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 the homework well relative clauses, the students need to grasp the fundamental issues relating to the antecedent, relative clauses in English To help students 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 understand how the antecedent and the use of the antecedent of relative clauses Know how to use the antecedent to 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 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 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 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 not boldly, but reluctant to speak English In addition, parents, students 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, 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 10C1 10C3 10C 45 42 39 Weak Medium Quanti Rati ty o (%) Quanti Rati ty o (%) 32 71 25 60 28 72 Good and excellent Quanti Rati ty o (%) 20 14 33 23 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 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 + 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 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 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 - 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? 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 - 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 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 Subject Object Property For people Who Who/ Whom Whose For animals Which Which Whose/of Which 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 Or -> Nam, whom I played tennis with on Sunday , was fitter than me 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 + 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 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: Have you seen the girl we talked about? 10 A that B whom C who D All are coreect The bat is the only mammal can fly A X B whom C that D whose That is the man daughter won the eloquence contest A who B that C whom D whose 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 He never tells the truth always annoys me A that B who C which D X She married a man ……… she met on a bus A whom B whose C he D which I’m sure I know the person………served us A whom B who C which D whose The letter that I opened …………wasn’t for me A X B it C that D which 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 11 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: She is the most intelligent woman I ‘ve ever met this woman ->…………………………………………………………………………… This doctor is famous You visited him yesterday ->…………………………………………………………………………… The police want to know the hotel Mr Foster stayed there two weeks ago ->…………………………………………………………………………… I have not decided the day I ‘ll go to London on that day ->…………………………………………………………………………… He doesn’t want to sell the house He was born in this house ->…………………………………………………………………………… I looked at the moon It was very bright that evening ->…………………………………………………………………………… The man is my farther I respect this man most ->…………………………………………………………………………… The boy is my cousin You made fun of him ->…………………………………………………………………………… 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: At the airport, I was waiting for some relatives which I had never met before A B C D He comes from Venezuela, that is a Spainish - speaking country A B C D ’ I can t find my diary, what is a real nuisance A B C D 12 The reason which I didn’t know was that no one had told me A B C D Football is the only sport in which I am interested in A B C D I can assure you that Quan is a man who you can absolutely depend in A B C D My sister has two children, who their names are Nam and Phong A B C D I would like to write about several problems which I have faced them since A B C I came to Hanoi D 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: Initial survey results 13 Orde r Clas s 10C1 10C3 10C Total stude nts 45 42 39 Weak Medium Quanti Rati ty o (%) Quanti Rati ty o (%) 32 71 25 60 28 72 Good and excellent Quanti Rati ty o (%) 20 14 33 23 Survey results after experiment Orde r Clas s 10C1 10C3 10C Total stude nts 45 42 39 Weak Medium Quanti Rati ty o (%) 2 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 Difference Orde r Clas s 10C1 10C3 10C 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 Conclusions 14 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 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, not copy other people's content (Author sign and write full name) Bùi Thị Hiền 15 ... 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... grasp the basic knowledge and raise the relative clauses in English so that they can well the relative clauses 2.2 Problem situation before applying innovative experience As a mountain school in. .. 33 23 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