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 Unit 11 Adjective Clauses
Introduction
Before you have students open their books, review
the definitions of the two types of clauses—
dependent and independent. Dependent clauses
function as a noun, adverb, or adjective, and students
should know by now that they need an independent
clause to make a complete sentence.
Student Book pages 168–169
Placement of Adjective Clauses
Instruct students to open their books to the Unit
Introduction. The important thing for them to
remember is that adjective clauses, while they act
like adjectives, can appear in three positions—either
after the subject, after the object of the verb, or after
the object of a preposition. This might be a good
time to review the definitions of subject, object, and
prepositional phrase. Emphasize, as the student
book does, that the adjective clause always comes
right after the noun it describes and the verb in the
clause must agree in number with the noun the
clause modifies.
1. adjective clause after the subject
R
ead the examples together and ask students
what subject the adjective clause modifies in
each sentence. Then ask several students to each
write a sentence with an adjective clause on the
board, so other students can find the clause and
the subject it modifies.
2. adjective clause after the object of the verb
L
ook at the first example sentence Ask: What is
Dan Marino the object of? If anyone has trouble
understanding objects of verbs, hand that person
a piece of chalk or a book and ask: What did I just
give you? Yes, that’s the object. The object can be a
thing or a person. It is who or what the verb acts
upon. Talk about the adjective clause after the
object of the verb as further describing the object.
Ask other students to point out the clauses in the
next sentences and the objects they modify. Then
have students create their own sentences with
adjective clauses after the object of the verb.
Direct students’ attention to the list of relative
pronouns in the Forming Adjective Clauses box. Ask
them why they think the pronouns are called relative,
hoping they’ll understand that they relate to the
person or thing being described.
A.who, that, which as the subject of the adjective
clause
A
sk a student to read the first example aloud and
invite students to tell who the adjective clause is
talking about. Do the same for the second
example.
B.who, whom, that, which, (no object), as the
object of the adjective clause
T
his might be a good time to establish the
difference between who and whom. Who is used
when the relative pronoun is the subject of the
clause; whom is used when the pronoun is the
object of the clause. Explain that whom is used
less and less often in spoken English but is still
expected in formal written English.
C.when and where
I t’s important to read together the information on
when and where and the fact that these words are
never subjects of a clause. However, they are
always followed by a noun or pronoun and a verb.
Go over the examples and answer any questions.
D.whose
T
he example and the explanation should be selfexplanatory. Students should devote time to
studying all the examples in the box so they can
clarify in their minds how these relative pronouns
fit into the language.
E. quantity word + whom or which (several of
whom, two of which, etc.)
I t’s extremely important that students understand
that which is never used to refer to people. It is only
used to refer to places or things. Use whom when
referring to people. There is an argument among
pet lovers as to which pronoun is used when
describing their dog or cat. It’s speaker’s choice.
3. adjective clause after the object of a preposition
F. which (to modify the whole sentence)
F
ollow the same procedure here, asking students
to point out the preposition and the object of the
preposition in each sentence. When students
have completed their own sentences, have several
write them on the board for discussion.
T
he meaning of the example sentence is that the
apartment became very crowded. Which modifies
the entire sentence. Ask students to create their
own examples. Make sure the which clause
modifies the whole sentence.
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Adjective Clauses
Reducing an Adjective Clause to an Adjective
Phrase
Americans speak in reduced English, as students
have learned in previous units. It might be interesting
to find out if/how students do the same in their first
language.
1. If there is a be verb in the adjective clause,
eliminate the subject and the be verb.
H
ave students read the first example and ask
what the difference is between the first sentence
about Mr. Harrison and the second one. They
should recognize that the first sentence contains
a subject and verb to describe Mr. Harrison (who
is the president of the bank) and therefore contains
a clause. The second sentence contains no verb in
the description of who Mr. Harrison is (the
president of the bank) and is therefore a phrase.
A
sk one student to create a sentence using an
adjective clause and another student to change
the sentence into one with an adjective phrase. If
there are any difficulties, divide students into
pairs and have pairs practice writing these for
each other. Have several pairs present their
sentences to the class so other students can tell
which contains an adjective clause and which
contains an adjective phrase.
2. If there is no be verb, eliminate the subject and
change the verb to the –ing form.
G
o over the two example sentences with students
and tell them that they probably already use the
reduced form in their everyday language, so they
should not become preoccupied with the rule.
Tell them to simply note the way the language is
used in writing and speech. Either form of the
sentence is correct; it’s just a matter of what is
more commonly used.
