a sentence to their stories, get them to stop and pass
the paper to the pair on their right (this means that every pair of students now has a
new character).
4. The students then read through the information and the beginning of the story and
then add one more sentence to it.

15
 5. Once they've done this you ask them once more to pass the paper to the next pair on
their right. Continue to do this with each pair of students adding a sentence to each
story, gradually building up each story as the papers are passed around the class.
6. Continue with this until you decide that the students are starting to lose interest or
have written enough and then tell them to finish the story.
Follow up:
1. Once all the stories are complete there are a number of follow-up options you can try.
2. Put the stories up around the class and get the students to read them all and decide
which is best.
3. Give each pair of students a story and get them to try to find and correct errors.
4. Get the students to write the stories up on a computer and then ask them to add more
description and detail to the stories.
This activity is fun and creative and has always worked well for me both with adults and
younger students.

16
Students’ Level: Intermediate

7. Coordinating Conjunctions: Exercises

Exercise 1: Choose the right conjunctions: so, and, but, because, then to complete the following
sentences in English.
1. I couldn't sleep there was a party next door.
2. I phoned all my friends invited them to come to my house.
3. It was very cold outside, I put on my warmest clothes.
4. We couldn't go out the weather was so bad.
5. He looked through the window for a minute or two, went inside.
6. We didn't have any money we couldn't go to a restaurant.
7. He closed all the doors and windows, and he left the house.
8. I was feeling very tired, I went to bed very early.
9. Betty is usually on time, tonight she arrived half an hour late.
10. I couldn't buy anything I forgot my wallet.
Exercise 2: Circle each independent clause in the sentences below (Some sentences may only have
one). Next, say whether the conjunction is used to show an agreement, disagreement, or reason.
1. I normally like to run, but today I am walking.
agreement / disagreement / reason
2. I like strawberry and chocolate ice cream.
agreement/disagreement/reason
3. I am smarter than my brother, yet he still got a higher grade on the test.
agreement / disagreement / reason
4. I don’t make good grades, nor do I try very hard in school.
agreement / disagreement / reason
5. It is raining outside today, so I think I will wear my raincoat.
agreement / disagreement / reason
6. He is always crying, for he is very sad.
agreement / disagreement / reason
7. I don’t like yellow or blue
agreement / disagreement / reason
Exercise 3: Try to fill in the blanks using the appropriate conjunction. Use commas if necessary.

17
 1. My dad _______ I are going fishing this afternoon.
2. The old man doesn’t have much money _____ he always seems to have nice things.
3. Either we are going to win ______ they are going to win.
4. I don’t have much time _____ hurry up!
5. He wasn’t a popular king _____ all of his countrymen hated him.
6. I want to get there early ____ we should leave soon.
7. It doesn’t matter whether they get the job ___ not.
8. We don’t like red ____ do I like blue.
9. I ran after the cat _____ could not catch her.
10. We played very well ____ we still lost the game.
Exercise 4:
Writing Activity: Now practice creating your own sentences using the conjunctions list
above.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________

18
Students’ Level: Intermediate

8. Subordinating Conjunctions: Exercises

Exercise 1: Practice Identifying Subordinate Clauses:
In the following sentences, underline the subordinate clause. Hint: find the subordinate
conjunctions, then underline the clause that contains the subordinate conjunction.
Example: Since the train was on time, passengers were able to board quickly.
1. As soon as I have enough money and time off from work, I would like to travel through Europe.
2. Working is pleasant even though I would rather be on vacation.
3. Whenever I want to play a game, I call my friend Sue.
4. Getting homework done for school is a challenge wherever you decide to do it.
5. The stranger was mysterious as if she had something that she would rather keep to herself.

Exercise 2: Practice Editing with Subordinate Clauses:

In the following sentences, identify the subordinate clause and fix the comma error if necessary.
Remember, you will only need a comma at the end of the subordinate clause if the
subordinating conjunction comes first. Note: There is one correct sentence!
(Use the chart on the back for assistance finding the subordinating conjunction.)
Example: After working so hard during the school year, I was very excited for summer.
1. Taking summer classes can be a good idea, in order that you can graduate sooner.
2. While moving into the dorm room on campus we were distracted by the music from a frat party
across the street.
3. I got a better grade in my English class, because I decided to go to the Writing Center to get
help on writing my papers.
4. Since graduating from high school, I decided that going to college would be a good idea so I can
get a better job.
5. Though I spend a lot of time with my family and working I still manage to find time to get good
grades at college.

Exercise 3: Below is a word bank of subordinating conjunctions. Turn the sets of phrases below into
sentences by using a subordinating conjunction from the word bank. Use a subordinating
conjunction only once.

19
Exercise 4:
Writing Activity: Role-play writing
Preparation

20
 Photocopy the role cards (Index A - next page) for the student. You can download the role cards
below.

Procedure
1. Draw three pictures on the board of three people (two women and one man) Sue, Jane and
Paul at a party.
2. Read the situation from the role play to your students to explain how they all met.
3. Divide the class into four groups and tell them that it is now two weeks after the party and
that the people have started to write letters to each other.
4. Give out role cards to each group for them to read, or ask each group to leave the classroom
one by one and show them a role card. Explain to them that they have to write a letter (they
can do this alone, in pairs or in groups). Make sure that the different groups don't talk to
each other.
5. Give the students time to write the letter but be sure to give them a firm time limit. Remind
them that they must finish the letter with the last line provided.
6. When they have finished the letters you can either ask them to read the letters aloud or you
can regroup them (if they have written letters alone) into groups of four. The important
thing is that they must read the letters in the correct order to tell the story. When the
letters have been read you can take them in to mark or you can follow this up by getting a
different partner to respond to the letter so that the students keep exchanging the letters.
Variations
1. You can change the role to suit your learners by perhaps having two men and one woman
at the party or if you follow the same format, you can set the role play in a variety of
situations (e.g. two people applying for a job).

Index A
The Role-card

21
9. My Reflection

22
 I have been a student at La Salle University for 2 semesters, and over the course of my
stay I have learned more than I thought possible. I never really wanted to be an English
teacher; I knew that I was really not ready to become one but something really pushed me to
enrol in this master’s class. Going through this particular subject, Advanced Grammar and
Composition, has taught me a lot. Though sometimes I had a hard time catching up with my
‘advanced classmates,’ I would say, because there were things that they knew already. So that
really pushed me to do my best in any way I can.
When the class started, I was really nervous that how would I keep up with my new
classmates. I was a bit hesitant to participate because most of my classmates were not familiar
to me. But despite the wrong impression I had to myself, I have learned to get through it. Had
not for the knowledge of classmates and professors, I would not have gained this confident to
do my best and to learn more. The information and topics we have delved were very useful to
me and to my teaching skills.
As an English major I have learned Going through the English program has taught me
so much more than stuff about literature and language, it has taught me how to be me. I have
learned here how to write and express myself, how to think for myself, and how to find the
answers to the things that I don't know. Most importantly I have learned how important
language is, especially when dealing with the grammar in different theory or aspect.
I know that my ability to write and express my ideas, thoughts and knowledge has
grown stronger each semester. I have always struggled to put my thoughts on paper in a
manner that is coherent and correct according to assignments. I hope to learn more about how
teachers share their knowledge to me and to the rest of my classmates.

10. References

1. Phrase Structure Rules

Exercises 1-2, retrieved from: https://benjamins.com/sites/z.156/exercise/c7q5

23
 Exercise 3, retrieved from: https://www.teachingenglish.org.uk/article/writing-
consequences
2. Sentence Patterns
Exercise 1, retrieved from: https://www.proprofs.com/quiz
school/story.php?title=sentence-patterns-quiz
Exercise 2, retrieved from: https://www.teachingenglish.org.uk/article/poems-future
3. Copular Verbs
Exercise 1, retrieved from: https://learnenglish.britishcouncil.org/en/english-
grammar/link-verbs
Exercises 2-3, retrieved from: http://englishlinx.com/cgi-
bin/pdf_viewer.cgi?script_name=%2Fpdf%2FLinking-Verbs-Fill-In-Writing-P-1-
Advanced.pdf&x=184&y=25
Exercise 4, retrieved from: https://www.teachingenglish.org.uk/article/improving-
paragraph-writing
4. Tense Aspect
Exercises 1-4, retrieved from: http://www.focus.olsztyn.pl/en-exercises-tenses.html
Exercise 5, retrieved from: https://www.teachingenglish.org.uk/article/songs-
storytelling
5. Adjectives
Exercise 1-2, retrieved from: https://www.tolearnenglish.com/exercises/exercise-
english-2/exercise-english-42493.php
Exercise 3, retrieved from: https://www.helpteaching.com/tests/724571/attributive-vs-
predicative-adjectives
Exercise 4, retrieved from: https://www.teachingenglish.org.uk/article/freeze-writing-a-
way-make-writing-tasks-a-group-activity
6. Adverbials
Exercise 1, retrieved from: https://education.nsw.gov.au/teaching-and-
learning/student-assessment/smart-teaching-

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 strategies/media/documents2/literacy/language-conventions/adverbial-phrases-
worksheet.pdf
Exercise 2, retrieved from: https://www.englishpractice.com/quiz/adverb-phrases-
exercise/
Exercise 3, retrieved from: https://www.teachingenglish.org.uk/article/a-creative-
writing-activity-a-dark-stormy-night
7. Coordinating Conjunctions
Exercise 1, retrieved from: http://www.focus.olsztyn.pl/en-english-exercises-so-and-
but-because.html
Exercise 2-4, retrieved from:
http://www.englishforeveryone.org/PDFs/Coordinating%20
Conjunctions.pdf
8. Subordinating Conjunctions
Exercise 1-2, retrieved from: https://cwidaho.cc/system/files_force/faq_ct/attachment/
subordinating_conjunctions_worksheet.pdf
Exercise 3, retrieved from: https://www.k12reader.com/worksheet/writing-with-
subordinating-conjunctions/view/
Exercise 4, retrieved from: https://www.teachingenglish.org.uk/article/role-play-writing

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