Lesson video

Hi, I'm Mr. Buckingham.

I'm so glad you've decided to join me today to learn about four sentence types.

Now, there's lots of tricky knowledge in today's lesson, but every single bit of it is gonna help us to become better writers together.

And I'm going to be here the whole way through to help you out.

Let's get going.

Today's lesson is called Four Sentence Types, and it comes from my unit, which is called Five Sentence Types.

By the end of today's lesson, we are going to be able to say and write four different sentence structures.

Now, good writers vary their sentence structures a lot to make their writing interesting and engaging for their reader.

So, if we can master these four sentence structures, we're well on the way to making some really interesting and exciting writing.

Let's get going.

Here are keywords for today's lesson, clause, simple sentence, compound sentence, adverbial complex sentence, and relative complex sentence.

Really well done.

Let's look at those in a bit more detail.

A clause is a group of words that contains a verb, and a simple sentence is a sentence about one idea that makes complete sense.

A compound sentence is a sentence formed from at least two main clauses and a coordinating conjunction.

An adverbial complex sentence is a sentence formed of a main clause and an adverbial subordinate clause.

And a relative complex sentence is a sentence formed of a main clause and a relative subordinate clause.

Here's our lesson outline for today's lesson.

We're going to start off by looking at two types of sentence, simple and compound sentences, and then we'll go on to look at two types of complex sentence to make our four sentence types we'll be learning about today.

Now, that's a lot of learning, so let's make a start.

Now, we know that a main clause is a group of words that contains a verb and makes complete sense on its own.

Here are some examples, "Mrs. Begum marked the work thoroughly", "what was the temperature today", "stop embarrassing me", "what an awkward situation this is".

Now, we know these are clauses, because they contain verbs shown in purple, "marked", "was", "embarrassing" and "is", a clause of any group of words that contains a verb.

But we know their main clauses, because they make complete sense on their own.

And the main clause has that superpower.

It could be a complete sentence on its own, and our character man is strong and powerful to show that.

So look, each of these sentences could make their own complete sentence starting with a capital letter and ending with some closing punctuation.

Now, if a sentence is made of just one main clause with just one idea, we call it a simple sentence.

So, each of these is a simple sentence, because it's one main clause with one idea in it.

So, which of these are true for a simple sentence? Pause the video and decide.

Okay, let's take a look.

For a simple sentence, yes, it contains just one main clause and it's about just one idea.

Yes, it contains a verb, because it contains a main clause and any clause contains a verb.

We've said for d it does not make complete sense in its own.

We know a simple sentence is made of a main clause and main clauses do make complete sense.

So no, that one's not true.

Really well done.

Now, there are four types of simple sentence.

First of all, we have a statement, and a statement is a simple sentence that expresses or shows a fact or an opinion.

We've got two examples.

"I sincerely regret what I did that day" and "You are being very mischievous today!" Both of those must be simple sentences, 'cause they're made up of one idea in one main clause that makes complete sense.

Another type of simple sentence is a command.

And a command is a simple sentence that tells someone to do something and it starts with what we call an imperative or a bossy verb.

So we've got "take me to the restaurant now".

"Take's" our imperative verb and "Put down your dictionaries please." "Put down" is that imperative verb.

Now, you might have noticed that for both a statement and a command they sometimes end with full stops and sometimes end with exclamation marks.

So, an exclamation mark is used to show a strong emotion in either a statement or a command.

So, we can see in these examples, "You're being very mischievous today!" might have some strong emotion there, maybe a teacher's getting a bit frustrated.

And "Take me to the restaurant now!" shows a very bossy command, doesn't it? Someone's getting a bit impatient there.

So, we've used the exclamation mark to show that strong emotion.

Now, an exclamation is another type of simple sentence and it always expresses a strong emotion or some surprise.

For instance, "What's a nuisance you're being!" "What's a lot of mess you have made!" "How awkward this is!" "How creepy these houses are!" You might have seen that all those exclamations start with the word what or how.

