(SKKN HAY NHẤT) SOME TIPS TO HELP WEAK STUDENTS AT TRIEU SON 4 HIGH SCHOOL DO EXERCISES ON RELATIVE CLAUSES

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TRIEU SON HIGH SCHOOL INDEX I The openning II Content The reasons for choosing topics Research objectives Research subjects Research methodology Background theory: SOME TIPS TO HELP WEAK STUDENTS AT TRIEU SON Real situation before applying the experience idea : Some skills to exercises on passive voice (for weak HIGH SCHOOL DO EXERCISES ON RELATIVE CLAUSES students) 3.1 Grammar 3.1.1 General structure 3.1.2 “to be” in tenses 3.1.3 The usage 3.1.4 Procedure 4.1 Practise doing exercises (Tieng Anh 10) 4.2 Procedure 5.1 Practise doing exerc ses (Tieng Anh 12) 5.2 Procedure Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school III Conclusion IV Reference Experience Lessons: Recommendation: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com INDEX Ord Content 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 The opening 1.1 The reasons for choosing topics 1.2 Research objectives 1.3 Research subjects 1.4 Research methodology 1.4.1 Experimental Methods 1.4.2 Survey methods 1.4.3 Statistical Methods Content 2.1 Background theory 2.2 Real situation before applying the exper 2.3 Some tips to help students exercises 2.3.1 Defining relative clauses 2.3.1.1 Definition 2.3.1.2 Usage 2.3.2 Relative pronouns 2.3.2.1 Relative pronoun: Who 2.3.2.2 Relative pronoun: Whom 2.3.2.3 Relative pronoun: Whose 2.3.2.4 Relative pronoun: Which 2.3.2.5 Relative pronoun: That 2.3.2.6 No relative pronoun 2.3.2.7 Relative pronouns and their forms 2.3.3 Non – defining relative clauses 2.3.3.1 Definition 2.3.3.2 Usage 2.3.3.3 Relative pronouns used in non-relat forms 2.3.4 Connective relative clauses 2.3.4.1 Definition and usage 2.3.5 Practice 2.3.5.1 Type 1: Filling in the gaps 2.3.5.2 Type 2: Combine two clauses by usi relative pronoun LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 33 34 36 37 38 39 40 41 2.3.5.3 Type 3: Multiple choice exercises 2.3.5.4 Type 4: Finding error 2.4 Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school Conclusion 3.1 Experienced Lessons 3.2 Recommendation 3.2.1 For schools 3.2.2 For the Department of Education and Training Reference 16 17 18 20 20 21 21 21 21 LUAN VAN CHAT LUONG download : add luanvanchat @agmail.co m The opening 1.1 The reasons for choosing topics Relative clauses are important English grammatical structures of the high school English program in general as well as the English program 10, 11, 12 (basic curriculum) This grammar section was taught at secondary education ( Grade ) In English 10, 11 and 12 programs Relative clauses continue to be taught at the basic level in Unit 4, and 15 (Tieng Anh 10), Unit 9, 10, 11, 12 (Tieng Anh 11) and Unit (Tieng Anh 12) This grammar points are fully taught from intermediate level to advanced one with various type of exercises In the GCSE examination, college entrance examination and, Passive voice is available whereas the majority of students at high school in the countryside in general and especially students at Trieu Son high schools They have not mastered basic knowledge of grammar points because of the following reasons : - Firstly, it is difficult grammar section, English studying environment is not good in the countryside - Secondly, student’s input is not high, most of students are lazy in learning English Their studying purpose is to get a certificate for upper secondary education - Third, If the teachers not classify different types of exercises, lack of teaching experience, students often confuse to use passive voice in order to rewrite sentences as well as to give correct form of the verbs in passive They have difficulties in doing this sort of exercise If the teachers give speech to this grammar section ineffectively, it may be difficult for students to use passive voice in other skills such as listening or speaking Actually, teaching and learning passive voice at our school is limited this leads to the majority of students have difficulties in using passive voice to exercises, tests as well as expressing their thoughts in speech or writing For these reasons, I have chosen the theme "Some skills to exercises on passive voice in Tieng Anh 10, 12" to conduct research and apply for teaching and learning passive voice more effectively This innovative teaching experience is based partly on my own previous one on teaching conditional 1.2 Research objectives With the successful research, this topic will help teachers and students at Trieu Son high school get the following results in teaching and learning: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com How well organized and efficient for students to learn and exercises on relative clauses in unit and 10 in Tieng Anh 10, and unit 4, 11 and 12 in Tieng Anh 12 - Guiding students to learn and practice so that they get skills to some