Relative clauses in the 10th rade program basic english

SECTION I: INTRODUCTION
I. The reason for choosing the topic
English is the language used by most countries, it becomes the native
language of many countries, is the language of communication between people
and people around the world.
With the trend of international integration, Vietnam is increasingly
promote all possibilities available in all areas. The language of communication
became an effective tool and requisite strength. In addition to the mother tongue,
the Vietnam such as English as a second language communication, attaches
great importance to and put programs in English as a core subject courses in
schools, even at the primary school.
We also determined that the position of the course for the development of
the whole society: as a tool to facilitate integration with the international
community and the region; international access to information and technical
sciences; access to other cultures as well as an important international event.
Foreign language teaching has always had a lot of fluctuation and change the
rhythm of progress of civilization and world culture - It is something that
nobody can deny. Therefore, requiring the teaching of this subject must always
be responsible and dedicated to imparting knowledge.
In high school English program, relative clauses are part of knowledge is
very important, in the graduation exam and university entrance. Want to do the
homework well relative clauses, the students need to grasp the fundamental
issues relating to the antecedent, relative clauses in English. To help students do
better skills, especially the use of the antecedent in the relative clause. So I
chose the subject "Relative clauses in the 10th grade program basic English"
as the research problems in his experience initiatives.
II. Research purposes
When writing initiatives this experience, I look forward to contribute their
opinion a few issues related to relative clauses in English. Help students
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understand how the antecedent and the use of the antecedent of relative clauses.
Know how to use the antecedent to do the exercises: Combining simple sentence
into a complex question, fill in the blanks with an appropriate antecedent, take
the clause related to write a complete sentence, select response right to complete
the project.
Make students interested in studying English to efficiency and quality of
teaching hours for English learning is increasingly high.
III. Research subjects
High school students in blocks 10 Thach Thanh I school year 2015-2016
IV. Research Methods
I researched this topic based on the following grounds
- Based on the actual teaching.
- Based on a number of references to relative clauses.
- Based and some opinions of his colleagues.
SECTION II: CONTENT
2.1 Theoretical basis of experience initiative
In high school English program, relative clauses are to be taught in block
10, 11 and block 12. In its theme, I just focus on some issues of theory and
exercises like structure relative clause architecture, using some special kind of
relative clauses in English ... and several writing assignments, corresponding
multiple choice quiz to reinforce the knowledge of the above section, to help
students understand and grasp the basic knowledge and raise the relative clauses
in English so that they can do well the relative clauses.
2.2 Problem situation before applying innovative experience
As a mountain school in Thanh Hoa Province, the school's students are
mostly ethnic Muong students, families mainly employed in agriculture, low
economic conditions. Foreign language learning environment is not good, there
is no opportunity to exchange and learn a foreign language at home besides that
they also do not have a computer or Internet connection to be able to learn a

foreign language. The number of students in a large class, the school does not
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have room to learn the discipline thus causing a lot of difficulties in practice,
practice English teacher of English teaching as well as student. Moreover,
students are ethnic minorities, children with English as a foreign language you
do not boldly, but reluctant to speak English.
In addition, parents, students do not see the importance of learning foreign
languages, they have thought for children attending the blocks A, B, C, so the
students who attend the school's D block no. Although in recent years, the
Ministry of Education has identified a foreign language as a compulsory subject,
but for our school, that's just a deal subject. And a very important part is because
there is no purpose to learn English so a lot of students have no knowledge of
the underlying. Therefore, now the already difficult grammar school, trouble
with students who share relative clauses are much more complex, when finished
school students relative clauses can not be determined where the clause is
concerned determining system, what are the relative clause is not specified, do
not know how to combine sentences with relative clauses and the clause does
not know how to use instead of the people, materials, time, location ....
Therefore, I myself sometimes feel depressed, frustrated while training and
perhaps for our school, English lessons are a torment. I have concerns, think
how the children are more interested with the English subject, lessons need to
create vivid and appropriate exercises easy to remember, easy to understand is a
much-needed jobs.
Pending the application of this experience in my initiatives for studentrelated tests relative clauses results obtained are as follows:
Orde
r