"What a nuisance you're being!" "How awkward this is!" And here's the tricky bit.

They still contain a verb and you can see that these are often being verbs or having verbs.

For instance, "you're being", "have made", "is" and "are".

So, we've got some being and having verbs there.

If it doesn't contain a verb, it can't be a simple sentence, because a simple sentence is made of a main clause and a main clause must contain a verb.

The final type of simple sentence is a question.

And these are easy.

A question is a simple sentence that asks someone for an answer.

For instance, "Will you take this to the neighbours please?" "What language is this?" "Are you sad today?" All of these have a verb in them.

"Take", "is", and "are" and they end with a question mark that tells us someone is being asked a question.

So, let's test our knowledge.

Can you decide if each simple sentence is a statement, a question, a command, or an exclamation? Pause the video and decide.

Okay, let's take a look.

In a, we can see a question mark at the end.

So, this must be a question.

"Clap along to the rhythm." contains that imperative verb "clap" a so this is a command.

There's no strong emotion there.

So, we've used a full stop at the end.

"The lightning struck during the night." is just a statement.

Again, no strong emotion, so we've used a full stop.

"What a long queue this is!" must be an exclamation.

It starts with that word "what" it has that being verb "is" and an exclamation mark to show that strong emotion or surprise in that sentence.

Really good job, if you spotted all four of those.

Let's try another one.

True or false? "What a mess!" is a simple sentence that is an exclamation.

Pause the video and decide that's true or false.

Well done, that is false.

Now, can you explain why? Pause the video and choose the best explanation for why "What a mess!" is not a simple sentence that is an exclamation.

Well done, the answer is b.

"What a mess!" does not contain a verb at all.

So, it can't be a simple sentence at all, let alone an exclamation.

It must just be a phrase.

So remember, any simple sentence must contain a verb.

Okay, so we've said that a simple sentence is formed with just one main clause like we've just seen.

A compound sentence is another type of sentence.

And it's formed of at least two equally important main clauses joined together by a special type of word called a coordinating conjunction.

So, we have one main clause to start with, then we have a coordinating conjunction, and we just need to know three, "and", "or", and "but".

And then we have a second main clause, which is equally important to create our compound sentence.

Here's an example.

We've got a main clause, "we must protect the environment".

I know it's a main clause, 'cause it contains a verb "must protect", and it could be a complete sentence on its own.

Then I'm gonna choose a coordinating conjunction.

I'm going to go for "or", and I'm going to add in a second main clause "the natural world will suffer".

Now again, that could be a complete sentence on its own.

So, I know it's a main clause, but I'm gonna join these two equally important main clauses with that coordinated conjunction "or" to make this compound sentence, "We must protect the environment, or the natural world will suffer." This is a compound sentence with two main clauses.

Here's some more compound sentences.

"We must make some sacrifices now, or our lives will be harder in the future." "You have torn the muscle in your shoulder and you need to rest it for several weeks." "I understand you have been busy, but this quality of homework is not sufficient." That means not enough.

Now, look how each of these compound sentences contains two main clauses joined by a coordinating conjunction.

And we can see those coordinating conjunctions in the middle of the sentence in purple "or", "and" and "but".

Here are our main clauses.

We've got, "we must make some sacrifices now" joined to, "our lives will be harder in the future".

Each of those could be a sentence on its own.

Here we've got the two main clauses joined by "and", and here we've got the two main clauses joined by "but" and notice how we use a comma before "but" and "or" in our compound sentences.

And you can see those commas here.

We don't use a comma before the coordinating conjunction "and".

So, let's have a look.

Which is the best coordinating conjunction to place in each gap in these compound sentences.

We've got to choose between "but", "or" and "and".

And where do the commas need to be placed? So pause the video and decide for yourself.

Okay, let's have a look.