types of exercises on relative clauses better in general They can also well these sort of exercise in high school exams as well as the college entrance exam Morever, students know to use relative clauses effectively in communication 1.3 Research subjects The topic was carried out on students of class 11B1, 11B3, 12A1 and 12A3 at Trieu Son high school in the academic year 2020 - 2021 1.4 Research methodology 1.4.1 Experimental Methods: Firstly, Teacher has his students learn grammar, then teacher asks students to two main types of exercise in the text book of English program standards 1.4.2 Survey methods: Teacher examines the students in the classes where they are are teaching with skills: listening, speaking, reading and writing 1.4.3 Statistical Methods: Teacher counts the results of the students in the class he is teaching through regular and periodic tests Content 2.1 Background theory Nowadays, with the development of science and technology as well as economic integration requirements in the world, English is considered as the language of globalization The teaching and learning English in schools becomes extremely important English is a means to give students access to new scientific achievements Morever, English helps to expand their knowledge about the country and cultures of many countries in the world Especially, English is a tool for communication, cooperation and economic development, so learning English at school is now focused and demanded So how to teach English at schools effectivly? Exploring new teaching methods and improving teaching and learning effectivly is essential and important not only for those working in education management but also for teachers of English In high school English program, relative clauses are important parts of knowledge that always appear in the GCSE exam and university entrance exam To well types of exercises on relative clauses, students must master the basic issues related to the passive voice, and the type of exercise variations of relative - LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com clauses in English Particularly, for weak students who are not good at English need a simple way to learn If they not understand the use of the passive voice, and all kinds of exercises on passive voice they will have difficulties in periodic exams Therefore, mastering the use of relative clauses, doing exercises related to passive voice is an essential and important issue to students at high school Moreover, according to the traditional teaching methods: teachers give speech, students listen and record passively what teachers say Therefore, grammar lessons become very stressful, students lack creativity and thinking during lesson Whereas, current text book requires learner central Teachers and students need to be more active in teaching and learning So how to develop students’ thought, creativity, teachers need to improve their lesson plans with various methods, improve their pedagogic abilities From exists above together with my experience in the process of teaching , I chose the subject to perform When performing this subject I try to introduce and analyse two main types of exercises in the to help students especially weak student understand and homework at the same time, help them to overcome the weaknesses of relative clauses 2.2 Real situation before applying the experienced idea In basic English program textbooks, relative clauses are widely distributed via the lesson of Reading, Speaking, Listening, Writing, and especially the Language Focus of unit and 15 (Tieng Anh 10), Unit and 10 (Tieng Anh 11) and unit (Tieng Anh 12) For students in our school, most of them find it difficult to learn English Students are farmer’s children living in rural areas, english learning environment is poor Student’s input is rather low In addition, actual teaching and learning facilities of the school are limited Foreign language teachers are sometimes not advanced in teaching experience, time for practising this grammar point in the textbook is not much, which leads to the most students find it hard to apply for doing exercises, improving their other skills as well as exams With the existence of the above difficulties and limitations So the results achieving in the process of teaching and learning is not high That is evidenced by the results survey test on grammar problems before applying innovative experiences in teaching with the following statistics : LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Total Class Student 11B1 11B3 44 12A1 40 12A3 40 ( Attachment: Appendix students’ test before applying teaching experience ) To troubleshoot and resolve the abo and found out a number of measures in order to share with my colleagues the experiences of teaching relative clauses I hope to improve and enhance the quality of teaching and learning the grammar, to create dynamic grammar lessons, I also have