Clas

s

Total
stude
nts

1
2
3

10C1
10C3
10C

45
42
39

Weak

Medium

Quanti Rati
ty
o
(%)
4
9
3
7

2
5

Quanti Rati
ty
o
(%)
32
71
25
60
28
72

Good and
excellent
Quanti Rati
ty
o
(%)
9
20
14
33
9
23
3


5

2.3 The solution was used to solve the problem
In my initiative, I just give them the basic knowledge about the relative
clause (specifically defined relative clauses, relative clauses are not determined
and relative clauses or serial conjugate) so that they can do good exercises form
related to relative clauses. Therefore, students need to master some basic issues:
Part 1: Some basics about relative clauses and the antecedent
* Concept of relative clauses:
- Relative clause is a dependent clause used to complement the noun
preceding it.
- Location: Proposition stood relations after the noun it modifies.
English has two types of questions:
- Simple Question: is there a component sentence and just such a question has
sufficient means.
- Complex Question: is the type of question has two components (two clauses)
master/slave connected by a word called the antecedent. Relative clauses in
English include the following three categories:
+ Clause determines relations (defining).
+ Clause undefined relationship (non-defining).
+ Clause conjugate relation (connective).
A. DETERMINATION RELATIVE CLAUSES/TIMELINESS
I. Definitions.
Defining relative clause stands after the noun has not been determined, it
adds the necessary information to the noun preceding and can not be discarded.
Before and after the relative clause, there is no comma.
Ex: The man who lives next my door is a teacher.
In this verse "who lives next my door" is a relative clause.
II. How to use
Defining relative clauses are often used following:
+ The + Noun.
+ a / an + Noun.

+ Noun plural without the.
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+ Pronouns (all, none, anybody, those ....)
III. The kind of relative of relative clauses identified and their forms.
For people
For animals

Subject
Who
That
Which
That

Object
Who/ Whom
That
Which
That

Property
Whose
Whose
Of Which

1. The relationship from human use: Who / That.
a. Subject
- Who relational pronouns replace nouns only person (he, she, we, you,
they) made the subject of a dependent clause. Who can replace with That.

Ex1: The woman is a doctor. She lives next door.
- The woman who lives next door is a doctor.
Or: - The woman who/that lives next door is a doctor.
- When Who / That / Which is the object, we can omit the pronoun
'relationship.
Ex: The woman was away on holiday.
I wanted to see the woman.
-> The woman who I wanted to see was away on holiday.
Or -> The woman I wanted to see was away on holiday.
b. Object of a verb: Whom / Who / That
Who / Whom / that is the antecedent only person, behind only person to make
Object for verbs behind it.
- The form of words is sufficient Whom. In English we usually say Who or that
(That common than Who) and is more common pronouns do we give sufficient
words.
Ex: The man whom I saw lastnight to come back today.
Or: The man I saw lastnight to come back today.
- Whom relations pronouns replace nouns only language as the new person
in a dependent clause. Can replace who / Whom by that or maybe shortened.
Ex: The girl is my daughter. You saw her lastnight.
-> The girl whom you saw lastnight is my daughter.
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- Antecedent relations Whom / who replace nouns only language as the new
person in a dependent clause preposition. Maybe preposition ahead island of
relative Whom / who are not used that.
Ex: The man is their teacher. They are talking to him.
-> The man who(m)/ that they are talking to is their teacher.
->The man they are talking to is their teacher.

->The man to who(m) they are talking is their teacher.
c. Ownership: Whose
- We use the relative clause Whose replace possessive adjectives (His, Her,
their ..)
Ex1: We saw some people.Their car had broken down.
->We saw some people whose car had broken.
Ex2: A widow is a woman. Her husband is dead.
->A widow is a woman whose husband is dead.
Ex 3: What’s the name of the man? His car you borrowed.
->What's the name of the man whose car you borrowed?
2. Antecedent for animals
a. Subject: Which / That
- Which relations clause is used to replace the only animal nouns made
the subject of a dependent clause. Can replace which by that, but which is used
more commonly.
Ex2: This is the car. It belongs to my uncle.
- This is the car that belongs to my uncle.
Ex1: Tom bought a house. It has a bedroom and a kitchen.
-> Tom bought a house which has bedroom and a kitchen.
Ex 2: Can you see my pen? It’s lying on that table.
-> Can you see my pen which is lying on that table?
b. The object of a verb.
- Pronouns which relations replace noun in the language just as the new
material dependent clause. Can replace which by that, or can give away the
antecedent.
Ex1: The pen is mine. You see it on the table.
-> The pen which (that) you see on the table is mine.
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- Which never used the following: all, everything, little, much, none, no,
and no forms of dual or after the extreme level. Instead we use the truth or give
the antecedent if it is the object of a verb.
Ex: - All the apples that fall are eaten by the pigs.
- This is the best hotel (that) I know.
c. Additional words of a preposition
- Structure common prepositions + Which is more common but is taken
from the world by the end of the clause. Can be used which / that or give the
antecedent.
Ex:

