This document is a lesson plan on types of adjective clauses presented by Md. Abdul Kader. The lesson defines defining and non-defining adjective clauses and explains their punctuation rules. Key differences are that defining clauses do not use commas and provide essential information, while non-defining clauses use commas and provide extra non-essential information. The lesson also covers the use of who, whom, whose, which, that, when, where, and why in adjective clauses and includes examples, exercises, and an evaluation section.
The document explains the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using "if" clauses and main clauses with "will" to express possibilities. Key points are that the first conditional discusses what may happen, with an "if" clause referring to a possible present or future condition, and a main clause with "will" referring to the possible present or future result.
This document discusses purpose and reason clauses. It explains that purpose clauses using "to" indicate someone's intention for an action. Purpose clauses can also use "in order" or "so as to" followed by an infinitive. Negative purpose clauses use "in order not to" or "so as not to". Purpose clauses with different subjects than the main clause use "in order that", "so", or "so that". Reason clauses explain why something happens or someone acts using "because", "since", or "as". Reason clauses can also use "why" and reported questions or "in case" to discuss possible reasons.
The past perfect tense refers to an action that was completed before something else in the past. It is formed using the past tense of the auxiliary verb "have" and the past participle of the main verb. It is used to talk about events that occurred prior to something in the past or to indicate that something started in the past and continued up until another past event. Specific time expressions can be used with the past perfect tense but are not always necessary.
Active and passive voice - perfect tensesFaiquahFaisal
The document discusses various tenses in English grammar including present perfect, past perfect, and future perfect tenses. It provides examples of sentences in active and passive voice for each tense. For example, in the present perfect tense the active voice sentence is "I have written a story" and the passive voice version is "A story by me has been written."
The document discusses the third conditional, which is used to talk about unreal or hypothetical situations in the past. It has two clauses: an "if" clause in the past perfect tense, and a main clause with "would have" or "could have" plus a perfect modal verb. Some examples are provided such as "If you had driven more carefully, you would not have had an accident" and "If it had not been so crowded, we would have got in."
The document discusses noun phrases and their structure. A noun phrase typically consists of a headword noun and can include determiners and adjectives before the noun (the pre-head string) and other nouns or prepositions after the noun (the post-head string). Only the headword noun is obligatory in a noun phrase - the pre-head and post-head strings can be omitted while still having a complete noun phrase, but omitting the headword leaves an incomplete phrase. Exercises are provided to identify noun phrases and headwords in sentences.
Type 2 conditional sentences use the past tense after "if" to refer to an unlikely or hypothetical condition and its probable result. The time is now or any time, but the situation is unreal. For example, "If I had time, I would visit her" refers to a possible but currently unreal situation. These sentences are used to talk about something that is not currently possible but could be, or something that could never actually happen. Common contractions of "would" include "wouldn't" and the informal "'d".
1. The document discusses the rules for using auxiliary verbs and modal verbs in English sentences. It covers six common uses: to support main verbs, avoid repeating verbs, show emphasis, make reply questions, show similarities and differences between subjects, and form question tags.
2. Examples are provided for each of the six rules to illustrate how auxiliary verbs are used in various contexts like questions, negatives, replies, comparisons, and contradictions.
3. Readers are encouraged to practice the rules through communication activities with partners to check understandings and get more practice forming sentences using auxiliary verbs.
The document explains the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using "if" clauses and main clauses with "will" to express possibilities. Key points are that the first conditional discusses what may happen, with an "if" clause referring to a possible present or future condition, and a main clause with "will" referring to the possible present or future result.
This document discusses purpose and reason clauses. It explains that purpose clauses using "to" indicate someone's intention for an action. Purpose clauses can also use "in order" or "so as to" followed by an infinitive. Negative purpose clauses use "in order not to" or "so as not to". Purpose clauses with different subjects than the main clause use "in order that", "so", or "so that". Reason clauses explain why something happens or someone acts using "because", "since", or "as". Reason clauses can also use "why" and reported questions or "in case" to discuss possible reasons.
The past perfect tense refers to an action that was completed before something else in the past. It is formed using the past tense of the auxiliary verb "have" and the past participle of the main verb. It is used to talk about events that occurred prior to something in the past or to indicate that something started in the past and continued up until another past event. Specific time expressions can be used with the past perfect tense but are not always necessary.
Active and passive voice - perfect tensesFaiquahFaisal
The document discusses various tenses in English grammar including present perfect, past perfect, and future perfect tenses. It provides examples of sentences in active and passive voice for each tense. For example, in the present perfect tense the active voice sentence is "I have written a story" and the passive voice version is "A story by me has been written."
The document discusses the third conditional, which is used to talk about unreal or hypothetical situations in the past. It has two clauses: an "if" clause in the past perfect tense, and a main clause with "would have" or "could have" plus a perfect modal verb. Some examples are provided such as "If you had driven more carefully, you would not have had an accident" and "If it had not been so crowded, we would have got in."
The document discusses noun phrases and their structure. A noun phrase typically consists of a headword noun and can include determiners and adjectives before the noun (the pre-head string) and other nouns or prepositions after the noun (the post-head string). Only the headword noun is obligatory in a noun phrase - the pre-head and post-head strings can be omitted while still having a complete noun phrase, but omitting the headword leaves an incomplete phrase. Exercises are provided to identify noun phrases and headwords in sentences.
