The document provides information on adjective clauses, including defining relative pronouns, restrictive and nonrestrictive clauses, and reducing adjective clauses. It defines relative pronouns and gives examples of sentences containing adjective clauses introduced by relative pronouns. It explains the difference between restrictive and nonrestrictive clauses and provides examples. It also outlines the rules and steps for reducing adjective clauses, including changing the verb form and omitting unnecessary words, and provides sample reductions.
https://youtu.be/7Bvu_o-cSp8
#learningisfun #englishgrammar Tenses | Simple Future Tense | Lesson 3
Prajnaparamita Bhowmik
Indefinite / Simple Future
1. Why do we use it?
2. Features, examples and structures
3. How to write a correct sentence using a simple future form of verbs?
4. 'Will' and 'going to' as future indefinite.
5. Easy sentence making worksheet.
To know about the categories of English sentences and how to write them properly, please click the below mentioned link
https://youtu.be/sCV0GuYTy4Q
For more knowledge about pronoun, please click below mentioned link.
https://youtu.be/F83hNk9-zY8
For more knowledge about articles, please click below mentioned link
https://youtu.be/rmTTH-2ONEw
https://youtu.be/7Bvu_o-cSp8
#learningisfun #englishgrammar Tenses | Simple Future Tense | Lesson 3
Prajnaparamita Bhowmik
Indefinite / Simple Future
1. Why do we use it?
2. Features, examples and structures
3. How to write a correct sentence using a simple future form of verbs?
4. 'Will' and 'going to' as future indefinite.
5. Easy sentence making worksheet.
To know about the categories of English sentences and how to write them properly, please click the below mentioned link
https://youtu.be/sCV0GuYTy4Q
For more knowledge about pronoun, please click below mentioned link.
https://youtu.be/F83hNk9-zY8
For more knowledge about articles, please click below mentioned link
https://youtu.be/rmTTH-2ONEw
1.THE MEANING OF NOUN CLAUSE
Noun Clause is dependent clause that function as noun (that is, as a subject, as a object, or complement) whithin a sentence.
2.The Kind Of Noun Clause
a. Statement ( pernyataan )
b Question ( pertanyaan )
c Request ( permintaan )
d Exclamation ( seruan )
a.Noun Clause as a Statement
Noun clause that from statement with conjuction. The conjuction that used is “that”, it means in (bahwa )
Noun clause as a statement can classification become to :
a.1 Subject of a sentence ( subjek dari sebuah kalimat ).
a.2 Subjective Complement ( Pelengkap Subjek )
a.3 After anticipatory “it” (setelah “it”)
a.4 Object of Verb ( Objek dari kata kerja )
a.5 Object of preposition ( objek dari kata depan )
a.6 Apposition ( keterangan tambahan )
a.1 Subject of a sentence
Subject of a sentence ( subjek dari sebuah kalimat )
For Example :
- That He is a handsome man.
- That the world is round.
a.2 Subjective Complement
Subjective Complement ( pelengkap subjek )
For example :
- My feeling is that he is a handsome man.
- My knowledge is that the world is round.
a.3 After Anticipatory “it”
The pattern :
IT + IS + ADJ + Noun Clause
For Example :
- It is strange that there are no light on.
- It is obvious that he doesn’t understand English.
a.4 Object of Verb
example
a.5 Object of Preposition
example
a.6 Apposition
example
B. Question
We can Classification become to :
Yes – No Question
WH – Question
1.Yes-No Question
example
2.WH - Question
example
C.Request ( permintaan )
example
D.Exclamation
example
Inversion & Fronting in English grammar.pdfnvbhosein
Inversion happens when we reverse (invert) the normal word order of a structure, most commonly the subject-verb word order. For example, a statement has the subject (s) before the verb (v), but to make question word order, we invert the subject and the verb, with an auxiliary (aux) or modal verb (m) before the subject (s)
www.yolyordam.com-Prepared by Belma Boyacıoğlu
Karşıtlık Bildiren kelimeler:
WHILE / WHEREAS / BUT / ON THE OTHER HAND / YET + CLAUSE
ALTHOUGH / EVEN THOUGH / THOUGH(informal) + CLAUSE
Despite the fact / In spite of the fact + that clause
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
1.THE MEANING OF NOUN CLAUSE
Noun Clause is dependent clause that function as noun (that is, as a subject, as a object, or complement) whithin a sentence.
