Written by Dam Thi Nga- 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; understand………………………10
the definition of relative clauses
3.2. Distinguish defining relative clauses with non- defining relative clauses…10
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 "Whquestions" question

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 .......

School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

PART B: CONTENTS

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
School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

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 :
Some students feel interested in Some students don’t feel

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

School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

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

School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

5. I did’nt like the man we met this morning.
6. 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.
1. The boy who is playing the piano is Ben.
2. Do you know the woman who is coming toward us .
3. The people who are waiting for the bus in the rain are getting wet.
4. The csientists who are researching the causes of the cancer are
making progress.
5. The fence which surrourds our house is made wood.
6. We have an apartement which overlooks the park .

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).
School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

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:
1. wet./ in the rain / waiting/ The people/ the bus/ are / getting/ for

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Written by Dam Thi Nga- Quang Xuong 1 High School

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 helps them learn
how to determine the location of the relative clause in sentences.
Definition of relative clauses: Relative clauses are subordinate clauses
connected to main clauses by relative pronouns (who, whom, whose, which,
that) or relative adverbs (where, when , why). Relative clause is used to
complement the noun that stands right before it (prefix). Its function is like an
adjective, so it is also called an adjective clause. Thus, the relative clause always
follows closely the noun (prefix) that it complements.
Ex:
- The man who is standing overthere is Mr Hung.

non- defining relative clause
Mary, whose sister I know, has won an Oscar
non- definingrelative clause
Distinguish defining relative clauses with non- defining relative
clauses:
defining relative clauses

non- defining relative clauses

- Defining relative clause always - Nouns in front of non- defining
follows closely an undetermined relative clauses are often determined
noun (prefix) that it complements.
nouns such as proper nouns, nouns
following these words (this, that,
these, those), or possessive pronouns (
my, your, his, her, our, their) ……
- Between defining relative clauses - Between non- defining relative
with main clauses, no commas are clauses with main clauses, commas are
required.
required.

3.3. how to use relative pronouns, relative adverbs
It is difficult for many students to remember the usage of relative
pronouns, relative adverbs. So, I showed them how to use relative pronouns,
relative adverbs by giving them a following summary of the usage of relative
pronouns, relative adverbs:
NOUN
People
Animals/
Objects

+ Do not omit the relative pronoun in non- defining relative clauses. That means
if there is a relative pronoun standing behind the comma, never omit it.
+ We must not put the preposition in front of "That", "Who", and put the
preposition behind.
3.4. Distinguish relative pronouns, relative adverbs (who, whom, which,
that- where, when, why) with the Wh -words in the "Wh-questions"
question
I showed students how to distinguish relative pronouns, relative adverbs
(who, whom, which, that- where, when, why) with the Wh -words in the "Whquestions":
+ the Wh -words in the "Wh-questions" often stand at the beginning of the
sentence.
+ Relative pronouns, relative adverbs usually follows nouns.
* SOME EXAMPLES FOR PART III.3:
Example 1: Unit 9– Language focus - English textbook 11
Purpose: Relative clauses, defining relative clauses, non- defining
relative clauses.
When I want to give an example to teach defining relative clauses, nondefining relative clauses , I use the following actual situation:
I pointed to the book on the table and said:
“The book which is on the table is mine.”
defining clause
or: I pointed to the student named Ba sitting at the end of the class and said:
“ Ba, who is over there, is good at English.”
non- defining clause
Since then, I have been leading and analyzing so that students
understand about defining relative clauses, non- defining relative clauses:
+ "Which is on the table" is a defining relative clause because when
leaving it, the main clause "The book is mine" is not clear ("the book" - prefix –
is not yet determined. It is determined by defining relative clause). In this case,
we can replace "which" with "That". → Teacher concludes: in defining relative
clauses, we can replace “who, whom, which” with "That".

+ "An orphan is a child whose parents are dead."
"The orphan whom I met at the orphanage yesterday is very intelligent."
→ "Whose" and "whom" are relative pronouns. Relative pronouns or relative
adverbs usually follows nouns, substitute for the above noun and are used to
join two clauses together.
Next, based on the above examples, teachers can guide students to know
how to use relative pronouns and relative adverbs:
+ "An orphan is a child whose parents are dead." → “ whose” is a
pronoun of possession.
+ "The orphan whom I met at the orphanage yesterday is very
intelligent."
→ “whom” is a relative pronoun indicating people, keeps the function of object
in the sentence.

School year: 2018-2019

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Written by Dam Thi Nga- Quang Xuong 1 High School

After that, the teacher can add some other relative pronouns and
explains its use in the same way:
+ Who: It is a relative pronoun indicating people, keeps the function of
object or subject in the sentence.
+ Which: It is a relative pronoun indicating objects, keeps the function
of object or subject in the sentence.
+ That: It is a relative pronoun indicating both objects and people that
can be used instead of who, whom, which in defining relative clauses.
* To help studenrs to distinguish relative pronouns, relative adverbs (who,



Written by Dam Thi Nga- Quang Xuong 1 High School

+ Step 4: Replace the word with similar meaning (or related meaning)
with a corresponding relative pronoun and put it at the beginning of the relative
clauses.
+ Step 5: Write the relative clause, and put it after a noun( prefix), then
complete the sentence.
Note:
+ If the prefix is a determined noun, you must use an non- defining
relative clause. Between non- defining relative clauses with main clauses,
commas are required.
+ If “whom”, “which” is the objects of the preposition, we can replace
prepositiobs in front of “whom” or “which” .
Example 1: Unit 9– Language focus -Exercise 3- sentence 1 - page 109,
English textbook 11.
Purpose: Combine sentences by using relative clauses.
“The man answered the phone. He told me you were away.”
→"He told me you were away" is the main clause.
→"The man answered the phone" is the relative clause.
+ “The man” and “He” are two pairs of related words.
+ “The man” keeps the function as the subject.
+ “The man” is replaced with “who” and we have the relative clause "The man
who answered the phone"
+ Put the relative clause after the prefix and complete the sentence:
“The man who answered the phone told me you were away.”
Example 2: Unit 10– Language focus -Exercise 2- sentence 1 (page 122),
English textbook 11
Purpose: Combine sentences by using relative clauses.

