A compilation of essential English structures you can't overlook!

Mastering common English structures is crucial when you need to use this language fluently in your professional and personal life. In this article, PREP will compile everyday English structures, including specific examples for you to refer to and apply!

I. The main components and basic word types in a sentence

To remember more complex sentence structures, you need to have a firm grasp of the components of the most basic grammatical structures. Below is information about the main components of a sentence:

Note:

The main word types are categorized based on their function in a sentence. Therefore, a word can serve as a noun, verb, adjective, etc. To use word types flexibly, it is recommended that learners thoroughly understand the functions and usages of each word type during their studies.

For example:

• I received a call from my mother. ⏩ Call in this sentence is a noun.

• Call me right now. ⏩ Call in this sentence is a verb.

• John freed the bird from its cage. ⏩ Freed is the verb in the sentence.

• The concert tickets are free for students. ⏩ Free is the adjective in the sentence.

II. Compilation of common English structures

To effectively apply vocabulary and improve scores in exams, it is essential to master common English structures. Below are 35+ basic English sentence structures you need to be familiar with.

1. S + V + too + adj/adv + (for someone) + to do something

This pattern indicates that something is excessively … for someone to accomplish it. For example:

• The gift box is too heavy for me to lift.

• The horror movie was too scary for the children to watch.

2. S + V + so + adj/ adv + that + S + V

This structure indicates that something is excessively … to the point that…. For example:

• John ran so fast that I couldn't catch him.

• The cup of coffee is so hot that I can't drink it.

3. It + V + such + (a/an) + N(s) + that + S + V

This structure implies a degree that leads to a specific outcome. For example:

• It was such a beautiful and sunny day that we decided to go for a picnic.

• She is such a kind-hearted that everyone loves her.

4. S + V + adj/ adv + enough + (for someone) + to do something

This structure is used to express that something is sufficient for someone to take action. For example:

• Jenny is tall enough to reach the top shelf.

• The weather is beautiful and cool enough for us to go for a walk.

5. Have/ get + something + done (past participle)

This structure is used to indicate the act of having someone else do a task or hiring someone to perform a service. For example:

• I'm going to have my hair cut and curled tomorrow.

• Anna got her car repaired yesterday.

6. It + be + time + S + V2, 3/ It’s + time + for someone + to do something

This structure expresses that it is the appropriate moment for someone to undertake an action. For example:

• It's time we finished the task and went home.

• It's time for you to start studying.

7. It + takes/ took + someone + amount of time + to do something

This pattern is used to describe how long it takes someone to accomplish a specific task. For example:

• It takes me 30 minutes to get to work every day. 

• It took him two hours to finish the report.

8. To prevent/ stop + someone/ something + from + V-ing

This structure is used to indicate the act of hindering someone from performing an action. For example:

• The police tried to prevent him from escaping.

• The heavy rain stopped us from going for a walk.

9. S + find + it + adj to do something

This structure expresses how someone feels about doing something. For example:

• I find it difficult to understand this math problem.

• She finds it exciting to travel to new places.

10. To prefer + Noun/ V-ing + to + N/ V-ing

This structure is used to express a preference for one thing over another. For example:

• I prefer tea to coffee.

• She prefers reading to watching TV.

11. Would rather (‘d rather) + V (infinitive) + than + V (infinitive)

This structure is used to indicate a preference for one action over another. For example:

• I'd rather stay at home than go out tonight. 

• She would rather drink tea than coffee.

12. To be/get Used to + V-ing

This structure expresses the idea of being accustomed to doing something. For example:

• I'm used to getting up early.

• She is getting used to living alone and no longer needs a boyfriend.

13. Used to + V (infinitive)

This construction describes a habitual action in the past that no longer occurs. For example:

• I used to play the piano when I was a child.

• She used to smoke but she quit last year.

14. To be amazed at = to be surprised at + N/V-ing

This structure indicates a feeling of astonishment regarding something. For example:

• I was amazed at his knowledge of history.

• She was surprised at seeing him there.

15. To be angry at + N/V-ing

This structure expresses feelings of anger toward something. For example:

• He was angry at her behavior.

• She is angry at being treated unfairly. 

16. To be good at/ bad at + N/ V-ing

This structure describes proficiency or lack of skill in something. For example:

• I'm good at playing the guitar.

• He is bad at math.

17. By chance = by accident (adv)

This phrase means to do something unexpectedly or unintentionally. For example:

• I met her by chance at the supermarket.

• I broke the vase by accident. 

18. To be/ get tired of + N/ V-ing

This structure conveys a sense of fatigue or weariness regarding something. For example:

• I'm tired of eating the same thing every day.

• She is getting tired of working late.

19. Can’t stand/ help/ bear/ resist + V-ing

This structure is used to express an inability to tolerate or refrain from doing something. For example:

• I can't stand listening to loud music.

• She can't help laughing when she sees him.

20. To be keen on/ to be fond of + N/V-ing

This structure indicates enthusiasm or a liking for an activity. For example:

• He is keen on playing football.

• She is fond of reading novels.

21. To be interested in + N/V-ing

This structure expresses curiosity or concern about something. For example:

• Bella is interested in learning a new language and field.

• Jusia is interested in playing the piano.

22. To waste + time/ money + V-ing

This structure describes the act of squandering time or money on something. For example:

• Don't waste your time playing video games all day.

• He wasted a lot of money buying useless things.

