HOW DOLPHINS COMMUNICATE WITH EACH OTHER

12. how dolphins communicate with each other? 13. if people can communicate withdolphins.

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EXERCISE 11, p. 412. Noun clauses. (Charts 14 - 2 →14 - 4)This exercise is intended for pair work, but can be done in groups or be teacher-led. Realconversations do not include restatements of questions this consistently, but the formatprovides useful practice in noun clause formation.

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EXERCISE 12, p. 412. Noun clauses. (Charts 14 - 2 →14 - 4)Encourage imaginative responses by modeling your own curiosity about life. What do youknow, not know, want to know, wonder?

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EXERCISE 13, p. 413. Noun clauses. (Charts 14 -1 →14 - 4)This exercise is another approach to group work. Again, encourage imaginative responses.This practice can also be assigned as written homework.

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EXERCISE 14, p. 413. Noun clauses and questions. (Charts 5 - 2 and 14 -1 →14 - 4)Some students may have difficulty understanding the somewhat algebraic use of “X” in thisexercise. To help clarify the format, ask the class as a whole for sample questions for severalof the items selected at random, or use these as introductory examples: the size of X (Howbig is a breadbasket?); the length of X (How long is a pencil? How long is a soccer game?);the height of X (How high is Mt. Everest?).CHART 14-5: NOUN CLAUSES THAT BEGIN WITH THAT• Write I think that . . .on the board. Ask the students to complete the sentence. They shouldfind this task exceedingly simple; this pattern is surely already used by all your students. Nowyou are asking them to expand their usage ability by learning more words that introduce theseclauses, such as assumeand realize.• Discuss the meaning of the verbs followed by that-clauses in this chart by eliciting examplesfrom the class. If you have class time available, discuss the verbs in the footnote. They areuseful, too. They are in a footnote because the chart itself lists only the verbs used in theexercises.• The word thathas no semantic meaning in this structure. It marks (i.e., signals) the beginningof a clause. Its omission does not affect the meaning of a sentence. In everyday English,especially spoken English, it is usually omitted. If it is not omitted, it is almost always unstressedand pronounced /thət/.

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EXERCISE 15, p. 414. THAT - clauses. (Chart 14 - 5)ANSWERS: 2. dreamed that I 3. believe that we 4. know that Matt . . . assumethat he 5. notice that Ji Ming . . . hope that he’s 6. believe that she 7. read thathalf 8. know that forty . . . believe that the immigrants 9. think that a monster . . .says that some investigators say that they can prove that the Loch Ness

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EXERCISE 16, p. 415. THAT - clauses. (Chart 14 - 5)This exercise can be done quickly, with students calling out completions. Its intention is tosurvey words other than thinkthat introduce that-clauses and give the students somevocabulary practice.CHART 14-6: OTHER USES OF THAT-CLAUSES• This chart seeks to acquaint learners with common expressions in which that-clauses are used.• Discuss the meaning of the expressions in this chart followed by that-clauses by elicitingexamples from the class. If you have class time available, discuss the phrases in the footnote too.

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EXERCISE 17, p. 416. THAT - clauses. (Charts 14 - 5 and 14 - 6)The ability to recognize when the clause marker thathas been omitted can be important inreading comprehension. Whenever a reader (native or non-native speaker) is trying to figureout what a particularly confusing sentence means, an understanding of the underlyingstructure of the sentence is helpful if not essential. It’s important for language users toknow that optional parts of a structure (such as introductory that)might be omitted. It alsoexplains to students why there is no period in a structure that contains two S–Vcombinations, as in item 1.ANSWERS: