Discusses English attributive clause shallowly

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1、Project Title:Discusses English attributive clause shallowly AcknowledgmentI am mostly grateful to supervisor Dr. , without whose support and patience this project would not implemented.I am also grateful to my colleagues for their time spent on brainstorming.No amount of thanks will be adequate for

2、 my students without whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks to my parents, without whose support , I would not have self-confidence to finish this project.AbstractThe present study presents a detailed report of a p

3、roject implemented to solve the problem that most of my students do not understand the usage of the attributive clause and use it to do some practice I assign them to do after class. It is hypothesized that learners interest in learning to practice using the attributive clause after class will be gr

4、eatly increased by a better organization in this respect. This hypothesis is verified by a four-period practice of well-organised grammar activities.Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey, and brainstorming activation.Main Headings

5、 of the Project ReportIntroduction1. Summary of the Preliminary Research Problem Problem analysis Project objective Project hypothesis Possible solutions 3. Full-scaled Implementation of the Solutions Make up groups Provide materials Ask them to practise Check their grammar work Reduce their pressur

6、e4. Attributive Clause Practice Design5. Data Analysis Students general impression of the project Students voluntariness of doing the grammar tasks after class6. Problems Unsolved7. ConclusionReferences1, Chief Editor Xia Zhenglong Dictionary set, Shanghai Dictionary Publishing house, in 1988 the ve

7、rsion2, Wang Tong recalled chief editor, English to Chinese Dictionary set, the defense industry left arranges society, in 1987 the version3, Lu Gusun edited, English to Chinese Big Dictionary, Shanghai Translation Publishing House, in 1993 version 4, Websters Third New International Dictionary, Mer

8、riamWebster Inc, in 1988 version1. IntroductionI have been teaching the students who are in their first year of a senior middle school. In my teaching Ive found there are some problems. Now Ill finish my study in Qingyang TV University. I hope I can solve the problems that have troubled me for some

9、time through the action research so that I can apply my knowledge and theory into practice, which I learned from Qingyang TV University.2. Summary of the preliminary ResearchThis part of my study was conducted during May 1, 2007-May 15, 2007.ProblemThe problem I have in my teaching is that most of m

10、y students do not master the attributive clause I assign them to do after class.2. Problem analysisIn my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were some main reasons that accounted for students reluctance to do the attributive cla

11、use assignments out of class.Firstly, some students did not feel interested in practicing attributive clause exercises alone after class. Secondly, some students had some difficulties in doing the grammar practice, so they hoped that they could do it after class under more concrete direction of the

12、teacher. Thirdly, most students felt over loaded because of a heavier homework assignments.The problem had been troubling me for a long time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis3. Analytic methodsThrough careful analysis, I was led

13、to a series of questions: For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why is should be the case, and whether they thought it important and necessary to practise attributive clause exercises or not? If they thought it important and necessary

14、, the problem was actually caused by my self, not by my students. Probably the Grammar work I assigned my students to do was poorly organized.Cause analysisIn this situation, I asked myself a series of questions and tried to provide some answers to them.Why did most of my students not master the att

15、ributive clause usage? In order to know more about this issue, I designed a cause exploration procedure as follows:(1)Is it because they do not like the practice? Maybe(2)Is it because the grammar tasks are poorly designed? Maybe(3)Is it because they are not motivated? Possibly yes.(4)Is it because

16、my instructions are not clear? Maybe(5) Is it because they do not like to practise the exercises alone? Maybe(6)Is it because they have some difficulties unsolved by themselves? Yes.4. Questionnaire surveyI made a pilot investigation in this report to know more about the situation. For this purpose.

17、 I designed a research procedure like the follows. One day, I gave the ten different kinds of attributive clauses to master the grammar rules. The next day, I got the following feedback. Only seven students master most of the rules. Only one group of three students got a “A+”. The rest did not finis

18、h the tasks completely.5. Brainstorming activation When I was engaged in the problem analysis, I consulted my thesis supervisor Mr. Zhu Xiaolin and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and careful

19、ly. After a lengthy problem analysis, I determined to launch a project to overcome this problem. My solutions to the problem are as follows: 6. Project objective My research objective is to enhance my students interest in doing attributive clause practice after class.Project hypothesis It is hypothe

20、sized that learners interest in attributive practice after class is increased by better organization. Possible solutions With these reasons in mind, I have correspondingly provided some possible solutions which are as follows.(1) Help my students to make up eight groups.(2) Give them chances to prac

21、tise the usage of attributive clause.(3) Check their answers regularly. Make up Groups In order to guarantee most of the students would be highly involved into the grammar item practice.I decided to make up groups. Through the investigations, I found there were two main problems for them to do the g

22、rammar item practice by themselves at home. One was the family members of most students did not know or hardly knew English. When the students met difficulties or had problems, they couldnt get any help. And if they made mistakes in Grammar practice, they couldnt be corrected in time. The other was

23、they thought there was little pleasure to practice without a partner. Through analysis, I thought I would like to give more chances to practise. So it was the most effective that I should create opportunities for them to do it with each other in English. I was also conscious that the students were a

24、ll 15 or 16 years old and they were all English learning beginners, so they had strong, mutual dependence. Check their grammar work I decided to check their grammar work because many students would usually do better under the supervision of their teachers or parents. Sometimes I told them to recite

25、some grammar rules before me. Sometimes I gave them five minutes to write from memory. Sometimes I asked their parents to record the time of every grammar work at home. The Design for lecturing and practicing attributive clause My hypothesis is that learners interest in grammar practice after class

26、is increased by better organized activities. More over, my new assignment activities should have a real information value so that students have a real purpose to do the job.Period 1 activity1 the Definition of Attributive Clause and Relative PronounsGuidance attributive clause including: Relative pr

27、onouns who (whom, whose), which, that and relative adverbs when, where, why and so on. For example: The girl who had lunch with me yesterday is my girl friend. (Girl is advance word, who is relative pronoun) The book that (which) I am reading is very interesting. ( book is advance word, that is rela

28、tive pronoun) presently slightly discussed the relative pronoun and the relative adverb function and the usage, the guidance attributive clause relative pronoun and the relative adverb between the advance word and the attributive clause the relation function, they may make the attributive clause an

29、ingredient:1. Who refers to the human, is the nominative case, makes the subject in the attributive clause; whom is a binger, makes the object in the attributive clause; whose is a possessive case, makes the attribute in the attributive clause. For example: (1)This is Uncle Li who mended computers f

30、or us. The student who(that)is playing with a yoyo is only seven. (2) This is the man (whom)I met in Australian last month.The soldier whom you want to see has already come.(3)There is nobody here whose name is Gu Jianfei My aunt whose photo I showed you yesterday will come to see us this evening.2.

31、 Which refers to the thing, makes the subject or the object in the attributive clause. For example: (1)Take the pencil which is lying on the desk. We visited the Jade Buddha Temple, which is in the northwestern part of Shanghai. (2)The factory which we visited yesterday is very famous in the world.

32、The money which they found in the street is mine.3. That refers to the thing, sometimes also refers to the human, makes the subject or the object in the attributive clause. (1)The comrade that you saw is a hero. (that makes object, refers to human) Is this the pen that you were looking for? (that ma

33、kes object, referred to thing) (2)The man that called me last night was killed this morning.(that makes subject, refers to difficulty which human) There is no difficulty that cannot be overcome. (that makes subject, refers to thing) note 1 that and which all refers to time the thing, may use in comm

34、on generally. But must use that in the following situation, but cannot use which:1 advance word is all, everything, nothing, something, anything, much little, few, none. For example: Say all (that) you know.Is there anything (that) I can do for you now? This book contains much little that is useful.

35、 I mean the one that was bought yesterday. 2 advance words (including last) are decorated for the numeral or by the ordinal numeral time. For example: This is the first film (that) I have seen since I came here.The last place they visited was the Summer Palace. Look at those presents. You can see th

36、e two that you gave me.3 advance words by the adjective highest-level or the very, the only and so on. For example: This is the biggest apple (that) I have ever eaten. She is the very thief (that) the policeman is looking for. Mary is the only friend (that) I have in Australia. 4 advance words both

37、some people when have the thing. For example: Peter and his car that disappeared mysteriously in London in 1987 appeared mysteriously in New York in 1993. We were deeply impressed by the teachers and schools that we had visited. 5 advance words make the predicate in the principal clause, or the rela

38、tive pronoun makes time the predicate in the subordinate clause. For example: This is a dictionary that will help you a lot. Dont cheat me. Im no longer the boy that I was three years ago.Note 2 uses that not suitably in the following situation:1. relative pronouns has when the preposition. For exam

39、ple: This is the house in which I lived ten years ago. 2. advance word itself is when that. For example: What was that which he said?Period 2 Prepositions + Relative NounsNote 3 whom, which and that makes the object when the attributive clause, specially in the spoken language, often may abbreviate.

40、 For example: The man(from whom)you got the news is a friend of mine. Is that the car(in which)you want to lie?This is the little mother( of whom) saved Comrade Li yesterday. Relative pronoun whom, which functions as preposition when the attributive clause the object, the preposition generally place

41、s between the advance word and the relative pronoun. For example: I want to make some friends from whom I can learn a lot. Sometimes , the preposition also may place the object subordinate clause behind, when has abbreviated specially the relative pronoun, the preposition must place the attributive

42、clause behind. For example:The room which(that)we live in is very bright.The room in which we live is very bright. Period 3 Non-restrictive Contributive Clause Relative pronoun which refers to an entire front speech.By now in front of the relative pronoun had the comma, the attributive clause was th

43、e additional explanation; The which meaning is equal to and this.For example: Tom said he didnt know anything about Kate, which was a lie. The worker didnt do any work, which made his boss very angry. Period Four Relative AdverbsRelative adverb where, when and why make the place adverb, the time adv

44、erb and the reason adverb separately in the attributive clause.1.where refers to the place, makes the adverb in the attributive clause, is equal in +which and so on in. For example: This is the workshop where (=in which) I work. A booking office is a place where (=in which) tickets are the sold. 2.

45、when refers to the time, makes the adverb in the attributive clause. For example: He came at a time when we needed help. 3.why refers to the reason, the reason, makes the reason adverb in the attributive clause.For example: The reason(why)he changed his mind is not clear. Below slightly discussed ag

46、ain restrictive attribute subordinate clause and non-restrictive attribute subordinate clause. The restrictive attribute subordinate clause is the advance word essential attribute, if omits, the subject meaning can incomplete or is not clear about. Between this kind of subordinate clause and the pri

47、ncipal clause cannot use the comma to separate. The non-restrictive attribute subordinate clause, is only to the advance word account and suffix, if omits, the principal clause meaning very was still clear, it and between the principal clause the commonly used comma separated. Tries the quite follow

48、ing sentences:(1)I have a brother who is a doctor. (Meaning is I also have other brothers) (restrictive attribute subordinate clause) (2)I have a brother, who is a doctor. (Meaning is I only have a brother) (non-limit attributive clause) note 1 uses relative pronoun that not suitably in the non-rest

49、rictive attribute subordinate clause. Therefore, every is the attributive clause which that guides, all is generally the restrictive attribute subordinate clause. For example:Harming: She gave me some flowers, that were very beautiful.Positive: She gave me some flowers, which were very beautiful. (N

50、on-restrictive attribute subordinate clause) positive: She gave me some flowers that(which)were very beautiful. (Restrictive attribute subordinate clause) note 2 the non-restrictive attribute subordinate clause very little uses in the spoken language, in the dialogue, frequently is in particular use

51、s Simple sentence or the Compound sentence. For example: I have a brother, who is a doctor. This speech, always said in the spoken language .“I have a brother; and he is a doctor.” 7.Data AnalysisDegree of mastering the GrammarVery HighHigh Just so so LowVery LowBefore implementation645.535110After

52、implementation10.858.63000 This graph shows that there is a drastic improvement in this regard. Most of the subjects who rank themselves in scale “High” and “Very High” amount to 69.4% while the percentage was only 51.5% after implementation. The graph also shows no one low or very low Degree before

53、 the implementation.8.Project Evaluationl The problemIs the problem a researchable one? Yes. If give me the resources, the time and the expertise I have, I can launch a project to solve the problem.l The methods used in problem analysis Are the methods used to analyze the problem acceptable, suitabl

54、e to it and properly applied? Yes. I used the analytic method, cause analysis, interview and brainstorming. These are all acceptable methods suitable to my problem. I also used the properly.l The project objectiveIs the project objective realistic? Yes, it is researchable. It is realistic.l The proj

55、ect hypothesisIs the project hypothesis provable? Yes, it is.l The project rationaleDoes the project have a writing basis? Yes, My project was based on the theoretical assumptions which are valid and writing.l The project designI have defined my project objective and hypothesis.I have stated my proj

56、ect rationale.I have worked out the details for project implementing.l The stages and details of project implementation .The stages are necessary and complete.l The methods used in project implementation.In what way has the project been implemented? In my case, I first set up control and target grou

57、ps and used the classroom teaching.l The methods used to obtain the results.In what way has the investigator obtained the project results? Is it acceptable, suitable and properly used? I used diary-keeping, feedback to obtain the project results.l The results obtained from the project implementation

58、. My hypothesis has been proved to be correct.9. Project findings and discussionsFrom the project Ive learned that learners errors in practicing can be reduced by varied error-correction techniques. I find my weak points. My error-correction technique is ineffective. I just tell the right form. I gi

59、ve few analysis and seldom emphasize the common mistakes. And I dont like write the words on the blackboard, either. My students also learned a lot. Their errors in practicing have reduced a lot since the project implemented.10. ConclusionThe present study is chiefly based on the project that I proc

60、eeded from 30th May 2007 to June ,2007,which aimed to enhance my students interest in doing grammar practice after class. Six periods ago , I determined to work on the crucial problem that most of my students had not do the grammar practice I assigned them to do after school. In my study I used the

61、analytic method, cause analysis, questionnaire survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. And then I worked out five possible solutions. Next I implemented my project. I did much improvement in four aspects when I designed my grammar tasks and organized my students to do the grammar tasks.