ESOL Ws/E3.1a Write using complex sentences

ESOL > Writing > Sentence focus (Grammar & Punctuation) > Grammar > Ws/E3.1 Write in complete sentences > Ws/E3.1a Write using complex sentences
(i) Understand that the most basic form of complex sentence consists of a main clause and one subordinate clause, and use this kind of sentence, where appropriate, in learners' own writing Example: Dear Mr Allan, I am sorry, I can not attend the interview next Thursday because my English exam is on that day. I handed in my work, although it was not quite finished.
(ii) Use common conjunctions to introduce subordinate clauses, expressing time, reason, condition, concession (e.g. although) Example: I was walking along the street when I heard a loud noise behind me.
(iii) Use a pronoun such as who, which, where, when, to introduce a relative clause Example: The town where I was born is in the mountains. My brother, the one who works in the bakery, has a motorbike.
(iv) Understand that sentences can be amplified by expanding the information around the noun, and apply this, where appropriate, in learners' own writing Example: The older woman who lives down the road… A woman I used to work with… A smartly dressed woman in a black and white coat… A nice young man with a friendly smile…
(v) Develop awareness that sentences in more formal texts are likely to be constructed differently from those in less formal ones, e.g. informal texts are likely to use ellipses, and more formal texts are likely to have more complex sentences Example: Hi Sal, Sorry! Can't come to the meeting tomorrow - Les won't give me time off. She says she wants me to finish this job first. Probably see you Thursday. Hamid
Dear Mr. Jones I am afraid I can not attend the meeting tomorrow, as I am very busy at work. I hope I will see you at the next meeting.
(vi) Develop the ability to use different linguistic features appropriately for a range of written genres, depending on learners' interests and need to write

Example of application and level

  • (i) Write a narrative, report, description or letter, using subordinate clauses of time, reason, condition (present and future), concession (especially with although) introduced by an appropriate conjunction such as when, because or relative clause using a pronoun such as who, which, where, when, e.g.: I was walking along the street when I heard a loud noise behind me.
    Dear Mr Allan,
    I am sorry, I can not attend the interview next Thursday because my English exam is on that day….
    I handed in my work, although it was not quite finished.
  • (iv) The novel which I enjoyed most is called …The last novel I read, which I enjoyed … The last sci-fi novel I read, which I really enjoyed, was …
  • (vi) Write poems, e.g.:
    She
    She is like the air
    You need it to breathe
    But it runs away from you
    When you embrace it
    She is like the water
    Like the water you drink …
    (Rosa, ESOL student, Enfield College, translation from Carlos Vives)

Sample activities

  • Learners practise constructing complex sentences, consisting of a main clause and one subordinate clause, using a range of grammar practice activities, e.g. re-order jumbled sentences, discuss ways of joining two simple sentences, match halves of sentences.
  • Learners read a narrative then practise adding to sentences based on it, by selecting appropriate subordinate clause and additional information they want to include. Learners needing more guidance can select from multiple-choice options within sentences, e.g. She was a little unhappy because: (a) she felt excited, (b) her parents were in Iran.
  • Learners read diagrams (e.g. a graph showing facts about population, a diagram showing how a thermometer works) and practise writing descriptions and definitions.
  • Learners compare two texts (e.g. an information leaflet and an article from a tabloid newspaper)  that include features such as contracted forms of the verb, noun phrases, complex modal phrases, and discuss the differences, using a checklist to identify which features occur in which type of text.
  • Learners construct the next steps in an incomplete set of instructions, e.g. for saving a file on a word processor.
  • Learners read a magazine article or personal narrative on a topic of interest. They discuss how effectively the feelings and emotions are conveyed in prose. They compare these texts with poems written on similar themes. Learners are encouraged to write poems around other themes or ideas of interest to them.

Source: Adult ESOL Core Curriculum (DfES, 2001) 

22/01/2023 22:30 (GMT) Errors fixed on page 1 and PDF file replaced

Worksheets to practise zero, first and second conditionals while using the language of social media. Can be used as an introduction to conditionals or a revision exercise. Then a reading text using conditionals in context of a social media site to practise reading comprehension, purpose, tone, features of text and dictionary skills.

