SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT HÀM RỒNG ***** INITIATIVE EXPERIENCE Subject: Some practical experiences used to teach relative clauses to grade 11 students at Ham Rong High School Người thực hiện: Phạm Thị Ngọc Yến Chức vụ: Tổ phó Tổ Tiếng Anh SKKN thuộc lĩnh vực mơn: Tiếng Anh THANH HĨA NĂM 2020 TABLE OF CONTENTS CONTENTS PART I: INTRODUCTION PAGES 1 Reason for choosing the topic Objective of the study Method of the study Scope of the study Overview of the study PART II: MAIN CONTENT What is a clause? 2 What is a relative clause? 3 Relative pronouns 4.Types of relative clauses 4.1 Defining relative clause 4.2 Non-defining relative clause PART III: IMPLEMENTING SOLUTION Instruct students on how to organize learning in pairs and groups Implement some methods to introduce new materials in a lively and attractive way Teach students how to exercises related to relative clauses PART IV RESULTS, FINDING, CONCLUSION AND PROPOSALS 8 10 11 Results 11 Findings 12 Conclusion 12 Proposals 13 PART I: INTRODUCTION Reason for choosing the topic It is undeniable that English is an international language, which plays an important part in social life It links people all over the world in many fields such as science, technology, business, communication, education, and so on It also helps people to approach the endless knowledge of human beings Therefore, teaching and learning English have become the necessity in every country In Vietnam, English is one of the foreign languages, which is compulsory from primary to university In secondary school, Listening, Speaking, Reading, Writing and Language Focus are what students have to learn when they learn English Language Focus seems difficult Many of the students make mistakes and find it difficult in doing grammar exercises such as Active voice, Passive voice, Reported speech, Relative clauses etc Relative clauses are an extremely useful structure for ESL students to learn early in their English studies They may not make for the most simple grammar lesson, but they are infinitely practical for students who are still learning ESL students will find two situations in which relative clauses help them communicate First, your ESL students may find that they not know a particular piece of vocabulary for a word they are trying to say In this case, the relative clause can provide the definition even when students not know the word and thus help the listener to understand the speaker’s meaning Being a teacher of English, I find it necessary, meaningful, and practical to a research named “Some practical experiences used to teach Relative Clauses to grade 11 students at Ham Rong High school” I hope that this research can give benefits to teachers, students and people concerned about this field Objective of the study This study is aimed to identify present English teaching and learning situation of the grade 11 students at Ham Rong upper secondary school And then, some of learning relative clause experiences and doing relative clause exercises are given Methods of the study The major method is used in this study is quantitative one That is all considerations, comments, remarks, assumptions, suggestions and conclusions given in the study are largely based on the data analysis Data collections for analysis in the study come from the following methods: Theoretical study; Teacher interview; Class observation Scope of the study This study only focuses on how to teach relative clauses to the grade 11 students at Ham Rong upper secondary school Overview of the study The study includes three main following parts: Part I is the introduction which includes rationale, research questions, objectives of the study, methods of the study, scope of the study and overview of the study Part II is the main content referring to the definition of clause, relative clauses, relative pronouns and main types of relative clauses Part III is the implementing solution instructing students on how to organize learning in pairs, groups and how to arrange desks and chairs during English classes, applying some methods to introduce new materials in a lively and attractive way and teaching students how to exercises related to relative clauses PART IV is the results, findings, conclusion and proposals PART II: MAIN CONTENT What is a clause? A clause in English grammar is the smallest grammatical unit that can express a complete proposition Generally, a simple sentence consists of a single clause while a more complex sentence may contain a multiple clauses Clauses in English are divided into two major types; subordinate clause and main clause What is a relative clause? Relative clauses are sometimes called adjective clauses and follow the noun which they describe They are dependent clauses which give additional information about a noun in the main clause, and the follow that noun in the complex sentence they create Dependent clauses start with a relative pronoun: “that, which, where, when, who, and whom” (though “whom” has fallen out of everyday use and often sounds overly formal when used) “Whose” is also used as a relative pronoun but must be followed by a noun in the dependent clause The correct relative pronoun depends on what noun the relative clause describes It is a subordinate clause that modifies a noun or a noun phrase Example: The man who is smoking is the murderer The noun the man is modified by the relative clause who is