(On board)

Basic Sentence Patterns in English

Every sentence in English (except interjections) has a subject and a verb. The subject is
either a noun or a pronoun. The verb is either an action verb or a helping verb.

There are several basic sentence patterns in English.

Basic Sentences

SUBJECT PREDICATE
Noun/Pronoun Verb
Michelle swims.
They are laughing.
We play.
Noun/Pronoun Verb Noun/Pronoun
I am going to the market
Their teacher is holding a book.
Renukha is eating ice cream.
Michelle swims in the pool.
They are laughing in the class.
We play in the field.
We play with Ahmad.
Noun/Pronoun Verb Adjective
Mary is smart
He is quite tall.
Abu and Ali are hardworking.
We read quietly.
Noun/Pronoun Verb Prepositional Phrase
Ahmad studied for the SPM test.
The dog waited for its owner yesterday.
Raju worked for his family.
The cat ran after the rat yesterday.
We came to school last week.
We played in the stadium yesterday.
Noun/Pronoun Verb Adverb
Ali swims daily
We are walking slowly
They are dancing gracefully.
John runs fast.

1
He sleeps soundly.
I talk softly

2
 SIMPLE, COMPOUND
Experienced writers useAND
a COMPLEX
variety ofSENTENCES
sentences to
make their writing interesting and lively. Too many
simple sentences, for example, will sound choppy and
immature while too many long sentences will be
difficult to read and hard to understand.
This page contains definitions of simple, compound,
and complex sentences with many simple examples.
The purpose of these examples is to help the ESL/EFL
learner to identify sentence basics including
identification of sentences in the short quizzes that
follow. After that, it will be possible to analyze more
complex sentences varieties.
SIMPLE SENTENCE
A simple sentence, also called an independent clause,
contains a subject and a verb, and it expresses a
complete thought. In the following simple sentences,
subjects are in yellow, and verbs are in green.
A. Some students like to study in the mornings.
B. John and Ahmad play football every afternoon.
C. Alicia goes to the library and studies every day.

D. We go to the market everyday.

The three examples above are all simple sentences.
Note that sentence B contains a compound subject,
and sentence C contains a compound verb. Simple 3
sentences, therefore, contain a subject and verb and
express a complete thought, but they can also contain
COMPOUND SENTENCE
A COMBINING
compound SENTENCES
sentence contains two independent
clauses joined by a coordinator. The coordinators are
as Combing
follows:
your writing abilities.for, and,
This writing exercisenor, but,
focuses on or,sentences
taking simple yet,andso. (Helpful
simple sentences to make complex sentences is an important exercise to help you advance in
transforming them
hint: The first letter of each of the coordinators spells
into complex sentences which are then combined into a paragraph.

FANBOYS.)
Simple Sentence -> ComplexExcept Sentence for very short sentences,
coordinators are always preceded by a comma. In the
Example: Tom is a boy. He is eight years old. He goes to school in Philadelphia.
following compound sentences, subjects are in yellow,
verbs are in green, and the coordinators and the
Complex Sentence: -> Tom is an eight-year old boy who goes to school in Philadelphia.

commas
Here are some that precede
simple rules to remember them aresimple
when combining in sentences
red. into complex sentences:
A. I ••tried
Change to
wordsspeak
if necessarySpanish, and my friend tried to
Don't repeat words

speak English.
• Add words to connect ideas

B. Complex
AlexSentence
played football, so Maria went shopping.
Exercise
C. Combine
Alextheplayed football, for Maria went shopping.
following sentences into complex sentences. Remember that a number of answers may
be correct. Click on the following page to compare your answers following page to compare your
The above three sentences are compound sentences.
answers with two possible paragraphs.

Each sentence
His name is Peter. contains two independent clauses, and
they are player.
joined by a coordinator with a comma
He's a famous professional athlete.
He's a baseball
preceding it. Note how the conscious use of
He has a large house in Miami.
coordinators
The house is beautiful.can change the relationship between the

clauses. Sentences
He often travels around the US. B and C, for example, are identical
except for the coordinators. In sentence B, which
He plays away games in different cities in the US.
He travels by airplane.
action occurred first? Obviously, "Alejandro played
He usually sleeps on the plane.
football"
He stays up latefirst,
after games.and as a consequence, "Maria went
shopping. In sentence C,
He is an excellent pitcher.
Fans love his abilities.
"Maria went shopping" first. In sentence C, "Alejandro
Coaches love his abilities.

played football" because, possibly, he didn't have

Every week he plays a home game.
anything else
The game is played toStadium.
in Glover
The game is usually sold out.
do, for or because "Maria went
shopping." How can the use of other coordinators
change the doesn'trelationship
Glover Stadium is old.
Glover Stadium have enough seats for all between
the fans. the two clauses?
What implications would the use of "yet" or "but" have
on the meaning of the sentence? 4
 The fans wait in line to buy tickets.
The fans often pay more than $60 dollars for a ticket.

