TKT Kal Part 3 Grammar Types of Clauses PDF

TKT: KAL Part 3 Grammar: Types of clauses trainers notes
Description
This activity covers different types of clauses, focussing mainly on subordinate and main
clauses. Participants understanding of these is checked before work on recognising and
using a range of subordinating conjunctions. A text is used to explore finite and non-finite
verbs. There is also a sample TKT: KAL task.
Time required:
6090 minutes
Materials
required:
Participants Worksheet 1 (one copy for each participant)
Sample task (one copy for each participant)
Aims:
to familiarise participants with different types of clauses
to facilitate participants understanding of different types of clauses
to practise using different types of clauses
to develop awareness of the use of a range of clauses in texts
to discuss how this knowledge can help teachers with their lessons
Procedure
1. Write the two following prefixes on the board:
co-
sub-
2. Ask participants to work in pairs or small groups and to think of as many words as
possible beginning with these two prefixes (see Key below for examples if needed).
Allow 23 minutes for this. Feed back their ideas, writing co-ordinate and subordinate
(or words from the same family) on the board. Elicit the meaning of these two
prefixes (see Key below). Explain that in this session, you will be discussing
subordinating and co-ordinating conjunctions.
3. Give out Participants Worksheet 1. Ask participants to work in pairs to complete
Exercises 1 and 2, monitoring as they do so. When participants have completed the
definitions in Exercise 2, join the pairs together with another pair so they can check
their answers in groups of 4. Deal with any disagreements or questions with the
whole group (see Key below).
4. Give out Participants Worksheet 2. In pairs or small groups, participants categorise
the subordinating conjunctions in the list in Exercise 1 according to the headings in
the table. Feed back together or in small groups (see Key below).
5. Put participants into small groups of 4 or 5. They are going to practise using the
subordinating conjunctions from the worksheet.
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Page 1 of 13
6. Read out sentence a) in the list below. The first person in each group should
complete the sentence with a subordinate clause. The second person does the
same, but this time using a different conjunction, preferably from a different category.
Continue in this way around the group, until everyone has completed the sentence
using a different subordinating conjunction.
a)
Norman left school at age 14
b) China is the most populated country on earth

c)
The book didnt seem very interesting
d) There were so many people in the mall

e)
They agreed to help ...
7. Now read out the next sentence, and repeat step 6, starting with a different
participant in each group. Continue for as long as participants seem interested and/or
are familiarising themselves with the conjunctions and clauses. Monitor their
sentences and help with any confusion or disagreements.
8. Refer participants to Participants Worksheet 2 Exercise 2. In pairs, participants
discuss what type/s of subordinate clause are in the sentences, and any differences
in form or meaning. Feed back (see Key below).
9. Explain that you are now going on to look at another aspect of clauses, finite and
non-finite verbs. Ask participants to discuss with a partner what they understand by
these two terms for a minute. Then give out Participants Worksheet 3 Exercise 1,
and individually participants underline only the verbs in bold which tell you when
something happened, or give some information about the subject of the verb. When
they have finished, they should check their answers with a partner. Feed back
together as necessary (see Key below) and elicit whether these underlined verbs are
finite or non-finite (finite).
10. Discuss the following questions, either in small groups or with the whole class:
What do you think is the difference between finite and non-finite verbs?
Why might it be useful for learners of English to understand

(consciously or unconsciously) the difference between finite and nonfinite verbs?
See Key below.

11. Explain or elicit that finite verbs appear in finite clauses. Non-finite verbs, which give
no information about these things, appear in non-finite clauses. Non-finite clauses
are sometimes known as phrases. Refer participants to Participants Worksheet 3
Exercise 2. Working only with the extract of text given, participants should find
examples of a main clause, subordinate clause and phrase. They can do this
individually or in pairs, depending on how confident they are with this area by now.
Feed back and check answers together (see Key below).
12. Give out the Sample Task. Participants complete the task individually in no more
than 7 minutes (candidates have an average of 1 minute per question in the TKT:
KAL exam). Check answers (see Key below).
Page 2 of 13
13. Discuss the following questions with the group:
How might knowledge of clauses help the teacher in the classroom?

