Some experiences in teaching passive sentences for students in grades 8

INDEX
INDEX
A. INTRODUCTION
I. THE PURPOSE OF CHOOSING THE TOPIC.
II. RESEARCH PURPOSES.
III. RESEARCH SUBJECTS.
IV. RESEARCH METHODS.
B. CONTENT INITIATIVE EXPERIENCE
I. THEORETICAL BASIS OF INITIATIVE EXPERIENCE
II. THE SITUATION OF PROBLEM
1. Advantages
2. Disadvantages
III. THE SOLUTION USED TO SOLVE PROBLEMS
1. Using the passive sentences
2. Structure
3. Turning the initiative into the passive
4. The special form of passive sentences
IV. EFFECTIVENESS OF INITIATIVE EXPERIENCE

C. CONCLUSION.
I. CONCLUDE
II. SUGGEST

REFERENCES

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A. INTRODUCTION
English is the language used by most countries. It became the
international language used to communicate between nations. I am an English
teacher at a secondary school and I understand clearly methods of teaching
English. With my teaching experience, I always learn and improve the quality of
my teaching in English.
With those criterias, I chose this topic “Some experiences in teaching
passive sentences for students in grades 8”. In the course of research, I believe
there will be some errors, I hope to receive advice from my colleagues.
I. THE PURPOSE OF CHOOSING THE TOPIC.
In English subject at the secondary school, passive sentence is also one of

the important knowledge, students often have difficulties in doing exercises. If
students want to do the passive sentences exercises well, they need to
understand this form. But in class only forty percents students understand the
content of this, so I research this topic.
II. RESEARCH PURPOSE.
When I write this idea, I just wanted to contribute my part to help them
understand better passive sentences.
III. RESEARCH SUBJECTS.
In my topic, I just focus on the theoretical part of the passive such as
structured, how to use, how to switch from active to passive, several particularly
in the passive,... and some writing assignments and exercise tests.
IV. RESEARCH METHODS.
1. Research, income forms essay assignments, test of passive sentences
and how to do homework, which can assess the qualifications and the
knowledge of the students about the passive.
2. Research based on observation methods: attending classes of
colleagues.
3. Research based on practice: teaching with the attendance of some
colleagues then discuss to learn from each other
4. Research based on survey methods: Teachers ask questions to check
understanding the content of the student lesson.

B. CONTENT INITIATIVE EXPERIENCE
I. THEORETICAL BASIS OF INITIATIVE EXPERIENCE
When I was student in a secondary school, I learned about the passive
sentences and had some difficulties. I wanted to know how to distinguish the
types of sentences and other forms of exercise.
But in traditional teaching: teacher-centered, students only khow to
follow and write down what the teacher says. So it becomes boring lesson,
students are not able to think creatively in class. In the program of today’s

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textbooks to help students better understand and the difficulties in doing
homework passive sentences.
II. THE SITUATION OF THE PROBLEM.
1. Advantages
1.1. On the part of teachers
- Have to access and use of new methods in teaching.
- Creativity, learn some appropriate teaching compatible with the content
of the lecture.
- Teachers use modern equipment well such as computers, speakers,
projectors,...
1.2. On the part of students
- The majority of school students are excellent students selected from
schools in Ngoc Lac district.
- The majority of students prefer studying English, and spend much time
studying.
2. Disadvantages
Besides the above advantages, teachers and students exist back:
2.1. On the part of teachers
Teachers also use several methods that are not suitable with the form of
the lesson, so students will have some difficulties in understanding the lesson.
2.2. On the part of students
Students do not pay attention to enlarge the vocabulary so vocabulary is
very limited them. And some of them do not study and do not homework.
2.3. Teaching equipment
Equipment used for teaching English is limited. Some equipments is
spoiled or outdated inconsistent with teaching.

III. THE SOLUTION USED TO SOLVE PROBLEMS.
1. Using the passive sentences.
- When it is not necessary to mention acting agent ( because situations
was too obvious or unimportant )
Eg: The road has been repaired.
- When we do not know or forget the people take action.
Eg: The money was stolen.
- When we ourselves are interested in action than the person do the action.
Eg: This book was published in Vietnam.
- When the subject of the sentences is subject not actively defined as:
people, they, someone…
Eg: People say that he will win. [1].
→ It’s said that he will win.
- When the speaker does not want to mention all actions cause.
Eg: Smoking is not allowed here.
2. Structure