Student Book pages 170–171
Placement of Commas in Adjective Clauses
An easy way for students to know whether or not to
use commas around a clause is to read the sentence
without the clause. Does it change the meaning of the
sentence? Write the second example sentence on the
board: Professor Jeffreys, who teaches sociology, has
written three books and many articles. Then have a
volunteer read it aloud, eliminating the clause who
teaches sociology. Explain that the sentence without
the clause is still complete. The clause adds
information about Professor Jeffreys but is not
necessary to the meaning of the sentence. Now write
the first example sentence on the board: The man
who married Janna sometimes cries when he looks at
his wedding pictures. Have another volunteer read
Creative Grammar Teacher’s Guide
the sentence aloud, eliminating the clause who
married Janna. Explain that if you take away this
adjective clause, there is no identification of the man
being talked about. It could be anyone. Invite a
volunteer to tell how which followed by the clause
describes the general idea of the sentence in the last
example.
n 11-1 Punctuation
Have students work with a partner to complete the
sentences. As you go over the answers, be sure they
understand why each pronoun is correct. Ask
volunteers to point back to the rules in the box
above and in the Unit Introduction to support their
answers.
Answer Key
1. I know a girl whose family is from Somalia.
2. T
ony is asking Ana to marry him, which we all knew
would happen.
3. Pomeranians are dogs that bark a lot.
4. Mrs. Erenhoffer, who lived next door, was 90 years
old last week.
5. Keisha and Jessie have taken classes that are quite
difficult.
6. The senator is a woman whose opinion they value.
7. Yusef wants to buy a car that is much too expensive.
8. Apples, which are good for you, are also delicious
n 11-2 Sentence Writing
A.When students have completed their sentences,
have several volunteers write a sentence on the
board so others can find the adjective clause that
describes the object.
B.Have several volunteers read their sentences
aloud, and respond to any questions.
C.When students have completed their sentences,
have several volunteers write a sentence on the
board so others can point out the adjective clause
that describes the object. Ask students their
opinions on which pronouns are best used for
people and animals.
D.When students have completed the exercise, have
several read their sentences aloud, and ask why
students used which or whom when they did.
E.As students read their sentences aloud, ask how
they knew which was used in this case to describe
the general idea rather than describing friends
and family. They should recognize that which
cannot refer to people; it would have to be used to
describe the general idea.
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Student Book pages 172-173
n 11-3 Description of the Illustration
Students are asked to write sentences describing the
band members, using as many adjective clauses or
phrases as possible. Remind them that they can be
as creative as they please. When they have completed
this activity, have several students read their
sentences aloud and others write theirs on the board
so you can check for correct use of adjective clauses
and phrases.
n 11-4 Grammar in Action
A.Together, read the information in the box.
1. Adjective Phrases: Have students read aloud the
adjective phrase that modifies the subject in each
example sentence. Adjective Clauses: Again, have
students point out the adjective clauses and what
the difference is between the clauses and the
phrases.
2. Review present and past participles with students,
having them point them out in the example
sentences.
3. Read the examples together and ask students why
which is used in the first example sentence: what
word does it modify?
B.Tell students to read the article through once,
jotting down any words they’re not sure of for
discussion. Then read the first two sentences as a
class, asking which phrases and clauses, if any,
students are going to underline. Suggest they work
with a partner to complete the exercise. When they
are finished, students should count to be sure they
have underlined 18 adjectives phrases and clauses
and that they know the difference between the two.
Make two columns on the board: phrases and
clauses. Invite volunteers to read their phrases and
clauses aloud and to tell you which column to
place them in. If anyone disagrees, have a discussion
about who is right and why.
Answer Key
The debate raging over the impact of video games on
teenage behavior continues unabated.
Dr. Marvin Hanson, director of the Center for Research
on Teenage Violence, said that there were no clear links
between video game violence and teen behavior. “Some
parents whose children play Mortal Kombat or Grand
Theft Auto, considered the most violent video games on
the market, have expressed concerns about aggressive
behavior and anxiety in their children,” said Dr. Hanson,
who has three video game-playing children of his own.
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Harold Levkowitz, an irate parent whose son was
assaulted by a fellow student after the two had played
Rebel Ssquadron for five straight hours, said that he
wished for a time when teenagers turned to sports to
release their aggression. “Kids who don’t play soccer or
football and have all these pent-up emotions that they just
can’t release tend to be more in-your-face in their behavior,” Mr. Levkowitz, a clinical psychologist, claimed.
Rhonda Fleming, 23, an aerobics instructor and lifelong
proponent of video games as a way to improve
peripheral vision and reaction techniques, stated,
“I don’t feel that violent video games affect behavior.
Kids understand it’s just a game they’re playing. They
won’t go around shooting at cars driving by as they
do in Grand Theft Auto.”
The debate rages on. Meanwhile, young people, whose
lives revolve around the video monitor, continue to
enjoy the challenges offered by video games.
