Some practical experiences used to taech relative claused to grade 11th students at ham rong high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT HÀM RỒNG
--------------*****--------------

INITIATIVE EXPERIENCE

Subject: Some practical experiences used to teach
relative clauses to grade 11 students at
Ham Rong High School

Người thực hiện: Phạm Thị Ngọc Yến
Chức vụ: Tổ phó Tổ Tiếng Anh
SKKN thuộc lĩnh vực môn: Tiếng Anh


THANH HÓA NĂM 2020

TABLE OF CONTENTS
CONTENTS
PART I: INTRODUCTION

PAGES

1

1. Reason for choosing the topic

1

2. Objective of the study

2

3. Method of the study

2

4. Scope of the study

2

5. Overview of the study

2

PART II: MAIN CONTENT

2

1. What is a clause?

2

2. What is a relative clause?

3

3. Relative pronouns

3

4.Types of relative clauses

4

4.1. Defining relative clause

4

4.2. Non-defining relative clause

7

PART III: IMPLEMENTING SOLUTION
1. Instruct students on how to organize learning in pairs and
groups
2. Implement some methods to introduce new materials in a
lively and attractive way
3. Teach students how to do exercises related to relative
clauses
PART IV. RESULTS, FINDING, CONCLUSION AND
PROPOSALS

8
8
9
10
11

1. Results

11

2. Findings

12

3. Conclusion

12

4. Proposals

13


PART I: INTRODUCTION
1. Reason for choosing the topic
It is undeniable that English is an international language, which plays
an important part in social life. It links people all over the world in many
fields such as science, technology, business, communication, education, and
so on. It also helps people to approach the endless knowledge of human
beings. Therefore, teaching and learning English have become the necessity
in every country.
In Vietnam, English is one of the foreign languages, which is
compulsory from primary to university. In secondary school, Listening,
Speaking, Reading, Writing and Language Focus are what students have to
learn when they learn English. Language Focus seems difficult. Many of the
students make mistakes and find it difficult in doing grammar exercises such as

Active voice, Passive voice, Reported speech, Relative clauses etc.
Relative clauses are an extremely useful structure for ESL students to
learn early in their English studies. They may not make for the most simple
grammar lesson, but they are infinitely practical for students who are still
learning. ESL students will find two situations in which relative clauses help
them communicate. First, your ESL students may find that they do not know a
particular piece of vocabulary for a word they are trying to say. In this case,
the relative clause can provide the definition even when students do not know
the word and thus help the listener to understand the speaker’s meaning.
Being a teacher of English, I find it necessary, meaningful, and practical
to do a research named “Some practical experiences used to teach Relative
Clauses to grade 11 students at Ham Rong High school”. I hope that this
research can give benefits to teachers, students and people concerned about this
field.
2. Objective of the study
This study is aimed to identify present English teaching and learning
situation of the grade 11 students at Ham Rong upper secondary school. And
then, some of learning relative clause experiences and doing relative clause
exercises are given.
3. Methods of the study
The major method is used in this study is quantitative one. That is all
considerations, comments, remarks, assumptions, suggestions and
conclusions given in the study are largely based on the data analysis. Data
collections for analysis in the study come from the following methods:
Theoretical study; Teacher interview; Class observation.
4. Scope of the study
This study only focuses on how to teach relative clauses to the grade 11
1

students at Ham Rong upper secondary school.
5. Overview of the study
The study includes three main following parts:
Part I is the introduction which includes rationale, research questions,
objectives of the study, methods of the study, scope of the study and overview
of the study.
Part II is the main content referring to the definition of clause, relative
clauses, relative pronouns and main types of relative clauses.
Part III is the implementing solution instructing students on how to organize
learning in pairs, groups and how to arrange desks and chairs during English
classes, applying some methods to introduce new materials in a lively and
attractive way and teaching students how to do exercises related to relative
clauses.
PART IV is the results, findings, conclusion and proposals.
PART II: MAIN CONTENT
1. What is a clause?
A clause in English grammar is the smallest grammatical unit that can
express a complete proposition. Generally, a simple sentence consists of a
single clause while a more complex sentence may contain a multiple clauses.
Clauses in English are divided into two major types; subordinate clause and
main clause.
2. What is a relative clause?
Relative clauses are sometimes called adjective clauses and follow the
noun which they describe. They are dependent clauses which give additional
information about a noun in the main clause, and the follow that noun in the
complex sentence they create. Dependent clauses start with a relative pronoun:
“that, which, where, when, who, and whom” (though “whom” has fallen out of
everyday use and often sounds overly formal when used). “Whose” is also
used as a relative pronoun but must be followed by a noun in the dependent
clause. The correct relative pronoun depends on what noun the relative clause

describes. It is a subordinate clause that modifies a noun or a noun phrase.
Example:
The man who is smoking is the murderer
The noun the man is modified by the relative clause who is smoking.
Relative clauses give essential information to define or identify the
person or thing we are talking about. There are two types of relative clauses.
They are defining clause and non-defining clause.
2


3. Relative pronouns
Relative pronoun
who
which
which

Use
subject or object
pronoun for people
subject or object
pronoun for animals and
things
referring to a whole
sentence

Example
I told you about the
woman who lives next
door.
Do you see the

cat which is lying on the
roof?
He couldn’t read , which
surprised me.

whose

possession for people
animals and things

Do you know the
boy whose mother is a
nurse?

whom

object pronoun for
people, especially in
non-defining relative
clauses (in defining
relative clauses we
colloquially prefer who)

I was invited by the
professor whom I met at
the conference.

that

subject or object

pronoun for people,
animals and things in
defining relative clauses
(who or which are also
possible)

I don’t like the
table that stands in the
kitchen.

4. Types of relative clauses
4.1. Defining relative clause
4.1.1. Definition
A defining relative clause gives essential information about the noun or
noun phrase it modifies, without which the sentence wouldn't make sense as
the listener or reader would not be able to identify the noun in the sentence.
Example: The hotel that we stayed in wasn't bad. (‘that we stayed in' tells the
listener which hotel we are talking about; it defines the hotel).
'Who', 'whose' and 'that' can be used for people. 'which', 'whose' and 'that' can
be used for things.
3


4.1.2. Notes
4.1.2.1. Defining relative clause doesn’t have two commas or one comma.
Example: The man who is sitting next to me is my brother.
4.1.2.2. Defining relative clause goes with the pronoun “that” to indicate
people or things.
Example: The girl who/that often goes to school with me is my sister.
4.1.2.3. Subject of the defining relative clause is often “The + noun”.

Example: The girl who/that often goes to school with me is my sister.
4.1.2.4. If the relative pronoun is the object of the verb in the defining relative
clause, it can be omitted.
Example: The girl (who/that/whom) you saw yesterday often goes to school
with me.
4.1.2.5. If preposition stands in front of the relative pronoun, to indicate person
we use “whom”, to indicate things we use “which”.
Example: The girl with whom I often go to school is my sister.
4.1.2.6. If preposition stands at the end of the relative clause, we can omit the
relative pronoun.
Example: The girl (who/whom) I often go to school with is my sister.
4.1.2.7. Reduced relative clause has three main forms:
4.1.2.7.1. Relative clauses replaced by present participle phrase. V-ing is used
with the active reduced relative clause.
Form: S1 + Relative pronoun + V + V1
 Reduced form: S1 + V-ing + V1
Example: The girl who went out with me yesterday is my sister.
 Reduced form: The girl going out with me yesterday is my sister.
4.1.2.7. 2. Relative clauses replaced by past participle phrase. V-ed/Past
participle is used with the passive reduced relative clause.
Form: S1 + Relative pronoun + be + V-ed/Past participle + V1
 Reduced form: S1 + Relative pronoun + V-ed/Past participle + V1
Example: The house which was built last year collapsed in the terrible storm
two days ago.
 Reduced form: The house built last year collapsed in the terrible storm
two days ago.
4.1.2.7.3. To +V is used with the reduced relative clause.
Form:

