Mastering Adjectival Clauses: A Comprehensive Guide with Examples and Exercises

Subject: English Grammar

Class: SS 2

Term: Third Term

Week: Week 6

TOPIC

• Summary writing: Agriculture Technical Aid to Africa p.85

• Structure: Adjectival Clause 

• Vocabulary Development: Words Associated with Films and TV 

SUMMARY: Agriculture Technical Aid to Africa p.85

Content: Review, Evaluation 

The agriculture technical aid scheme is one of the measures designed by African experts to address food security issues in Africa.  Under the scheme, trained Nigerians would be sent to other African countries who require their services in cassava tech-nology. Egyptians could help out in fish production.

The agriculture technical aid scheme refers to a program or initiative designed to provide technical assistance or support to other countries in the agricultural sector. The scheme aims to transfer knowledge and skills related to agriculture, such as crop production, livestock management, and food processing, to enhance food security and promote economic development in recipient countries. The program typically involves sending trained experts or volunteers to other countries to provide on-the-ground support and training to local farmers and agricultural workers. The agriculture technical aid scheme can be a valuable tool for promoting sustainable agricultural practices, improving productivity, and reducing poverty and food insecurity in developing countries.

Achievements of the Agricultural Technical Aids

• Trained Nigerian experts in cassava technology have been sent to other African countries, helping to transfer knowledge and skills related to cassava production and processing.
• The program may have contributed to improving the livelihoods of farmers and agricultural workers in recipient countries by enhancing their productivity and income.
• The program may have helped to strengthen regional cooperation and partnerships in the agricultural sector, promoting knowledge-sharing and collaboration among African countries.
• The program may have contributed to enhancing Nigeria’s reputation as a leader in agricultural development and expertise in the region.
• The program may have helped to address food security issues in recipient countries, by improving their agricultural productivity and diversifying their food systems.

Areas that need to be improved in the agriculture technical aid scheme in Nigeria

1. Focus on more diverse crops: The program could consider expanding its focus beyond cassava to include other crops that are relevant to recipient countries. This would help to diversify their agricultural systems and improve their resilience to climate change and other challenges.
2. Address gender inequalities: The program could do more to address gender inequalities in agriculture by promoting women’s participation in the program and ensuring that their needs and perspectives are adequately represented.
3. Enhance monitoring and evaluation: The program could improve its monitoring and evaluation systems to better track the impact of its activities and identify areas for improvement.
4. Provide ongoing support: The program could consider providing ongoing support to trainees after they return to their home countries, such as through follow-up visits, online resources, or mentoring programs.
5. Foster more partnerships: The program could seek to establish more partnerships with other organizations and governments to leverage additional resources and expertise.
6. Address potential negative impacts: The program could consider the potential negative impacts of the scheme, such as brain drain or negative impacts on local markets, and take steps to mitigate these risks.
7. Strengthen sustainability: The program could focus more on promoting sustainable agricultural practices, such as conservation agriculture, organic farming, or agroforestry, to enhance the long-term sustainability of agriculture in recipient countries.

EVALUATION 

1. Define the agriculture technical aid scheme in Nigeria and explain its significance in addressing food security issues in Africa.
2. What are some of the achievements of the agriculture technical aid scheme in Nigeria, and how have they contributed to the development of the agricultural sector in recipient countries?
3. Discuss the role of trained experts in the agriculture technical aid scheme in Nigeria, and how they are helping to transfer knowledge and skills related to cassava production and processing.
4. In what ways has the agriculture technical aid scheme in Nigeria helped to address gender inequalities in agriculture, and what more could be done to promote women’s participation in the program?
5. How does the agriculture technical aid scheme in Nigeria promote sustainable agriculture practices, and why is this important for the long-term sustainability of agriculture in recipient countries?
6. What are some potential negative impacts of the agriculture technical aid scheme in Nigeria, and how can they be mitigated?
7. Discuss the importance of monitoring and evaluation in the agriculture technical aid scheme in Nigeria, and how it can be used to improve the program’s effectiveness.
8. What more could be done to foster partnerships and collaboration among African countries in the agricultural sector, and how could the agriculture technical aid scheme in Nigeria contribute to this goal?
9. How can the agriculture technical aid scheme in Nigeria be used to promote the development of other crops beyond cassava, and what benefits would this have for recipient countries?
10. In what ways can the agriculture technical aid scheme in Nigeria be improved to better support the needs of trainees and promote sustainable agricultural practices in recipient countries?

