Noun Clauses Lesson Plan

Goals:
 Students will be able to ask and answer questions utilizing noun clauses.
 Students will practice their listening, writing and speaking skills while making use
of noun clauses.

Objectives:
 To build an understanding of what a noun clause is and how it is used to ask and
answer questions in the English language via listening, pair and writing activities.
 To practice identification of noun clauses in music and within sentences while
also encouraging the formation of the students own sentences utilizing noun
clauses.

Materials:
 Clause review worksheet
 Sentence combine worksheet
 Song lyrics worksheet
 Song recording
 List of questions to respond to
 Teacher cheat sheet
 Whiteboard and felt pens
 Grammar Textbook

 Warm-up: Clause review (10-15 min);

1. Lesson begins with an explanation of what a noun clause is and how it is different
from the previous two clauses we have learned.
2. SS. are then given a worksheet containing at least 10 sentences. It is the SS.
objective to identify what type of clause each sentence contains.
3. Upon completion T. will as students for a few of their answers.

 Activity 1: Sentence Combine Worksheet (20 min);

1. T. gives further instruction on how to use noun clauses, drawing special attention
to embedded, direct and indirect questions providing examples as he goes along.
2. T. then hands SS. a worksheet where it is the SS. objective to combine two simple
sentences into one containing a noun clause.
3. When SS. are finished exercise, T. will ask several to put their answers on the
board.

 Activity 2: Textbook Exercise 2 (15 min);

1. SS. are assigned textbook exercise 2 on page 343.
2. The SS. are to work through the exercise until finished.
3. T. will then go over answers via overhead asking students for answers as he goes.
(Break 10 min)

 Activity 3: Noun Clauses In Song (20 min);

1. T. hands SS. a worksheet containing the lyrics to the song Torn by Natalie
Imbruglia.
2. The worksheet contains several blank spaces in the lyrics where noun clauses are
supposed to go as well as a list of possible noun clauses. SS. are to first read the
lyrics and clauses and guess what noun clauses go into each of the blank spaces.
3. After students are finished guessing where they think the clauses go T. will play
the song. SS. are to listen and fill in the blanks with the proper noun clauses as the
song plays.
4. When finished, T. will go through answers via overhead projector.

 Activity 4: Respond To The Question (10-15 min);

1. SS. will be broken up into pairs for this next exercise.
2. SS. are given a list of questions and are to take turns asking each other the
questions and must respond to them with a noun clause. Ex. Q: How many people
live in Miami? A: Who knows how many people live in Miami?
3. T. will provide example answers to assist students with the exercise.
4. Students are to write as many answers as they can think of for each question
5. Answers can be rhetorical or of a standard nature.
6. T. will also do exercise and when most are seen to have completed the worksheet,
T. will compare answers via overhead with the students, correcting and offering
guidance as need be.

 Activity 5 (If Time Permits): Textbook Exercise 3 (15 min);

1. SS. are instructed to complete exercise 3 on page 344 of their textbook.
2. If time allows, when SS. are finished T. will go through exercise with the class via
overhead.

 Evaluation:
1. Informal evaluation of SS. writing/speaking skills as T. observes class during
exercises.
2. Informal evaluation of SS. listening skills as T. asks SS. to identify noun clauses
during the song exercise.