PERSPECTIVES ONE (2000) UNIT 1

PRESENT TENSE / PRESENT CONTINUOUS

PERSPECTIVE ONE
UNIT ONE

Simple present tense and present continues tense (focus on grammar 2, page 5)
Simple present tense
Subject + verb (s ,es) + R.S( rest of sentence)
Uses
1. Present tense shows a repeated action that indicates past, present and future.
e.g. a. he goes to school. B. he works in Lahore.
The above verbs “goes” and “work” are in present tense. They show the subjects activity in the
present and future. In a (a) going to school is a repeated action. He went to school in the past, is
going now and will go.
2. Present tense show habitual actions.
e.g. a) He smokes. b) We eat dinner at 9:00. C) She watches TV in morning
In all the above sentences, the action (smoke, eat, watch) are habitual action.
3. Present tense expresses a universal truth (general facts).
e.g. The god is one. The sun shines. Honey is sweet
4. Present tense is used in newspaper headlines to talk about past ( see page 55 for headlines)
e.g. The president goes to china. (President went)
5. Present tense expresses an action happening now.
e.g. The rose smells nice (now). I believe you (now). He understands (now)
this idea is commonly expressed using stative verbs. ( see page 153 or stative verbs)
6. Present tense is used in commentaries e.g. about a sporting event when the duration of an
action brief. The action is completed before the sentence describes it.
e.g. Alam passes the ball to Mohib, Mohib passes it to Naeem, who kicks it. And scores a
goal
7. Present tense is used to refer to future actions which are timetabled.
e.g. the train comes at 5:00. The plane leaves tomorrow

Present continuous tense

Subject + be + verb + ing + R.S

Uses
1. Present continuous shows an action which is in progress at the time of speaking .
e.g. He is cooking now. They are playing soccer.

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 PERSPECTIVES ONE (2000) UNIT 2
PAST CONTINUOUS / PRESENT PERFECT
2. Present continuous shows more general present of it show an action which may not be
happening at the time of speaking, but around the time of speaking.
e.g. I am building a house in Kabul. I am reading a book of Khushal khan.

3. Present continuous show an action that has already been arranged to happen in the future.
e.g. I am meeting my boss tomorrow. They are coming home next week.
Present Continues is used with always to describe a repeated action which annoys the speaker.
E.g. He is always leaving his dirty socks on the table.
They are always making the same mistakes.
PAST TENES and PAST CONTINUOUS TENES (Focus on grammar 3, page 9)

PAST TENES (See page 31 for information on past tense.)

PAST CONTINOUS TENES (See page 53 for information on past continuous.)

UNIT TWO

PRESENT PERFECT TENES (Focus on grammar 2, page 26)

RECENTLY (See page 83 for information on Ever.)

EVER (See page 103 for Information on Just.)

JUST (See page 85 for information on Just.)

NEVER
 Never is an adverb of frequency. Never means not a t any time.
 Never can be used in present perfect tense
Structure: subject + has/ have + never + verb3 + R.S.
e.g. g) Omar’s mother has never cooked spaghetti.
h) We have never studied French.
See page 56 for information on adverb of frequency.
Extra information
 Never can also be used in the following tenses.
a) Past tense
Structure: subject + never + verb 2+ R.S (rest of sentence)
e.g. a) Amir’s Father never worked. B) I never attended Dr. Wali’s lectures

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 PERSPECTIVES ONE (2000) UNIT 3
GERUND / INFINITIVE
b) Present tense

Structure: subject + never + verb(s, es) + R.S. (rest of sentence)

e.g. c) Mujahid never listens to music. D) I never smoke.

c) Future tense
Structure: subject + will + never + verb1 + R.S (rest of sentence)
E.g. k) We will never speak to Jamal. I) he will never marry gul babu.
Present perfect with already and yet (focus on grammar 4, page 31)
See page 89 for information on already and yet
Present perfect continuous tense (focus of grammar 5, page 33)
See page 92 for information on present perfect continues tense and present perfect tense.

Unit three

Gerund (focus of grammar 2, page 48)

See page 86 & 175 for information on Gerund.

Infinitive (focus on grammar 3, page 51)

 Infinitive is the to + base form of verb. Some examples of infinitive are to play, to walk, to
clean, to teach etc.
 Infinitive function as a noun and names an action. to teach is infinitive , can be used. As a
noun and show an action.
 After an infinitive, we can use a noun, an adverb or a prepositional phrase.
e.g. Infinitive + noun to play soccer, to teach Arabic
Infinitive noun infinitive noun
Infinitive + adverb to play well, to teach slowly
Infinitive adverb infinitive adverb
Infinitive + prepositional phrase to play at the park , to go to park
Infinitive prepositional phrase infinitive prep phrase
We can also use these words together (noun, adverb or prepositional phrase after infinitive)
e.g. To drive a car slowly to drive a car on the road.
Infinitive noun adverb infinitive noun prep phrase

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 PERSPECTIVES ONE (2000) UNIT 3
Infinitive
Usages of infinitive
 we can use infinitive in these ways:
1. as the subject of sentence
 When infinitive is the subject of a sentence, it starts the sentence and is followed by a verb
which is usually be (is/was).
Structure: to + verb + is / was + adjective
Subject verb R.S
e.g. a ) to watch soccer is interesting . b) To eat a lot of sugar is bad for health.
In sentence a) to watch is infinitive and is the subject of the sentence.
In sentence b) to eat is infinitive and is the subject of the sentence.

Note: it is not common to use infinitive as subject of the sentence as in a and b above the common
structures it + be + adjective + to + verb + R.S.
We can also say sentences a and b above in the following way.

e.g. a) It is interesting to watch soccer. B) It is bad for health to eat a lot of sugar.
It + be + adjective infinitive R.S it + be + adjective infinitive R.S

Grammar terms
Preparatory subject/ provisional subject: other terms for the pronoun it in the above structure

2. As the object t of verb

 When infinitive comes after a verb, it is the object of that verb.
e.g. Hashim needs to win the match.
In the above sentence, to win is infective. it comes after the verb need , so it is the object of the verb
( need) the verb need is called infinitive verb because we can use an inventive after it.

Inventive verbs
 These are some of the verbs after which we can use infinitive.
a. Decide , wish, hope , forget, plan , refuse ,promise,
b. Invite , allow , encourage , tell , advise , order , force , teach
c. Want , expect , ask, need,
 These verbs are called infinitive verb because we can use inventive after these verbs
(e.g. Hope to pass). These verbs can be used in present tense, past tense or future tense.
But infinitive doesn’t change with them.
Present Tense: needs to study, hope to pass, plan to take
Past tense: needed to study, hoped to pass, and planned to take.
Future tense: will need to study, will hope to pass, will plane to take.

