Grammar Handout 7 NOUN CLAUSES I (Noun Clauses Beginning with THAT) What is a clause? A clause is a group of words that has a subject and a verb. In English, there are two kinds of clauses:  independent clauses  dependent clauses Independent Clauses

Dependent Clauses

An independent clause (main clause) is a complete sentence; it contains a subject and a verb. It expresses a complete thought in both context and meaning and makes sense by itself.

A dependent clause (subordinate clause) is not a complete sentence. It is part of a sentence; it contains a subject and a verb, but DOES NOT express a complete thought. It doesn’t make sense by itself, and it is dependent on the rest of the sentence for context and meaning.

* She likes dancing. (independent cl.)

* She is a girl who likes dancing. independent dependent adj. (relative) cl. clause

* Mothers should (independent cl.)

stay

at

home. * I believe that mothers should stay at home. independent dependent noun cl. clause

There are three types of dependent clauses: relative clauses (adjective clauses), noun clauses, and adverbial clauses. In this handout, you are going to study NOUN CLAUSES.

NOUNS NOUN CLAUSES A noun is a word or group of words that is the name A noun clause functions as a noun or noun phrase, but of a person, a place, or a thing. it has a subject and a verb. It answers questions like “who(m)?” or “what?”. * We know the truth. noun phrase

*

We know that METU is a good university. noun clause

* I am trying to learn the names of the capital cities. noun phrase

* Some day you will learn that money is not the noun clause most important thing in life.

TASK 1. 1. Study the sentences below and circle the main verb in each. 2. Now underline the object in each sentence. a. The birth rate

the government policies. affect s b. Most governments the problem of low birth rate. cannot solve c. Experts believ that low birth rate is a serious problem for countries. e d. Recent research that Germany has the highest percentage of has childless women in the world. shown

Germany: What future for the family? New figures have shown that Germany has the highest percentage of childless women in the world. 30% of German women have not had children, and this figure increases to 40% among female graduates. One reason for the low birth rate is that working mothers cannot find anyone to look after their children when they are at work. Another difficulty is that some women cannot find a suitable man to get married to. ‘Uncertain’ men, who are unsure about becoming fathers, are responsible for the low birth rate. The government has developed a plan to encourage people to have more children. Germany’s Family Minister says that they are planning to collect less tax from the families with children. In addition, families will get up to 1,800 euros a month from the government if men stay at home for two months after the birth of a new child. The minister is almost sure that these measures will solve the problem of low birth rate. (Adapted from the text in LL-PIN Unit 6.2, p.50)

3.

What is the difference between the objects of the sentences a-b and c-d? (The objects of a and b are noun phrases. The objects of c and d are noun clauses.)

4. Study the noun clauses in the sentences c and d. Which word marks the beginning of noun clauses? (that) TASK 2. Read the following text about ‘the low birth rate in Germany’ and underline the noun clauses beginning with THAT. TASK 3. Study the sentences in the text with noun clauses beginning with THAT and complete the rules by choosing the correct alternative or by filling in the gaps. 1. The clauses function as a) adjectives b) nouns 2. The clauses are a) objects of the original sentence (main verb) b) subjects

(Note to the Instructor: You may tell your students that noun clauses can be used as the OBJECT or the SUBJECT of a sentence. In this handout, however, they will only see the examples of noun clauses beginning with THAT as the OBJECT of the verb.)

3. The clauses have their own subjects and verbs. 4. The clauses can follow verbs, adjectives, or the verb ‘to be’. You can use THAT clauses after certain verbs. Some verbs that are commonly used in noun clauses are: * know * think * believe * agree

* claim * show * answer * realize

* state * conclude * suggest * say

e.g. New figures have shown that Germany has the highest percentage of childless women in the world. The Minister says that they are planning to collect less tax from the families with children. You can use THAT clauses after certain adjectives. Some adjectives that are commonly used in noun clauses are: * afraid * surprised * happy e.g.

* sure * evident * certain

* essential * important * necessary

The minister is almost sure that these measures will solve the problem of low birth rate. Some men are unhappy that they will have to take care of their children.

You can use THAT clauses as noun complements (noun + verb ‘to be’). Some examples to such nouns are: * problem * rule e.g.

* advantage/disadvantage * reason

* difficulty

One reason is that working mothers cannot find anyone to look after their children. Another difficulty is that some women cannot find a suitable man to get married to.

