Theme: Practical and laboratory work Grammar: Relative Clauses

Task 2. Read the following definitions. Find equal words or phrases for them in the text.

• 
  If you mug up a subject or mug up on it, you study it quickly, so that you can remember the main facts about it.
  
• 
  A phenomenon is something that is observed to happen or exist.
  
• 
  If one thing is converted into another, it is changed into a different form.
  
• 
  If you say that there is oodles of something, you are emphasizing that there is a very large quantity of it.
  
• 
  Something that is engrossing is very interesting and holds your attention compeletely.
  

Reasons why Practical Education is Important

• 
  When we are practically looking at things and experiencing it, we do not need to cram it from a book. You might spend hours learning the climatic conditions of Africa but a visit to Africa can stick the picture in your mind instantly and very effectively. Not mugging up takes off loads of pressure from a student’s brain thus helping in the learning process and also for relieving stress from over their heads.
  
• 
  When we are cramming a lesson for a test, our brain tends to remember it for a short while which can be shorter than the duration of your test thus not serving that purpose also because our brain forgets it esily. While doing it practically, it can be in form of experiments, real life projects or educational trips, the knowledge and the whole learning experience stays in our mind for long.
  
• 
  Just by reading about a phenomenon or a lesson, it cannot get straight to your mind even though it may be explained in the best manner. You actually got to see it happening in front of your eyes and not by hearing it in somebody else’s words. Practical knowledge can help a lot over here because it is all there.
  
• 
  Reading a lesson over and over again can be of little help. But performing activities or experiments based on it involves practice and you have heard it right, “Practice makes a man perfect”. So just sitting in corner with a book or listening to a lecture has no practice involved unless the theoretical teaching is converted into practical activities.
  
• 
  Training and exercise are meant to improve your skills which can’t be obtained by just theoretical knowledge. Theory can provide one with oodles of expertise and proficieny but it can never deliver those kinds of results and improved skills that you can get from practical education.
  
• 
  I spent whole of my middle school wondering that what purpose it solves by knowing Sine theta square plus cosine theta square equals one. But when introduced to its applications I realized what importance trigonometry holds in architecture and its related fields. So unless you are applying your theoretical knowledge to real life situations through practical experiments theory doesn’t hold much good and you will keep wondering that why you are studying that particular topic.
  
• 
  Field trips, projects, experiments, don’t they interest you more than books, assignments and lectures? I am sure they do, because they are so much more interesting and engrossing than reading your regular bookish material. I manage to survive through a one hour long chemistry class but give me an experiment and I can stay busy in it for hours.
  
• 
  This is pretty obvious .when you find something and have got your heart in it does seem easy. And especially one learning through practical sources instead of conventional theoretical ones, the leaning process does become comparatively easier to understand, apply and remember.
  
• 
  While imparting practical knowledge to students, most of the activities involve team projects or programs where students are required to work in a group or as a team. On one hand it improves a student’s ability to interact with his/her fellow students and encourage them all for team work. On the other hand it also makes the learning process more fun as students are able to grasp more while learning it in a group. And you learn more while having fun.
  
• 
  Whereas in practical works, inputs from students are not just invited but are also necessary. Interactive sessions, experiments, interactive exercises, are important features of practical education which ensure the involvement of students, making them learn and understand more. And learning is the fundamental purpose of education, so in oder to improve the learning level, more importance should be given to practical education as well.¹
  

Task 3. Work in groups of four or five. Answer the following questions.

1. 
   What is practical and laboratory work and how do they appear in your specialty?
   
2. 
   What is your practicum utopia?
   

Task 4. Discuss in pairs the following questions.

1. 
   What other features can be included as valuable (except above-mentioned) for practical and laboratory lessons?
   
2. 
   What can you say about benefits of practical and laboratory activities?
   
3. 
   What is meant by practical and laboratory work skills?
   
4. 
   What laboratory equipment is used in your field of specialty?
   

Task 5. Listen to three people presenting the idea of practical and laboratory work and decide which speaker they belong to.²

Speaker 1.______ _______

Speaker 2. ______ ________

Speaker 3. ______ _______

1. 
   Theory and practice shouldn’t substitute each other, but coexist.
   
2. 
   Internship is not necessarily a part of a syllabus.
   
3. 
   Words laboratory and practice have similarities in their meaning and origin.
   
4. 
   Included seminars using learners’ experience as a text.
   
5. 
   It is trying to find out unknown ways of solving existing questions both mentally and physically.
   
6. 
   It helps knowledgeable students to become professionals.
   

Grammar: Relative Clauses
There are two types of relative clause: identifying relative clause and non-identifying relative clauses.

An identifying relative clause gives necessary information and is essential to the meaning of the main sentence. The relative pronouns can be omitted when they are the object of the relative clause. The relative clause is not put in commas.

e.g. People are fined. (Which people? We don’t know. The meaning of the sentence is not clear.)

People who/that park illegally are fined. (Which people? Those who park illegally.)

The film was boring. (which film? We don’t know. The meaning of the sentence is not clear.)

The film (which/that) I watched yesterday was boring. (Which film? The one I watched yesterday.)³

An aeroplane is a machine Emma lives in a house The people

that flies. that is 500 years old. that work in the office

are very friendly.

Who is for people (not things):

A thief is a person Do you know anybody The man The people

who steals things. who can play the piano? who phoned who work in the office

didn't give his name. are very friendly.