2.The Kind Of Noun Clause
a. Statement ( pernyataan )
b Question ( pertanyaan )
c Request ( permintaan )
d Exclamation ( seruan )
a.Noun Clause as a Statement
Noun clause that from statement with conjuction. The conjuction that used is “that”, it means in (bahwa )
Noun clause as a statement can classification become to :
a.1 Subject of a sentence ( subjek dari sebuah kalimat ).
a.2 Subjective Complement ( Pelengkap Subjek )
a.3 After anticipatory “it” (setelah “it”)
a.4 Object of Verb ( Objek dari kata kerja )
a.5 Object of preposition ( objek dari kata depan )
a.6 Apposition ( keterangan tambahan )
a.1 Subject of a sentence
Subject of a sentence ( subjek dari sebuah kalimat )
For Example :
- That He is a handsome man.
- That the world is round.
a.2 Subjective Complement
Subjective Complement ( pelengkap subjek )
For example :
- My feeling is that he is a handsome man.
- My knowledge is that the world is round.
a.3 After Anticipatory “it”
The pattern :
IT + IS + ADJ + Noun Clause
For Example :
- It is strange that there are no light on.
- It is obvious that he doesn’t understand English.
a.4 Object of Verb
example
a.5 Object of Preposition
example
a.6 Apposition
example
B. Question
We can Classification become to :
Yes – No Question
WH – Question
1.Yes-No Question
example
2.WH - Question
example
C.Request ( permintaan )
example
D.Exclamation
example
Inversion & Fronting in English grammar.pdfnvbhosein
Inversion happens when we reverse (invert) the normal word order of a structure, most commonly the subject-verb word order. For example, a statement has the subject (s) before the verb (v), but to make question word order, we invert the subject and the verb, with an auxiliary (aux) or modal verb (m) before the subject (s)
www.yolyordam.com-Prepared by Belma Boyacıoğlu
Karşıtlık Bildiren kelimeler:
WHILE / WHEREAS / BUT / ON THE OTHER HAND / YET + CLAUSE
ALTHOUGH / EVEN THOUGH / THOUGH(informal) + CLAUSE
Despite the fact / In spite of the fact + that clause
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Starting from Zero How to build an online business when you're starting with...Kum Visal
About the Author
– Fred Lam Fred will show how to sell any of over 1 million products - without a dime of investment!
A Word From The World’s Most Influential Entrepreneur & Best-Selling Author, Robert T. Kiyosaki
If you want Full pages and Audio Contact us via Telegram
For more info: https://t.me/joinchat/M5B8KBzEoQ8jeLlUSb9uxg
: Investigation on the relation of Heat Stress to Construction Labor Producti...Kum Visal
Conduct measurement on Heat stress to construction site
Find out the work productivity of rebar workers
Find out the correlated parameters with construction labor Productivity(CLP)
The force is defined as the action of a body about another body and it is a vector quantity. The vector quantity, the force, has four characteristic: magnitude, direction, sense and point of application.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
English Grammar Adjective clause
1. Student Development Institute
Core English 1
Adjective clause
A relative pronoun is used to connect a clause or phrase to a noun or pronoun. You see
them used everyday with the most common relative pronouns being: who, whom, which,
whoever, whomever, whichever, and that.
I. Defining Relative Pronouns
A relative pronoun is usually seen in a sentence at the beginning of an adjective clause. An
adjective clause functions as an adjective, modifying nouns and pronouns.
An adjective clause starts with either a relative adverb:
where, when, and why
or a relative pronoun such as:
that, who, whom, whose, or which
Example (with relative pronoun underlined and adjective clause in italics): The driver who
ran the stop sign was careless.
Here is a full list of relative pronouns:
that, when, which, whichever, whichsoever, who, whoever, whosoever, whom, whomever,
whomsoever whose, whosesoever whatever, whatsoever
Following are examples of sentences that have adjective clauses starting with relative
pronouns (relative pronouns are underlined).
Spaghetti, which many of us enjoy, can be messy.
This is the book that everyone is talking about.
She wrote to the person whom she had met last month.
We didn’t bring the receipt, which was a big mistake.
I have a friend whose cat is annoying.
People who are clever can always find a way.
Grandma remembers a time when radio shows were popular.