READING ASSIGNMENT 

Read about Adjectival Phrases in Countdown, page 208-209.

 

Structure: Adjectival Clause 

Content 

An adjectival clause performs the functions of an adjective i.e. it qualifies a noun or its equivalents. An adjectival clause begins with a relative pronoun such as who, which, that, whose, where, whom etc. hence it is called a (defining) relative clause as well. This clause is not separated by a comma from the noun it describes. But when the clause is marked off by a comma from the noun it describes, it is not a relative clause. 

An Adjectival Clause, also known as a Relative Clause, is a type of dependent clause that acts like an adjective in a sentence, modifying or describing a noun or pronoun. Adjectival Clauses usually begin with a relative pronoun such as “who,” “whom,” “whose,” “which,” or “that” and provide additional information about the noun or pronoun they modify.

Here are some examples of Adjectival Clauses:

1. The book that I borrowed from the library is on the table. In this sentence, the Adjectival Clause “that I borrowed from the library” modifies the noun “book.” It tells us which book is being referred to and provides additional information about its origin.
2. The student who is sitting in the front row is the top scorer in the class. Here, the Adjectival Clause “who is sitting in the front row” modifies the noun “student.” It describes which student is being referred to and provides additional information about their location.
3. The dog, whose tail is wagging, is happy to see you. In this sentence, the Adjectival Clause “whose tail is wagging” modifies the noun “dog.” It tells us more about the dog’s behavior and helps to convey the dog’s emotional state.
4. The car, which was parked outside, belongs to my neighbor. Here, the Adjectival Clause “which was parked outside” modifies the noun “car.” It tells us more about the location of the car and helps us to identify which car is being referred to.

The man whose car was stolen has reported the case 

Relative/Adj.cl.describing the NP ‘the man’ 

The boy whom you praised so well has been rewarded. 

Relative/Adj. cl. Describing the NP ‘the boy’ 

I will retire to a city where the standard of living is low.

Relative/Adj. cl. Describing ‘a city’ 

The man I met told me the secret. 

Relative/Adj.cl.describing the NP ‘the man’ 

Dayo, who returned from London yesterday has returned 

Adj. cl. (non-defining) describing ‘Dayo’

Things fall apart, which was written by Chinua Achebe, is a best seller. 

Adj. cl. Describing ‘Things Fall Apart’ 

EVALUATION 

1. Which of the following is an example of an Adjectival Clause? A. I am going to the store. B. The cat meowed loudly. C. The woman who is wearing a red dress is my sister. D. He rode his bike to school.

Answer: C

2. What is an Adjectival Clause? A. A dependent clause that acts like an adverb B. An independent clause that acts like an adjective C. A dependent clause that acts like an adjective D. An independent clause that acts like an adverb

Answer: C

3. Which of the following relative pronouns can begin an Adjectival Clause? A. When B. Where C. Whose D. All of the above

Answer: C

4. In the sentence, “The house that Jack built is made of brick,” what does the Adjectival Clause “that Jack built” modify? A. House B. Brick C. Made D. Jack

Answer: A

5. Which of the following sentences contains an Adjectival Clause? A. She is singing a song. B. The boy threw the ball to his friend. C. The car, which was blue, drove down the street. D. I ate a sandwich for lunch.

Answer: C

6. Which of the following is NOT a relative pronoun that can begin an Adjectival Clause? A. That B. Who C. What D. Whose

Answer: C

7. In the sentence, “The teacher who is standing at the front of the room is my favorite,” what does the Adjectival Clause “who is standing at the front of the room” modify? A. Teacher B. Front C. Room D. Favorite

Answer: A

8. Which of the following is an Adjectival Clause that modifies the noun “book”? A. The book is on the shelf. B. The book I read yesterday was very good. C. The book belongs to my friend. D. The book will be returned tomorrow.