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 PERSPECTIVES ONE (2000) UNIT 3
INFINITIVE
Group of inventive verbs

 There are three group of infinitive verbs ( see above)

Group A infinitive verbs (see above) these verbs are directly followed y infinitive.
Structure: subject + infinitive verb + to + verb
e.g. a) Tahir decide to learn Arabic. B) Bilal forgot to bring his book.
In sentence a) to learn is infinitive, is used after the verb (decided) and is the object of the verb
(decided). The infinitive (to learn) is directly used after the infinitive verb (decided)
In sentence b) to bring is inventive, is used after the verb (forgot) and is the object of the verb
(forgot). The infinitive (to bring) is directly used after the infinitive verb (forgot).
Group B infinitive verbs (see above): these verbs are first followed by a noun and the then by
infinitive. e.g. (allow Asad to go)

Structure: subject + inventive verb + noun (usually person) + To+ verb

e.g. d) I will teach Jameel to drive a car.

e) We encourage Hamid to play soccer with us.
In sentence d) teach is an inventive verb. Teach is first followed by a noun (Jameel) and then by
infinitive (to drive)
In sentence e) encourage is in infinitive verb. Encourage is first followed by a noun (Hamid) and
then by infinitive ( to play)
Group C infinitive verb (see above): these verb can be directly followed by infinitive as in these
sentences.
e.g. F) Zainab wants to cook Afghani rice tonight.
I) Nadeem needs Omar to cash a check.
Or they can be followed by a noun and then by infinitive as in these sentence.

e.g. h) Zainab wants Hamid to cook Afghani rice tonight.

I) Nadeem needs Omar to cash a check.
Note:
 When these verb are directly followed by infinitive. The subject to performs the action
infinitive
 In sentence f) above, Zainab will perform the action infinitive (to cook) i.e. Zainab will
cook tonight.
 When these verbs (i.e. group c verbs) are followed by a noun and then by infective the noun
performs the action inventive.
In sentence h) Zainab will not perform the action of infinitive. Hamid will perform the action of
infinitive. Hamid will cook tonight.

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 PERSPECTIVES ONE (2000) UNIT 4
CONDITIONAL CLAUSES
In sentence I) Nadeem will not perform the action of infinitive. Omar will perform the action
infinitive. Omar will cash a check.
Verbs followed by ground and inventive. (Focus on Grammar 4, page 53)
 After these verbs, both gerund (verb + ing) and inventive (to + verb1) can be used.
Begin, hate, like, love, prefer, start, continue and can’t stand
 There is no difference in meaning if we use infinitive or gerund after these verbs.
e.g. a) I began to smoke last year. Or I began smoking last year.
b) She hates to cook lunch. Or she hates cooking lunch.

Using prefer
Prefer with gerund:
Subject + prefer + verb ing + to verb ing + R.S (rest of sentence)
e.g. c) I prefer watching soccer to watching tennis.
d) She prefers learning Arabic to learn French.
Prefer with infinitive
e.g. e) I prefer to watch soccer rather than to watch tennis.
f) She prefers to lean Arabic rather than to learn French.
Rather can be dropped from than: g) I prefer to watch soccer than to watch tennis.

Unit four

Conditional clause (focus of grammar 2, page 65)

 Conditional clauses have two parts : 1. If clause 2: main clause
1. If clause: the first part of a conditional clause is called if clause. We call it if clause because
it starts with if. In if clause, we show a condition.
2. Main clause (also called result clause: the second part of conditional clause is called the main
clause. in main clause. we show the result if condition is fulfilled.
e.g. a) If Usman studies hard, he will pass with good grades.
If clause (showing condition) main clause (showing result if condition is fulfilled)
 We use conditional clauses to talk about present , past and future.
1. Future
 To talk about future, we use type one conditional clause.
 The structure of type one conditional clause is below.
Structure :
If + subject + verb ( s, es) , subject + will / may + verb 1 + R.S
If clause main clause

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 PERSPECTIVES ONE (2000) UNIT 4
Conditional clause
Explanation of structure:
If clause: simple present tense (subject + verb ( s ,es) is used after if . the meaning of present tense is
future not present . we can’t use will after if . therefore, we use present tense. If the subject is
singular, the verb takes s or es (he walks). If subject t is plural, the verb doesn’t take s or es (they
walk).

Main clause: future tense (subject + will + verb) subject + May + verb) is used in main clause. Main
clause shows result. If the result is certain (i.e. result will 100%) happen) the auxiliary will is used if
the result is not certain (e.g. maybe the result will happen (50%) the auxiliary may is used.

Definition: we use type one conditional clause to show that the action in main.
e.g. a) If Fahim sleeps a little, he will become sick.
b) If we take the taxi, we may reach there early.
In sentence a) the action in the main clause (he will become sick) will certainly ( 100%) happen if
the condition in the if clause ( Fahim sleeps a little) is fulfilled.
In sentence b) the action in the main clause (we may reach) will probably (50%) happen if the
condition in the if clause (we take a taxi) is fulfilled.

2. Present
 There are two types of conditional clauses that we use to talk about present.
a. Present Real condition clause b) present unreal conditional clause.

a. Present Real conditional clause

 We use this coordinal clause to talk about habitual action or action that happen
automatically.
Structure: if+ subject + verb ( s, es ) , subject + verb (s, es) + R.S
Present tense present tense
e.g.
c) If you don’t eat, you become hungry
d) If Aslam has some free time, he watches TV.
Sentence c) shows an automatic action. If you don’t eat, you automatically become hungry. Notice
that the subject ( you) is plural , so s or es is not used with verbs ( don’t eat. Not doesn’t eat) and
( become not becomes).
Sentence d) shows a habitual action. It is Aslam’s habit that he watches TV if he has free time.
Notice that subjects (Aslam and he) are singular, so s and es are used with the verb (has not have)
and ( watches not watch).
b. Present unreal conditional clauses
 We use this conditional clause to imagine a condition and imagine its result in main clause.