(Participants may need you to point out the relevance of them knowing about
different kinds of sentences, particularly if they have only worked with
learners speaking languages with structures similar to English. Knowing
about clauses can help teachers to help their students understand texts with
more complex grammar, and also help them to help students with their more
formal writing. Knowing about clauses can also help teachers understand the
problems learners from non- Latin influenced languages have with sentence
formation in English.)
Would it be useful or not to teach learners the terms related to clauses?

(Being able to understand and use complex sentences is particularly useful
for being able to express yourself in writing and/ or more formally.)
Additional information
Sometimes grammar books distinguish between phrases and clauses by saying that phrases
contain a non-finite verb or no verb, while clauses contain finite verbs. Sometimes, though,
grammar books call both of these phrases. Please work with the latter definition here.
Tasks in the TKT: KAL test will make it clear what definition of phrase is being used.
TKT: KAL often tests candidates knowledge of clauses through tasks such as in the sample
task. It also asks candidates to identify types of clauses in texts. Other task types may also
occasionally be used.
Suggested follow-up activities/questions

1. Give each participant two slips of paper. On one, they should write the name of one
of the types of clauses, on the other write an example of one of the types of clauses.
They then pass the slips one by one round the class. Each person receiving a slip
must either give an example of the clause or name the clause type.
2. This activity could be followed by the activities TKT: KAL Part 3: Noun phrases and
TKT: KAL Part 3: Types of verbs.
Page 3 of 13
TKT: KAL Part 3 Grammar: Types of clauses answer keys

Key to Procedure steps
Step 1:
Co- = together with: co-exist; co-pilot; coeducation; coincident; co-operate
Sub- = under, below: subzero; subcommittee; subheading; subconscious; submarine
Step 10:
What do you think is the difference between finite and non-finite verbs?
Finite verbs give information about the verbs subject and/or about when the verb
happens.
Non- finite verbs (infinitives, present participles, past participles) give no

information about the subject and/ or about when something happens.
Why might it be useful for learners of English to understand (consciously or

unconsciously) the difference between finite and non-finite verbs?
Many learners, particularly those from non- European language backgrounds,

have problems working with non-finite verbs. These problems occur on the level
of recognition and production.
Non-finite verbs can cause problems for learners, especially when embedded in
complex texts, as they may not understand who/what they refer to.
Learners may confuse past participles with past tenses.
Learners may think that participles show time and/or subject and therefore not
bother to link their sentences well, e.g. Walking along the beach, the sun was
shining.
Learners may think that a text/sentence is badly written with words missed out if
they dont understand that something is a participle, e.g. The man, his hopes
ruined, sat crying.
Key to Participants Worksheet 1

Exercise 1
1. Ben watched TV while his brother played football.
2. Jim worked in a supermarket and Lisa studied at a college.
3. Although it was pouring with rain, they decided to go swimming.
4. You can come with me or you might prefer to go alone.
5. After they had supper, they went out to the cinema.
6. They always lent me money provided I paid it back quickly.
7. Id quite like to change jobs but my boss doesnt want me to.
8. He ran to the bus stop so that he could get there in time for the bus.
9. She decided not to buy a new lap-top as it was too expensive.
10. The air was so polluted that several residents fell ill.
Page 4 of 13
Exercise 2
1) Coordinating conjunctions: and, or, but
Subordinating conjunctions: while, although, after, provided, so that, as, ... that
2)
1.
Ben watched TV while his brother played football.
2.
Jim worked in a supermarket and Lisa studied at a college.
3.
Although it was pouring with rain, they decided to go swimming.
4.
You can come with me or you might prefer to go alone.
5.
After they had supper, they went out to the cinema.
6.
They always lent me money provided I paid it back quickly.
7.
Id quite like to change jobs but my boss doesnt want me to leave.
8.
He ran to the bus stop so that he could get there in time for the bus.
9.
She decided not to buy a new lap-top as it was too expensive.
10. The air was so polluted that several residents fell ill.
3)
a.
Main clauses are sentences that can stand alone because they make
full/ complete sense by themselves, and dont leave you wanting to
complete them.
b.
Subordinate (dependent) clauses cant/ cannot stand alone because

