GUIDING STUDENTS TO IDENTIFY AND DO EXERCISES ABOUT RELATIVE CLAUSES IN GCSE EXAMINATIONS

I only focus on guiding and solving a number of exercises such as gap filling, reducing relative clauses, omission of relative pronouns…using some techniques to solve these exercises to

THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON 1 UPPER SECONDARY SCHOOL

EXPERIENCE INITIATIVE

GUIDING STUDENTS TO IDENTIFY AND DO EXERCISES ABOUT RELATIVE CLAUSES IN GCSE EXAMINATIONS

Writer: Nguyễn Thị Hoa Position: Teacher

Subject: English

THANH HOA, YEAR 2021

2.3.1 Guiding students to identify and solve exercises 6

1 Introduction

1.1 Reasons for choosing the topic

English has become an international language used widely all over the world Applying English means you can communicate with other people when we study abroad

or take part in international projects with foreign colleagues or companies The ability

of using English is now seen as a vital requirement for employment Therefore, in high schools in Vietnam, English is regarded as one of the most important subjects at all level of our national curriculum English also has become a compulsory subject in GCSE examinations

Relative clause is one of the important English grammatical structures of the high school English program This grammar section was taught at lower-secondary education Relative clause continues to be taught at the basic level in English 10, 11 and

12 programs This grammar points are fully taught from intermediate level to advanced one with various type of exercises

In the GCSE examination, college entrance examination, Relative clause is one of the important parts always used to test However, many students have difficulties in

doing the exercises related to it Therefore, I choose the theme "GUIDING STUDENTS TO IDENTIFY AND DO EXERCISES ABOUT RELATIVE CLAUSES IN GCSE EXAMINATIONS" in my experience initiative to help them

reinforce and practice grammar effectively and achieve good results in the exams

Hopefully, the research would be shared with any colleagues who had the same problem or anyone who is interested in this theme This innovative teaching experience

is based partly on my own previous one on teaching, I hope to make a small contribution to the already enriched teaching methods

1.2 Purposes of research.

Firstly, in the framework of this topic, I do not hope to solve all the exercises of relative clauses I only focus on guiding and solving a number of exercises such as gap filling, reducing relative clauses, omission of relative pronouns…using some techniques

to solve these exercises to help students get ready for GCSE examinations

Secondly, I carried out this study to share some significant experiences and integrated teaching methods with an attempt to make a small contribution to the already enriched teaching methods in the hope of helping our students be in learning as well as reach the goal of learning English in particular and of education in general

1.3 Objects of research.

This research focuses on integrated teaching approaches in English textbook for the

students learning English 11 and English 12

I applied this experience initiative for teaching students at Trieu Son 1 upper school.

They are students of classes 12A3, 12A4 and 11B8

1.4 Methods of research

Studying documents about relative clause

Discussing with other teachers

Applying the study in teaching process

Observing and drawing out experience

2 Content

2.1 Theoretical basis

Relative clause is very important in English Its types of exercises are widely tested, especially in the GCSE examination However, they still seem to be difficult with many students When learning it, they find it very hard to remember steps to do each type of exercises and they tend to ignore exercises In examinations, when scoring their papers, we realize that, many students choose incorrect answers for these questions In my topic, I only focus on some theoretical problems, some basic exercises and some simple ways to teach relative clauses so that the students can do the exercises related in English

2.1.1 Grammar review

2.1.1.1 Relative pronouns and relative adverbs [1]

We use relative pronouns or relative adverbs to introduce relative clauses

Who: refers to people (as a subject or an object)

Example: There are a lot of people who hate having injection.

Whom: refers to people (as an object, must be used directly after a preposition) Example: That’s the consultant with whom I spoke.

Which: refers to things and animals or replaces a clause

Example: This is the prescription which the doctor gave me.

Whose: refers to the possession of a person or thing, usually followed by a noun

(with possession of thing, we also use “of which” after “the + noun”)

Example: There are several kids in my class whose parents are doctors.

That: refers to a person, animal, or thing; only used in defining relative clauses + We must use that if the noun (phrase) contains both person and thing.

+ “That” often use with the superlative comparison (the + short adjective-est/ the most + long adjective), ordinal number (the first/ the second…), the next, the last, the only

Example: This is the prescription that the doctor gave me.