The fans are unhappy about the ticket prices.

The fans love Peter.

answer key-

Here are two possible paragraph answers to this exercise. Compare your answer with these examples.
Remember that there is more than one possible correct answer for each sentence.

COMPLEX SENTENCE
Complex Sentence - Possible Paragraph 1

A complex
Peter is a famous sentence
baseball player. He has
lives in an independent
a beautiful clause
house in Miami. He often joined
flies around the
United States to play away games. Both fans and coaches love his excellent pitching abilities. Every
byweek
one or home
he plays more games dependent
in Glover Stadium which clauses.
is usually sold A
out.complex
Glover Stadium is an old
stadium without enough seats for all the fans. Fans wait in line to buy the tickets which often cost
sentence
more than $60.always has
Even though the a unhappy
fans are subordinator
about ticket prices,such
they loveas
Peter.because,
since, after, although, or when or a relative pronoun
Complex Sentence - Possible Paragraph 2
such as that, who, or which. In the following complex
sentences, subjects
Peter is a famous baseball player whoarelives inin yellow,
a beautiful house inverbs arefliesinto different
Miami. He often green,
cities around the United States to play away games. His excellent pitching is loved by both fans and
and theOldsubordinators
coaches. Glover Stadium doesn't have and
enoughtheir commas
seats for the fans who want (when
to come to home
games. Even though they are unhappy about ticket prices, the wait in line and pay more than $60 to
required)
see Peter play. are in red.

A. When he handedWRITING in hisGOOD homework,

SENTENCES
he forgot to
give the
If you teacher
continually the
use short last inpage.
sentences your writing, your paragraphs will sound
very choppy. Read this paragraph and notice how it sounds.
B. The teacher returned the homework after she
noticed the error.
C. white
The students areI like
studying because
everywhere. theyI like to have
It was my birthday. I ask for a bike. My parents bought me a red bike. It had
strips on the fenders. to ride my bike ride on a
test tomorrow.
smooth payment best. I am not allowed to ride on the sidewalk. People walk on
the side walk. If I have time. I ride on the bike trail in the park.
D. After they finished studying, Juan and Maria
went to the movies.
E. To make your writing more interesting, you can combine the short sentences to make
Juan
longer and Maria
sentences. went
The longer to can
sentences the movies
be either after
compound they Read
or complex.
finished studying.
the revised paragraph below. Notice how the paragraph flows much better with
longer sentences.

When a complex sentence begins with a subordinator

such as sentences A and D, a comma is required at the
end of the dependent clause. When the independent5
clause begins the sentence with subordinators in the
required. If a comma is placed before the
subordinators in sentences B, C, and E, it is wrong.
Note that sentences D and E are the same except
It was my birthday, so I ask for a bike. My parents bought me a red bike,
sentence D begins
and it had white with
strips on the the
fenders. I likedependent clausebutwhich
to ride my bike everywhere, I like is
to ride on smooth payment best. I am not allowed to ride on the sidewalk
followed
because peopleby walk
a comma, and
on the sidewalk. sentence
Whenever E begins
I have time, I ride on thewith
bike the
independent
trail in the park.
clause which contains no comma. The
comma after the dependent clause in sentence D is
required,
Did you notice and experienced
the kind of changes that werelisteners of English
made in the second paragraph?will
Conjunctions and commas were used to connect the sentences.
often hear a slight pause there. In sentence E,
however, there will be no pause when the
What are conjunctions? The most common conjunctions used in compound
sentences are:
independent clause begins the sentence.
and, as, but, or, so

COMPLEX SENTENCES
When you make / ADJECTIVE
a compound sentence you are joining twoCLAUSES
or more simple sentences
together with a conjunction and a comma. If you took the conjunction away, the
Finally, sentences containing adjective clauses (or
sentences would be complete and they would still make sense. Look at this example:

dependent clauses) are also complex because they

contain an1:independent
Sentence clause and a dependent
I like to ride my bike everywhere

clause. The subjects, verbs, and subordinators are

Sentence 2: I like to ride on smooth pavement best

marked thesentence:
Compound same Ias
smooth pavement best.
like in the
to ride previous
my bike sentences,
everywhere, but I like to ride onand in

these sentences, the independent clauses are also

underlined.
Complex sentences use conjunctions and sometimes commas also. However,
complex sentences don't just divide into neat, complete, simple sentences if you take
out the conjunctions. In complex sentences the conjunction is used to join together
clauses.