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I will be divided the passive sentence structure in English into two
categories:
Type 1: Passive for not continuing.
This form of the general formula:
BE + PAST PARTICIPLE
Type 2: Passive with the ongoing
This form of the general formula:
BE + BEING + PAST PARTICIPLE
The 1st type is used for 6 tenses of non-ongoing passive and the 2 nd type is
applied for the other 6 tenses of ongoing passive. But in this research, I only

want to introduce to students the tenses that they are studying in teaching
program. It includes 4 tenses of non-ongoing passive: present tense, past tense,
past participle, future simple tense and 2 tenses of ongoing passive: present
continuous and past continuous
2.1. Type 1: Passive for not continuing.
+ Simple Present:
S + am/is/are + Past Participle
Eg:
Active: They raise cows in Ba Vi. [1]
Passive: Cows are raised in Ba Vi.
+ Simple Past:
S + was/were + Past Participle
Eg:
Active: Jame Watt invented the steam engine in 1784. [3]
Passive: The steam engine was invented by Jame Watt in 1784.
+ Present perfect:
S + have/has been + Past Participle
Eg:
Active: They have just finished the project. [4]
Passive: The projects has just been finished.
+ Simple Future:
S + will be + Past Participle
Eg:
Active: They will build a new school for disabled children next month.
Passive: A new school for disabled children will be built next month.
+ Modal verb.
S + Modal Verb + be + Past Participle.
Eg 1:

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Active: You can see him now.
Passive: He can be seen ( by you ) now.
Eg 2:
Active: He should type his term paper.
Passive: His term paper should be typed.
2.2. Type 2: Continous passive.
+ Present Continuous.
S + am/is/are + being + Past Participle
Eg:
Active: Ann is writing a letter. [2]
Passive: A letter is being written by Ann.
+ Past Continuous.
S + was/were + being + Past Participle.
Eg:
Active: She was cleaning the room at 7 a.m yesterday. [2]
Passive: The room was being cleaned at 7 a.m yesterday.
3. Turning the initiative into the passive .
If the students want to change from the passive initiative to question, they
should know the steps:
- Determining the object in the active sentence then transforming it into the
subject of the passive sentence.
- Determining the tense of the verb in the sentence of the i active sentence,
putting “to be” corresponding to it and the subject of the new passive sentence.
- Conjugating the main verb in the i active sentence in the form of past
participle in the passive sentence.
- By + Action agent ( When we want to stress triggers action ).
S
+

V
+
O
S

+

V (participle) + O

Eg:
They
S


will finish
V

this work tomorrow.
O

This work will be finished (by them) tomorrow.

In this section students should note the following issues.
- The manner adverbs are usually placed before the past participle in the
passive sentences.
Eg: He wrote the book wonderfully. [4].
→ The book was wonderfully written.

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- By + Action agent standing behind the adverbs of place and in front of
the adverbs of time.
Eg1: A passer – by took him home.
→ He was taken home by a passer – by.
Eg2: We will receive the gifts on Monday.
→ The gifts will be received by us on Monday.
- Negative and interrogative passive sentences are created the same way of
the active.
However not every sentence can be changed from active to passive and
vice versa. In order to change from active to passive, the sentence has to have a
transitive verb. A sentence with an intransitive verb cannot be changed into
passive. Intransitive verb is a verb which should have an immediate objective
while transitive verb does not.
Eg: 1) She is making a cake. → A cake is being made by her.
Transitive verb
2) They run along the beach every morning.
Intransitive verb
Practice
Apply the above knowledge, practice by doing the following exercises:
Exercise 1: Change these sentences into passive.
1. My father waters this flower every morning.
→......................................................................…….
2. John invited Fiona to his birthday party last night.
→......................................................................……..
3. No one can move the heavy rock in his garden.
→......................................................................……..
4. Her mother is preparing the dinner in the kitchen.
→......................................................................……..
5. We should clean our teeth twice a day.

→......................................................................……..
Beside the above exercises, there are tests about passive also be applied.
Students have to be very confident in using structure, understand and know how
to do exercises in exchange from active into passive. Below are some exercises
in tests which can help students practice their knowledge so they can do better
test in passive voice
Exercise 2: Chose the correct answer.
1. My wedding ring................. of yellow and white gold.
a. is made
b. is making
c. made
d. maked
2. If your brother....................., he would come.
a. invited
b. were invited
c. were inviting
d. invite
3. Mr. Wilson is....................... as Willie to his friend.
a. knowed
b. knew
c. know
d. is know
4. References...........................in the examination room.