Beside the five relative pronouns, we also have the relative adverbs:

Where = there/ preposition + which (place): refers to place or situation

Example: Harley Street, where she was born, is famous for its clinics

When = then/ preposition + which (time): refers to time

Example: I’ll never forget the day when I broke my finger.

Why = for the reason which/ the reason for which

Example: And that’s (the reason) why I wanted to become a vet.

2.1.1.2 Relative clauses [2]

A relative clause is one kind of dependent clause It has a subject and verb, but can’t stand alone as a sentence It is sometimes called an “adjective clause” because it functions like an adjective—it gives more information about a noun A relative clause always begins with a “relative pronoun/ adverb,” which substitutes for a noun, a noun phrase, or a pronoun when sentences are combined

Relative clauses tell us more about people and things

Examples:

- My father, who is 60, has just retired

- This is the house which John designed

- Marie Curie is the woman that discovered radium

In the 1st example, “who” is the subject of the relative clause and refers to “my father” - person

In the second one, “which” is the object of the clause and refers to “the house” – thing

In the last example, “that” is the subject of the clause and refers to “the woman”

There are two types of relative clauses: Defining relative clauses and Non-defining relative clauses.

2.1.1.2.1 Defining Relative Clauses [1]

These tell us which one of a group of things/ people we are talking about The sentence doesn’t usually make complete sense if we remove the relative clause Do not use comma(s) in this type of relative clauses

Example: That’s the doctor who did Karen’s operation.

(We can use that instead of “who/ which/ whom This is more informal: That’s the doctor that did Karen’s operation.)

We can omit the relative pronoun if it is the object

Example: That’s the doctor who/ whom/ that she saw.

Or That’s the doctor she saw.

2.1.1.2.2 Non-defining relative clauses [1]

These simply give us more information about someone/ something The sentence makes complete sense if we remove the relative clause

We must use comma(s) to distinguish the main clause and relative clause

Example: Dr Lake, who has been working here for over ten years, is a very

experienced surgeon

We cannot use “that” instead of “who/ whom/ which” in this type of relative clauses

2.1.1.3 Reducing relative clauses

Some cases, relative clauses can be “reduced”— the relative pronoun and maybe other words can be removed

When relative pronoun is subject in the relative clause, we can reduce relative clause by omitting relative pronoun and change the verb into:

Present participle: Verb-ing (with active verb)

Example: She was the nurse looking after the patients at the time (who was looking) [1]

Past participle: Verb-ed/ V3 (with passive verb, often containing: be + past

participle)

Example: The boy taken to hospital was 13 years old (who was taken) [1]

To-infinitive: To Verb (with active verb) / To be + past participle (with

passive verb) when the noun (phrase) before relative clause contains: ordinal number

(the first/ second/ third…), the next/ last/ only, the supper comparative form or sentences start with here/ there.

Example: - He was the second man to live in that house (who lived)

- That was the only gift to be sent to him on his birthday (which was

sent)

Phrase: with “who/which + be + phrase”  omit “who/ which + be”

Example: My mother, an excellent cook, is thinking of opening a restaurant (who

is an excellent cook)

2.1.1.4 Relative pronouns with prepositions

When whom or which have a preposition, the preposition can come at the

beginning of the clause or at the end of the clause:

Example: The woman whom you talked to last night is my aunt

= The woman to whom you talked last night is my aunt.

But when who/ that has a preposition, the preposition always comes at the end Example: The woman who/ that you talked to last night is my aunt

It’s wrong when we write: The woman to who/ that you talked last night

is my aunt

Use “whom” (for person) and “which” (for thing) after the quantity phrases:

all/ most/ none/ neither/ any/ either/ some/ (a) few/ both/ half/ each/ one/ two/ several/ many/ much + of + whom/ which.

2.1.1.5 Omission of relative pronouns

Relative pronoun can be omitted when it functions an object in restrictive relative clause and no preposition is reversed in front of it

Example: I like the book my father gave me (= which/ that my father gave me.)

She doesn’t know the man they are talking about (= who/ whom/ that they are talking about) but we can’t omit relative pronouns if we move the

preposition before them (and in this case, we just use “whom” for people and

“which” for thing): She doesn’t know the man about whom they are talking.

