SKKN TEACHING ENGLISH DURING COVID 19 USING WEBBASED QUIZIZZ TOOL TO ENCOURAGE EFL 11TH GRADERS TO DO GRAMMAR EXERCISES IN LANGUAGE FOCUS PARTS AT QUY CHAU HIGH SCHOOL

It is designed that students will both do their exercises effectively and respond the covid-19 pendemic, the writer proposes “Teaching English during Covid-19: Using Web-based Quizizz To

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION

QUY CHAU HIGH SCHOOL

WEB-FOCUS PARTS AT QUY CHAU HIGH SCHOOL

Subject: English

Researcher : Nguyen Ba Huong

Group: Literature - Foreign Languages

Phone number: 0977531178

Quy Chau, 2022

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION

CHAPTER II: LITERATURE REVIEW

CHAPTER IIII: RESEARCH METHODOLOGY

3.5 Date collection procedure 13

CHAPTER IV: DATA ANALYSIS AND DISCUSSION

4.1 Students’ encouragement and result in doing language focus

exercises after the intervention

CHAPTER I INTRODUCTION

This chapter consists of six sections which involve the reason of the study, aim and objectives, research questions, research approach, scope of the study, and new features in the study’s result

1.1 Reason for the study

Since early year 2020, when WHO declared coronavirus pandemic, Government of

many countries moved to make policies that enable them to control the pandemic, many restrictions were put in place, international travel was suspended, Education sector and other service sectors were disrupted and Vietnam was not shield for these problems To this end Nghe An Province implemented many policies to cope with these difficulties such as applying the official letter 4040 promulgated

by ministry of Education and Training on September 16th, 2021, guiding to build the Teaching Plan responding to the pandemic, consequently, promulgated by people’s committee of Nghe An on September 17th 2021 and holding online workshop for teaching and applying Web-tools in teaching online

Like many schools in Nghe An Provice, Quy Chau High School has been applying both teaching forms: online and offline However, teachers meets many difficulties It was noticed that many students live in remote and mountainous areas, they can not finish homework on time because of long distance from their accomodation to school Thus, teaching offline became difficult and many occasions were interrupted, which affects teaching process Moreover, some family prevents their children from coming back to their school due to fear of Covid-19 pandemic spread, this resulted to unable to assign teachers directly to all students Meanwhile, in an effort to achieve education for all and carry out online study effectively, local council committee was able to install internet connectivity throughout the locality, it was also discovered that families have either of the computer gadgets that enables online study such as computers, smartphones and ipads In addition, students are eager to keen on this technology aided way of studying I think that if teachers make use of the trend effectively, teachers-students interaction will be enhanced and students assignments can be assigned to students easily

It is designed that students will both do their exercises effectively and respond the covid-19 pendemic, the writer proposes “Teaching English during Covid-19: Using Web-based Quizizz Tool to encourage EFL 11th graders to do grammar exercises in language focus parts at Quy Chau High School” for this study

1.2 Aims and Objectives

This research is aimed at:

a Exploring the encouragement of EFL 11th graders in using Web-based Quizizz

Tool to do grammar exercies in language focus parts at Quy Chau High School

b Investigating the students’ opinions on using Web-based Quizizz Tool during Covid-19 pandemic

1.3 Research Questions

The study formulates the research questions as follows:

a To what extent does using Web-based Quizizz Tool encourage EFL 11th graders

to do grammar exercises in language focus parts?

b What are the students’ opinions on using Web-based Quizizz Tool during

Covid-19 pandemic ?

1.4 Research approach

The study adopts action research approach in which Web-based Quizizz Tool was

applied with a view to encourage the students to do exercises in language focus parts The data analysis was both quantitative and qualitative to seek answers to the research questions

1.5 Scope of the study

With the goal mentioned above, the study focuses on the teachers’ using Web-based

Quizizz Tool as a means to encourage the students to do exercises Therefore, the researcher makes an attempt to investigate how using Web-based Quizizz Tool is used in doing grammar exercises in language focus parts, the problems students faced, and the solutions were taken by teachers to handle these problems

In terms of participants, the study is carried out on the EFL 11th graders’ students at Quy Chau High School These students are at a low level and have just studied English for six years

1.6 New features in the study’s result

It is expected that the result of the study will give significant contribution for the teachers, the students, the researchers and also the institutions

1 Teachers

This study is expected that the result will give contribution to the teacher to vary their students ways in giving the students assignments Teachers can apply the Web-based Quizizz Tool and encourage the students to do exercises in language focus parts Hopefully by using this Web-based Quizizz Tool in doing homework assignments that the students can really know the benefits of Web Tools

2 Students

The study is also expected that the students can find more interesting ways to do exercises Then, the students can be encouraged to imbibe the habit of self-study and ability to use Web Tools Therefore, I think it can help them to perform well and achieve higher results

3 Researcher

It is expected that the results give some knowledge an exprerience for the researcher in design and give students exercises, especially in doing homework assignments through Web-Quizizz Tools It is also can be used as new reference about media in teaching learning process especially in doing exercises at home

4 Institution

Web-Quizizz Tool is media tool in teaching and learning process that can be used not only to encourage students to complete homework assignment but also can be used in testing If the implementation of webquest media is running well, it can improve the achievement of the institution among other institutions

CHAPTER II LITERATURE REVIEW

2.1 Grammatical Competence

2.1.1 Grammar

Grammar is a component that has an essential role in a language It is claimed as the heart of a language since it provides the grammatical structures to produce correct and meaningful language However, the definition of grammar is still a controversial topic in the history of linguistics and language teaching Language experts have different perspectives in explaining grammar Weaver (1996) postulates grammar as the way to describe the syntax of a language In addition, Chierchia and Ginet (2000) state that grammar as a theoretical tool and organization that form the good sentence of the language It is also supported by the argument that claims grammar as a set of rules of a language to change the words to new formations and governs the connection of the words in the sentence level (Brown, 2001; Coffin & North, 2013; Harmer, 2001; Thornburry, 1999) These opinions limit the grammar definition on the word-formation It does not include the aspects of sounds, pronunciation, and contextual use in using grammar

2.1.2 Competence

Competence is an ability acquired by someone to do great result of his work However, several experts define the term of competence in different ways Pianda (2018) postulates that competence is a set of characters owned by someone to achieve the effectiveness of his job It is also defined as the skill acquired by someone after the process of long learning or education (Jamal, 2009; Piet & Suhertian, 2003) Meanwhile, Mulyasa (2004) states that competence is the combination of knowledge, skills, values, and behavior reflected on habits of thinking and action It also includes the elements of understanding, attitude, and interest (Gordon, 2009) In a similar manner, Sinamo (2010) claims that competence is the process of getting knowledge and skills to do a certain job in great ways Although there are many views about competence, it should be admitted that someone cannot have a competence in any field without getting knowledge, skills, understanding, values, interest, and experience through a learning process Therefore, competence is the ability that consists of knowledge, skills, understanding, values, interest, and attitude acquired through education

2.1.3 Grammatical Competence

Linguistic scholars claim that grammatical competence is necessary for language learners to achieve communicative competence In several models of communicative competence, it is included as the prominent element Due to the

importance of grammatical competence, grammar lesson still remains as an important issue in language learning and prominent in foreign language coursebooks and classroom practices (Ur, 2011) However, scholars have different views about the concept of grammatical competence Skehan (1998) defines grammatical competence as the language users’ knowledge about the structure of the language Meanwhile, the ability of language users to practice their language knowledge in the real situation as grammatical performance On the other hand, grammatical competence is defined as the knowledge about the structure of a language including phonology, lexicon, syntax, semantics, and the ability to practice that knowledge for communicative purposes (Bachman, 1990; Canale &

Swain, 1980; Celce-Murcia et al, 1995; Larsen-Freeman, 2003; Richards, 2006;

Savignon, 1997) This opinion views that grammatical competence is the product

of having grammatical knowledge It also can be observed that mostly the students’ with good grammatical competence have good grammatical knowledge Therefore,

it can be inferred that grammatical competence covers the aspect of knowledge and ability in using grammar

2.1.4 Strategies for Teaching Grammar

There are several strategies proposed by linguistic scholars for teaching grammar The first strategy is the old and traditional ways in teaching grammar, namely deductive and inductive (Thornburry, 1999) Deductive strategy is the way to teach grammar from rules It is also called Top-down processing This strategy is similar with grammar translation method where the teachers start from the explanation of the rules to the example of grammar in communication use

The second strategy that can be used by English teachers to teach grammar is functional-notional approach (Finnocchiaro & Brumfit, 1983) It is the way to teach the grammar based on what the students need in their daily communication The purpose of this method is to enable the students use the grammar in their daily life for communicative purposes

The third strategy is teaching grammar through situational context (Nunan, 1998)

In this technique, teachers should set the situation by providing tools, pictures, videos, and other media to create a meaningful situation

