Tài liệu Grammar for everyone part 26 doc

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4. As prepositions take an object, so, following a preposition, we
use the objective form (in 2 above) of the relative pronoun, such
as for whom (or which), by whom, to whom etc., for example:
To whom did you give those tickets?
5. Sometimes, we use conjunctions as relative pronouns – probably
to invest the statement with a little extra meaning, yet in a
contracted form, for example:
This is the town where (in which) the film was shot.
Friday was the day when (at which time) the crime was committed.
6. We can give emphasis to relative pronouns by adding ‘so ever’.
Whosoever believes in me shall have everlasting life.
You can give that away to whomsoever you like.
Analysing a sentence containing an adjectival clause
This is the woman who was stung by a bee.
Finite verbs: is, was stung
Main clause: This is the woman
Relative pronoun (link): who
Subordinate clause: who was stung by a bee
Complex sentence
The relative pronoun is included in the subordinate clause, as it is
the subject of its verb.
26.1 Activities: adjectival clauses and
relative pronouns
1. Students bracket the relative pronoun and underline the adjectival
clause in each of the following sentences, for example:
Tomorrow I will ride my new BMX [that] I got for my birthday.
a. This competition, which is held twice a year, is for Under 12’s.
b. The trainer, who is my friend’s dad, was a champion.
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c. The boys whom he is training now could be champions too.
d. My dad prefers tennis, which he still plays.
e. The farmer whose land we use often gives us apples.
2. Students add adjectival clauses to each of the following.
a. I bought a new guitar yesterday at our music store.
b. My sister plays a trumpet.
c. We have a music room to practise in.
d. We shall both play in the concert.
e. I have a new dress for the party.
3. Students add three adjectival clauses to the following sentence,
each introduced with a different relative pronoun: who, which,
whose, whom, that.
Gillian was sitting in the front row.
4. Students join the two sentences to make one, by using an adjectival
clause.
a. The headmaster was angry. He glared at us over his spectacles.
b. He had seen us go down to the river. The river was out of
bounds.
c. Benny started to cry. His father is very strict.
d. Mr Prophet said he was especially angry with Jack. He had given
him detention last week.
e. I apologised about our bad behaviour. It was not very
responsible.
5. Students analyse the following sentences, after they have written
one up on the board, using the format shown in the examples on
pages 162–3, 165.
a. We had a team of oxen that pulled the load of produce to the

market.
b. My mother, who milked the cows, made butter and cheese.
c. This is the old churn that she used for making butter.
d. My father, whose horses are very old now, still rides occasionally.
e. That is the horse which used to win the races.
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Checklist: adjectival clauses and relative
pronouns
Students should now be able to:
• list the relative pronouns used to join adjectival clauses to nouns
• recognise and mark adjectival clauses in sentences or passages
• use relative pronouns correctly to form their own adjectival clauses
Adverbial clauses
There are more kinds of adverbial clauses than there are adverbial
phrases, as their construction enables us to convey a greater variety
of meaning. Although the kinds of clauses can often be recognised
by the conjunction, such as if or because, used to join it to the rest
of the sentence, this can be misleading and should not be relied
on. Instead, we classify them by asking ourselves what kind of
information the clause is intended to convey – what messages does
the person being addressed get from the information?
By substituting the following suggested phrases, you can deter-
mine the type of adverbial clause being used.
clause type Phrase
Time at the time that
Place at the place that
Reason because/for the reason that
Manner in the way that
Condition on the condition that
Result as a result

Purpose in order that
Concession in spite of the fact that
Comparison (more) than
The word ‘as’ can make things tricky as it may introduce any
of the following clauses:
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• My uncle arrived home as we were putting the tools away.
[adverbial clause of time]
• We were tired
as we had worked hard all afternoon. [adverbial
clause of reason]
• The shed was
as clean as a whistle. [adverbial clause of
comparison]
• Uncle Andy laid tea on the patio
as he had been shown.
[adverbial clause of manner]
Below are examples of each kind of adverbial clause that can be
used for both instruction and exercise. It is wise to teach only two
or three kinds at a time, to avoid confusion.
Adverbial clause of time
This clause tells you more about the time that something happens.
My aunt jumped when she saw the spider.
at the time that
Finite verbs: jumped, saw
Main clause: My Aunt jumped
Conjunction (link): when

Subordinate clause: she saw the spider
Adverbial clause of time, modifying the verb ‘jumped’ in the main
clause.
Complex sentence
Adverbial clause of place
This clause tells you more about where something happens.
She swept the shed where the spiders were building webs.
in the place that
Finite verbs: swept, were building
Main clause: she swept the shed
Conjunction: where
Subordinate clause: the spiders were building webs
Adverbial clause of place, modifying the verb ‘swept’ in the main
clause.
Complex sentence
Adverbial clause of reason
This clause tells why something is done, or happens.
Bella screamed because a spider dropped on her arm.
for the reason that
Finite verbs: screamed, dropped
Main clause: Bella screamed
Conjunction: because
Subordinate clause: a spider dropped on her arm
Adverbial clause of reason, modifying the verb ‘screamed’ in the
main clause.
Complex sentence
Adverbial clause of manner
This clause tells you more about the way in which something is
done.
I cleaned out the tool cupboard as she had shown me.

in the way that
Finite verbs: cleaned out, had shown
Main clause: I cleaned out the tool cupboard
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