Some experiences to teach relative clauses in English 11 at quang xuong 1 high school

TABLE OF CONTENTS
	 Page
TABLE OF CONTENTS.. 1
PART A: INTRODUCTION 2
I. Reasons for choosing the topic.. 2
II . Aims of the study.2
III. Scope of the study... 2
IV. Method of the study 2
PART B: CONTENTS.. 3
I. Theoretical background..3
II. Factual situation of teaching and learning English...3
at my school( Quang Xuong 1 High School)
1. Factual situation.. ..3
2. Results of this factual situation..4
III. Implementing sollutions...... 4
1. Instruct students on how to organize learning in pairs,  4
groups and how to arrange desks and chairs during English classes
2. Guide and organize language game activities during English classes... ...6
2.1. "Lucky number" game (Find the lucky number). ..6
 2.2. ‘’ Jumbled sentences ’’ language game..8
3. Implementing some methods to introduce new materials.. ...9 
in a lively and attractive way. From there, lead to teach knowledge about relative clauses
3.1. Identify the structure of relative clauses; understand10 
the definition of relative clauses
3.2. Distinguish defining relative clauses with non- defining relative clauses10
3.3. how to use relative pronouns, relative adverbs 11
3.4. Distinguish relative pronouns, relative adverbs....12 
(who, whom, which, that- where, when, why) with the Wh -words in the "Wh-questions" question
4. Direct students the methods of making exercises related to the..14 
relative clauses
4.1. Exercises in sentence combination...14
4.2. Exercises in short form.16
4.3. Exercises about filling appropriate relative pronoun into the blank.17
PART C: CONCLUSION....19
I. Results of the study...19
II. Offer....20
REFERENCES21
TOPIC: SOME EXPERIENCES TO TEACH RELATIVE CLAUSES IN ENGLISH 11 AT QUANG XUONG 1 HIGH SCHOOL
PART A: INTRODUCTION
I. Reasons for choosing the topic
	In the trend of development and integration, mastering English to communicate with other countries in the world is an essential thing not only in Vietnam but also in the world. Currently, teaching and learning English is more and more popular in Vietnam. It becomes the number one foreign language taught and studied in high schools. Therefore, the task of teaching and learning English increasingly poses high and urgent requirements.
	After years of teaching the new English textbook program, I found the content in the textbook very practical and appropriate with the requirements of the language level of our country today. But there are actually some very difficult lessons for high school students in rural areas in general, at our Quang Xuong I high school particularly. Especially the grammatical contents, some of them are difficult, so the students are not stable, they feel confused and stuck when applying the theory to do some types of exercises. In English 11, relative clause is an important part of the graduation exams and university exams. In order to do well it, students must master the basic issues related to relative pronouns, relative clauses. Moreover, if you do not understand relative pronouns and relative clauses, you will have a hard time using relative pronouns to combine sentences as well as apply relative clauses to express ideas . From the above reasons, I would like to boldly present "some experiences to teach relative clauses in English 11 at Quang Xuong 1 high school”.
II. Aims of the study
Research for teaching relative clauses in English 11.
III. Scope of the study
	Teaching relative clauses in English 11.
IV. Method of the study
During the initiative experience , I have used several research methods: 
	• Observation method
	• Experimental method
	• Methods of analysis , evaluation , synthesis
	• Method of collecting student opinions , colleagues .......
PART B: CONTENTS
I. Theoretical background
	As we know, learning English is a trend of the age of technology development today. However, English is a foreign language, not a mother one, English teaching has been a difficult task, but students acquire and apply English into the reality of life is a more difficult thing. In particular, during English classes, the grammar section is usually dry, dull, heavy and complicated. Moreover, relative clauses section is one of the long, difficult, complicated and confusing grammar ones. the knowledge of this lesson is often related to another lesson. In English 11 program, relative clauses is a very important part of knowledge, mentioned throughout most of the E (Language Focus) sections of the lessons in the second term. Therefore, teachers need to create a lively lesson to help students become more and more excited during class, comprehend and acquire this grammar well. At the same time, teachers also have to use a number of methods to help divide, reinforce and improve the theory and exercises for students. This helps them have a solid knowledge of the relative clauses as well asrelative pronouns, helps them to do well the exercises about relative pronouns, use relative pronouns to combine sentences as well as apply relative clauses to express ideas.