The Fourth strategy is teaching grammar through stories In this method, the teachers provide the students with texts, dialogues, short stories, and other texts After showing the stories, the teachers lead the students to analyze the features of grammar found in the stories such as simple present tense or simple past tense through the verbs used in the stories

The fifth strategy is teaching grammar through songs and poems Likewise teaching grammar through stories, teaching grammar through songs and poems

also provides the students with the texts

2.2 Quizizz Tool

2.2.1 Definition Quizizz Tool

Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, Smartphone and I Pad The main purpose of this research is evaluating the effectively interesting of students for Arabic class by implement of Quizizz (Ju, 2018)

Quizizz is an alternative to Kahoot! and constitutes a great online tool which helps students check their knowledge and progress in learning In Quizizz, the question order is randomized for each student With Quizizz, teachers can also assign homework to give students additional practice Each question ought to be multiple choice with two or four possible answers, friendly online formative assessment tools which help teachers assess students‘ language as well as their curriculum knowledge (Baeta Bury, 2007)

2.2.2 Purpose of Quizizz Tool

Quizizz is a wonderful tool similar to Kahoot in that you can make online quizzes

It is much less competitive than Kahoot and students can actually see the question

on the device All students work at their own pace and timers can be turned off It

is a wonderful way to implement BYOD and it takes the stress away from students seeing a leaderboard (unless you want them to see it) You can make a Quizizz a homework assignment or have students complete them in class You can easily export the resu lts into an Excel spreadsheet and the program saves the data You can log in simply with your (google) email address This takes away the stress of students knowing that they are in last place You can also create your own memes which are funny pictures It is also very easy to make your own quizzes by building from other people's public quizzes It saves a lot of time in grading (Medvedovska, et.al., 2016)

Quizizz gives the opportunity to complete the quiz with music and silly "correct"

or "incorrect" images drawn from popular media These pictures with fun / funny messages are a treat They're displayed after a question is answered to show whether it's right or wrong Quizizz even lets you create your own (see image at right) The students can use their pre- loaded images or upload your own As the teacher, once the quiz is over, you have access data and analyze reports and easy to know the reading skill of students teacher can see the overall class performance on

a particular quiz, or the individual student breakdown as well Quizizz also has an integration with Google Classroom So if students are using that learning management system can easily push out your quizzes to your students, and they will already be authenticated with their school emails Some of the features of

Google Classroom integration include the following: Google Classroom Integrated Reports Quizizz is definitely fun But when everyone is answering different questions at different times, you lose a bit of the excitement When a Quizizz game

is over, you can review all the questions all at once, and you lose that isolation (Medvedovska, et al., 2016)

2.2.3 The Implementing of Quizizz Tool

The implementing of Quizizz tool, According to Chandler, (2015) are:

First, Quizizz is free tool that allows teachers to quickly turn introductory and review activities into fun, multiplayer activities for students It works on any device with a browser, and allows you to create your own activities or to use those already made by other educators No usernames or passwords are required

Second, Quizizz to play,‘ students simply go to the Quizizz site and enter the game code provided by their teacher Once the quiz ends, teachers are provided a detailed report of student responses that can be downloaded and saved

Third, Quizziz has some unique features that most free gamification tools don‘t For example, Quizizz is designed to be student-paced, rather than teacher-driven The teacher dashboard provides excellent real-time updates of student progress, but also allows teachers to customize each learning activity

Finally, There are options that allow you to jumble the question order, decide if you want to use timers and leaderboards, and even provide a list of correct questions and answers at the end of the quiz Quizizz injects quiz-taking with a bit

of badly needed fun Equally important, it provides teachers with excellent feedback on how their students are doing

CHAPTER III RESEARCH METHODOLOGY

This part discusses the research questions, research approach, research context, data collection instruments, data collection procedure, data analysis and summary

3.2 Research approach: Action research

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162)

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983)

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223) Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change In many respects, for them, it is linked into traditions of citizen’s action and community organizing The practitioner is actively involved in the cause for which the research is conducted For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on

by Goetschius and Tash (1967) could be talked of as action research

The following model is adopted in my research

Firstly, I am going to make the plan to assign the exercises related to language focus from Unit 6 to unit 15 and then act those lessons After that I am going to observe the whole my teaching process and finally I find out if the action research teaching is effective or not

3.3 Research context

The study was conducted at Quy Chau High School located in a remore and mountainous area in Nghe An Province The school has been developed for 58 years and obtained remarkable achievements This school year, there are 39 classes with a population of more than 1500 students and 80 teachers with 11 teachers taking part in teaching English, most of whom are highly responsible for their work

Each class takes three 45-minute English lessons per week Many of the students show little interest in English, which causes many difficulties for teachers’ teaching job

Moreover, many students live far from their school (from 20km to 40km), which takes them much time to travel to school Especially, during covid-19 pandemic, coming back to school becomes more and more difficult

In order to complete both their missions: doing homework assignments and

reducing covid-19 transmission, using Web-based Quizizz Tool is applied

3.4 Data Collection instruments

Two data collection instruments were used to gather data to answer the two research questions: tests and interview

3.4.1 Tests

There were two tests used in this study: pre-test and post- test These tests were taken from the document related to language focuses of the grade 11 programme The pre-test was conducted (after unit 5) before the intervention to measure the

effectiveness of doing language focus exercises before using Web-based Quizizz Tool Whereas, the post-test was given (after unit 15) after the intervention to evaluate whether using Web-based Quizizz Tool could encourage students to do language focus exercises or not

Both pre-test and post-test are divided into two parts The first part is response exercises, the student have to write the answers to 5 questions In the second part, including 5 questions of selected-response exercises, in which students have to choose the options A, B, C or D that related to the grammar in language focus parts

constructed-Both pre-test and post-test are analyed by using Paired samples T-test application The pre-test and post-test are presented bellow:

PRE-TEST

- Objective: Check students’ understanding about the grammar from unit 1 to unit

5 through exercises before appying quizizz tool

- Time limited: 15 minutes

- Testing mode: offline on paper sheet

- Topic: Grammar exercises related to units: 1,2,3,4,5

I Complete the second sentences so that it has a similar meaning to the first one, using the words given

1 “You should join the football team, Eric,” said the teacher

=> The teacher encouraged _

2 They allowed him to write a letter to his wife

II Put the verbs in brackets into the correct form

1 The children admitted _the money

2 My sister reminded me the door before going to school

3 I expected _to the party, but I wasn’t

A to invite B inviting C to be invited D being invited

4 When the police arrived the car _

5 They made her _there for the weekend

Suggested answers

I Complete the second sentences so that it has a similar meaning to

the first one, using the words given

1 The teacher encouraged Eric to join the football team

2 They let him write a letter to his wife

3 After the train had left, she got to the station

4 She enjoys walking in the rain

5 Having failed twice, he didn’t want to try again

II Put the verbs in brackets into the correct form

1 B (taking) 2 A (to lock) 3 C (to be invited)

4 D (had gone) 5 C (stay)

POST-TEST

- Objective: Check students’ understanding about the grammar from unit 6 to unit

15 through exercises after appying Quizizz Tool

- Time limited: 15 minutes

- Testing mode: offline on paper sheet

- Topic: Grammar exercises related to units: From unit 6 to unit 15

I * Complete the second sentences so that it has a similar meaning to the first one, using the words given

1 “I hear you passed your exams Congratulations!” John said to us

=> John congratulated _on _

2 “ If I were you, I wouldn’t buy that coat,” she said

=> She said that

3 A man answered the phone He told me you were away (relative clause)

=> The man _

4 The song was interesting We listened to it last night (relative clause)

=> The song to _

5 My mother bought me a present on my bỉthday (Subject focus)

=> It was _

II Put the verbs in brackets into the correct form

1 The teacher accused the boy (not, pay) attention to what she had said

A didn’t pay B don’t pay C not to pay D not paying

2 He didn’t come to class for three days, and knows where he is

A someone B no one C everyone D anyone

3 If they had had enough money, they _that house

A will buy B would buy C buy D.would have bought

4 It was the dog that _in the garden

A hit B is hit C was hit D hits

5 You can see the see in the distance, ?

A can you B can’t you C don’t you D couldn’t you

Suggested answers

I Complete the second sentences so that it has a similar meaning to

the first one, using the words given

1 John congratulated us on passing our exams

2 She said that if she were me, she wouldn’t buy that coat

3 The man who answered the phone told me you were away

4 The song to which we listened last night was interesting

5 It was my mother who bought me a present on my birthday

II Put the verbs in brackets into the correct form

1 D (not paying) 2 B (on one) 3 D (would have bought)

4 B (was hit) 5 B (can’t you)

3.5 Date collection procedure

In order to collect the date, the following 4 steps are applied

The step one is the pre-test conducted before the intervention to measure the

students’ result of doing language focus exercises before using Web-based Quizizz Tool This test is devided into 2 parts The first part consists of selected-response exercises and the second test consists of constructed-response exercises Both these two kinds of exercises related to the grammar from unit 1 to unit 5