A. These
Theconjunctions
womanare who(m) my inmom
used most often complextalked
sentences:to sells

cosmetics.
after, although, because, before, until, since, when, whenever, while
B. The book that Jonathan read is on the shelf.
C. The house which Abraham Lincoln was born in
What is a clause? A clause is a group of words that contains a subject and a verb.
is still standing
Sometimes . complete short sentences, but in a complex sentence at least
clauses are
D. one
The
the townaway,
conjunction where I grew
the sentence won'tup
divideisinto
incomplete
the United
of them will depend on the conjunction for its meaning. This means if you take
units that make sense
States.
by themselves. Look at these examples:

Adjective Clauses are studied in this site separately,

Clause 1: I am not allowed to ride on the sidewalk
but for now it is important to know that sentences
Clause 2: People walk on the sidewalk
containing adjective clauses are complex.
CONCLUSION 6

Remember that with the skill to write good simple,

compound, and complex sentences, you will have the
flexibility to (1) convey your ideas precisely and (2)

Complex sentence: I am not allowed to ride on the sidewalk because

people walk on the sidewalk.

Clause 1: If I have time

Clause 2: I ride on the bike trail in the park

Complex sentence: Whenever I have time, I ride on the bike trail in the
park.

Changing sentences

Can you join these sentences with an interesting connective and then change it around
using a different one? Write both sentences in your book.

E.g. Mum was reading. It was very late.

Mum was reading and it was very late.
Although it was very late, Mum was reading.

1) We went out to play. We had our lunch.

2) We went on a trip. We all enjoyed ourselves.

3) The teacher was cross. The boy was naughty.

4) Jenny went to sleep. She was tired.

5) The weather was lovely. We played on the beach.

Task 1 : Extend these sentences using:

if so while since though

Examples:

The cat sat on the mat.

The cat sat on the mat so that he could curl up and go to sleep.
The cat sat on the mat while he was waiting for his tea.
If the weather was cold outside the cat always sat on the mat in front of the fire.
The cat sat on the mat since it was the warmest place in the room.
Though the cat was really hungry for its tea it sat patiently on the mat.

1. It was cold outside.

2. Jane was bored.
3. Jack went out to play.

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 4. Dad lit the fire.
5. We walked down the road.

Task 2: Use the following words to give more information about someone or something:

who whose which that

Examples:
The girl walked into the classroom.

The girl, who had long red hair, walked swiftly into the classroom.

The girl, whose red hair sparkled as the light caught it, walked slowly and confidently into the
classroom.

The girl walked into the classroom, which by now was filled with children.

The girl, who was now feeling extremely nervous, walked steadily into the classroom, which by now
was filled with people, who were busily getting ready for the start of the day.

The girl walked into the classroom that had been allocated to her on arrival at the school earlier this
morning.

1. The house was in front of her.

2. Jake skipped down the road.
3. The cat sat on the mat.
4. There was a large field.
5. They could see fields.

SENTENCE COMBINING

Let's consider an example. Start by looking at this list of eight short (and repetitive) sentences:

• She was our Latin teacher.

• We were in high school.
• She was tiny.
• She was a birdlike woman.
• She was swarthy.
• She had dark eyes.
• Her eyes were sparkling.
• Her hair was graying.

Now try combining those sentences into three, two, or even just one clear and coherent sentence: in
the process of combining, omit repetitive words and phrases (such as "She was") but keep all of the
original details.

• Our Latin teacher in high school was a tiny woman. She was swarthy and birdlike. She had
dark, sparkling eyes and graying hair.
• When we were in high school, our Latin teacher was a tiny woman. She was swarthy and
birdlike, with dark, sparkling eyes and graying hair.

• Our high school Latin teacher was a swarthy, birdlike woman. She was tiny, with dark,
sparkling eyes and graying hair.