they depend/ rely on a main clause to make complete sense.
Page 5 of 13

Exercise 1
Time
Place
Reason
Manner
As
Where
As
As if
As long as
Because
As though
Before
Since
While
Until
Since
As soon as
Contrast
Condition
Purpose
Result
Although
As long as
So that
So
While
Provided that
In order that
Despite the fact

that
If
Unless
Though
Even though
Whereas
Exercise 2
They are all examples of relative clauses. They are also subordinate clauses.
Sentences 1, 2, 4 are examples of defining relative clauses i.e. you need the
information in the clause to know who/what is being talked about.
Sentences 3 and 5 are examples of non-defining relative clauses i.e. the information
given in these clauses is extra information which is not needed to see who/what is
being talked about. The extra information is placed between commas.
In sentence 2 and 5, who is used, as a person is being referred to.
In sentence 1, the relative pronoun has been omitted as it is the object of the relative
clause.
In sentence 4, that could be replaced by which but not by who as it refers to a

thing not a person.
In sentence 3, which could not be replaced by that as it is a non-defining relative

clause (though it is used here in informal speech.
Page 6 of 13

Exercise 1
Withametallicfinish,asinglelargeeyemadeoutofacameralens,aLondontaxilighton
theirheadsandtheOlympicrings1)representedasfriendshipbraceletsontheirwrists,
they2)resemblecharactersdreamedupforaPixaranimation.
Thepairarebasedonashortstorybychildren'sauthorMichaelMorpurgothat3)tellshow
theywerefashionedfromdropletsofthesteelusedtobuildtheOlympicstadium.Theywill
becrucialin4)raisingfundsandspreadingmessagesabouttheGames.
Wenlock,namedaftertheShropshiretownofMuchWenlockthat5)helpedinspirePierre
deCoubertin6)tolaunchthemodernOlympics,andMandeville,inspiredbythe
BuckinghamshiretownofStokeMandeville,wheretheParalympics7)werefounded,will
becomeveryfamiliarinthenexttwoyears.ThechairmanoftheLondonorganising
committeeoftheOlympicGames,LordCoe,saidthemascotswereaimedsquarelyat
childrenanddesignedwiththedigitalageinmind.Hesaidtheyhadthemostpositive
reactioninworkshops8)toroadtestthem.
Thepairwereintroducedinananimatedfilmthat9)followedtheirstoryfromtheBolton
steelworkswheretheframeoftheOlympicstadiumwasmade.They10)willbecomea
rangeofupto30cuddlytoys,11)includingversionsbasedoncelebritiesandsportsstars,as
wellasadorningbadges,Tshirts,mugsandmore.
Exercise 2
a.
Main clauses:
The pair are based on a short story by children's author

Michael Morpurgo...
They will be crucial in . about theGames.
b.
Subordinate clauses:
that tells
how they were fashioned from droplets of the steel used to
build the Olympic stadium
c.
finite verb
e.g. are based on/ tells/ they were fashioned/ will be
d.
non-finite verb
e.g. used/ raising/ spreading
Key to Sample Task

1C
2G
3D
4I
5B
6E
7F
8H
Page 7 of 13
TKT: KAL Part 3 Grammar: Types of clauses Participants

Worksheet 1
Exercise 1
Underline the conjunctions in these sentences.
1.
Ben watched TV while his brother played football.
2.
Jim worked in a supermarket and Lisa studied at a college.
3.
Although it was pouring with rain, they decided to go swimming.
4.
You can come with me or you might prefer to go alone.
5.
After they had supper, they went out to the cinema.
6.
They always lent me money provided I paid it back quickly.
7.
Id quite like to change jobs but my boss doesnt want me to leave.
8.
He ran to the bus stop so that he could get there in time for the bus.
9.
She decided not to buy a new lap-top as it was too expensive.
10.
The air was so polluted that several residents fell ill.
Some of these conjunctions join two main clauses, i.e. sentences which are grammatically
independent of each other. They are called coordinating conjunctions.
Others join a main clause and a subordinate clause into one sentence. They are called
subordinating conjunctions.
Exercise 2
Look at the sentences in Exercise 1 and:
1) classify the conjunctions into coordinating or subordinating.
2) underline the main clauses.
3) complete these definitions of main and subordinate clauses:
a. Main clauses are sentences that can stand ______________ because they make
____________ sense by ____________, and dont leave you wanting to
_____________ them.
b. Subordinate (dependent) clauses _____________ stand alone because they
_____________ on a main clause to make complete sense.
TKT: KAL Part 3 Grammar: Types of clauses Participants Worksheet 1
Page 8 of 13