That is for things or people:

You can use that for people, but who is more usual.

Whichis for things (not people):

An aeroplane is a machine Emma lives in a house

which flies.(not 'a machine who ...') which is 500 years old.

Do not use which for people:Do you remember the woman who was playing the piano at the party? (not'the woman which ...')

A non-identifying relative clause gives extra information and is not essential to the meaning of the main sentence. In non-identifying relative clauses, the relative pronouns cannot be omitted and cannot be replaced by that. The relative clause is put in commas.

e.g. The Jeffersonslive next door. (the meaning of the sentence is clear.)

The Jeffersons, who own a Jaguar, live next door. (The relative clause gives extra information.)

My cat is called Monty. (the meaning of the sentence is clear.)

My cat, which I found on the street, is called Monty. (The relative clause gives extra information)⁴

You can say:

• 
  Thebag that he is carrying ... or The bag he is carrying ... (with or without that)
  

• 
  ... the photographs that Ann took? or... the photographs Ann took?
  

You do not need that/who/which when it is the object:

subject	Verb	Object
The man	was carrying	a bag	→thebag (that) themanwascarrying
Ann	Took	some photographs	→thephotographs (that) Anntook
You	Wanted	the book	→thebook (that) youwanted
We	Met	some people	→thepeople (who) wemet

• 
  Did you find the book you wanted? (or... the book that you wanted?)
  

• 
  The people we met were very nice. (or The people who we met ...)
  

• 
  Everything I said was true. (or Everything that I said ...)
  

Note that we say:

• 
  The film we saw was very good. (not 'The film we saw it was ...')
  

Sometimes there is a preposition (to/in/at etc.) after the verb:

Jill is talking to a man. → Do you know the man Jill is talking to?

We stayedat a hotel. → The hotel we stayed at was near the station.

I told you about some books. → These are the books I told you about.

Note that we say:

... the books I told you about (not 'the books I told you about them')

You can say: (a place) where ... :

• 
  The hotel where we stayed was near the station. (= The hotel we stayed at ...)
  

You must use who/that/which when it is the subject:

• 
  I met a woman who can speak six languages. (who is the subject)
  

• 
  Jim was wearing a hat that was too big for him. (that is the subject)
  
• 
  
  

Task 1. Fill in the relative pronoun or adverb. Put commas where necessary. Write I for identifying, NI for non-identifying and say whether the relative can be omitted or not.

1. 
   The dress which/that she bought was too big. (I, can be omitted)
   
2. 
   Mrs. Stewart ………… was the school’s headmistress for ten years has retired now.
   
3. 
   This is the kitten ………… I found in my garden.
   
4. 
   Martin Reeds …………….. was born the same year as I was is a distinguished author.
   
5. 
   Pauline Smith ……………. Was in my class at school is a very successful lawyer now.
   
6. 
   The library ………… they knocked down yesterday was in very bad condition.
   
7. 
   The car ………….. I bought last year is a red Ferrari.
   
8. 
   Have you read the book ………… was written by one of the professors from my university?
   
9. 
   That’s the man ……….. dog buried a bone in my vegetable garden.
   
10. 
    My garden ………… I like very much looks beautiful when all the flowers bloom.
    

Homework: Task 1. Choose the correct answer

1. 
   John is a boy _____C___ studies hard every day.
   

A when B Which C Who

2. 
   This is the bicycle _________ I used to ride to school on.
   

A Whom B Whose C Which

3. 
   I remember the time _________ I fell and broke my arm.
   

A Where B When C Which

4. 
   The reason __________ he is happy is that he has just passed his exams.
   

A Why B Which C When

5. 
   Where is the bread _________ I bought this morning?
   

A Who B When C That

6. 
   That is the woman __________ best friend is afilm star.
   

A Whose B Who’s C Which

7. 
   Paul is holding the prize _________ he won in the competition.
   

A Where B Who C Which

8. 
   The chair __________ she is sitting on is an antique.
   

A When B Where C Which

9. 
   The woman ___________ lives in that house is very rich.
   

A Which B who C where

10. 
    The book __________ I borrowed from the library is very interesting.
    

A That B Whose C Who’s

Task 2. Write the correct relative pronoun or adverb in the appropriate place in the sentences below.

who

1. 
   The woman ^ opened the door was wearing a uniform.
   
2. 
   The building is on the corner of the street is falling down.
   
3. 
   This ring, was a present from my husband, is very valuable.
   
4. 
   My father, is a policeman, really enjoys his job.
   
5. 
   The house I used to live has been knocked down now.
   
6. 
   The book was given to me for my birthday is very old.
   
7. 
   That teacher, is very good at his job, is popular with all his students.
   
8. 
   Martin, sister has travelled the world, is a very interesting person.
   
9. 
   The office the boss works is very luxurious.
   
10. 
    Jane, mother is my hairdresser, is getting married next month.
    

1^Boqiyeva G., Rashidova F. “Scale Up: student’s book Course 2” darslik, T.: 2015, - 50-51 bb.

2^Boqiyeva G., Rashidova F. “Scale Up: student’s book Course 2” darslik, T.: 2015. – B. 48. -80 b.

3^Evans V., Dooley J. Grammaway. Newbury: Express Publishing. 1999. – P. 116, -272 p.

4^Evans V., Dooley J. Grammaway. Newbury: Express Publishing. 1999. – P. 116, -272 p.