2.2 Factual basis.

I researched this theme based on the following aspects:

Based on factual teaching

Based on some references about relative clauses

Based on the opinions of the colleagues

Before making the topic, I had a test to examine the quality of the students of the classes 12A3, 12A4 and 11B8 at Trieu Son I high school I obtained the following results:

Class Number

of

students

Number of students

% Number

of students

of students

of students

%

2.3 Solutions.

2.3.1 Guiding students to identify and solve exercises.

Students have to understand the use of relative pronouns/ adverbs and relative clauses, learn by heart the uses of each relative pronoun/ adverb and some signs to do different types of exercises

Before learning this grammar content, teacher instructs the students to prepare at home and talk with other friends about the content of the new lesson Show them the steps and guide them how to prepare a new lesson

While learning this grammar content, teacher introduces the uses and related information about relative clauses and give some examples Teacher encourages students to give more examples by speaking or writing in their papers or on the board After learning this grammar content, I give some exercises for students In order to help students to do exercises, I concentrate on giving the important signs to find out the answers For questions without signs, encourage students to translate meaning to choose answers, ask students to eliminate the wrong options first The answers are incompatible

or do not harmonize subjects and verbs

I conducted for the students to re-compile this content in a way that they find most memorable and easy to understand in order to stimulate their self-study, which makes them feel good

2.3.2 Types of exercises

2.3.2.1 Filling in the gaps with the suitable relative pronouns/ adverbs

This is the most common type of exercise about relative clauses used in English textbook and in GCSE examination To do this type of exercise, students have to identify the noun in front of the gap (thing or person), the function of the needed relative pronoun When they do multiple choice exercises, they are easy to omit the wrong options

Below are some important signs to help students to find out the answers easily and effectively

- Person (gap) Verb  need Subject for person  who/ that (may use “that” if it’s a

defining relative clause, no comma(s))

- Person (gap) Subject + Verb  need Object for person  who/ whom/ that (may use

“that” if it’s a defining relative clause, no comma(s))

- Thing (gap) Verb  need Subject for thing  which/ that (may use “that” if it’s a

defining relative clause, no comma(s))

- Thing (gap) Subject + Verb  need Object for thing  which/ that (may use “that” if

it’s a defining relative clause, no comma(s))

- Person/ Thing (gap) Noun  need possessive relative pronoun  whose

- Both Person + thing (gap)  use “that”

There is a tip to discard option: if before the gap has a preposition (of relative clause) inversed  discard “who/ that/ where/ when/ why”

There are two kinds for this kind of exercises: fill relative pronouns/ adverbs in a single sentence or in a sentence of paragraph

Example 1: The book you gave me is very interesting.

 “The book”: thing  key: B which

Example 2: [3]

Read the following passage and mark the letter A, B, C, or D on your answer sheer to indicate the correct word or phrase that best fits each of the numbered blanks from 26 to 30

INTERNSHIPS

In many countries going through difficult economic times, job openings for new graduates can be few and far between In this competitive environment, relevant work experience can help job seekers stand out from the crowd, and (26) _ organisations now offer temporary placements, called internships The problem with numerous internships, (27) _, is that they are unpaid, and this often puts young people off applying for them

Employers and interns sometimes come to mutually beneficial arrangements, however Dinesh Pathan, applying for an internship with an IT company, negotiated a deal in which he would be given travel (28) _ only for two weeks, and then, as long

as he could show his marketing work was adding value, he would be paid a wage The arrangement worked well: Dinesh had a(n) (29) _ to work hard, and he ended up feeling "not so much an intern as a temporary staffer" HR consultant Denise Baker says similar arrangements are common What is more, "if interns do well, employers would often rather make them full employees than recruit people (30) _ they don't know" (Adapted from Exam Essentials Practice Tests - Cambridge English by Tom Bradbury and Eunice Yeates)

Question 26: A much B every C another D many

Question 27: A instead B therefore C moreover D however Question 28: A companions B restrictions C expenses D destinations Question 29: A profit B incentive C persuasion D promotion

