1. Identify the independent and dependent clauses in the following sentences and determine whether they are complex, compound or compound-complex.

E.g.: If you hurry, we might get to school on time. (complex)

1. Although Monica had a cold, she went to school because she had a test.

2. While washing the car, Todd slipped on the soap and he fell.

3. Dad takes the train to work even though he has a car.

4. Molly baked brownies since she had nothing else to do.

5. Frank had a good sense of humor, so he laughed a lot.

Use of English

Relative pronouns

Relative pronouns who (m), which, that, whose introduce relative clauses. A relative clause gives information about a person (people) or thing (things) the speaker is referring to. E.g.: The girl who visits my parents is a doctor. We use who/that to refer to people. E.g.: He is an accountant who works for my father’s company. This is Mrs Smith whose daughter is a teacher. We use which/that to refer to things/objects or animals. E.g.: I saw a cartoon which was extremely interesting.

1. Fill in the gaps with who, whose, which, as in the example.

E.g.: That is the man whose dog bit me.

1. The woman ____ danced is 90 years old.

2. Mike is the man ____ car was stolen last week.

3. That is the boy ____ has just helped me.

4. Have you got any books ____ you can lend me?

5. I lost my mobile ____ my father bought me for my birthday.

Use of English

Relative adverbs

Where, when, why are relative adverbs and introduce relative clauses. Where is used to refer to place. It can be replaced by which/that + preposition. In this case it can be omitted. E.g.: The hotel where we stayed was fantastic. The hotel which/that we stayed at was fantastic. When is used to refer to time. It can either be omitted by that. E.g.: I remember the day (when) I graduated from university. I remember the day that I graduated from university. Why is used to give reason. E.g.: The reason (why) I can’t go to the cinema is that I’m extremely tired. The reason that I can’t go to the cinema is that I’m extremely tired.

1. Fill in the gaps with where, when, why, as in the example.

E.g.: That is the kindergarden where I grew up.

1. The school ____ I studied is now well known.

2. The reason ____I am here is to tell you some great news.

3. Do you remember ____ we went to school?

4. He didn’t explain ____ he did it.

5. This is a house ____ I spent all my childhood.

Use of English

so/such (a) … (that), etc

Clauses of result are used to express the result of something. They are introduced with: so/such (a) (that), etc. We use so: with adjectives and adverbs. E.g.: He was so popular that everyone wanted to hear his songs. with much/little + countable nouns and many/few +countable nouns in plural. E.g.: There was so much noise that I couldn’t sleep. before an adjective which is not followed by a noun. E.g.: The dress was so expensive that I decided not to buy it. We use such before: a (n) adjective +singular countable noun. E.g.: It was such a funny story that everyone laughed. a (n) adjective + plural noun / uncountable noun. E.g.: It was such bad news that she started to crying. a lot of + plural noun / uncountable noun. E.g.: There was such a lot of snow that we couldn’t move.