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a. not are used
b. is not used
c. didn’t used

d. are not used
5. Laura................................... in Boston.
a. are born
b. were born
c. was born
d. born
4. The special form of passive sentences.
Exchanging from active to passive completely belong to the structure of
each sentence. Therefore the best way to change is to consider them following
the sample sentences
4.1. Sample sentences: S + V + O (C, A)
This new form language in question can be a noun or pronoun phrase.
Consider some examples:
S + V + O
Eg:
Active: Her mother is cleaning the kitchen.
Passive: The kitchen is being cleaned by her mother.
S+V+O+C
Eg: They called Mr. Angry.
→ He was called Mr. Angry.
S+V+O+A
Eg: He put the table in the corner.
→ The table was put in the corner.
4.2. Examples :

S+V+O +O

For sentences that have two objects, we can use one of them transformed
into the subject in the passive. However, the object as a person is use the more.
Eg:

We gave him a nice present on his birthday.
Oi

Od

- The first way : He was given a nice present on his birthday.
- The second way : Need to add a preposition.
A nice present was given to him on his birthday.
In this circumstance, there are two prepositions can be used : to, for. Some
verbs that go with “to” : give, bring, send, show, write, post, pass....Some verbs
that go with “for”: buy, make, cook, keep, find, get, save, order........
Eg1: She didn’t show me this special camera.
→ This camera wasn’t shown to me.

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Eg2: She is making him a cup of tea.
→ A cup of tea is being made for him.
4.3. Passive voice with reporting verbs.
The narrative verbs are usually used in narrating spoken words, thoughts,
questions or apologies…. Some verbs always meet are say, think, know, believe,
ask, tell…
Have two structures related to the reporting verb:
+ Sample sentences:
Active:

S + V + O + That clause.

Passive:

S (O) + be past participle + that clause.

Eg: He told me that you had a new bike. [1]
 I was told that you had a new bike.
+ Sample sentences:
S + V + That + Clause.
This sample has two ways to switch to passive:
Step 1: Using subject “it”
Eg: People think that I am The best student in my class. [1]
 It is thought that I am the best student in my class.
Step 2: Using the subject of that-clause and using prototype form of the
verb. In the example above, a second transfer is.
Eg: I am thought to be the best student in my class. [1]
In a second transfer, you can use 3 prototype form of the verb:
+ To-inf: When the action takes place in the same place that-clause or
occurrs after the action in the same place that-clause or occurrs after the action
in the reported clause.
+ Prototype continues: to be Ving, when the action in that-clause is in
the continous tense, the action in the reported clause is simple, the same rank.
+ Prototype completed: To have done, when the action in that-clause
occurred before the action in the reported clause.

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Eg1: People say that he is a rich man. [1]
 He is said to be a rich man.
Eg2: They think that she is living there.

 She is thought to be living there.
Eg3: They said that Tom had left home before the weekend.
 Tom was said to have left home before the weekend.
4.4. Imperative:
When moving imperative to a passive sentences, we follows structure:
Active:
Passive:

V + O + Adjunct.
Let + O + be past participle + Adjunct.

Eg: Take off your hat!
 Let your hat be taken off!
Apart from above, there is another way to exchange imperative to the
passive but less than. That is:
S + am/is/are + to be + P.P
Or S + should be + P.P
Eg:
Active: Look after the children please!
Passive: The children should be looked after!
Or: The children are to be looked after!
4.5. WH- question.
For the WH- questions, we divide them into two categories:
Type 1:
Eg:
Active: How many languages do they speak in Canada? [3].
Passive: How many languages are spoken in Canada?
Type 2:
Eg: Who wrote this novel? [4]

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 Who was this novel writte by?
Or:  By whom was this novel written?
4.6. Structure :
There are two circumstances occur:
a. Objective of V-ing is the only one as the subject of the sentences:
Eg: He kept me waiting.
-> I was kept waiting ( by him).
b. Objective of V-ing not only mean the subject of the sentence:
Eg : He hates people looking at him.
 He hates being looked at ( by people).
4.7. Structure :

S
S
to

+ V +
+ V
+ V
+ V

O ( to)
+ O+

- When the objective is not the same with subject
Eg : We asked him to do it.
-> He was asked to do it.

- When the objective is same as subject
Eg : She would love someone to take her out to dinner.
-> She would love to be taken out to dinner.
+.
S
+ V + O + V( without
to)
When changing to passive voice, we use To-infinitive except the verb
“let”.
Eg : We heard him sing this song.
-> He was heard to sing this song.
BUT : They let us go home.
-> We were let go home.
OR : We were allowed to go home.
4.8. Structure
Have / get something
done.
+ have.
Active : S + have + Object (person) + bare infinitive +
Object.
Passive : S + have + Object (thing) + Past Participle (+
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Eg :
I has him repair my bicycle yesterday.
-> I had my bicycle repaired yesterday.
+ get.
Active: S + get + O (person) + to infinitive + O ( thing)
Passive : S + get + O (thing) + Past participle (+by + O(person))