The step two is teaching 10 lessons which was carried out in 10 weeks through

language focuses from unit 6 to unit 15

Asking students to do language focus exercises from unit 6 to unit 15 in grade 11 text book designed on Quizizz Tool

Here are 10 sample applications:

Sample application 1: Unit 6 - Competitions – Language Focus (page.74, 75) Objectives: Help students realise reported speech with gerund through exercises in

=> John congratulated on

2 “I’m sorry I didn’t phone you earlier,” Mary said

=> Mary apologised for _

3 “I’ll drive you to the station I insist,” Peter said to Linda

=> Peter insisted on

4 “You didn’t pay attention to what I said,” the teacher said to the boy

=> The teacher accused of _

5 “I’ve always wanted to be rich,” Bob said

=> Bob has always dreamed of _

6 “Don’t stay at the hotel near the airport,” I said to Ann

=> I warned _ against _

7 “Stay here! I can’t let you go out tonight,” her mother said to Jane

=> Her mother prevented _ from _

Exercise 2 Rewrite the dialogues in reported speech, usine gerund

1 Linda: Let me pay for the meal Tom: Certainly not! I’ll pay

Tom insisted on _

2 Mr Smith: I feel like meeting our children soon

Mrs Smith: I think so

Mr and Mrs Smith looked forward to _

3 Woman: Hey! You’ve broken the window of my house!

Boy: Oh no, I’ve just arrived here I don’t know anything about it

The boy denied _

4 Policeman: You mustn’t leave the shop!

Customer: What’s that?

Policeman: Stay here! You mustn’t leave the shop!

The policeman stopped the customer (from)

5 Detective: You have stolen Mrs Brown’s car! The thief: Yes ! But

The thief admitted

6 Mary: What shall we do on Saturday? Ann: What about having a party?

Ann suggested

7 John’s wife: The house is very nice! We’ll certainly buy it!

John: I think so

John and his wife were thinking of

- Suggested answer:

Exercise 1

1 John congratulated us on passing our exams

2 Mary apologized for not phoning me earlier

3 Peter insisted on driving Linda to the station

4 The teacher accused the boy of not paying attention to what he had said

5 Bob has always dreamed of being rich

6 I warned Ann against staying at the hotel near the airport

7 Her mother prevented Jane from going out that night

Exercise 2

1 Tom insisted on paving for the meal

2 Mr and Mrs Smith looked forward to meeting their children soon

3 The boy denied breaking the window of The woman's house

4 The policeman stopped the customer (from) leaving the shop

5 The thief admitted stealing Mrs Brown's car

6 Ann suggaested having a party next Saturday

7 John and his wife were thinking of buying the house

Figure 3.1: Unit 6: Competition - Language Focus

Game Started On Thu 28 Oct 2021,03:26 PM

Sample application 2: Unit 7 – World Population – Language Focus, p.87, 88,

89

Objectives: Help students realise conditionals reported speech through exercises in

language focus

Quiz: Fill-in-the-Blank and open-ended quizes

Time limited: 15 minutes

Preparation:

- Teacher: Prepare 15 questions related to the exercises in unit 7 through Fill-in

the-Bank and Open ended quizes

- Students: Review conditionals, conditional in reported speech and complete the

exercises

- Exercises:

Exercise 1 Put the verbs in the brackets into the correect form Add ‘ll/will or

‘d/would if necessary

1 I (drive)… … …… to work if I had a car

2 Where in Vietnam would you like to live if you (can) ……….choose?

3 If the weather (be) …… …….good, we will have lunch outside

4 If the company offers me a job, I think I (take) … …… it

5 Many people would be out of work if that factory (close) … …….down

6 If you finish before 4:30, I (come) … ……… and pick you up

Exercise 2 Put the verbs in brackets into the correct form

1 They would have paid you more if they (be told)… …….of its value

2 If I (realise) … that Greg wanted to get up early, I would have woken him up

3 If you had had breakfast, you (not/be)…… …….hungry

4 If they had had enough money, they (buy)…… ………that house

5 If he (study) …… ………harder, he would have passed the exams

Exercise 3 Change the following conditional sentences into reported speech

1 “I will come to see you if I have time,” the man said to her

2 “What would you say if someone stepped on your feet?” he asked her

3 “If it doesn’t rain, we will go out with you,” they said to me

4 “What would you do if you were a billionaire?” the man asked the woman

5 “If you had asked me, I would have lent you my motorbike.” the man said to me

- Suggested answer:

