i ACKNOWLEDGEMENTS Along the journey of my graduation paper, I have been supported, encouraged, and inspired by many people.

Without their help, it would have been impossible for me to accomplish this thesis. I would like to express my sincere and deep gratitude to my supervisor, Mrs. Ha Thi Van Tien, who has generously offered me her expertise, mentoring, and everlasting encouragement through the whole research process. I wish to thank all the teachers in Foreign Language Department, Haiphong University and my friends for their insightful comments and suggestions on my thesis. Special thanks also go to the authors of books, articles and websites whose research work and materials I have benefited greatly from to complete my study. I am grateful to the enthusiastic help and active involvement of the students and English teachers at Kien An high school in my research. Finally, I owe a debt of gratitude to my parents, my sister and my brother for their support, encouragement and empowerment during the time the study was conducted.

ii TABLE OF CONTENTS ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES AND CHARTS CHAPTER I: INTRODUCTION ..................................................................... 1 1. RATIONALE ................................................................................................. 1 2. AIMS OF THE STUDY................................................................................. 1 3. SCOPE OF THE STUDY .............................................................................. 1 4. RESEARCH QUESTIONS ........................................................................... 1 5. METHOD OF THE STUDY ......................................................................... 1 6. DESIGN OF THE STUDY ............................................................................ 1 CHAPTER II: LITERATURE REVIEW ........................................................ 2 1. RELATIVE CLAUSES ................................................................................. 2 1.1. Definition ..................................................................................................... 2 1.2. Forming relative clauses ............................................................................. 2 1.3. Classification of relative clauses ................................................................ 2 1.3.1. Adnominal relative clauses ...................................................................... 2 1.3.1.1. Restrictive relative clauses ................................................................... 2 1.3.1.2. Nonrestrictive relative clauses ............................................................. 2 1.3.1.3. Criteria distinguishing non-restrictive clauses and restrictive relative clauses.................................................................................................... 2 1.3.2. Sentential relative clauses ........................................................................ 2 2. RELATIVE PRONOUNS ............................................................................. 3 2.1. Relative pronouns as subject ...................................................................... 2 2.2. Relative pronouns as object ....................................................................... 2 2.3. Relative pronouns as object and prepositional complement ................... 3 2.4. Possessive relative pronouns ...................................................................... 3 2.5. Omission of object relative pronouns ........................................................ 3 3. RELATIVE ADVERBS ................................................................................. 3 4. REDUCTION IN RELATIVE CLAUSES ................................................... 3 4.1. -ing participle clauses ................................................................................. 3 4.2. -ed participle clauses ................................................................................... 3 4.3. Infinitive clauses .......................................................................................... 4 3. SUMMARY .................................................................................................... 4 CHAPTER III: THE STUDY ........................................................................... 5 1. INFORMANTS .............................................................................................. 5

iii 2. INSTRUMENTS ............................................................................................ 5 3. PROCEDURE ................................................................................................ 5 3.1. Delivering the test ....................................................................................... 5 3.2. Collecting and scoring the test ................................................................... 5 4. SUMMARY .................................................................................................... 5 CHAPTER IV: FINDINGS AND ANALYSIS ................................................ 6 1. DIFFICULTIES RELATED TO RELATIVE PRONOUNS ..................... 6 1.1. Relative pronouns as subject ...................................................................... 6 1.2. Relative pronouns as object ....................................................................... 6 1.3. Relative pronouns as prepositional complement ...................................... 6 1.4. Relative pronouns as possessive determiner ............................................. 7 1.5. Omission of relative pronouns in relative clauses .................................... 8 2. DIFFICULTIES RELATED TO RELATIVE ADVERBS ........................ 8 2.1. Relative adverb where ............................................................................ 8 2.2. Relative adverb when.............................................................................. 9 3. DIFFICULTIES IN DISTINGUISHING RESTRICTIVE AND NONRESTRICTIVE RELATIVE CLAUSES ......................................................... 9 3.1. Punctuation.................................................................................................. 9 3.2. The use of relative pronoun that .......................................................... 10 4. DIFFICULTIES IN REALIZING SENTENTIAL RELATIVE CLAUSES ......................................................................................................... 10 4.1. Punctuation................................................................................................ 10 4.2. The use of relative pronoun in sentential relative clauses ..................... 10 5. DIFFICULTIES RELATED TO REDUCED RELATIVE CLAUSES... 11 5.1. Non-finite participle clauses ..................................................................... 11 5.2. Non-finite infinitive clauses ...................................................................... 11 6. SUMMARY .................................................................................................. 11 CHAPTER V: RECOMMENDATIONS AND CONCLUSION .................. 12 1. RECOMMENDATIONS ............................................................................. 12 1.1. Games ......................................................................................................... 12 1.2. Note- taking ............................................................................................... 12 1.3. Strategies to do exercises .......................................................................... 12 2. LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY ......... 12 3. CONCLUSION ............................................................................................ 13 REFERENCES 1. Reference books and articles