	However, to organize well activities during English classes or introduce new materials in an attractive and lively way, teachers must be really enthusiastic, invest a lot of time to research and cultivate daily knowledge and find appropriate ways to teach students.
II. Factual situation of teaching and learning English at my school( Quang Xuong 1 High School)
1. Factual situation
	Our school is located in the suburb. Living conditions of my school students are different from the ones for the students in the city. They are rarely communicated in foreign language environment. They do not have good opportunity to exchange a foreign language. The number of students in a language class is crowded. This makes them difficult to study in groups in class and practise English. Besides, the customs and traditions of the countryside make them become unconfident, even reluctant when speaking English in front of people. On the other hand, rural students are now concentrating on studying natural block. The study focusing block D is rare. Many parents and students have not seen the importance of learning a foreign language. Therefore, foreign language is a compulsory subject, it is only a "coping" subject to students. A limited number of students do not have background knowledge or their background knowledge is limited from their junior high school years. Some teachers sometimes still use traditional methods which is more theoretical than practical. Because of this fact, some classes of teaching grammatical sections of relative clauses become inherently difficult and complicated to students. Many children after finishing learning relative clauses still cannot determine defining relative clauses with non- defining relative clauses, remember all the functions of the relative pronouns, combine sentences using relative pronouns, etc This makes teachers feel discouraged, hard to get excited while teaching, and students are afraid of learning English. For those reasons, teachers need to create a lively lesson and give appropriate homework instructions that make it easier for students to remember and understand.
2. Results of this factual situation
	In fact, when I have not applied the experiences that I will present (in section B) below, the result of students feeling the excitement in the English class follows :
Class
Total
Some students feel interested in the English class
Some students don’t feel interested in learning English
Number
Proportion
Number
Proportion
11C1
40
11
27.5%
29
72.5%
11T3
47
15
31.9%
32
68.1%
11T2
48
18
37.5%
20
62.5%
III. Implementation solutions
	From the situation of studying English for students at our school which I have presented above, I would like to offer the following solutions to improve the quality of teaching and learning about relative clauses in English textbook 11:
	+ Instruct students on how to organize learning in pairs, groups and how to arrange desks and chairs during English classes
	+ Guide and organize language game activities during English classes
	+ Implement some methods to introduce new materials in a lively and attractive way. From there, lead to teach knowledge about relative clauses
	+ Teach students how to do exercises related to relative clauses
1. Instruct students on how to organize learning in pairs, groups and how to arrange desks and chairs during English classes
	One of the innovative methods to promote students' positive and to consider students as the most important element is the arrangement of desks and organization for students to work in groups. Depending on the level of the lessons, I can have students work in groups or in pairs. With the characteristics of foreign languages, I often let them work in pairs or in groups of 3 and 4 children because working in small groups helps them to discuss, practise and give comments to each other easily. It is also the best opportunity for all members of the class to participate in the lesson actively. Moreover, I can let the children arrange desks and chairs in a circle, a square, a rectangle, and a teacher's desk in the middle. Thus, it is possible to create freedom, comfort, satisfaction in the English classes. It helps them to be active, confident and boldly express their own opinions. Or the simplest way is to put two tables to face each other, to make students at two tables into one group, each group should only stop at 3, 4 children. With this approach, I find that English lessons in any skill can be applied. Especially it is effective for grammar lessons about relative clauses.
Example 1: Unit 12– 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 give each group a hand out containing Exercise 1 (page 144- English textbook 11) and I let them a time limit of 5 minutes. When the time is up, I collect them. The group that has the most right answers will win.