If the relative clauses are in the passive form, shorten it to V3 / Ved.
Example 1: Unit 11– Language focus - Exercise 1- sentence 1- page 131English textbook 11
Purpose: shorten the relative clauses by V-ing.
The boy who is playing the piano is Ben.
+ We see the relative clause in active form. So, I can replace it with v-ing .
+ We rewrite complete sentence:
The boy playing the piano is Ben.
Example 2: Unit 11– Language focus -Exercise 2- sentence 1- page 132English textbook 11
Purpose: shorten the relative clauses by V3 / V (ed).
The ideas which are presented in that book are interesting.
+ We see the relative clause in passive form. Therefore, we can replace it with
V3 / Ved.
+ We rewrite complete sentence:
The ideas presented in that book are interesting.
Example 3: Unit 11– Language focus -Exercise 3- sentence 1- page 132English textbook 11.
Purpose: shorten the relative clauses by to-V (inf).
John was the last man who reached the top of the mountain.
+ We see that there is the noun phrase “the last man” in front of the relative
clause. Therefore, we replace it with to v(inf).
+ We rewrite complete sentence:
John was the last man to reach the top of the mountain.
4.3. Exercises about filling appropriate relative pronoun into the blank
Purpose: help students know how to determine the appropriate relative
pronouns to fill in the blanks
Steps to proceed:
+ Step 1: Determine the prefix is a person or thing ...
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D. A & C are correct
4) Mexico City, ____ has a population of over 10 million, is probably the
fastest growing city in the world.
A. which
B. whose
C. that
D. A & B are corre
5) This is Henry, ____ sister works for my father.
A. who
B. whose
C. that
D.All are correct
6) Frank invited Janet, ____ he had met in Japan, to the party.
A. who
B. whose
C. that
D. A & C are correct
7) Do you know the doctor for ____ I send?
A. whom
B. that
C. who
D. All are correct
8) The man about ____ I was telling you is standing over there.
A. who
B. that
C. whom
D. All are correct
9) This is the result of our work ____ I’m pleased with.
A. that
B. whose

A. why
B. which
C. that
D. B & C are correct
15) They hid the money in a place ____ it was safe from robbers.
A. which
B. where
C. that
D. All are correct
16) We should participate in the movement ______ to conserve the natural
environment.
A. organized
B. to organize
C. organizing
D. organize
17) The last person______ the room must turn off the light.
A. to leave
B. leaving
C. left
D. leaves
18) The girl ________me this gift is my best friend.
A. presented
B. was presenting C. presenting
D. be presenting
19) The girl ______ is our neighbor.
A. talks to the lady over there
C. was talking to the lady over there
B. is talking to the lady over there
D. talking to the lady over there
20) We visited the church _____________ in the 18th century.


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Written by Dam Thi Nga- Quang Xuong 1 High School

To do this form of multiple-choice exercise, we have to know methods to
do a lot of different forms of exercises (exercises in sentence combination,
exercises in short form, exercises about filling appropriate relative pronoun into
the blank… .).
In short, the above solutions are to improve the quality of teaching and
learning about relative clauses. However, in addition to the above solutions, an
extremely important factor contributing to improve it is that the teacher has to
pay attention to the knowledge level of students. The teacher must give the best
measures to help weak students, stimulate the creativity and dynamism of good
students so that the lesson becomes lively and interesting. Teachers must
combines the students’ speaking and writing skills in a grammatical lesson so
that students can express their opinions confidently in front of the class.

PART C: CONCLUSION
I. Results of the study:
After applying the experiences I presente above during grammar lessons, I
find their results improved. Students are interested in grammatical lessons in the
English textbook 11. Especially for weak students, they are more brave while
answering the question. The lesson become more exciting. The tests at periods
74, 83, 88 about relative clauses have improved significantly. The results are
greatly improved:
Some students feel interested in Some students don’t feel
Class Total the English class
interested in learning


Written by Dam Thi Nga- Quang Xuong 1 High School

- Teaching equipment investments such as tapes, CDs, pictures, real objects,
models, projectors, computer, standardized speaker …is increasing. Functional
projector classroom should be built at each school.
- Thanh Hoa Education and Training Department creates conditions to help
teachers improve their professional qualifications as well as the application of
information technology in teaching.
Above are some of the experiences that I have applied to teach relative
clauses in English textbook 11. In the process of writing, there are certainly
inevitable shortcomings, I hope the share from the teachers and colleagues to
this more complete topic.
I sincerely thank!
Quang Xuong, May 12, 2019.
Teacher

Đàm Thị Nga

XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 12 tháng 5 năm 2019
Tôi xin cam đoan đây là SKKN của mình
viết, không sao chép nội dung của người
khác.

Đàm Thị Nga

REFERENCES
In English: