Assignment No.

02

Course: Grammar (5657)

The Project Report

Supervi
sed by:
M. Shafqat Suddle

Submitted by:
Zeeshan Nawaz Bhalli
SST
Govt. High School, Kammanwala, Sialkot
Roll # AH 526472
Village & PO Kapoorwali
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Tehsil and Distt. Sialkot

TOPIC
Design a lesson plan based on teaching of types of
clauses. Start your lesson with the general discussion to
measure the depth of students understanding regarding
clauses. Give your input with examples and ask them to
identify different types of clauses. In your report of the
execution of lesson plan in the classroom, discuss how
their understanding has improved as a result of practice
they did in the classroom.

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 Abstract
This report presents an analysis of depth of Pakistani
students general understanding of clause and its types.
All the data has been arranged on the basis of real
Secondary class situation. A lesson plan was designed in
order to teach types of clauses to the students. The
lecture was delivered and the students were arranged in
groups. They were offered some examples of types of
clauses for practice. Majority of the students was able to
distinguish between phrases and clauses, independent
and dependent clauses. So, their overall understanding of
types of clauses improved to a great extent. All this has
been stated in this brief report.

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Lesson Plan
Name of Teacher:
Subject:
Teaching Point:
Class:
No. of Students:
Time:

Zeeshan Nawaz Bhalli

English
Teaching Types of Clauses
10th
50
01: 00 hours

Teaching Aids :
White Board, Duster, Marker, Charts ,
Exercise pages etc.

Objectives:
i)
ii)
iii)

To increase the general understanding of the students

To able the students to differentiate between various
types of clauses
To make the students develop a habit of working in
groups

Previous Knowledge:
The students are well aware of all the parts of speech before
the beginning of this lesson. So, they can use their previous
knowledge in the understanding of the above stated topic.

Introduction
The process of English learning has always been painstaking
for a Pakistani child. English grammar rules and structures
have always been a headache for a Pakistani student. The
frequent use of deductive method in Pakistani classrooms
has been used since ages. It really mars the creative ability
of our students. The students are left out with no other
option but to cram the rules and try to apply those rules for
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practical examples. The grammar rules are not easy to

memorize. The students cant recall the rules and thus give a
very poor impression of their overall understanding of any
English topic that they are being taught. Moreover, L1
interference mostly baffles Pakistani students and they are
unable to show good results in learning English (L2). Most of
the people in Pakistan live in villages. They have Punjabi
culture. They pay no heed to learning English language.
Therefore, teaching and learning the types of clauses is a
very complicated process. For teaching clause and its types
to the students, a teacher has to teach them the parts of
speech first. Teaching parts of speech to a Pakistani child is,
in itself, an uphill task. After the student has known subject
and predicate etc. only then he will be able to learn
efficiently the types of clauses.
Teaching clause and its types is a technical work, which is,
unfortunately, neglected in Pakistan, especially up to
secondary classes. Here, much stress is paid on learning of
tenses. The tenses are taught to students with the help of L1
language. Much emphasis on tenses has resulted in paying
less attention to learning of parts of speech. Until a student
has some knowledge of parts of speech, he/she cant be
taught the topics of phrase, clause or types of a clause etc.
Before the lecture on teaching types of clauses to the class
students, an attempt was made to measure their
understanding regarding clauses. What to say of types, they
even didnt have any notion of a clause. They could not
differentiate between a phrase and a clause. The overall
understanding of our students regarding clause and its types
is really very poor. However, they had the knowledge of parts
of speech i-e subject, predicate, verb, object etc.

The Phrase and The Clause

We will have a better understanding of clause if we first
differentiate between phrase and clause.
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Phrase:
A group of words which makes sense, but not complete
sense, is called a phrase.
In simple words, a phrase is part of a sentence but does not
have a complete meaning of its own. It cannot stand alone.
In contrary to a clause, a phrase does not have a subject and
a verb.

He lives in a house in Pakistan.

In this sentence, in a house and in Pakistan are the
phrases.

In these sentences, the words in inverted commas are

phrases.
The Sun sets in the west.
He has gone to the north.

Clause:
A clause is a group of words which forms part of a sentence,
and contains a Subject and a Predicate.
A clause is a group of words that contains a subject and a
predicate. (Grammatically, a predicate is the part of a
sentence which contains the verb and gives information
about the subject). A clause may be either a sentence (an
independent clause) or a sentence-like construction within
another sentence (a dependent clause).

He lives in a house which is situated in Pakistan.

