morfo-linginglesaII

Disciplina

Morfossintaxe da Língua Inglesa II

Coordenador da Disciplina

Profª. Silvia Malena

4ª Edição

Copyright © 2010. Todos os direitos reservados desta edição ao Instituto UFC Virtual. Nenhuma parte deste material poderá ser reproduzida, transmitida e gravada por qualquer meio eletrônico, por fotocópia e outros, sem a prévia autorização, por escrito, dos autores.

Créditos desta disciplina

Coordenação

Coordenador UAB Prof. Mauro Pequeno

Coordenador Adjunto UAB Prof. Henrique Pequeno

Coordenador do Curso Profª. Sâmia Alves Carvalho

Coordenador de Tutoria Prof. João Tobias Lima Sales

Coordenador da Disciplina Profª. Silvia Malena

Conteúdo

Autor da Disciplina Profª. Silvia Malena

Setor TecnologiasDigitais - STD

Coordenador do Setor Prof. Henrique Sergio Lima Pequeno

Centro de Produção I - (Material Didático)

Gerente: Nídia Maria Barone

Subgerente: Paulo André Lima / José André Loureiro

Transição Didática Dayse Martins Pereira Elen Cristina S. Bezerra Elicélia Lima Gomes Fátima Silva e Souza José Adriano de Oliveira Karla Colares

Kamille de Oliveira

Formatação Camilo Cavalcante Elilia Rocha Emerson Mendes Oliveira Francisco Ribeiro Givanildo Pereira Sued de Deus Stephan Capistrano Programação Andrei Bosco Damis Iuri Garcia Publicação João Ciro Saraiva

Design, Impressão e 3D André Lima Vieira Eduardo Ferreira Fred Lima Gleilson dos Santos Iranilson Pereira Luiz Fernando Soares Marllon Lima Onofre Paiva

Gerentes

Audiovisual: Andréa Pinheiro

Desenvolvimento: Wellington Wagner Sarmento

Suporte: Paulo de Tarso Cavalcante

Sumário Aula 01: English Sentences ...................................................................................................................... 01 Tópico 01: Presentation .......................................................................................................................... 01 Tópico 02: Introducing English Sentences ............................................................................................. 02 Tópico 03: Types of Sentences .............................................................................................................. 05 Tópico 04: Simple Sentences ................................................................................................................. 08 Tópico 05: Further Reading and Practice .............................................................................................. 11 Aula 02: Sentences - Compound ............................................................................................................. 13 Tópico 01: Compound Sentences ........................................................................................................... 13 Tópico 02: Coordinating Conjunctions .................................................................................................. 16 Tópico 03: More on Coordinating Conjunctions ................................................................................... 21 Tópico 04: Correlatives .......................................................................................................................... 25 Aula 03: Complex Sentences – Noun Clauses ......................................................................................... 28 Tópico 01: Complex Sentences .............................................................................................................. 28 Tópico 02: Complex Sentences / Noun Clauses .................................................................................... 32 Tópico 03: Noun Clauses Introduced by the Conjunctions IF or WHETHER ...................................................................................................................................... 37 Tópico 04: Review and Expansion of Noun Clauses ............................................................................. 41 Aula 04: Complex Sentences – Adverbial Clauses ................................................................................. 48 Tópico 01: Adverbial Clauses (time; place; manner) ............................................................................. 48 Tópico 02: Adverbial Clauses (purpose; reason; result) ........................................................................ 53 Tópico 03: Adverbial Clauses (condition) ............................................................................................. 58 Tópico 04: Adverbial Clauses (concession) .......................................................................................... 64 Aula 05: Complex Sentences – Adjective Clauses .................................................................................. 71 Tópico 01: Definition and Types of Adjective Clauses ......................................................................... 71 Tópico 02: Functions and Uses of Relative Pronouns in Restrictive Clauses ....................................... 75 Tópico 03: Functions and Uses of Relative Pronouns in Non-Restrictive Clauses ............................... 82

TOPIC 01: PRESENTATION

In Morfossintaxe da Língua Inglesa I you studied NOUN PHRASES and

VERB PHRASES in the English language. In Morfossintaxe da Língua

Inglesa II you will study SENTENCES and their constituents. You will also

study types of sentences.

VERSÃO TEXTUAL

in Class 1: you will be introduced to Englis Sentences and their

types.

in Class 2: you will study Compound Sentences.

in Class 3: you will study Complex Sentences - Noun Clauses.

in Class 4: you will study Complex Sentences - Adverbial Clauses.

in Class 5: you will study Complex Sentences - Relative Clauses

Have fun while you learn more about the structure of the English

language!

FONTES DAS IMAGENS

MORFOSSINTAXE DA LÍNGUA INGLESA II

CLASS 01: ENGLISH SENTENCES

Responsável: Profª. Silvia Malena

Universidade Federal do Ceará - Instituto UFC Virtual

1

TOPIC 02: INTRODUCING ENGLISH SENTENCES

A NOUN PHRASE is a sentence fragment made up of a head which is a

noun, an adjective or a pronoun and modifying elements. The head of the

noun phrase can be premodified by determiners and/or adjectives and

postmodified by other phrases or even clauses. Look at the examples below.

VERSÃO TEXTUAL

A VERB PHRASE is a phrase that has the syntactic role of a simple verb

and is composed of a main verb and auxiliary verbs or verbal particles

(Traditional Grammar). In generative grammar, a verb phrase is a syntactic

unit that corresponds to the predicate. In addition to the verb, this includes

auxiliaries, objects, object complements, and other constituents apart from

the subject. Take a look at the following examples.

VERSÃO TEXTUAL

A noun phrase and a verb phrase together make up a SENTENCE. Read

the example below.



2

VERSÃO TEXTUAL

“Three smart girls of our class went to the United States” is a simple

sentence. A sentence expresses a complete thought.

PRACTICE 1

Identify whether these are sentences or phrases. If they are phrases,

say whether they are noun phrases or verb phrases.

1. Some small houses on the corner

2. Soccer is a game played all over the world.

3. Is raining very hard all over the country side

4. The band that plays this song is coming for a concert.

5. The busy man who never has time for his children

CLICK HERE TO CHECK YOUR ANSWERS.

1. Some small houses on the corner –NOUN PHRASE

2. Soccer is a game played all over the world. - SENTENCE

3. Is raining very hard all over the country side – VERB

PHRASE

4. The band that plays this song is coming for a concert. -

SENTENCE

5. The busy man who never has time for his children – NOUN

PHRASE

CHALLENGE

What is there at the end of each sentence but not at the end of the

phrases?

3

CLICK HERE TO CHECK YOUR ANSWER!

At the end of each sentence there is always a period (.).

TITULO

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam

laoreet commodo dui eu posuere. Aenean mollis sem vitae nulla

fermentum consectetur. Duis aliquet, erat at vulputate tristique, nulla

arcu luctus elit, ac ultricies tortor nulla vel sem. Etiam dapibus

molestie ultrices

FORUM

Watch the video and discuss the following questions in the forum.

What is a simple sentence?

1. What are the kinds of simple sentences?

2. Show patterns and give examples of each pattern.

First click on the link:

Simple Sentences [1]

http://www.youtube.com/watch?v=ESxFRENglPQ

ATTENTION! Before you post your answer in the forum first read

topics III and IV.

FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=ESxFRENglPQ



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TOPIC 03: TYPES OF SENTENCES

SENTENCES in English can be SIMPLE, COMPOUND or COMPLEX

SIMPLE SENTENCES have only ONE VERB PHRASE. Look at the

example below.

However, some sentences in English have more than one verb phrase.

Check the example below.

Both verb phrases have the same subject - three smart girls of our class.

If the sentence above were broken into two, there would be two

independent clauses, because each one would express a complete thought.

Since the sentence is made of independent clauses which express a

complete thought, we call it a COMPOUND SENTENCE.

COMPOUND SENTENCES can also be made up of independent clauses

with different subjects. Take a look at the example below.



5

The compound sentence above is made up of two INDEPENDENT

CLAUSES, and each one has a different subject.

The clauses are independent because each one expresses an

independent proposition and/or a complete thought; i.e., each one has an

independent meaning.

However, some clauses depend on others to express a complete thought.

These clauses are called SUBORDINATE. Take a look at the example below

The first clause “Three smart boys went to Europe” expresses a

complete thought. However, in order to make sense of the second clause

“when they turned eighteen years old” we need to relate it to the first clause.

Together, the main clause and the subordinate clause make up a COMPLEX

SENTENCE.

PRACTICE 2

Identify whether the sentences below are SIMPLE, COMPOUND or

COMPLEX.

1. Sometime ago we studied the constituents of a noun phrase.

2. Are you leaving tomorrow or in a few days?

3. When they arrived, everyone else had left.

4. I studied hard but I didn’t pass the test.

5. What were you doing while everybody was studying?

6. I don’t understand why he hasn’t called yet.


1. Sometime ago we studied the constituents of a noun phrase.

SIMPLE

2. Are you leaving tomorrow or in a few days? SIMPLE

3. When they arrived, everyone else had left. COMPLEX

4. I studied hard but I didn’t pass the test. COMPOUND

5. What were you doing while everybody was studying?

COMPOUND

6. I don’t understand why he hasn’t called yet. COMPLEX

6

FONTES DAS IMAGENS



7

TOPIC 04: SIMPLE SENTENCES

SIMPLE SENTENCES

A simple sentence describes only one thing, idea or question. It contains

a single subject (noun phrase) and predicate (verb phrase). A simple

sentence consists of a single independent clause. Read the example below.

A simple sentence is not necessarily simple; a simple sentence may be

very complicated when its phrases are complex. Look at the example below.

The SUBJECT is the person or thing the sentence is 'about'. Often (but

not always) it will be the first part of the sentence. The subject will usually be

a noun phrase followed by a verb.

Once you have identified the subject, the remainder of the sentence tells

us what the subject does or did. This part of the sentence is the PREDICATE

of the sentence. The predicate always includes the verb and the words which

come after the verb. For example:

THE ANATOMY OF A SENTENCE

A simple sentence may be analyzed into clause constituents. There are

five functional categories of clause constituents:

VERSÃO TEXTUAL



8

These constituents are arranged in a fixed position in English sentences.

The different arrangements of clause constituents account for the different

types of clauses. In English, there are seven major types of clauses. Let’s take

a look at them.

SV

Type Subject Verb Object(s) Complement Adverbial

SV The sun is shining.(intransitive)

SVO


SVO The teacher

opened(monotransitive)

the door.(direct object)

SVOO


SVOO I bought(ditransitive)

my mother a present.(indirect object)(direct object)

SVC


SVC The girls look pretty.(subject complement)

SVA


SVA My classroom

is in the next building.(subject-related adverbial)

SVOC


SVOC Students found(transitive)

the teacher(direct object)

very helpful.(object complement)

SVOA


SVOA You can put(transitive)

your books(direct object)

on the table.(object-related)

9

PRACTICE 3

Arrange the words in 1 – 8 in order to make simple sentences.