Type 2 conditional sentences use the past tense after "if" to refer to an unlikely or hypothetical condition and its probable result. The time is now or any time, but the situation is unreal. For example, "If I had time, I would visit her" refers to a possible but currently unreal situation. These sentences are used to talk about something that is not currently possible but could be, or something that could never actually happen. Common contractions of "would" include "wouldn't" and the informal "'d".
1. The document discusses the rules for using auxiliary verbs and modal verbs in English sentences. It covers six common uses: to support main verbs, avoid repeating verbs, show emphasis, make reply questions, show similarities and differences between subjects, and form question tags.
2. Examples are provided for each of the six rules to illustrate how auxiliary verbs are used in various contexts like questions, negatives, replies, comparisons, and contradictions.
3. Readers are encouraged to practice the rules through communication activities with partners to check understandings and get more practice forming sentences using auxiliary verbs.
Future perfect tense and future perfect continuous tenseSherinne Wei
This document provides information about and examples of the future perfect tense and future perfect continuous tense in English grammar. It explains that the future perfect tense is used to indicate that an action will be completed by a certain time in the future. The future perfect continuous tense expresses that an action will have been ongoing for a period of time by a point in the future. The document gives examples of how to form and use these tenses in active and passive voice, and provides clarification on their functions and differences.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
Materi lengkap tentang macam-macam clauses dan sentences bahasa inggris. dilengkapi contoh yang membuat lebih memudahkan pemahaman. Materi presentasi ini diberikan oleh guru saya
This document discusses the differences between simple future and future continuous tenses in English. Simple future uses "will" or "be going to" to refer to a specific time in the future, while future continuous uses "will be" or "be going to be" to refer to actions that will be in progress at a specific time in the future. Simple future is used for plans, promises, and predictions, whereas future continuous is used for interrupted or parallel actions that will occur over a period of time.
What Are Adverbial Clauses?
An adverbial clause (or an adverb clause) is a group of words which plays the role of an adverb. (Like all clauses, an adverbial clause will contain a subject and a verb.)
All adverbs (including adverbial clauses) can usually be categorized as one of the following:
Adverb Of Time
Adverb Of Manner
Adverb Of Place
Adverb Of Reason
Adverb Of Condition
Adverbs of Concession
Definition, list and examples in each adverbial clauses.
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
The document lists the present and past verb forms for 30 common irregular English verbs such as blow/blew, break/broke, bring/brought, catch/caught, choose/chose, come/came, do/did, drink/drank, eat/ate, fall/fell, find/found, fly/flew, get/got, go/went, grow/grew, have/had, know/knew, ride/rode, run/ran, see/saw, sing/sang, sit/sat, speak/spoke, swim/swam, take/took, tell/told, think/thought, throw/threw, understand/understood
This document defines adverbs and discusses their types and usage. It begins by defining adverbs as words that modify verbs, adjectives, other adverbs, or entire sentences. It notes that adverbs often indicate when, where, why, how, or how much something occurs. The document then discusses the main types of adverbs, including those formed with -ly, comparative and superlative adverbs, and irregular adverbs. It provides examples of each. The document concludes by explaining the typical positions of different types of adverbs, such as manner, time, place, degree, and frequency, within sentences. It also provides the general order that multiple adverbs will appear.
The document discusses different types of adverbs and their proper usage. It defines adverbs as words that provide additional information about verbs, adjectives, other adverbs, or nouns by describing how, when, where, or how often an action occurs. The document provides examples of different types of adverbs and guidelines for using adverbs versus adjectives correctly. It also covers forming comparisons, avoiding double negatives, using contractions, and employing specific adverbs to enhance writing.
The present tense simple in English is used to describe regular or repeated actions, facts, habits, and generally true things. It is formed using the base form of verbs except for third person singular, which adds 's'. Negative sentences use "don't" or "doesn't" and questions use "do" or "does". Examples are provided for conjugating regular and irregular verbs in the present tense simple.
This document provides information about using the words "hope" and "wish" in English. It explains that "hope" is used to express desires or possibilities about the future, so it takes the present tense with a future meaning (e.g. "I hope it rains tomorrow"). "Wish" is used to express desires that are contrary to reality, so it takes the past tense to refer to present or future situations (e.g. "I wish I was rich") or the past perfect to express regret about past events (e.g. "I wish I had studied more"). The document provides examples and exercises to practice using these words in different tenses.
1) The past continuous tense describes an action that was ongoing or in progress at a specific time in the past. It uses the structure of was/were + verb+ing.
2) It is used to describe actions that were interrupted by other actions in the simple past tense or by specific times.
3) It can also describe two parallel ongoing actions happening simultaneously in the past.
4) It is sometimes used to describe the atmosphere or setting at a past time by listing several ongoing parallel actions.
5) With words like "always" or "constantly", it expresses irritation with repetitive ongoing past actions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document discusses adjective suffixes in English. It provides examples of common adjective suffixes like -able, -al, -ous, -y, -ic, -ive, -ful, and -less and how they can be added to nouns to form adjectives (e.g. noise + y = noisy). It then gives lists of nouns with their adjective forms using these suffixes. The document concludes with exercises where the reader is tasked with applying suffixes to nouns to create adjectives and completing sentences with the correct suffixed adjectives.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
The document discusses the passive voice in English grammar. It provides examples of active and passive voice constructions and explains the structure of a passive sentence. Key points covered include using "be" as the passive verb and placing the direct object of the active sentence in the subject position for the passive. Special cases involving verbs like "get", "have", and reporting verbs are also outlined.