first

second
third
….
4


The +

only
last
adj-est
most adj

+ noun + Relative pronoun + V2 + V1

 Reduced form:

first
second
third
….
The +

only
last
adj-est
most adj

+ noun + To + V + V1

Example: The first person who can answer this question may be given the
prize.
 Reduced form: The first person to answer this question may be given the
prize.
4.2. Non-defining relative clause
4.2.1. Definition of non-defining clause
A non-defining relative clause gives extra information about a noun or noun
phrase and has commas at both ends. It isn't essential for understanding who or
what we are talking about.
Example 1: My sister, who lives in France, is coming to stay with me next
week. ('who lives in France' is not essential, which means that I only have one
sister and she does not need to be defined by the relative clause).
Example 2: My grandfather, who's 87, goes swimming every day.
Example 3: This house, which was built in 1883, has just been opened to the
public.
Example 4: The award was given to Sara, whose short story impressed the
judges.
4.2.2. Notes
4.2.2.1. We always use a relative pronoun or adverb to start a non-defining
relative clause: who, which, whose, when or where (but not that).
5


Example: My teacher, who (not that) talked to you yesterday, comes from
Hanoi.
4.2.2.2. We use commas to separate the clause from the rest of the sentence.
Example: Lan, who speak English very well, is my sister.
4.2.2.3. We can use who to talk about people, which to talk about things
and whose to refer to the person or thing that something belongs to.
Example 1: Yesterday I met my new boss, who was very nice.

Example 2: My next-door neighbour, whose children go to school with ours,
has just bought a new car.
Example 3: After the port there is a row of fisherman's houses, whose lights
can be seen from across the bay.
4.2.2.4. We can use which with a preposition to talk about places and times. In
these cases it's more common to use where or when instead of which and the
preposition.
Example 1: City Park, which we used to go to, has been closed down.
Example 2: City Park, where we used to go, has been closed down.
Example 3: December, which Christmas is celebrated in, is a summer month
for the southern hemisphere.
Example 4: December, when Christmas is celebrated, is a summer month for
the southern hemisphere.
Example 5: However, when we use which without a preposition, we can't
use where or when.
Example 6: Centre Park, which we love, is always really busy on Saturdays.
Example 7: February, which is my favourite month, lasts 29 days this year.
4.2.2.5. 'who' and 'whose' are used for people, 'which' and 'whose' are
used for things. 'that' cannot be used in a non-defining relative clause.
PART III: IMPLEMENTING SOLUTION
From the situation of studying English for students at our school, I would like to
offer the following solution to improve the quality of teaching and learning about
relative clauses in English textbook grade 11.
1. Instruct students on how to organize learning in pairs, groups and how to
arrange desks and chairs during English classes.
Example 1: Unit 12: Part E: Language Focus – Exercise 1 – Page 144 – English
textbook 11.
Purpose: Omission of relative pronouns.
I divide the class into small groups of 6 students. After that I gave each group a
handout containing Exercise 1 (page 144 English textbook 11) and give them a

time limit of 5 minutes to do this exercise.
HANDOUT: Complete each of the following sentences, using a suitable sentence
in the box to make a relative clause without a relative pronoun.
6


we had it for lunch
we met him this morning
John told them
he invited them to the birthday party
You lost it
I bought it yesterday
1.
Have you found the pen…………………….?
2.
Most of the classmates………………. couldn’t come.
3.
The short story…………. was very funny.
4.
The dictionary …………….is very expensive, but very interesting.
5.
I didn’t like the man……………………..
6.
The beef……………. was really delicious.
7.
2. Implement some methods to introduce new materials in a lively and attractive
way.
Example 2: Unit 11: Part E: Language Focus – Exercise 1 – Page 311 – English
textbook 11.
Purpose: Shorten the relative clauses, using reduced relative clauses.