Worksheet 2
Exercise 1
Put these subordinating conjunctions into the right box below. N.B. Some words may go in
more than one box.
as
so that
where
although
because
as if
while
despite the fact that
as though
in order that
since
if
even though
before
until
provided that
though
unless
as long as
as soon as
whereas
Time
Place
Reason
Manner
Contrast
Condition
Purpose
Result
so
Exercise 2
What kinds of clauses are underlined in these sentences?
1
I dont know the person she is talking about.
Can you see the man whos talking on his phone?
I was born in Manchester, which is a town in the north of England.
The racquet that Id really like to buy is just so expensive.
The prime minister, who is a friend of mine, is coming too.
What differences of form and meaning can you see between them?
Page 9 of 13

Worksheet 3
Exercise 1
Look through the numbered verbs in bold in an extract from an article about Wenlock and
Mandeville, the UKs 2012 Olympic mascots. Underline the verbs in bold which give you
information specifically about the time when something happens or about their subject.
.
Withametallicfinish,asinglelargeeyemadeoutofacameralens,aLondontaxilighton
theirheadsandtheOlympicrings1)representedasfriendshipbraceletsontheirwrists,
they2)resemblecharactersdreamedupforaPixaranimation.
Thepairarebasedonashortstorybychildren'sauthorMichaelMorpurgothat3)tellshow
becrucialin4)raisingfundsandspreadingmessagesabouttheGames.
Wenlock,namedaftertheShropshiretownofMuchWenlockthat5)helpedinspirePierre
deCoubertin6)tolaunchthemodernOlympics,andMandeville,inspiredbythe
BuckinghamshiretownofStokeMandeville,wheretheParalympics7)werefounded,will
becomeveryfamiliarinthenexttwoyears.ThechairmanoftheLondonorganising
committeeoftheOlympicGamesLordCoe,saidthemascotswereaimedsquarelyat
childrenanddesignedwiththedigitalageinmind.Hesaidtheyhadthemostpositive
reactioninworkshops8)toroadtestthem.
Thepairwereintroducedinananimatedfilmthat9)followedtheirstoryfromtheBolton
steelworkswheretheframeoftheOlympicstadiumwasmade.They10)willbecomea
rangeofupto30cuddlytoys,11)includingversionsbasedoncelebritiesandsportsstars,as
wellasadorningbadges,Tshirts,mugsandmore.
guardian.co.uk, Wednesday 19 May 2010 London Olympics 2012: Meet Wenlock and Mandeville, drips off the
old block
Page 10 of 13
Exercise 2
Look at this paragraph from the extract, and find examples of each of the following:
a. a main clause
b. a subordinate clause
c. a finite verb
d. a non-finite verb
Thepairarebasedonashortstorybychildren'sauthorMichaelMorpurgothattellshow
becrucialinraisingfundsandspreadingmessagesabouttheGames.
Exercise 3
Match these phrases from the paragraph with the types of phrase they are.
You will need to use most types of phrase more than once, but there is no example of one of
the phrase types listed.
1. The pair
A. Noun phrase
2. used to build the Olympic stadium
B. Verb phrase
3. were fashioned
C. Adjective phrase
4. by childrens author Michael Morpurgo
D. Adverb phrase
5. will be
E. Prepositional phrase
6. about the Games

7. in raising funds
8. messages
9. the Games
Page 11 of 13
TKT: KAL Part 3 Grammar: Types of clauses Sample Task

