Tài liệu Grammar for everyone part 27 docx

Adverbial clause of purpose, modifying the verb ‘is working’ in the main clause Complex sentence Adverbial clause of concession This clause tells you that something happened in spite of

Adverbial clause of purpose, modifying the verb ‘is working’ in

the main clause

Complex sentence

Adverbial clause of concession

This clause tells you that something happened in spite of another occurrence.

Although I like insects I do not wish to study entomology

in spite of the fact that

Finite verbs: like, do wish

Main clause: I do not wish to study entomology

Subordinate clause: I like insects

Adverbial clause of concession modifying the verb ‘do (not) wish’

in the main clause

Complex sentence

Adverbial clause of comparison

This clause describes how something compares with something else.

That spider was more colourful than the others in the shed (were)

compared with

Main clause: That spider was more colourful

Subordinate clause: than the others in the shed (were)

Adverbial clause of comparison modifying the verb ‘was’ in the

main clause

Complex sentence

In adverbial clauses of comparison, the verb is often omitted,

as it is understood, so the above sentence makes sense even with

the omission of the word ‘were’ However, we show that it is

understood.

26.2 Activities: adverbial clauses

1 Students bracket the conjunctions and underline the adverbial

clauses in the sentences provided, and state what kind of clause

each is, for example:

We were fishing [where] the smugglers used to land

Adverbial clause of place

a We had to rush home as a storm was breaking

b We wanted to get back before it got dark

c We had caught a fish as big as the one Dad caught last Sunday

d My brother is only little, so I carried his bucket for him

e We cleaned the fish quickly so that we could grill it for dinner

2 A simple sentence is written on the board, and students in turn add

an adverbial clause and state what kind they have used One or two

may also be done in writing, for example:

Dad went shopping … because he needed new golf balls

Adverbial clause of reason

a Cathy laid the table

b Lock the door

c I caught the bus

d Luke was angry

e We had a lot of fun

C Checklist: adverbial clausesStudents should now be able to:

• explain the difference between a phrase and a clause

• mark the adverbial clauses in sentences or a given passage

• add adverbial clauses to simple sentences

• name the kind of clause being used

• analyse a complex sentence containing an adverbial clause using a structure and format

Noun clause

Noun clauses are not difficult to recognise once they are seen as a unit performing the same function as a noun As such, they form the subject, object or complement of a verb.

It is clear from the following examples that a noun clause is usually introduced by either a conjunction or a relative pronoun,

so as with the other kinds of clause, ask yourself what function it

is performing in the sentence.

For example:

• as the subject:

Where he hid the money is still a mystery.

• as the object of a verb:

They now know who the thief was.

• as the object of a preposition:

He will be punished for what he has done.

• as the complement:

This was how it was done.

26.3 Activities: clauses

(Identifying is a process of logical thinking.)

1 Students identify noun clauses in a passage, for example:

Three men were seen in the car park after dark Who they were

(s) was impossible to tell We wonder what they were up to (o)

That they were up to no good (s) was obvious, as they were

wearing dark clothing with balaclavas over their heads We called

the police, but we didn’t know how long they would take to get

here (o) We didn’t know what to do (o), so, shaking with fear,

we hid behind a car that was parked nearby We were relieved

when they arrived That is exactly what happened (compl.)

2 Students list any other clauses they can find in the passage and state

what kind they are, for example:

a as they were wearing dark clothing … [adverbial clause of

reason (modifying the verb ‘was’)]

b so we hid behind a car … [adverbial clause of result (modifying

the verb ‘know’)]

c that was parked nearby … [adjectival clause (qualifying the

noun ‘car’)]

d when they arrived … [adverbial clause of time (modifying the

verb ‘were relieved’)]

3 Students select all, or a stated number, of phrases from the passage,

for example:

Adverbial: in the car park (place)

after dark (time) over their heads (place) behind a car (place) Adjectival: with balaclavas … qualifying (clothing)

shaking with fear … qualifying (we)

parked nearby … qualifying (car)

Noun: what to do (object)

C

4 Students write their own short story including clauses or phrases as suggested These should be identified The clauses or phrases may come in any order and additional ones other than those specified may be included, for example:

a two adverbial clauses and an adverbial phrase

b one adjectival clause and one noun phrase

c a noun clause and an adverbial clause

d one noun clause, one adjectival clause and an adjectival phrase

e one adjectival clause, one noun clause and one adverbial phrase

Checklist: clauses

Students should now be able to

• define the term ‘clause’

• differentiate between phrases and clauses

• identify clauses in written material and state the kind of each – adverbial, adjectival, noun

• identify the function of specific noun clauses, i.e subject, object, complement

• add specific kinds of clause to simple sentences

• use clauses of all kinds correctly in their own composition

Analysing sentences is an exercise that was often made tedious by

overload Students were given hours of laborious work analysing

highly complicated sentences concerning the most boring subject

matter.

It is important for students to practise some analysis in order

to reinforce and demonstrate their understanding of sentence

components and structure It develops an awareness of syntax

variations and is also an exercise in logical thinking It may be

presented as a form of puzzle.

There are several ways to format the analysis of sentences The

simplest way is that shown for various kinds of clauses (see pages

162–3, 165, 168–173) Other methods include the mapping of

flowcharts and the diagram of a tree.

Students learn and memorise in different ways, so after you

have demonstrated all three ways, they may prefer to choose their

own method for analysis.

Analysis formats are shown on pages 178–183 Students can

draw up their own charts or be supplied with printed blanks Both

beginner and advanced examples are shown.

It is always helpful to locate the finite verbs first, then mark off

the components of the sentence, using brackets, round and square

and underlining, before filling in the charts.

Time and space will be saved at this stage by using abbreviations

(see page 96).

27

Format 1 – clause analysis chart

Analysis of a compound sentence

George checked his protective clothing and set out towards the

summit

Finite verbs: checked, set out

Main clause 1: George checked his protective clothing

Main clause 2: (George) set out towards the summit Compound sentence

Analysis of a complex sentence

George checked his protective clothing before he set out towards the

summit

Finite verbs: checked, set out

Main clause: George checked his protective clothing

Subordinate clause: he set out towards the summit

Adverbial clause of time modifying the verb ‘checked’ in the main clause

Complex sentence

Analysis of a compound–complex sentence

George, who was an experienced mountaineer, checked his protective clothing and counted his supplies before he set out towards the

summit

Finite verbs: was, checked, counted, set out

Main clause 1: George checked his protective clothing

Main clause 2: (George) counted his supplies

Relative pronoun: who