8
 • Our Latin teacher in high school was a birdlike woman, tiny and swarthy, with graying hair
and dark, sparkling eyes.

TASK 1: Combine the following sentences into a single clear sentence using one adjective or adverb.

1. Willie had a beard and a moustache.

The beard was bushy.
The beard was long.
The moustache was droopy.

________________________________________________________________________________

2. The man handed me a photograph of a woman.

He did this silently.
The man was old.
The woman was beautiful.

________________________________________________________________________________

3. The man handed me a photograph of a woman.

The photograph was torn.
The photograph was faded.
The woman was young.

_______________________________________________________________________________

4. The photograph brought back memories.

The memories were brought back instantly.
The memories were fine.
The memories were old.

_______________________________________________________________________________

5. The photograph of the woman brought back memories.

The memories were brought back instantly.
The woman was beautiful.
The woman was young.
The photograph was torn.
The photograph was faded.
The memories were fine.
The memories were old.

_______________________________________________________________________________

TASK 2: Revise these paragraphs using compound and complex sentences.

Paragraph 1: It was a dark and stormy night. The wind was high. The trees waved and
crashed against the barn. I looked around me and saw that I wasn’t alone. A man stood
behind me. He was tall. He was mean. He had a knife. It was shining in the moonlight. It
was long and slender. He reached back. He stabbed with it. I jumped out of the way. I ran
away.

_______________________________________________________________________________

9
_______________________________________________________________________________

Paragraph 2: Tom prefers baseball to basketball. Baseball seems more interesting to

Tom. Tom feels baseball is a gentleman’s sport. Baseball is more structured than
basketball. Baseball requires athletes to use more skill than aggression when playing.
Tom respects baseball players the most because of this.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

TASK 3: Joining Sentences

Use the joining words to match the beginning and end of the sentence together. Write the sentences
into your books. You can only use each word once. Remember that there is a capital letter at the
beginning and a full stop at the end.

Beginning Joining word End.

Alan was at school because he does not like peas.

Geeta ate breakfast but brushing her teeth.

We had indoor play meanwhile there was a storm.

Ali watched television before it was raining.

James likes potatoes after I chase cats.

Dogs chase me and she stayed in bed.

I fell asleep so he went to bed.

Mary wasn’t well during the Christmas play.

Joining Sentences

1. We looked for the lost cat but

2. We had to wash our hands before

3. The girl walked down the dark garden path and

4. Rani and Clare play chess meanwhile

5. Geeta wanted to ride her new bike after

6. I got bored and fell asleep during

10
 7. The whole class was in big trouble because

Answer key:

TASK 1

1. Willie had a long, bushy beard and a droopy moustache.

2. Silently, the old man handed me a photograph of a beautiful woman.
3. The man handed me a torn and faded photograph of a young woman.
4. The photograph instantly brought back fine old memories.
5. The torn and faded photograph of a beautiful young woman instantly brought back fine old
memories.

TASK 2

1. It was a dark and stormy night and the wind was high. The trees waved and crashed against
the barn. I looked and around me and saw that I wasn’t alone. A tall and mean man, who had a
knife stood behind me. The knife, which was shining in the moonlight, was long and slender. He
reached back and stabbed with it. I jumped out of the way and I ran away.

2. Tom prefers baseball because it seems more interesting to him. He thinks baseball is a
gentleman’s sport and more structured than basketball. Since baseball requires athletes to use
more skill than aggression when playing, he respects baseball players the most because of this.

1. Aim: Extend these sentences using:

if so while since though

Example:

The cat sat on the mat.

The cat sat on the mat so that he could curl up and go to sleep.
The cat sat on the mat while he was waiting for his tea.
If the weather was cold outside the cat always sat on the mat in front of the fire.
The cat sat on the mat since it was the warmest place in the room.
Though the cat was really hungry for its tea it sat patiently on the mat.

6. It was cold outside.

7. Jane was bored.
8. Jack went out to play.
9. Dad lit the fire.
10. We walked down the road.
11. We had some work to do.
12. It wasn’t fair.
13. I wanted to go out to play.

2. Aim: Use the following words to give more information about someone or something:

who whose which that

11
Example:
The girl walked into the classroom.

The girl, who had long red hair, walked swiftly into the classroom.

The girl, whose red hair sparkled as the light caught it, walked slowly and confidently into the
classroom.

The girl walked into the classroom, which by now was filled with children.