Never go to a doctor whose office plants have died. - Erma Bombeck
2. Student Development Institute
Core English 2
Relative pronouns are similar to conjunctions in that they provide a link between a clause
and the balance of the sentence. The difference from a conjunctions is that a relative pronoun
doesn't just bring attention to the clause. The relative pronoun actually plays the role of a
noun in the clause.
II. Nonrestrictive and restrictive of adjective clause
A nonrestrictive is set off from the other clause by commas and a restrictive clause is not.
Who, which and whom can be used in restrictive and nonrestrictive. That can’t only be used
in a restrictive-
Ex. Families whose incomes are below a certain level pay non income tax
Ex. My family, whose income is more than $500, pays about 10% income tax.
Ex. High-risk students who attended extra tutoring sessions had significantly higher
grades than students who did not attend.
(The clause in italics is necessary to the sentence. If we took it out, the meaning of the
sentence would change drastically; therefore, there should be no punctuation to set off the
restrictive element here.) Look at the difference when the sentence is written incorrectly.
High-risk students, who attended extra tutoring sessions, had significantly higher
grades than students who did not attend.
Correct: Students who have not signed in at the desk will not receive assistance.
Incorrect: Students, who have not signed in at the desk, will not receive assistance.
Correct: Students who have done or attempted to do their homework can check their answers
against the professor’s answer sheet.
Incorrect: Students, who have done or attempted to do their homework, can check their
answers against the professor’s answer sheet.
A clause is non-restrictive if it is not strictly necessary to the meaning of the sentence. It can
be left out and the sentence will still be logical. The non-restrictive clause merely gives the
reader extra information. Imagine that you could lift the non-restrictive clause out of the
sentence, using the commas as handles, and the sentence could still function. That is why the
clause is called “non-restrictive”: it does not restrict the sentence, or the sentence is not
restricted to containing the clause.
Examples:
Non-traditional students, who are generally highly motivated, tend to do well on the
sample tests.
The cat, who had already spent eight of his nine lives, was spared from tragedy once again.
3. Student Development Institute
Core English 3
In both examples containing non-restrictive clauses, the material between commas could be
“lifted” out without changing the general meaning of the sentences. That material gives extra
but not essential information. In sentences containing restrictive clauses, the material cannot
be “lifted” out and should not be enclosed by commas.
III. Reductionof Adjective clause
An adjective clause—also called a relative clause—is a group of words that modify or
describe a noun. Remember that adjective clauses contain a subject and a verb, begin with a
relative pronoun (who, whom, whose, that, which), and are dependent clauses, which means
that they cannot stand alone because they have no meaning without an independent (main)
clause.
She is the woman + who works at the bakery.
(Independent clause) (Adjective clause)
We reduce sentences when you have the same subject in the main clause and the
adjective clause. Adjective clauses contain relative pronouns like who, which, or that. The
reduced adjective clause becomes an adjective phrase, which does not have a subject. An
adjective phrase does not have a subject and a verb. Instead, it has a present participle (base
verb + ing) for the active voice or a past participle for the passive voice.
Normal Sentence The girl who is standing by the table is my sister.
Reduced Sentence The girl standing by the table is my sister.
Normal Sentence The watch that was found in the lobby belongs to Lilly.
Reduced Sentence The watch found in the lobby belongs to Lilly.
Normal Sentence People who live in large cities have many resources.
Reduced Sentence People living in large cities have many resources.
Normal Sentence Lee Davis, who is a business teacher, wrote this book.
Reduced Sentence Lee Davis, a business teacher, wrote this book.
4. Student Development Institute
Core English 4
Verb
Subject
A quick note about Active and Passive Voice
We use the passive voice when we want to focus on the object
(the person or thing receiving the action) and NOT the agent
(the person or thing doing the action).
Active: A dog bit the man.
Passive: The man was bitten by a dog.
(object) (be + past participle)
*See the Passive Voice DLA for more information.
Remember that only sentences with a verb immediately after the relative
pronoun can be reduced. If there is a subject after the relative pronoun, the clause
cannot be reduced.
ExThe man who is smoking by the door is my professor. (Can be reduced)
The man whom was I talking to is my professor. (Can’t be reduced)
If you want to reduce an adjective clause, make sure that the same subject is present in
both clauses, and then follow these steps:
3.1 Omit the relative pronoun (who, that, which) of the adjective clause
Students who need extra help should see a tutor.
The words that are underlined in red have errors.
Roquefort, which is a type of cheese, comes from France.