"We could visit our neighbours or we could go to see our grandparents." "The match was very physical, but fortunately no one was injured." And "Our presentation was disastrous and Mrs. Begum was very cross." Notice how we've used commerce before "or" and "but".

Really well done, if you've got all three of those correct.

Now, sometimes we'll see these coordinated conjunctions "and", "but" and "or" used in ways that don't create compound sentences.

Let me show you three examples where that's the case.

"We could buy thirty or forty of them." "He has bruises on his stomach and on his neck." And "The toy was cute but poorly made." Now, let's look at the part of the sentence after the coordinated conjunction, "forty of them", "on his neck", and "poorly made".

Now, we know in a compound sentence we have two main clauses joined by those coordinated conjunctions.

But if you look at these three groups of words, none of them is a main clause.

They don't even contain a verb.

So, in these cases, these are not a second main clause.

So, these three sentences can't be compound sentences.

They are simple sentences.

So, let's change one into a compound sentence.

"The toy was cute but it was poorly made." This time we've got "The toy was cute" our first main clause and "it was poorly made" our second main clause joined by the coordinating conjunction "but" so this time we've got two main clauses and this is now a compound sentence.

So, if you don't have two main clauses, you can't be looking at a compound sentence.

So, true or false.

The following sentence is a compound sentence.

"It's hard to choose between one profession and another." Pause the video and decide is that true or false? Well done, you're right that is false.

Now, see if you can decide why.

What makes it false to say that this is a compound sentence.

Have a go.

Well done, the correct answer is b.

There are two main clauses in a compound sentence and this sentence only has one main clause.

The group of words after our coordinating conjunction is just the one word "another".

So, that cannot be a main clause.

So, this cannot be a compound sentence, it's just a simple sentence.

Really well done, if you've spotted that difference already.

Now, we can tell if a sentence is simple or compound by checking whether we have two main clauses, like we just did.

Here's an example.

"We could go to a restaurant or to the shop." Here we've got after that coordinating injunction, the group of words "to the shop".

In that group of words, we have no verb, and so, no main clause.

So, this is just a simple sentence.

"We could go to a restaurant or to the shop." Here's another example.

"We could go to a restaurant or we could get a takeaway." This time after the coordinating conjunction we have, "we could get a takeaway".

Now, that is a main clause with the verb "get".

So, we've got two main clauses.

And so, this is a compound sentence.

Now you try, I want you to decide if each of these sentences is simple or compound.

Here are your two sentences.

Pause the video and decide.

Really good effort.

Let's take a look.

For the first one we've got, "Working here has been a privilege and a joy." After that word "and" we have "a joy".

There's no verb, it's not a main clause.

So.

this is a simple sentence.

In the second one, after the word "but" we've got, "I think his mind is made up".

That is a main clause.

It has the verb "think" as well.

So, this is a compound sentence where two main clauses have been joined together.

Really good job, if you've spotted that.

Okay, let's have a go at our first task for this lesson.

You can see we have a beautiful tree standing on a gorgeous lush hillside here.

I want you to use this tree, this beautiful image, to inspire some sentences.

First of all, I want you to use the picture to help you write a question.

For example, "Who owns this tree?" A command like "Protect this tree!" An exclamation like "What a lovely blue sky there is!" And a statement like "This tree is just beautiful." Then I want you to complete these compound sentences in any way you choose inspired by our picture.

"The tree was strong, but", "The tree was easy to climb and," and "We could play on the grass, or".

And remember, in those compound sentences, you're going to need a main clause after those coordinating conjunctions to make sure it's a compound sentence.

So, pause the video and you use this beautiful image to inspire some sentences.

Okay, let's take a look at some example sentences we could have written.

Now remember, yours will be different to mine, but hopefully, you've got some similar ideas.

For my simple sentences, I started off with "How tall is this tree?" For my command I have "Chop down that tree now!" and I've used a strong emotion.

So, I've used that exclamation mark.