Student Book pages 174–175
n 11-5 Grammar Discussion
Pre-Activity Discussion: Talk about formal and
informal language. What do these words mean to
students? Do they speak differently to their parents
than they do to their friends? Do they use different
language to speak to an instructor or boss than they
do to another student or coworker? What is a major
difference between English and their first language
when it comes to formality and informality? For
example, many languages have different words for
you, depending upon who is speaking and who is
being spoken to. Some languages have different
endings for speaking with elders or speaking with
children. What have students noticed about
American English formality? What is slang? Is slang
used in their native language, and if so, with whom?
A.Students should tell which sentence in each
group they thought was the most formal, the
most informal, and why. Does everyone in the
group agree? If not, they should have a discussion
about why not.
B.Students should discuss the effect of the first
sentence in each group. Which one would students
use in writing? In speech? Why? Does it matter to
whom they are speaking or writing? Is there
consensus in the group? Is there consensus as a
class?
C.Students should discuss the use of the word
whom. Is it formal or informal? Do members of
the group use it in speech or writing? Is the word
whom still common? Do they think people are
afraid of the word? Why?
Adjective Clauses
11-6 Theme-based Discussion
n 11-8 Error Correction
Pre-Activity Discussion: Read each topic with students
and make sure they understand the questions. They
should work in groups of four to discuss the first
topic, choose a reporter to relay the group’s answers
to the class, and then move to another group to
discuss the next topic. The easiest way to do this is for
each student to take a number from 1 to 4. Students 2
and 4 should move to the group on the right for topic
B, students 1 and 3 should move to the left for topic
C, and students 2 and 4 should move again to the
right for the last topic.
Students should read the sentences and underline the
errors in each, which could be in comma use, relative
pronoun choice, or phrase or clause placement.
Advise students to read each sentence at least twice
before determining the error. The third time, they
should underline the error, and then read the sentence
again, deciding what corrections are necessary. Then
students should rewrite the sentence correctly. Be
sure they look carefully at the example and understand
why it is incorrect. They might ask if you could say: I
used to live in Peru, which is a Spanish-speaking
country. Grammatically, this would be correct, too.
A.In their groups, students should discuss different
personality types: shy people, confident people,
and whether the image they project is how they
really feel. If needed, help students generate a list of
characteristics for each personality type so that
they understand them better. As groups report to
the class, open the discussion to the whole class.
B.After moving to their new groups, students should
talk about their ideal college. Remind them to try
to use adjective phrases and clauses, especially
when reporting to the class. When all groups have
reported, see if there is a consensus of what an
ideal college would be.
C.Remind them it can be special in a positive or
negative way, although you hope it will be positive.
D.When the groups’ discussion concludes, talk
about what makes a person, real or in fiction, a
memorable one. Which traits do students find
most memorable in a person? Why?
Student Book pages 176–177
n 11-7 Grammar Practice
A.Since dictionary explanations don’t always
present a truly clear picture of how a word is used
in a particular context, ask if there are any
meanings that still confuse the students. Then
discuss the passage in general: What can they tell
you about Abraham Lincoln? What, if anything,
do they know about the Civil War? Who was John
Wilkes Booth? Students might be interested to
know that Booth was on the stage at a theater that
Lincoln and his wife were attending and was able
to shoot Lincoln before anyone realized what was
happening.
B.Have students write a few variations of each
sentence on the board. Have the class evaluate
the sentences and discuss any errors they find.
Creative Grammar Teacher’s Guide
When students have completed their corrections,
have volunteers write the sentences on the board for
discussion and further correction. Be sure everyone
understands not only what the error is but why it is
incorrect.
Answer Key
1. I used to live in Peru, which is a Spanish-speaking
country.
2. The man whose name is Ali comes from Egypt.
3. Al Sharpton, who is a political leader, might run for
president.
4. He never talks to people who have more than five
tattoos.
5. Hetal comes from a place where it is very hot all year.
6. Pele, who was born in a small town in Brazil, won
seven championships.
7. My mother has an apartment that overlooks the park.
8. I will never forget the day that was my 30th birthday.
9. Jane works in a large investment bank, which is
located in southern Connecticut.
10. Bollywood, which is the movie capital of India,
produces many more movies than Hollywood.
11. She is the singer who was discovered in a shopping
mall and is acting in movies now.
12. The dog that ate my shoe has an ear sticking
straight up.
13. My aunt, who is the inventor of the “Broccoli is
Best!” ad campaign, lived to the age of 102.
Student Book pages 178–179
n 11-9 Communicative Activity
Instructor Alert
You will need newspaper photos showing at least two
people for each group of three students to complete
Exercise B.
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A.As students read the list of jobs in the box and
decide what kind of person should do each job, tell
them that it is most important that they use as
many adjective clauses as possible in their
discussion with the class. Following the example,
they are to talk about affirmative and negative
characteristics for these careers. If necessary,
remind them about the affective skills of discussion:
taking turns, listening politely, disagreeing with
appropriate language and tone of voice, and not
interrupting.