1. chemistry – teaching – he’s – in the lab.

2. eating – you – are – now?

3. expensive presents – she – for Christmas – her friends – gives .

4. Ted – his friends – him – call.

5. pleasant – find – him – we.

6. isn’t – our car – in the garage.

7. consider – yourself – you – at risk – do?

8. the problem – they – to us – about – spoke.


1. He’s teaching chemistry in the lab.

2. Are you eating now?

3. She gives her friends expensive gifts for Christmas.

4. His friends call him Ted.

5. We find him pleasant.

6. Our car isn’t in the garage.

7. Do you consider yourself at risk?

8. They spoke to us about the problem.

FONTES DAS IMAGENS



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TOPIC 05: FURTHER READING AND PRACTICE

FURTHER READINGS

1. Watch the video to learn more about simple sentences and sentence

patterns in English.

Click on Simple Sentence Diagramming [1]

2. In order to learn more about the constituents of English clauses,

read the text “More on Clause Constituents” (Visite a aula online para

realizar download deste arquivo.) in the folder Material Complementar.

PORTFOLIO ACTIVITY

Make up different simple sentences that fit the patterns below.

1. S + V

2. S + V + O

3. S + V + C

4. S + V + A

5. S + V + O + O

6. S + V + O + C

7. S + V + O + A

RESEARCH PROJECT

In Morfossintaxe II you will do some

collaborative research on one of the topics that

will be studied in this course.

CLICK HERE TO FOLLOW THE STEPS:

1. Choose a partner to work with.

2. Together with your partner choose one of the topics below.

3. Research on the topic (use grammar books, web sites, etc)

4. Prepare a written handout and an oral presentation of the topic.

5. Present your topic to your classmates on September, 5th.

CLICK HERE TO SEE THE TOPICS FOR THE RESEARCH PROJECT

1. Subject-Verb Agreement

2. Use of Correlatives (either … or; both … and; nor … neither –

neither … nor; not (only) … but)

3. Direct and Indirect speech

4. TO clauses and ING clauses

5. Clauses of Time and Place

6. Clauses of Condition, Concession, and Contrast

7. Clauses of Purpose and Result

8. Comparative Clauses



11

REFERENCES

Quirk, R. et all. A COMPREHENSIVE GRAMMAR OF THE

ENGLISH LANGUAGE. New York : Longman, 1985.

FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=DTsEiVjViiI&feature=related



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TOPIC 01: COMPOUND SENTENCES

A compound sentence is a sentence that contains two complete ideas or

thoughts (called clauses) that are related. A compound sentence structure

shows that two thoughts are connected and of equal importance. Look at the

example below:

STOP AND CHECK

Remember these four important characteristics of compound

sentences:

1. A compound sentence is like a set of twins ( -- gêmeos) ; each is a

separate person, yet each is connected to the other with the same biological

"make-up." That is, each has a subject, a verb, and words to complete the

thought. Although they are joined by a linking word, each sentence of the

compound is complete in itself and can stand alone. For example:

2. The two parts of the compound sentence need to be linked correctly,

with a comma ( -- vírgula) and then a linking word at the place where one

sentence ends and the other begins.

3. Because there are two complete sentences in a compound sentence,

each has equal weight ( -- peso) in terms of the ideas being presented. That

is, you may want to link sentences into a compound to show that their ideas

are equally important.


CLASS 02: SENTENCES: COMPOUND

13

4. The linking word (conjunction) shows the relationship between the

ideas:

In sum, a compound sentence consists of two or more independent

clauses, which are linked by a coordinating conjunction, as in the example

below.

VERSÃO TEXTUAL

The above sentence is a compound sentence as it contains two

independent clauses, and they are joined together by a coordinating

conjunction with a comma preceding it. In this concern it is important to

note that the coordinating conjunction can change the relationship between

the clauses. Look at the compound sentences below.

FURTHER READINGS

Click on the link What is a compound sentence? [1] to learn more

about compound sentences.

14

PRACTICE

1. Join the pair of simple sentences below to turn them into a

compound sentence.

a. Caitlyn wants to be a lawyer. Samantha plans to be a TV star.

b. Tim likes to make people laugh. Jason likes to make people cry.

c. The Thompsons work hard. They make a lot of money.


a. Caitlyn wants to be a lawyer, and Samantha plans to be a TV

star.

b. Tim likes to make people laugh, but Jason likes to make people

cry.

c. The Thompsons work hard, so they make a lot of money.

2. Play a game to check what you have learned about compound

sentences. Click on the link. For each wrong answer there will be some

explanation.

BBC- Skillswise- English [2]

FORUM

Click on the link to watch a video about compound sentences. Discuss

the following questions in the forum.

Compound Setences [3]

1. What’s wrong about the way Crazy Monkey’s friend talks about his

day?

2. Which sentences are chopped? Give three examples from the video.

3. How does Crazy Monkey instruct his friend to keep the flow of the

conversation when he talks about his day?

4. How can we avoid sentences to be chopped according to the video?

What can be done? Give examples.

FONTES DAS IMAGENS

1. http://www.eslbee.com/sentences.htm

2. http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/co

mpoundsentences/game.shtml

3. http://www.youtube.com/watch?v=1PMb3f7mdMY&feature=related



15

TOPIC 02: COORDINATING CONJUNCTIONS

AND, OR, SO and but are regarded as coordinating conjunctions. They

link two or more independent clauses, which together make up a

compound sentence. In this topic you will learn more about the uses of

AND, OR, AND BUT.

AND

USE 1

1. To suggest that one idea is chronologically sequential to another.

Ex:

TRAVIS LEFT HIS REPORT TO THE PROFESSOR AND WAITED FOR

A RESPONSE.

USE 2

2. To suggest that one idea is the result of another.

Ex:

Bob heard the explosion and he therefore ran for the

police.

USE 3

3. To suggest that one idea is in contrast to another (frequently

replaced by but in this usage).

Ex:

Mike is smart and has a bad temper.

USE 4

4. To suggest an element of surprise (sometimes replaced by but in

this usage).

Ex:

She tried with all her strenght and she failed.

USE 5

5. To suggest that the idea of one clause is dependent on the idea of the

other, the first stating the condition (being the first clause usually an

imperative).

Ex:

Pay the money, and I'll help with your taxes.

USE 6

6. To suggest a kind of "comment" or “explanation” on the first clause.

Ex:



16

He acted in a bad way, and that surprised nobody.

OR

USE 1

1. To suggest that only one possibility is normally interpreted as

exclusive (can be replaced by OR ELSE).

Ex:

YOU NEED TO PRACTICE A LOT OR (OR ELSE) YOU WILL FALL.

USE 2

2. To suggest the addition of a third clause to make it clear.

Ex:

WE CAN PREPARE A LIGHT MEAL, or we can have a

sandwich, or we can just have a soup.

USE 3

3. To suggest that precision is required.

Ex:

If there’s any dirty spot in the article you bought, exchange

it or talk straight to the manager.

USE 4

4. To suggest a restatement or correction of what was said.

Ex:

They are not coming for dinner, or (at least) that’s what

they said.

USE 5

5. To suggest a negative condition.

Ex:

Hands up, or I’ll shoot.

BUT

USE 1

1. To suggest a contrast or an unexpected idea in the second clause.

Ex:

PAUL WON THE LOTTERY, BUT HE KEEPS WORKING AS A

JANITOR.

USE 2

2. To suggest a repudiation in positive terms of what was said (can be

replaced by rather or on the contrary).

Ex:

17

I’m not against the company’s goals, but I’m calling

attention to the risks.

USE 3

3. To connect two ideas expanding them into two full clauses.

Ex:

I’m not objecting to what you did, but I’m (rather)

objecting to the way you did.

CHALLENGE

Pay attention to the punctuation between the two independent

clauses in the compound sentences below. Notice that in the first sentence,

the clauses are separated by comma, while in the second sentence, there

are no commas between the clauses. Why?

CLICK HERE TO CHECK THE CLUE

In the first sentence, who is the subject of the first clause? Who

is the subject of the second clause?

1st clause – (You) is the subject

2nd clause – (I) is the subject

In the second sentence, who is the subject of the first clause? Who is

the subject of the second clause?

1st clause – (You) is the subject

2nd clause – (You) is the subject

CLICK HERE TO KNOW THE ANSWER

When the SUBJECTS of the two independent clauses are THE

SAME, it is NOT NECESSARY to use the comma if the CLAUSES ARE

SHORT.

When the SUBJECTS of the two independent clauses are

DIFFERENT, it is NECESSARY to separate the clauses with a comma.

FURTHER READING

Click on the link http://www.youtube.com/watch?v=GQR3CDXePv4

[1] to watch a video about coordinating conjunctions.

18

PRACTICE 1

Combine the pair of sentences below to make compound sentences,

using AND, OR, or BUT.

1. The black dog has won many prizes. It doesn’t know many tricks.

2. You could cry like a baby. You can clean your room like an adult.

3. Listen to my advice. You will regret.

4. I don’t want to eat. I don’t want to drink.

5. I want to own my own company. I want to pay all my workers a lot of

money.

6. I need to go the store. I’m feeling too sick to drive.

7. You can make a big poster. You can make a little clay statue.

8. I want to go the circus. I want to ride a pony.


1. The black dog has won many prizes, BUT it doesn’t know

many tricks.

2. You could cry like a baby, OR you can clean your room like an

adult.

3. Listen to my advice, OR you will regret.

4. I don’t want to eat, AND I don’t want to drink.

5. I want to own my own company, AND I want to pay all my

workers a lot of money.

6. I need to go to the store, BUT I’m feeling too sick to drive.

7. You can make a big poster, OR you can make a little clay statue.

8. I want to go to the circus, AND I want to ride a pony.

PRACTICE 2

Identify the type or relationship established by the coordinating

conjunctions in each sentence below. For example:

LET’S PAY HIM SOME MONEY, AND HE WON’T SAY A WORD ABOUT

IT.

And establishes a condition.

1. He got a car from his parents, but he still takes the bus.

2. We can go by car, or we can go by bus, or we can ride a bike.

3. You need to work hard in this project, or you will lose your job.

4. I’m not interfering in your life, but I’m calling your attention to the

problem.


1. BUT – Contrast; the idea in the second clause is unexpected.

2. OR – The addition of a third clause to make it clear.

3. OR – One possibility is exclusive.

4. BUT – Repudiation in positive terms.

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FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=GQR3CDXePv4



20

TOPIC 03: MORE ON COORDINATING CONJUNCTIONS

A conjunction is a joiner, a word that connects parts of a sentence.

Coordinating conjunctions can join two independent clauses. AND, OR,

AND BUT are coordinating conjunctions. However, in English there are

other coordinating conjunctions. Other coordinating conjunctions are FOR,

NOR, YET, and SO.

One way to remember all the coordinating conjunctions is to call them

“FANBOYS”

In the previous topic, you learned some details about AND, OR, and

BUT. Now you are going to learn more about the other coordinating

conjunctions.