specific instructions and details for the students to various forms of exercises, which is easy for students to understand, they can apply for their tests, exams and especially use for four skills: listening - speaking - reading - writing Here are some specific measures 2.3 Some tips to help students exercises on relative clauses There are two main kind of sentences in English : - Simple sentence consists of one clause (icluding a subject and a verb) - Complex sentence is a kind of sentence having at least two clauses (main clause and sub - clause) The sub – clause may be an adverbial clause of time, a clause of concession, a clause of result ….In this topic I would like to mention relative clause Relative clause in English is divided into three sorts + Defining relative clause + Non-defining relative clause + Connective relative clause LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In basic English curriculum students have learnt all of these three above kinds of relative clauses However, in this theme I hope to provide students with some kowledge of relative clauses so that they could find it easy and interesting to exercises on relative clauses as well as to improve their skills in using English as a second language Therefore, students have to acquire some of the following main points: 2.3.1 Defining relative clauses 2.3.1.1 Definition Defining relative clauses are used to give essential information about someone or something – information that we need in order to understand what or who is being referred to A defining relative clause usually comes immediately after the noun it describes We usually use a relative pronoun (e.g who, that, which, whose and whom) to introduce a defining relative clause Ex: The man who is standing overthere is my brother “who is standing overthere” is a relative clause Ex: Here are some cells which have been affected “which have been affected” is a relative clause 2.3.1.2 Usage Defining relative clauses are used after: +The + Noun + A/AN + Noun + The + countable plural nouns + Pronouns ( all, none, anybody, those….) Ex: The book is about a girl who falls in love The house which was built 20 years ago is in bad condition 2.3.2 Relative pronouns 2.3.2.1 Relative pronoun: Who We use who in relative clauses to refer to people, and sometimes to pet animals Who can act as the subject or the object of the relative clause Who can be replaced by that in emphasizing structures Ex1: The man is friendly He lives next door -> The man who lives next door is friendly (referring to the man) Ex2: We know a lot of people They live in London -> We know a lot of people who live in London (referring to people) Ex3: That’s the dog He doesn’t like me ->That’s the dog who doesn’t like me (referring to a pet animal) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Ex 1: I have the chair The leg of it was broken -> I have the chair the leg of which was broken Ex 2: The book is mine The cover of it were torn -> The book is mine the cover of which were torn 2.3.2.4 Relative pronoun: Which We use which in relative clauses to refer to animals and to things We use it to introduce defining and non-defining relative clauses Which can act as the subject or the object of the relative clause 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? Ex 3: The book is mine You see it on the table ->The book which you see on the table is mine Ex 4: 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 2.3.2.5 Relative pronoun: That We use that instead of who, whom or which in relative clauses to refer to people, animals and things We use it to introduce defining clauses only That can act as the subject or the object of the relative clause That is more informal than who, whom or which That is used after: - emphasizing structures and phrases - superlative structures - indefinite pronouns - nouns enumerating both person and thing or animal Ex 1: It is the pronunciation of English It makes me puzzle -> It is the pronunciation of English that makes me puzzle Ex 2: It was the woman She helped me yesterday -> It was the woman that helped me yesterday Ex 3: This is the most interesting book I have ever read it -> This is the most interesting book that I have ever read Ex 4: She bought everything She needs them for her party -> She bought everything that She needs for her party Ex 5: Jane will bring all the books She reads them during her holiday -> Jane will bring all the books that she reads during her holiday E 6: She talked about the people and places she had visited them LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com -> She talked about the people and places that she had visited Attention:- That can refer to the complement of a preposition but we can’t use that with the preposition immediately before it Ex: He is the most famous writer I have ever talked to him -> He is the most famous writer that I have ever talked to -> He is