This document discusses various types of inversion in English grammar. It begins by defining inversion as putting the verb before the subject. It then provides examples of inversion in questions, tag questions, conditional sentences, sentences using "so", "neither", "nor", and phrases like "only if". The document also covers inversion with adverbials, quotations, sentences using "as", and literary sentences beginning with an adjective. Inversion is used to provide emphasis and add sophistication to sentence structure.
Conditional sentences are composed of an if-clause and a main clause. There are four types of conditional sentences classified according to their implications. Type 0 uses present tense in both clauses to talk about universal truths. Type 1 uses present tense in the if-clause and future tense in the main clause to talk about probable future situations. Type 2 uses past tense in the if-clause and "would" in the main clause to talk about unlikely present or future situations. Type 3 uses past perfect tense in the if-clause and "would have" in the main clause to talk about impossible past situations.
This document provides instruction on using the words "already", "yet", and "still" in the present perfect tense. It explains that "already" is used to refer to something that happened earlier than expected or when there is no need for repetition. "Yet" is used to check if something has happened before now or when something expected hasn't occurred. "Still" is used to indicate that something hasn't finished or continues. Examples are given for how to use each word in sentences. Readers are then asked to make sentences using these words based on items on a to-do list.
This document provides examples of how to use noun clauses and other types of clauses. It shows how to use noun clauses in subject and object positions, with examples like "What she said surprised me" and "I don't know where she lives." It also demonstrates the use of "whatever," "whoever," "whenever," and "wherever" clauses. Examples are given for using "whether" clauses and placing "that" clauses in subject position.
Gemination occurs during tooth development when a single tooth germ invaginates, resulting in an incomplete formation of two teeth that appear joined on a single root. It most commonly affects deciduous mandibular incisors and permanent maxillary incisors. Radiographs show a cleft in the crown and enlarged or partially divided pulp chamber within a single root. Treatment involves restoring and reshaping the crown, periodic filing to reduce the width, and eventually preparing a final crown.
Future perfect tense and future perfect continuous tenseSherinne Wei
This document provides information about and examples of the future perfect tense and future perfect continuous tense in English grammar. It explains that the future perfect tense is used to indicate that an action will be completed by a certain time in the future. The future perfect continuous tense expresses that an action will have been ongoing for a period of time by a point in the future. The document gives examples of how to form and use these tenses in active and passive voice, and provides clarification on their functions and differences.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
Materi lengkap tentang macam-macam clauses dan sentences bahasa inggris. dilengkapi contoh yang membuat lebih memudahkan pemahaman. Materi presentasi ini diberikan oleh guru saya
This document discusses the differences between simple future and future continuous tenses in English. Simple future uses "will" or "be going to" to refer to a specific time in the future, while future continuous uses "will be" or "be going to be" to refer to actions that will be in progress at a specific time in the future. Simple future is used for plans, promises, and predictions, whereas future continuous is used for interrupted or parallel actions that will occur over a period of time.
What Are Adverbial Clauses?
An adverbial clause (or an adverb clause) is a group of words which plays the role of an adverb. (Like all clauses, an adverbial clause will contain a subject and a verb.)
All adverbs (including adverbial clauses) can usually be categorized as one of the following:
Adverb Of Time
Adverb Of Manner
Adverb Of Place
Adverb Of Reason
Adverb Of Condition
Adverbs of Concession
Definition, list and examples in each adverbial clauses.
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
The document lists the present and past verb forms for 30 common irregular English verbs such as blow/blew, break/broke, bring/brought, catch/caught, choose/chose, come/came, do/did, drink/drank, eat/ate, fall/fell, find/found, fly/flew, get/got, go/went, grow/grew, have/had, know/knew, ride/rode, run/ran, see/saw, sing/sang, sit/sat, speak/spoke, swim/swam, take/took, tell/told, think/thought, throw/threw, understand/understood
This document defines adverbs and discusses their types and usage. It begins by defining adverbs as words that modify verbs, adjectives, other adverbs, or entire sentences. It notes that adverbs often indicate when, where, why, how, or how much something occurs. The document then discusses the main types of adverbs, including those formed with -ly, comparative and superlative adverbs, and irregular adverbs. It provides examples of each. The document concludes by explaining the typical positions of different types of adverbs, such as manner, time, place, degree, and frequency, within sentences. It also provides the general order that multiple adverbs will appear.
The document discusses different types of adverbs and their proper usage. It defines adverbs as words that provide additional information about verbs, adjectives, other adverbs, or nouns by describing how, when, where, or how often an action occurs. The document provides examples of different types of adverbs and guidelines for using adverbs versus adjectives correctly. It also covers forming comparisons, avoiding double negatives, using contractions, and employing specific adverbs to enhance writing.
The present tense simple in English is used to describe regular or repeated actions, facts, habits, and generally true things. It is formed using the base form of verbs except for third person singular, which adds 's'. Negative sentences use "don't" or "doesn't" and questions use "do" or "does". Examples are provided for conjugating regular and irregular verbs in the present tense simple.
This document provides information about using the words "hope" and "wish" in English. It explains that "hope" is used to express desires or possibilities about the future, so it takes the present tense with a future meaning (e.g. "I hope it rains tomorrow"). "Wish" is used to express desires that are contrary to reality, so it takes the past tense to refer to present or future situations (e.g. "I wish I was rich") or the past perfect to express regret about past events (e.g. "I wish I had studied more"). The document provides examples and exercises to practice using these words in different tenses.
1) The past continuous tense describes an action that was ongoing or in progress at a specific time in the past. It uses the structure of was/were + verb+ing.
2) It is used to describe actions that were interrupted by other actions in the simple past tense or by specific times.
3) It can also describe two parallel ongoing actions happening simultaneously in the past.
4) It is sometimes used to describe the atmosphere or setting at a past time by listing several ongoing parallel actions.
5) With words like "always" or "constantly", it expresses irritation with repetitive ongoing past actions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document discusses adjective suffixes in English. It provides examples of common adjective suffixes like -able, -al, -ous, -y, -ic, -ive, -ful, and -less and how they can be added to nouns to form adjectives (e.g. noise + y = noisy). It then gives lists of nouns with their adjective forms using these suffixes. The document concludes with exercises where the reader is tasked with applying suffixes to nouns to create adjectives and completing sentences with the correct suffixed adjectives.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
The document discusses the passive voice in English grammar. It provides examples of active and passive voice constructions and explains the structure of a passive sentence. Key points covered include using "be" as the passive verb and placing the direct object of the active sentence in the subject position for the passive. Special cases involving verbs like "get", "have", and reporting verbs are also outlined.
This document discusses various types of inversion in English grammar. It begins by defining inversion as putting the verb before the subject. It then provides examples of inversion in questions, tag questions, conditional sentences, sentences using "so", "neither", "nor", and phrases like "only if". The document also covers inversion with adverbials, quotations, sentences using "as", and literary sentences beginning with an adjective. Inversion is used to provide emphasis and add sophistication to sentence structure.
Conditional sentences are composed of an if-clause and a main clause. There are four types of conditional sentences classified according to their implications. Type 0 uses present tense in both clauses to talk about universal truths. Type 1 uses present tense in the if-clause and future tense in the main clause to talk about probable future situations. Type 2 uses past tense in the if-clause and "would" in the main clause to talk about unlikely present or future situations. Type 3 uses past perfect tense in the if-clause and "would have" in the main clause to talk about impossible past situations.
This document provides instruction on using the words "already", "yet", and "still" in the present perfect tense. It explains that "already" is used to refer to something that happened earlier than expected or when there is no need for repetition. "Yet" is used to check if something has happened before now or when something expected hasn't occurred. "Still" is used to indicate that something hasn't finished or continues. Examples are given for how to use each word in sentences. Readers are then asked to make sentences using these words based on items on a to-do list.
This document provides examples of how to use noun clauses and other types of clauses. It shows how to use noun clauses in subject and object positions, with examples like "What she said surprised me" and "I don't know where she lives." It also demonstrates the use of "whatever," "whoever," "whenever," and "wherever" clauses. Examples are given for using "whether" clauses and placing "that" clauses in subject position.
Gemination occurs during tooth development when a single tooth germ invaginates, resulting in an incomplete formation of two teeth that appear joined on a single root. It most commonly affects deciduous mandibular incisors and permanent maxillary incisors. Radiographs show a cleft in the crown and enlarged or partially divided pulp chamber within a single root. Treatment involves restoring and reshaping the crown, periodic filing to reduce the width, and eventually preparing a final crown.
The document discusses relative pronouns and relative clauses. It provides examples of defining and non-defining relative clauses using relative pronouns like who, whom, that, which, whose, when, and where. It discusses when to use these pronouns based on whether they refer to people, things, places, reasons, or times. The document also contains exercises for learners to practice forming relative clauses and identifies potential grammatical traps when using relative pronouns.
The document discusses defining relative clauses, which are parts of sentences that provide a definition using a subject and verb. It provides examples of defining relative clauses using the subject "earring", including "It's a ring which you put in your ear" and "It's a ring which goes in your ear". It also gives an example of a defining relative clause in a sentence about a shy person named John, saying "John's a shy person who wears a lot of earrings."
This document discusses clauses and the different types of clauses that can be found in sentences. It defines a clause as a group of words containing a subject and a verb that forms a sentence or part of a sentence. There are two main types of clauses: principal clauses and subordinate clauses. Principal clauses can stand alone as a complete sentence, while subordinate clauses depend on another clause to complete their meaning. Examples of sentences with different clause structures are provided to illustrate dependent clauses, principal clauses, and coordinate clauses. Students are assigned homework to write sentences containing multiple clauses.
This document provides an introduction to adjective clauses and discusses their use with different pronouns like who, whom, which, that and whose. It covers topics like using prepositions in adjective clauses and agreement of verbs in singular and plural clauses. Examples are provided to illustrate the rules and practice questions are included for students.
This document discusses different types of clauses in English sentences. An independent clause can stand alone as a complete thought and sentence, while a subordinate clause does not express a complete thought on its own and must be part of a larger sentence. Subordinate clauses are introduced by subordinating conjunctions like "when", "because", and "before", and cannot stand alone as fragments like independent clauses can. Determining if a clause is independent or subordinate can be tested by adding "I believe that..." before it - if it sounds like a complete sentence, it is independent, and if it sounds like a fragment, it is subordinate.
