Wednesday, March 20, 2013

LESSON PLAN: Noun clauses

Level: Pre-intermediate

Target Language: noun Clauses

Skill: Writing

Anticipated problems: They may experience some difficulty to distinguish between noun clauses and
relative clauses.

Objectives: By the end of the lesson, students will able to;

-underline a noun clause in a sentence
-complete the sentences using the clause given.
-Change the questions into noun clause
-write their own noun clauses.

Stage 1) Warm-up activity

Teacher explain the importance of noun clauses
Teacher writes some sentences on the board and underlines the parts of the speech to show the
functions of a noun.

Stage 2) instruction and practice

Teacher writes several sentences on the board.
Underlines the nouns in each sentences
Teacher explains that a noun clause is a dependent clause that work like a noun.( as a subject,object, the object
of preposition or the compliment of a subject
She explains how to form noun clauses with question words (when, where, why, how,...)
She explains how to form noun clauses begin with that, if or whether
Teacher distributes handouts which include fill in the blank exercises.
The students read the sentences and select the correct answer.
distributes another handout which includes exercise related to noun clauses
The students and the teacher work on the exercises.
Teacher asks the students to write their own sentences by using appropriate relative pronouns provided.

Stage 3) Closure
Teacher gives a quiz
Students summarizes what they have learned

The following text was taken the following site. I found it useful.

Teaching Noun Clauses (

Today's topic is noun clauses. I have to warn you in advance that if you decided to tackle this area, my experience has been that noun clauses are complex and difficult to teach! They are even more difficult to explain but I'll try to be as clear as possible and break them down gradually.
A noun clause is a dependent clause that works like a noun. You can find it as a subject, object or the compliment of a subject. Because of the variety of noun clauses, today I'm only going to try to discuss noun clauses as they are used as objects. Furthermore, in this article, I will confine the discussion to one aspect of object noun clauses: the 'that-clause'. I will offer an activity to teach these types of noun clauses.
To refresh your memory, a noun clause as an object might look like this:
Intro/Independent Noun Clause/Dependent
Subject Verb Object
He knows that noun clauses are difficult.
There are three types of common noun clauses, which I'll eventually cover.
That- clauses, which are like the example above.
If/whether clauses:
I don't know whether/if my students have studied noun clauses before.
The teacher must determine if they are ready to study noun clauses.
Wh- clauses that begin with words like who, what, how, whenever, which, etc?/font>
I don't know which noun clauses to teach.
First you need to explain what a noun clause is.
As for punctuation, the intro clause determines whether it's a question or statement.
Now here's where it starts to get tricky to teach. How does a student know what tense to put the verb in the noun clause. Here's what I mean:
At yesterday's meeting, the teachers all agreed that teaching noun clauses is/was a difficult problem.
I don't know about you but I have to think twice about which verb to choose. In most cases, any tense of the verb in the noun clause is grammatically acceptable, but it often changes the meaning in ways that are too subtle to teach to your students.
The teachers agreed that teaching noun clauses is difficult implies that in general noun clauses are difficult to teach.
The teachers agreed that teaching noun clauses was difficult implies that it was a difficult at that particular time when they taught it.
That Clauses
That clauses are made from statements and are introduced by the word that. Now we have to kick it up another level because of the indirect object problem.
Sometimes we have sentences that begin such as, I agree that . . . , He concluded that . . . I noticed that . . .No problem, right?
But can we say, I assured that . . . I convinced that . . . I notified that . . . I reminded that . . . ? Of course we cannot. We must use an indirect object. I assured my students that they could handle noun clauses. I convinced them that it wasnëª so difficult.
Then we have some verbs in the intro clause that you have the choice to use an indirect object or not. But the preposition 'to' is required.
I proved (to the students) that they could grasp this concept. I mentioned( to them) that we other students had done well with noun clauses.
Finally, there is the case when the indirect object is optional.
I promised (them) that the test would be easy. I promised (them) it would be short.
So let's get organized and set up a chart of the four groups and their different situations.
Intro clause: no indirect object needed.
Common verbs include: agree, answer, notice assert, conclude, know, realize, state, think . .
Everyone knows that English is an international language
2. Intro clause: indirect object optional but if used, needs the word 'to'
Common verbs include: admit, explain. mention, point out, prove, reply
I explained ( to my boss) that my computer crashed .
3.Intro clause: must use indirect object
Common verbs include: assure, convince, inform, notify, remind, tell . . .
I reminded him that he had an appointment today
4. Intro clause: indirect object optional
Common verbs include: promise, show, teach, warn, write
He showed (the class) how to make soup
Now there is yet another complication: After certain verbs and adjectives in the intro clause, the verb in the 'that-clause' is expressed in the simple form. Hereë© an example:
The ESL conversation instructor urged that the students be more talkative. He insisted that they not waste time looking in their dictionaries. It is necessary that each student speak more to other students.
Here are some of the verbs that cover this case:
Advise, ask command, demand, direct, insist, move, propose, recommend, suggest, urge
Here are some adjectives that cover this case:
Advisable, essential, necessary, important, urgent, vital
I know that's more than you ever care to know about this topic so in case you are still with me, here's an activity to get your students some practice with 'that' clauses.