In this sentence, he lives in a house and which is situated
in Pakistan are clauses.
In these sentences, the words in inverted commas are
clauses.
The students who work hard are respected.
I think he is a brave boy.
He goes to school and I work at home.
The man, who is sitting in the car, is my friend.
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 Types Of Clauses
There are many types of clauses. They have been
mentioned with examples.
1. Independent or Main or Principal Clauses
Independent or main clauses are grammatically complete
statements and can stand alone. When they are part of
longer sentences, they are referred to as independent (or
main) clauses. Every sentence does have at least one main
clause in it.
He has a mobile which was made in China.
They are running a general store which is on the main
road.
They are calling Ali who is crossing a road.
You are writing a letter which is to be posted today.
In the above examples, the underlined words are the main or
independent or principal clauses because they can stand on
their own and have a subject and a predicate.
2. Co-ordinate Clauses
Two or more independent clauses joined by using
coordinating conjunctions (and, but, for, nor, or, so, and yet)
or by using semicolons are called co-ordinate clauses. These
clauses are linked as equal partners.
I didn't want to do it but I did it anyway.
Both I didnt want to do it and I did it anyway are
independent clauses. Both of them have been joined with the
conjunction but. These clauses are, therefore, co-ordinate
clauses.
More Examples
I am a student of Diploma in TEFL and he is reading in 9th
class.
Akbar speaks the truth; Ali tells lies.
He left home early but he had to wait for a bus.
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 We bought the books while they bought tickets.

My knee started hurting so I stopped running.
She remained silent, for her heart was heavy with sorrow.
3. Dependent or Subordinate Clauses
A group of words that has both a subject and a verb but
(unlike an independent clause) cannot stand alone as a
sentence. A dependent clause must be combined with an
independent clause so that it becomes part of a sentence
that can stand by itself.
"Be kind, for everyone you meet is fighting a hard battle."
(Philo)
"Never forget me, because if I thought you would, I'd never
leave."
(A. A. Milne)
He asked me if Ali wanted some toffees.

Types of Dependent Clauses

a) Noun Clauses
A dependent clause that functions as a noun within a
sentence is called a Noun Clause. Noun clauses can do
anything that nouns can do. A Noun Clause can function as a
subject, object or complement in a sentence.
Noun? The name of a place, person or thing.
Now consider the following sentence.
What I had for breakfast gave me heartburn.
Problem: What is the subject?
The verb is still "gave," but the subject is a noun clause:
"What I had for breakfast."
A sentence like the one above sends some people to the
aspirin bottle.
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Why isnt the subject "I"?

Why isnt it "breakfast"?
Remember:
To find the subject of a sentence, locate the verb and ask
who or what about the verb.
In the sentence above, ask "what gave me heartburn?"
"I"? clearly not.
"Breakfast"? not exactly.
"What I had for breakfast"? Right.
"But wait," you say. "I thought a noun was a person place or
thing"?
It is. Think about "what I had for breakfast" as being a thing
or things.
Examples:
What the English teacher said was downright inspiring.
What he knows is no concern of mine.
What he said was true.
Why he left is a mystery.
In these sentences, noun clauses act as the subject of the
sentence.
I must decide which English course to take.
Do you know what he knows?
Tell me where you live.
I earn whatever I can.
Here, the words in italics (the noun clauses) act as the object of
the sentence.
English teachers dispense wisdom to whoever will listen.
What can you tell me about what he has done this year?
Pay careful attention to what I say.
There is no value of what I do.
Here, the noun clauses act as object of the prepositions
to, about, of.

b) Adjective Clauses
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First, lets remember that adjectives modify (or describe)

nouns and pronouns.
Intelligent students understand adjectives.
The word "intelligent" is an adjective here because it adds to
the meaning of the noun students.
But adjectives are not
Sometimes they are clauses:

always

single

words.

Students who are intelligent understand adjectives.

Who are intelligent is an "adjective" clause because it
describes the noun "students."
Note that adjective clauses are always dependent
clauses.
Generally these five words introduce dependent adjective
clauses in a sentence.
Who

Whom

Whose

Which

That

A noun is a subject or an object, so adjectives will always

modify subjects or objects.

Examples:

I love sentences which are easier to attempt.

This is the house that Jack built.
We love those who love us.
Give me some food which I may eat.

The adjective clause is underlined. It modifies the object in

each sentence.
All that glitters is not gold.
A friend who helps you in time of need is a real friend.
The plan you propose is a very good one.
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 Students whom I admire want to become English teachers.

The adjective clause is underlined. It modifies the subject in
each sentence.
c) Adverb Clauses
We know that an adverb adds to the meaning of a verb, an
adjective or yet another adverb.
He is a very nice boy.

(Here, the adverb very modifies

the adjective nice)

He beat me mercilessly.

(Here, the verb mercilessly

modifies the verb beat)

He is very much worried.

(Here, the adverb very modifies the

adverb much)

But, sometimes an adverb might consist of more than one

word. An adverb might be a clause i-e adverb clause. An
adverb clause is always dependent.
An adverb clause answers questions like this.
When?

Where?
Why?
To what degree?
Under what circumstances?

Examples of Adverb Clauses:

Strike the iron while it is hot.

You can do it after I go.
Adverb Clauses of
Do call him before it is evening.
Time
I have not met him since I returned from Saudia.
They start with
He meets me whenever he comes.
Subordinating
No sooner did he see me than he left Conjunctions whenever,
There was silence as the leader spoke. while, after, before,
since, as, than

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A s s i g n m e n t # 0Adverb
2
C o uClauses
rse

of
Place
They
start with
Subordinating

 He is an old man, whereas his wife is young.