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 PERSPECTIVES ONE (2000) UNIT 4
Coordinal clauses
 The conditions not true. We just imagine or think if it were like this.
 To imagine a condition, we use if + past tense.
 To imagine the result of the condition, we use subject + would / could
 Would is the past form of will and could is the past form of can.
 We use past tense after if to imagine, but the meaning is not past. it is present
Structure: if + subject + verb2, subject + would / could + verb1
Imaginary condition imaginary result

e.g. a) if I had a million dollars , I could buy a beautiful car.

b) I Nida lived in Germany, she would be very happy.
In sentence a) the speaker imagines having a million dollars. In reality he doesn’t have a million
dollars. The speaker also imagines the result of have a million dollars ( I could uy a car). In reality
he can’t buy a car because he doesn’t have a million dollars.
In sentence b) the speaker imagines Nida’s living in Germany . in reality she doesn’t live ther . the
speaker also imagines the result of her living there ( she would be very happy).

Using were with if

 When we imagine , we use were not was with all the subjects ( he, she , I , you , we , they).
 We usually use a place ( e.g. in Kabul ) or name of a job (e.g. a doctor ) after were .
Structure: if + subject + were + place / name of job , subj+ would / could + verb1
e.g. a) if I were in America, I would meet my uncle.
b) if she were a doctor, she could work in a hospital.
In sentence a) the speaker imagines being in America. In reality he is not in America.
The speaker also imagines the result of being in America ( I would meet my uncle). In reality , he
will not meet his uncle because he is not in America.
In sentence b) the speaker imagines being a doctor. In reality she is not a doctor. The speaker also
imagines the result of being a doctor ( she could work in hospital. In realty she can’t work in
hospital because she is not a doctor.

Note: a positive sentence after if has a negative meaning in reality

If I had money = I don’t have money in reality
A negative sentence after if has a positive meaning in reality.
If I weren’t a teacher = I am a teachers
3. Past
 We use type three conditional clause to talk about past.
Structure: if + subject + had + verb3 + would/ could have + verb3

Explanation of structure
If clause: we use past perfect (subject + had + verb 3) in if clause

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 PERSPECTIVES ONE (2000) UNIT 4
MODAL AUXILIARIES: MAY / MIGHT /CAN / COULD
If positive past perfect (subject + had + verb3) is used, in reality it has negative past meaning
(subject + didn’t + verb) e.g. if she had studied = she didn’t study
In negative past perfect (subject + hadn’t + verb3) is used, in reality it has positive pas meaning
(subject + verb2) e.g. if she hadn’t studied = she studied.

Main clause: would have and could have + verb3 are used in main clause.
If positive structure (would have or could have) is used, in reality it has negative past meaning
(subject + didn’t + verb) e.g. she would have passed = she didn’t pass
If negative structure (shouldn’t have or couldn’t have) is used, in reality it has positive past meaning
(subject + verb2) e.g. she wouldn’t have passed = she passed
Definition: we use type three conditional clause to show that the action in if clause did not happen,
therefore, the action in main clause didn’t happen.

e.g. a) If my uncle had bought that car, we would have gone one a trip.
In reality he didn’t buy that car, therefore, we didn’t go on a trip
b) If Omar had come to the party ,we would have seen him.
In reality Omar didn’t come to the party, therefore, we didn’t see him

Grammar term: the present unreal conditional clause and the conditional clause about past are said to
be in subjunctive mood.

Modal auxiliaries: may, might can and could

1. Usage of may and might
See page 76 for details on may and might.
2. Usage of could and can
a. Usage of could
See page 90 for information on could.
b. Usage of can
 Can is also used to show possibility.

Structure: subject + can + verb1 + R.S (rest of sentence)

e.g. e) Ali can get a good job in Kabul.

f) it can rain tonight. The weather is cloudy.

Sentence e) means that it is possible for Ali to get a good job in Kabul.
Sentence f) means that it is possible that it will rain tonight.

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 PERSPECTIVES ONE (2000) UNIT 5
MUST / HAVE TO / HAVE GOT TO
Unit five
Must, have to and have got to (focus of grammar2, page 81)
1. Must + verb1
 Must is a modal auxiliary verb. Must means be necessary to. Must shows that it is necessary
to do something.
Structure: subject + must + verb1 + R.S (reset of sentence)
e.g. a) Wali must go to the school today. He has an exam.
b) we must perform Saallah every day.
Sentence a) means that it is necessary for Wali to go to school.
Sentence b) means that it is necessary for us to perform Saallah every day.

Negative form of must

 The negative form of must is must not must not means not allowed.
 Must not shows that it is not allowed to do something.
Structure: subject + must not + verb + R.S (rest of sentence)
e.g. c) You must not smoke in the class. D) We must not come to class late.

Sentence c) meant that you are not allowed to smoke in the class.
Sentence d) means that we are not allowed to come to class late.

2. Have to + verb1
 Have to is an expression.
 Have to means must, but is weaker in meaning than must have to shows that it is necessary to
do something.
 Have to sis used with plural subjects. Like. I you, we, or they.
 Has to is the singular form of have to. it is used with singular subject ( he or she)
Structure:
Subject + have to / has to + verb 1 + R.S ( rest of sentence )
e.g. e) Usman has to clean his room. F) we have to learn all the lessons.
Sentence e) means that it is necessary for Usman to clean his room.
Sentence f.) Means that is necessary for us to learn all the lessons.

Negative forms of have to and has to

 The negative forms of have to and has to are don’t have to and doesn’t have to.
 The negative form shows that something is not necessary to do .
Structure: subject + doesn’t have to / don’t have to + verb + R.S ( rest of sentence)
e.g. g) She doesn’t have to work today.
h) They don’t have to come to class every day.

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 PERSPECTIVES ONE (2000) UNIT 5
MUST SHOWING PROBABILITY
Extra information
 The past form of have to and has to is had to. Must has no past form, so had to is used.
 Had to shows that something was necessary to do in the past.
E.g. i) Naeem had to clean his room yesterday.
j) They had to learn all the lessons last week.
3. have got to + verb 1
 Have got o and have to have the same meaning.
Structure:
Positive: subject + has/ have got to + verb1 + R.S (rest of sentence)
e.g. a) I have got to attend my class  I have to attend my class.
b) She has got to cook for guests  she has to cook for guests.
Negative
Subject + hasn’t / haven’t got to + verb1 R.S (rest of sentence)
e.g. c) Jamal hasn’t got to meet his teachers
d) We haven’t got to exercise today.
Questions
Has/ have + subject + got to + verb +?
e) S1: has Bilal got to work today? S2: yes, he has
f) S1: have you got to take the tests? S2: no , I haven’t.

Must not and doesn’t / don’t have to (focus of on grammar3, page 82)
See the above structure for details on must not and doesn’t / don’t have to.