Exercise 1

1 would drive 3 Is 5 closed

2 could choose 4 will take 6 will come

Exercise 2

1 had been told 4 would have bought

2 had realized 5 had studied 3 wouldn't have been

Exercise 3

1 The man told her he would come to see her if he had time

2 He asked her what she would say if someone stepped on her feet

3 They told me if it didn't rain, they would go out with me

4 The man asked the woman what she would do if she were a billionaire

5 The man told me if I had asked him, he would have lend me his motorbike

Figure 3.2: Unit 7: World Population - Language Focus

Game Started On Mon 06 Dec 2021,02:52 PM

Sample application 3: Unit 8 - Celebrations – Language Focus (page.98, 99) Objectives: Help students realise indefinite pronouns (someone, no one, anyone,

everyone) through exercises in language focus

Quiz: Fill-in-the-Blank

Time limited: 15 minutes

Preparation:

- Teacher: Prepare 14 questions related to the exercises in unit 6 through Fill-in

the-Bank and Open-ended quizes

- Students: Review the indefinite pronouns and complete the exercises

- Exercises:

Exercise 1 Complete the sentences, using someone, anyone, no one or everyone Use each word twice

1 I don't think ………… likes the film It’s so boring

2 ………… phoned while you were out, but they didn't leave a message

3 Does ………… mind if I eat first?

4 There’s ……… at the door Can you go and see who it is?

5 He didn’t come to class for three days, and ………… knows where he is

6 Can we start now? Has ………… arrived?

7 Everyone said they would attend the party, but ………… turned up

Exercise 2 Rewrite the sentences, using the pronoun one(s)

1 Of the three bags I like the blue bag

2 Mai is making a fruit cake Huong is making a fruit cake, too

3 I like reading books, especially the books about the natural world

4 I don't have a computer, and my father doesn't want me to have a computer

5 They let me choose a pencil, and I took the red pencil

6 There are several national celebrations in Vietnam, but perhaps the most meaningful celebration is Tet holiday

7 We told each other both happy stories and sad stories about our lives

- Suggested answer:

Exercise 1

1 everyone 2 Someone 3 anyone 4 someone

5 no one 6 everyone 7 no one

Exercise 2

1 Of the three bags, I like the blue one

2 Mai is making a fruit cake Huong is making one, too

3 I like reading books, especially the ones about the natural world

4 I don't have a computer, and my father doesn't want me to have one

5 They let me choose a pencil, and I took the red one

6 There are several national celebrations in Vietnam, but perhaps the most meaningful one is Tet holiday

7 We told each other both happy stories and sad ones about our lives

Figure 3.3 Unit 8 - Celebrations – Language Focus

Game Started On Fri 10 Dec 2021,04:13 PM

Sample application 4: Unit 9 – The post office – Language Focus (page.109, 110)

Objectives: Help students realise Defining relative clauses and Non-defining

relative clauses through exercises in language focus

Quiz: Fill-in-the-Blank

Time limited: 15 minutes

Preparation:

- Teacher: Prepare 15 questions related to the exercises in unit 6 through Fill-in

the-Bank and Open-ended quizes

- Students: Review relative clauses and complete the exercises

- Exercises:

Exercise 1 Complete each sentence, using who, whom, or whose

1 A pacifist is a person _believes that all wars are wrong

2 An orphan is a child parents are dead

3 I don’t know the name of the woman I met yesterday

4 This school is only for children first language is not English

5 The woman _I wanted to see was away on holiday

Exercise 2 Join the sentences, using who, that, or which

1 A man answered the phoned He told me you were away

Exercise 3 Join the sentences below, using who, whose, or which

1 Peter is studying French and German He has never been abroad

=> _

2 You’ve all met Michael Wood He is visiting us for a couple of days

1 The man who answered the phone told me you were away

2 The waitress who served us was very impolite and impatient

3 The building which was destroyed in the fire has now been rebuilt

4 People who were arrested have now been released

5 The bus which goes to the airport runs every half an hour

Exercise 3

1 Peter, who has never been abroad, is studying French and German

2 You've all met Michael Wood, who is visiting us for a couple of days

3 We are moving to Manchester, which is in the north-west

4 I'll stay with Adrian, whose brother is one of my closest friends

5 John Bridge, who has just gone to live in Canada, is one of my oldest friends

Figure 3.4 Unit 9 – The post office – Language Focus

Name Value