the most famous writer to that I have ever talked (wrong) 2.3.2.6 No relative pronoun In informal styles, we often leave out the relative pronoun We only this in defining relative clauses, and when the relative pronoun is the object of the verb We don’t leave out the relative pronoun when it is the subject of the verb nor in non-defining relative clauses In defining relative clauses, we can also leave out the relative pronoun when it is the complement of a preposition When we this, we always put the preposition at the end of the relative clause Ex 1: This is the man whom I met at the party yesterday -> This is the man I met at the party yesterday Ex 2: Do you remember the book which I borrow ? -> Do you remember the book I borrow ? Ex 3: The picture about which you are talking is beautiful (if we omit which, we have to put about after talking) 2.3.2.7 Relative pronouns and their forms Person or animal pet Thing or animal 2.3.3 Non – defining relative clauses 2.3.3.1 Definition Non-defining relative clauses are used to give extra information about the person or thing It is not necessary information We don’t need it to understand who or what is being referred to We always use a relative pronoun (who, which, whose or whom) to introduce a non-defining relative clause Attention: In writing, we use commas around non- defining relative clauses In speaking, we often pause at the beginning and end of the clause Ex: - The man , whom you saw yesterday, is Mr Pike LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com This is Mrs Jones, who helped me last week Mary, whose sister I know, has won an Oscar 2.3.3.2 Usage Non-defining relative clauses are used when the preceded noun phrase is: + Proper nouns + Demonstrative pronouns: this , that, these , those +Possessive adjectives and nouns: my, his, her, our, their, its + N + Non-defining clauses can be introduced by expressions like all of or many of , all of, any of, some of, a few of, both of, each of, either of, half of, many of, most of, much of, none of, one of, two of, etc followed by the relative pronoun Ex: There were a lot of people at the party, many of whom I had known for years He picked up a handful of stone, one of which was sharp Peter, who is a famous footballer, moved here last week Do you remember that man, whom we met last Sunday at the station ? My sister, who has just got her driving licence, will drive us to the airport 2.3.3.3 Relative pronouns used in non-relative clauses and their forms - Person Thing Attention Differences with defining relative clauses In defining relative clauses, the pronouns who, whom , and which are often replaced by that in spoken English In non- defining relative clauses, you cannot replace other pronouns with that You also cannot leave out the relative pronoun in non-defining relative clauses, in the way you sometimes can use in defining relative clauses The pronoun is required, even when it is the object of the verb in the relative clause Finally, non-defining relative clauses are always separated from the rest of the sentence by commas, unlike defining relative clauses, which have no punctuation Ex 1: He gave me Tim’s letter, which was in a blue envelope (non-defining clause: There was only one letter, it happened to be blue You must use which) Ex 1: He gave me the letter which/that was in a blue envelope (defining clause: There were several letters of different colors and he gave me the blue one which may be replaced by that The commas are removed.) 2.3.4 Connective relative clauses 2.3.4.1 Definition and usage LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com We always use which to introduce relative clauses when they refer to a whole sentence or clause, a comma is used to separate the main clause from the relative clause This kind of clause always stands in the second half of the sentence Ex 1: Students are often afraid of exams, which is easy to understand Ex 2: It rained very heavily, which prevented my going out 2.3.5 Practice There are some kinds of exercise using relative clauses including both deduction and multiple choice exercises 2.3.5.1 Type 1: Filling in the gaps In this kind of exercise students need to know how to use relative clauses, how each relative pronoun functions Students have to distinguish whether the relative pronoun used to refer person or thing then students can apply the above theory to these excercises Exercise 1: Complete each sentence, using who, whom, or whose ( Unit Tiếng Anh 11 – Language Focus – page 109) A pacifist is a person _ believes that all wars are wrong An orphan is a child _ parents are dead I don’t know the name of the woman _ I met yesterday This school is only for children _ first language is not English The woman _I want to see was away on holiday Exercises Add who , whose , whom , or which to complete the following sentences ( Unit Tiếng Anh 12 – Language Focus – page 70 ) There is one person to _ I owe more than I can say It was the kind of accident for _ nobody was really to blame Mary was late yesterday, _ was unusual for her At 6.00 pm, _ was an hour before the plane was due, thick fog descended I don’t know _ told you that, but they were wrong Mrs Brown was the first owner _ dog won three prizes in the same show I’ve just spoken to Sally, _ sends you her love On Sunday, _ was my birthda, we went out for a meal “….One thing seems clear: social networking sites can in no way be considered a false online world (29) _ is idealised and removed from reality …….” Question 29: A who B when C where D that Tips on doing excercises 10 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Ask students to realize the noun phrases before the gaps “ _” Then consider these nouns refer to person, thing or the whole sentence before Ex: Exercise 1 - person (n): refer to person - child (n): refer to person - the name of the woman (n): refer to thing - children (n) refer to people - The woman (n): refer to person Ex: Exercise – person (n): refer to person – accident (n): refer to thing - Mary was late yesterday: refer to the whole sentence - At 6.00 pm (n): refer to thing - I don’t know …… told you that : in this sentence we have to use a relative pronoun referring to the person who performs the verb “told” – owner (n): refer to person – Sally (n): refer to person - On Sunday (n): refer to thing Quote from “Kỳ thi tốt nghiệp trung học phổ thông năm 2020” “….One thing seems clear: social networking sites can in no way be considered a false online world (29) _ is idealised and removed from reality …….” - in this passage we use a relative pronoun referring thing (online world), so “that” is correct - Ask students to choose the relative pronoun used in the gaps (referring to person or thing) - Help students realize the function of relative pronoun in the gaps - who: function as a subject because there is a verb after it whose: function as a possessive adjective, preceded an indefinite noun whom: function as an object because there is a clause after whom whose: function as a possessive adjective, preceded an indefinite noun whom: function as an object because there is a clause after whom Ex: Exercise2 : the same as exercise 1 2.3.5.2 Type 2: Combine two clauses by using an appropriate relative pronoun 11 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Exercise : Join the sentences, using who, that, or which (Unit – Tiếng Anh 11 – Language Focus – Exercise 3) A man answered the phone He told me you were away -> The man A waitress served us She was very impolite and impatient A building was destroyed in the fire It has now been rebuilt Some people were arrested They have now been released A bus goes to the airport It runs every half an hour Exercise : Combine the following sentences, using preposition + whom or which (Unit 10 – Tiếng Anh 11 – Language Focus – Exercise – page 122) The man was very kind I talked to him yesterday The man works in the hospital I told you about him The woman teaches me English I am telling you about her The movie was fantastic They are talking about it The picture was beautiful She was looking at it Defining two words or phrases , the two words or phrases refer to one thing or person in both clauses as well as their functions Exercise 1 He functions as a subject and refers to A man (person) She functions as a subject and refers to A waitress (person) It functions as a subject and refers to A building (thing) They functions as a subject and refers to some people (person) It functions as a subject and refers to A bus (thing) - him functions as a object and refers to the man (person) him functions as a object and refers to the man (chỉ người) her functions as a object and refers to the woman (chỉ người) it functions as a object and refers to the movie it functions as a object and refers to the picture Defining main and subordinate clause - Main clause contains information which speaker wants to inform to readers and the rest is the subordinate clause - Forming relative clause by using an appropriate relative pronoun to replace pronoun in the subordinate clause - 12 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Placing relative clause after the noun which needs to be complemented The rest of main clause is put after the relative clause (if the noun is subject of main clause) If the noun needing to be complemented is a proper noun, a noun preceded by a possessive adjective or demonstrative pronoun, we have to use a comma to separate the main clause from the subordinate one - Students’ result Exercise : Join the sentences, using who, that, or which (Unit – Tiếng Anh 11 – Language Focus – Exercise 3) A man answered the phone He told me you were away -> The man who told me you were away answered the phone The waitress who was very impolite and impatient served us The building which has now been rebuilt was