Expressing probability: must ( focus on grammar 4, page 85)

 Must has two main usages:
1. Obligation ( study the above structures for must showing obligation)
2. Probability
2.prbablity
 We can also use must to say that we are sure that what we are saying is true.
 We become sure when we see or hear something. For example, I see that Ghani has a new son
and he looks at him and smiles all the time. I can say that he must be very happy for his.
Son. This mean that I am sure he is very happy for his son. I am sure because I see that he
smiles for his son all the time.
Structure: we use these two structures to show probability:
1. Subject + must + be+ adjective or noun + R.S ( rest of sentence)
e.g. a) Ali always comes to class everyday. Today. He is absent.
He must be sick today. ( must + Be+ Adjective)
b) Asad has taught his class for four straight hours.
He must be tired now. (Must + be + adjective)
c) Hassan is wearing a doctor’s uniform and is giving a patient medicine.
He must be a doctor. (must + be + noun )

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 PERSPECTIVES ONE (2000) UNIT 6
UNREAL CONDITIONAL CLAUSE / BE SUPPOSED TO
In sentence a) “he must be sick” means that I am sure that he is sick. I become sure because I see
that Ali is a regular student, but today he is absent.
In sentence b) “he must be tired” means that I am sure that he is tired. I become sure because I see
that Asad has taught for four hours.
In sentence c) “he must be a doctor” mean that I am sure that he is doctor. I become sure because I
see that Hassan is wearing a doctor’s uniform and is giving a patient medicine.

2. Subject + must + be+ verb + ing + R.S ( rest of sentence)

e.g. d) The students in class b make a lot of noise every day, but today they are silent.
They must be taking a test
d) A student just came to class and his clothes are wet.
It must be raining no.
In sentence d) “they must be taking a test” means that I am sure that they are taking test. I become
sure because I see that they are not making any noise today.
In sentence e) “it must be raining now” means that I am sure that it is raining now. I become sure
because I see that the student’s cloths are wet.

Unit six
Unreal conditional clause (focus on grammar 2, page 97)
Structure: if+ subject + verb2, subject + would / could + verb1 + R.S.
e.g. a) If Omar studied hard, he would pass easily.
b) If we were in the class, we would talk to the teacher.
See page 112 -114 for details on unreal conditional clause

Be supposed to + verb1 (focus on grammar 3, page 100)

 Be supposed to is an expression.
 We use the base form of the verb after be supposed to (e.g. be supposed to study).
 Be supposed to has two main usages.
1. To show expectation
 Be supposed to shows that the speaker or someone else expects a person to do something.
 Be supposed to means be expected to.
Structure: subject +be (is , am , are) + supposed to + verb1 + R..
Note: the subject in the structure should be the person who is expected to do something.
For example, if the teacher expects Haleem to come to class on time, then the subject of the sentence
should be Haleem.( Haleem is supposed to come on time)

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 PERSPECTIVES ONE (2000) UNIT 6
SHOULD / OUGHT TO / HAD BETTER +
e.g. a ) Tahir is supposed to bring the books to class ( by the teacher).
b) we are supppoe3d to fix the car ( by our father).
Sentence a) means that the teacher expects Tahir to bring the e books.
Sentence b) means that our father expects us to fix the car.
Note: we can use supposed to with was and were. It then shows that the speaker expected someone
to do something,, but he didn’t dot it .
e.g. c) Javid was supposed to teach the class. (He didn’t teach the class)
d) They were supposed to help me. (They didn’t help me).
2. To mean should or should not
 Be supposed to means should or should not when we talk about rules or laws.
e.g. e) All students are supposed to keep the class clean.
f) The drivers are not supposed to pass a red light.
Sentence e) means that student s should keep the class clean.
Sentence f) mean that the drivers should not pass a red light.

Extra information
 Supposed to can sometimes be used to mean believed to or said that.
e.g. g) That old picture is supposed to be 200 years old.
Sentence g) means that old picture is believed to be 200 years old.

Should, ought o and had better (focus on grammar4, page 105)

1. Should and ought to + verb1
 Should and ought to are modal auxiliary verbs.
 We use should and ought to, to give advice to a person.
Structure: subject + should / ought to + verb + R.S (rest of sentence)
e.g. a) Ali is sick. He should go to the doctor.
b) Teacher to student: you should study harder.
c) Doctor to patient: you ought to drink a lot of water.

In sentence a) the speaker is advising Ali to go to doctor.

In sentence b) the teacher is advising the student to study harder.
In sentence c) the doctor is giving the patient advice to drink a lot of water.

2. Had better + verb1

 Had better is an expression
 We use had better to give advice to a person (this is like should).
Structure: subject + had better +verb1 + R.S (rest of sentence)
e.g. d) Ali is sick. He had better go to the doctor.
e) Teacher to student: you had better come to class on time.

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 PERSPECTIVES ONE (2000) UNIT 6
CMPARTIVE ADJECTIVE + AND + COMPARATIVE ADJECTIVE
Note: had better is stronger than should and shows urgency or warning.
e.g. f) it is 4:50. We had better go. The program stats at 5: 00.
In the above sentence, the speaker is giving advice and is showing that this is urgent
See page 145 for information on how to give advice about the past.

Comparative adjective + and comparative adjective (focus on grammar 5, page 107)

 This structure is called double comparative.
 We use this structure to show that something increases or decreases.
 Add er to short adjectives ( cheap + er) and add more to long adjectives ( more expensive)
Structure: subject+ verb + short adjective + er + and + short adjective + er
Subject + verb + more and more + long adjective
Note: the verb is this structure is usually get or become.
e.g. a) Usman is getting fatter and fatter.
b) Mobile phones are getting cheaper and cheaper.
c) Food times are becoming more and more expensive
Sentence a) means that Usman is increasing in size.
Sentence b) mean that the prices of mobile phones are decreasing.
Sentence c) means that the prices of food items are increasing.

See page 45 for information on comparative adjective.

See page 77 for information on superlative adjective.