This document provides information about different types of clauses. It defines an independent clause as one that can stand alone as a complete sentence, while a dependent clause cannot stand alone and needs to be attached to an independent clause. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Noun clauses function as subjects, objects or complements. Adjective clauses modify or describe nouns and pronouns. Adverb clauses modify verbs, adjectives or other adverbs. The document includes examples and exercises to illustrate the different clause types.
October 3 -16. test, adjectives, and adjective clausesIECP
This document appears to be the agenda from a grammar class. It includes topics like time clauses that will be discussed, as well as exercises students will do on adjective clauses and adjectives. It also lists upcoming tests, homework assignments, and includes interactive activities like having students describe pictures using adjective clauses.
1) An adjective clause is a dependent clause that describes a noun. It uses a relative pronoun like who, whom, whose, which, or that to connect the clause to the noun.
2) Relative pronouns replace nouns and allow a clause to describe a specific noun. Common relative pronouns and their uses are identified.
3) A step-by-step process is provided to take two sentences and combine them into one sentence with an adjective clause. This involves identifying the noun being described and replacing other nouns or pronouns in the second sentence with the appropriate relative pronoun.
A relative clause is a subordinate clause that provides information about the antecedent, or the word it refers to. There are two types of relative clauses: defining relative clauses, which specify the antecedent and are not separated by commas, and non-defining relative clauses, which add extra information and are separated by commas. Relative pronouns like who, which, that, when, and where introduce the relative clauses and join them to the antecedents.
The document discusses the four types of sentences: declarative, interrogative, imperative, and exclamatory. Declarative sentences make statements, interrogative sentences ask questions, imperative sentences give commands or requests, and exclamatory sentences express strong emotion. Examples of each type are provided to illustrate their distinguishing features.
The document discusses the differences between direct and indirect speech. It provides examples of how to change direct speech into indirect speech. Some key changes include: 1) removing quotation marks, 2) changing verbs from present to past tense, 3) changing pronouns and expressions of time and place. It also discusses how questions are changed from interrogative to declarative form in indirect speech, and how reporting verbs like "ask" are used for yes/no and Wh- questions.
The document discusses the four types of sentence functions: declarative, interrogative, imperative, and exclamatory. It provides examples and descriptions of each type. Declarative sentences make statements, interrogatives ask questions, imperatives give commands, and exclamatories express strong emotion. Within interrogatives, there are yes/no questions, wh- questions, and tag questions. Imperatives have an implied subject of "you". Exclamatory sentences end with an exclamation point and often begin with interjections.
This document lists various linkers used to connect ideas, with examples of how each is used. It categorizes linkers into those that indicate contrast, reason and cause, and exemplification. For contrast, it lists linkers like "however, "nevertheless," and "on the contrary" that introduce a new contrasting idea. For reason and cause, it lists linkers like "because," "as," and "since" that introduce a subordinate sentence or noun phrase giving a reason. For exemplification, it lists linkers like "for example" and "such as" that introduce an example referring to a previously stated idea.
The document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one independent clause with no subordinate clauses. A compound sentence contains two or more independent clauses with no subordinate clauses. A complex sentence contains one independent clause and one or more subordinate clauses, with the subordinate clause being dependent on the independent clause.
The document discusses the differences between direct and indirect speech. It provides examples of how to change statements, commands, and questions from direct to indirect speech by modifying verbs, pronouns, adverbs of time and place, and tenses. It also gives exercises for the reader to practice changing examples from direct to indirect speech.
This document lists and defines various linkers and connectors used to connect ideas in writing. It categorizes them based on their function, such as contrasting ideas, giving reasons or causes, indicating purpose, consequences, addition, exemplification, succession, stating facts or opinions, and showing similarities. Some common examples provided are "although", "because", "in order to", "furthermore", "for example", "firstly", "similarly". These linking words and phrases help develop coherence and smooth transitions between ideas.
This document provides information about different types of clauses: noun clauses, adjective clauses, and adverb clauses. It defines each type of clause and provides examples to illustrate their functions within sentences. Noun clauses act as nouns, adjective clauses modify nouns or pronouns, and adverb clauses modify verbs, adjectives, adverbs, or verbals by describing when, where, how, etc. Relative pronouns are used to connect clauses to the words they modify.
This document discusses the three types of sentences: declarative, interrogative, and exclamatory. It provides examples of each. Declarative sentences make statements and end with a period. Interrogative sentences ask questions and end with a question mark. Exclamatory sentences express strong emotion and end with an exclamation point. The document ensures the reader can identify each sentence type by its end punctuation and provides practice examples.
Clause (Part 6 of 10)-Adjective or Relative ClauseMd. Abdul Kader
By the end of the lesson you will be able to …
define an adjective clause.
mention the characteristics of adjective clause.
mention types of adjective clause.
say different position of adjective clause.
identify some adjective clauses.
Clause (Part-8 of 10)-Difference between an adjective and a noun clauseMd. Abdul Kader
By the end of the lesson you will be able to …
mention the difference between noun & adjective clause.
detect adjective and noun clause.
complete some exercises.
This document provides information about relative clauses, including defining/restrictive clauses and non-defining/non-restrictive clauses. It explains that a relative clause connects two sentences using a relative pronoun like who, whom, whose, which, that or where. Defining clauses are not separated by commas and provide essential information, while non-defining clauses include commas and provide non-essential information. The document also provides examples of relative clauses and exercises for the reader to practice identifying and forming relative clauses.
