Now say cats, dogs, and wishes. What sounds do you hear? How many different sounds do you hear?

The -s is used in two parts of speech: verbs and nouns. With verbs -s is used for third person singular, while -s is used for nouns as a plural marker, it can also be used to mark possession.

Many people associate -ed with simple past tense (play-played). In addition, -ed being used for past participles (work, worked, worked). However, because past participles are used in 3 tenses: Present Perfect, Past Perfect, & Future Perfect, while -ed is in a total of four tenses. Simple past and present perfect are among the most frequently used verb tenses in English. Past participles can also function as adjectives, resulting in -ed occurring more widely than just in verbs

1. The boy who cried wolf was ignored.

2. The boy crying wolf was ignored.

Let's examine how these changes in form impact meaning, grammar, and clarity!

• Begins with a relative pronoun: who, whom, whose, that, which

• Contains a subject + verb

• Answers: Which one? What kind?

If the adjective clause contains a form of BE (is, are, was, were), and the relative pronoun is the subject, we can OMIT the subject + BE.

A checklist can be used for this reduction:

1. Does the clause use “who is,” “which is,” “that was,” etc.?

2. Is the relative pronoun the subject?

3. Can I omit both the pronoun and the BE verb?

   
   

   If yes → Omit them!

I want you to practice now!

Let's try reducing these:

1. The kids who were in the gym were loud.

2. The books that were on the desk belong to Maria.

3. The boy who is at the front door is my brother.

Post your reduced versions in the comments!

If the clause has a verb other than BE, and the relative pronoun is the subject, you can:

1. Remove the relative pronoun

2. Change the verb into:

   • -ing for active voice

   • past participle for passive voice*

Checklist for Reducing Subject + Verb

1. Is the relative pronoun the subject of the clause?

2. Is the verb not BE?

3. Is the clause:

   • Active → use -ing

4. Passive → use past participle

If yes -> Reduce it!

Reduce these sentences:

1. The students who wrote the essays got A’s.

2. The items that were ordered online arrived late.

3. The engineer who designed the system won an award.

Share your reduced versions!

1. The kids who were in the gym were loud.
       - The kids in the gym were loud.

2. The books that were on the desk belong to Maria.
       - The books on the desk belong to Maria.

3. The boy who is at the front door is my brother.
       - The boy at the front door is my brother.

Reducing Subject + Verb

1. The students who wrote the essays got A’s.
       - The students writing the essays got A’s.

2. The items that were ordered online arrived late.
       - The items ordered online arrived late.

3. The engineer who designed the system won an award.
       - The engineer designing the system won an award.

This lends its hand to how teachers can actually teach this. In the following sections, you will examine an adjective clause lesson.

Whom vs Who

• Who = subject

• Whom = object (formal)

• In most conversations, who replaces whom.

Examples:

1. The woman who works here is nice.
2. The woman (whom/who) I met is kind.
3. The student to whom you spoke passed. → every day: the student you spoke to

That/Who vs That/Which

• Who / that → for people

• Which / that → for things

• Use that only in essential clauses (no commas).

Examples:
1. The man who/that helped me is my teacher.
2. The car that/which I bought is red.
3. The car, that I bought, is red. (Use which after commas)

No Pronoun (Object Position)

• Omit the pronoun when it’s the object, not the subject.

Examples:
1. The woman (who/that) I met → The woman I met
2. The woman (who) lives next door → cannot omit (who is subject)

Michigan State University offers lessons for English learners that incorporate music. This lesson uses a song to teach adjective clauses, providing practice points and application.

Check it out and let me know if you would use this in your classroom!

https://www.baamboozle.com/index.php/classic/1430789

Gamified practice website for the grammar key.

https://app.nearpod.com/?pin=Q4EB3

CODE : Q4EB3

First, we are able to alter where the sound is made when you say but and beat, take notice in the placement of the sound with beat being formed in at the top front of the mouth, whereas but is made in the middle. When you say certain words, take notice of the movement of your jaws like bit, bait, bat and boat. The way you say beat cannot be formulated in any other way due to everyone sound having a natural place of articulation.

Second, the alteration of how a sound is produced. Take this time to say /b/ and /f/. When you say b, you are splitting air for a second where with f you are forcing air to pass through your top teeth and bottom lip.

Lastly, the vibration produced by the pronunciation of the sound by your vocal cord vibration. When you say /z/ and /s/ do you notice the difference in vibration? This is what we mean when we discuss voiceless (sounds without vibration) and voiced (sounds with vibration)

https://app.nearpod.com/?pin=W56L3

CODE: W56L3