Students are asked to work in pairs. Each pair makes two sentences with two
minutes given to them. They discuss with each other to find the answer in the
exercise. After two minutes, they stop working in pairs. And then two pairs are
called to present their answers. One student reads the original sentence; the other
reads the shortened sentence. This method can help them practise speaking
English, train their confidence when speaking in front of the crowd. Moreover, the
learning atmosphere is changed in positive way. As a result, it promotes learning
and teaching process in the communicative approach.
Task 2: Rewrite the following sentences, using reduced relative clause with either
present participle, past participle or To-infinitive phrase. (V-ing/V-pp/To+V).
1.
The boy who is talking to our new teacher is my brother.
 The boy………………………………………………………………..
2.

Do you know the woman who is coming toward us?

 Do you know………………………………………………………….?
3.

The people who are waiting for the bus in the rain are getting wet.

 The people…………………………………………………………….
4.

The man who was given the first prize comes from our class.

 The man……………………………………………………………..
5.

The last person who leaves the class has to turn off the lights.

 The last person………………………………………………………
6.

Do you like the present which was given to you yesterday?

7


 Do you like…………………………………………………………?
7.

We have an apartment which overlooks the park.

 We have an apartment……………………………………………………
3. Teach students how to do exercises related to relative clauses.
Example 1: Unit 10 – Part E: Language Focus – Exercise 2 – Page 122 – English
textbook 11).
Purpose: Relative pronouns with prepositions
Exercise content: Combine the following sentences, using preposition +
whom/which.
1.
The movie is fantastic. They are talking about it.
 The movie……………………………………………………………….
2.

I’ll give you the address. You should write to it.
 I’ll give you the address…………………………………………………

3.

The man works in the hospital. I told you about him.
 The man…………………………………………………………

Example 2: Unit 9 – Part E: Language Focus – Exercise 3 – Page 109 – English
textbook 11).
Purpose: Combine the following sentences, using relative pronouns.
1.
Some people were arrested. They have now been released.
 Some people……………………………………………………………
2.

A bus goes to the airport. It runs every half an hour.
 The bus………………………………………………………………….

3.

A man answered the phone. He told me you were away.
 The man……………………………………………………………..

PART IV: RESULTS, FINDINGS, CONCLUSION AND PROPOSALS
1. Results
At Ham Rong School I teach English in three classes: 11A8, 11A9, and
11A10. In these classes, 11A10 only learn English to pass National
examination for GCSE. The other two classes learn English to pass entrance
examination into university. During my teaching course, I have taught
11A8, 11A9 basic knowledge of relative clauses in English. As for 11A10
apart from basic knowledge, they are taught advance knowledge of relative
clauses in English.

It is undeniable that with different objects of students, the requirement of
knowledge is also different. With students studying not very well and badly,
8


or students learning English to pass GCSE exam, I only teach them how to
use relative clauses which is included in the textbook. But with students
studying English quite well or excellently to pass entrance examination to
enter university which requires broad knowledge of English, I introduce
reduced forms of relative clauses, the omission of relative pronouns and
teach them how to combine two sentences using relative clauses.
After teaching relative clauses to students in three classes I have
obtained the following results when they have tests or exams:
Class
11A8
11A9
11A10

Total
45 sts
45 sts
50 sts

Good
8
10
15

Fair
12

15
20

Normal
15
12
10

Poor
10
8
5

It can be seen from the table that in each class, the number of the
students receiving good marks on the English tests is increasing steadily. As for
11A8 students who do not use English to pass the entrance examination to
enter university, they only learn how to use the basic forms of relative clauses,
the number of students receiving good marks on test about relative clauses is
only 8 students per total 45 students whereas 11A10 has the biggest number of
students getting good marks (15 per 50 students). The most important thing is
that when teaching them how to use both basic and and advanced relative
clauses, students will avoid mistakes doing relative clause exercises (poor
marks: 11A8: 10 students, 11A9: 8 students, 11A10: 5 students).
2. Findings
In our real life we sometimes use relative clause sentences to express our
thought, feeling, or ideas in our conversation. Relative clauses play a very
important part in forming a term exam or an GCSE exam. For example, Unit
12: Part E: Language Focus – Exercise 1 – Page 144 – English textbook 11 has a
combining exercise leaving out the relative pronouns, Unit 11: Part E: Language Focus
– Exercise 1 – Page 311 – English textbook 11. has an exercise shortening the relative

