In 'The boy who won the race smiled', who won the race identifies the boy.
Who usually refers to people; which usually refers to things; that can occur in many defining clauses.
See it. Say it. Understand it.
Easy / Start here
The book that I borrowed is useful.
Moderate / Add a little
Nila, who lives next door, is a doctor.
More detail for teachers and confident learners
A relative clause adds information about a noun. In 'The boy who won the race smiled', who won the race identifies the boy. Who usually refers to people; which usually refers to things; that can occur in many defining clauses. A defining clause identifies which person or thing is meant and normally has no enclosing commas. A non-defining clause adds extra information and uses commas: 'Nila, who lives next door, is a doctor.' Do not separate a defining clause with commas if doing so changes the intended reference.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 6, bring this skill into longer reading and writing. Check how a local detail contributes to the whole text, and be ready to justify a choice with evidence. Consider an alternative wording or interpretation before reaching a judgment. The goal is controlled, purposeful language rather than simply adding length or difficult vocabulary.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Start with the person or thing receiving the action.
Use a form of be + the past participle.
Add by + the doer when that information is useful.
See it. Say it. Understand it.
Easy / Start here
The door is closed.
Moderate / Add a little
The room is cleaned every day.
Challenge / Try when ready
The damaged chairs were repaired before the pupils returned.
More detail for teachers and confident learners
In an active clause, the subject usually performs the action: 'The team repaired the bridge'. In a passive clause, the subject receives or undergoes it: 'The bridge was repaired by the team'. Form the passive with a suitable form of be and a past participle. The passive is useful when the action or result matters more than the agent, or when the agent is unknown. It is not automatically more formal or better. Choose the voice that keeps the main topic clear and makes responsibility visible when responsibility matters.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 6, bring this skill into longer reading and writing. Check how a local detail contributes to the whole text, and be ready to justify a choice with evidence. Consider an alternative wording or interpretation before reaching a judgment. The goal is controlled, purposeful language rather than simply adding length or difficult vocabulary.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
For a real future possibility, use a present form in the if-clause and a future expression in the result: 'If it rains, we will stay inside'.
An imagined less likely situation often uses a past form with would: 'If I had more time, I would learn the guitar'.
See it. Say it. Understand it.
Easy / Start here
If it rains, we will stay inside.
Moderate / Add a little
If I had a boat, I would sail to the island.
More detail for teachers and confident learners
A conditional links a condition with a result. For a real future possibility, use a present form in the if-clause and a future expression in the result: 'If it rains, we will stay inside'. An imagined less likely situation often uses a past form with would: 'If I had more time, I would learn the guitar'. The past form here does not necessarily mean past time. Start with the degree of reality you mean, then choose a pattern. A comma usually follows an opening if-clause.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 6, bring this skill into longer reading and writing. Check how a local detail contributes to the whole text, and be ready to justify a choice with evidence. Consider an alternative wording or interpretation before reaching a judgment. The goal is controlled, purposeful language rather than simply adding length or difficult vocabulary.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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