THE OTHER COORDINATING CONJUNCTIONS

NOR

YET

FOR

SO

NOR

The conjunction NOR is not extinct, but it is not used nearly as often as

the other conjunctions, so it might feel a bit odd when nor does come up in

conversation. Its most common use is as the little brother in the correlative

pair, neither-nor. Take a look at the example below.

He is neither sane nor brilliant. That is neither what I said

nor what I meant.

NOR can be used with other negative expressions:

That is not what I meant to say, nor should you interpret my

statement as an admission of guilt.

It is possible to use nor without a preceding negative element, but it is

unusual:

George's handshake is as good as any written contract, nor

has he ever proven untrustworthy.

YET



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The word YET functions sometimes as an adverb and has several

meanings: in addition ("yet another cause of trouble" or "a simple yet noble

woman"), even ("yet more expensive"), still ("he is yet a novice"), eventually

("they may yet win"), and so soon as now ("he's not here yet"). It also

functions as a coordinating conjunction meaning something like

"nevertheless" or "but." The word yet seems to carry an element of

distinctiveness that but can seldom register.

John plays basketball well, yet his favorite sport is

badminton.

The visitors complained loudly about the heat, yet they

continued to play golf every day.

In sentences such as the second one, above, the pronoun subject of the

second clause ("they," in this case) is often left out. When that happens, the

comma preceding the conjunction might also disappear:

The visitors complained loudly yet continued to play golf

every day.

Yet is sometimes combined with other conjunctions, but or and. It

would not be unusual to see and yet in sentences like the ones above. This

usage is acceptable.

FOR

The word FOR is most often used as a preposition, but it does serve, on

rare occasions, as a coordinating conjunction. Some people regard the

conjunction for as rather highfalutin and literary, and it does tend to add a

bit of weightiness to the text. Beginning a sentence with the conjunction "for"

is probably not a good idea, except when you're singing "For he's a jolly good

fellow. "For" has serious sequential implications and in its use the order of

thoughts is more important than it is, say, with because or since. Its function

is to introduce the reason for the preceding clause:

John thought he had a good chance to get the job, for his

father was on the company's board of trustees.

Most of the visitors were happy just sitting around in the

shade, for it had been a long, dusty journey on the train.

SO

Be careful of the conjunction SO. Sometimes it can connect two

independent clauses along with a comma, but sometimes it can't. For

instance, in this sentence,

Soto is not the only Olympic athlete in his family, so are his

brother, sister, and his Uncle Chet.

where the word so means "as well" or "in addition," most careful writers

would use a semicolon between the two independent clauses. In the

following sentence, where so is acting like a minor-league "therefore," the

conjunction and the comma are adequate to the task:

22

Soto has always been nervous in large gatherings, so it is no

surprise that he avoids crowds of his adoring fans.

Sometimes, at the beginning of a sentence, so will act as a kind of

summing up device or transition, and when it does, it is often set off from the

rest of the sentence with a comma:

So, the sheriff removed the child from the custody of his

parents.

PRACTICE

Combine the pairs of simple sentences below in order to make

compound sentences. Use coordinating conjunctions.

1. She saw a cat run in front of her. She fell down while roller-skating.

2. There was a meteor shower. The crew did not know how to avoid the

meteors.

3. I wanted to buy a baby Chihuahua. I started to save my money.

4. Gillian did not like to read. She was not very good at it.

5. Pam liked Wayne. Leena also liked Wayne.

6. The little boy did not like going to school. He went anyway.

7. Arleen could not play with that boy. Arleen could not play with that

other boy.

8. Let's go to the swimming pool. It's hot inside the house.

9. I don’t want to practice playing my violin. I don’t want to disobey my

mother.

10. Rabbits make good pets. They don’t make too much noise and they are

clean.

11. I didn’t do my homework. My parents punished me.

12. I have never visited Asia. I have never visited Africa.


1. She saw a cat run in front of her, SO she fell down while roller-

skating.

2. There was a meteor shower in space, BUT the crew did not know

how to avoid

the meteors.

3. I wanted to buy a baby Chihuahua, SO I started to save my

money.

4. Gillian did not like to read, FOR she was not very good at it.

5. Pam liked Wayne, AND Leena also liked Wayne.

6. The little boy did not like to go to school, YET he went anyway.

7. Arleen’s could not play with that boy, NOR could she play with

that other boy.

8. Let’s go to the swimming pool, FOR it’s hot inside the house.

9. I don’t want to practice playing the violin, YET I don’t want to

disobey my mother.

10. Rabbits make good pets, FOR they don’t make too much noise

23

and they are clean.

11. I didn’t do my homework, SO my parents punished me.

12. I have never visited Asia, NOR have I visited Africa.

FONTES DAS IMAGENS



24

TOPIC 04: CORRELATIVES

Some conjunctions are used in pairs, they are called correlative

conjunctions. They are used to show the relationship between ideas

expressed in different parts of a sentence. The coordinating correlative

conjunctions are:

both ... and

either ... or

neither ... nor

not only ... but also

BOTH … AND

In order to reinforce the function of and one can possibly use both.

SUE HAS VISITED BOTH HER COUSINS AND HER GODMOTHER.

SALLY BOTH LOVES MOUNTAIN CLIMBING AND WANTS TO REACH

THE TOP OFMOUNT EVEREST.

Let’s compare:

STEVEN AND COURTNEY GOT APART. (FROM EACH OTHER).

BOTH STEVEN AND COURTNEY GOT APART (NOW THEY CAN MARRY

ANOTHER PERSON).

EITHER … OR

Either could also be used in front of the first conjoin as a reinforcement.

By conjoining we mean what connects parts of a sentence.

SUE HAS SEEN EITHER HER COUSINS OR HER GODMOTHER.

EITHER THE FRIDGE IS TOO BIG OR THE DOOR IS TOO SMALL.



25

The conjoins may also be smaller constituents:

YOU MAY EITHER STAY OR SIT.

NEITHER … NOR

The correlative pair neither… nor is also possible to be used for

reinforcement.

SUE HAS SEEN NEITHER HER COUSINS NOR HER GODMOTHER.

The sentence above is equivalent to:

SUE HASN’T SEEN EITHER HER COUSINS OR HER GODMOTHER.

I DID NOT RECEIVE AN INCREASE IN MY SALARY NOR A PROMOTION.

I DID NOT CATCH A COLD NEITHER A FLU.

THE STUDENTS NEVER AGREED WITH THE RESULT OF THE EXAM,

AND NEITHER COULD ACCEPT THEIR FAILURE.

However, there are situations in which the correlatives neither … nor

constitute a pair. This happens when nor functions as central coordinator

and the negation applies to both conjoins.

BOB NEITHER PAYS FOR HIS SON’S MEDICAL ASSISTANCE, NOR FOR

HIS STUDIES.

NOT ONLY … BUT ALSO

The correlative pair not only … but also can also be used for

reinforcement.

SHE NOT ONLY SINGS LIKE AN ANGEL, BUT ALSO DANCES DIVINELY.

26

NOT ONLY WAS THE BATHROOM FLOODED, BUT ALSO THE REST OF

THE HOUSE.

NOT ONLY HAS SHE BEEN LATE THREE TIMES; SHE HAS ALSO DONE

NO WORK.

Note that when the sentence starts with not only and there is no

auxiliary verb in the clause, not only requires the addition of one.

NOT ONLY DO THEY NEED CLOTHING, BUT THEY ARE ALSO SHORT

OF WATER.

PRACTICE

Click on the link [1] below to practice the use of correlative

conjunctions:

PORTFOLIO ACTIVITY

Rewrite the two paragraphs below. In each paragraph, combine the

simple sentences in order to make coherent compound sentences. Save it

in your portfolio.

PARAGRAPH 1: It was a dark and stormy night. The wind was high. The

trees waved. The trees crashed against the barn. I looked around me. I

saw that I wasn’t alone. A man stood behind me. He was tall. He was

mean. He had a knife. It was shining in the moonlight. It was long and

slender. He reached back. He stabbed with it. I jumped out of the way. I

ran away.

PARAGRAPH 2: Tom prefers baseball to basketball. Baseball seems

more interesting to Tom. Tom feels baseball is a gentleman’s sport.

Baseball is more structured than basketball. Baseball requires athletes to

use more skill than aggression when playing. Tom respects baseball

players the most because of this.

REFERENCES

Quirk, R. et all. A COMPREHENSIVE GRAMMAR OF THE

ENGLISH LANGUAGE. New York : Longman, 1985.

FONTES DAS IMAGENS

1. http://www.softschools.com/quizzes/grammar/correlative_conjunctions

/quiz3199.html



27

TOPIC 01: COMPLEX SENTENCES

CHALLENGE

Look at the sentences below and identify which sentence is simple

and which is compound:

CLICK HERE TO CHECK THE CLUE

CLICK HERE TO CHECK IF YOU CORRECTLY IDENTIFIED THE SIMPLE AND THE

COMPOUND SENTENCES.

As you learned in Class 1 and in Class 2, a simple sentence consists of

one clause – SUBJECT + PREDICATE (verb + complement) – while a

compound sentence consists of two or more independent clauses. In this

class, you are going to learn about COMPLEX SENTENCES in English.

Let’s start by analyzing the two sentences below.

VERSÃO TEXTUAL DO FLASH

Sentence 1

Bob studied hard, so he passed the test.

What happens if we split the sentence above into two?

Sentence 1a: Bob studied hard.

Sentence 1b: He passed the test.


CLASS 03: COMPLEX SENTENCES – NOUN CLAUSES

28

Is there a relationship between Sentence 1a

and Sentence 1b? Yes. Sentence 1b is a

consequence of Sentence 1a.

Sentence 2

Bob studied hard when he took algebra.

What happens if we split the sentence above into two?

Sentence 2a: Bob studied hard.

Sentence 2b: He took algebra.

Is there a relationship between Sentence 2a and Sentence 2b? Not

really.

Sentences 2a and 2b sound like distinct ideas when separated because,

in fact, the relationship between them is established by the conjunction

WHEN. When did Bob study hard? When he took algebra. The conjunction

WHEN establishes the relationship of time between 2a and 2b. Now, let’s

analyze Sentence 2 again.

A COMPLEX SENTENCE consists of one main clause (which is also

independent) joined by one or more subordinate clauses (also called

dependent clauses). In COMPLEX SENTENCES, the subordinate clauses

either provide further information about the subject or object, or add an

adverb to the main clause. Let’s see some examples.

EXEMPLO 1

29

EXEMPLO 2

EXEMPLO 3

In Examples 1 - 3 above, the complex sentences start with the main

clause followed by the subordinate clause. However, a complex sentence can

also start with the subordinate clause, followed by the main clause. For

example:

OBSERVATION

When a complex sentence starts with a subordinate clause, we have to

use a comma to separate the clauses.

FURTHER READING

- Click on the link below to watch a video about the difference

between main clauses (independent clauses) and subordinate clauses

(dependent clauses).