For my exclamation, I've said, "What a beautiful view there is!" And for my statement, "The tree sits at the crest of a high, grassy hill." Now, make sure your exclamation like mine has a verb in it.

I've used that word "is" as a being verb in my exclamation.

Make sure you've got one too.

Now, for my compound sentences, I've written these.

"The tree was strong, but the axe cut through it easily." "The tree was easy to climb and we played for hours in its branches." And "We could play on the grass or we could race down the hillside." And notice how after each of my coordinating injunctions, I have a main clause.

Check as well that you've used a comma before "or" and "but" in your compound sentences, Really good job, if you've managed to get your simple sentences and compound sentences correct there.

If you can write those sentences correctly, you are already well on your way to doing some really interesting writing.

So, we've learned about simple and compound sentences so far.

So, that's two sentence types that we've covered.

We're now going to look at two different types of complex sentence to cover the four sentence types we're looking at in this lesson.

So, we've got lots to do, let's get on.

Now, we know that a subordinate clause is a group of words that contains a verb and does not make complete sense.

It couldn't be a sentence on its own.

Here are two examples, "because your work is so marvellous" and "which had always been curious".

We know these are clauses, because they contain verbs "is" and "had been", but we know subordinate clauses, because they couldn't be a sentence on their own.

And we know that a subordinate clause must be joined with a main clause to make complete sense.

And when we do that, it's called a complex sentence.

Here are two examples using those subordinate clauses above.

"You can go to play early because your work is so marvellous." And "The cat, which had always been curious, soon learned its lesson." So, we know we've got a subordinate clause there in green.

We've also got a main clause in each sentence.

"You can go to play early" could be a sentence on its own.

And "The cat soon learned its lesson." Could be a sentence on its own, but it's been interrupted by that subordinate clause.

So, we know these are both complex sentences, because they contain a main clause and a subordinate clause joined together.

And remember, that subordinate clause needs the main clause in order to make sense on its own.

So, we've learned two types of subordinate clause as well.

We've learned about adverbial clauses and relative clauses.

An proverbial clause might look like this.

"while Mrs. Begum is teaching" that's been made into a complex sentence here.

"While Mrs. Begum is teaching, we never interrupt." We know that section in green must be an adverbial clause, because it begins with a subordinating conjunction.

It begins with "while".

And we know there are several other subordinating conjunctions as well.

Words like "as", "when" and "after".

So, if a subordinate clause begins with a subordinating conjunction we know its an adverbial clause.

Another type of subordinate clause is a relative clause.

That may look like this, "who is very strict".

That's been placed into a complex sentence as well.

"Mr. McIntyre, who is very strict, teaches us English." We know this is a relative clause, because it begins with a relative pronoun.

And we know there are just two of those we need to know, which are "who" and "which".

And we know that a relative clause always comes after a noun or a noun phrase to tell us more about it.

So, that's another important difference between a relative clause and an adverbial clause.

So, what tells us that "while Mrs. Begum was teaching" is an proverbial clause? Pause the video and decide.

Okay, let's take a look.

We know that it does not make complete sense in its own.

It couldn't be its own sentence, and it contains a verb.

It has those verbs "was teaching", and it begins with a subordinating injunction, which is "while".

Now, d says it makes complete sense in its own, and we know that's not true.

So, an adverbial clause does not make complete sense in its own, because it's a type of subordinate clause.

Really well done, if you spotted those three reasons.

So, let's practise some more.

Is the highlighted clause in green in each of these sentences a relative clause or an adverbial clause? Now remember, a relative clause will start with the relative pronoun "who" or "which" and come after a noun or a noun phrase.

And an adverbial clause will always start with a subordinating conjunction.

Pause the video and decide.

Well done, a, is a relative clause, b, contains an adverbial clause, c, contains an adverbial clause, and d, contains a relative clause as well.

Notice how that relative clause in d, comes after the noun phrase "The mechanic" and it begins with that relative pronoun "who" that's how we know it's a relative clause.