B.Once students have discussed the people in their
newspaper photo, they should compose a
newspaper article together. As they write their
article, remind them to include many adjective
clauses and/or phrases.
Have students read their articles aloud as someone
from the group holds up the picture for the other
groups to see. Depending on your time constraints,
you might want to open the discussion to the entire
class to see what other groups see in the photo.
n 11-10 Sentence Frames
Students should use the sentence frames to write
statements with adjective clauses or phrases, making
sure the subjects and verbs agree and that they add
any needed punctuation. As always, they should look
at the example first. Have volunteers read several
completed sentences aloud as others write numbers
3, 6, 11, and 15 on the board for discussion.
Student Book pages 180–181
n 11-11 The Writing Page
A.Ask students to read the selection silently. When
they finish their first reading, they should go back
and read it again, this time highlighting or
underlining the various adjective clauses. Before
they begin, you might want to review the difference
between a clause and a phrase. When students
have completed the exercise, ask volunteers to
read the clauses they’ve found.
Answer Key
My favorite sport is played during the summer. It is a sport
that requires nine players on each team. The people who
play this sport must be fast, brave, and intelligent. Players
who are fast and brave will be able to react quickly to a ball
that often travels 90 miles an hour or more. Players who
are intelligent will be able to decide what to do before the
ball comes to them and will react quickly even when they
cannot watch the other players.
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y favorite sport is interesting to watch. People who
M
watch the game have a chance to discuss the strategy of
the teams and the quality of the players. Spectators who
understand the game well know that they have to watch
two places on the field at the same time: the place where
the ball is and the place where the runner is. Wise spectators know that the players often make beautiful
patterns on the field as they line up to relay the ball in
order to catch a runner.
My favorite sport is baseball.
B.Students should create their own “mystery”
composition about their favorite sport, game, or
activity, keeping the name of the activity secret
until the final sentence. It’s important that they
give as much detail about the activity as possible
and use adjective clauses where they can.
C.Have several volunteers read their compositions
aloud for the class, leaving out the last line, so
others can guess the sport or game.
n 11-12 Description of the Photograph
A.When students have finished the exercise, have
several volunteers read their paragraph aloud. Is
there consensus on who the people are and what
they’re arguing about? Did the other students
hear many adjective phrases and clauses as class
members read aloud?
B.Students should discuss with a partner what the
people in the picture can do to solve the problem.
Have they ever heard the expression the customer
is always right? What does it mean? Do they agree
with the statement? Why or why not?
Student Book pages 182–183
n 11-13 Unit Review
Task: Write a three-paragraph essay about a place
where you love to spend time.
Prewriting
Ask a student to read the instructions aloud. Ask: Are
there any questions about what the task is? Ask
students to name the five senses we have and write
them on the board. Suggest that students close their
eyes for a moment and focus on a special place and
what they can sense there. What do they see? Hear?
Smell? Using a chart like the one in their book,
students should make notes in their notebook in
preparation for writing about their special place.
Adjective Clauses
First Draft
Final Draft
Using their charts, students should write a first draft
of their essay. Their first paragraph should identify
the place; the second paragraph should describe the
sights, sounds, and smells they experienced there;
and the third paragraph should conclude the essay
with an expression of how they feel in this place and
why it is special to them. Refer them to the model to
help them get started.
Students should make any changes or additions that
are needed. They should write or type two final
copies—one to turn in for evaluation and one to
include in their writing portfolio. As they write their
final draft, students should pay close attention to
what you will be evaluating in their essay.
Revision
Students know they should read through their essay
to look for errors in spelling, punctuation, and
grammar. They should check their word order and
usage of adjective clauses and phrases, and make
sure their main idea is clear, with lots of supporting
details. Before giving their essay to a partner, students
should proofread one more time, making sure they
have answered the bulleted questions their partners
will be looking for. Partners should discuss their
suggestions and corrections with each other before
writing their final draft.
Creative Grammar Teacher’s Guide
Evaluation
Students should check their essay carefully, knowing
they will be evaluated on three major points: clarity
of ideas and level of supporting detail; correct use of
adjective clauses and adjective phrases; and correct
use of commas.
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Adjective Clauses
Name ________________________________________
Class ___________________________________
Unit 11 Writing Task: Write a three-paragraph essay about a place where you love to spend time.
Rubric
Score 1
Needs improvement
Score 3
Shows progress
Score 5
Good understanding
Clarity of ideas;
levels of supporting
details
Ideas not clear;
only two details
Ideas clear; three details
Ideas clear; more
than three details
Use of adjective
clauses and phrases
Three or more errors
One or two errors
No errors
Use of commas
Two or more errors
One error
No errors
Creative Grammar Teacher’s Guide
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