iv 2. Internet sources APPENDIXES

v LIST OF CHARTS Chart 1: Students errors in using relative pronouns as subject ................... 6 Chart 2: Students errors in using relative pronouns as object ..................... 6 Chart 3: Students errors in using relative pronouns as prepositional complement in restrictive relative clauses .................................................. 7 Chart 4: Students errors in using relative pronouns as prepositional complement in non-restrictive relative clauses .......................................... 7 Chart 5: Students errors in using relative pronouns as possessive determiner in restrictive relative clauses.................................................... 7 Chart 6: Students errors in using relative pronouns as possessive determiner in non-restrictive relative clauses ............................................ 8 Chart 7: Students errors in omitting relative pronouns in relative clauses . 8 Chart 8: Students errors in using relative adverb where .......................... 9 Chart 9: Students errors in using relative adverb when ........................... 9 Chart 10: Students errors in distinguishing restrictive from non-restrictive relative clauses in terms of punctuation ..................................................... 9 Chart 11: Students errors in distinguishing restrictive from non-restrictive relative clauses in terms of using that ................................................... 10 Chart 12: Students errors in realizing relative clauses and sentential relative clauses in terms of using comma ................................................. 10 Chart 13: Students errors in realizing relative clauses and sentential relative clauses in terms of using which................................................ 10 Chart 14: Students errors in using non-finite participle clauses to reduce relative clauses ............................................................................................ 11 Chart 15: Students errors in using infinitive clauses to reduce relative clauses .......................................................................................................... 11

1 CHAPTER I: INTRODUCTION 1. RATIONALE When learning English, 11th form students at Kien An high school often made many errors on grammatical items in general and relative clauses in particular. Accordingly, these problems have inspired me to choose this topic for study to help the students surpass and use English relative clauses properly and effectively. 2. AIMS OF THE STUDY Establishing the theoretical background to English relative clauses in which this thesis is embedded. Exploring major difficulties which 11th form students at Kien An high schools encounter when learning English relative clauses. Suggesting some solutions to help the target students acquire relative clauses better. 3. SCOPE OF THE STUDY Some elements including forms, functions, and types of relative pronouns, adverbs and clauses the 11th form students at Kien An high school are likely to encounter are focused on. 4. RESEARCH QUESTIONS What difficulties do the 11th form students at Kien An high school encounter when learning English relative clauses? What are possible solutions to help these target students to acquire relative clauses more effectively? 5. METHOD OF THE STUDY Document analysis, survey test and quantitative analysis. 6. DESIGN OF THE STUDY Chapter I includes the introduction of the study, including rationale, aims, scope, research questions, method and design of the study. Chapter II presents literature review on the relative clauses in English grammar. Chapter III gives a detailed description of the informants of the study, the instruments used to conduct the study and the procedure of the study. Chapter IV shows the detailed description of the data analysis from the collected data. Chapter V suggests some possible solutions for the target students to overcome difficulties of learning relative clauses in high schools.

2 CHAPTER II: LITERATURE REVIEW 1. RELATIVE CLAUSES 1.1. Definition According to Cowan (2008), relative clauses are defined as one kind of dependent clause...introduced by a special set of pronouns the relative pronouns(p. 420). 1.2. Forming relative clauses Relative clauses can be formed with wh-movement rule. However, when the noun phrase in the relative clause functions as a subject, wh- movement does not apply, but the subject noun phrase is substituted by a relative pronoun. 1.3. Classification of relative clauses 1.3.1. Adnominal relative clauses McARTHUR (1992) in the Oxford companion to the English language claims that the adnominal relative clause is one that modifies an antecedent and may be introduced by relative pronouns or relative adverbs"(p. 859). 1.3.1.1. Restrictive relative clauses Oxford Dictionaries defines a restrictive relative clause (also known as a defining relative clause) gives essential information about a noun that comes before it. Without this clause, the sentence wouldnt make much sense (http://oxforddictionaries.com/words/clauses). 1.3.1.2. Nonrestrictive relative clauses A non-restrictive relative clause (also non-defining relative clause) adds information not needed for identifying what a modified noun is referring to (McARTHUR, 1992). 1.3.1.3. Criteria distinguishing non-restrictive and restrictive relative clauses Punctuation Modification of special antecedents Modification of non-assertive heads Relative pronoun that 1.3.2. Sentential relative clauses McARTHUR (1992) states that the sentential relative clause does not modify a noun(p. 860). In sentential relative clauses, the antecedent is not nominal but clausal (Quirk et al., 1985, p. 1245). Which representing the antecedent clause or sentence is the most common relative word to introduce a sentential relative clause.

3 2. RELATIVE PRONOUNS Relative clauses are introduced by relative pronouns including who, whom, which, that, and whose. The omission of relative pronouns can be seen as the zero relative pronoun. 2.1. Relative pronouns as subject In subject relative clause, the relative pronouns who and that substitute human NPs and which and that replace non-human NPs. 2.2. Relative pronouns as object The relative pronouns who, whom and that are used to refer to human NPs. For non-human NPs, both which and that can be employed. 2.3. Relative pronouns as object and prepositional complement According to Yule (1998), only the relative pronouns whom and which are accepted to come directly after prepositions. However, if the preposition is at the end of the relative clause, or stranded, then other relative pronouns can be used. 2.4. Possessive relative pronouns The possessive relative pronouns may be whose or of which replacing an element, typically determiner which expresses possession. 2.5. Omission of object relative pronouns The zero relative pronoun can function as object or complement of stranded preposition in restrictive relative clauses only. 3. RELATIVE ADVERBS Where and when replaces a prepositional phrase of place and of time, respectively, to function as adverbial of the relative clause. In this case, the preposition + which can be replaced by particular relative adverbs which are where and when. 4. REDUCTION IN RELATIVE CLAUSES 4.1. -ing participle clauses In the formation of reduced relative clauses, the relative pronouns are deleted and the verb phrases in active voice are replaced by the -ing form of the verbs. 4.2. -ed participle clauses The nonfinite ed participle clauses also require the deletion of relative pronouns and the change of passive voice verb phrases into -ed participle clauses.

4 2.5.3. Infinitive clauses Infinitive clauses can be used to form reduced relative clauses if the antecedent corresponding to the relative clauses has restrictive markers including adjectives in the superlative degree, general ordinals (next, last, only), first or other ordinal numeral. 3. SUMMARY In summary, chapter II has presents a detailed review of English grammar and its importance as well as a full description of English relative clauses components.

5 CHAPTER III: THE STUDY 1. INFORMANTS The study involved one hundred 11th -grade students of Kien An high school in collecting reliable information. They were all volunteers from four classes: 11B6, 11B7, 11B8, and 11B11, who were chosen randomly by the researcher. At Kien An high school, they attend four English class periods a week and the same textbook published by Vietnam Education Publishing House. When this study was carried out, the students had already studied English relative clauses thoroughly in the first term and first half of the second one, thus they were supposed to be able to make use of it. 2. INSTRUMENTS The study is aimed at finding out some typical difficulties faced by students when learning English relative clauses, so a test (see Appendixes) consisting of 50 sentences was designed to investigate what the difficulties are. The test was encoded into 4 exercises in multiple-choice, gap-filling, sentence combination and sentence reconstruction to check students use of different relative words and relative clauses. 3. PROCEDURE 3.1. Delivering the test The test was delivered to one hundred voluntary students from 11B6, 11B7, 11B8, 11B11 in a dedicated room at Kien An high school. Careful and detailed instructions were given to them so that they could do the test as effectively as possible. It took the researcher 5 minutes to answer all the students questions about the test and to promise to give a gift to the students getting mark above 9 to increase their motivation. Later, the students were given 50 minutes to complete the test. 3.2. Collecting and scoring the test All the tests were collected and given to two examiners to score independently. They are fourth-year English majors whose English level is advanced. After they had finished their work, the researcher checked the result. If there were any mismatch, the researcher would be the last person to decide. 4. SUMMARY How the study was conducted has been described systematically in this chapter, from the description of the participants the data collection instruments to the procedure of delivering collecting and scoring the test of the study.

6 CHAPTER IV: FINDINGS AND ANALYSIS 1. DIFFICULTIES RELATED TO RELATIVE PRONOUNS 1.1. Difficulties in using relative pronouns as subject 100% 50% 0%

39%

72% 63% 26% Non-restrictive

human
non-human

Restrictive

Chart 1: Students errors in using relative pronouns as subject It can be seen from chart 1 that relative pronouns as subject seem to be quite difficult for students to use correctly, especially in non-restrictive relative clauses. Regarding human relative pronouns as subject, the percentage of errors committed by students is 39% in restrictive and 72% in non-restrictive relative clauses. Turning to non-human relative pronouns as subject, the errors in nonrestrictive relative clauses represented by 63% of the students are the focus. In almost all of the incorrect responses, the students use which to modify human antecedent, or where instead of which when the antecedent refers to place in subject relative clauses. 1.2. Difficulties in using relative pronouns as object 91% 100% 17% 50% 0%
Restrictive Non-restrictive

15%

14%

non-human human

Chart 2: Students errors in using relative pronouns as object As can be observed from chart 2, relative pronouns as object appear one of the primary difficulties in which non-human relative pronouns as object cause the most noticeable problem. 91% of the students have problems with this utilization of relative pronouns, most of whom also commit errors in using relative adverb where instead of which to modify a head noun of place regardless of what its function is. 1.3. Difficulties in using relative pronouns as prepositional complement

7 71% 60% 66% 16% Fronted Position Stranded Position non-human human

100% 0%

Chart 3: Students errors in using relative pronouns as prepositional complement in restrictive relative clauses As can be seen from chart 3 that relative pronouns as prepositional complement are also a significant problem faced by the students. Referring to human relative pronouns as complement of preposition, the issues encountered by students occur mostly in fronted position of the preposition which represents 71%. Yet, they happen more frequently with regard to non-human relative ones in both positions, at 60% in fronted and 76% in stranded position of the preposition. There is a strong tendency to use relative adverbs or object relative pronouns instead of relative pronouns as prepositional complement.

12% 88%
correct incorrect

Chart 4: Students errors in using relative pronouns as prepositional complement in non-restrictive relative clauses Contrary to restrictive relative clauses, only 12% of the students encounter problems in using relative pronouns as complement of preposition in non-restrictive relative clause, as shown in chart 4. Perhaps in this case, the antecedent is the proper noun, not the place and the preposition is stranded, so most of the students use correct relative pronouns. 1.4. Difficulties in using possessive relative pronouns as possessive determiner 100% 50% 0% 71% 29% 43% 57% correct incorrect Non-human

Human

Chart 5: Students errors in using relative pronouns as possessive determiner in restrictive relative clauses

8 It is clear from chart 5 that the proportion of the students who have problems with the use of possessive relative pronouns in restrictive relative clauses is different. More students misuse non-human possessive relative pronouns than human ones, at 57% compared with 29%, which proves nonhuman possessive relative pronouns to be more problematic. Almost all of the students employ object relative pronouns instead of possessive relative pronoun whose because they do not pay attention to the possessive relation between the antecedent and the subject of the relative clause. 35% 65%

correct

incorrect

Chart 6: Students errors in using relative pronouns as possessive determiner in non-restrictive relative clauses As shown in chart 6, 65% of the students cannot realize and use proper possessive relative pronoun in non-restrictive relative clauses, which is an alarming rate. Specifically, a large number of students use incorrect relative pronoun as they use object relative pronouns to show possessive relation or of which in place of whose in its position. 1.5. Omission of relative pronouns in relative clauses 20% 80% correct incorrect