Eg:
I get her to make some coffee.
-> I get some coffee made.
PRACTICE.
Based on the knowledge above, ask students to complete these exercises:
Exercise I : Change these sentences in to passive: [3]
1. Do they teach English here?
->………………………………………………….
2. Did the teacher give some exercises?
->…………………………………………………
3. When will you do the work?
->…………………………………………………
4. What books are people reading this year?
->………………………………………………….
5. People saw him steal your car.
->………………………………………………….
Exercise I1. Chose the most correct answers to complete these sentences:
1. The old lady was ……….exhausted after the long walk.
a. very
b. absolutely
c. pretty
d. fairly.
2. The old man is said…………….all his money to an old people’s home when
he died.
a. to leave
b. to leaving
c. have left
d. to have left.
3. Nobody was injured in the accident, …………?
a. was there

b. was he
c. were they
d. weren’t they.
4. Renoir’s paintings ……….. masterpieces all over the world.
a. had considered b. are considered c. are considering d. consider.
5. He was advised…………singing lessons.
a. take
b. taken
c. taking
d. to take.
Exercise III : Select sentence with the same meaning with the given
sentences by choosing a, b, c or d.
1. It has been said that UFO sightings are increasing.
a. People say that UFO sightings are increasing.
b. people have said that UFO sightings are increasing.
c. That UFO sightings are increasing is true.

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d. UFO has been said to be increasing.
2. He is getting them mend the windows.
a. He’s having the windows to mend.
b. He’s having to mend the windows.
c. He’s having to be mended the windows.
d. He is having the windows mended.
3. They made her hand over her passport.
a. She was made to hand over her passport.
b. She was made hand over her passport.
c. She was handed over to make her passport.

d. She was handed over for her passport to make.
4. Don’t let the others see you.
a. Don’t let you to be seen.
b. Don’t let yourself be seen.
c. You aren’t to be seen by the others.
d. Both a &c allowed.
5. They say that many people are homeless after the tsunami.
a. They say many people to have been homeless after the tsunami.
b. They say many people to babe homeless after the tsunami.
c. Many people are said to have been homeless after the tsunami.
d. Many people are said to be homeless after the tsunami.
c. Brian told me to have been attacked in the street.
d. Brian told me that he had been attacked in the street.
IV. EFFECTIVENESS OF INITIATIVE EXPERIENCE.
During the teaching process of English 8, I have introduced to students
the basic knowledge about the passive voice in English. For the different
students, we also have to use different amount of knowledge. For the average
students, I only introduce to them the basic parts such as how to change from
active to passive voice, then passive voice in some tenses in English for this
teaching program. With WH-questions or structure “S-V-O”. For the good
students, I introduce to them some more special parts in passive voice. In the
process of applying the above knowledge and method, I realized that most of the
students are able to understand and apply the basic knowledge in practice.
Please see below the result of evaluation after applying that method:
No
1
2

Result of evaluation
Good

Fair
Weak

Grade Excellen
t
SL % SL
8A1
8
25 14
8A2
15 44 11

%
44
32

SL
10
8

%
31
24

SL
0
0

%
0

34

bad
SL
0
0

%
0
0

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However, for the fair students, they still meet some difficulties because
this knowledge is relevant to other parts in English. It is the reason why when
teaching this part, I required my students to repeat the old knowledge that they
have learn in the past.
C. CONCLUSION
I. CONCLUDE.
Above is some of my personal experiences in teaching English. I realize
that in the process of teaching, teachers need to try their best to flexibly apply
different teaching method so that they are suitable for different students. Beside,
teachers also should use different pedagogical skills to encourage and stimulate
students in order to help students to gain better result.
Teachers need to create comfortable atmosphere, clear explanations, slow,
easy to understand the problems the students understand.
Leveraging the power of the collective, expressed through the mutual help
between the pupils in the classroom. Pretty good students helping students on
average, weak, poorly.

II. SUGGEST.
1. For the school managing board.
- Create conditions on campus teaching as timely repair lab sports so
students can use, buy additional reference book for teachers studies, additional
equipment for teaching, such as pictures, tapes, CD’s, VCD,.....
- Arrange reasonal time for students to always be learning fostested
downloads to enhance the quality of and fostesting good students.
- A worthy reward for teachers to teach effectively and the prizes in the
contest good students at district level, provincial level.
2. For the Department of Education and Training
- Organize workshops, improve the professional skills of teachers
throughout the district at the begining of every school year.
- Organize the meeting English speaking students to schools create new
inspiration in learning, and motivation for students.
- Every year there should be a selection of topics, initiative experiences
graded A in the district and provide to all schools in the area.
Principal’s signature

Ngoc Lac, March 4th, 2017.
I declare this is my own work and
works of others. I am liable for any
copyright and plagiarism problems
related to this work.
Written by:

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Do Thi Quyen

REFERENCES
[1]. The new Teacher’s Book, Student book for Grade 8, 9, Education Publising
House.
[2]. The old Teacher’s Book Student book for Grade 8, 9, Education Publising
House.
[3]. English excercise book 8, 9 written by Mai Lan Huong and Nguyen Thanh
Loan, Da Nang Publising House.
[4]. Supplementary excercises and advanced English 8, Education Publising
House.

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