Assignment No.

02

Course: Grammar (5657)

The Project Report

Supervised by: M. ShafqatSuddle

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

Teaching Point: Class: 10 th No. of Students: Time:

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 practical examples. The grammar rules are not easy to memorize. The students can t 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
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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 can t 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 didn t have any noti on 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.

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 livesin a housein Pakistan.

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

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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 housewhich is situated in Pakistan.

In this sentence, he lives in a houseand which is situated in Pakistanare clauses. In these sentences, the words in inverted commas are clauses .  The students who work hard are respected.

 I thinkhe is a brave boy.  He goes to school and I work at home.  The man, who is sitting in the car, is my friend.

 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.
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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 itbutI did it anyway.

Both I didnt want to do it and I did it anywayare independent clauses. Both of them have been joined with the conjunction therefore, co-ordinate clauses. More Examples

but . These clauses are,

 I am a student of Diploma in TEFLandhe is reading in 9th class.  Akbar speaks the truth;Ali tells lies.  He left home earlybut he had to wait for a bus.  We bought the bookswhilethey bought tickets.  My knee started hurtingso I stopped running.  She remained silent,forher 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.

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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. Why isn t the subject "I"?Why isn t 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 breakfa st" 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.
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 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 First, let s remember that adjectives modify (or describe) nouns and pronouns.

 Intelligentstudents understand adjectives.

The word "intelligent" is an adjective here because it adds to the meaning of the noun students . But adjectives are not always single words. Sometimes they are clauses:

 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

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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 m odifies 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.  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 verymuch 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?

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Examples of Adverb Clauses:

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

 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 PlaceThey start with Subordinating Conjunctions where, whereas

 We drink so that we may live.  The UNO was formed in order that peace prevails.  There was danger lest the plan become known.  I help him because I like him.  Since you are my friend, I will help you.  He was pleased that you have passed.  As he was not there, I spoke to his brother.

Adverb Clauses of purposeThey start with Subordinating Conjunctions so that, in order that, lest

Adjective Clauses of Reason or Cause They start with Coordinating Conjunctions because, as , since,that

 Come if you wish to.  You must go whether you like or not.  You will fail unless you work hard.

Adjective Clauses of Condition They start with Coordinating Conjunctions if, whether, unless

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 He is such a good man that all respect him.  So cold was it that many died.  He was so industrious that he passed easily.

Adjective Clauses of Result or Consequence They start with Coordinating Conjunctionthat Adjective Clauses of Supposition They start with Coordinating Conjunctions though,although,even if

 Though I am poor I am honest.  Even if it rains, I shall come.  Although they were tired, they fought bravely.

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 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 bookscontainingdependent, independent, adjective, adverb and noun clauses. They were to get their copies checked by the teacher the next morning.

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 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 partsof 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 Inductive method and maximum use of communicative use might make the situation better.

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 Bibliography
 How English Works Michael Swan & Catherine Walter ; 1997, Oxford University Press  A Practical English Grammar A. J. Thomson & A. V. Martinet  Practical English Usage Michael Swan

; 4th Edition, Oxford University Press

; 2nd Edition, Oxford University Press

 High School English Grammar & Composition Wren &Martin ;; 2002, S. Chand& Co. Ltd. India  Cambridge Advanced Learner s 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

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 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. 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.
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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. 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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