Answer: B

9. What is the purpose of an Adjectival Clause in a sentence? A. To modify a verb B. To modify an adverb C. To modify a noun or pronoun D. To modify a preposition

Answer: C

10. Which of the following is an Adjectival Clause that modifies the noun “dog”? A. The dog barked at the mailman. B. The dog ran around the yard. C. The dog, whose tail was wagging, greeted me at the door. D. The dog ate his food quickly.

Answer: C

Describe the two types of adjectival clauses with two examples for each. 

There are two types of adjectival clauses: relative clauses and participial phrases.

1. Relative clauses: These adjectival clauses use relative pronouns (such as who, whom, whose, that, or which) to introduce the clause. They provide additional information about a noun or pronoun in the sentence. Examples:

• The woman who is wearing a red dress is my sister. (The relative clause “who is wearing a red dress” provides additional information about the woman.)
• The book that I read yesterday was very good. (The relative clause “that I read yesterday” provides additional information about the book.)

2. Participial phrases: These adjectival clauses use participles (verbs ending in -ing or -ed) to modify a noun or pronoun in the sentence. They can come at the beginning, middle, or end of a sentence. Examples:

• Running down the street, the boy chased after his ball. (The participial phrase “running down the street” modifies the noun “boy.”)
• The dog, wagging its tail, greeted me at the door. (The participial phrase “wagging its tail” modifies the noun “dog.”)

 

EVALUATION 

1. What are the two types of adjectival clauses? A. Relative clauses and adverbial phrases B. Participial phrases and adverbial clauses C. Adverbial clauses and prepositional phrases D. Relative clauses and participial phrases
2. How do relative clauses introduce an adjectival clause? A. With a participle B. With a relative pronoun C. With a subordinating conjunction D. With an infinitive
3. Which of the following is an example of a relative clause? A. Running down the street, the boy chased after his ball. B. The woman, dressed in blue, walked by the window. C. The car that I saw yesterday was red. D. The teacher grading papers after school is tired.
4. In the sentence “The boy, who was very tall, played basketball,” what is the adjectival clause? A. who was very tall B. played basketball C. The boy D. None of the above
5. What is the function of a participial phrase in an adjectival clause? A. To modify a noun or pronoun B. To modify a verb C. To connect two clauses D. To introduce a new topic
6. Which of the following is an example of a participial phrase? A. The book that I read yesterday was very good. B. The dog, wagging its tail, greeted me at the door. C. The woman who is wearing a red dress is my sister. D. Running late, she grabbed her keys and rushed out the door.
7. How does a participial phrase come in a sentence? A. At the beginning B. In the middle C. At the end D. All of the above
8. In the sentence “The cat, sleeping on the windowsill, looked peaceful,” what is the adjectival clause? A. The cat B. Sleeping on the windowsill C. Looked peaceful D. None of the above
9. Which of the following is an example of a relative pronoun? A. Running B. Which C. Sleeping D. None of the above
10. What is the purpose of an adjectival clause in a sentence? A. To modify a noun or pronoun B. To modify a verb C. To connect two clauses D. To introduce a new topic

READING ASSIGNMENT 

Adjectival clause on pg 259 of Countdown English.

Vocabulary Development: Words Associated with Films and TV

Page 182 – 183 Effective English

1. Slanting the news – expressing the news in a biased or prejudiced way so as to mislead the public censor – to approve whatever is published or broadcast before it is made public. 
2. Curtail – restrict 
3. Director – A person who directs the performance of a movie 
4. Producer – a person who has general control especially of the money for a play, film or broadcast, but doesn’t direct actors. 
5. Box-office – office where seats in the theatre or hall are booked and tickets are paid for 
6. Rehearse – to learn and practise something for later performance 
7. Star – a famous or very skilful performer 
8. Audience – the people listening to or watching a performance 
9. Curtain call – call made by the audience to an actor or actress at the end of the play to acknowledge applause.
10. Actor/Actress: A person who plays a character in a film or TV show.
11. Director: The person who oversees the making of a film or TV show and gives direction to the actors and crew.
12. Screenplay: The written script of a film or TV show.
13. Cinematography: The art and technique of making motion pictures, including camera work and lighting.
14. Soundtrack: The music and sound effects that accompany a film or TV show.
15. Plot: The main story or sequence of events in a film or TV show.
16. Dialogue: The spoken words between characters in a film or TV show.
17. Genre: The type or category of a film or TV show, such as comedy, drama, or action.
18. Sequel: A film or TV show that continues the story of a previous film or TV show.
19. Premiere: The first public showing of a film or TV show.

EVALUATION

1. What is an actor/actress in the context of films and TV?
2. Who is a director in a movie or TV show?
3. What is a screenplay in the context of films and TV?
4. What is cinematography?
5. What is a soundtrack in the context of films and TV?
6. What is the plot of a movie or TV show?
7. What is dialogue in the context of films and TV?
8. What is a genre of a movie or TV show?
9. What is a sequel in the context of films and TV?
10. What is a premiere of a movie or TV show?
11. What is a box-office?
12. What does it mean to curtail something in the context of films and TV?
13. What is a producer in a movie or TV show?
14. What does it mean to rehearse a scene or performance?
15. Who is a star in a movie or TV show?
16. Who is an audience in the context of films and TV?
17. What is a curtain call?
18. What is a blockbuster movie or TV show?
19. What does it mean to scoop a story in the context of news reporting?
20. What are commercials in the context of films and TV?

Find out the meaning of these words: blockbuster, set, dress rehearsal, scoop, breaking news, commercials, viewer,

1. Blockbuster: A highly successful, widely popular movie, TV show, or other type of entertainment production.
2. Set: The location or environment where a movie or TV show is filmed, including the props, lighting, and other equipment needed for the scene.
3. Dress rehearsal: The final rehearsal of a performance or production, during which actors wear their full costumes and makeup and perform as if it were the actual performance.
4. Scoop: A news story or information that is obtained and reported by one news organization before others, giving them an advantage in reporting the story first.
5. Breaking news: A news story that is happening or developing rapidly and requires immediate reporting, often interrupting regular programming or scheduled broadcasts.
6. Commercials: Advertisements that are broadcast during breaks in TV shows or other programming, typically promoting products or services.
7. Viewer: A person who watches TV shows, movies, or other forms of entertainment on a screen.

 

EVALUATION

1. What is the definition of the word “cinematography”? A) The art or technique of movie production B) The study of film C) The sound effects used in a movie D) The science of special effects
2. What does the term “box-office” refer to? A) The place where tickets are sold for movies and shows B) A group of actors in a movie or show C) The place where movies and shows are produced D) The equipment used to film movies and shows
3. What is the meaning of the term “premiere”? A) The first public showing of a movie or show B) The final showing of a movie or show C) The release of a movie or show on DVD D) The editing process of a movie or show
4. What is a sequel in the context of films and TV? A) A prequel to a movie or show B) A continuation of a previous movie or show C) A movie or show that is similar to another D) A movie or show that is based on a true story
5. Who is a producer in a movie or TV show? A) The person who directs the actors B) The person who provides the funding for the production C) The person who writes the script D) The person who creates the special effects
6. What is the meaning of the term “rehearse” in the context of films and TV? A) To prepare and practice a scene or performance B) To make changes to the script C) To add special effects to a scene D) To edit footage for the final production
7. Who is a star in a movie or TV show? A) A character that plays a leading role in the production B) The person who provides the voiceover for the show C) The person who directs the production D) A famous or very skilled performer in the production
8. What is the definition of the term “curtail” in the context of films and TV? A) To restrict or limit something B) To add more scenes to a movie or show C) To make changes to the script D) To promote a movie or show
9. What is a genre of a movie or TV show? A) A category or type of production B) The time period in which a movie or show is set C) The type of lighting used in a scene D) The sound effects used in a scene
10. What is the meaning of the term “audience” in the context of films and TV? A) The people listening to or watching a performance B) The people who write reviews of movies or shows C) The people who work on the production D) The people who fund the production

READING ASSIGNMENT 

Write out five sentences containing different adjectival clauses 

1. The man, who was wearing a blue hat, walked into the store.
2. The car, which is parked outside, belongs to my neighbor.
3. The book, whose cover is torn, is still worth reading.
4. The restaurant, where we had dinner last night, had a great atmosphere.
5. The movie that we watched last weekend was really scary.

 

WEEKEND ASSIGNMENT 

SECTION A

Use one of the following words (who, whom, that, which, whose, where, when) to fill the blank space in each sentence and underline its adjectival clause. 

1. Omolayo is the student __________ took my pen.
2. Your brother saw the boy ___________ name you mentioned. 
3. I read the essay __________ Bode wrote 
4. The candidate for ____________ I voted won the election. 
5. The student ____________ won the competition is my friend. 
6. The man ___________ you accused has been arrested. 
7. The girl from ________ you borrowed the book. 
8. This is the place ___________ I kept the stolen money. 
9. I have forgotten the time ___________ she passed out. 
10. The purse in ___________ she keeps her money is missing. 

Lesson Plan Presentation Topic: The Agriculture Technical Aid Scheme and The Two Types of Adjectival Clauses with Examples

Objectives:

• To understand the meaning and purpose of The Agriculture Technical Aid Scheme
• To identify and explain the two types of adjectival clauses with examples
• To demonstrate the ability to use adjectival clauses in writing

Materials:

• Whiteboard and markers
• Handouts with information on The Agriculture Technical Aid Scheme and adjectival clauses
• Examples of adjectival clauses

Introduction:

• Begin the lesson by asking students if they have heard of The Agriculture Technical Aid Scheme and if they can explain what it is.
• Define The Agriculture Technical Aid Scheme as a measure designed by African experts to address food security issues in Africa, where trained individuals from Nigeria are sent to other African countries to provide technical assistance in cassava technology, while experts from Egypt can provide assistance in fish production.
• Ask students if they have learned about adjectival clauses before and if they know what they are. If necessary, provide a brief explanation.

Instruction:

• Explain the two types of adjectival clauses: relative clauses and participial phrases.
• Define relative clauses as clauses that describe a noun or pronoun in a sentence, starting with a relative pronoun such as “who”, “whom”, “that”, “which”, or “whose”.
• Give examples of relative clauses such as “The woman who lives next door is a doctor” and “The book that I borrowed from the library is overdue”.
• Define participial phrases as phrases that modify a noun or pronoun by using a verb in the present participle or past participle form.
• Give examples of participial phrases such as “The boy, carrying a backpack, walked to school” and “The house, built in the 1800s, is a historical landmark”.

Guided Practice:

• Have students work in pairs or small groups to identify and underline adjectival clauses in provided sentences.
• After identifying the adjectival clauses, have them explain which type of adjectival clause it is and what noun or pronoun it is modifying.

Independent Practice:

• Ask students to write a short paragraph about their favorite book or movie, using at least two adjectival clauses to describe the main character or plot.
• Circulate the room to provide feedback and answer any questions.

Conclusion:

• Have students share their paragraphs with the class and identify the adjectival clauses they used.
• Recap the two types of adjectival clauses and give additional examples to reinforce understanding.
• Ask students to reflect on what they learned today about The Agriculture Technical Aid Scheme and adjectival clauses.

Assessment:

• Observe students during independent practice and provide feedback on their use of adjectival clauses.
• Grade their paragraphs on the use of adjectival clauses to describe the main character or plot of their favorite book or movie.

Weekly Assessment/Test

1. What is the purpose of The agriculture technical aid scheme in Africa?
2. Can you name two countries and the type of technical aid they can provide under the scheme?
3. What is an adjectival clause?
4. What is the difference between a restrictive and non-restrictive adjectival clause?
5. Give two examples of a restrictive adjectival clause.
6. Give two examples of a non-restrictive adjectival clause.
7. How is a restrictive adjectival clause different from a non-restrictive adjectival clause?
8. What punctuation mark is used to set off a non-restrictive adjectival clause?
9. What is the function of an adjectival clause in a sentence?
10. How can adjectival clauses improve the clarity and precision of a sentence?

SECTION B

Answer question A no 1 – 10 Effective English

Concluding section unit 10