3.2 Omit the BE form of the verb if there is one
Students need extra help should see a tutor. (no be)
The words are underlined in red have errors.
Roquefort, is a type of cheese, comes from France.
5. Student Development Institute
Core English 5
3.3 Changing rule
Change the verb to its present participle form (–ing) for the active voice, or leave it as
the past participle for the passive voice. Sometimes after deleting be, there is no verb.
Students needing extra help should see a tutor. (active voicepresent participle)
The words underlined in red have errors. (passive voicepast participle)
Roquefort, a type of cheese, comes from France. (no verb)
The rule of reducing adjective clause
1. be + _____ ing. the man who is sitting next to you is my cousin.
the man sitting next to you is my
2. appostive . Dara ,who is the president of the spring internation, has an office in
littlelon
Dara, the president of
3. Simple tense. The criminal who robbed the bank last night got $1million
The criminal robbing the
4. passive verb. Hamlet, which was written by william Shakespere, is the most famous
English play.
Hamlet, written by
5. The author, who has already written 10 books, is already working on number 11.
The author, having already wrtten
6. Mary, who is happy with her decision to attend UCD, is doing very well there
Maey, happy with
7. The runner who is in the lead at the Denver Marathon won an olympic gold
The runner in the lead at the de
6. Student Development Institute
Core English 6
Exercises
A. Combine the two sentences in each pair, changing the second sentence into an
adjective clause of time or place. Add commas if necessary. The first one has
been done for you.
1. Germany had been divided into two countries since 1945. It was defeated in World War
Two in 1945.
2. 1989 was the year. The Berlin Wall was torn down in that year.
3. In 1990, Germany became one county again. East and West Germany were reunited in
1990.
4. East Germany became of the Federal Republic of Germany. People had lived under
communist rule in East Germany.
5. There was anxiety in places. People feared losing their jobs in some places.
B. Change the second sentence in each pair to an adjective clause.
8. Puerto Rico attracts thousands of visitors. Most of them come for sunny weather, the
beautiful beaches, and the Spanish atmosphere.
9. Peter has many historic sites. The most famous of them are in the Old San Juan area of
the capital city.
10. Peter’s economy is growing. The most important sector of the economy is clothing
manufacturing.
11. Puerto Ricans have strong ties to the USA. All of them are U.S citizens.
12. Puerto has three political parties. One of them favors Puerto Rico’s becoming state.
C. Exercise on Reduction of Adjective clause
A. The woman who is waiting for the train over there is my boss.
1. who waiting for the train
2. who waits for the train
3. waiting for the train
B. Secretariat, who was at the back of the pack at the start of the race, won the Kentucky
Derby easily at the end.
1. being at the back of the pack at the start of the race,
2. who at the back of the pack at the start of the race,
3. at the back of the pack at the start of the race,
C. The Golden Gate Bridge, which was finished in 1937,is one of the most famous in the
world.
7. Student Development Institute
Core English 7
1. being finished in 1937,
2. which finished in 1937,
3. finished in 1937,
D. Fran, who is my oldest sister, works for Sony Corporation in Japan.
1. being my oldest sister,
2. who my oldest sister,
3. my oldest sister,
E. Apple, which has created a number of successful products, is thinking about selling a
smart watch in 2014.
1. having created a number of successful products,
2. has created a number of successful products,
3. creating a number of successful products,
F. The dictionary --- that is sitting on the table --- is mine.
1. that sitting on the table
2. sitting on the table
G. Mrs. Lawrence, --- who is worried about her sick daughter, --- can’t concentrate at
work today.
1. worried about her sick daughter,
2. worrying about her sick daughter,
3. having worried about her sick daughter,
H. George Washington, --- who was the first President of the U.S., --- was a general in
the army before he became President.
1. the first President of the U.S.,
2. who the first President of the U.S.,
3. was the first President of the U.S.,
I. Japanese is a written language --- that consists of 3 types of writing, --- kanji, hiragana,
and katakana.
1. which consists of 3 types of writing,
2. consists of 3 types of writing,
3. consisting of 3 types of writing,
J. The house --- which is behind ours --- burned down last week.
1. behind ours
2. being behind ours
3. behinding ours
K. Abraham Lincoln, --- who had lost 8 elections before, --- eventually became President
of the U.S. the first time he tried.
1. had lost 8 elections before,
8. Student Development Institute
Core English 8
2. losing 8 elections before,
3. having lost 8 elections before,
L. None of us were impressed by the politician --- who gave the speech last night --- at
the convention.