The document discusses defining and non-defining relative clauses. It defines relative pronouns and explains that defining relative clauses add essential information to the main clause, while non-defining clauses add non-essential information separated by commas. Some examples of defining and non-defining clauses are provided. The document then provides exercises for learners to practice identifying defining and non-defining clauses and using relative pronouns correctly in sentences.
This document provides information about relative clauses, including defining relative clauses, non-defining relative clauses, and the relative pronouns used in each. It defines a relative clause as a group of words that includes a subject and verb and connects two sentences. Relative pronouns like who, whom, which, that, where, whose, and when are used depending on if the relative clause refers to a person, thing, place, possession, or time. Examples are given to illustrate defining vs. non-defining relative clauses and exercises are included for the reader to practice forming relative clauses.
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
This document provides a summary of grammar topics and vocabulary that will be covered on an upcoming exam. The grammar topics include: present and past perfect, modal verbs, used to, will and going to, passive voice, relative clauses, reflexive pronouns, allow to/let/make, and conditionals. The document also covers vocabulary related to body decoration and feelings. Other sections discuss reflexive pronouns, having something done, defining and non-defining clauses, comparative and superlative adjectives, adverbs, and politics and government vocabulary. The document encourages students to "fight for your English" and study hard for the exam.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
Articles (Part-7 of 7) Repetition of some article rulesMd. Abdul Kader
This document contains an English grammar lesson on repetition of article rules given by Md. Abdul Kader, a lecturer at Cambrian College. The lesson contains 12 articles that explain rules for using articles like a, an, the with nouns and adjectives referring to the same or different persons or things. Examples are provided to illustrate situations that require repeating the article or using it only once. The learning outcome is to enable students to choose the appropriate article in complex situations.
Relative Clauses são orações que identificam ou qualificam os elementos que as precedem em uma frase. Elas são iniciadas por um pronome relativo.
Ex.: The boy who sits next to me is very handsome.
(o "boy" está sendo identificado pelo que está escrito após o pronome relativo)
My best friend, who is very fat, loves Chinese food.
(já sabemos quem é a pessoa -- é meu melhor amigo - a "relative clause" dá informações complementares sobre ele.)
As "Relative Clauses" são identificadas em "identifying" (identificadoras e "non-identifying".
Identifying Relative Clauses
São "relative clauses" que identificam ou classificam o substantivo a que se referem. Estas orações dizem a que coisa ou pessoa estamos nos referindo.
Ex.: Was it your car which was towed by the police?
Non-Identifying Relative Clauses
Estas orações apenas acrescentam informações sobre o substantivo que já foi identificado.
Ex.: This is my friend Perry, who works at Contry Hospital.
Frank Mcourt wrote the book 'Angela's Ashes', which won a Pulizer Prize.
(Fonte: Brasil escola http://www.brasilescola.com/ingles/relative-clauses.htm)
This document provides information and examples about the use of pronouns in English. It discusses generic pronouns like you, one, we and they which can be used to refer to people in general. It also covers reflexive and reciprocal pronouns like myself, yourself, each other and one another. Finally, it examines the uses of the pronouns it and there, noting that it is used with be to talk about time, temperature, distance or as a preparatory subject, while there indicates existence or presence. The document aims to clarify the appropriate uses of different pronouns through examples.
A relative clause provides additional information about a noun. It contains a subject and verb but is not a complete sentence on its own. Relative clauses are introduced by a relative pronoun like who, which, that, or whose. They are optional and make clear which person or thing is being referred to. Common uses of relative clauses include providing information about a person or thing, describing when or where something occurred, and connecting two related ideas into one sentence.
This document provides an overview of noun clauses. It begins by defining key terms like phrases, clauses, independent clauses, and dependent clauses. It then focuses on noun clauses, explaining that they function like nouns and can replace individual nouns. Examples are provided to illustrate noun clauses and how they work. Participants are then guided through exercises to practice identifying noun clauses and determining their function as subjects or objects. Additional examples and activities are included to reinforce understanding of noun clauses.
An adjective clause modifies a noun and is introduced by a pronoun such as who, which, that, where or when. It can function as the subject, object or object of a preposition within the clause. Commas are used to set off nonrestrictive adjective clauses but not restrictive ones. Adjective clauses can be reduced to adjective phrases by omitting the subject and verb.
This document provides an overview of a lecture on English grammar given by Pham Thi Hong Thanh. It discusses key concepts in English language including language elements and language skills. It also outlines the main grammar units that will be covered such as sentences, clauses, phrases, words and morphemes. Finally, it examines parts of speech in English, distinguishing between open class items and closed system items.
This document provides an overview of relative clauses and how to use pronouns like who, which, that, where, whose, when and why in relative clauses. It discusses when these pronouns are used as the subject or object of a relative clause and how prepositions are used before whom and which. It also covers extra information clauses, -ing and -ed clauses, and the use of which versus what.
This document discusses relative clauses, including:
1. Relative pronouns such as who, which, that can introduce a relative clause to provide more information about a person or thing.
2. The relative pronoun can sometimes be omitted if it is not the subject of the relative clause.
3. Relative clauses can be either defining or non-defining - defining clauses are essential to the meaning while non-defining clauses provide extra information set off by commas.