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 PERSPECTIVES ONE (2000) UNIT 7
PAST PERFECT/ PAST PERFECT CONTINUOUS
Unit seven
Past perfect tense (focus on grammar2, page 117)
 We use past perfect tense to show that
1. An action happened before another action in the past. There are usually two action. use past
perfect for the action that happened first and use past tense for the action that happened
second. Use these conjunctions to join the past perfect with past tense: when, before and
after.
Structure: subject + had + verb3 + when / before + subject + verb2 + R.S
Past perfect (for the first action) conjunctions past tense (for the second action)
e.g. a) Salman played cricket at 10:30. He ate lunch at 12:30
Salman had played cricket before he ate lunch.
b) Ali came to the party at 11:00 we went from the party at 10:30
We had gone from the party when Ali came
In sentence a) Salman’s first action was that he played cricket. Therefore, past perfect tense is used
to talk about it (Salman had played) and his second action was that he ate lunch. Therefore, past
tense is used to talk about it (he ate lunch). Both sentences (past perfect and past tense) are joined
with the conjunction (before).
In sentence b) the past perfect tense is used for the first action (we had gone from the party ) . Past
tense is used for the scorned action (Ali came). Both sentences (past perfect and past tense) are
joined with conjunction (when).
2. An action that happened before another time in the past.
Structure: subject+ had+ verb3 + before + time
e.g. c) Sana’s husband came at 12:30 yesterday. She cooked at 12:00
Sana had cooked before 12:30
Grammar term
Pluperfect: another term for past perfect

Past perfect continuous tense (focus on grammar 3, page 123)

 Past perfect continuous tense has two usages:
1. It shows an action that was in progress in the past for some time before another action
happened.
Use past perfect continues for the action that was in progress, use since and for + time and use past
tense for the second action. Use these conjunctions (when and before) to join past perfect continuous
with past tense.
Structure:

Subject + had + been + verb ing + since / for + time + when /before + subject verb2
Past perfect continues for an action that was in progress for some time. Conjunction past tense for the second action

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Past perfect continuous
e.g. a) Omar had been studying for 30 minutes when the light wen.
b) We had been watching TV since 2:00 before Haleem came.
In sentence a) Omar’s studying action was in progress for 30 minutes: therefore, past perfect
continuous is used to talk about it. The lights went is the second action therefore, past tense is used
talk about it.
In sentence b) our action of watching TV was in progress for some time ( since 2:00) then the
second action of Haleem’s coming happened.
2. It also shows an action that was in progress, but stopped before another action.
Structure: subject + had + been + verb ing + when/before + subject + verb2
e.g. c) I had been sleeping when Daud called me.
d) We had been swimming before Hassan came.
Sentence c) means that my action of sleeping was in progress , but it stopped before Daud’s action
of calling.
Sentenced d) means that our action of swimming was in progress, but it stopped before Hassan’s
action of coming.
Compare usage 1 and 2
e.g. e) I had been sleeping for two hours when Daud called me.
f) I had been sleeping when Daud called me.
Sentence e) means that my sleeping action was in progress and continued (didn’t stop) until Daud’s
action of calling. At the time when Daud called me. I was sleeping.
Sentence f) means that my sleeping action was in progress, but it stopped before Daud’s action of
calling. At the time when Daud called me. I was not sleeping. My sleeping action stopped.

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 PERSPECTIVES ONE (2000) UNIT 8
RELATIVE CLAUSE / ADJECTIVE CLAUSE
Unit eight
Relative clause (focus on grammar 2, page 134)
 A clause is a group of words that has a subject and a verb.
e.g. a) Ali has a test tomorrow. B) She comes late. C) Asad is tall
Sentence a), b) and c) are all clauses because they have subjects (Ali, she and Asad) and have verbs
(has, comes and is)
Kinds of clauses: there are two kinds of clauses.
A. independent clause b) dependent clause
a) Independent clause: an independent clause gives a complete meaning. It doesn’t need another
clause to give a complete meaning. It is also called main or principle clause.
e.g. c) Tom watches TV. D) She works as a manager.
Both c) and d) are independent clauses because they have complete meaning. An independent clause
can also be called a sentence because a sentence also gives a complete meaning.
b) Dependent clause: A dependent clause doesn’t have a compete meaning. It must be used with an
independent clause so that it gives complete meaning.
Some examples of dependent clauses are:
e.g. If she feels good when he is alone
The above are clauses because they have subjects (she, and he) and have verbs (feels and is). We call
them dependent clause because they don’t give complete meaning.
e.g. She cooks dinner if she feels good. Tom watches TV when he is alone.
Now if she feels good gives complete meaning because it is used with an independent clause she
cook dinner. When he is alone gives complete meaning because it is used with an independent
clause tom watches TV.
Kinds of deepened classes: there are three kinds of dependent clauses.
1. Adjective clause (relative clause) 2. Adverb clause 3. Noun clauses
Note: we will study adjective clause or relative clause here. See page 206 for adverb clause and page
164 for noun clause.
Adjective clause or relative clause
 Relative clause functions as an adjective.
 A relative clause modifies or give more information about a noun. It comes after the noun
which it modifies.
This noun is called antecedent (see who below)
e.g. a) We will meet an intelligent student.
Adjective noun
b) We will meet a student who is intelligent
Noun adjective clause

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
In sentence a) the word intelligent modifies or gives more information about the noun student.
Therefore, we call it an adjective.
In sentence b) who is intelligent also modifies or gives more information about the noun student.
Therefore, we call it an adjective, but it has a subject (who) and a verb (is), so it is a clause too.
Therefore, we can call it an adjective clause.
 A relative clauses starts with relative pronouns. These are relative pronouns, who, whom,
which and that.
Who and who,: are used when we talk about people.
Which: is used when we talk about things.
That: is used for both people and things.
 These relative pronouns can be used tin these ways:
1. As subject 2. As object of verb 3. As object of preposition
1. Relative pronouns as subject
 A relative is the subject of an adjective clause if. A verb directly comes after it.
e.g. a) The man who is swimming in the pool is our teacher.
Relative pronoun verb
In the above sentence, the relative pronoun (who) is the subject of adjective clause because a verb
( is swimming) directly comes after it.
 These relative pronouns are used as subjects: who and which
i) Who
 Who is used for people. It is used in place of subject pronouns he, she and they.
How to use who

First: make two sentences. Use a noun in the first sentence. Use a pronoun (he, she or they) in the
second sentence for the noun in the first sentence.

e.g. The teacher teaches well. He is from Afghanistan

Noun pronoun
Second: find the antecedent in the first sentence for the pronoun in the second sentence. Antecedent
is a noun in place of which a pronoun is used. In the above sentence, the antecedent is the noun
teacher because the pronoun he in the second sentence is used in place of the noun teacher.
Third: use who in place of the pronoun he. It will become who is from Afghanistan.
This is an adjective clause. Who is the subject of this adjective clause because it sis used in place of
the subject pronoun (he)

Fourth: use this adjective clause (who is from Afghanistan) after the antecedent (e.g. teacher)
e.g.
The teacher who is from Afghanistan teaches well.
Adjective clause (who is the subject)

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
More examples:
b) That girl knows a lot about science. She graduated from Kabul.
Antecedent pronoun
c) Naseer has many friends. They live in London.
Noun noun pronoun
Note: there are two nouns in example c). Which one is the antecedent? The antecedent is the one in
place of which the pronoun (they) is used. Naseer is a singular noun and the pronoun they is plural.
For Naseer, a singular pronoun (he) should be used, so Naseer is not the antecedent. The antecedent
is friends because the plural pronoun (they) agrees with the plural noun (friends).