Chart 7: Students errors in omitting relative pronouns in relative clauses It is apparent from the chart that the omission of relative pronouns (zero relative pronoun ) is one of the major difficulties faced by students as 80% of the students, a notable percentage. The students errors suggest that the omission of relative pronouns is significantly hard for students if they cannot identify the antecedents and the relativized referents replaced by certain relative pronouns with particular function exactly. 2. DIFFICULTIES RELATED TO RELATIVE ADVERBS 2.1. Difficulties in using relative adverb where

28% 72%

correct incorrect

Chart 8: Students errors in using relative adverb where It can be inferred from what have mentioned is that relative adverb where seems to be the most confusing relative word to the students. As illustrated in chart 8, a large number of students representing 72% show their inability to utilize this relative adverb correctly. There is a strong bias that where is confused the most with which because it can modify an antecedent of place and preposition plus which can replace where under certain circumstances. 2.2. Difficulties in using relative adverb when 16% 84% correct incorrect

Chart 9: Students errors in using relative adverb when Chart 9 provides all of the necessary information about the students utilization of relative adverb when which is virtually different form relative adverb where. only 16% of the students had inaccurate responses to the use of when as they used which in the place of when functioning as adverbial to modify the antecedent of time. 3. DIFFICULTIES IN DISTINGUISHING RESTRICTIVE AND NONRESTRICTIVE RELATIVE CLAUSES 3.1. Punctuation 34% 66% correct incorrect

Chart 10: Students errors in distinguishing restrictive from non-restrictive relative clauses in terms of punctuation As can be observed from chart 10, 66% of the students are unable to differentiate restrictive from non-restrictive relative clauses, and they do not use

10 commas correctly for non-restrictive relative clauses. This indicates students lack of knowledge about criteria distinguishing these two kinds of relative clauses, or in other words, about the modification of antecedents leading to the improper use of commas. 3.2. The use of relative pronoun that 13% 87% correct incorrect

Chart 11: Students errors in distinguishing restrictive from non-restrictive relative clauses in terms of using that As shown in chart 11, this appears to be mastered by students and is proved by the percentage of students using that in non-restrictive relative clauses as only 13% of the students commit errors. 4. DIFFICULTIES IN REALIZING SENTENTIAL RELATIVE CLAUSES 4.1. Punctuation 49% 51% correct incorrect

Chart 12: Students errors in realizing relative clauses and sentential relative clauses in terms of using comma As can be seen from chart 12 that approximately a half of the students cannot punctuate correctly in sentential relative clauses as a consequence of not realizing what the relative clause really modifies. Students employ restrictive relative clause to combine sentences regardless of what the relativized referent is and modifies. 4.2. The use of relative pronoun in sentential relative clauses 16% 84% correct incorrect

Chart 13: Students errors in realizing relative clauses and sentential relative clauses in terms of using which It is the misunderstanding of what the relative clause really modifies that causes many students to utilize the improper relative pronoun because only

11 which can be used in sentential relative clauses to modify the whole sentence. 5. DIFFICULTIES RELATED TO REDUCED RELATIVE CLAUSES 5.1. Difficulties in using non-finite participle clauses 33% 100% 50% 0% ing participle clauses ed participle clauses 67% 61% 39% incorrect correct

Chart 14: Students errors in using non-finite participle clauses to reduce relative clauses Chart 14 reveals some valuable information about how students use non-finite participle clauses to reduce relative clauses. About two-thirds of the students accounting for 33% and the basically same percentage, 39% of the students, have troubles in using non-finite -ing participle and non-finite -ed participle clauses, respectively to make relative clauses reduced. Many students tend to omit the relative pronouns in the relative clauses, which often occurs in object relative clauses. 5.2. Difficulties in using non-finite infinitive clauses

100% 50% 0%

66% 34%
active infinitive clauses

81% 19%
passive infinitive clauses

incorrect correct

Chart 15: Students errors in using infinitive clauses to reduce relative clauses The statistics in chart 15 indicate that infinitive clauses are an evident obstacle for students to achieve one of the grammatical aspects of relative clauses - reduced relative clauses - in both active and passive voice. 66% of the students are unable to use of active infinitive clauses and 81% of them fail to utilize passive infinitive clauses to form reduced relative clauses correctly. 6. SUMMARY In addition to the improper utilization of relative words, the wrong use of adnominal, sentential and reduced relative clauses is also a remarkable matter that needs considering and solving.