HAND OUT: Complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun.
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
Have you found the bike__________?
Most of the classmates_________ couldn’t come.
The short story_________ were very funny.
The dictionary_________ is expensive, but very interesting.
I did’nt like the man________ .
The beef_________ was really delicious.
 Suggested answers:
Have you found the bike You lost? 
Most of the classmates he invited to the birthday party couldn’t come.
The short story John told were very funny.
The dictionary I bought yesterday is expensive, but very interesting.
I did’nt like the man we met this morning.
The beef we had for lunch was really delicious.
Example 2: Unit 11– Language focus -Exercise 1 (page 131- English textbook 11) 
	Purpose: Shorten the relative clauses.
	I ask students to work in pairs. Each pair makes 3 sentences. Time for children to work in pairs is 3 minutes. They discuss with each other to find the answer in the exercise. After 3 minutes, I ask them to stop working in pairs. I demand two pairs to present their answers.
	How to do the following: a child reads the original sentence, the other still reads the shortened sentence. This method can help them practise speaking English, train their confidence when speaking in large numbers, change the atmosphere of class, promote learning and teaching methods in the communication direction.
	EXERCISE CONTENT: Rewrite the following sentences, using a present participial phrase.
The boy who is playing the piano is Ben.
Do you know the woman who is coming toward us.
The people who are waiting for the bus in the rain are getting wet.
The csientists who are researching the causes of the cancer are making progress.
The fence which surrourds our house is made wood.
We have an apartement which overlooks the park.
 Suggested answers:
1. The boy playing the piano is Ben.
Do you know the woman coming toward us.
The people waiting for the bus in the rain are getting wet.
The csientists researching the causes of the cancer are making progress.
The fence surrourding our house is made wood.
We have an apartement overlooking the park.
2. Guide and organize language game activities during English classes
	Language game activities are a tonic to treat students' boredom during grammar class because using language game activities is a way to help children "learn to play, play to learn". Therefore, they are very excited about participating in the game. I have used some of the following games during the grammar lesson related to the relative clauses. 	
2.1. "Lucky number" game (Find the lucky number)
	How to do the following: I prepare a hand out with from 5 to 7 questionnaires. Among the questionnaires, there is always a "Lucky number" vote (it means that whoever gets it will not have to answer the question but may still get points or get a gift, or be able to shake hands with teacher, class leader, etc.). I then ask a volunteer to play this game. When I have found enough players, I let them ask questions. They have to answer the question they have drawn. Those who answer correctly will get good points. If you get a "Lucky number" vote, you will not have to answer the question but may still get a high score because this is your luck.
Example 1: Unit 10– Language focus -Exercise 2 (page 122- English textbook 11)
	Purpose: relative pronouns with prepositions.
	I write four questions into six votes two of which are "Lucky number". I present the rules of the game and let students draw questions. After that, I ask students to answer the question that was drawn. Those who answer correctly will get good points. If you get a "Lucky number" vote, you will not have to answer the question but may still get a high score because this is your luck.
	EXERCISE CONTENT: Combine the following sentences, using preposition + whom or which.
1. The movie is fantastic. They are talking about it.
2. I’ll give you the address. You should write to it.
3.( Lucky number)
4. The man works in the hospital. I told you about him.
5.( Lucky number)
6. The picture was beautiful. She was looking at it.
 Suggested answers:
1. The movie which they are talking about is fantastic
2. I’ll give you the address which you should write to.
3.( Lucky number) → students don’t have to answer it.
4. The man whom I told you about works in the hospital. 
5.( Lucky number) → students don’t have to answer it.
6. The picture which she was looking at was beautiful. 
Example 2: Unit 9– Language focus -Exercise 3 (page 109- English textbook 11)
	Purpose: Combine the following sentences using relative pronouns.
	Similar to example 1, I write five questions into seven votes two of which are "Lucky number". I present the rules of the game and let students draw questions. After that, I ask students to answer the question that was drawn. Those who answer correctly will get good points. If you get a "Lucky number" vote, you will not have to answer the question but may still get a high score because this is your luck.