destroyed in the fire The people who have now been released.were arrested The bus It runs every half an hour.goes to the airport Exercise : Combine the following sentences, using preposition + whom or which (Unit 10 – Tiếng Anh 11 – Language Focus – Exercise – page 122) The man to whom I talked yesterday was very kind The man about whom I told you works in the hospital The woman about whom I am telling you teaches me English The movie about which They are talking was fantastic The picture at which she was looking was beautiful 2.3.5.3 Type 3: Multiple choice exercises (choose the best answer) I’m sure I know the person _ served us A whom She married a man _ she met on a bus A whom The Red Lion is the pub in _ we met for a drink A it I’m working in a firm _ main office is in London A which Natasha, _ flat was burgled, spent the night at a friend’s house A who Students _ get below-average exam results not have the best prospects A what B whom C who D which I don’t agree with _ you have just said A who B when C which D where - 13 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The man to _She is married has been married twice before A whom B who C which D whose 9.Tom _is a monitor of the class, is also the captain of the football A who B which C whom D whose 10 I saw the man _owns that car walking towards the shop A which B whom C who D whose Tips on doing this kind of exercise: - Ask students to realize the noun phrases before the gaps “….” Then consider these nouns refer to person, thing or the whole sentence before - Ask students to choose the relative pronoun used in the gaps (referring to person or thing) then leave inappropriate relative pronouns Ex: - In statement person refer to person so we leave which - In statement a firm refer to thing so we leave whom - Ask students to define function of relative pronoun in the gap Ex: - In sentence “served” is a verb so we need a relative pronoun functioning as a subject Therefore, who is the best choice - In sentence “flat” is an indifinite noun so we need a relative pronoun fuctioning as a possessive adjective 2.3.5.4 Type 4: Finding the word whose underlined part needs correction Baseball is the only sport who I am interested in A B C D My sister has two children, who names are Ali and Tally A B C D I would like to write about several problems whose I have faced since A B C I came to the United States D If you need any information, see the librarian which sits at the central desk on A B C the second floor D On the wall, there is a colorful poster which consists of a group of young A B C people who dancing D When we walked pass theater, there were a lot of people waited in a long A B C 14 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com line outside the box office D It’s important to be polite to people whose lives in the same building A B C D Parents who children are in college are working longer hours to pay their A B C tuition D Tips on doing this kind of exercise - Ask students to realize the noun phrases before the relative pronoun (refer to person or thing) Ex : - In sentence sport is a noun referring to thing so we can’t use who to complement Therefore, A is the best choice - In sentence names is an indefine noun so we use a possessive adjective to define it Therefore, we use whose instead of who 2.4 Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school By applying the above solution in a reasonable and effective way for teaching grammar lessons in Unit 5, 10 (Tieng Anh 10) and Unit (Tieng Anh 12), I found the following advantages - Students became more interested in learning grammar lesson about relative clauses - Students are confident to work in pairs, groups - The ability to apply the relative clauses for practising other skills is markedly improved - Students get better results when doing regular and periodical test on relative clauses - Increase the creativity and dynamism of the students when using relative clauses to practise speaking and writing In summary, the majority of students in my class can two main types of exercises on relative clauses The use of this experience in teaching process has helped me achieve some very positive results because of the following reasons: - Firstly, I found this teaching experience very relevant and effective to teach grammar topics on relative clauses - Second, this teaching experience helps to solve existing situations in teaching relative clauses of foreign language teachers in our school 15 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Third, this teaching experience helps students in general and weak students in my school two main types of exercises on relative clauses more effectively Quality and efficiency has been proven through skills such as: listening speaking - reading - writing To observe the results of student’s learning and evaluate the practicality of the research I have done this survey grammar