Grammar for Everyone - Barbara Dykes 2007

Noun phrases
Introduction
Part II The parts of speech

These have the function of nouns so they can also be objects, subjects or complements. For this reason, unlike adjectival and adverbial phrases, they form a necessary part of the sentence.

For example:

25.1 Activities: phrases

1. Students complete sentences by matching each part to a fitting noun phrase. They underline each noun phrase and note whether it is a subject or object.

2. Students write sentences using each of the following phrases in two ways, as a noun, an adjective or an adverb. They underline the phrase and indicate its kind, for example:

teasing dogs -

Teasing dogs is very dangerous

Noun - subject

a. with a sharp knife

b. wearing a mask

c. over the fence

d. in the street

e. to save money

3. A simple sentence is written on the board. Students either take turns to add an adjectival phrase orally, or write one in their books to be read out. Remember - no finite verbs! For example:

A man got on the bus.

1st student - A man with tattoos and dreadlocks got on the bus.

2nd student - A man wearing a false beard ...

3rd student - A man got on the bus waiting at the traffic lights.

4. Students are given nouns to qualify with adjectival phrases.

a. the lantern

b. his toe

c. my socks

d. a taxi

e. an elephant

5. Students are given a sheet of paper printed with cartoons of people, objects, animals or scenes. Swipe Art from the computer can be used. The students write a sentence for each picture, describing it and including an adjectival phrase. They underline the phrase, for example:

In the supermarket I saw a man with a big nose.

6. As well as the activities described below, all of those for adjectival phrases can be used to identify adverbial phrases modifying verbs. Students underline the phrase and indicate with an arrow the verb that it modifies, for example:

Students are asked if they can find a sentence in those above, which contains more than one phrase.

7. Students draw four boxes, labelled as shown. They enter each of the phrases given, in its appropriate box. They must remember to ask themselves the questions when, where, why or how?

a. with a sharp cry

b. far too late

c. in a loud voice

d. before sunrise

e. through carelessness

f. under the bed

g. to escape from prison

h. in the rainwater tank

i. for my aunt

j. with a stiff brush

8. Students rewrite the following sentences correctly.

a. The man failed to see the approaching horse doing up his shoelace.

b. The girl ran away from the fierce dog wearing high heels.

c. I saw this huge skeleton wandering around the museum.

d. We were told that it is rare to see wombats at school.

e. The old plough was remodelled by the farmer found in the dump.

f. The criminal was found dead after a trip overseas in his own bed. Remember to use commas appropriately.

9. We can improve our writing by joining sentences together, using phrases, for example:

The boy ran into a lamp post. He wasn’t looking where he was going.

Not looking where he was going, the boy ran into the lamp post.

a. The farmer started digging up his paddock. He had heard that there were dinosaur bones in the area.

b. Two men smashed into the video store yesterday. They used a hammer to break the glass.

c. Michael spent the last of his pocket money. He bought a blue vase. It was for his mother.

d. This elephant charged. He came towards us. His tusks were really long.

e. The workers got very sunburnt. They were stripped to the waist.

10. Students complete orally or in writing the following sentences, for example:

I really like (walking in the rain).

I try to avoid (being late for dinner).

a. I really like ...

b. I try to avoid ...

11. Students change around and rewrite one of each of the above, so that the noun phrase comes at the beginning of each sentence.

Checklist: phrases

Students should now be able to:

• recognise and mark phrases in a passage

• distinguish between the three kinds of phrases

• use phrases correctly and without ambiguity in their own writing

• label sentences containing phrases and indicate which words they qualify or modify