!!! THAT can be omitted when it is used in a noun clause as the OBJECT of the verb.  New figures have shown (that) Germany has the highest percentage of childless women in the world.  One reason is (that) working mothers cannot find anyone to look after their children.  The Minister says (that) they are planning to collect less tax from the families with children. !!! If the ‘that’ clause follows a preposition, THE FACT THAT is used instead of THAT. ‘That’ in ‘the fact that’ cannot be omitted.

 Some men are unhappy about the fact that they will have to take care of their children. OR: Some men are unhappy that they will have to take care of their children. (NOT Some men are unhappy about that they will have to take care of their children.)  The Minister is surprised by the fact that many women do not want to get married. OR: The Minister is surprised that many women do not want to get married. (NOT The Minister is surprised by that many women do not want to get married.)

TASK 4. Here are certain things parents should or shouldn’t do to help their children develop healthy levels of self-esteem. Combine the sentences using a ‘that’ noun clause and make the necessary changes. e.g. Children need a lot of attention. Parents know this. Parents know that children need a lot of attention. 1.

Parents love their children. They should show this by giving them lots of hugs and kisses. Parents should show that they love their children by giving them lots of hugs and kisses.

2.

Parents accept their children as they are. Children need to know this. Children need to know that their parents accept them as they are.

3.

Parents must put pressure on their children to help them do well. Some parents think like this. Some parents think that they must put pressure on their children to help them do well.

4.

Children can make better decisions when they are on their own. Parents are convinced of this. Parents are convinced that children can make better decisions when they are on their own.

5.

Parents should have ‘special times’ for their children every day. Psychologists say this. Psychologists say that parents should have ‘special times’ for their children every day.

6.

Children cannot learn to stand on their own feet. This is one disadvantage. One disadvantage is that children cannot learn to stand on their own feet.

7.

Children cannot do anything without their parents. Some parents are worried about this. Some parents are worried that children cannot do anything without them. Some parents are worried about the fact that children cannot do anything without them. (NOT Some parents are worried about that children cannot do anything without them.)

8.

Parents focus on the positive things their children do. Children are happy about this. Children are happy that their parents focus on the positive things they do. Children are happy about the fact that their parents focus on the positive things they do. (NOT Children are happy about that their parents focus on the positive things they do.)

TASK 5. Read the text about teenager-parent relationships, and complete the missing parts with a noun clause beginning with THAT using the statements below (a-f). Make any necessary changes. Be careful! The statements are NOT IN THE CORRECT ORDER. The relationships between parents and teenagers are getting worse. It seems that there is a gap between them because they cannot communicate well and their conversations always end with an argument. Here are some things that teenagers can or should do to solve this problem and have a better relationship with their parents:

*

They should show 1. (e) that they respect their parents because their parents brought them into this world. They deserve respect from their children.

*

When teenagers feel 2. (c) that their parents are being unreasonable, they should talk to them about it. They shouldn’t shout back or refuse to do what their parents ask. That way, parents will understand how they feel, and they will have a chance to explain their side of things.

*

Teenagers should try to see their parents as their friends. They should talk to them about their problems and ask for advice if they need it. Parents will be happy 3. (f) that their children are asking for their help.

* It is also important 4. (b) that teenagers spend at least 30 minutes a day to chat with their parents. This communication may strengthen good relationships with their parents. * Teenagers should realize 5. (d) that they do not have to be a great person to make their parents happy because nobody is perfect. They just need to love their parents and learn to respect their opinions and beliefs. Having a good relationship with parents is a two-way thing. If teenagers do their part, their relationship with their parents will improve, and they will have fewer arguments with them. They will then notice 6. (a) that their parents are more understanding towards them. a. b. c. d. e. f.

Their parents are more understanding towards them. Teenagers spend at least 30 minutes a day to chat with their parents. Their parents are being unreasonable. They do not have to be a great person to make their parents happy. They respect their parents. Their children are asking for their help.

TASK 6. Fill in the blanks with a noun clause beginning with ‘that’ to talk about your relationship with your parents. 1.I know thatmy parents

_____________________________________________.

2.I believe that ______________________________________________________. 3.My parents think that _______________________________________________. 4.My parents are surprised that _________________________________________. 5.My parents are happy that ____________________________________________.