1. giving the speech last night
2. having given the speech last night
3. that gave the speech last night
M. The rich woman, --- who was tired of losing her keys, --- decided to hire an assistant
to carry them around for her.
1. tiring of losing her keys,
2. having tired of losing her keys,
3. tired of losing her keys,
N. The Grand Canyon, --- which is located in the southwestern United States, --- is the
largest canyon in the world but not the deepest.
1. located in the southwestern United States,
2. locating in the southwestern United States,
3. having located in the southwestern United States,
D. Exercise on Preposition of Adjective
Combine the two sentences into one sentence using an adjective clause.
1) I know the doctor. The nurse is working with her.
2) This is the computer. The repairman worked on it yesterday.
3) The concert was good. We listened to it last night.
4) She is the woman. I gave a book to her.
5) She is the woman. I told you about her.
6) The man was very kind. I spoke to him on the phone.
7) I must thank the teachers. I got advice from them.
9. Student Development Institute
Core English 9
8) The little girl is sitting over there. I was telling you about her.
9) That is the building. I live in that building.
10) They are the students. The teacher yelled at them.
E. Choose the correct letter to fill in the appropriate form.
1. I will never forget the time _____________ I lost the keys to my house.
a. where
b. when
c. during which
d. who
2. Harry got fired from his job, ________ meant that he could collect unemployment
insurance for 26 weeks
a. that
b. which
c. who
d. whose
3. The doctor treated the wounded man at the hotel ________ he had been shot.
a. who
b. where
c. which
d. on which
4. The house _____________ Mary grew up is now owned by a minister and his wife.
a. where
b. that
c. which
d. when
5. I have three brothers living in Texas, one of _________ is a meditation teacher in Houston.
a. whom
b. who
c. which
d. them
6. Giovanni has a cousin _______________ nose is incredibly long.
a. who
b. who’s
c. whose
d. who their
7. The people ___________ the singer danced along to the music.
a. watching
b. who watching
c. who watch
d. who watches
8. Vincent Van Gogh was the type of painter ______________ use of colors was
extraordinary.
a. who his
b. that
c. who
10. Student Development Institute
Core English 10
d. whose
9. I discussed the ethical question with Prof. Mayer _______________ teaches philosophy
and religion
a. , who
b. who
c. that
d. who he
10. Hyenas ________________ are rather small animals, are able to get food through cunning.
a. that
b. , which
c. which
d. who
11. France ______________ people eat a great deal of cheese and drink much red wine, has a
low incidence
of heart attacks.
a. where
b. , where
c. which
d. that
12. I would never sit next to a person _____________ like raw garlic.
a. who he smelled
b. whose smell
c. who smelled
d. that smell
13. Jose played soccer for a team ___________ lost every game it played.
a. who
b. that
c. which is
d. that it
14. The movie ________________ last Saturday was incredibly dull
a. I went to it
b. I went to
c. that I went
d. which I went
15. The performer _____________ at the concert yesterday danced better than Janet Jackson.
a. I saw her
b. that I saw her
c. whom I saw
d. I see
F. The following sentences contain clauses that may or may not be
restrictive. Supply commas for the non-restrictive clauses.
1. The man who had the handlebar mustache pressed Adam for an answer.
2. Mr. Hoffer whose family lives in Germany will be our guest this weekend.
3. The explanation that she had given them seemed too horrible to be true.
4. Mr. Johnson whose son attends the University is our friend.
5. Thomas Jefferson who was born on the frontier became President.
6. A person who loves to read will never be lonely.
7. My father who was a country boy has lived in the city for years.
11. Student Development Institute
Core English 11
8. The girl by whom I sat in class is an honor student.
9. Jet pilots who are not in excellent physical condition should not be allowed to fly.
10. She is a woman who is respected by everyone.
Answers:
1. Correct
2. , whose family lives in Germany,
3. Correct
4. , whose son attends the University,
5. , who was born on the frontier,
6. Correct
7. , who was a country boy,
8. Correct
12. Student Development Institute
Core English 12
References
Adjective Clause. Nonrestrictive and restrictive of Adjective clause. Retrieved from
http://english-zone.com/members/grammar/adj-clz1.html
Faculty of Arts, Humanities Languages Department of English. SDI. (2015). Writing Skills.
Phnom Penh: Author.