The book is very interesting. You are talking about it.
-> The book about which you are talking is very interesting.
-> The book which you are talking about is very interesting.
B. CLAUSES RELATIONS UNKNOWN
I. Definitions
- Clause does not specify the relationship placed after the nouns have been
defined already. So we do not define nouns, simply add something to it with
more information, unlike the determined relative clauses, they are not needed in
the question and can leave. Before and after the relative clause is not specified,
there is a comma.
Ex: - The man, whom you saw yesterday, is Mr Peter.
- This is Mrs Lan, who helped me last week.
- Anna, whose mother I know, is intelligent.
II. How to use.
- Proposition undefined relationship is used as a noun preceded by:
+ Proper noun.
+ The demonstrative pronouns: this, that, these, those.
+ Possessive adjectives: my, his, her, our....
+ The specified language modifiers.

III. The type of relative clause used in determining relations.
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Subject
Object
Property
For people
Who
Who/ Whom
Whose
For animals
Which
Which
Whose/of Which
1. The word used in human relations
a . Subject: Who
- Do not use pronouns other than Who.
Ex1:
My teacher has a lot of experiences.
She has been teaching for 10 years.
->My teacher, who has been teaching for 10 years, has a lot of
experiences.
Ex2.
I passed the letter to Nam. He was sitting beside me.
-> I passed the letter to Nam, who was sitting beside me.
b. Object: Whom / Who
- Pronouns can not be broken. Whom is the correct form Who although
sometimes used in English conversation.

Ex1: Phong turned out to be innocent.
Everyone suspected him.
-> Phong, whom everyone suspected, turned out to be innocent.
Ex 2: She introduced me to her husband.
I hadn’t met him before.
->She introduced me to her husband, whom I hadn’t met before.
c. Additional words of a preposition: Whom
- Pronouns can not be broken, usually reserved Whom prepositions.
However, it can take from the world by the end of this clause is commonly used
in English conversation and often replaces Who by Whom.
Ex1 : Mr Quan was very generous about overtime payments.
I was working for him.
-> Mr Quan, for whom I was working, was very generous about
overtime payments.
Or -> Mr Quan, who I was working for, was very generous about
overtime payment.
Ex2 ; Nam was fitter than me.
I played tennis with him on Sunday.
-> Nam , with whom I played tennis on Sunday, was fitter than me.
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Or -> Nam, whom I played tennis with on Sunday , was fitter than me.
2. The word used for animal relations: Which
a. Subject: Which.
- Do not use that.
Ex: We stayed at the Danang hotel.
Nam recommened it to us
->We stayed at the Danang hotel, which Nam recommened to us
b. Additional location: Which

- That is not used and which never be discarded.
Ex : These books will give you all the information you need.
You can get them at any bookshop.
-> These books, which you can get at any bookshops, will give you
all the information you need.
c. Additional words of a preposition
- Which prepositions stand before or at the end of the clause.
Ex:
His
house
is
now
worth
10.000$
He paid for it 5.000$.
->His house, for which he paid 5.000$ , is now worth 10.000$.
d. Ownership: Whose / of which.
- Whose is used for both animals and objects.
- Of which can be used for objects, but are less common than formal
English.
Ex : His house was a depressing right.
Its windows were all broken.
->His house , whose windows were all broken.
Note
+ Do not use That the relative clause is not defined
+ In case of verbs relative clauses with prepositions, we only use
Whom / Which.
+ I put prepositions before relative clauses (before whom /which)
+ We can also give whom /which and set back from the world from the
relative clause condition that is defined relative clauses.