What is a complex sentence? [1]

- In order to review the distinction between simple, compound and

complex sentences, click on the following links.

The Structure of a Sentence [2]

Kinds of Sentences and Their Punctuation [3]

30

PRACTICE

1. Play the game to check how much you have learned about

sentences so far, by spinning to begin the game. Click on the link. [4]

2. Write the clauses and phrases in the boxes below to complete the

following paragraph about sentences in English.

1

2

3

4

5

6

Sentences in English can be short or long. Whether they are short or

long, . that sentences can be simple, compound or complex.

Simple sentences have only clause. A clause consists of A compound

sentence is made of at least two clauses A complex sentence consists

of one main clause, which is independent, and at least another clause

This subordinate clause is introduced by a conjunction or a relative

pronoun,


1. it doesn’t matter very much.

2. What is important to keep in mind is

3. a subject and only one predicate.

4. which are independent from each other.

5. which is subordinate to the main one.

6. and it might function as the subject, object or adverb of the main

clause.

FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=iTfgqZmmG2Q&feature=related

2. http://www.writingcentre.uottawa.ca/hypergrammar/sntstrct.html

3. http://www.towson.edu/ows/sentences.htm

4. http://www.harcourtschool.com/activity/sensort/index_pre.html



31

TOPIC 02: COMPLEX SENTENCES / NOUN CLAUSES

VERSÃO TEXTUAL

In Topic 1, you learned that COMPLEX SENTENCES consist of one

main clause and at least one SUBORDINATE CLAUSE. In Topic 2, you

wiill learn about one specific type of subordinate clause – the NOUN

CLAUSE.

In order to understand what a noun clause is, read the dialogue below.

Let’s analyze the first line of the dialogue.

VERSÃO TEXTUAL

Now let’s analyze the third line of the dialogue.

MARY TOLD ME THAT SHE WAS IN LOVE WITH PETER.

Let’s analyze each clause now.



32

As you can observe, the subordinate clause « that she was in love

with Peter «corresponds to «secret ». «Secret «is a noun. Therefore, the

clause « that she was in love with Peter » is in place of a noun and

functions as the direct object of the verb of the main clause. A subordinate

clause that takes the place of noun is called a Noun Clause.

NOUN CLAUSES INTRODUCED BY THE CONJUNCTION THAT.

Some noun clauses are introduced by that. That is a conjunction.

Nominalthat-clauses (= noun clauses introduced by that) may function as:

SUBJECT

Example:

DIRECT OBJECT

Example:

APPOSITIVE

Example:

ADJECTIVAL COMPLEMENTATION

OBSERVATION

When the THAT-clause is the direct object or the complement, the

conjunction THAT is usually omitted in informal English. For example;

USE OF THAT-CLAUSES

That-clauses are used to express:

OPINIONS

Example:

I assume (that) he is telling the truth.

THOUGHTS

33

Example:

I thought (that) it was going to rain.

FEELINGS

Example:

I hope (that) you really do the job.

OBSERVATION

1. In a that-clause there is no comma between the main clause and the

that-clause.

2. The past perfect tense can be used in the noun clause to refer to an

earlier time. For example:Click here to check

CLICK HERE TO CHECK

I knew that she had robbed the bank.

(First, she robbed the bank ; then, I got to know about it)

However, if the sentence involves a generalization, the verb in

the noun clause does not come in the past perfect. For example :

Isaac Newton believed that the same force that caused

the apple to fall also kept the moon in orbit around the

earth.

(« believe » is a verb that expresses mental activity ; the

sentence expresses a generalization)

3. That-clauses do not stand alone. For this reason, they are

introduced by the expression the fact. For example:Click here to check

CLICK HERE TO CHECK

The fact that she was a native speaker made her get the

position abroad.

(what made her get the position abroad ?)

THE FACT also introduces that-clauses after a preposition. For

example :

However, if the sentence involves a generalization, the verb in

the noun clause does not come in the past perfect. For example :

4. In complex sentences which start with clauses such as:

It is important ...

It is necessary...

34

It is vital ...

It is essential ...

the that-clause requires the use of the subjunctive.

In British English, the subjunctive is made by the use of should +

infinitive. For example:Click here to check

CLICK HERE TO CHECK

It is important that he should talk to me.

It is necessary that the king should be informed

immediately.

In American English, the subjunctive is made by not conjugating

the verb (absence of –s in third person singular). For example:

IT IS ESSENTIAL that every student have the same

opportunities.

IT IS VITAL that the company invest in shares.

PRACTICE

Match the clauses in the left column to the clauses in the right column

in order to make complex sentences.

1. She

thought

that I can

pass the test.

2. It is important

that

the fact

that he is sick.

3. They realized he arrive

early.

4. I doubted she didn’t

do well on the test.

5. The fact that

is he is sick

is known

to everyone.

6. I hope that he is

going to the US.

7. You need to

pay attention to

they

needed new shoes.

8. My son is

happy

that he

knew the answer.

35

CLICK HERE TO CHECK THE ANSWERS.

FONTES DAS IMAGENS

Responsável: Profª.Silvia Malena


36

TOPIC 03: NOUN CLAUSES INTRODUCED BY THE CONJUNCTIONS IF ORWHETHER

VERSÃO TEXTUAL

In Topic 2, you learned about one specific type of subordinate

clause – the NOUN CLAUSE and about a specific type of noun clause

– the THAT-CLAUSE. In Topic 3, you will learn about another

specific type of noun clause – IF CLAUSES and WHETHER

CLAUSES

In order to understand what a IF/WHETHER clause is, read the

dialogue below.

Let’s now analyze the second line of the dialogue.

Let’s analyze each clause of the complex sentence above.

The subordinate clause above is introduced by the conjunction IF.

Subordinate noun clauses introduced by the conjunctions IF/WHETHER

answer Yes/No questions (Are the students coming ?). Because

IF/WHETHER clauses answer Yes/No questions, they are also called



37

embedded yes/no questions. However, watch out for the word order in

IF/WHETHER clauses.

Compare the Yes/No questions in the left column to the noun clause

introduced by If in the right column.

WHETHER and IF have the same meaning. However, WHETHER is

more formal than IF. Examples:

I’M NOT SURE IF HE IS AT HOME.

I’M NOT SUREWHETHER HE IS BUSY RIGHT NOW.

NOTE

When we use if/whether noun clauses, it is also possible to use the

phrase OR NOT added to the end of the if/whether clause when they are

not very long. For example:

I WONDER IF HE LOVES BETTY OR NOT.

I WONDER WHETHER HE LOVES BETTY OR NOT.

On the other hand, OR NOT could immediately follow WHETHER. The

same can not happen with IF. So, OR NOT CAN NOT follow IF. Let’s see

the following :

I WONDER WHETHER OR NOT HE LOVES BETTY.

Some changes should be observed when IF/WHETHER clauses are used.

Such changes refer to the INTRODUCTORY CLAUSE or

INTRODUCTORY VERB in the clause. So, when the introductory clause is

in the present, present is used in the second part of the clause. However, if

the introductory clause is in the past, past perfect should be used in the

second clause. Let us consider the following examples:

1. WHEN THE INTRODUCTORY CLAUSE IN THE PRESENT

2. WHEN THE INTRODUCTORY CLAUSE IN THE PAST

38

USES OF IF/WHETHER CLAUSES

When someone is unsure whether something will happen or not, IF is

used.

PRACTICE

Answer the following questions using IF/WHETHER clauses. Use

verbs such as know, doubt, and wonder in the main clauses.

1. Are you going to graduate at the end of the year?

2. Does Jane work a lot?

3. Did your children come home early last night?

4. Has the teacher corrected all the papers?

5. Were they rich when they were young?


1. I don’t know if/whether I am going to graduate at the end of

the year.

Doubt/Wonder if

2. I don’t know if/whether Jane works a lot.

Doubt/Wonder if

3. I don’t know if/whether my children came home early last

night.

wonder

4. I don’t know if/whether the teacher has corrected all the

papers.

Doubt/Wonder if

5. I don’t know if/whether they were rich when they were

young.

Doubt/Wonder if

39

FORUM

Listen to the song IMAGINE by John Lennon while you also read the

lyrics.

Click on the link below to watch a video of the song IMAGINE.

Imagine Lyrics [1]

When you finish, do the following:

- Identify:

1 - an example of a noun clause that functions as direct object;

2 - an example of a noun clause introduced by IF;

- Analyze: Is the IF clause in IT’S EASY IF YOU TRY a noun clause?

Why or why not?

- Discuss your findings and the answer to the above question in the

forum.

FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=H5tOgRD4EqY



40

TOPIC 04: REVIEW AND EXPANSION OF NOUN CLAUSES

REVIEWING NOUN CLAUSES

You have learned that a complex sentence consists of a main clause and

a subordinate clause, as in the example below.

You have also learned that a subordinate clause can take the place of a

noun in the sentence. Noun clauses that take the place of nouns are called

noun clauses; for example: “MARY TOLD ME THAT SHE WAS IN LOVE

WITH PETER”.

In other words, noun clauses perform the same functions in sentences

that nouns do. Noun clauses can be:

VERSÃO TEXTUAL



41

You can combine two independent clauses by changing one to a noun

clause. The choice of the conjunction depends on the type of clause you are

changing to a noun clause:

Click on the buttons bellow.

TYPE OF CLAUSE 1

To change a STATEMENT to a noun clause use THAT:

I know + Billy made a mistake =

I KNOW THAT BILLY MADE A MISTAKE.

TYPE OF CLAUSE 2

To change a YES/NO QUESTION to a noun clause, use IF or

WHETHER:

George wonders + Does Fred know how to cook? =

GEORGE WONDERS IF FRED KNOWS HOW TO COOK.

TYPE OF CLAUSE 3

To change a WH-QUESTION to a noun clause, use the WH-WORD

I don’t know + Where is George? =

I DON’T KNOWWHERE GEORGE IS.

The subordinate conjunctions in noun clauses are called noun clause

markers. Here is a list of the NOUN CLAUSE MARKERS:

THAT ( -- que)

IF/ WHETHER ( -- se)

Wh-words: HOW ( -- como) , WHAT ( -- o que) , WHEN ( -- quando) ,

WHERE ( -- onde) , WHICH ( -- qual/quais) , WHO/WHOM ( -- quem) ,

WHOSE ( -- de quem) , WHY ( -- porque)

Wh-ever words: HOWEVER, WHATEVER, WHENEVER, WHEREVER,

WHICHEVER, WHOEVER, WHOMEVER

OBSERVATION

Except for THAT-CLAUSES, noun clause markers CANNOT be omitted.

Only that can be omitted, but it can be omitted only if it is not the first

word in a sentence. For example:

BILLY’S FRIENDS DIDN’T KNOW THAT HE COULDN’T SWIM.

BILLY’S FRIENDS DIDN’T KNOW >HE COULDN’T SWIM.

BILLY’S MISTAKE WAS THAT HE REFUSED TO TAKE LESSONS.

BILLY’S MISTAKE WAS HE REFUSED TO TAKE LESSONS.

42

THAT BILLY JUMPED OFF THE PIER SURPRISED EVERYONE.

(that cannot be ommited)

Statement word order is always used in a noun clause, even if the main

clause is a question. Examples:

DO YOU KNOWWHAT TIME IT IS?

(Statement word order: it is)

EVERYBODY WONDERED WHERE BILLY WENT.

(Statement word order: Billy went)

EXPANDING ON NOUN CLAUSES

Noun clauses are also used to report what someone has said or written.

Look at the example below:

OBSERVATION

In the sentence MARY SAID THAT SHE DOESN’T LIKE MATH, Bob is

telling John what Mary has just said ; in other words, Bob is reporting

what Mary has said.

Reported speech is expressed from the reporter’s point of view. For this

reason, a change in tense in the THAT-CLAUSE, PRONOUNS and ADVERBS is

observed mainly when the introductory verb is in the past. Below we can see

a change in the THAT-CLAUSE.

43

There are some occasions, however, in which the reported speech may

not change the tense even if the introductory verb is in the past:

We use reported speech to:

TO REPORT ADVICE

Mom said: “Don’t quit your job!”

MOM TOLD ME NOT TO QUIT MY JOB.

TO REPORT NEWS OR MESSAGES

Mike said: “I’ll call back tonight.”

MIKE SAID THAT HE WOULD CALL BACK TONIGHT.

TO RESTATE STATEMENTS OR QUESTIONS

The boss advised the employees: “Never get late to work”.

THE BOSS ADVISED TO NEVER GET LATE TO WORK.

TO GIVE WEATHER FORECASTS

The announcer said: “It’s going to rain tomorrow.”

THE ANNOUNCER SAID THAT IT IS GOING TO RAIN TOMORROW.

As you have seen, when we report someone’s speech, sometimes we

need to make changes in the verb tense. But, there are other changes which

are also necessary to make – pronoun and adverb changes.

PRONOUN CHANGES

When the SPEAKER and the PRONOUN ARE NOT the same it is

necessary to make changes.

Direct speech: “ We know more about your finances than you do”, they

said.

Reported speech: THE OFFICIALS SAID THEY KNEW MORE ABOUT HIS

MONEY THAN HE DID.

Direct speech: “Perhaps I have forgotten a few things”, he admitted

Reported speech: HE ADMITTED THAT HE HAD FORGOTTEN A FEW

THINGS.

44

ADVERB CHANGES

“I’ll call you tomorrow”, he said.

HE SAID THAT HE WOULD CALL ME THE NEXT DAY.

“I’ll be here on time”, he said.

HE SAID HE WOULD BE THERE ON TIME.

CLICK HERE TO SEE A TABLE OF ADVERB CHANGES.

CLICK HERE TO SEE A TABLE OF ADVERB CHANGES.

PRACTICE

Rewrite the sentences changing Mike’s words into reported speech.

1.

Mike told him

2.

Mike asked Mary

3.

Mike asked people

4.

Mike said

5.

Mike insisted

45


1. Mike told him not to smoke.

2. Mike asked Mary what she had offered in return.

3. Mike asked people if they were sure the music was very loud.

4. Mike said he thought I was mistaken.

5. Mike insisted their prices were unbeatable.

FURTHER PRACTICE

If you are not very confident about using reported speech:

- Click on the link and do the exercise on indirect speech. Then check

your answer by clicking on the word answer.

Reported speech - statements with expressions of time - Exercise 2 [1]

- For further practice click on the link:

Grammar of that noun clauses [2]

PORTFOLIO ACTIVITY

Make up complex sentences with noun clauses by completing the

sentences below. Post your sentences in your Portfolio.

1. The teacher told us that .

2. is a well-known fact.

3. I observed that .

4. The students are excited that

.

5. It is essential that .

6. They are not sure whether .

7. I wondered if .

8. Jane’s problem was that .

9. Children cannot be responsible for

.

10. She asked me what time .

REFERENCES

BLAND, Susan Kesner. INTERMEDIATE GRAMMAR: FROM

FORM TOMEANING ANDUSE. Oxford University Press.1996.

COBUILD, Collins. ENGLISH GRAMMAR. London. Harpercollins

Publisher. 1994.

SWAN, Michael. PRACTICAL ENGLISH USAGE. 2a. edição. Oxford.

Oxford University Press.1996.

46

FONTES DAS IMAGENS

1. http://www.englisch-

hilfen.de/en/exercises/reported_speech/statements2.htm

2. http://people.rit.edu/kecncp/Courses/Materials/Grammar/ThatClauses

2.htm#Practice



47

TOPIC 01: ADVERBIAL CLAUSES (TIME; PLACE; MANNER)

VERSÃO TEXTUAL

In Class 2, you learned that a complex sentence consists of one

main clause (which is also independent) joined by one or more

subordinate clauses (also called dependent clauses). You also learned

that in complex sentences, the subordinate clauses may provide

further information about the subject or object, therefore taking on the

function of nouns. In this case, the subordinate clauses are called noun

clauses.

Let’s review an example of a noun clause.

fonte [1]

The clause ‘THAT SHE WAS IN LOVE WITH PETER’ is taking the

place of a noun (what Mary told me). So, ‘THAT SHE WAS IN LOVE WITH

PETER’ is a noun clause.

In this Class, you will learn that a subordinate clause may also add an

adverb to the main clause. Look at the examples below.

Yesterday is a one-word ADVERB, on Friday is an ADVERBIAL

PHRASE, ((preposition + noun)) and BEFORE I WENT TO BED is an

ADVERBIAL CLAUSE. ((conjunction + subject + verb + prepositional

phrase)) Yesterday, on Friday, and before I went to bed answer the

question : WHEN did you see the movie ? Therefore, before I went to bed is

an ADVERBIAL CLAUSE OF TIME.

ADVERBIAL CLAUSES are classified according to the function of the

adverbs they take on the position. There are eight types of adverbial clauses :


CLASS 04: COMPLEX SENTENCES – ADVERBIAL CLAUSES

48

In TOPIC 1, you will study adverbial clauses of time, of place and of

manner.

ADVERBIAL CLAUSES OF TIME

Adverbial clauses of time take on the function of adverbs or adverbial

phrases of time. They are used to refer to a period of time, and are

introduced by the conjunctions: WHEN, (quando) BEFORE, (antes) AFTER,

(depois) SINCE, (desde) WHILE, (enquanto) AS, (enquanto) UNTIL (até) .

Look at the examples below:

SAME TENSE

When we are talking about the past or the present, the verb in an

adverbial clause of time has the same tense it would have in a main clause

or in a simple sentence. For example:

PRESENT FUTURE

However, if the time clause refers to a time in the future, the simple

present is used. Look at the example.

PRESENT PERFECT

When the event mentioned in the time clause happens before the

event of the main clause, the present perfect tense is used.

(First you have your lunch, then you come to my office)

WHEN, WHENEVER, EVERY TIME, EACH TIME are used to introduce

time clauses which refer to something that always happens or happened. For

example:

ONCE (uma vez que) may be used to introduce an adverbial clause

which refers to something that happens immediately after another. For

example:

We usually start story by saying what was happening WHEN a particular

event happened. Read the example below.

49

ADVERBIAL CLAUSES OF PLACE

Adverbial clauses of place take on the function of adverbs or adverb

phrases of place. They are used to refer to location or position of something

and are introduced by the conjunction WHERE (onde/aonde) . For

example :

In literary style, WHERE is sometimes placed in front of the main

clause. Look at the example below.

When you want to express that something happens or will happen in

every place where something else happens, WHEREVER (onde/anode quer

que) or EVERYWHERE (em todo lugar) can be used. For example:

ADVERBIAL CLAUSES OF MANNER

Adverbial clauses of manner take on the function of adverbs or adverb

phrases of manner. They are used to refer to someone’s behavior or to the

way someone did something. These are the conjunctions usually used in

adverbial clauses of manner : AS, (como) AS IF, (como se) AS THOUGH,

(como se) JUST AS, (assim como) LIKE, (como) MUCH AS (muito como) .

Look at the examples :

THE WAY, IN A WAY, and IN THE WAY are also used in this type of

clause and they are always followed by that.

You can also use the same expressions to make comparisons about the

way something is done with the way someone or something else does it. For

example:

LIKE

JUST AS

However, in case of a strong comparison, JUST AS is used.

AS MUCH AS

50

On the contrary, if it is a fairly weak comparison, AS MUCH AS is

used.

When you want to say that something is done in the way that it

would/should be done if something were the case, you use AS IF or AS

THOUGH. Examples:

AS IF and AS THOUGH are specially used after linking verbs such as

‘feel’ and ‘look’ to make a comparison of someone’s feelings or appearance to

feelings or appearance they would have if something were the case. For

example:

PRACTICE

1. Combine the following simple sentences to make complex sentences by

changing the second sentence into an adverbial clause.

1. We watched the robins. They raised their young in our apple tree.

2. Dad donates his suits to charity. He has worn them a year.

3. The policemen delayed the drivers. The wrecks were cleared.

4. Ann ate an apple. She studied her vocabulary.

5. Frank started medical training. He drove a forklift for a living.

6. Older people love to sit in the park. They feed the birds and visit.

7. I enjoyed camping out. I was much younger.

8. Joe recognized the man. The man had stopped his car to help.


1. We watched the robins while they raised their young in our apple

tree.

2. Dad donates his suits to charity after he has worn them a year.

3. The policemen delayed the drivers until the wrecks were cleared.

4. Ann ate an apple as she studied her vocabulary.

5. Before Frank started medical training, he drove a forklift for a

living.

51

6. While they feed the birds and visit, older people love to sit in the

park.

7. When I was much younger, I enjoyed camping out.

8. After the man had stopped his car to help, Joe recognized him.

2. Click on the link below to watch a movie segment and then practice

combining sentences using BEFORE, AFTER and WHEN. First, watch the

movie segment. Then put sentences together using time conjunctions.

When you finish, scroll down the page and check your answers. YOU’LL

LOVE THIS ACTIVITY !

Movie Segments to Assess Grammar Goals [2]

FORUM (IN THIS CLASS, THE FORUM WILL HAVE 3 PARTS!)

PART I

After watching the movie segment, discuss the following questions

with your classmates in the forum.

1. What's your opinion about this kind of wedding? What adjectives

would you use to describe it?

2. What went wrong?

3. What do you think will happen next?

FURTHER READING

Click on the link below to watch a presentation of adverbial clauses.

What is an adverb clause? [3]

FONTES DAS IMAGENS

1. http://1.bp.blogspot.com/_wTXOrwI10d4/SrQ0cH2yktI/AAAAAAAAAB

Q/OMDoe4yBLvc/s1600-h/cubs-apaixonada.jpg

2. http://moviesegmentstoassessgrammargoals.blogspot.com/2010/03/dev

ils-arithmetic-time-clauses-with.html

3. http://www.youtube.com/watch?v=G6bfbdqJPiY



52

TOPIC 02: ADVERBIAL CLAUSES (PURPOSE; REASON; RESULT)

VERSÃO TEXTUAL

In Topic I, you learned that an adverbial clause takes on the

function of an adverb of the main clause. You also studied three types

of adverbial clauses: time, place and manner. In Topic II, you will

study three other types of adverbial clauses: PURPOSE; REASON; and

RESULT.

ADVERBIAL CLAUSES OF PURPOSE

Adverbial clauses of purpose take on the function of an adverb of

purpose of the main clause. Adverbial clauses of purpose are used to indicate

the purpose (propósito ; finalidade) of the action in the main clause. Look at

the example below.

The clause in order to pass the exams is the purpose for which we had

to study hard. IN ORDER TO, IN ORDER THAT, SO AS TO, SO, SO THAT,

TO are used to introduce adverbial clauses of purpose. Other examples of

adverbial clauses of purpose :

Pay attention to the two adverbial clauses of purpose above. There’s a

slight difference in the way they are structured. Let’s Compare them.

OBSERVATION

Observe that in the clause so that we may live, there is a stated

subject and a verb, while in the clause so as to wake up early tomorrow,

there is not a stated subject. Some connectors ask for a stated subject in

the adverbial clauses (so that we may live) ; while with other connectors

the subject is not stated (so as to wake up early tomorrow).

IN ORDER TO, SO AS TO, AND TO

IN ORDER TO, SO AS TO, and TO are used to introduce adverbial

clauses of purpose without a stated subject. Look at the examples:



53

IN ORDER THAT, AND SO THAT

IN ORDER THAT, and SO THAT are used to introduce adverbial

clauses of purpose with a stated subject. Examples:

ADVERBIAL CLAUSES OF REASON

Adverbial clauses of reason are used to explain why something happens.

Adverbial clauses of reason answer questions with “Why”. Example:

The clause because they wanted to improve their pronunciation of

English answers the question “Why did the student take phonology classes?”

BECAUSE, AS, SINCE, IN CASE and JUST IN CASE are used to

introduce adverbial clauses of reason. BECAUSE, SINCE or AS serve to

indicate reason for something. For example:

IN CASE and JUST IN CASE are used in adverbial clauses of reason to

antecipate a possible future situation. For example :

OBSERVATION

The clause just in case anything serious happens states the reason

why I’ll be here, but it also antecipates a possible future situation.

However, if the clause provides a reason which antecipated something the

past, simple past is used in the reason clause.

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In more formal situations, IN THAT, INASMUCH AS, INSOFAR AS and

TO THE EXTENT THAT are used to introduce adverbial clauses of reason

that explain why a statemente is true. Look at the example.

In informal situations SEEING THAT is used to introduce adverbial

clauses of reason.

ADVERBIAL CLAUSES OF RESULT

Adverbial clauses of result indicate the result of the action of the main

clause. Look at the example below.

The adverbial clause so some of the students began to fall asleep is the

result of the fact that the lecture was boring. Please, note that adverbial

clauses of result always come after the main clause.

SO, SO...THAT, or SUCH...THAT are used to introduce adverbial clauses

of result. Click in the boxes below to read the sentences below and compare

their structures.

Examples

SO

SO...THAT

SUCH...THAT

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There are many other ways of talking about the result of an action or

situation. In some situations you may prefer to use AND AS A RESULT or

WITH THE RESULT THAT. Examples: (Click in the boxes to open)

AND AS A RESULT

WITH THE RESULT THAT

PRACTICE

1. Combine the sentences below in order to make complex sentences

with adverbial clauses of purpose, reason or result.

1. Don’t speak loud. Perhaps the boss is listening!

2. Do all the activities. You can learn.

3. He went out in the rain. He got a terrible cold.

4. Jane has much work to do. She doesn’t know where to start.

5. I can’t travel. I don’t have money.

6. They didn’t watch the movie. They got at the cinema very late.

7. The food was spoiled. Everyone got sick.

8. The teacher gave the assignments. The students needed to practice for

the test.

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1. Don’t speak loud. Perhaps the bos is listening!Don’t speak loud in case the boss is listening.

2. Do all the activities. You can learn.Do all the the activities in order to learn. OR Do all the activities so that you can learn.

3. He went out in the rain. He got a terrible cold.He went out in the rain and as a result he got a terrible cold

OR He went out in the rain, so he got a terrible cold.

4. Jane has much work to do. She doesn’t know where to start.Jane has so much work to do that she doesn’t know where to start.

5. I can’t travel. I don’t have money.I can’t travel because / since I don’t have money.

6. They didn’t watch the movie. They got at the cinema very late.They didn’t watch the movie because / since they arrived at the cinema very late.

7. The food was spoild. Everyone got sick.The food was spoild, so everyone got sick.

8. The teacher gave the assignments. The students needed to

practice for the test.The teacher gave the assignments for the students to practice for the test.

FORUM

PART II

Discuss the following question with your classmates and tutor in the

forum.

- How do we differentiate between adverbial clause of reason and

adverbial clause of purpose? The connectors they use are different but

both answer the question 'why'.

FONTES DAS IMAGENS



57

TOPIC 03: ADVERBIAL CLAUSES (CONDITION)

VERSÃO TEXTUAL

In Topic II, you studied three types of adverbial clauses: purpose;

reason; and result. In Topic III, you will study another type of

adverbial clauses: CONDITION.

ADVERBIAL CLAUSES OF CONDITION

Adverbial clauses of condition are used to express that the action in the

main clause can only take place if a certain condition is fulfilled. For

example:

OBSERVATION

The clause If I am feeling well expresses the condition for the action

of the main clause to happen (going to the beach).

IF and UNLESS introduce adverbial clauses of condition. Pay attention

to the difference in use of IF (SE) and UNLESS (A NÃO SER QUE) .

Adverbial clauses of condition are used to talk about a situation and its

consequences. In other words, conditional clauses are used in the following

situations:

VERSÃO TEXTUAL



58

These uses of adverbial clauses of condition account for the three types

of conditional clauses : (Click in the types)

TYPE I

→ It is possible and also very probable that the condition will be

fulfilled.

FORM: IF + Simple Present, will-Future

Example: IF I find her address, I’LL SEND HER AN INVITATION.

The condition IF I find her address can be fulfilled.

USES

Nature: Open condition, what is said in the condition is possible.

Time: This condition refers either to present or to future time.

Examples:

TYPE II

→ It is possible but very improbable, that the condition will be

fulfilled.

FORM: IF + Simple Past, would + Infinitive

Example: IF I FOUND HER ADDRESS, I WOULD SEND HER AN

INVITATION.

The clause IF I found her address states a fact which is not true in

the present (= I don’t know her address is).

USES:

Nature: unreal (impossible) or improbable situations.

Time: present; the TENSE is past, but we are talking about the

present, now.

Examples:

Compare:

59

TYPE III

→ It is impossible that the condition will be fulfilled because it

refers to the past.

FORM: IF + Past Perfect, would + have + Past Participle

Example: IF I HAD FOUND HER ADDRESS, I WOULD HAVE SENT

HER AN INVITATION.

The clause IF I had found her address states a fact which was not

true in the past (= I didn’t find her address).

USES:

Nature: unreal

Time: Past (so we are talking about a situation that was not so in the

past.) Example:

So far you have learned the basic rules for Conditional Sentences. It

depends on the context, however, which tense to use. So, sometimes it's

possible, for example, that in an IF Clause Type I another tense than Simple

Present is used, e.g. Present Progressive or Present Perfect.

CLICK HERE TO SEE OTHER POSSIBILITIES OF VERB TENSES IN CONDITIONAL

CLAUSES TYPE I.

CONDITIONAL SENTENCES TYPE I (PROBABLE)

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CLAUSES TYPE II.

CONDITIONAL SENTENCES TYPE II (IMPROBABLE)


CLAUSES TYPE III.

CONDITIONAL SENTENCES TYPE III (IMPOSSIBLE)

FURTHER READING

Click on the link [1] (Visite a aula online para realizar download deste

arquivo.) below to readm more about adverbial clauses of condition:

PRACTICE

Make up adverbial clauses of condition by combining the ‘conditions’

and the ‘consequences’ below.

1. CONDITION: You help me.CONSEQUENCE: I will give you some money to buy that dress.

2. CONDITION: You voted in favor of President Obama.CONSEQUENCE: You might be happy now.

3. CONDITION: You try it.CONSEQUENCE: You won’t see how pleasant it is.(use unless).

4. CONDITION: This was what they did with slaves in the past.CONSEQUENCE: I’m glad I wasn’t born at this time.(use then)

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5. CONDITION: I didn’t find your wallet.CONSEQUENCE: I would bring back to you.

6. CONDITION: I could afford.CONSEQUENCE: Buy a new car.


1. CONDITION: You help me.CONSEQUENCE: I will give you some money to buy that dress.

If you help me, I will give you some money to buy that dress.

2. CONDITION: You voted in favor of President Obama.CONSEQUENCE: You might be happy now.

If you voted in favor of President Obama, you should be happy now.

3. CONDITION: You try it.CONSEQUENCE: You won’t see how pleasant it is.(use unless).

Unless you try it, you won’t see how pleasant it is.

4. CONDITION: This was what they did with slaves in the past.CONSEQUENCE: I’m glad I wasn’t born at this time.(use then)

If Jane were rich, she would travel around the world.

5. CONDITION: I didn’t find your wallet.CONSEQUENCE: I would bring back to you.

I had found you wallet, I would have brought it back to you.

6. CONDITION: I could afford.CONSEQUENCE: Buy a new car.

If I could have afforded it, I would have bought a new car.

FORUM

PART III

Click on the link below to listen to different songs in English. In all of

them you’ll find sentences with adverbial clauses of condition. Listen to all

songs, and choose the one you like the best. Identify an example of a

conditional clause in the song you like the best. In the forum, tell your

friends about the song you liked the best, post the example of the

conditional clause, and explain the condition.

Songs using conditionals (If clauses). [2]

FONTES DAS IMAGENS

62

1. http://facstaff.gpc.edu/~cschroen/BONES/DEP/ADV/ADV-

Condition.pdf

2. http://wiseup2008.wordpress.com/2010/03/05/songs-using-

conditionals-if-clauses/



63

TOPIC 04: ADVERBIAL CLAUSES (CONCESSION)

VERSÃO TEXTUAL

In Topic III, you studied adverbial clauses of condition. In Topic

IV, you will study another type of adverbial clauses: CONCESSION.

An ADVERBIAL CLAUSE OF CONCESSION is a subordinate clause which

refers to a situation that contrasts with the one described in the main clause.

For example:

ALTHOUGH HE WAS TIRED, HE COULDN'T GET TO SLEEP.

OBSERVATION

In the example above, although he was tired is an adverbial clause of

concession because it suggests the opposite of the main clause (‘if you are

tired, you should be able to get sleep without any problems!’)

