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When English people speak and write complex sentences they usually use more than one clause.
For example: I went to a training course on Henry V does not give enough information (it is only one
clause). What more can you say?

A. Finish the main clause example with another clause and the linking word.

Type of Clause Main Clause Example Used with

Relative clause I went to a training course on Henry V 1. Which

____________________________________ 2.
3.
Conditional Training sessions can be useful for 4. If
clause employees 5.
____________________________________ 6.
7.
Time clause Peoples motivation at work tends to 8. After
decline 9.
10.
Purpose Most countries require foreigners to get 11. In order to
work permits 12.
13.
Concession Most Americans keep eating fast food 14. Despite
____________________________________ 15.
16.
Result Millions of people are murdered in America 17. As a result of
every year 18.
19.
Reason Most primary school teachers in England 20. Since
are women 21.
22.
Contrast There are some differences between 23. Nevertheless
American and British English 24.
25.
Manner The arrogant manager walked around 26. As if
____________________________________ 27.

B. Decide which type of phrases is used with which type of clause.

a) Who 10. As
b) Because 11. That
c) Like 12. As long as
d) Although 13. As
e) Unless 14. And as a result
f) So that 15. In order that
g) While 16. So that
h) In spite of 17. Provided
i) Even so 18. However

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Clauses (Discovery) Copy right 2009 Photoc opiable

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Activity Instructions
Language Focus: Clauses of relation, condition, time, purpose,
concession, result, reason, contrast, and manner
Vocabulary Focus: Unspecific
Level: Advanced
Skill: Writing
Time: 20 minutes
Organisation: Students work individually
Stage: Discovery of grammatical rules
Suggested Method:

Copy one sheet for each individual student and distribute them.

Decide how 'guided' you want the grammar discovery to be. For weak classes go
through the entire sheet together with the students, eliciting rules and principles
on the board as you go. When necessary, provide the students with the individual
'down time' in order to do the tasks. For medium-ability groups, allow students to
go through the sheet individually or in groups and 'intervene' at the end of each
section A,B,C etc. Finally for stronger ability groups, get students to work in small
groups and elicit the grammatical rules and principles at the end of the sheet
orally or by getting students to write on the board.

Whichever your approach, allow the students the necessary time to complete
the individual sections and ask for feedback for each section.

Give students a warning when their time limit is about to expire and then insist
on pens down and heads up.

For feedback, there are a number of options including students writing some/all
of the answers on the board, students orally contributing their answers
individually or in groups (which could be scored like a quiz).

Draw the students' attention to any specific mistakes which seem prevalent
through the discovery and offer language input.

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