This document provides information on defining and non-defining relative clauses. It explains that defining relative clauses identify which noun is being referred to, and can include a relative pronoun as the subject or object of the clause. Non-defining relative clauses provide extra information about a noun and are set off by commas. Examples are provided of relative clauses with different relative pronouns in various positions within sentences.
The document discusses different types of sentences and sentence structures, including simple, compound, and complex sentences. It provides examples of sentences and how to identify or correct issues like fragments, run-ons, choppy sentences, and stringy sentences. The document also contains links to online games and exercises for practicing sentence structure.
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identify some dependent clauses.
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say the characteristics of Independent clause.
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mention some independent clause markers.
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Clause (part 7 of 10)-Defining & Non-defining Relative clause
1. Md. Abdul Kader
Lecturer
Department of English
Cambrian College
Mobile: +8801715447430
Email : has83abdulkader@gmail.com
Welcome to all of you.
English Grammar
Class-IX-XII
3. Learning Outcome
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Clause
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• define defining relative
clauses.
• define non-defining
relative clauses.
• explain punctuation rules
with the defining and non-
defining relative clause.
• mention the use of wh-
words.
By the
end of
the
lesson
you will
be able
to …
5. Types of Adjective /Relative Clause
There are two kinds of adjective
clauses:
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Clause
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They are-
Non-defining
(or non-essential)
clause
Defining
(or essential)
clause
7. Non-defining (or non-essential) clauses
An adjective clause that is non-essential to the
basic meaning of a sentence. Non-defining
clauses add extra information about somebody
or something which could be left out and the
sentence would still make sense. This extra
information is separated from the main clause
by commas.
For example:
The desk in the corner, which is covered in books, is mine.
(We don't need this information to understand the sentence. "The desk
in the corner is mine" is a good sentence on its own--we still know which
desk is referred to.)
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Clause
7
8. Likewise:
John , who is sitting on my right , is left-
handed.
International students, who pay high
tuition, often want to skip levels in the
program.
The film, which was shot in Mexico, has
won an Oscar.
Non-defining (or non-essential) clauses
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9. Non-defining (or non-essential) clauses
Non-defining
clauses can be
introduced by
expressions like
all of, many of +
relative pronoun:
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Clause
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Person Thing
all of + whom + which
any of + whom + which
(a) few of + whom + which
both of + whom + which
each of + whom + which
either of + whom + which
half of + whom + which
many of + whom + which
most of + whom + which
much of + whom + which
none of + whom + which
one of + whom + which
two of
etc... + whom + which
10. Non-defining (or non-essential) clauses
Examples:
There were a lot of people at the
party, many of whom I had known
for years.
He was carrying his belongings,
many of which were broken.
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11. Remember:
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Non-essential adjectival clauses should not
begin with “that” and we can’t omit the
Relatives:
-I liked Toy Story, which I’ve seen recently.
(not “that”, no Omission)
-Shakespeare, whom you just mentioned, is
the most famous British playwright. (not
“that”, no Omission)
-I’ve found my keys, which I had been looking
for. (not “that”, no Omission)
13. Defining (or essential) clauses
An adjective clause that is essential to the basic
meaning of a sentence. They define, give us
essential information about a general term or
expression. Essential adjective clauses are not set
off by commas.
Example:
The students who missed the test yesterday need to
talk to the teacher.
(There are many students, but only a small group of
them missed the test. These are the students who
need to talk to the teacher.)
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Clause
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14. Defining (or essential) clauses
More examples:
The personwhois sittingon myright isleft-handed.
The gentleman who dropped his wallet will come back
for it.
My brother who lives in Alaska works as a trapper and
hunter.
The package that arrived this morningis onthedesk.
We really enjoyedthe tourthat wetook.
People wholive inglass housesshouldnot throwstones.
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Clause
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15. Remember:
Generally, essential adjectival clauses should
not begin with which. You can omit Who,
whom, when and That when they are not the
Subject of the Relative Clause.
Examples:
The house (that /in which) I was born in is gone.
The man (who/that /to whom) I spoke to was very
friendly.
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Clause
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17. Use of who & whom
Use “who” when the subject is a person:
1. My sister, who is a vegetarian, ordered a salad.
2. The man who came in the late is the boss.
3. Peter, who nobody had met before, arrived late.
Use “whom” when the object is a person:
1. Peter, whom nobody had met before, arrived
late.(formal)
2. She’s the girl whom I met last night.(formal)
3. She’s the girl who/that I met last night. (or) She’s
the girl I met last night.(Informal)
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Clause
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18. Use of that or which
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Clause
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When the subject is a thing:
I sit at the desk that faces the window.
(OR) I sit at the desk which faces the
window. (formal)
I’ve finished that book that you lent me.
(or) I’ve finished the book you lent me.
(or) I’ve finished the book which you lent
me. (formal)
19. To show that something belongs to
somebody:
He helped a woman whose car had broken down.
They’re the people whose house was burgled.
Lucy, whose car had broken down, didn’t go.
Whose is not usually used to refer to a thing.
Of which is usually used instead.
He’s reading the book, the name of which I can never
remember.
But it is more natural to say:
He’s reading that book-I can never remember its name.
Use 0f whose
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20. In spoken English a preposition in a relative clause is
usually placed at the end of the clause, and the
relative pronoun is omitted. A more formal
alternative is to put the preposition after the
relative pronoun.
