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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. 68 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. 69 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. 70 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. 71 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. 72 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. 73 74 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 75