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G r A M M A r f o r e V e rY o n e
Adverbial clause of purpose, modifying the verb ‘is working’ in
the main clause
Complex sentence
Adverbial clause of concession
This clause tells you that something happened in spite of another
occurrence.
Although I like insects I do not wish to study entomology.
in spite of the fact that
Finite verbs: like, do wish
Main clause: I do not wish to study entomology
Conjunction: although
Subordinate clause: I like insects
Adverbial clause of concession modifying the verb ‘do (not) wish’
in the main clause
Complex sentence
Adverbial clause of comparison
This clause describes how something compares with something
else.
That spider was more colourful than the others in the shed (were).
compared with
Finite verb: was, (were)
Main clause: That spider was more colourful
Subordinate clause: than the others in the shed (were)
A
Adverbial clause of comparison modifying the verb ‘was’ in the
main clause
Complex sentence
In adverbial clauses of comparison, the verb is often omitted,
as it is understood, so the above sentence makes sense even with

• explain the difference between a phrase and a clause
• mark the adverbial clauses in sentences or a given passage
• add adverbial clauses to simple sentences
• name the kind of clause being used
• analyse a complex sentence containing an adverbial clause using a
structure and format
Noun clause
Noun clauses are not difficult to recognise once they are seen as a
unit performing the same function as a noun. As such, they form
the subject, object or complement of a verb.
It is clear from the following examples that a noun clause is
usually introduced by either a conjunction or a relative pronoun,
so as with the other kinds of clause, ask yourself what function it
is performing in the sentence.
For example:
• as the subject:
Where he hid the money is still a mystery.
• as the object of a verb:
They now know who the thief was.
• as the object of a preposition:
He will be punished for what he has done.
• as the complement:
This was how it was done.
A
26.3 Activities: clauses
(Identifying is a process of logical thinking.)
1. Students identify noun clauses in a passage, for example:
Three men were seen in the car park after dark. Who they were
(s) was impossible to tell. We wonder what they were up to (o).
That they were up to no good (s) was obvious, as they were

A
C
4. Students write their own short story including clauses or phrases as
suggested. These should be identified. The clauses or phrases may
come in any order and additional ones other than those specified
may be included, for example:
a. two adverbial clauses and an adverbial phrase
b. one adjectival clause and one noun phrase
c. a noun clause and an adverbial clause
d. one noun clause, one adjectival clause and an adjectival phrase
e. one adjectival clause, one noun clause and one adverbial phrase
Checklist: clauses
Students should now be able to
• define the term ‘clause’
• differentiate between phrases and clauses
• identify clauses in written material and state the kind of each –
adverbial, adjectival, noun
• identify the function of specific noun clauses, i.e. subject, object,
complement
• add specific kinds of clause to simple sentences
• use clauses of all kinds correctly in their own composition