When the object is a person:
The man I spoke to was very friendly.
(or) The man who/that I spoke to was very friendly.
(or) The man to whom I spoke was very friendly. (formal)
When the object is a thing:
The house I was born in is gone.
(or) The house that I was born in is gone.
(or) The house in which I was born is gone.(formal)
Relative clauses and prepositions
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Clause
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21. Use 0f WHEN (THAT)
When is used to show Time:
I’ll never forget the day (WHEN/THAT) I met
my best friend.
Can you remember a time WHEN you didn’t
worry about the future?
Note: WHEN can also be omitted in Defining
Relative Clauses.
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Clause
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22. Use 0f WHERE
Where is used to refer Place:
This is the hotel WHERE we are staying next
weekend.
The city WHERE my sister is living is
interesting.
Can you remember a place WHERE you
met someone very important to you?
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Clause
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23. Use 0f WHY
Why is used to refer reason:
This is the reason WHY we are staying next
weekend.
Do you know the subterfuge WHY they are
leaving?
Can you remember a reason WHY you didn’t
choose a different career?
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Clause
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24. Group Work
Work together to expand the following
story by using as many non-defining
relative clauses as you can. Feel free to
make a funny story!
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Clause
24
25. Story
A man called Peter took an airplane to New
York to visit his sister. When he arrived at the
airport, an old man asked him a question.
Peter gave a short reply and the man invited
him for a drink. Peter accepted, and after he
had the drink, caught the airplane to New
York. When he got to his sister's apartment,
his sister invited him into the living room. As
he entered the room, he was surprised to see
the same man.
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Clause
25
26. Pair work
Complete the sentences of the following
slide with whose, who, which, or where.
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Clause
26
27. Exercise-1
1. Dublin, ______ is the capital of Ireland, is my favourite
city.
2. Amelia, ______ mother is from Shanghai, speaks English
and Chinese fluently.
3. This smartphone, ______ I bought last week, takes great
photos.
4. Buckingham Palace, ______ the Queen of England lives,
is in the centre of London.
5. Ferraris, ______ are made in Italy, are very expensive.
6. Russell Crowe, ______ starred in Gladiator, was born in
New Zealand.
7. Emily, ______ brother is a singer, is in my English class.
8. Mr Kemp, ______ teaches physics, is going to retire next
year.
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Clause
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28. Answer of Exercise-1
1. Dublin, which is the capital of Ireland, is my favourite
city.
2. Amelia, whose mother is from Shanghai, speaks English
and Chinese fluently.
3. This smartphone, which I bought last week, takes great
photos.
4. Buckingham Palace, where the Queen of England lives, is
in the centre of London.
5. Ferraris, which are made in Italy, are very expensive.
6. Russell Crowe, who starred in Gladiator, was born in
New Zealand.
7. Emily, whose brother is a singer, is in my English class.
8. Mr Kemp, who teaches physics, is going to retire next
year.
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Clause
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29. Pair work
Decide whether the following clauses
are defining or non-defining clauses.
Insert commas where necessary.
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Clause
29
30. Exercise-2
1. The car which was a rare sports coupe was built in
1966.
2. We invited the boy who Tom had met the week
before to the party.
3. Our friends who we met at university are coming
to visit next week.
4. That is the building where they shot the film
'Vanilla Sky'.
5. Mr. Jackson whose son also goes to this school
will be attendingthe partynext weekend.
6. The author's latest book which has become a
bestselleris about two childrenin Jamaica.
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Clause
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31. Answer of Exercise-2
1. The car which was a rare sports coupe was built in
1966. D.
2. We invited the boy who Tom had met the week
before to the party. D.
3. Our friends, who we met at university, are coming
to visit next week. N.D.
4. That is the building where they shot the film
'Vanilla Sky'. D.
5. Mr. Jackson, whose son also goes to this school,
will be attendingthe partynext weekend. N.D.
6. The author's latest book, which has become a
bestseller,is about two childrenin Jamaica.N.D.
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Clause
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32. Pair work
Choose the correct explanation for each
sentence of the following slide from the
slide immediately after:
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Clause
32
34. Exercise-3
1. ThereisonlyoneItalianrestaurantintownanditnowhasanewowner:
2. There are many schools in Cape Town but only one that has afternoon
lessons:
3. Iamreadingmanybooksatthemoment.Someofthemareboring,but
nottheoneIfinishedyesterday:
4. Ihavemanycousinswholiveinvariouscountriesallovertheworld:
5. IhaveonlyAsianfriends:
6. There are many Italian restaurants all over town, but only the one in
LongStreetnowhasanewowner:
7. IwasreadingonlyonebookandIfinishedityesterday:
8. ThereisonlyoneschoolinCapeTownandithasafternoonlessons,too:
9. Ihaveonlyonecousin.ShenowlivesinNewYork:
10.Ihavemanyfriends,butonlymyAsianfriendscametomyparty:
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Clause
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Answers
4
8
9
5
2
3
10
7
6
1
35. Evaluation
1. Define defining relative clauses.
2. Define non-defining relative clauses.
3. Explain punctuation rules with the
defining and non-defining relative
clause.
4. Mention the use of who & whom .
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Clause
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36. Home work
Recall the class and practise
more and more.
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Clause
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