smoking Relative clauses give essential information to define or identify the person or thing we are talking about There are two types of relative clauses They are defining clause and non-defining clause Relative pronouns Relative pronoun who which which Use subject or object pronoun for people subject or object pronoun for animals and things referring to a whole sentence Example I told you about the woman who lives next door Do you see the cat which is lying on the roof? He couldn’t read , which surprised me whose possession for people animals and things Do you know the boy whose mother is a nurse? whom object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who) I was invited by the professor whom I met at the conference that subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible) I don’t like the table that stands in the kitchen Types of relative clauses 4.1 Defining relative clause 4.1.1 Definition A defining relative clause gives essential information about the noun or noun phrase it modifies, without which the sentence wouldn't make sense as the listener or reader would not be able to identify the noun in the sentence Example: The hotel that we stayed in wasn't bad (‘that we stayed in' tells the listener which hotel we are talking about; it defines the hotel) 'Who', 'whose' and 'that' can be used for people 'which', 'whose' and 'that' can be used for things 4.1.2 Notes 4.1.2.1 Defining relative clause doesn’t have two commas or one comma Example: The man who is sitting next to me is my brother 4.1.2.2 Defining relative clause goes with the pronoun “that” to indicate people or things Example: The girl who/that often goes to school with me is my sister 4.1.2.3 Subject of the defining relative clause is often “The + noun” Example: The girl who/that often goes to school with me is my sister 4.1.2.4 If the relative pronoun is the object of the verb in the defining relative clause, it can be omitted Example: The girl (who/that/whom) you saw yesterday often goes to school with me 4.1.2.5 If preposition stands in front of the relative pronoun, to indicate person we use “whom”, to indicate things we use “which” Example: The girl with whom I often go to school is my sister 4.1.2.6 If preposition stands at the end of the relative clause, we can omit the relative pronoun Example: The girl (who/whom) I often go to school with is my sister 4.1.2.7 Reduced relative clause has three main forms: 4.1.2.7.1 Relative clauses replaced by present participle phrase V-ing is used with the active reduced relative clause Form: S1 + Relative pronoun + V + V1  Reduced form: S1 + V-ing + V1 Example: The girl who went out with me yesterday is my sister  Reduced form: The girl going out with me yesterday is my sister 4.1.2.7 Relative clauses replaced by past participle phrase V-ed/Past participle is used with the passive reduced relative clause Form: S1 + Relative pronoun + be + V-ed/Past participle + V1  Reduced form: S1 + Relative pronoun + V-ed/Past participle + V1 Example: The house which was built last year collapsed in the terrible storm two days ago  Reduced form: The house built last year collapsed in the terrible storm two days ago 4.1.2.7.3 To +V is used with the reduced relative clause Form: first second third … The + only last adj-est most adj + noun + Relative pronoun + V2 + V1  Reduced form: first second third … The + only last adj-est most adj + noun + To + V + V1 Example: The first person who can answer this question may be given the prize  Reduced form: The first person to answer this question may be given the prize 4.2 Non-defining relative clause 4.2.1 Definition of non-defining clause A non-defining relative clause gives extra information about a noun or noun phrase and has commas at both ends It isn't essential for understanding who or what we are talking about Example 1: My sister, who lives in France, is coming to stay with me next week ('who lives in France' is not essential, which means that I only have one sister and she does not need to be defined by the relative clause) Example 2: My grandfather, who's 87, goes swimming every day Example 3: This house, which was built in 1883, has just been opened to the public Example 4: The award was given to Sara, whose short story impressed the judges 4.2.2 Notes 4.2.2.1 We always use a relative pronoun or adverb to start a non-defining relative clause: who, which, whose, when or where (but not that) Example: My teacher, who (not that) talked to you yesterday, comes from Hanoi 4.2.2.2 We use commas to separate the clause from the rest of the sentence Example: Lan, who speak English very well, is my sister 4.2.2.3 We can use who to talk about people, which to talk about things and whose to refer to the person or thing that something belongs to Example 1: Yesterday I met my new boss, who was very nice Example 2: My next-door neighbour, whose children go to school with ours, has just bought a new car Example 3: After the port there is a row of fisherman's houses, whose lights can be seen from across the bay 4.2.2.4 We can use which with a preposition to talk about places and times In these cases it's more common to use where or when instead of which and the preposition Example 1: City Park, which we used to go to, has been closed down Example 2: City Park, where we used to go, has been closed down Example 3: December, which Christmas is celebrated in, is a summer month for the southern hemisphere