The document summarizes key points about analyzing the structure of sentences and identifying clause elements. It defines the five main clause elements - subject, verb, object, complement, and adverbial - and explains how they combine to form the seven basic sentence patterns in English. It also provides an example table to illustrate how words can function differently than their form.

1. 1.6 Tsunami

2. The climate research conference is a biennial
event. There will be a seminal paper
delivered by one of the many luminaries
present

3. •How did you work out meaning in the
example?

5. Definitions
• Climate - the weather conditions prevailing in an area in general or
over a long period.
• Biennial - taking place every other year.
• Seminal - the initial pieces that presented an important or influential
idea within a particular discipline.
• Luminaries - a person who inspires or influences others, especially
one prominent in a particular sphere.

6. Getting started
•What do you do when you come across an
unfamiliar word when reading a text?
•What methods do you use to work out what
it means?

7. Language focus
• There are several ways of working out meaning of unfamiliar words.
You could use :
• Context : looking at the words around it and the overall topic to make
a sensible guess at the meaning.
• Morphology : looking at the shape of the word– that is, seeing if it
has a root word, a prefix or a suffix, and using your knowledge of
those to work out the whole word.
• Etymology : looking up the origins of a word to discover its possible
meaning.

8. Sometimes a combination of methods will help you. For
example, look at this sentence:
• He stared down the dark, lonely street in trepidation.
What does “trepidation” mean?

9. • Context: you may notice that the street sounds scary, so you might
guess that trepidation means something like “a feeling of fear”
• Morphology: you may notice that trepidation uses the suffix “-ation”,
which you know refers to a state of quality. From this, you could guess
that the word is a type of feeling.
• Etymology: you might research the origins of the word and discover
that it comes from the Latin word “trepido” meaning “to shake”

10. •Context
•Morphology
•Etymology

11. • All strategies listed in the language focus are useful
and that we should try to use them when figuring out
new and unfamiliar words. Some English words do not
offer many clues to their meaning in their spelling and
that in these cases, we should focus on context as a
way of working them out.

13. Tsunami witness
• In this article from The Guardian, the writer describes what
happened when a tsunami struck the area of Chile where
she lived. A tsunami is a series of large waves triggered by an
earthquake. Read the article, paying particular attention to
the words that are underlined.

14. • TSUNAMI WITNESS: I SAW THE SEA START TO RISE.
THERE WAS TERROR AND ANGUISH

15. Context Vs Morphology Vs Etymology
• Complete Activity 1
• Work out meanings of the underlines words in the article using one of
the strategies describes. Create a glossary for the article with
definitions of all these words.
• Glossary: an alphabetical list of words or phrases from a text, with
their meanings.

16. •Swap your glossaries with a partner and asses
which definitions in your partner’s glossaries are
most useful and why, and which definitions are
less useful and how they could be improved?

17. Underlined words
Anguish
Congregating
Constructed
Designated
Epicenter
Evacuated
Precaution
Residents

18. • epicentre: a precise point
• residents: inhabitants
• constructed: built
• precaution: safeguard
• evacuated: left because of danger
• designated: nominated
• anguish: anxiety/torment
• congregating: gathering

19. • Anguish - severe mental or physical pain or suffering.
• Congregating - gather into a crowd or mass.
• Constructed - build or erect (something, typically a
building, road, or machine).

20. • Designated - appoint (someone) to a specified
position.
• Epicenter -The point on the Earth's surface that is
directly above the focus (the point of origin) of an
earthquake.
• Evacuated - remove (someone) from a place of danger
to a safer place.

21. Precaution - a measure taken in advance to prevent
something dangerous, unpleasant,
or inconvenient from happening.
Residents -a person who lives somewhere permanently
or on a long-term basis.

22. Activity 2 and 3
•Reread again the article and then work in pairs to
complete timelines.
•As you read, track the times and the sequence of
main events. Create a timeline to show the order of
events.
•Discuss the emotions that the narrator and her
family might have experienced at the different
points during the day.

23. • Answers may include some of the following examples (timings may vary slightly):
• 7.55 pm – the house began to shake
• 7.58 pm – the house stopped shaking
• 7.59 pm – the sea started to rise and crash into the coastline about 2 metres high
• 8.00 pm – they went into the bedroom
• 8.05 pm – they evacuated the house and went to the designated secure zone
• 8.15 pm – at the community’s designated secure zone
• 3.15 am – still at the secure zone. The electricity cuts out in the town

25. Writer achieves specific effects by choosing or
changing words in four main ways:
1. Choosing to start with, including using figurative language, when
writing a first draft of a sentence, paragraph or page.
2. Changing, adding or removing words to expand or reduce phrases
and clauses
3. Changing the order of phrases and clauses, including changing
punctuation
4. Completely rewriting if needed to change the style of what was
originally written, or adding new sentences and paragraphs to an
original draft.

26. a. Her hair was black /
Her hair was dark /
Her hair was black as ebony
b. The house stood on the hill. /
The old, abandoned house stood on the lonely hill.

27. C. As he spent much time alone, he was not missed, nobody worried when
he didn’t arrive at the town.
He e was not missed when he didn’t arrive at the town; as he spent much
time alone nobody worried.
Nobody worried, as he spent much time alone, when he didn’t arrive at the
town. He was not missed.
When he didn’t arrive at the town he was not missed as he spent much time
alone. Nobody worried.

28. d. It was cold and dark after the power cut.
When the power was cut the house was plunged into a malevolent,
cold darkness. The shadows seemed alive with menace and crept my
skin life freezing water.

29. • In A, individual words are changed or figurative language were added.
• In B, noun and verb phrases are expanded or reduced.
• In C, the same words are used but phrases and clauses are reordered
with different punctuation.
• In D, the second sentence completely rewrites the first.

30. • For each example, how would you describe the different effects
created?
• Some differences are easy to notice (A, B, and D), whereas the
changes in C are more subtle.
• Which of the sentences in C you would find most interesting and
why?

32. Patterns of clause elements in sentences.
Subject (S) Verb (V) Object (O) Complement (C) Adverbial (A)
tells us what
the sentence
is going to be
about and
usually comes
immediately
before the
verb
tells us about
actions or
states and is
the most
important
clause
element in a
sentence
tells us who or
what is
affected by the
meaning of the
verb
tells us extra
information
about the
subject or
object in a
sentence (they
complete the
meaning of the
subject or
object)
tells us when,
where or how
an action took
place
In English, there are five clause elements:

34. Clause elements refers to how parts of a sentence function.
This is different from form. This difference is illustrated in the
table below:
Form noun
phrase
verb
phrase
noun
phrase
noun
phrase
noun
phrase
Function subject verb object complements adverbial
The
teacher
was telling my friend a story last night.

35. • The five clause elements combine into seven basic clause patterns in
English:
1. The teacher / laughed. SV (subject / verb)
2. The teacher / closed / the window. SVO (subject / verb / object)
3. The teacher / was / happy. SVC (subject / verb / complement)
4. The teacher / left / in the summer. SVA (subject / verb / adverbial)
5. The teacher / handed / me / a book. SVOO (subject / verb / object /
object)
6. The teacher / got / his shirt / dirty. SVOC (subject / verb / object /
complement)
7. The teacher / put / the test papers / on our desks. SVOA (subject / verb /
object / adverbial)

36. Worksheet