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+ When used That, we can not bring the world to the following before
and still.
Ex: - The man to whom Mai is talking is Manh.
- The man Mai is talking to is Manh.
- The man that Mai is talking to is Manh.
+ When preposition last stand relative clauses are part of the active
compound was not brought before Whom / Which.
Ex : - This is the book which I am looking for .
- That is the child whom you have to look after.
+ When using Whom, Which can let the world from behind, except
Without.
Ex : - The man whom Maa is talking to is Manh.
- That is the man without whom we’ll get lost.
C. UNITED RELATIVE CLAUSES/SERIAL
I. Definitions
- Clause complex relations to explain a sentence, this case only the
antecedent which and use comma to separate two clauses. This clause always at
the end of sentences.
Ex1: Students are often afraid of exams, which is easy to understand.
Ex 2: It rained very heavily, which prevented my going out.
Part 2: Some form of basic exercises
For relative clauses, we have several basic exercises, including essay and
multiple choice.
Type 1: Fill in the appropriate antecedent in the blank
This type of exercise requires students to understand how to use the
pronoun relations, functions, for people or for animals and used in all kinds of

different relative clause, use the pronoun does appropriate relations. Students
can apply the knowledge was provided in the form to do this exercise.
Step 1: Identify the nouns (people, animals or objects)
Step 2: Determine the need to fill the antecedent
Step 3: Complete the sentence
Exercise 1: Choose the correct answer:
1. Have you seen the girl ........ we talked about?
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A. that
B. whom
C. who
D. All are coreect
2. The bat is the only mammal ........ can fly.
A. X
B. whom
C. that
D. whose
3. That is the man ......... daughter won the eloquence contest.
A. who
B. that
C. whom
D. whose
4. My accountant ........... understands the complaxites of the tax systems, is
doing my taxes this year.
A. whom
B. who
C. that
D. B and C

5. He never tells the truth ........ always annoys me.
A. that
B. who
C. which
D. X
6. She married a man ………... she met on a bus.
A. whom
B. whose
C. he
D. which
7. I’m sure I know the person………served us.
A. whom
B. who
C. which
D. whose
8. The letter that I opened …………wasn’t for me.
A. X
B. it
C. that
D. which
9. I’m working on a firm ………… main office is in London.
A. which
B. that
C. whose
D. whom
10. We passed the shops…………..windows were decorated for Christmas.
A. the
B. their
C. which
D. whose

11. That’s the house …………... I was born.
A. in which
B. which
C. that
D. place
12. The dog, …………....tail I stepped on, bit me.
A. who
B. whose
C. which
D. whom
Type 2: Combining the sentences with the appropriate antecedent:
For students grasp new grammatical structures and sentences combine into
a single complex sentence I've broken into small steps below:
Step 1: Determine the main clause, dependent clause.
Step 2: Identify the main noun in the main clause
Step 3: Identify the main coincide with the noun in a dependent clauses
Step 4: Replace the word coincided with an appropriate antecedent noun and
written shortly after the
Step 5: Complete the sentence
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Consider the following example:
Ex: The girl is very beautiful. She lives opposite my house.
The girl is very beautiful is the main clause. The girl is the main noun
She lives opposite my house is the dependent clause.
-> The girl who lives opposite my house is very beautiful.
Exercise 1: Append the following sentence with the antecedent:
1. She is the most intelligent woman. I ‘ve ever met this woman.
->……………………………………………………………………………..

2. This doctor is famous. You visited him yesterday.
->……………………………………………………………………………..
3. The police want to know the hotel. Mr Foster stayed there two weeks ago.
->……………………………………………………………………………..
4. I have not decided the day. I ‘ll go to London on that day.
->……………………………………………………………………………..
5. He doesn’t want to sell the house. He was born in this house.
->……………………………………………………………………………..
6. I looked at the moon. It was very bright that evening.
->……………………………………………………………………………..
7. The man is my farther . I respect this man most.
->……………………………………………………………………………..
8. The boy is my cousin. You made fun of him.
->……………………………………………………………………………..
9. The man called the police. His wallet was stolen.
->……………………………………………………………………………..
10. A man answered the phone. He said Tom was out.
->……………………………………………………………………………..
Type 3: Type Exercises identify errors.
Exercise 3: Identify the errors in the following sentences:
1. At the airport, I was waiting for some relatives which I had never met before.
A
B
C
D
2. He comes from Venezuela, that is a Spainish - speaking country.
A
B
C
D