Question 30: A who B when C where D which

In question 30, before the gap is “people”  key is A who

2.3.2.2 Supplying the correct verb forms

Students need to understand which is being tested: combination, reduced form, or omission form and follow suitable steps to choose the correct answers

To do this type of exercise, students need:

- find the relative clause

- identify the required verb in the relative clause: active or passive

- observe the noun before the relative clause whether it contains: the first/ second/ third…, the next/ last/ only, or supper comparative form (the …est/ most …)

- choose the correct form of verb needed (V-ing/ P.P/ to V/ to be P.P)

Example 4: [4] The patients with the new drug showed better signs of recovery

than those receiving conventional medicine

A treating B having treated C who treated D treated

“The patient” is a passive subject of relative clause, so we need a passive verb, and the relative clause is reduced  key: D treated

2.3.2.3 Combination

This is another type of exercise used in GCSE examination In order to do it, students have to:

- find out the noun in the first sentence and the replaced word in the second one, with which function (subject/ object or possessive)

- use relative pronoun with the right function and put it right behind the noun (in the first sentence) and make full relative clause and main clause

- use comma to distinguish the relative clause and main clause if necessary (use for identified noun: name, noun with possessive adjective, noun for the only thing: the sun/ earth/ moon… and sometimes with “this/ that/ these/ those”)

Base on those steps, students can do the exercise correctly or choose the suitable answer

Example: I saw some people Their car had broken down

 I saw some people whose car had broken down

(“Some people” is replaced by "their” in the second sentence with the function of possession  Use “whose”)

2.3.2.4 Rewriting sentences by reducing relative clauses or omitting relative

pronouns

With this type of exercises, students need:

- identify the relative clause first

- observe the choices and understand which is being tested: reduced form, or omission

- follow the suitable steps for each to decide the correct answer

Example 1: The people who are waiting for the bus in the rain are getting wet

A The people waiting for the bus in the rain are getting wet

B The people are waiting for the bus in the rain are getting wet

C The people waited for the bus in the rain are getting wet

D The peopleto wait for the bus in the rain are getting wet

 Key: A

(The relative clause: “who are waiting for the bus in the rain” is reduced by omitting “who” and changing verb into verb-ing)

Example 2: The children whom you sent letters to are orphans

A The children you sent letters are orphans

B The children who you sent letters are orphans

C The children you sent letters to are orphans

D The children to you sent letters are orphans

 Key: C

(The relative clause: “whom you sent letters to” has “whom” – relative pronoun with object function in defining relative clause  can omit relative pronoun, and can’t move “to” position)

2.3.3 Some selected exercises

Exercise 1: Choose the best answer [5]

1 The young man was released after the court was found innocent of all the charges against him

2 Is that the same film we watched last year?

3 The girl I borrowed the dictionary asked me to use it carefully

A whose B from whom C from whose D whom

4 The first television picture John Logie Baird transmitted on 25 November,

1905 was a boy worked in the office next to Baird's workroom in London

A which; whom B who; which C that; whose D that; who

5 Joyce Bews, was born and grew up in Portsmouth on the south coast of England, she still lives, was 100 last year

A that; in which B who; where C that; where D who; that

6 The pollution they were talking is getting worse

7 Robert Riva, an Italian player used to play for Cremonese, now coaches the Reigate under 11’s football team

8 When I was at school, there was a girl in my class skin was so sensitive that she couldn't expose her skin to the sun even with cream on

9 Unfortunately, the friend with I intended to go on holiday to Side is ill, so I'll have to cancel my trip

10 The new stadium, will be completed next year, will seat 30,000 spectators

11 Blenheim Palace, Churchill was born, is now open to the public

12 The man I introduced you to last night may be the next president of the university

13 Cathy is trustworthy She's a person upon you can always depend

14 Your career should focus on a field in you are genuinely interested

15 People outlook on life is optimistic are usually happy people

16 The girl dress you admire has been working for an export company since she left school

17 One of the people arrested was Mary Arundel, is a member of the local council

18 The Titanic, Gsank in 1922, was supposed to be unsinkable

19 The Newspaper is owned by the Mearson Group, chairman is Sir James Bex

20 Genghis Khan, name means "very mighty ruler", was a Mongol emperor

in the Middle Ages

21 She has two brothers, are engineer

A whom both B both who C both of whom D both whom