12

CHAPTER V: RECOMMENDATIONS AND CONCLUSION 1. RECOMMENDATIONS 1.1. Games The use of games such as Replacing game, Defining and guessing game and Reduction game might be helpful and increase students motivation in learning English relative clauses. For instance, in the Defining and guessing game, the teacher asks the students to work in pair, gives each student a card with a clue including a list of words relevant to a certain topic such as education, and then tells them to define these words by using relative clauses like This is a person who presents lectures at school for teacher or this thing, which is used to write on the board, has white color for chalk for their partner to guess. Relative clauses can be practiced and improved naturally through this game. 1.2. Note- taking In addition to the application of games, the note-taking of relative words and clauses which cause the ambiguity is a good method to avoid mistakes in English relative clauses. For example, the relative adverb where refers to place and functions as adverbial, not subject. Accordingly, one technique which might be helpful for students not to use it as subject is that where is never placed before a verb. 1.3. Strategies to do exercises When doing exercises on relative clauses, it would be better for the students to apply some strategies. Regarding to exercises on choosing relative words, the utilization of tables of forms and functions of relative words will help students choose and use them easier and more correct. Turning to exercises on using relative clauses, students should check thoroughly to see if the relative clause is essential or nonessential and examine if the relative clause modifies the whole clause before it to punctuate and use relative clauses exactly. 2. LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY It should be acknowledged that there are two typical constraints to be made better in the further study. The first limitation is the narrow scope of the study. Only some relative words and clauses in the English textbook, Ting Anh 11, have been researched in this study, while others like relative adverb why or nominal relative clauses have not been considered yet. It is hoped that they could be addressed in future studies. Second, the study is limited to students

13 written English data, which may be another constraint. It might well be extended to spoken English data so as to achieve a better understanding of how relative clauses are processed and used. 3. CONCLUSION The study is made up of three main parts, each of which is aimed at presenting a particular content for readers to follow easily. The first part has reviewed the literature concerned with the definitions and importance of English grammar and one of its important components, English relative clauses, which are a remarkable impediment to students acquisition of English. In the second part, a survey test has been employed and conducted at Kien An high school. The results of the test have been analyzed and then have revealed that students knowledge of the mastery of English relative clauses is extremely deficient and inadequate, which get students into troubles with the use of proper relative words as well as different kinds of relative clauses. The last part has dealt with some recommendations to the learning of English relative clauses in the future.

REFERENCES 1. Reference books and articles: Azar, B. S. (2002). Understanding and Using English Grammar, Third Edition with Answer Key: Pearson Longman. Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English: Cambridge University Press. Cowan, R. (2008). The Teacher's Grammar of English: Cambridge University Press. Crystal, D. (2004). In Word and Deed, TES Teacher. Huddleston, R., & Pullum, G. K. (2005). A Student's Introduction to English Grammar: Cambridge University Press. Eastwood, J. (1994). Oxford Guide to English Grammar: Oxford University Press. McARTHUR, T. (1992). The Oxford Companion to the English Language: Oxford University Press, New York. Penston, T. (2005). A concise grammar for English language teachers. Ireland: TP Publications. Quirk, R., Greenbaum, S. A University Grammar of English. Essex, Longman. 1973. Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. United States of America: Longman Group Limited. Yule, G. (1998). Explaining English grammar: Oxford University Press. 2. Internet sources: http://www.ehow.com/info_7946480_esl-games-learn-relativepronouns.html http://edition.tefl.net/ideas/ http://grammar.about.com http://learnenglish.britishcouncil.org/en/grammar-reference/relativeclauses-non-defining-relative-clauses http://www.teachingenglish.org.uk/ http://wiki.answers.com/ https://oxforddictionaries.com

APPENDIXES SURVEY TEST Exercise 1: Choose the correct answer by circling A, B, C or D 1. I enjoyed talking with Mr. John,..I sat next to on the plane. A. B. which C. whom D. that 2. In our school library, there are several large tables ...... we can sit to read books. A. where B. whom C. who D. which 3. My accountant,..understands the complexities of the tax system, is doing my taxes this year. A. that B. who C. which 4. I am going to the beautiful place..you visited last year. D. whom

A. which B. where C. whose D. whom 5. Mrs. Grange,..... you met yesterday, teaches English at my school. A. B. whom C. that D. whose D. whom 6. John could not go with us,.. was a pity. A. who B. which C. that

7. I ate some healthy food at the restaurant..you had recommended to us. A. which B. of which C. where D. whom 8. The film was about Shakespeare,..plays are famous all over the world. A. whom B. of which C. whose D. that 9. They talked for an hour about the things and people..they met on their holidays. A. which B. whom C. D. whose

10. I will never forget the day..we met each other for the first time. A. which B. where C. whom D. when 11. We are going to Ho Chi Minh City,..is located in southern part of Vietnam for our holidays. A. which B. whom C. where D. who 12. The conference..we went to last night was not enjoyable. A. whom B. where C. D. who 13. We passed the shops......windows were decorated for Christmas. A. whose B. which C. who D. whom 14. I will never forget the day on..I met her for the first time. A. which B. that C. when D. whom 15. They took her to the International Hospital, .......is only a mile away.

A. that

B. which

C. where

D. whom D. which

16. He betrayed me,..was entirely unexpected to me. A. that B. whom C. who

17. The villagemy mother was born in was destroyed by an earthquake. A. who B. where C. which D. whom 18. I am going to Hanoi,..is famous for an ancient civilization and the ways of the West. A. that B. which C. where D. who 19. The children ........parents work late are taken home by bus. A. that B. whose C. whom D. of which 20. David did not keep his promise to Maria,..made her unhappy. A. that B. which C. who D. whom 21. Context refers to the situation..something happens and that helps you understand it. A. in which B. in that C. in whom D. which 22. Dr. Sales is a person.. A. in whom I dont have much confidence C. whom I dont have much confidence B. in that I do not have much confidence D. I do not have much confidence Exercise 2: Fill in the blank with one of the following relative words: who, whom, which, that, whose, where, when, or . 23. The cold weather.swept in from the north damaged the fruit crop. 24. He never talks about the patients.he has helped. 25. I went to the bank..my father works. 26. Please post these letters,.I wrote this morning. 27. The consultant.was hired to advise us never really understood our situation. 28. Our company needs a secretarywe can entrust important tasks to. 29. Mathew,..I was talking about, suddenly walked into the room. 30. Hunger and poverty are worldwide problems tosolutions must be found 31. I gave the check to Oliver,.promptly cashed in and spent all the money before the day was out. 32. The speech to.....we listened last night was very informative. 33. Have you seen the place.the graduation ceremony will be held?

Exercise 3: Combine the following sentences, using an appropriate relative word: who, whom, which, that, whose, where, when, or . Put commas where necessary. 34. This is my favorite author. I have read his books for many years. 35. He did not want to leave the country. He was born there. 36. The river is polluted. It flows through the town. 37. The trousers are too small for me. I bought them yesterday. 38. Last year, we spent our holidays in Scotland. Scotland is in the north of Great Britain. 39. This house is being repaired at the moment. He bought it in 1990. 40. She is always asking me for money. I do not like that. Exercise 4: Rewrite the following sentences, using reduced relative clauses 41. The person who will be writing reports at 8 a.m. tomorrow is my colleague. 42. I saw many houses that were destroyed by the storm. 43. The best student who is awarded a scholarship is Martin. 44. The last person who leaves the room must turn off the light. 45. Mrs. Susan, who teaches mathematics at the university, received a reward for outstanding research. 46. The research which is being conducted at Kien An high school will have finished by May. 47. The movie that will be shown tomorrow was made by an anti-drug group last year.

48. She was the fourth woman who finished the race. 49. I come from a city that is located in the southern part of the country. 50. We found the only person who survived after the earthquake.