Focus Three taught us how to make sentences with multiple restrictive clauses, and we watched "This Is The House That Jack Built." Of course, when we kids listened to it, we didn't think we were learning about restrictive clauses--we just thought it was a fun story. Listen to it again and pay attention to how each modified noun is modified by another restrictive clause. Can you make a story like that? How many times can you create another restrictive clause that continues your story?
We also covered Focus 4 and 5. Four showed most of the same points about omitting relative pronouns and be verbs that we studied in Unit 7 but added one more: omitting them in the case of adjectives.
Another example:
Everything (that was) valuable was stolen during the night.
Finally, in Unit 5 we studied how we can make restrictive clauses with prepositions at the end (less formal) or prepositions before the relative clause (more formal). Some students said the latter sounds strange--that's because most people don't speak that way. However, the formal way is often used in business and academic situations.
He lost the letter in which I stated the information.
He lost the letter which I stated the information in.
We can switch the position of the clauses--in this case, the preposition is not at the end of the sentence, but it's still at the end of the restrictive clause.
The letter in which I stated the information was lost
The letter which I stated the information in was lost.
There is a little homework for the weekend: Exercise 5 on page 156 and Exercise 8 on page 160. We'll check them on Monday.
Pay special attention to Exercise 5 because there will be a similar exercise on the test. Also, go back and look at Exercise 1 on page 138, as I'm going to have a similar cartoon and ask you to describe it using relative clauses.
Another sad day: two students said good-bye. One has been with us for a little while: Carmen; the other was with us only a week, although I've taught him before in other classes. Farewell Carmen and SeokJoon--good luck and keep in touch!
AM Proficiency Week
Eleven Study Sheet
Grammar Dimensions Units 7
& 8
Grammar
Dimensions Unit 7, p136-7
to modify
valid
a realtor
Grammar Dimensions U7 p138
catch fire
to put out (a fire)
a pulley
a pup
a cradle/to cradle
to soothe/soothing
a stool
Grammar Dimensions U7 p141
a (light) switch,
to switch
Grammar Dimensions U7 p142-3
to evaporate
a board (committee)
credentials
to lean (towards,
on)
authoritative
determination/to be
determined
Grammar
Dimensions Unit 8 (p150)
to be acquainted
with/an acquaintance
to pat
to pile/a pile
Grammar Dimensions U8 p151
plain
clumsy
fancy
to mingle
to flee/fled/fled
fellow (adj) fellow + kind of person
starve/starved/starvation
a preoccupation/to
be preoccupied
to resemble/resemblance
to last/lasting
prestigious/prestige
to liberate
“believe it or not”
a cottage
Grammar Dimensions U8 p153
a scratch/to
scratch
to startle/startled
Grammar Dimensions U8 p154-5
a carcass
to stuff
a pouch
awkward
Grammar Dimensions U8 p156
disabled
a booth
legible/illegible
a thug
the black market
(to hold) hostage/a
hostage
to clasp/a clasp
a locket
Grammar Dimensions U8 p160
a royalty
to come up short
Academic Connections Unit 1
metropolitan/ metropolis
rural
the suburbs,
suburban
Academic Connections U1 p6
a corridor
to sprinkle
subtle
volatile
Academic Connections U1
to dismiss (an idea, a theory)
to foster
visionary/a
visionary
Academic Connections U1 p7
to diminish
bedrock
a vendor
to augment
to discredit
to prevail
a slum
at all cost(s)
vandalism
territory
to insulate
Academic Connections U1 p8
an insight
a buzzer
to drop in
to drop out
to arrive at (a
vision, a conclusion)
Academic Connections U1 Listening
impoverished
disgust
the countryside
to lounge around
“you get the idea”
residential
a core
civic
a boulevard
to be drawn into
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