Example 4: December, when Christmas is celebrated, is a summer month for the southern hemisphere Example 5: However, when we use which without a preposition, we can't use where or when Example 6: Centre Park, which we love, is always really busy on Saturdays Example 7: February, which is my favourite month, lasts 29 days this year 4.2.2.5 'who' and 'whose' are used for people, 'which' and 'whose' are used for things 'that' cannot be used in a non-defining relative clause PART III: IMPLEMENTING SOLUTION From the situation of studying English for students at our school, I would like to offer the following solution to improve the quality of teaching and learning about relative clauses in English textbook grade 11 Instruct students on how to organize learning in pairs, groups and how to arrange desks and chairs during English classes Example 1: Unit 12: Part E: Language Focus – Exercise – Page 144 – English textbook 11 Purpose: Omission of relative pronouns I divide the class into small groups of students After that I gave each group a handout containing Exercise (page 144 English textbook 11) and give them a time limit of minutes to this exercise HANDOUT: Complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun we had it for lunch we met him this morning John told them he invited them to the birthday party You lost it I bought it yesterday Have you found the pen…………………….? Most of the classmates……………… couldn’t come The short story………… was very funny The dictionary …………….is very expensive, but very interesting I didn’t like the man…………………… The beef…………… was really delicious Implement some methods to introduce new materials in a lively and attractive way Example 2: Unit 11: Part E: Language Focus – Exercise – Page 311 – English textbook 11 Purpose: Shorten the relative clauses, using reduced relative clauses Students are asked to work in pairs Each pair makes two sentences with two minutes given to them They discuss with each other to find the answer in the exercise After two minutes, they stop working in pairs And then two pairs are called to present their answers One student reads the original sentence; the other reads the shortened sentence This method can help them practise speaking English, train their confidence when speaking in front of the crowd Moreover, the learning atmosphere is changed in positive way As a result, it promotes learning and teaching process in the communicative approach Task 2: Rewrite the following sentences, using reduced relative clause with either present participle, past participle or To-infinitive phrase (V-ing/V-pp/To+V) The boy who is talking to our new teacher is my brother  The boy……………………………………………………………… Do you know the woman who is coming toward us?  Do you know………………………………………………………….? The people who are waiting for the bus in the rain are getting wet  The people…………………………………………………………… The man who was given the first prize comes from our class  The man…………………………………………………………… The last person who leaves the class has to turn off the lights  The last person……………………………………………………… Do you like the present which was given to you yesterday?  Do you like…………………………………………………………? We have an apartment which overlooks the park  We have an apartment…………………………………………………… Teach students how to exercises related to relative clauses Example 1: Unit 10 – Part E: Language Focus – Exercise – Page 122 – English textbook 11) Purpose: Relative pronouns with prepositions Exercise content: Combine the following sentences, using preposition + whom/which The movie is fantastic They are talking about it  The movie……………………………………………………………… I’ll give you the address You should write to it  I’ll give you the address………………………………………………… The man works in the hospital I told you about him  The man………………………………………………………… Example 2: Unit – Part E: Language Focus – Exercise – Page 109 – English textbook 11) Purpose: Combine the following sentences, using relative pronouns Some people were arrested They have now been released  Some people…………………………………………………………… A bus goes to the airport It runs every half an hour  The bus………………………………………………………………… A man answered the phone He told me you were away  The man…………………………………………………………… PART IV: RESULTS, FINDINGS, CONCLUSION AND PROPOSALS Results At Ham Rong School I teach English in three classes: 11A8, 11A9, and 11A10 In these classes, 11A10 only learn English to pass National examination for GCSE The other two classes learn English to pass entrance examination into university During my teaching course, I have taught 11A8, 11A9 basic knowledge of relative clauses in English As for 11A10 apart from basic knowledge, they are taught advance knowledge of relative clauses in English It is undeniable that with different objects of students, the requirement of knowledge is also different With students studying not very well and badly, or students learning English to pass GCSE exam, I only teach them how to use relative clauses which is included in the textbook But with students studying English quite well or excellently to pass entrance examination to enter university which requires broad knowledge of English, I introduce reduced forms of relative clauses, the omission of relative pronouns and teach them how to combine two sentences using relative clauses After teaching relative clauses to students in three classes I have obtained the following results when they have tests or exams: Class 11A8 11A9 11A10 Total 