Naseer has many friends who live in London.

Adjective clause (who is the subject)
Note we can use that is place of who. Naseer has many friends that live in London.
ii) Which
 Which is used when we talk about things. Which is used in place of pronouns it and they
How to use which

First: make two sentences. Use a noun in the first sentence. Use a pronoun (it or they) in the second
sentence for the noun in the first sentence.
e.g. The table looks beautiful. It is make in Pakistan
Noun pronoun
Second: find the antecedent in the first sentence for the pronoun in the second sentence. Antecedent
is a noun in place of which a pronoun is used. In the above sentence, the antecedent is the noun table
because the pronoun it is the second sentence is used in place of the noun table.

Third: use which in place of the pronoun it. It will become which is make in Pakistan this is an
adjective clause . Which is the subject of this adjective Claus because it is used in place the subject
pronoun ( it)

Fourth: use this adjective clause (which is make in Pakistan) after the sentence (table).

e.g. The table which is made in Pakistan looks beautiful.

Adjective clause ( which is the subject)
More examples:
d) my uncle has an old house. It was built in 1970s.
Antecede pronoun
My uncle has an old house which was built in 1970.
Adjective clause ( which is the subject)
e) The books are on the table. They are about khushal khan.
Noun , noun, pronoun

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
Note: there are two noun in example e) which one is the antecedent? The antecedent is the one in
place of which the pronoun (they) is used. The table is a singular noun and they pronoun they is
plural. For table, a singular pronoun ( it) should be used, so table is not the antecedent. The
antecedent is books because the plural pronoun (they) agrees with the plural noun (books) .
The books which are about Khushal khan are on the table .
Adjective clause (which is the subject)

Note: we can use that in place of which.

The books that are about Khusah khan are on the table.
2. Relative pronoun as the object of verb
 A relative pronoun functions as the object of verb in an adjective clause when a subject comes
after it.
e.g. The man whom we saw in the pool is our teacher.
In the above sentence, the relative pronoun (whom) is the object of the verb (saw) because the
subject ( we) is used after the relative pronoun whom.
 These relative pronouns can be used as the object of verb: whom and which.
i) Whom
 Whom is used for people. It is used in place of object pronouns (him, her and them).
How to use whom
First: make two sentences, use a noun in the first sentence. Use an object pronoun ( him , her or
them) in the second sentence for the noun in the first sentence.

e.g. The teacher teaches well. We saw him last week.

Noun pronoun
Second: find the antecedent in the first sentence for the pronoun the second sentence, antecedent is a
noun in place of which a pronoun is used. In the above sentence, the antecedent is the noun Teacher
because the pronoun him in the second sentence is used in place of the noun teacher.
Third: remove the object pronoun (him) from the second sentence and use whom at the beginning of
the sentence. It will become who. Asad saw last week. This is an adjective clause. Whom is the
object of this adjective clause because it is used in place of the object pronoun (him).
Fourth: use this adjective clause (whom we saw last week) after the antecedent (e.g. teacher).

e.g.
The teacher whom Asad saw last week teaches well.
Adjective clause (whom is the object)

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
More examples:
a) The doctor takes a high fee. Hassan visited him.
Antecedent pronoun
The doctor whom Hassan visited takes a high fee.
Adjective clause (whom is the object)
b) The driver took money from passengers. We met them at the airport.
Note: there are two noun in example b). Which one is the antecedent? The antecedent is the one in
place of which the pronoun (them) is used. The driver is a singular noun and the pronoun they is
plural. For the driver, a singular pronoun (he) should be used, so the driver is not the antecedent. The
antecedent is passenger because the plural pronoun (they) agrees with the plural noun( passengers).
The driver took money from passengers whom we met at the airport.
Adjective clause (whom is the object)
Note: we can also use that in place of whom.
The driver took money from passengers that we met at the airport.

ii) Which
 Which is used when we talk about things. Which is used in place of object pronouns ( it and
them).
Ho to use which.
First: make two sentences. Use a noun is the first sentence use a pronoun (it or them) in the second
sentence for the noun in the first sentence.

e.g. The table looks beautiful. Jamal bought it last week.

Noun pronoun
Second: find the antecedent in the first sentence for the pronoun n the second sentence. . Antecedent
is a noun in place of which a pronoun is used. In the above sentence, the antecedent is the noun table
because the pronoun it in the second sentence is used in place of the noun table.

Third: remove the object pronoun (it) from the second sentence and use which at the beginning of
the sentence. It will become which Jamal bought last week. Tis is adjective clause. Which is the
object of this adjective clause because it is used in place the object pronoun (it).

Fought: use this adjective a clause (which Jamal bought last week) after the antecedent

(E.g. table)
e.g. The table which Jamal bought last week looks beautiful.
Adjective clause (which is the object)

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
More examples:
a) We have some chairs. Asad put them in the store.
Antecedent pronoun

We have some chairs which Asad put in the store.

Adjective clause (which is the object)

b) The book was very good. I read it last month.

Antecedent pronoun
The book which I read last month was very good.
Adjective clause (which is the object)
Note: we can use that in place of which too.
The book that I read last month was very good.
3. Relative pronoun as the object of preposition
 When relative pronoun come after proposition, they are the object of prepositions. Only
whom and which can be used after prepositions
e.g. The boy to whom we give a book smiled.
In the above sentence, whom is the object of preposition (to) because it is used after the proposition
(to)
 Some verbs and prepositions that are used with verbs are: talk to , play with , look at ,
depend on , give to , buy for, complain to , show to.
How to use whom and which as the object of preposition
i) Whom
First: make two sentences. Use a noun in the first sentence. In the second sentence, use an object
pronoun (him, her, or them) after a preposition (use the above verbs and prepositions)

e.g. The shopkeeper became happy. We gave a book to him.