section through tests in the classes I applied my teaching experience Below is the statistic about tests on relative clauses in class 10B1, 1B3, 11A1 and 11A3 during the school year from 2019 to 2020 before and after the application of innovative experiences on teaching Table 1: Students’ test before applying teaching experience - Total Class Student 11B1 44 11B3 44 12A1 40 12A3 40 ( Attachment: Appendix students’ test before applying teaching experience ) Table 2: Students’ test after applying teaching experience Total Class Student LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 11B1 11B3 44 12A1 40 12A3 40 Attachment: Appendix students’ test after applying teaching experience ) Table 3: Comparison of quality before and after the application of teaching experiences ( Total Class Student 11B1 44 11B3 44 12A1 40 12A3 40 Conclusion 3.1 Experienced Lessons In the process of teaching English at Trieu Son high school, I have introduced my students basic knowledge about relative clauses in English I have 17 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com found that most of the students have grasped the basic knowledge and applied to two main types exercises on relative clauses With this teaching experience I have made students interested in learning English more positively The atmosphere of a grammar lesson has become passionate and gentle Students are no longer confused, worried about grammar lessons With this teaching experience I hope to contribute a small part to help foreign language teachers and students in Trieu Son high school gradually overcome the difficulties in teaching and learning relative clauses in Unit 4, and 15 (Tieng Anh 10) and Unit 9, 10, 11, 12 (Tieng Anh 11) This teaching experience also helps students acquire grammar on relative clauses and use it to exercises, tests and daily communication Despite many attempts, there are still certain shortcomings I look forward to sincere advice of my colleagues, the leaders in order to create conditions for me to continue perfecting the subject Thereby, I have a chance to improve my teaching capacity, to contribute to improving the quality of teaching and learning foreign language For me I continue to inherit and promote the achievements of the implementation of the subject I constantly self- improve and study to draw the experience, overcome difficulties in teaching to meet the requirements of innovative teaching methods of English at the request of the Ministry of Education today 3.2 Recommendation From practical basis, as well as advantages and disadvantages during teaching process and implementing the topic, to improve quality of teaching English at high school I have the following recommendations: 3.2.1 For schools - Exchange of experience in teaching about profession, to discuss topics in meetings or groups - Groups of expertise organize thematic experiences to exchange mutual experiences about teaching - Encourage and promote the application of information technology, apply new teaching methods 3.2.2 For the Department of Education and Training - Supply of equipment to serve foreign language teaching and learning such as lab equipment, increase the reference books 18 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Seminars on innovative methods for teaching a foreign language should be held regularly so that teachers of English have chances to exchange personal experiences about teaching Reference - [1] Enter the world of Grammar & Use of English Book by MM Publications - [2], [3], [4], [5] Tieng Anh 10 page 61, 111 by National education publisher - [6], [7], [8], [9], [10] Tieng Anh 12 page 50, 51, 126, 127 by National education publisher - English grammar by Cobuild in 1990 Thanh Hóa, ngày 10 tháng 05 năm 2021 - Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Người viết Nguyễn Hiếu Thảo 19 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Mẫu (2) DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Hiếu Thảo Chức vụ đơn vị công tác: Giáo viên, trường THPT Triệu Sơn TT Tên đề tài SKKN Some skills to exercises on conditional sentences (for weak students) Some skills to exercises on pasive voice (for weak students) * Liệt kê tên đề tài theo thứ tự năm học, kể từ tác giả tuyển dụng vào Ngành thời điểm LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... 2.3.2 .4 Relative pronoun: Which 2.3.2.5 Relative pronoun: That 2.3.2.6 No relative pronoun 2.3.2.7 Relative pronouns and their forms 2.3.3 Non – defining relative clauses 2.3.3.1 Definition 2.3.3.2... to the airport 2.3.3.3 Relative pronouns used in non -relative clauses and their forms - Person Thing Attention Differences with defining relative clauses In defining relative clauses, the pronouns... help students exercises 2.3.1 Defining relative clauses 2.3.1.1 Definition 2.3.1.2 Usage 2.3.2 Relative pronouns 2.3.2.1 Relative pronoun: Who 2.3.2.2 Relative pronoun: Whom 2.3.2.3 Relative pronoun: