This activity involves working with nonfiniteclauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.
I’m sitting here looking out of the window. Nothing’s happening; it never does. I sit here every day for hours on end, just looking. Looking for what? I don’t know. They never told me what I should be looking for. And I’ve never found out.
I once thought I’d found something, but I couldn’t be sure. It might just have been a trick of the light. How was I to tell?
In this lesson, we look at the difference between two kinds of
relative clause. A relative clause is a special kind of subordinate clause, and like other subordinate clauses it is introduced by a subordinating conjunction. More specifically, the introduction of a relative clause can be carried out by a relative pronoun.
The two types of relative clauses we will be looking at are:
In this activity, students work through the criteria for identifying verbs.
Goals
Practise identifying verbs.
Recognise linguistic criteria for identifying verbs.
Remember the list of verb criteria for use and application later on.
Lesson Plan
In this lesson, students move beyond what is called the notional or semantic way of identifying verbs as 'doing words' to explore grammatical ways of identifying verbs. (You can listen to Bas Aarts discuss this.)
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Englicious (C) Survey of English Usage, UCL, 2012-21 | Supported by the AHRC and EPSRC. | Privacy | Cookies
