1. Grammar 2 The Second Semester 2015-2016 Presented by Dr. Mohamed Sha’at

2. Aims of the Session Students are expected to revise reason and result clauses.

3. Types of Adverbial Clauses There are 5 types of adverbial clauses: ( 1) Time, (2) Reason, (3) Purpose, (4) Contrast, and (5) Conditions. What is an Adverb Clause? Adverb clauses are clauses that function as adverbs. Since they are dependent clauses, they must have a subordinating conjunction to connect them to the other clause. Subordinating conjunctions can be arranged according to the purpose of the clause they begin. Here are some examples of subordinating conjunctions:

4. A time clauses - She went to Palestine before she came to the U.S. A reason clause: - She went to Palestine first because she couldn’t get a visa for the U.S. A purpose clause: She came to the U.S. so that she could be with her relatives A contrast clause: - She came to the U.S. even though she didn’t know English. A condition clause: - She will go back to her country if she saves enough money.

5. Reason Clauses In your written and spoken assignments you will often need to answer the question ‘Why?’. When you want to explain why something happens, you can use a reason clause introduced by the conjunctions because, as or since. - As she wanted to practise her spoken English, Carrie regularly attended most of the English club meetings. - Mark joined the English Drama Club because he wanted to improve his intonation.

6. As and since can come at the beginning of the sentence. As/since Tim had eaten fifteen ice-creams, he didn’t feel well. Tim didn’t feel well, as/since he had eaten fifteen ice-cream. Because usually occurs in the middle of a sentence, but in informal speech it may come at the beginning of a sentence. - Because Sam didn’t do his assignment, the teacher was angry with him. So is used to express a result. Not that because is followed by a reason while so is followed by a result. - He left the class because he was angry. - He was angry, so he left the class. - The lecture was boring and irrelevant, so some of the students began to fall asleep.

7. So and such for emphasis (Note the expressions that are used with countable & non-countable nouns) We use so with nouns for emphasis. - I bought so many books (that )I couldn’t carry them. - There were so few people in the theatre (that) the actors didn’t perform well. - There is so much rain at the moment (that) we hardly ever go out. - We have so little free time (that)we don’t watch T.V.

8. Too and not enough for a difficulty Too+ adjective= more than is necessary or good It was too far to walk so we took a taxi. The mountain was too difficult to climb. The tea was too hot to drink. Not+ adjective+ enough to= less than is necessary or good - Little Sarah is too young to walk to school. - Little Sarah is not old enough to walk to school. - This tea is not cold enough to be drunk.

9. So and too So means very. The speaker’s opinion can be positive or negative. Too means more than enough. It suggests a difficulty that something cannot be done. It is very expensive. (a fact) It is so expensive. ( I’m surprised, but I still might buy it) It is too expensive. ( I won’t buy it)

10. So and too So means very. The speaker’s opinion can be positive or negative. Too means more than enough. It suggests a difficulty that something cannot be done. It is very expensive. (a fact) It is so expensive. ( I’m surprised, but I still might buy it) It is too expensive. ( I won’t buy it)

11. Results also can be conveyed using phrases like: as a result/ in the end/ eventually. - Two meters of snow fell during the night. As a result, several main roads were blocked. - It started raining while we were having our picnic, and eventually we decided to go home. - Kate and Time waited for a long time, and in the end they took a taxi. Now it’s your turn to do the exercises pp. 88-90. Good Luck

12. Polling How can you grade this meeting? A = excellent, B = very good, C = good or D = fair.

13. Dr. Mohammed Sha’at