Really good job.

Now, a sentence that contains an adverbial clause connected to a main clause is called an proverbial complex sentence.

Let's look at some examples.

"Archaeologists were astonished when the ancient city was discovered." Here we can see we've got a main clause first "Archaeologists were astonished" followed by our subordinate clause "when the ancient city was discovered." I know that subordinate clause is an adverbial clause, because it begins with a subordinating conjunction "when".

Here's another example.

We flipped the sentence around.

"When the ancient city was discovered, archaeologists were astonished." This time we've got our subordinate clause, our adverbial clause, "When the ancient city was discovered," followed by our main clause, "archaeologists were astonished." We know when the ancient city was discovered is a subordinate clause, because it doesn't make complete sense in its own.

We know that the type of subordinate clause is an adverbial clause, because it begins with a subordinate conjunction "when", and we know we've got an adverbial clause joined with a main clause.

So, we know we are looking at an adverbial complex sentence in both these cases.

And notice how the adverbial clause can come before or after the main clause in an adverbial complex sentence.

Now, we can create our own adverbial complex sentences when we've been given part of the sentence.

So, in our first example, we've been given the main clause we started working, and we've got a subordinated conjunction "when".

So, I can tell the adverbial clause is going to be at the start.

So I could say, "When Mrs. Begum had finished explaining the task" as my adverbial clause to complete this adverbial complex sentence, or I could flip it the other way around.

I could say, "We started working when Mrs. Baker had finished explaining the task." Both of these are adverbial complex sentences.

They have a main clause and an adverbial clause, which starts with a subordinated conjunction.

Let's look at the third one.

"After parliament had debated the issue," it's an adverb clause.

So, this time I'm going to add a main clause.

I could say "a new law was passed." That must be a main clause, 'cause it makes complete sense on its own.

I can now flick that sentence to put the main clause at the start.

"A new law has passed after parliament had debated the issue." Both of those are adverbial complex sentences, 'cause they contain an adverbial clause joined to a main clause.

True or false? The following sentence is an adverbial complex sentence.

"Because we listen carefully, we learned a lot today." Pause the video and decide.

You're absolutely right.

That is true.

Now, can you explain why? What is it that makes that an adverbial complex sentence? Pause the video and choose the right answer.

Well done, the answer is b.

It contains an adverbial clause starting with a subordinating conjunction.

That is "Because we listen carefully," that's connected to a main clause, which is "we learned a lot today".

And we know when we have an adverbial clause joined to a main clause, we've made an adverbial complex sentence.

Really good job.

Let's try another one.

I want you to match the main clauses to the right adverbial clauses to create three adverbial complex sentences here.

Pause the video and have a try.

Okay, let's match them up.

For a, we'd say "We packed our bags rapidly when it was time to go." So, we've got our main clause followed by our adverbial clause For b, I've got, "I always accompany" that means go with "my younger brother to school so dad can drive to work." And for c, I'd say "Mrs. Begum suggested I practise my spellings, while she spoke to my mum." So in each case here, we've put the main clause first and the adverbial clause second.

We know that's not always the case in adverbial complex sentences.

Really well done, if you match those up.

Now, we've taught so far about adverbial complex sentences containing a main clause and an adverbial clause, but we already said another type of subordinate clause is a relative clause.

And a sentence that contains a relative clause connected to a main clause is called a relative complex sentence.

For example, "The playground, which is cleaned frequently, is always spotless." Let's take a look at the structure of that sentence.

We've got the start to a main clause, then a comma, then a relative pronoun in this case "which".

Then we've got our relative clause, which is "cleaned frequently".

Then we have a second comma, then the rest of the the main clause at the end there.

So, here we've got a relative clause interrupting a main clause.

The main clause is this section.

"The playground is always spotless." And the relative clause interrupt it "which is cleaned frequently".

And remember, it's telling us more detail about that noun phrase, "The playground".