The girl, who was now feeling extremely nervous, walked steadily into the classroom, which by now
was filled with people, who were busily getting ready for the start of the day.

The girl walked into the classroom that had been allocated to her on arrival at the school earlier this
morning.
Aim: Use the following words to give more information about someone or something:

who whose which that

6. The house was in front of her.

7. Jake skipped down the road.
8. The cat sat on the mat.
9. There was a large field.
10. They could see fields.
11. There were lots of houses.
12. The beach spread before them.
13. The castle was high on the cliff.
3. Aim: Write complex sentences

Give more information about someone or something using words like:

who whose which that
Use your WAIBS!

Example:
The girl walked into the classroom.

As the girl, with flaming red hair and freckles on her nose, walked into the classroom, all heads turned
to stare at her.

The girl, who was feeling very nervous by now, walked into the classroom, although she really felt
like bolting out of the door.

Since this was her first day at her new school, the girl thrust back her shoulders confidently and
walked into the classroom, which by now was packed with children.

4. Aim: Write complex sentences

Give more information about someone or something using words like:

who whose which that
Use your WAIBS!

Example:
The girl walked into the classroom.

12
As the girl, with flaming red hair and freckles on her nose, walked into the classroom, all heads turned
to stare at her.

1. The house was in front of her.

2. Jake skipped down the road.
3. The cat sat on the mat.
4. There was a large field.
5. They could see fields.
6. There were lots of houses.
7. The beach spread before them.
8. The castle was high on the cliff.

SENTENCE COMBINING
A.

This exercise will introduce you to sentence combining--that is, organizing sets of short, choppy
sentences into longer, more effective ones. However, the goal of sentence combining is not to produce
longer sentences but rather to develop more effective sentences--and to help you become a more
versatile writer.

Sentence combining calls on you to experiment with different methods of putting words together.
Because there are countless ways to build sentences, your goal is not to find the one "correct"
combination but to consider different arrangements before you decide which one is the most effective.

An Example of Sentence Combining

Let's consider an example. Start by looking at this list of eight short (and repetitive) sentences:

• She was our Latin teacher.

• We were in high school.
• She was tiny.
• She was a birdlike woman.
• She was swarthy.
• She had dark eyes.
• Her eyes were sparkling.
• Her hair was graying.

Now try combining those sentences into three, two, or even just one clear and coherent sentence: in
the process of combining, omit repetitive words and phrases (such as "She was") but keep all of the
original details.

Have you succeeded in combining the sentences? If so, compare your work with these sample
combinations:

• Our Latin teacher in high school was a tiny woman. She was swarthy and birdlike. She had
dark, sparkling eyes and graying hair.
• When we were in high school, our Latin teacher was a tiny woman. She was swarthy and
birdlike, with dark, sparkling eyes and graying hair.

• Our high school Latin teacher was a swarthy, birdlike woman. She was tiny, with dark,
sparkling eyes and graying hair.

• Our Latin teacher in high school was a birdlike woman, tiny and swarthy, with graying hair
and dark, sparkling eyes.
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B.

• Combine the sentences in each set into a single clear sentence containing at least one
adjective or adverb (or both). Omit words that are needlessly repeated, but don't leave out any
important details.

After you have completed the exercise, compare your new sentences with the original sentences at the
bottom of this page. Keep in mind that many combinations are possible, and in some cases you may
prefer your own sentences to the original versions.

6. Willie had a beard and a moustache.

The beard was bushy.
The beard was long.
The moustache was droopy.
7. The man handed me a photograph of a woman.
He did this silently.
The man was old.
The woman was beautiful.
8. The man handed me a photograph of a woman.
The photograph was torn.
The photograph was faded.
The woman was young.
9. The photograph brought back memories.
The memories were brought back instantly.
The memories were fine.
The memories were old.
10. The photograph of the woman brought back memories.
The memories were brought back instantly.
The woman was beautiful.
The woman was young.
The photograph was torn.
The photograph was faded.
The memories were fine.
The memories were old.

SAMPLE COMBINATIONS:

6. Willie had a long, bushy beard and a droopy moustache.

7. Silently, the old man handed me a photograph of a beautiful woman.
8. The man handed me a torn and faded photograph of a young woman.
9. The photograph instantly brought back fine old memories.
10. The torn and faded photograph of a beautiful young woman instantly brought back fine old
memories.

C.