Optional Task. NOUN CLAUSE (used as Objects) vs. RELATIVE CLAUSE The following text was adapted from MTR I, Text 40 which is this week’s in-class MTR text. If you like, you may use it to remind your students of the use of relative clauses or highlight the difference between the use of relative clauses and noun clauses beginning with that after you do the text as a reading practice in MTR.  Study the following text and underline the relative clauses and noun clauses with that in the text. THE MOHANA The Mohana fishermen of central Pakistan are one of the oldest societies in human history. They lead a life that has not changed for 5,000 years. They live in houseboats that are attached to each other by ropes. The attached houseboats form floating villages in the region of Sind. Few other living creatures survive in the region. One reason for this is that the climate is unpredictable. Another reason is that travelling down the river is too dangerous. The Mohana live as they have always lived: each person’s role in the society is determined. The people in the area live according to the rules that these roles require. In their society, there are three castes. The fishermen are the most unusual. They fish in the shallow waters along the sides of the river for catfish and turtles. The fishermen know that this is not an easy task. Therefore, they use herons, a kind of large bird, to make it easier to fish in these shallow waters. Herons have oils on the surface of their eyes that function as color filters. These filters help them to detect fish below the surface of the water. Then, herons dive for the fish and catch them. A trained heron stands still above the fish instead of diving. The fisherman approaches the heron in a boat, jumps into the water and traps the fish in a net that they call kulari. Europeans think that it is impossible to train herons, but that is a part of everyday life for the Mohana. The shikari are the lowest among the three castes. The kurnangar, or carpenters are above the shikari and they build rowing boats and houseboats. The highest caste of that society is the mirbamar. They carry cargo by boat. These castes have a long history, but anthropologists are sure that they will face a similar fate like other communities. They will become extinct, and they probably won’t be able to survive the 21st century.

 Put the sentences that you underlined in the text under the correct column in the box and discuss the difference in their use with your classmates. NOUN CLAUSES after certain verbs: * The fishermen know that this is not an easy task. * Europeans think that it is impossible to train herons. after certain adjectives: * Anthropologists are sure that they will face a similar fate like other communities. after the verb ‘to be’ (as noun complements) * One reason for this is that the climate is unpredictable. * Another reason is that travelling down the river is too dangerous. ADJECTIVE (Relative) CLAUSES * They lead a life that has not changed for 5,000 years. * They live in houseboats that are attached to each other by ropes. * The people in the area live according to the rules that these roles require. * Herons have oils on the surface of their eyes that function as color filters. * The fisherman traps the fish in a net that they call kulari.

TASK 8. Fill in the blanks with ONE WORD only. DEVELOPING SOCIAL SKILLS IN CHILDREN Some children behave just the way you want them to, and some just the opposite. As a parent, you should understand (1) that children are like a piece of clean white cloth. It is your job and responsibility to give (2)them some color. In other words, children are innocent, and you are the people (3) who/that are responsible for shaping, teaching and guiding them to become decent people in the future. You should give them proper guidance (4) when they are still young. There are some things that you can do to introduce social skills. You can give your child responsibilities even when he or she is 2 or 3 years of age. Giving just a little work to do will make him (5) or her learn to obey and follow instructions. For example, you can ask your child to help tidy up the mess (6) that/which he or she made while playing. You can (7) also reward your child with praise, and this will promote good manners. You should say words like ‘Good’, or ‘Brilliant’ after they have done something good. You should try to avoid negative words. If your child fails to do something, you should make him/her believe (8) that he/she will do better the next time.

OPTIONAL TASK. What’s your opinion? Answer the questions using “I think …” and discuss your answers with your partner. e.g.

Should mothers of small kids stay at home? A: I think mothers of small kids should stay at home if their husband earns enough money. B: Well, personally, I disagree. I think it’s better if … Personally, I think … I understand your point, but …

1. Should the government pay for child care for all children? 2. Should fathers take a greater part in raising their kids? 3. Should grandparents help in raising their grandchildren? 4. Should parents buy a lot of toys for their children?

References: DBE Materials Archive Practical English Usage. SWAN, Michael. http://www.parenting-ed.org/handout3/General%20Parenting%20Information/self%20esteem.htm http://www.wikihow.com/Build-Your-Young-Child's-Social-Skills