ALTHOUGH and EVEN THOUGH are usually used to introduce

adverbial clauses of concession. For example:

ALTHOUGH HE'S QUIET, HE'S NOT SHY.

HE’S NOT SHY, EVEN THOUGH HE’S QUIET.

OBSERVATION

The sentence "Although he's quiet, he's not shy" begins with a

concessive clause- "Although he's quiet" which has an opposite meaning of

- "he's not shy" which is the main clause of the sentence.

STUDY THESE EXAMPLES:

HE HAD ENOUGH MONEY.

HE REFUSED TO BUY A NEW CAR.

The above two statements can be combined as follows:

OR



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STOP AND CHECK

"In spite of" , "despite" have similar meaning to "although" or "even

though". BUTthey DON'T introduce clauses. They have different syntax.

They are followed by NOUNS or GERUNDS (verb+ing.) They don't

introduce a CLAUSE (subject + verb). Study this example.

HE HAD ENOUGH MONEY.

HE REFUSED TO BUY A NEW CAR.

The above two statements can be combined as follows:

OR

Structure

Examples:

DESPITE /IN SPITE OF THE RAIN, HE WALKED TO THE STATION.

DESPITE /IN SPITE OF BEING TIRED, HE WALKED TO THE STATION.

Remember:

1. Although, even though + subject + verb (Concessive clause)

In spite of, despite + noun or verb+ing (Not a concessive clause)

However, IN SPITE OF and DESPITE and be used to introduce

concessive clauses when we add ‘the fact that’ to the them (IN SPITE OF

THE FACT THAT, DESPITE THE FACT THAT). Look at the examples

bellow.

IN SPITE OF THE FACT THAT IT WAS RAINING, HE WALKED TO

THE STATION.

HE WALKED TO THE STATIONDESPITE THE FACT THAT IT WAS

RAINING.

65

ALTHOUGH, EVEN THOUGH, THOUGH, or WHILE are used to

introduce a clause which contrasts to the main clause.

I DON’T PLAY THE PIANO ALTHOUGH I HAVE STUDIED IT FOR

TWO YEARS.

OR

I DON’T PLAY THE PIANO EVEN THOUGH I HAVE STUDIED FOR TWO

YEARS.

WHILST and WHEREAS can also be used to contrast two statements.

However, they are fairly formal.

TO YOUNGSTERS, APPROVAL MEANS LOVEWHILST DISAPPROVAL

MEANS HATE.

EVEN IF can also be used to introduce adverbial clauses of concession

when the action of the concessive clause does not change the truth of the

action in the main clause. For example:

SHE WON’T FORGIVE ME EVEN IF I APOLOGIZE.

OBSERVATION

In the above sentence, the action of the concessive clause (apologize)

does not change the truth of the action in the main clause (not forgive). In

other words, I can apologize but this won’t make her forgive me.

NOT THAT can also be used to introduce an adverbial clause of

concession. However, observe the difference between the two sentences

below.

I WILL QUIT THE JOB EVEN THOUHG NO ONE SEEMS TO CARE

ABOUT MY DECISION.

I WILL QUIT THE JOB – NOT THAT ANYONE SEEMS TO CARE ABOUT MY

DECISION.

PRACTICE

1. Click on the link below to watch a presentation on adverbial clauses of

concession. Then, scroll down the page and do the exercise to practice

using clauses of concession.

http://elc.polyu.edu.hk/cill/eap/2004/u3/contrastclauses.htm [1]

2. Use although/even though or despite/in spite of to complete the

following sentences.

1. he had a professional attitude, he had a bad humour.

2. his professional attitude, he had a bad humour.

3. the help he gave us, he was fired.

66

4. He was fired he had helped us.

5. in some ways she is a chaming girl, she is a fake.

6. I would advise you never to trust that girl her charming

way.


1. Although / Even though he had a professional attitude, he had a

bad humour.

2. Despite / In spite of his professional attitude, he had a bad

humour.

3. Despite / In spite of the help he gave us, he was fired.

4. He was fired although / even though he had helped us.

5. Although / Even though in some ways she is a chaming girl, she is

a fake.

6. I would advise you never to trust that girl despite / in spite of her

charming way.

3. For each of the following sentences, decide which semantic type the

subordinate clause is, from the choices given:

1. After going to London, they went to New

York.

Purpose

Concessive

Conditional

Reason

Result

Temporal

2. The weather was getting cold, so we had

to sit by the fireplace.

Purpose

Concessive

Conditional

Reason

Result

Temporal

3. Henry held it with care in order not to

break it.

Purpose

Concessive

Conditional

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Reason

Result

Temporal

4. There can be no progress unless we work

hard.

Purpose

Concessive

Conditional

Reason

Result

Temporal

5. He could take care of mom tonight, since

he would not go to the party.

Purpose

Concessive

Conditional

Reason

Result

Temporal

6. When he arrived there he bought many

souvenirs for his friends. Purpose

Concessive

Conditional

Reason

Result

Temporal

7. Mary was feeling tired although she

didn’t work very hard. Purpose

Concessive

Conditional

Reason

Result

Temporal

8. If I were you, I would not open that door.

Purpose

Concessive

Conditional

68

Reason

Result

Temporal


PORTFOLIO ACTIVITY

Write 2 adverbial clauses for EACH type informing the type and the

conjunction to complete the chart. Save your work in your Portfolio.

PORTFOLIO_ACTIVITY_CLASS_IV (Visite a aula online para realizar

download deste arquivo.).

69

REFERENCES

SINCLAIR, John. COLLINS COBUILD ENGLISH GRAMMAR.

London and Glasgow: William Collins sons & Co. Ltd. 1990.

O, NEIL, Robert. SUCCES AT FIRST CERTIFICATE. Oxford

University Press. Oxford. 1996.

FONTES DAS IMAGENS

1. http://elc.polyu.edu.hk/cill/eap/2004/u3/contrastclauses.htm



70

TOPIC 01: DEFINITION AND TYPES OF ADJECTIVE CLAUSES

VERSÃO TEXTUAL

In Class 3, you learned that a COMPLEX SENTENCE consists of

one main clause (which is also independent) joined by one or more

subordinate clauses (also called dependent clauses). You also learned

that in COMPLEX SENTENCES, the subordinate clauses may provide

further information about the subject, the object (NOUN CLAUSES –

Class 3), or the adverb of the main clause (ADVERBIAL CLAUSES –

Class 4).

In CLASS 5, you will learn that subordinate clauses can take on the

function of an adjective and modify a noun in the main clause. In this case,

they are called ADJECTIVE CLAUSES. Adjective clauses are introduced by

relative pronouns –WHO, WHICH, THAT, and WHOSE – and so are also

referred to as relative clauses. Let’s analyze an adjective clause.

OBSERVATION

The clause that she is driving is an adjective clause which modifies

car. It’s a CLAUSE because it has a SUBJECT (she) and a PREDICATE (is

driving); it’s an ADJECTIVE CLAUSE because it modifies a noun. Note that

adjectives usually PRECEDE the nouns they modify; adjective clauses

ALWAYS FOLLOW the nouns they modify.

A complex sentence which contains one adjective clause and one main

clause is the result of combining two clauses which contain a repeated noun.

You can combine two independent clauses to make one complex sentence

containing an adjective clause by following these steps:


1º STEP

1. You must have two clauses which contain a REPEATED noun (or

pronoun, or noun and pronoun which refer to the same thing). Here are

two examples:


CLASS 05: COMPLEX SENTENCES – ADJECTIVE CLAUSES

71

THE BOOK IS ON THE TABLE. + I LIKE THE BOOK.

THE MAN IS HERE. + THE MAN WANTS THE BOOK.

2º STEP

2. DELETE the repeated noun and REPLACE it with a RELATIVE

PRONOUN in the clause you want to make dependent.

THE BOOK IS ON THE TABLE. + I LIKE WHICH

THE MAN IS HERE. + WHO WANTS THE BOOK

3º STEP

3. MOVE the relative pronoun to the beginning of its clause (if it is

not already there). The clause is now an adjective clause.

THE BOOK IS ON THE TABLE. + WHICH I LIKE

THE MAN IS HERE. + WHO WANTS THE BOOK

4º STEP

4. Put the adjective clause immediately AFTER the noun phrase it

modifies (the repeated noun):

THE BOOK which I like IS ON THE TABLE.

THE MAN WHO WANTS THE BOOK IS HERE.

There are two types of adjective clauses – RESTRICTIVE AND NON-

RESTRICTIVE ADJECTIVE CLAUSES. Each type has as a distinct use and

meaning.

RESTRICTIVE ADJECTIVE CLAUSES

RESTRICTIVE ADJECTIVE CLAUSES, also called identifying or

defining adjective clauses, distinguish a particular person or thing from

others. A RESTRICTIVE RELATIVE CLAUSE is characterized by the use of

relative pronouns WHO, THAT, WHICH or WHOSE and serves to

identify the noun it describes. Let’s analyze the following:

A PERSON WHO WORKS IN THE COUNTRYSIDE DRESSES LIKE

A COWBOY.

The clause who works in the countryside restricts the type of person I

am talking about (I am not talking about everyone, but specifically about a

person who works in the countryside; this person dresses like a cowboy).

NON-RESTRICTIVE ADJECTIVE CLAUSES

NON RESTRICTIVE ADJECTIVE CLAUSES, also known as non-

defining adjective clauses, add extra information about the nouns they

modify.This piece of information is not essential or necessary to identify

72

the noun so that it can be omitted. Observe the use of commas in non-

restrictive clauses.

MY COUSIN, WHO DRESSES LIKE A COWBOY, LIKES TO GO TO

RODEOS.

The clause who dresses like a cowboy is non-restrictive because the

information in the clause doesn’t restrict or limit the noun (cousin) it

modifies. In fact, who dresses like a cowboy adds extra information

about my cousin.

CLICK HERE TO SEE A CHART WITH A COMPARISON BETWEEN RESTRICTIVE

ANDNON-RESTRICTIVE ADJECTIVE CLAUSES.

CLICK HERE TO SEE A CHART WITH A COMPARISON BETWEEN

RESTRICTIVE AND NON-RESTRICTIVE ADJECTIVE CLAUSES

PRACTICE

1 - For each sentence below, decide if the adjective clause (in bold) is

restrictive or nonrestrictive.

1. Students WHO HAVE YOUNG CHILDREN are invited to use the free

daycare center .

2. I left my son at the campus daycare center, WHICH IS FREE TO ALL full

-time students.

3. John Wayne, WHO APPEARED IN OVER 200 MOVIES, was the biggest

box-office attraction of his time.

4. I refuse to live in any house THAT JACK BUILT.

5. Every journalist has a novel in him, WHICH IS AN EXCELLENT PLACE

FOR IT.

6. The thing THAT IMPRESSES ME THE MOST ABOUT AMERICA is the

way parents obey their children.