Combine the sentences in each set into a single clear sentence containing at least one prepositional
phrase. Omit words that are needlessly repeated, but don't leave out any important details. After you
have completed the exercise, compare your new sentences with the original sentences at the bottom of
this page. Keep in mind that many combinations are possible, and in some cases you may prefer your
own sentences to the original versions.

14
1. A mouse darted.
It darted across the salad bar.
This happened during the luncheon.

2. We traveled this summer.

We traveled by train.
We traveled from Biloxi.
We traveled to Dubuque.

3. The car swerved, crashed, and caromed.

It swerved off the road.
It crashed through the guardrail.
It caromed off a maple tree.

4. Mick planted seeds.

He planted them in his garden.
He did this after the quarrel.
The quarrel was with Mr. Jimmy.

5. Grandpa dropped his teeth.

His teeth were false.
His teeth dropped into a glass.
There was prune juice in the glass.

6. Lucy played.
She was behind the sofa.
She was with her friend.
Her friend was imaginary.
They played for hours.

7. There was a man.

He wore a chicken costume.
He dashed across the field.
He did this before the ballgame.
The ballgame was on Sunday afternoon.

8. A man stood, looking down.

He stood upon a railroad bridge.
The bridge was in northern Alabama.
He was looking down into the water.
The water was twenty feet below.
The water was swift.

9. The gray-flannel fog closed off the Salinas Valley.

It was the fog of winter.
The fog was high.
The Salinas Valley was closed off from the sky.
And the Salinas Valley was closed off from all the rest of the world.

10. I climbed to my perch.

I did this one night.
The night was hot.
The night was in the summer.
The night was in 1949.
It was my usual perch.
My perch was in the press box.
15
 The press box was cramped.
The press box was above the stands.
The stands were wooden.
These were the stands of the baseball park.
The baseball park was in Lumberton, North Carolina.

SAMPLE COMBINATIONS:

1. During the luncheon, a mouse darted across the salad bar.

2. This summer we traveled by train from Biloxi to Dubuque.
3. The convertible swerved off the road, crashed through the guardrail, and caromed off a maple
tree.
4. After his quarrel with Mr. Jimmy, Mick planted seeds in his garden.
5. Grandpa dropped his false teeth into a glass of prune juice.
6. Lucy played behind the couch for hours with her imaginary friend.
7. Before the ballgame on Sunday afternoon, a man in a chicken costume dashed across the
field.
8. A man stood upon a railroad bridge in northern Alabama, looking down into the swift waters
twenty feet below.
(Ambrose Bierce, "An Occurrence at Owl Creek Bridge")
9. The high gray-flannel fog of winter closed off the Salinas Valley from the sky and from all
the rest of the world.
(John Steinbeck, "The Chrysanthemums")
10. One hot night in the summer of 1949, I climbed to my usual perch in the cramped press box
above the wooden stands of the baseball park in Lumberton, North Carolina.
(Tom Wicker, "Baseball")

Improving Sentences

These sentences are really boring and need to be made more interesting!

Rewrite each one neatly in your homework book.

Think about all the ways we have been learning to improve our sentences in class:

• use powerful verbs

• use adjectives (but not too many!) to describe the noun
• add adverbs to tell the reader about the verb
• extend your sentence by using connectives
• add a super sentences starter – time, place and character
• add extra information – don’t forget the comma’s!
• don’t forget PUNCTUATION!

1. The band played.

2. The police searched the park.
3. The witch climbed onto her broom.
4. The footballer kicked the ball.
5. The man walked up the hill.
6. The cat walked along the wall.

Joining Sentences

16
Use the joining words to match the beginning and end of the sentence together. Write
the sentences into your books. You can only use each word once. Remember that there
is a capital letter at the beginning and a full stop at the end.

Beginning Joining word End

Alan was at school because he does not like peas.

Geeta ate breakfast but brushing her teeth.

We had indoor play meanwhile there was a storm.

Ali watched television before it was raining.

James likes potatoes after I chase cats.

Dogs chase me and She stayed in bed.

I fell asleep so he went to bed.

Mary wasn’t well during the Christmas play.

Joining Sentences

We looked for the lost cat but

We had to wash our hands before

The girl walked down the dark garden path and

Ellie heard a noise from the darkness of the garden and

Rani and Clare play chess meanwhile

Geeta wanted to ride her new bike after

I got bored and fell asleep during

The whole class was in big trouble because

17