clauses, using reduced relative clauses, Unit 10 – Part E: Language Focus – Exercise 2
– Page 122 – English textbook 11) has an exercise rewriting the sentences using
relative pronouns with prepositions and Unit 9 – Part E: Language Focus –
Exercise 3 – Page 109 – English textbook 11) has an exercise combining the following
sentences, using relative pronouns and many other exercises in official national
paper examination to enter university.
3. Conclusion
English - Course helps us to increasingly integrate into the modern world.
The language proficiency at a basic level in secondary schools will help high
school students to learn better and can get a good job after graduation.
Compared with previous years, the situation of English teaching has much
positive, paying special attention to training for students four skills: Listening 9


speaking – reading - writing and the teaching of grammar also indispensable,
not be underestimated. So teachers are always positive, proactive innovative
teaching methods, explore, creative ways of organizing teaching to suit each
student subjects and teaching conditions in the locality. But there are still many
aspects need to discuss further measures to be feasible on the basis of
theoretical as well as practical experience of teaching to better, more effective.
The content that I presented above is just the experience itself, the
narrow scope of the study, briefly, so little documentation will definitely flaw.
But for the purpose of improving the quality of education, I hope this subject
can contribute little teaching experience. I hope to receive many valuable
comments from friends and colleagues.
4. Proposals
- Schools and classroom should have adequate investment in infrastructure and
teaching facilities to meet the increasing requirements in the education towards
innovation today.
- Teachers must prepare carefully for their lesson by mastering the content, the

focus of the lesson knowledge. They must be scientific editors of exercises on
PowerPoint.
- Students must promote positive elevation in the study. They voluntarily
participate in practice, and are not afraid of making mistakes. The preparation
of the lesson at home of the students is also essential.
- Parents must really be interested in learning English of their children.
XÁC NHẬN CỦA THỦ
TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 20 tháng 5 năm 2020
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.
(Ký và ghi rõ họ tên)

Phạm Thị Ngọc Yến

10


REFERENCE
1. Harmer, J (1991), The grammar of English Language Teaching.
Longman Lightbown.
2. Eglish Grammar in Use – Raymond Murphy – Dịch và chú giải – Ths
Nguyễn Quốc Khánh – Nhà xuất bản tổng hợp Đà Nẵng
3. Tiếng Anh 11 – Nhà xuất bản Giáo dục
4. Some types of English tests 11 – Education Publishing House
Do Tuan Minh (chief editor)
5. Internet

lophocngoaingu.com

Other websites on the internet

DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP
LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Phạm Thị Ngọc Yến
Chức vụ và đơn vị công tác: Giáo viên Trường THPT Hàm Rồng.


TT

Tên đề tài SKKN

Cấp đánh
giá xếp
loại
(Phòng,
Sở, Tỉnh...)

1.

“Tiếng Anh trong các hoạt
động ngoại khóa đối với
học sinh bậc THPT”.
“ How to teach Speaking
Skill effectively to tenth
grade students at Ham
Rong High School”.
“ Some techniques used to

teach Listening skill to 10th
grade students at Ham
Rong High School”.
How to organize pair work
and group work effectively
in teaching English for 10th
grade students at Ham
rong High School.

2.

3.

4.

Năm học
đánh giá xếp
loại

Sở

Kết quả
đánh
giá xếp
loại (A,
B, hoặc
C)
B

Sở

B

2014 – 2015

Sở

C

2016 – 2017

Sở

B

2018 – 2019

2011 – 2012