	EXERCISE CONTENT: Combine the following sentences, using relative pronouns.
1. Some people were arrested. They have now been released.
2. A bus goes to the airport. It runs every half an hour.
3.( Lucky number) 
4. A man answered the phone. He told me you were away.
The man 	
5. A waitress served us. She was very impolite and impatient.
6. A building was destroyed in the fire. It has now been rebuilt.
7.( Lucky number) 
Suggested answers:
Some people who are arrested have now been released.
The bus which goes to the airport runs every half an hour.
3.( Lucky number) → students don’t have to answer it.
4. The man who answered the phone told me you were away.
5. The waitress who served us was very impolite and impatient.
6. The building which was destroyed in the fire has now been rebuilt.
 7.( Lucky number) → Stusents do not have to answer it.
 2.2. ‘’ Jumbled sentences ’’ language game
	How to proceed: I give a number of sentences in which the words are jumbled. I divide the class into two groups. Then I require two groups to send representatives to rearrange them to make complete sentences. I let them a time limit of 5 minutes. The group that finish first it and do it correctly will be the winner.
	However, depending on their level of knowledge after completing the exercise, I can correct their mistakes and give the structure once again. After each correction, I ask the individual to repeat the rearranged sentences (of course, the two sentences will be deleted).
Example: Unit 11– Language focus -Exercise 1 (page 131- English textbook 11)
	Purpose: Shorten relative clauses.
	After allowing students to do quickly the first three sentences, I redesign the last four sentences of the exercise for studenrs to play the following game: 
	I give the sentences in which the words are jumbled. I divide the class into two groups. Then I require two groups to send representatives to rearrange them to make complete sentences. I let them a time limit of 5 minutes.The group that finish first it and do it correctly will be the winner.
EXERCISE CONTENT:Rearrange the words to make the meaningful sentences:
wet./ in the rain / waiting/ The people/ the bus/ are / getting/ for
the causes / making / The sientists/ researching / of / are / the cancer/ progress.
surrourding / The fence is / our house wood./ made
have / We /overlooking the park./ an apartement
 Suggested answers:
The people waiting for the bus in the rain are getting wet.
The sientists researching the causes of the cancer are making progress.
The fence surrourding our house is made wood.
We have an apartement overlooking the park.
3. Implementing some methods to introduce new materials in a lively and attractive way. From there, lead to teach knowledge about relative clauses
	Teachers must know how to introduce new language to make the grammar lesson about relative clauses lively and interesting. This helps the class to be lively, students to like learning English more. Since then, they have the opportunity to promote creativity, self-study; avoid being passive and memorizing grammatical structures mechanically, only writing without saying it into sentences.
	When teaching the definition of relative clauses, defining relative clauses, non- defining relative clauses, I used some of the following ways to introduce content of the lesson:
	+ I often give examples, actual situations or create context from the surrounding environment with the purpose of making students understand and remember easily.
	+ Sometimes I can use pictures or visual tools to introduce grammar content of the lesson. The purpose of this approach is to help students access the content of the lesson in a lively and interesting way.
	From there, I can explain and analyze to help students to identify the structure of relative clauses; understand the definition of relative clauses; distinguish defining relative clauses with non- defining relative clauses; know how to use relative pronouns and relative adverbs; distinguish relative pronouns, relative adverbs (who, whom, which, that- where, when, why) with the Wh -words in the "Wh-questions" question.
3.1. Identify the structure of relative clauses; understand the definition of relative clauses
	Steps to proceed:
	+ Step 1: I give an example (I can use the introduction of new material to give an example)
	+ Step 2: I show students the relative clause, the relative pronoun or the relative adverb in this example.
	+ Step 3: I ask students what the function clause has in the sentence. Students can answer or not, which depends on their ability. Since then, I give the definition of relative clauses so that they can understand and it help