METU/SFL Fall 2024

DBE
GHO 2
401 GROUP
NOUN CLAUSES - PART 1
(Student’s Copy)
Objectives: Students will have practiced
- using that clauses, wh- question word noun clauses, and whether/if noun clauses in the object position
- asking for information indirectly by embedding a question into another question or statement using a noun clause
-using noun clauses in reported speech (without tense shift)
- using the phrases “what to do, how to do, and where to go” in noun clauses

TASK 1. Read the excerpt below. What does success mean to you?
Now you have achieved one of your dreams: getting into a good university, which is often seen as a
significant milestone on the path to success. Many people think that “success” means getting good grades
at school, achieving a good amount of wealth, buying a new car or house, or attaining fame in one's career.
On the other hand, to many others, success may be having a loving family, good health, and happiness.
Obviously, success can mean different things to different people.
You might not feel satisfied if you copy somebody else's definition of success. It's essential to come up with
your own definition of success. Try asking yourself some questions to see what success means to you. You
can start by asking what activities and things make you inspired and satisfied. What areas in life do you
excel at? What things matter to you the most? Also ask yourself whether there is anyone you look up to,
and why you look up to that person.

TASK 2. Read the explanations below. Then, underline all the noun clauses in the excerpt you have read.
Analyze them and think about the function of the noun clauses.

NOUN CLAUSES
A noun clause functions as a noun (or a noun phrase).
● Jane and Jack want to start a company.
noun
● Jane and Jack are searching the names of the companies in the US.
noun phrase
● I think I left my suitcase in the taxi.
noun clause
● You promised me that you would help me prepare for the meeting.
noun clause
● Many people don’t know why the manager decided to resign.
noun clause
● It is clear (that) people must work hard to achieve rewards.
noun clause

A noun clause:
● is a dependent clause,
● functions as a noun or noun phrase and can be the object of a sentence,
● is used in the same ways as a single-word noun.

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 NOUN CLAUSES AS THE OBJECT

Types of noun clauses Examples

Some people believe (that) hard work always

A. I. Noun clauses beginning with that
brings success.
No one can tell what the eventual effect of too
B. II. Noun clauses beginning with question words
much exposure to information will be.
C. III. Noun clauses beginning with if/whether Many people wonder whether/if frequent use of
social media can lead to a lack of concentration.

I. NOUN CLAUSES BEGINNING WITH THAT (THAT CLAUSES)

● Positive or negative statements can be turned into noun clauses by using “that”.
e.g., Germany has the highest percentage of childless women in the world. (statement)
New figures have shown that Germany has the highest percentage of childless women in the
world. noun clause as the object of the sentence

● You can omit “that” when it is used as the object of the verb in noun clauses.

e.g., The author acknowledges he got the idea from another writer.
Recent research shows the age at which people marry has increased.

You can use THAT clauses after certain verbs. Some verbs that are commonly used in noun clauses are:
* agree * claim * realize * state *make sure
* think * conclude * say * suggest * hope
* believe * know * show * answer * reveal
e.g., Recent research shows that a presentation is more effective if visual aids are used.
Based on a study of household incomes of men and women who are married, a
researcher concludes marriage causes people to become wealthier.
Make sure you can realistically plan your wedding based on your wedding venue's space.

You can use THAT clauses after certain adjectives. Some adjectives that are commonly used with noun
clauses are:
* afraid * sure * clear
* surprised * glad * evident
* happy * certain * true

e.g., I am glad that you got the visa.

I am afraid you are not quite informed about applying for a visa.
Are you sure I can get a visa without any problems?
We can use noun clauses after the following structure with certain adjectives: it + verb to be + adjective
It is clear that time management plays a crucial role in balancing academic and personal life.
It is evident that learning a new language requires consistent practice and dedication.

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It is certain that teamwork is important for achieving success in group projects.

* Note to the Instructor: Although “essential”, “important,” and “necessary” are commonly used
adjectives with “that,” they are not included here because they are followed by subjunctive, and
they will not be tested at this level.

You can use THAT clauses as noun complements (noun + verb ‘to be’). Some examples of such nouns are:
* problem * advantage/disadvantage * difficulty * rule * reason
e.g., One reason is that using credit cards may lead to overspending.
Another problem is that you may find yourself in huge debt.

THE FACT THAT

* If the verb / adjective is followed by a preposition, the fact that is used instead of that, and it cannot be
omitted.
The lecturer referred to the fact that population growth is the world’s biggest problem.
Some parents are worried about the fact that their children cannot do anything without them.
(OR Some parents are worried that their children cannot do anything without them.)