Editor's notes

Level
Entry Level 3
Level 1
Level 2
English
FE E3.9 Identify, understand & extract main points & ideas in/from texts
FE E3.10 Identify different purposes of straightforward texts
FE L1.9 Identify & understand the main points, ideas & details
FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes
FE L1.14 Understand organisational / structural features use to locate relevant information
FE L2.19 Identify different styles of writing & writer’s voice
ESOL
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
ESOL Rt/E3.2a Distinguish between different purposes of texts at this level
ESOL Ws/E3.1a Write using complex sentences
ESOL Ws/L1.1a Write using complex sentences
ESOL Ws/L2.1a Use a range of sentence structure which is fit for purpose
ESOL Rs/L1.1a Use implicit & explicit grammatical knowledge to predict meaning & check for sense
ESOL Rs/L2.1a Use implicit & explicit grammatical knowledge to help follow meaning and purpose of different texts
ESOL Sc/L2.4a Express statements of fact
Context
Art Film Media Music Radio TV

Based on Maggie Harnew's Halloween Complex Sentences resource, this resource is aimed at Entry 3 ESOL students working towards the City and Guilds ESOL writing assessment, but may also be useful for Level 1 students.  Students look at examples of complex sentences and answer some questions about them. Finally they are asked to complete some complex sentences, as in Task 1 of the C&G assessment. 

Level
Entry Level 3
Level 1
Level 2
English
FE L1.25 Write consistently & accurately in complex sentences, using paragraphs where appropriate
FE L2.28 Construct complex sentences consistently & accurately, using paragraphs where appropriate
ESOL
ESOL Ws/E3.1a Write using complex sentences
ESOL Ws/L1.1a Write using complex sentences
Context
Faith & Religion

4 Oct 2017. Updated information on source material added

A reading activity on legal age limits in different parts of the UK. Includes: education, voting, driving, marriage and work. Based on materials at: http://esol.britishcouncil.org/content/learners/uk-life/be-safe-uk/what…

Level
Entry Level 2
Entry Level 3
English
Functional English reading
ESOL
ESOL Ws/E3.1a Write using complex sentences
ESOL Sd/E3.1d Express views and opinions
ESOL Sc/E3.4e Give directions and instructions
ESOL Sc/E2.2a make requests: ask for things or action
ESOL Rt/E3.4a Extract the main points and ideas, and predict words from context.
ESOL Lr/E3.2d Listen for grammatical detail
Context
News, Politics & Government items

This handout describes the basic sentence types as used in the English language. It can be used to introduce or reinforce the concepts.

Editor’s note
This also makes a useful handout / reminder for vocational teachers who are embedding Functional English.

Level
Entry Level 3
Level 1
Level 2
English
Adult Lit Ws/L2.1 Construct complex sentences
Adult Lit Ws/L1.1 Write in complete sentences
Ws/E3.1
Ws/E2.1
Ws/E1.1
ESOL
ESOL Ws/L2.1a Use a range of sentence structure which is fit for purpose
ESOL Ws/L1.1a Write using complex sentences
ESOL Ws/E3.1a Write using complex sentences
ESOL Ws/E2.1a Construct simple and compound sentences
ESOL Ws/E1.1a Construct a simple sentence, using basic word order & verb form

A first person autobiographical account of life in outback Australia.
Exercises include comprehension questions using when, where etc.
A revision of past tense verbs – regular and irregular.
A fill the gap using the correct verb tense.
A writing prompt for students to write about themselves – emphasising the use of conjunctions and short paragraphs.
A Wordsearch.
Includes a glossary of Australian words used in the text.

Level
Entry Level 3
Level 1
English
Adult Lit Wt/L1.1 Plan and draft writing
Wt/E3.2
AL Wt/E3.1 Plan & draft writing
Ws/L1.2
Adult Lit Ws/L1.1 Write in complete sentences
Ws/E3.2
Ws/E3.1
AL Rt/L1.1 Understand continuous texts
AL Rt/E3.1 Understand longer texts
ESOL
ESOL Wt/L1.1a Apply genre-specific planning strategies as appropriate
ESOL Wt/E3.2a
ESOL Wt/E3.1a Recognise the process of planning and drafting
ESOL Ws/L1.2a
ESOL Ws/L1.1a Write using complex sentences
ESOL Ws/E3.2a Use basic sentence grammar accurately
ESOL Ws/E3.1a Write using complex sentences
ESOL Rt/L1.1a Understand how meaning is built up in paragraphed texts
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
Context
History, culture, museums, libraries

A set of resources which explains the use of conjunctions and worksheets to practise using them correctly. Eight common conjunctions are covered in 5 different worksheets, along with a useful handout and a related word fill puzzle to check understanding.
Mapped to Entry Level 2 Functional English and E2-L1 Adult Literacy

Level
Entry Level 2
Entry Level 3
Level 1
English
Functional English - writing
Adult Lit Ws/L1.1 Write in complete sentences
Ws/E3.1
Ws/E2.1
ESOL
ESOL Ws/L1.1a Write using complex sentences
ESOL Ws/E3.1a Write using complex sentences
ESOL Ws/E2.1a Construct simple and compound sentences