7. A physician WHO SMOKES AND OVEREATS has no right to criticize the

personal habits of his patients.

8. The beer THAT MADE MILWAUKEE FAMOUS has made a loser out of

me.


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FORUM

Watch the video called “What’s an adjective clause?” and discuss the

following in the forum:

1. Characteristics of adjective clauses.

2. Give your own examples of adjectives clauses analyzing them in terms

of restrictive (defining) and non-restrictive (non-defining) clauses.

Click on the link below to watch the video [1].

STOP AND CHECK

Remember that you and a partner have to prepare a presentation on

one of the topics assigned in Class 1. The presentation is due on the day

before the final test. Please, check the guidelines for the presentation in

MATERIAL DE APOIO.

FONTES DAS IMAGENS

1. http://www.youtube.com/watch?v=SFQWaCFCJLA&feature=related



74

TOPIC 02: FUNCTIONS AND USES OF RELATIVE PRONOUNS IN RESTRICTIVE CLAUSES

Relative pronouns introduce subordinate adjective clauses. They are

THAT, WHO, WHOM, WHOSE, WHICH, WHERE, WHEN, and WHY. They

are used to join clauses to make complex sentences. They are used at the

beginning of the subordinate clause which gives some specific information

about the main clause. Look at the examples:

THIS IS THE HOUSE THAT Jack built.

I DON'T KNOW THE DAYWHEN Jane marries him.

THE PROFESSOR, WHOM I RESPECT, WAS TENURED.

OBSERVATION

In English, the choice of the relative pronoun depends on the type of

clause it is used in. As you have already learned, there are two types of

adjective clauses: restrictive (defining) relative clauses and non-restrictive

(non-defining) relative clauses. In both types of clauses the relative

pronoun can function as a subject, an object, or a possessive.

RELATIVE PRONOUNS IN RESTRICTIVE CLAUSES

Restrictive relative clauses (also known as defining relative clauses)

provide some essential information that explains the main clause. The

information is crucial for understanding the sentence correctly and cannot

be omitted. Restrictive clauses are opened by a relative pronoun and ARE

NOT separated by a comma from the main clause.

FUNCTIONS OF RELATIVE PRONOUNS IN RESTRICTIVE CLAUSES

The table below sums up the functions of relative pronouns in restrictive

clauses:

Now read the sentences below in which the RELATIVE PRONOUNS that

introduce restrictive adjective clauses are used as subjects, objects, and

possessives.




75

SUBJECTS

Relative pronoun used as a subject:

OBJECTS

Relative pronoun used as an object:

In the position of the object of a clause, the relative pronoun MAY

BE OMITTED when it refers to a person or thing. Look at the examples

below.

POSSESSIVES

Relative pronoun in the possessive case:

The relative pronoun for the possessive case is WHOSE. It is always

followed by a noun that is the subject or object of the relative clause and

refers to persons or animals or things. Look at the examples below.

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USES OF RELATIVE PRONOUNS IN RESTRICTIVE CLAUSES

WHOM

In American English, WHOM is not used very often. WHOM is more

formal than WHO. Compare the sentences below:

Grammatically Correct:

THE WOMAN TO WHOM YOU HAVE JUST SPOKEN IS MY

TEACHER.

Common in Speech:

THE WOMAN ( WHO) YOU HAVE JUST SPOKEN TO IS MY

TEACHER.

However, WHOM may not be omitted if preceded by a preposition:

I HAVE FOUND YOU THE TUTOR FOR WHOM YOU WERE

LOOKING.

WHOSE

WHOSE is the only possessive relative pronoun is in English. It can

be used with both people and things:

THE FAMILY WHOSE HOUSE BURNT IN THE FIRE WAS

GIVEN A SUITE IN A HOTEL.

THE BOOK WHOSE AUTHOR IS BEING SHOWN IN THE NEWS HAS

BECOME A BESTSELLER.

THAT, WHO, WHICH COMPARED

The relative pronoun THAT can only be used in defining clauses. It

can also be substituted for WHO (referring to persons) or WHICH

(referring to things). THAT is often used in spoken language; WHO and

WHICH are more common in written English. Look at the examples

below.

Spoken, less formal

WILLIAM KELLOGG WAS THE MAN THAT LIVED IN THE LATE

19TH CENTURY AND HAD SOME WEIRD IDEAS ABOUT RAISING

CHILDREN.

Written, more formal

WILLIAM KELLOGG WAS THE MAN WHO LIVED IN THE LATE

19TH CENTURY AND HAD SOME WEIRD IDEAS ABOUT RAISING

CHILDREN.

WHICH, referring to things, may be used in the defining clause to put

additional emphasis on the explanation. Again, the sentence with which is

77

more formal than the one with that: Note that since it is the defining

clause, there is NO comma used preceding which:

Less formal

THE CAFÉ THAT SELLS THE BEST COFFEE IN TOWN HAS

RECENTLY BEEN CLOSED.

More formal

THE CAFÉ WHICH SELLS THE BEST COFFEE IN TOWN HAS

RECENTLY BEEN CLOSED.

SOME SPECIAL USES OF RELATIVE PRONOUNS IN DEFINING CLAUSES

THAT/WHO

Referring to people, both THAT and WHO can be used. THAT may be

used to refer to someone in general:

HE IS THE KIND OF PERSON THAT/WHO WILL NEVER LET YOU

DOWN.

I AM LOOKING FOR SOMEONE THAT/WHO COULD GIVE ME A RIDE TO

CHICAGO.

However, when a particular person is being spoken about, who is

preferred:

THE OLD LADYWHO LIVES NEXT DOOR IS A TEACHER.

THE GIRLWHO WORE A RED DRESS ATTRACTED EVERYBODY'S

ATTENTION AT THE PARTY.

THAT/WHICH

There several cases when THAT is more appropriate than and is

preferred to WHICH:

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CLICK HERE TO SEE EXAMPLE





PRACTICE

1 - Combine the sentences in each set into a single, clear sentence

with one restrictive adjective clause. Use the appropriate pronoun and

indicate its function in the clause and what it refers to. For example:

Follow the model above

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1. The alarm

clock woke the

sleeper by gently

rubbing his feet.

The alarm clock was

invented by Leonardo

da Vinci.

2. Some

children have not

received flu shots.

These children must

visit the school

doctor.

3. The woman

appeared on TV.

The woman’s

children died in the

car accident.

4. She is the

teacher.

Every student wants

to study with her.

5. I’ll tell you

this: You will be

speaking English

fluently soon.

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CLICK HERE TO COMPARE YOUR NEW SENTENCES WITH SOME SAMPLE

COMBINATIONS.

FONTES DAS IMAGENS



81

TOPIC 03: FUNCTIONS AND USES OF RELATIVE PRONOUNS IN NON-RESTRICTIVE CLAUSES

VERSÃO TEXTUAL

As you know, in English, the choice of the relative pronoun

depends on the type of clause it is used in. As you have already

learned, there are two types of adjective clauses: restictive (defining)

relative clauses and non-restrictive (non-defining) relative clauses. In

both types of clauses the relative pronoun can function as a subject, an

object, or a possessive.

As you also know, NON-RESTRICTIVE RELATIVE CLAUSES provide

some additional information which is not essential and may be omitted

without affecting the contents of the sentence. All relative pronouns EXCEPT

THAT can be used in non-restrictive clauses; however, the pronouns MAY

NOT be omitted. Non-restrictive clauses ARE separated by COMMAS.

FUNCTIONS OF RELATIVE PRONOUNS IN NON-RESTRICTIVE CLAUSES

The table below sums up the functions of relative pronouns in non-

restrictive clauses:

RELATIVE PRONOUN USED AS A SUBJECT:

RELATIVE PRONOUN USED AS AN OBJECT:

RELATIVE PRONOUN USED AS A POSSESSIVE:



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SOME SPECIAL USES OF RELATIVE PRONOUNS IN NON-RESTRICTIVECLAUSES

WHICH

If you are referring to the previous clause as a whole, use WHICH:

OF WHOM, OF WHICH

Use OF WHOM for persons and OF WHICH for things or concepts after

numbers and words such as most, many, some, both, none:

I SAW A LOT OF NEW PEOPLE AT THE PARTY, SOME OF WHOM

SEEMED FAMILIAR.

HE WAS ALWAYS COMING UP WITH NEW IDEAS, MOST OF WHICH

WERE ABSOLUTELY IMPRACTICABLE.

PRACTICE

1 - Combine the sentences in each set into a single, clear sentence

with one non-restrictive adjective clause. Use the appropriate pronoun

and indicate its function in the clause and what it refers to. For example:

Follow the model above.

1. Jimbo is living

in Thailand now.

Jimbo got

divorced last year.

2. Clare is a good

teacher.

I don't like

Clare very much.

3. Almeria is

very dry.

The beaches of

Almeria are

wonderful.

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4. The school

was built in 1907.

The school has

about 800 students.

5. The

government handled

the diplomatic crisis

badly.

The government

is facing corruption

charges.

CLICK HERE TO COMPARE YOUR NEW SENTENCES WITH SOME SAMPLE

COMBINATIONS.

2. Click on the link below to watch a movie segment and then practice

using restrictive and non-restrictive relative clauses. First, watch the

movie segment. Then do the activities. When you finish, SCROLL DOWN

THE PAGE AND CHECK YOUR ANSWERS.

http://moviesegmentstoassessgrammargoals.blogspot.com/2010/01/american

-beauty-restrictive-x.html [1]

PORTFOLIO ACTIVITY

The sentences below are from a paragraph of a student's description

of her high school music teacher. Combine the sentences in each set into a

single clear sentence, and arrange your new sentences into a coherent

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paragraph. Sentences that can be turned into adjective clauses are in

italics. Post the paragraph in your portfolio.

Portfolio_activity_class_V (Visite a aula online para realizar

download deste arquivo.)

FURTHER READING

For Further reading on relative clauses.

http://www.ego4u.com/en/cram-up/grammar/relative-clauses#h01 [2]

http://www.onlinetutorforenglish.com/Grammar/noun-adjective-clauses-

02-12-2009.php [3]

REFERENCES

AZAR, Betty Schrampfer. UNDERSANDING AND USING

ENGLISH GRAMMAR. Second edition. New

Jersey, Prentice Hall regents, 1989.

BLAND, Susan Kesner. Intermediate Grammar: FROM FORM TO

MEANING AND USE. Oxford

University Press.1996.

COBUILD, Collins. ENGLISH GRAMMAR. London. Harpercollins

Publisher. 1994.

SWAN, Michael. PRACTICAL ENGLISH USAGE. 2a. edição. Oxford.

Oxford University Press.1996.

FONTES DAS IMAGENS

1. http://moviesegmentstoassessgrammargoals.blogspot.com/2010/01/ame

rican-beauty-restrictive-x.html

2. http://www.ego4u.com/en/cram-up/grammar/relative-clauses#h01

3. http://www.onlinetutorforenglish.com/Grammar/noun-adjective-clauses

-02-12-2009.php



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