23. To spend + amount of time/ money + V-ing

This structure indicates how much time or money is allocated to an activity. For example:

• I spend 2 hours studying every day.

• Bella spent a lot of money traveling around Europe.

24. To spend + amount of time/ money + on + something

This structure expresses the allocation of a specific amount of time or money to a particular purpose. For example:

• I spent all my money on books and flowers.

• She spent a lot of time on her homework.

25. To give up + V-ing/ N

This structure signifies the abandonment of an activity or task. For example:

• John is going to give up smoking.

• Anna gave up her job to travel the world.

26. Would like + to do something

This structure expresses a desire to perform an action. For example:

• My sister would like to eat some pizza.

• My mother would like to visit Paris.

27. It + be + something/ someone + that/ who

This is a cleft sentence structure that emphasizes a particular person or thing. For example:

• It is the book that I borrowed from her.

• It was John who broke the window.

28. Had better + V(infinitive)

This structure indicates a strong recommendation or suggestion about what one should do. For example:

• You had better study hard for the IELTS exam.

• We had better leave now if we want to catch the bus on time.

29. To be bored with

This structure expresses a feeling of boredom towards an activity. For example:

• I'm bored with watching TV.

• She is bored with her job.

30. It’s the first time sb have (has) + V3 sth

This structure indicates that it is someone's first experience doing something. For example:

• It's the first time I have visited Paris.

• It's the first time she has driven a car.

31. It’s not necessary for sb to do sth = Sb don’t need to do sth

This structure means that someone does not have to perform a certain action. For example:

• It's not necessary for you to bring a gift.

• You don't need to hurry.

32. To look forward to V-ing

This structure describes a sense of anticipation or eagerness to do something. For example:

• I'm looking forward to seeing you.

• She is looking forward to going on vacation. 

33. To provide sb from V-ing

This structure signifies supplying someone with something. For example:

• The company provided us with free lunch.

• My parents provided me with everything I needed.

34. To prevent sb from V-ing 

This structure describes the act of stopping or hindering someone from doing something. For example:

• The fence prevents people from entering the garden.

• The rain prevented us from going for a walk.

35. To be succeed in V-ing

This structure indicates achieving success in an activity. For example:

• She succeeded in passing the exam.

• He succeeded in starting his own business.

36. To borrow sth from sb

This structure expresses the act of taking something from someone else temporarily. For example:

• Can I borrow your favorite pen?

• She borrowed a book from the library.

37. To lend sb sth

This structure describes the act of giving something to someone temporarily. For example:

• Can you lend me some money?

• I lent him my car.

38. To make sb do sth

This structure is used to indicate compelling someone to perform an action. For example:

• My mother made me clean my room.

• The teacher made us write an essay. 

III. Effective ways to learn English grammar sentence structure

To learn common English structures effectively, it’s essential to adopt suitable methods and study techniques. Here are some tips for mastering basic English grammar structures, as shared by PREP:

• Set clear goals and objectives: Establishing objectives is a critical factor, as the more specific your goals are, the higher your chances of success. For example, you might set a personal target for mastering common English structures like this: 

  • Objective: Memorize and fluently use common English structures within two months.

  • Purpose:

    • To achieve high scores on language proficiency assessments.

    • To improve scores in Writing and Speaking sections.

    • To learn basic sentence structures for use in an international environment: communication, writing emails, creating a CV, etc.

• Create a specific grammar study plan: Spending just 30 minutes to an hour each day focusing on common English structures consistently will allow you to grasp them quickly and meet your goals. For instance: 

  • Weekly Plan: Learn one basic English structure each day, and practice exercises related to the grammatical structures learned over the weekend. By the end of the week, you will have learned six grammatical structures.

  • Monthly Plan: Aim to learn at least 24 grammatical structures each month. This includes four sessions for revising previously learned structures and one final session at the end of the month for an overall assessment.

• Apply the Cornell Notes method: This is a renowned note-taking strategy that becomes even more effective when used in learning common English grammar structures. For each grammar topic, simply note down three key points: Form (Structure), Meaning (Definition), and Use/Example (How to use/Examples), similar to the summary of common English structures provided by PREP in section I.

• Practice regularly and complete exercises: To master and apply all basic English structures, it’s essential to practice frequently! Allocate time for learning new concepts alongside time for revising old ones, interspersed throughout your week and month.

IV. Exercises on using English structures 

Below are basic English structures exercises you should practice to reinforce your knowledge!

Exercise 1: Choose the correct answer to make a correct sentence structure

1. The box is ______ heavy for me to lift.

   • a. too

   • b. so

   • c. enough

2. It’s _______ a beautiful day that we should go for a picnic.

   • a. so

   • b. such

   • c. very

3. She is _______ kind that everyone loves her.

   • a. too

   • b. so

   • c. such

4. The coffee is _______ hot for me to drink.

   • a. enough

   • b. so

   • c. very

5. I find it _______ to understand this math problem.

   • a. easy

   • b. difficult

   • c. boring

Exercise 2: Rewrite the following sentences using learned English structures

1. The movie was very scary. We couldn’t watch it.

2. The book is interesting. I can read it all day.

3. She is very intelligent. She can solve any problem.

4. The weather is nice. We can go for a walk.

5. I want to have someone repair my car.

Answer key:

This article concludes the comprehensive collection of essential English structures compiled by PREP. Make sure to dedicate time to practice different types of exercises and memorize the formulas to use them flexibly in any situation! If you need further assistance or more practice questions, feel free to ask!