’
3. I can t find my diary, what is a real nuisance.
A
B
C
D
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4. The reason which I didn’t know was that no one had told me.
A
B C
D
5. Football is the only sport in which I am interested in.
A
B
C
D
6. I can assure you that Quan is a man who you can absolutely depend in.
A
B
C
D
7. My sister has two children, who their names are Nam and Phong.
A
B
C
D
8. I would like to write about several problems which I have faced them since
A

B
C
I came to Hanoi.
D
9. It’s important to be polite to people who lives in the same building.
A
B
C
D
10. Parents who children are in college are working longer hours to pay their
A
B
C
tuition.
D
2.4 Effectiveness of initiatives experience
The initiatives use this experience myself that achieved some positive
results. First of all these experiences are consistent with the program, students
are interested in learning more, actively, creatively to expand the understanding
and also very flexible in the field of knowledge and opportunity skills
development. Lively academic atmosphere soothing. Students have the
opportunity to assert themselves, no longer embarrassed concern when entering
school. Students are more interested than in the grammar school of relative
clauses, the ability to write their English better. This is going to cause the
relatively positive results of the last school year.
After a course of instruction in my school, the results are quite positive,
most students understand how that relative clauses, composition, its uses and
how to use. This is shown in the following comparison table:
1. Initial survey results

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Orde
r

Clas
s

1
2
3

10C1
10C3
10C
5

Total
stude
nts
45
42
39

Weak

Medium

Quanti Rati

ty
o
(%)
4
9
3
7
2
5

Quanti Rati
ty
o
(%)
32
71
25
60
28
72

Good and
excellent
Quanti Rati
ty
o
(%)
9
20
14

33
9
23

2. Survey results after experiment

Orde
r

Clas
s

1
2
3

10C1
10C3
10C
5

Total
stude
nts
45
42
39

Weak

Medium

Quanti Rati
ty
o
(%)
1
2
1
2
0
0

Quanti Rati
ty
o
(%)
25
56
19
45
18
46

Weak

Medium

Quanti Rati
ty

o
(%)
-3
-8
-2
-4
-3
-7

Quanti Rati
ty
o
(%)
-7
-19
-6
-13
-9
-20

Good and
excellent
Quanti Rati
ty
o
(%)
19
42
22
52

21
54

3. Difference

Orde
r

Clas
s

1
2
3

10C1
10C3
10C
5

Total
stude
nts
45
42
39

Good and
excellent
Quanti Rati

ty
o
(%)
+10
+27
+8
+17
+12
+26

Looking at the chart we can see that, after applying topic
number of students scoring at the poor and middle class
significantly decreased, while the number of students scoring in
the class are pretty good increase.
SECTION III: CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
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In the process of teaching English block 10, I was introduced to the
students the basic knowledge about the relative clauses in English. For each
target different students, the requirements are also different knowledge. For the
weak pupils, or just serve semester exam or high school graduation exam, I just
introduce the basic parts. Also, for those students with good and excellent, block
D, the students have introduced several extra special part of the relative clause.
In the process of teaching, I realized that the majority of students are aware of
the basic knowledge and applied as the multiple choice quiz format serves for
exams. However, for those students is weak, then you are still having some
difficulty because this is part of knowledge is closely linked with other
knowledge components especially the English. So, when teaching this

knowledge, I ask students to recall knowledge learned in the English section and
other related knowledge.
2. Recommendations
In the process of teaching, is in a mountainous district should experience
no more so I know their problems limited offer. Above is a small number of jobs
that I applied in the teaching process in their respective classes and achieve
results. So I look forward to receiving constructive involvement of the teachers,
my colleagues to come up with issues more complete, more effective help
myself making progress, and accumulated more experience teaching and
learning achieved the highest results meet current educational requirements.
CONFIRMATION OF UNIT HEAD

Thach Thanh, May 15, 2016
I swear this is my experience initiatives
to write, do not copy other people's
content
(Author sign and write full name)

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