TASK 3. Combine the following sentences using noun clauses as the object.
1. Strict measures should be taken to handle hazardous waste. Chemical companies should realize this fact.
Chemical companies _____________________________________________________________________
2. It is important for adolescents to spend time away from electronic devices. Recent research states this.
_____________________________________________________________________________________
3. She has only two days left until the deadline. She is stressed about this.
_____________________________________________________________________________________
4. The staff will work overtime to meet the increasing demand for steel. The company has agreed on this.
_____________________________________________________________________________________
5. Some nations spend an enormous amount of money on arms while others starve to death. It is a great shame.
_____________________________________________________________________________________
II. NOUN CLAUSES BEGINNING WITH QUESTION WORDS (WH- NOUN CLAUSES)
● These noun clauses are formed from questions.
● The word order in these noun clauses is like a statement, NOT like a question (except in subject
questions).
e.g., Why did you tell a lie? (question)
why you told a lie (noun clause)
You have to explain why you told a lie.
noun clause as the object of the sentence
What will the future bring?
It is impossible to guess what the future will bring.
● When the question is about the subject (i.e., a subject question), the word order in the noun clause
doesn’t change.
Who will do the cooking?
Do you know who will do the cooking?

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 Asking for information indirectly and more politely using noun clauses:
We sometimes ask for information by embedding a question into another question or statement. For this,
we use certain starters and then add a noun clause.

Some commonly used phrases to introduce noun clauses are:

I don’t know … I can’t understand ... Do you know ...?
Nobody knows ... I have no idea … Do you remember ...?
I would like to know/I’d like to know ... I wonder
Please tell me ... I’m not sure Can you tell me...?

TASK 4. Combine the following sentences using noun clauses as the object.
1. When should children be introduced to computers? Educators disagree about this.
Educators _____________________________________________________________________________
2. Why do so many young people suffer from heart trouble? Researchers are trying to find out.
_____________________________________________________________________________________
3. Which branch will get the first fully automated office system? Even after a lengthy discussion, they
haven’t resolved this.
_____________________________________________________________________________________
4. What are the dangers of too much online interaction? The report focuses on this.
_____________________________________________________________________________________
5. Who does the new student have to see about the orientation program? Do you know this?
_____________________________________________________________________________________

III. NOUN CLAUSES BEGINNING WITH IF/WHETHER

Yes / No questions are turned into noun clauses by using “if” or “whether.”

e.g., Will the Parliament pass the social security bill? (question)

whether (or not) the Parliament will pass the social security bill (noun clause)

whether the Parliament will pass the social security bill (or not) (noun clause)

if the Parliament will pass the social security bill (or not) (noun clause)

It is still not certain whether the Parliament will pass the social security bill (or not). OR
noun clause as the object of the sentence
It is still not certain whether or not the Parliament will pass the social security bill. OR
It is still not certain if the Parliament will pass the social security bill (or not).
We never say “ if or not” in noun clauses.

With a preposition:

We can use only “whether” as object of a preposition, not “if.”

e.g., The general manager is very concerned about whether the firm can overcome its financial problems.

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TASK 5. Combine/rewrite the pairs of sentences by using noun clauses.
1. Does using the Internet help or hurt students’ research skills? Some experts question this. (whether)
____________________________________________________________________________________
______________________________________________________________________________________
2. Are children’s critical thinking skills getting worse because of their dependence on technology?
Parents want to know this. (if)
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Has the lecture hall been set up ready for the presentation? Do you know this? (whether)
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Does information overload make an employee less efficient? Researchers are trying to determine this.
(whether / or not)
_______________________________________________________________________________________
_____________________________________________________________________________________
5. Were there any locks on the windows? The police seemed mainly interested in this. (whether)
_______________________________________________________________________________________
_______________________________________________________________________________________

NOUN CLAUSES IN REPORTED SPEECH

When the reporting verb is simple present, present perfect, or future, the verb in the noun clause does not
change.
"I work at night." - He says (that) he works at night.
He has said (that) he works at night.
He will say (that) he works at night.

TASK 6. Change the quoted speech to indirect speech.

1. LARRY: "Jason and Liz are engaged."
Larry has said ___________________________________________________________________________
2. TEACHING ASSISTANT: "Not many in the class have a passing grade."
The teaching assistant says ________________________________________________________________
(Adapted from Understanding and Using English Grammar)
When the reporting verb is past (e.g. X said), the tense of the noun clause goes one step past. Study the
examples.

“I don’t like apples.”  My grandma always said (that) she didn’t like apples.
“Sheila is studying in the kitchen.”  Donna said (that) Sheila was studying in the kitchen.

NOUN CLAUSES WITH INFINITIVES

It is possible to use an infinitive in noun clauses beginning with question words and whether. The meaning
expressed by the infinitive is a modal verb.

I don't know whether I should apply for the job or not.

I don't know whether to apply for the job or not.

He showed them how they could use the machine.

He showed them how to use the machine.

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She will tell you what you should do.
She will tell you what to do.

Her talk was about how we could use time effectively.

Her talk was about how to use time effectively.

The project is about what we can do to reduce air pollution.

The project is about what to do to reduce air pollution.
(Adapted from Understanding and Using English Grammar)

TASK 7. Make sentences with the same meaning by using infinitives.

1. Do you remember what you should do when there is a fire in the building?
_______________________________________________________________________________________
2. We are lost because Sam hasn’t told us which way we should take.
_______________________________________________________________________________________
3. We can’t decide when we should hold the next meeting.
_______________________________________________________________________________________
4. Sally told us where we could go to renew our passports.
_______________________________________________________________________________________
5. This manual explains how you can operate the machine.
_______________________________________________________________________________________
(Adapted from Understanding and Using English Grammar)

TASK 8. ERROR HUNTING

Read the statements below and find the errors in noun clauses. Then, write the correct forms.

1 . Tell the taxi driver where do you want to go.

____________________________________________________________________________________
2. My roommate came into the room and asked me why wasn’t I in class. I said I was waiting for a
telephone call from my family.
_________________________________________________________. I said I was waiting for a
telephone call from my family.
3. My adviser asked me that what did I intend to do after I graduate.
____________________________________________________________________________________

4. Many of the people in the United States don’t know much about geography. For example, people will
ask you where is Japan located.
____________________________________________________________________________________

5. The doctor asked that I felt okay. I told him if I didn’t feel quite well.
____________________________________________________________________________________

6. I asked him what kind of movies did he like, and he told me whether he liked romantic movies.
____________________________________________________________________________________

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7. I didn’t know where I needed to get off the bus, so I asked the driver where was the science museum.
She told me the name of the street. She said if she would tell me when should I get off the bus.
____________________________________________________________________________________
____________________________________________________________________________________

8. When I asked the taxi driver to drive faster, he said whether he would drive faster if I paid him more. At
that time, I didn’t care how much would it cost, so I told him to go as fast as he could.
____________________________________________________________________________________
____________________________________________________________________________________

TASK 9. Read the text below, and fill in the blanks with noun clauses using the statements/questions
given below the text. The statements are in the correct order.

Eating in microgravity can be very different from eating on Earth.

Imagine going camping for more than a week with several of your close friends. You would make sure
1) ______________________________________________________. The food would have to be stored
properly and be nonperishable to avoid spoilage. After finishing your meal, or at the end of your camping
trip, you would then stow all your gear and dispose of your trash properly just before the ride home.
Astronauts basically do the same thing when they go to space. Preparation varies with the food type. Some
foods can be eaten in their natural forms, such as brownies and fruit. Other foods require adding water,
such as macaroni and cheese or spaghetti. Of course, an oven is provided in the space station to heat foods
to the proper temperature. One difficulty is 2) __________________________________, so space food
must be stored and prepared properly to avoid spoilage, especially on longer missions.

Condiments, such as ketchup, mustard, and mayonnaise, are provided. Salt and pepper are available but
only in a liquid form. One reason for this is 3) _________________________________________________
________________________. The salt and pepper would simply float away. There is a danger they could
clog air vents, contaminate equipment, or get stuck in an astronaut's eyes, mouth, or nose.

Astronauts eat three meals a day: breakfast, lunch, and dinner. It is evident 4) _______________________
__________________________, which means a balanced supply of vitamins and minerals. However, there
are no set menus. Astronauts are advised to eat a balanced diet, but they are free to decide 5) _________
_______________________________________________________________________________________.
They choose from many types of foods, such as fruits, nuts, peanut butter, chicken, beef, seafood, candy,
brownies, etc. Available drinks include coffee, tea, orange juice, fruit punches, and lemonade.

As on Earth, space food comes in disposable packages. Astronauts don’t have to worry about 6) _________
______________________ at mealtimes thanks to some specially designed packaging which prevents food
from flying away. The food packaging is designed to be flexible and easy to use, as well as to be space
efficient for stowing or disposing of food containers.

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Deep Space Food Challenge
Can you imagine the space food of the future? The winners of the Deep Space Food Challenge know
7) _______________________________.

In coordination with the Canadian Space Agency, NASA organized the Deep Space Food Challenge, whose
goal was to design new food production technologies that could be used by astronauts on extended
voyages.

On May 19, 2023, NASA announced the winners of phase two of the Deep Space Food Challenge. Of the
eight winning teams announced, three were methods of manufacturing foods, while two were growth
systems, and three were combination or bioculture systems. Even the event's organizers were surprised by
8) _____________________________________________________________________________. "I think
9) ______________________________________________________________________________," Angela
Herblet, the program manager for the challenge, told Space.com.

1. You have plenty of food and the gear to cook and eat it with.
2. There are no refrigerators in space.
3. Astronauts can't sprinkle salt and pepper on their food in space.
4. The food astronauts eat should be healthy food.
5. Would they like to have a certain food on a given day?
6. There is no gravity in space.
7. What will it look like?
8. The contestants were able to present so many diverse, creative, but also viable ideas.
9. The most outstanding result of this event was just the variety of solutions that came forward.