Warm up Exercise One: Choose a verb plus 'that' from the above groups that make sense in these sentences:
Experts __________________ exercise is important for health.
However, a recent magazine article _________________ Americans do not exercise enough.
Dr. Jones , in a letter to Congress, ________________ a campaign to increase the health of Americans is necessary.
He also _________________ nutrition education in schools must begin in elementary school.
He _____________ every American change his/her lifestyle.
Activity Two: Practicing the verb in the base form in the 'that' clause.
This can be used as a conversation or writing activity
Fictional Background Information: There is a sudden and serious reduction in the oil supply to our country and has caused a shortage. As a result, the government is proposing restrictions on gasoline use for cars. Follow the example to make noun clauses:
What did the government order?
People must decrease their use of gasoline; they should not waste gas.
Answer: The government ordered that people decrease their gasoline use and that they not waste it.
Show students how to cut out the modal, must, should, etc? __________________________________________________________________
What did the government demand?
Each family must reduce their gas usage by 30%
2. What is necessary?
Everyone must obey the new restrictions
3.What did the government require for people who live in the city?
People can only drive 3 times a week .
4. What is advisable?
People should conserve gas as much as possible.
5. What has been demanded of airlines?
Airlines should cut their trips by 25 %
6. What was suggested?
All workers use public transportation if possible
7. What was urged?
People must take this crisis seriously

If you are using this as a speaking practice activity you can put the questions on one card and the response on another card and pass them out at random in small groups. Or put all the questions in a pile and have students take turns picking up a question card and the next student must answer the question with a suitable noun clause. The above example is short so you'll have to create some more situations to practice with but it should give you an idea about how to get started teaching noun clauses that begin with 'that'.


Oshima, A. and Hogue, A.(1999) Writing Academic English Longman

Exercise 1: Change the questions to a noun clause.

1. What time is it?
I would like to know ____________________________________________________.
2. Why don’t they like go dancing?
__________________________________________________ is a mystery.
3. Who left open the door of the car?
He doesn’t saw ________________________________________________________.
4. Who is the lady in the black dress?
I wonder to know ______________________________________________________.
5. Whose car is this?
Does he know _______________________________________________________?
6. What time did the flight arrive?
She would like to know _______________________________________________.
7. How much cost the T-shirt?
Tom didn’t ask ______________________________________________________.
8. Which one is the capital of India?
_______________________________ was the question that the teacher made.
9. When is mother’s day?
Melissa doesn’t remember ____________________________________________.
10. Why she couldn’t take the bus on time?
Her mother can understand ___________________________________________.


1. Where is the Multimedia Classroom?
I don't know
2. When is spring break?
I don't know
3. How much will it cost to register for classes this summer?
I don't know
4. What is the special in the cafeteria?
I don't know
5. Why is it so cold in the computer laboratory?
I don't know
6. What time does Lucia come to work?
I don't know
7. Where did Sophorn go?
I don't know
8. Whose homework is this?
I don't know
9. Who is in charge of cleaning the restrooms?
I don't know
10. How long will it take me to master noun clauses?
I don't know


1. Is Keila in the Writing Center?
I don't know
2. Does LaTasha have any classes on Friday?
I don't know
3. Will Mr. Miller give his students an assignment over spring break?
I don't know
4. Will there be new computers in the Learning Center soon?
I don't know
5. Is Vanrith doing well in his classes?
I don't know
6. Does Sorn live near the park?
I don't know
7. Can Elizabeth speak French?
I don't know
8. Are we taking a quiz tomorrow, Harold?
You will have to ask the teacher
9. Does Hallry feel well?
I don't know
10. Are noun clauses easy?
I don't know


Please complete the following sentence using the clause given.
For example:
I should study more.
My teacher told me that I should study more.
1. Coffee is good for you.
I don't belive
2. Maria used to live in Sweden.
I doubt
3. All the students will pass the test.
We hope
4. It might rain this weekend.
Everyone is sad
5. All the students know where the library is.
The teacher assumed
6. Harold will write more noun clause quizzes.
I think

Noun Clause and Reported Speech Quiz

Fill in the blanks. Do not use capital letters.

Mary got a passing grade in the exam.
1- I am very happy in the exam.
Has Tim arrived?
2- We don't know or not. (if=whether)
Why was John so upset this morning?
3- Were you able to learn this morning.
No one applied for the vacant position.
4- I am not interested in for the vacant position.
(That or The fact that?)
Have the packages been delivered?
5- We are curious about or not. (if or whether?)
Selim decided not to join us for the party.
6- Is it important for the party?
Where did you buy that car?
7- Do you really wonder that car?
I telephoned at 11 last night.
8- He explained night .
If it snows this afternoon, I will stay home.
9- She said home.
Who gave Helen this calculator?
10- Naomi asked me calculator.
Please help me!
11- The woman begged the boy .
Where does Allan come from?
12- Bob will ask me from.


  1. I like your writing style, because your articles are always interesting and very easy for understanding. Thank you for publishing such useful information. It is very nice from your side.

  2. You are awsome!!! Can you let me know where you learned your form of making planners? If not thanks for your example.