You stay where you are.
You can put it where you like.
Adverb Clauses of

We drink so that we may live.

purpose
They
The UNO was formed in order that peace prevails.
start with
There was danger lest the plan become known.
Subordinating
Conjunctions so that,
in order that, lest

I help him because I like him.

Adjective Clauses of
Since you are my friend, I will help you.Reason or Cause
He was pleased that you have passed.
They start with
As he was not there, I spoke to his brother.
Coordinating
Conjunctions

Come if you wish to.

Adjective Clauses of
You must go whether you like or not.
Condition
You will fail unless you work hard.
They start with
Coordinating

Clauses of
He is such a good man that all respect Adjective
him.
Result or
So cold was it that many died.
Consequence
He was so industrious that he passed easily.
They start with
Coordinating
Adjective Clauses of
Though I am poor I am honest.
Supposition
Even if it rains, I shall come.
They start with
Although they were tired, they fought bravely.
Coordinating
Conjunctions

After the lesson, some short exercises were given to students

for practice in the classroom. The given exercises are
attached to this report at the end of it. The students
were arranged in groups and they did well. The teacher was
all the time there to help them. Almost 90% of work was
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done in the classroom. Each student came out with better

understanding of Clause and types of Clauses. This lesson
delivered to them proved beneficial to them.
Question-answer session:
At the end of the lesson, a question answer session started.
Firstly, the students asked some questions that were
answered by the teacher. Afterwards, the teacher asked
some questions from the students to check whether the
students had understood the types of clauses. Mostly, the
students gave right answers.
Home Work:
Home work was assigned to the students at the end. The
teacher asked them to write sentences on their homework
note books containing dependent, independent, adjective,
adverb and noun clauses. They were to get their copies
checked by the teacher the next morning.

Conclusion
Teaching English to Pakistani students has proved to be a
difficult task for all the teachers. L1 interference has always
created problems for children learning L2. Moreover, learning
the rules of grammar is a sticky game. Rules are hard to
remember. In this case, for teaching types of clauses to
students, teaching
parts of speech first is necessary.
Anyhow, the students were taught and they were made to
practice in groups. The results were encouraging. Majority of
the students was able to distinguish dependent,
independent, adjective, adverb and noun clauses. So, their
overall understanding of types of clauses improved to a great
extent. New methods of teaching are more fruitful. Using
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Inductive method and maximum use of communicative use

might make the situation better.

Bibliography
How English Works
Michael Swan & Catherine Walter ;
University Press
A Practical English Grammar
A. J. Thomson & A. V. Martinet
University Press

1997, Oxford

; 4 th Edition, Oxford

Practical English Usage

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Michael Swan
Oxford University Press

; 2 nd Edition,

High School English Grammar & Composition

Wren & Martin ;
;
Chand & Co. Ltd. India

2002,

Cambridge Advanced Learners Dictionary

Third Edition
Cambridge University Press

Internet
http://www.scribd.com
http://www-writing.berkeley.edu/TESL
http://www.englishraven.com
http://www.about.com
http://cliffnotes.com

Exercises Given To Students For Practice

A. Underline the main clauses from these sentences.
1) The horse reared and the rider was thrown.
2) Walk quickly, else you will not overtake him.
3) I returned home because I was tired.
4) A guest is unwelcome when he stays too long.
5) He tried hard, but he did not succeed.
6) Man is guided by reason, and beast by instinct.
7) Tell me the news as you have heard.
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8) Govern your passions or they will govern you.

9) She must weep or she will die.
10)
She told me what to do.
B. Underline the Dependent clauses from these
sentences.
1) The town in which I live is very large.
2) I called him, but he give me no answer.
3) They always talk who never think.
4) He came oftener than we expected.
5) He blushed; therefore he is guilty.
6) He must have done his duty, for he is a conscientious
man.
7) Man proposes, but God disposes.
8) Listen carefully and take notes.
9) He trudged on, though he was very tired.
10)
He that has most time
has non to lose.
C. Underline the Noun Clauses from these sentences.
1) The law will punish whosoever is guilty.
2) I think k know you face.
3) Ask if dinner is ready.
4) The report that he was killed is untrue.
5) He was very hopeful that he would succeed.
6) Do whatever you think right.
7) No one can tell how this will end.
8) The truth is that we have been deceived.
9) We are desirous that you should succeed.
10)
It is clear that he was
guilty.
D.Underline the Adjective Clauses from these
sentences.
1) This is the house that Jack built.
2) He that climbs too high is sure to fall.
3) She sleeps the sleep that knows no waking.
4) We obeyed the order the teacher gave us.
5) Servants that are honest are trusted.
6) They never fail who die in a great cause.
7) We love those who love us.
8) The moment which is lost is lost forever.
9) I have a little shadow which goes in and out with me.
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10)
It is an ill wind that
blows nobody good.
E. Underline the Adjective Clauses from these
sentences.
1) Forgive us as we forgive our enemies.
2) We sow that we may reap.
3) He did it as I told him.
4) He arrived as we were setting out.
5) It is ten hours since I had nothing to eat.
6) I make friends where I go.
7) At Rome we must do as the Romans.
8) The general was as good as his word.
9) Stand still if you value your life.
10)
He lost more than he
could afford.

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