The document summarizes different types of complex sentences including sentences with subordinate clauses. It provides examples and patterns of complex sentences containing adjective clauses, adverb clauses, and noun clauses. It discusses the different functions that subordinate clauses can serve within a sentence and the various ways they can modify the main clause.
A short and practical lesson with aa couple different activities to get students actively learning how to use periods. I put this together with the intentions of collecting the attention of younger audiences with the small use of Spider-Man.
Learn these four English idioms: at the drop of a hat, go downhill, the best of both worlds and from A to Z. Learn the meaning of these useful idioms and master them by studying and reading aloud the example sentences. Also read the Idioms in Use text, which contains all four target idioms in a natural context.
Leave a comment below and practice the idioms that you learned.
Learn more by visiting me at www.SirEnglish.com
A short and practical lesson with aa couple different activities to get students actively learning how to use periods. I put this together with the intentions of collecting the attention of younger audiences with the small use of Spider-Man.
Learn these four English idioms: at the drop of a hat, go downhill, the best of both worlds and from A to Z. Learn the meaning of these useful idioms and master them by studying and reading aloud the example sentences. Also read the Idioms in Use text, which contains all four target idioms in a natural context.
Leave a comment below and practice the idioms that you learned.
Learn more by visiting me at www.SirEnglish.com
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1. A sentence with a main clause and one or more subordinate clauses is called a complex
sentence. The subordinate clause has a subject and a verb, but does not make sense
without the main clause. The subordinate clause depends on the main clause for exact
meaning.
Examples:
Main Clause
Subordinate Clause
I left town
before it began to rain.
I got up
after the alarm went off.
He failed the exam
because he didn’t study.
He came home
as soon as his wife called.
This is the house
where my sister lives.
That is the man
who interviewed me.
1. Adjective Clause Patterns
Pattern 1
2. Main clause
Subordinate clause
Subordinator
Subject
I know the girl
whom
you
met here.
This is the place
where
you
take the bus.
I like the car
which
he
bought.
Winter is the time
when
it
rains a lot.
I remember the first time
that
I
soloed.
Note: The subordinator can often
be omitted.
Pattern 2
3. Main clause
Subordinate clause
Subject & Subordinator
I know the girl
who
lives here.
This is the car
which
is very expensive.
He looked at the house
that
was for sale.
Jack threw the ball
that
broke the window.
Note: The subordinator cannot
be omitted.
Pattern 3
4. Main
Subordinate Clause
Main
Subordinator
Subject
The tape recorder
which
Jim
bought
is good
The story
that
he
told us
was interesting
The girl
whom
I
know
is French.
The place
where
we
have lunch
is the cafeteria.
Note: The subordinator
can be omitted.
Pattern 4
5. Main
Subordinate Clause
Main
Subordinator & Subject
The student
who
sat behind me
lent me a pen.
The plane
that
goes to NY
is a jet.
The train
which
arrived
came from Calif.
Note: The subordinator
cannot be omitted.
General note to Patterns 1, 2, 3 4 above: The subordinate cannot be omitted when it is the
subject of the subordinate clause.
When it is not the subject, it has a formal pronominal function but is usually not necessary to
our understanding of the sentence, and for this reason is often omitted in conversation.
2. Adverb Clause Patterns
Pattern 1
6. Main Clause
Subordinate Clause
He came to the United States
after the war was over
He left town in a hurry
just before it began to rain.
We put the TV over there
where everyone could see it.
The man acted strange
as though he were nervous.
Pattern 2
Subordinate Clause
Main Clause
No matter what he says
I will go.
If you study
you will pass the exam.
Unless it rains
we will take a walk.
Before she left
I saw her.
3. Types of adverb clauses that modify the verb.
a. Time
• Since I have been in the U.S. I have seen many interesting things.
• While I was waiting for the doctor, I read an interesting magazine article.
• I left as soon as I made the arrangements.
7. b. Place
• He put the tape recorder where everyone could use it.
• They live where the weather is very pleasant.
c. Manner
• He spoke as though he didn’t care.
• John looked at me as if he didn’t understand.
• She worked as if she enjoyed it.
d. Purpose
• He is saving money so that he may buy a car.
• We read the book again in order that we might be prepared for the exam.
• They left early for the airport so that they wouldn’t miss the plane.
e. Cause or Reason
• He went to bed because he was sleepy.
• Since he was sick, he couldn’t come to the party.
• We didn’t go on a picnic as it rained.
f. Condition
• I’ll visit you if I have time.
• Unless our plans are changed we’ll leave for Europe next month.
• She will go with you provided that you pick her up.
g. Concession
• Although the movie was interesting, it was too long.
• We won’t be able to finish the work even if he helps us.
• Though we couldn’t afford it, we took a vacation.
4. Types of adverb clauses that modify an
adjective or adverb.
a. Result
• He was so tired that he fell asleep.
• It was such a beautiful day that we decided to go swimming.
8. • She was so happy that she cried.
b. Degree
• Cadet Smith is as tallas you are.
• She is not so fluent as you are in English.
c. Comparison
• He works harder than most students work.
• The X-15 can fly faster than any other airplane can fly.
• She is more beautiful than her sister is.
5. Noun Clause Patterns
Note: Although considered as subordinate clauses, noun clauses may function as integral
parts f the main clause, which is not complete without them, and are thus subordinate to the
sentence as a whole. Not to any of its parts.
Pattern 1
Noun Clause
Verb
Complement
Who the teacher told
Is
obvious.
What the student said
was
true.
Why he did it
is
a mystery.
That she was right
was proved.
9. Pattern 2
Complement
Subject
Verb
Noun Clause
The captain
said
that I would go.
I
explained
what he told me.
The fact
is
that I was not done.
He
asked
what she said.
Pattern 3
10. Subject
Complement
Noun Clause
Verb
Noun Clause
What it is
is
what I want to know.
Who the man told
was
what she asked.
That the driver was wrong
is
what the lawyer proved.
Why he took the money
is
want no one knows.
6. Types of Noun Clauses
a. Subject of the verb
• What he told us is true.
• That they will lose the game is obvious.
b. Direct object of the verb
• He said that he studied every night.
• He explained why he was late.
Note: We do not say “he explained why was he late.”
c. Subjective Complement
• The truth is that he is the best student.
• That is what he told me.
11. • The fact is that they were absent.
d. Object of a preposition
• Give it to whoever arrives first.
• He talked about what they had done.
• They asked for what you said.
e. Appositive
• The report that the students were absent is correct.
• You made the statement that he lost the game.
• The best evidence is the factthat he passed the examination.