SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓATRƯỜNG THPT NGUYỄN THỊ LỢI SÁNG KIẾN KINH NGHIỆM RELATIVE CLAUSES WITH TYPES OF EXERCISES AND SOME TIPS Người thực hiện: Nguyễn Thị Xuân Chức vụ: Giáo viê
Trang 1SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT NGUYỄN THỊ LỢI
SÁNG KIẾN KINH NGHIỆM
RELATIVE CLAUSES WITH TYPES OF EXERCISES
AND SOME TIPS
Người thực hiện: Nguyễn Thị Xuân Chức vụ: Giáo viên
SKKN thuộc lĩnh vực (môn): Tiếng Anh
THANH HÓA NĂM 2021
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Trang 2PART I: INTRODUCTION
1 Reasons for studying:
1.1 Reasons for the theoretical side
1.2 Practical reasons
1.3 Reasons for urgency
1.4 Reasons for the condition and capacity of the instructor
2 Aims of the study
3 Methods of the study
4 Scope of the study
4.1.Subjects of study: grade 11 students
4.2 Scope of study: practice test and semester exam questions
5 New features in the study’s result
PART II: CONTENT
2 Relative pronouns and relative clauses
2.1 Types of relative clauses and pronouns
2.2 Use of the relative pronouns
3 Some suggestions to doing types of exercises effectively
3.1 Completing each blank with a suitable relative pronoun .
3.2 Joining two or more single sentences into a compound sentence appropriate relational pronouns .
3.3 Finding a mistake in each sentence .
3.4 Omission of relative clause .
PART III PROCEDURE
1 Experimental time: 4 months
2 Arrange the experimental groups
3 Educational effects of the study
PART IV CONCLUSION AND SUGGESTIONS
1 Conclusion
2 Suggestions
REFERENCES:
DANH MỤC SÁNG KIẾN KINH NGHIỆM
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Trang 4PART I: INTRODUCTION
1 Reasons for studying:
1.1 Reasons for the theoretical side
In the trend of globalization today, the importance of English cannot bedenied and ignored because it is widely used everywhere in the world Alongwith the development of technology, medicine, engineering and education,English plays a very important role Therefore, learning English becomes evenmore necessary than ever
In Vietnam, as in many Asian countries, English is now taught as acompulsory school subject from an early age (it is officially taught from grade 3onwards) (Ministry of Education and Training (MOET), 2008), and manychanges have been initiated in the teaching of the subject in the last few years
Implement multiple-choice test for English subjects becomes popular andcompulsory in high school graduation exams, university exams, and colleges ofthe Ministry of Education and Training In today's high school English program,relative clauses are a very important part of knowledge, included in graduationexams and university and college exams To do well in multiple-choice exercises
on relative clauses, students need to understand the basics of relative pronouns,relative clauses in English, and change from the form of exercises Based on theresults of the tests, lesson plans, assessments on the receptive ability of NguyenThi Loi School students and observation of the students’ activities in choosingthe best answer in each test of grade 11 students, the conductor can recognizethe difficulties of students in the process of solving different types of exercises
related to relative clauses Therefore, I decided to choose the topic: “Relative clauses with types of exercises and some tips”
1.2 Practical reasons.
With the direction of the Ministry of Education on innovating the teachingmethods of English subject under the 2020 project and the changes in the forms
of tests, the grammatical knowledge plays an important role
1.3 Reasons for urgency.
According to the Department of Education's guidelines for the 2014-2015school-year assessment innovation and the changes in the form of tests, thegrammatical knowledge account for 60% of the 45- minute tests and semesterexams as well as national examination Therefore, it is essential for learners tofocus on improving the effectiveness of grammatical classes
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Trang 51.4 Reasons for the condition and capacity of the instructor.
Based on the results of the tests, lesson plans, assessments on thereceptive ability of Nguyen Thi Loi School students and observation of thestudents’ activities in solving grammatical exercises related to relative clauses ofgrade 11 students, the conductor can recognize the difficulties in the process ofteaching and learning relative clauses with different exercises
2 Aims of the study
The aims of this research are to investigate which difficulties studentshave in doing exercises concerned with relative clauses and to provide studentssome tips to choose the best answer
3 Methods of the study
- Observe grammatical classes
- Consult many documents, especially methods of study
- Study colleagues’ experience
4 Scope of the study 4.1.Subjects of study: grade 11 students.
The research has been carried out in 2 classes of grade 11: 11A (in thecontrolling group) and 11G (in the experimental group) at Nguyen Thi Loi HighSchool
4.2 Scope of study: practice test and semester exam questions
5 New features in the study’s result
In the study with the researcher’s innovation, the new approaches help students
to identify the types of exercises and to solve situation better
PART II: CONTENT
1. General difficulties in the process of teaching and learning relative clauses
1.1 On the learner's side:
Nguyen Thi Loi High School is located in a tourist area, Sam son beach,
so most of the students don’t focus on studying seriously because of their parttime jobs It is the thinking of earning money early and easily that makes themneglect study They spend the less time doing homework and preparing lessonsbefore class Besides, high school students have too many subjects to learnduring the school year
The passive learning attitude during lessons in some classes observed bythe teachers also shows that learners do not seem to pay adequate attention toself-improvement in the learning process As a result, learners can’t understandand remember the content of lesson
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Trang 6Another drawback is that learner don’t focus on enriching theirvocabulary, so it’s difficult for them to understand the text.
In my observation in each lesson, learners remember relative pronounsand relative clauses mechanically Therefore, they often mistake the typesrelative pronouns and the use of relative clauses
1.2 On the teacher's side.
The application traditional methods in language teaching makes learnersfeel boring and it’s difficult for them to understand lesson
Some teachers, although are aware of the need to change teachingmethods, they cannot apply many effective measures to change the situation due
to the limited time in class
Some teachers only pay attention to good learners not to bad students
Therefore, most of learners don’t have understand lesson and get bad mark
By analyzing subjective and objective difficulties in the process ofteaching and learning reading, focusing on four basic types of exercises:
Completing each blank with a suitable relative pronoun, Joining two or more single sentences into a compound sentence appropriate relational pronouns, Finding a mistake in each sentence and Omission of relative clause The aim of
the research is to suggest some solutions to help students do relative – clauseexercises more effectively and eventually improve their results and grades inexams
2 Relative pronouns and relative clauses
To help students do exercises better, I use some mind maps to teach relativepronouns and clauses:
2.1 Types of relative clauses and pronouns
Relational clauses in English include the following three types:
+ Defining clause (defining clause)
+ Definite clause (non-defining clause)
+ Connective clause (connective clause)
In study, I only mention two types of relative clauses with the following map:
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Trang 72.2 Use of the relative pronouns
2.2.1 Defining relative clause
The teacher can use the following tables to help students understand the use ofeach relative pronouns better:
Table 1: Functions of relative pronouns
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Trang 9Table 2: places of relative pronouns
put afterprepositions:
they are subjects
they are put afterprepositions
5
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Trang 11Table 3: Notes of “that”
Ex 1: I don’t like the man I met yesterday at the party last night.
In this example, students see “the man/ I” before and after the gap, so they
choose “D”
Ex 2: The novel you told me about was interesting.
A whichcorrect
Ex 3: The novel about you told me was interesting.
A which
2.2.2 Non - defining relative clause
Table 4: Functions of relative pronouns
The teacher can use the following tables to explain the use of the non – defining relative clause more clearly:
In the table 4 and 5, students can know when they choose “who/ whom/ which”
and which function of each pronoun in the relative clause
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Trang 12put after proper nouns
put after "possessive adjectives +
Noun" or possessive case
demonstrative adjectives + Noun
Ex: Peter, _everyone suspected, turned out to be innocent.
In this example, students see “Peter/ everyone” before and after the gap, so they
choose “B”
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Trang 132.2.3 Use of the relative adverbs
To explain the use of the relative adverbs, the teacher can use the followingtable:
= in/at/on + which = in/at/on + which = for which
Ex: I returned to the hometown I was born.
3. Some suggestions to doing types of exercises effectively
3.1. Completing each blank with a suitable relative pronoun
This is a form of exercise that requires students to understand how to userelative pronouns, functions, for people or for things and in different types ofrelative clauses, which relative pronoun is appropriate Students can apply theknowledge provided above to this type of exercise
Step 1: Identify the noun that refers to person or thing Step 2: Which function of relative pronoun
Exercise 1: Choose the best answer.
1 They live in a house _ roof could collapse at any time
2. This university has over 6,000 students, many of _ come fromoverseas
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Trang 143 Lam had a notebook, _ he wrote new words.
A when
4 The girl _ photo was in the local paper lives near my house
A who
5 What’s the name of the man _?
A whom Annie works
C Annie works for
6. Post office is a place _ you can buy stamps, mail letters and packages,and receive mail
10 The doctor is examining a patient _was taken to hospital last night
21. She cycled from London to Glasgow, is pretty good for a woman of75
22. Most folk songs are ballads have simple words and tell simple stories
To do this exercise type, students need to know how to match two or moresingle sentences into complex sentences using appropriate relational pronouns
Specifically, the steps are as follows:
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Trang 15Step 1: Identify the similarity between the two sentences.
In general, students can identify the repeat of the noun or the pronouns: he, she,
it, they, her, him, it or possessive adjective: his, her, its, their in the secondsentence
Step 2: Replace the repeating noun or pronoun with an appropriate relative
pronoun
In this step, the second sentence is used as a relative clause
Step 3: Insert that relative clause into the first sentence.
Step 4: Observing the noun put before the relative pronoun to decide whether to
use the comma or not
An example is given below:
Ex 1: I like the novel My sister bought it for me yesterday.
The pronoun it used in the second sentence refers to the noun the novel In other words, they both denote the same thing It is the object of verb “bought”.
Therefore we use a subject relative pronoun like which or that to replace it.
I like the novel which/ that my sister bought for me yesterday.
Another example is given below:
Ex 2: My friend John has just written a best – selling novel He went to the sameschool as me
The pronoun he used in the second sentence refers to the noun My friend John.
In other words, they both denote the same person He is the subject of verb
“helped” Therefore we use a subject relative pronoun like who or that to
replace it However, in the first sentence, “My friend John” is used here, studentonly choose “who”
My friend John, who went to the same school as me, has just written a best
– selling novel
Exercise 2: Combine the sentences using a suitable relative pronoun
1. The old man is a famous doctor He lives next the door
2. He is the only man He can solve this problem
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Trang 163. The man is intelligent He loves you.
3.3 Finding a mistake in each sentence
* Guide students: In this case students should pay attention to the nouns
put before and after the relative pronoun, preposition and comma
Ex: Today we (A) know that (B) the Earth is one of nine planets who (C) orbit(D) the Sun
In this example, “planets” referring to thing is put before “who”, so “who”
is replaced “which/that”
Exercise 3: Find a mistake in each sentence
1 Baseball is the only sport in which I am interested in
2 I can assure you that John is a man who you can absolutely depend in
ABC D 3 My sister has two children, who their names are Ali and Tally
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Trang 174 I would like to write about several problems which I have faced them since
A B C I came to United States
D
5 If you need any information, see the librarian sits at the central desk on the
3.4 Omission of relative clause
Step 1: Identify the relative clause Step 2: Observe the noun put the before the relative pronoun:
+ If that noun is used with “the first, the second / the only or the superlative” or
“” S + modal verb + V + O”, omission of relative clause with “to verb” is thebest
+ If that noun is not used with “the first, the second / the only or thesuperlative”, we will consider the verb in the relative clause In the case, theverb is in the passive, omission of relative clause with past participle is the best;
the verb is in the active, we choose present participle
Ex 1: The man who is sitting next to you is my uncle.
The man sitting to you is my uncle
Ex 2: The books which were written by To Hoai are interesting
The books written by To Hoai are interesting
Ex 3: He is the first student who can find out the solution for that problem
He is the first student to find out the solution for that problem
Exercise 4: Rewrite the sentences using present and past participles
2. Do you the man who is talking to my father?