Noun prep pronoun
Second: find the antecedent in the first sentence for the pronoun I the second sentence. Antecedent
is a noun in place of which a pronoun is used. In the above sentence, the antecedent in the noun
shopkeeper because the pronoun him in the second sentence is used in place of the noun shopkeeper.
Third: remove the pronoun (him) from the second sentenced and use whom at the beginning of the
second sentence. it will became whom we gave a book to . This is an adjective clause.
Fourth: use this adjective clause (whom we gave a book to) after the antecedent (e.g. shopkeeper).

e.g. The shopkeeper whom we gave a book to became happy.

Adjective clause (whom is the object of preposition to)

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RELATIVE CLAUSE / ADJECTIVE CLAUSE
Note: the preposition to in the above adjective clause is used at the end of an adjective clause. Using
a preposition at the end of adjective clause is informal. We can also use the preposition to at the
beginning of adjective clause ( to whom we gave a book) . Using a preposition at the beginning of an
adjective clause in formal.
More examples:
e.g. a) Ali’s mother was tired. Nida prepared tea for her.
Antecedent prep pronoun
(a1) Ali’s mother for whom Nida prepared tea was tired. (formal)
(a2) Ali’s mother whom Nida prepared tea for was tired.( informal)
The adjective clause in sentence (a1) is formal because the preposition (for) is used at the beginning
of the adjective clause (for whom Nida prepared tea).
The adjective clause in sentence (a2) is informal because the preposition (for) is used at the end of
the adjective clause (whom Nida prepared tea for).
b) We visited our school principal. We complained to him about the noise.
Antecedent prep pronoun
(b1) we visited our school principal to whom we complained about the noise. (Formal)
(b2) we visited our school principle whom we complained to about the noise. (Informal)

iii) Which
 The steps of whom above are the same for which except that which is used for things not
people.
e.g. c) The book was about animals. I told you about it.
Antecedent prep pronoun

The book about which I told you was about animals. (Formal)
The book which I told you about was about animals. (Informal)
How to delete relative pronouns from adjective clauses
 We can delete (i.e. remove) the relative pronouns from the adjectives clauses when the
relative pronouns function as the object of verb or preposition.
 The adjective clause from which the relative pronoun is deleted is called contact, zero
adjective clause or unmarked adjective clause.
e.g. a) The man whom I met last week died today. (Adj. clause with whom)
b) The man I met last week died today. (Adj. clause without whom)
in sentence a) whom I met last week is an adjective clause . Whom function as the object of verb
(met), so we can delete it from the adjective clause.
In sentence b) ,I met last week is an adjective clause . Whom is deleted from this adjective clause,
but it is still an adjective clause. This adjective clause (I met last week) is called contact, zero
adjective clause or unmarked adjective clause.

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 PERSPECTIVES ONE (2000) UNIT 8
KINDS OF ADJECTIVE CLAUSE
e.g. c) The car which we fixed broke down again. (Adj. clause with which)
d) The car we fixed broke down again. (Adj. clause without which)
In sentence c) which we fixed is an adjective clause. Which functions as the object of verb (fixed) ,
so we can delete if form the adjective clause .
In sentence d) we fixed is an adjective clause. Which is deleted from this adjective clause. But it is
still an adjective clause. This adjective clause (we fixed) is called contact or zero adjective clause.
 We cannot delete the relative pronouns that function as the subject of the adjective clause as
in these examples.
e.g. e) The man who stole my car was caught by police.
f) The car which is in the garage has old tires.
In sentence e) who stole my car is an adjective clause. Who is the subject of the adjective clause, so
we cannot delete who from the adjective clause.
In sentence f), which is in the garage is an adjective clause. Which is the subject of the adjective
clause, so we cannot delete which from the adjective clause.

Grammar terms
Contact adjective clause: a term for an adjective clause from which the relative pronoun is deleted as
in the above example.
Unmarked adjective clause: another term for contact adjective clause

Kinds of adjective clause

 There are two types of adjective clause:
a. Restrictive clause b) Nonrestrictive adjective clause
a) Restrictive adjective clause identifies the noun by giving necessary information about the noun.
With restive adjective clause, we will not be able to identify the noun.
For example: if there are 10 students in the class and I make this sentence:
e.g. The student is intelligent.
From the above sentence, it is not clear which student I am talking about. If I add an adjective clause
to the sentence and this adjective clause identifies the student. Then this adjective clause is a
restrictive adjective clause.

e.g. The student who is warring a black sweater is intelligent.

Now we can identify the exact person because the adjective clause identified the person by giving us
necessary information about the noun. This adjective clause (who is warring a black sweater) is a
restrictive adjective clause.

Example2: if there are 10 books in the class and I say:

e.g. I will take the book.

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KINDS OF ADJECTIVE CLAUSE
From the above sentence , it is not clear which book I will take. if I add an ajdec9ive clause to the
sentence and this adjective identifies the book , then this adjective clause is restrictive adjective
clause.
e.g. I will take the book which has a red cover.
Now we can identify the exact book I am talking about because the adjective clause identified the
book by giving us necessary information abou7t the noun. This adjective clause (which has a red
cover) is a restrictive adjective clause.

Point to remember about restrictive adjective clause

 Restrictive adjective clause identifies the noun.
 These relative pronouns are used in restrictive adjective clause: who , which and that
e.g. The doctor who/ that helped us is from Saudi Arabia.
 The relative pronouns which function as object can be deleted from a restrictive adjective
clause.
e.g. The woman whom he married has two bi houses. (Adj. clause with whom)
The woman he marred has two big houses. (Adj. clause without whom)
 In a restrictive adjecjt9ve clause, commas are not used.
b) Nonrestrictive adjective clause
 Nonrestrictive adjective clause doesn’t identify a noun. It just gives extra information about
the noun. We can identify the noun without the adjective clause.

For example: if I say: Dr. Zakir Nayak is an Islamic scholar on bible.

In the above sentence, we already know the noun (Dr. Zakir Nayak). If we add an adjective
clause to the above sentence, this adjective clause will be nonrestrictive because it will give extra
information about the noun (Dr. Zakir Nayak)
e.g. Dr. Zakir Nayak, who is in India, is an Islamic scholar on bible
Who is in India is an adjective clause. This adjective clause is just extra information about the
noun ( Dr. Zakir Nayak). This adjective clause is non restrictive

Point to remember about nonrestrictive adjective clause

 Nonrestrictive additive clause gives extra information about a noun.
 These relative pronoun are used in nonrestrictive adjective clause: Who, which and whom.
The relative pronoun that is not used.
e.g. Saudi Arabia, which is an oil rich country, is in Asia
 We cannot delete the relative pronoun in nonrestrictive adjective clause even if they are
usd as object
e.g. Saudi Arabia, which we visited, is in Asia
We can’t delete which from the above adjective clause because the adjective clause is
nonrestrictive.

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KINDS OF ADJECTIVE CLAUSE
 In nonrestrictive adjective clause, commas are used before and after the adjective clause.
e.g. Saudi Arabia, which we visited, is in Asia.
 In speaking, we pause before we say a nonrestrictive adjective clause to show that the
information is extra.

Extra information.
A nonrestrictive adjective clause can be used to say what happens next. It connects two action.
Example. Two action: I asked Yameen and he didn’t answer me.
The action above can be linked using a nonrestrictive clause.
I asked Yameen, who didn’t answer me.

Example. Usman passed the ball to Javid, who scored a goal.

Such a nonrestrictive clause is called a connective clause.

Grammar terms
Other terms for restrictive adjective clause are defining, identifying and essential adjective clause.
Other terms for nonrestrictive adjective clause are non-defining, non-identifying , non-essential and
descriptive adjective clause.
Relative pronouns as the subject of verbs (focus on grammar 4, page 137)
See pages 123 &124 for details on relative pronouns as subject of verbs.

Relative pronouns as the object of verbs (focus on grammar 4, page 141)

See pages 125 -127 for details on relative pronouns as object of verbs

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 PERSPECTIVES ONE (2000) UNIT 9
CAUSATIVE VERBS
Unit nine
Causative verbs (focus on grammar2, page 155)
 Causative verbs are verbs that cause a person to do an action . the subjects of the sentence
does the action of causative verbs. The object performs the other action.
e.g. Wahid made Jamal wash the car.
Subject causative verb object verb

In the above sentence, the subject (Wahid) performed the action of causative verb (made) and the
object (Jamal) performed action (wash).
 These are some causative verbs with their structures: have, make , let , get , help
1. Have
 Have as a causative verb mean to hire or to choose someone to do an action.
Structure: subject + have (has, had, having) + object (person) + verb1

a. Our teacher has Hassan open the door. ( causative verb in past tense)
b. My uncle is having his son clean doors. (Causative verb in present continuous)
c. Omar had a mechanic fix the car. (causative verb in past tense)
Sentence a) means that our teacher chooses Hassan among all students to open the door. The subject
o( our teacher ) does the action of causative verb ( has) and the object ( Hassan) does the action of
verb ( open). Our teacher causes Hassan to open the door.
Sentence b) means that my uncle is choosing his son to clean the doors. The subject ( my uncle)
does the action of causative verb ( having) and the object ( his son) does the action of verb ( clean).
My uncle is causing his son to clean doors.

Note: have as a non causative verb means own or be the owner of something. It can not be used in
ing form( e.g. having)
2. Make
 Make as a causative verb means to force someone to do an action.
Structure: subject + make (makes, made making) + object ( person) + verb1
e.g. d) I make Javid work for me. (Causative verb in present tense)
e) The thief made me give all the money to him. (Causative verb in past tense)
f) Shah will make his brother study hard. (Causative verb in future tense)
sentence d) meant hat I force Javid to work for me. The subject (I) does the action of causative verb
( make) and the object ( Javid) does the action verb ( work). I cause Javid to work for me.

Note: make as a non-causative verb means to build or prepare.

3. Let
 Let as a causative verb mean to allow or to give permission to do an act5ion.
Structure: subject+ let (lets, let, letting) object (person) + verb1

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ADJECTIVE CLAUSE WITH WHOSE
e.g. g) our teacher let me drink some water. ( causative verb in past tense)
h) my uncle will let me take his car. ( causative verb in future tense)
sentence g) meant that our teacher allowed me to drink water. The subject ( our teacher) did the
action of causative verb (let) and the object ( me) did the action of verb ( drink).

Note: let as causative verb and as a non causative verb has the same meaning.
4. Help
 Help as a causative verb mean to assist someone to do an action .
Structure:
Subject + help ( helps, helped, helping) + object ( person) + to + verb / verb1
Note: help as a causative and non-causative verb has the some meaning.

5. Get
 Get as a causative verb mean to persuade or to convince someone to do an action.
Structure: subject+ get (gets, getting) + object (person) + to verb1\
e.g. k) Shakib got Tahir to go to UK for higher studies. (Causative verb in past)
I) our teacher gets us to speak in English. (Causative verb in present tense)
In sentence k) means that Shakib persuaded Tahir to go to UK. The subject (Shakib) did the action
of causative verb ( got) and the object ( Tahir) did the action of infinitive ( to go).
Sentence I) mean that our teacher persuades us to speak in English. The subject (our teacher) does
the action of causative verb ( gets) and the object ( us) does the action of infinitive ( to speak).
Note : get ass non causative verb mean to obtain or to receive . See page 68 for other usage of get.

Adjective clause with whose ( focus on grammar 4, page 160)

 Whose is a relative determiner.
 We use whose in place of his, her or their.
e.g. My brother is a doctor. His car is black.
My brother whose car is black is a doctor.

How to use whose

First: make two sentences. Use a noun I the first sentence. Use his, her or their in the second
sentence.
e.g. The farmer works hard. His field is very big.

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 PERSPECTIVES ONE (2000) UNIT 9
ADJECTIVE CLAUSE WITH WHOSE
Second: find the antecedent for his , her or their in the first sentence . Antecedent is a noun in place
of which a pronoun Is used. In the above example. The antecedent is the farmer because the work
his is used in place of the farmer.
Third: use whose in place of his, her or their . The sentence will become whose field is very big.
This is an adjective clause. Use this adjective clause after the antecedent (the farmer).
e.g. The farmer whose field is very bid works hard.
More example:
e.g. The boys went outside. Their books are in the class.
Antecedent pronoun
The boys whose books are in the class went outside.
Adjective clause
We met a girl. Her paintings were all about flowers.
Antecedent pronoun
We met a girl whose paintings were all about followers.
Adjective clause
How to use whose when his/ her/there is used in the middle of the sentence
First and second steps are the same.
e.g. the farmer works hard. We went to his house.
Third: use whose in place of his, her or their. Take whose + noun to the beginning of the second
sentence. In the above example, the second sentence will become whose house we went to. This is
the adjective clause. Use this adjective clause after the antecedent (the farmer)
e.g. the famer whose house we went to works hard.
More examples:
The teacher failed the students. I checked their test papers.
Antecedent pronoun
The teacher failed the students whose test papers I checked.
Adjective clause
Ali teachers a girl. We met her father.
Antecedent pronoun
Ali teachers a girl whose father we met.
Adjective clause

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