So, we have the start of a main clause followed by our relative clause, and then the end of our main clause.

And again, we can create relative complex sentences by adding a relative clause to interrupt a main clause.

So, with my first example, I have the main clause, "The soldier stood guard by the door." I could add the relative clause "who wore a green uniform" after the noun phrase "The soldier" to add more detail about him.

For the second one, I've said, "My little brother is such a nuisance." I could add the relative clause "who doesn't know any better" after the noun phrase, "My little brother".

And for the third one, I've got the main clause, "The yacht sped across the water." I could add the relative clause, "which had billowing white sails" after that noun phrase, "The yacht" to give more detail about it.

Remember, the sentence would still make sense, if we removed that relative clause, because it would just be a main clause.

For instance, "The soldier stood guard by the door." So, which relative clause below could complete this relative complex sentence? I have the main clause, "The door creaked open slowly." Which of the three options could be a relative clause that could fill that gap to create a relative complex sentence? Pause the video and decide.

Well done, the correct answer would be c.

We know it must be c, because it's a relative clause.

And it begins with a relative pronoun "which", which is the correct relative pronoun When we're talking about a thing like a door we couldn't say the door who was made at solid oak, because the door is not a person or a character, it's a thing.

Really well done, if you spotted that one.

And here's how it would look as a relative complex sentence.

"The door, which was made of solid oak, creaked open slowly." Now, I'd like you to decide, if each of the sentences below is an adverbial complex sentence or a relative complex sentence.

Remember, an adverbial complex sentence will contain an adverbial clause starting with a subordinating conjunction.

And a relative complex sentence will contain a relative clause starting with a relative pronoun.

And remember, we're lucky, 'cause we only need to know two relative pronouns "who" and "which".

Pause the video and decide which is which.

Okay, let's take a look.

A, must be an adverbial complex sentence, because "before" is a subordinating conjunction.

B, must be a relative complex, because "which" is a relative pronoun.

C, is also a relative complex sentence, because "who" is a relative pronoun? And d, must be an adverbial complex sentence, because "as" is a subordinating conjunction.

So you can see we can tell which type of complex sentence we're looking at by working out do we have a subordinating conjunction or a relative pronoun at the start of our particular subordinate clause.

Really good job, if you've managed to work that out.

Okay, let's try our second task of this lesson.

I'd like you to complete these complex sentences by adding a relative clause or add proverbial clause using the subordinating conjunctions and the relative pronouns I've given you.

So for instance, in a, I've said, "When blank I had a bruise on my arm." "When" is a subordinating conjunction so I can tell what I'm adding there will be an proverbial clause.

Pause the video and see if you can complete these complex sentences.

Good luck.

Okay, let's take a look at some example sentences you might have written.

Now, yours were obviously, look different to mine, but let's see if we've got something similar.

For a, I put "When the match was over, I had a bruise on my arm." There's my adverbial clause.

For b, I put "The cemetery, which was on the edge of town, was completely dark." For c, "My brother was embarrassed because I beat him in the test." For d, "An elderly man, who I did not recognise, knocked on the door." And for e, "As the temperature dropped, we wrapped up warmly." So, each time I've added either an adverb clause or a relative clause to create either an adverbial complex sentence or a relative complex sentence.

Really well done, if you've managed something similar.

Okay, let's summarise our learning for today's lesson.

We learned that a clause is a group of words that contains a verb and that a simple sentence is composed of just one main clause and can be a question, command, statement, or exclamation.

We learned that a compound sentence is composed of two or more main clauses joined by a coordinating conjunction "and", "but", or "or".

We learned that an adverbial complex sentence is composed of a main clause and an adverbial clause, while a relative complex sentence is composed for a main clause and a relative clause.

You've done a fantastic job to complete this lesson.

We've done some really tricky learning, but it's going to be so useful for us in all our writing this year.

So, well done again, and I hope to see you again in a future lesson.