For questions 18, match the underlined clauses with the clause types listed AI.
There is one extra option which you do not need to use.
Clause types
A
defining relative
non-defining relative
contrast
reason
condition
purpose
time
non-finite
main
Clauses
1
While there is no strong evidence, there is strong suspicion in this case.
They didnt move until their friends had disappeared.
As it was such a hot, dry summer, the authorities banned the use of barbeques.
Id rather buy a computer that has a built-in camera.
Their house, which is just by a river, frequently floods.
Ill stay in my job providing I keep learning new things.
They gave up using their car so that they could save on petrol.
Walking along the river, they bumped into some friends.
Page 12 of 13
Acknowledgements
Cambridge ESOL is grateful to the following for copyright permission:
Guardian.co.uk
London Olympics 2012: Meet Wenlock and Mandeville, drips off the old block, Wednesday 19 May 2010
Every effort has been made to identify the copyright owners for material used, but it is not always
possible to identify the source or contact the copyright holders. In such cases, Cambridge ESOL
would welcome information from the copyright owners.
Page 13 of 13

TKT Kal Part 3 Grammar Types of Clauses PDF

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TKT: KAL Part 3 Grammar: Types of clauses trainers notes

Participants Worksheet 1 (one copy for each participant)

Participants Worksheet 2 (one copy for each participant)

Participants Worksheet 3 (one copy for each participant)

Sample task (one copy for each participant)

to familiarise participants with different types of clauses

to facilitate participants understanding of different types of clauses

to practise using different types of clauses

to develop awareness of the use of a range of clauses in texts

TKT: KAL Part 3 Grammar: Types of clauses trainers notes

Norman left school at age 14

b) China is the most populated country on earth

The book didnt seem very interesting

d) There were so many people in the mall

They agreed to help ...

Why might it be useful for learners of English to understand

See Key below.

TKT: KAL Part 3 Grammar: Types of clauses trainers notes

13. Discuss the following questions with the group:

How might knowledge of clauses help the teacher in the classroom?

Would it be useful or not to teach learners the terms related to clauses?

Suggested follow-up activities/questions

TKT: KAL Part 3 Grammar: Types of clauses trainers notes

TKT: KAL Part 3 Grammar: Types of clauses answer keys

Non- finite verbs (infinitives, present participles, past participles) give no

Why might it be useful for learners of English to understand (consciously or

Many learners, particularly those from non- European language backgrounds,

Learners may confuse past participles with past tenses.

Key to Participants Worksheet 1

TKT: KAL Part 3 Grammar: Types of clauses answer keys

Ben watched TV while his brother played football.

Jim worked in a supermarket and Lisa studied at a college.

Although it was pouring with rain, they decided to go swimming.

You can come with me or you might prefer to go alone.

After they had supper, they went out to the cinema.

They always lent me money provided I paid it back quickly.

Id quite like to change jobs but my boss doesnt want me to leave.

She decided not to buy a new lap-top as it was too expensive.

Subordinate (dependent) clauses cant/ cannot stand alone because

TKT: KAL Part 3 Grammar: Types of clauses answer keys

Key to Participants Worksheet 2

Despite the fact

In sentence 2 and 5, who is used, as a person is being referred to.

In sentence 4, that could be replaced by which but not by who as it refers to a

In sentence 3, which could not be replaced by that as it is a non-defining relative

TKT: KAL Part 3 Grammar: Types of clauses answer keys

Key to Participants Worksheet 3

The pair are based on a short story by children's author

e.g. are based on/ tells/ they were fashioned/ will be

e.g. used/ raising/ spreading

Key to Sample Task

TKT: KAL Part 3 Grammar: Types of clauses answer keys

TKT: KAL Part 3 Grammar: Types of clauses Participants

Ben watched TV while his brother played football.

Jim worked in a supermarket and Lisa studied at a college.

Although it was pouring with rain, they decided to go swimming.

You can come with me or you might prefer to go alone.

After they had supper, they went out to the cinema.

They always lent me money provided I paid it back quickly.

Id quite like to change jobs but my boss doesnt want me to leave.

She decided not to buy a new lap-top as it was too expensive.

The air was so polluted that several residents fell ill.