45 sts 45 sts 50 sts Good 10 15 Fair 12 15 20 Normal 15 12 10 Poor 10 It can be seen from the table that in each class, the number of the students receiving good marks on the English tests is increasing steadily As for 11A8 students who not use English to pass the entrance examination to enter university, they only learn how to use the basic forms of relative clauses, the number of students receiving good marks on test about relative clauses is only students per total 45 students whereas 11A10 has the biggest number of students getting good marks (15 per 50 students) The most important thing is that when teaching them how to use both basic and and advanced relative clauses, students will avoid mistakes doing relative clause exercises (poor marks: 11A8: 10 students, 11A9: students, 11A10: students) Findings In our real life we sometimes use relative clause sentences to express our thought, feeling, or ideas in our conversation Relative clauses play a very important part in forming a term exam or an GCSE exam For example, Unit 12: Part E: Language Focus – Exercise – Page 144 – English textbook 11 has a combining exercise leaving out the relative pronouns, Unit 11: Part E: Language Focus – Exercise – Page 311 – English textbook 11 has an exercise shortening the relative clauses, using reduced relative clauses, Unit 10 – Part E: Language Focus – Exercise – Page 122 – English textbook 11) has an exercise rewriting the sentences using relative pronouns with prepositions and Unit – Part E: Language Focus – Exercise – Page 109 – English textbook 11) has an exercise combining the following sentences, using relative pronouns and many other exercises in official national paper examination to enter university Conclusion English - Course helps us to increasingly integrate into the modern world The language proficiency at a basic level in secondary schools will help high school students to learn better and can get a good job after graduation Compared with previous years, the situation of English teaching has much positive, paying special attention to training for students four skills: Listening speaking – reading - writing and the teaching of grammar also indispensable, not be underestimated So teachers are always positive, proactive innovative teaching methods, explore, creative ways of organizing teaching to suit each student subjects and teaching conditions in the locality But there are still many aspects need to discuss further measures to be feasible on the basis of theoretical as well as practical experience of teaching to better, more effective The content that I presented above is just the experience itself, the narrow scope of the study, briefly, so little documentation will definitely flaw But for the purpose of improving the quality of education, I hope this subject can contribute little teaching experience I hope to receive many valuable comments from friends and colleagues Proposals - Schools and classroom should have adequate investment in infrastructure and teaching facilities to meet the increasing requirements in the education towards innovation today - Teachers must prepare carefully for their lesson by mastering the content, the focus of the lesson knowledge They must be scientific editors of exercises on PowerPoint - Students must promote positive elevation in the study They voluntarily participate in practice, and are not afraid of making mistakes The preparation of the lesson at home of the students is also essential - Parents must really be interested in learning English of their children XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 20 tháng năm 2020 Tơi xin cam đoan SKKN viết, không chép nội dung người khác (Ký ghi rõ họ tên) Phạm Thị Ngọc Yến 10 REFERENCE Harmer, J (1991), The grammar of English Language Teaching Longman Lightbown Eglish Grammar in Use – Raymond Murphy – Dịch giải – Ths Nguyễn Quốc Khánh – Nhà xuất tổng hợp Đà Nẵng Tiếng Anh 11 – Nhà xuất Giáo dục Some types of English tests 11 – Education Publishing House Do Tuan Minh (chief editor) Internet http://britishenglishcoach.com lophocngoaingu.com Other websites on the internet DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Phạm Thị Ngọc Yến Chức vụ đơn vị công tác: Giáo viên Trường THPT Hàm Rồng TT Tên đề tài SKKN Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) “Tiếng Anh hoạt động ngoại khóa học sinh bậc THPT” “ How to teach Speaking Skill effectively to tenth grade students at Ham Rong High School” “ Some techniques used to teach Listening skill to 10th grade students at Ham Rong High School” How to organize pair work and group work effectively in teaching English for 10th grade students at Ham rong High School Năm học đánh giá xếp loại Sở Kết đánh giá xếp loại (A, B, C) B Sở B 2014 – 2015 Sở C 2016 – 2017 Sở B 2018 – 2019 2011 – 2012 ... How to teach Speaking Skill effectively to tenth grade students at Ham Rong High School? ?? “ Some techniques used to teach Listening skill to 10th grade students at Ham Rong High School? ?? How to. .. meaningful, and practical to a research named ? ?Some practical experiences used to teach Relative Clauses to grade 11 students at Ham Rong High school? ?? I hope that this research can give benefits to teachers,... Teacher interview; Class observation Scope of the study This study only focuses on how to teach relative clauses to the grade 11 students at Ham Rong upper secondary school Overview of the study