THE WAYS OF SOLVING EXERCISES WHICH RELATE TO SPECIAL STRUCTURES OF PASSIVE VOICE IN GENERAL CERTIFICATE OF SECONDARY EDUCATION

THANH HOA DEPARTURE OF EDUCATION AND TRAINING

DANG THAI MAI HIGH SCHOOL

EXPERIENCE INITIATIVE

THE WAYS OF SOLVING EXERCISES WHICH RELATE
TO SPECIAL STRUCTURES OF PASSIVE VOICE IN
GENERAL CERTIFICATE OF SECONDARY EDUCATION

Teacher: Nguyen Thi Hang
English teacher
Experience initiative: English

THANH HOA, 2018


CONTENTS
1. INTRODUCTION.........................................................................................2
1.1. Reasons for choosing the research........................................................2
1.2. Aims of the research...............................................................................2
1.3. Subjects of research................................................................................2
1.4. Scope of the study..................................................................................2
1.5. Research facility.....................................................................................3
2. MAIN CONTENTS......................................................................................3
2.1. Theoretical background..........................................................................3
2.2. The status of the problem.......................................................................3
2.3. Teachers and working conditions...........................................................4
2.4. Students and learning conditions............................................................4
2.5. Solutions.................................................................................................4
2.5.1. Passive infinitve..............................................................................4

2.5.2. Passive Gerund................................................................................5
2.5.3. Passive with both a direct object and an indirect object.................6
2.5.4. Passive with some verbs of perception...........................................7
2.5.5. Passive with causative verbs...........................................................8
2.5.6. Passive in the imperative sentences................................................9
2.6. Applying the research in teaching........................................................13
2.7. Result before and after applying the research in teaching...................19
3. CONCLUSION AND PROPOSAL............................................................20
3.1.Conclusion.............................................................................................20
3.2.Proposal.................................................................................................20
REFERENCE BOOKS...................................................................................21

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1. INTRODUCTION
1.1. Reasons for choosing the research
As we know, English is used widely in many fields all over the world,
especially in technology. Moreover, English is still used as a second language
in a lot of different countries. Due to its importance, English is gradually being
made available to most of schools and examinations.
In general, for students in Vietnam if they want to continue their study at
one of the Universities, they will have to pass the GCSE which includes
English. In my opinion, this is difficult for them so the person teaching subjects
should take responsibility for transmitting the knowledge effectively, need the
demand of society.
As we see, in teaching English program at Upper-Secondary School
now, passive sentence - a kind of exercise is quite difficult for students,
especially in tests and examinations. Passive sentence is divided into two parts:
normal structures and special cases of passive. Through researching and

finding out status of English teacher and students, most of students feel
embarrassed when they do exercises about special cases of passive voice. As a
person teaching this subject, I always wonder how to help students understand
and do exercises about active sentences and passive sentences, especially
structures of special passive. So I choose this topic as a research problem in my
experience initiative.
1.2. Aims of the research
In curriculum, the passive voice is taught in grade 10, 11 with many
kinds of different exercises.
When writing this experience initiative, I only give some special cases of
passive voice with form of multichoice, rewriting and putting the verbs in the
correct form. I just hope to contribute some of my opinions to the issues
relating to special passive voice in English to provide other teachers with
different resources of reference to prepare upcoming examinations.
1.3. Subjects of research
With the topic, I choose students in high school students with good,
middle, and weak performance as the subjects of research. In my experience
initiative, I only focus on theory of the passive voice: the form, the usage, and
how to change an active sentence into a passive sentence as well as how to do
different types of exercises relating to special passive voice from grade 11. So I
would like to focus on this topic to help students understand and do exercises
better and better.
1.4. Scope of the study
- Researching in the process of teaching English at Dang Thai Mai
Upper-Secondary School.
- Types of exercises in some reference books such as: English Grammar,
First Certificate in English, or Understanding and Using English Grammar,
Explaining English Grammar.
2

- Discussing with other teachers, applying in teaching, observing and
drawing out experiences.
- A gradation exam High School, exam university and colleges of
education and training in the previous years.
- In the internet.
- School year 2016-2017
- Classes: 11A4, 11A9
1.5. Research facility
I researched this topic basing on the followings:
- Actual teaching at my school.
- Some comments of colleagues.
- A number of reference books about the use of clauses and phrases in
English.
- The urgent need to provide the necessary knowledge for students to
access to new forms of the GCSE.
2. MAIN CONTENTS
2.1. Theoretical background.
In order to approach suitably and effectively in teaching and studying
special cases of passive voice, we need to understand “ what is passive
voice ? ” –“The passive voice is used when we want to emphasize the action
(the verb) and the object of a sentence rather than subject. This means that the
subject is either less important than the action itself or that we don’t know who
or what the subject is”[1]
Example : The road has been repaired (we don’t know who caused the
action)
In the English programme, the passive voice plays an important part,
also the special cases of passive voice. Students often find the way to do these
exercises difficult. To do these exercises better, students need to understand
clearly about the active and passive voice, master the structures and ways how

to change the active into passive..
2.2. The status of the problem
After the process of teaching, I recognize that the students’receptive
ability is limited. Only 10 or 12 students per class understand and can do
exercises about special cases of passive voice. The others feel confused and
misuse the structures. Besides, the distribution of passive voice is unfocused.
For example, passive infinitive and passive gerund in Unit 3 or passive with
reporting verbs in Unit 16. Because of these reasons,the problem becomes
more complicated for teachers in teaching English Grammar and practical
English Usage. So the first reason for my selection is that the study focuses on
special cases of passive voice which help students understand them clearly. The
second reason is helping students do these exercises in each examination,
especially for GCSE better and better.
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2.3. Teachers and working conditions
The teachers try their best to transmit the knowledge and apply teaching
methods in a positive way. But teachers only can apply for some lessons, some
units or some students. The first reason is the content in curriculum is too
much, the number of students is too crowded (about 35 or 40 students in a
class), the receptive ability is still limited so some of weak students haven’t
been cared rightly so as to improve English Grammar.
2.4. Students and learning conditions
A lot of students think that English is a difficult subject, vocabulary is
diversity, so they feel a bit worried about learning English. They only learn to
deal with in the class and never learn by heart at home. English requires
learners to work hard, spend a lot of time learning, and use the correct
methods. But most of students only focus on learning many subjects such as
Math, Physics or Chemistry, they spend less time studying English.

For students in poor countries or mountainous areas so the approaching
with English has still many difficulties: lack of books, reference books,
dictionaries or sources on the Internet.
2.5. Solutions
2.5.1. Passive infinitve
Active: S + V1 + O1 + To-V2 + O2
a. If O2 in the active is the subject of the passive ,we can use the form:
Passive: SO2 + V1 + to be-V2pp + (by O1)
Eg: I want you to teach me
→ I want to be taught by you
b. If O2 in the active is different from the subject in the passive ,we can
use the form:
c.
Passive: S + V1 +O2 + to be-V2pp + (by O1)
Eg: I want him to repair my car
→ I want my car to be prepared by him
Eg : I hoped they invited me to the party but I wasn’t
→ I hoped to be invited to the party but I wasn’t
d. We can use O1 in the active like a subject in the passive. We use the
form
e.
Passive: So1 + be-V1pp + to –V2 + O2
Eg:

My father allowed me to go out with my friends.
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→

I was allowed to go out with my friends by my father
 Some verbs are used in this case : advise, invite, ask, beg, order,
persuade, remind, tell, warn, expect.
f. Other structures
Active: S+ V +To-V + O
Passive: So+ V + To be + Vpp + (by Os)

Eg: Super markets started to sell fresh pasta only in the 1990s
→ Fresh pasta started to be sold by supermarkets only in the 1990s
Eg: They started to respect John
→ John started to be respected
 Some verbs are used in this case : appear, seem, start, begin, come,
continue and tend.
 Some verbs followed by an Object + To- V in the active have no passive
such as : hate, love, prefer, want, wish.
Eg: Susan liked Tom to be there
→
(We can’t write: Tom was liked to be there)
2.5.2. Passive Gerund
a. Some verbs followed by an “ing” form can be used with a passive form
Active: S + V + Ving + O
Passive: S + V + that + O + should be Vpp
Eg: She suggests drinking beer at the party
→ She suggests that beer should be drunk at the party
b. Some verbs followed by an O + Ving can be used with a passive form
Active: S + V + O + Ving
Passive: S + V + being + Vpp (by O)
Eg: She remembered her father taking to the zoo when she was young
→ She remembered being taken to the zoo by her father when she was young
 Other verbs like this: avoid, deny, describe, dislike, face, hate, imagine,

like, remember, report or resent.
c. We often use a gerund after the verbs need, require, want. In this case,
the gerund has a passive meaning
- Look at these example sentences. Notice that this construction can be in any
tenses.
Eg:
- I have three shirts that need washing (need to be washed)
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- I sent it back to the shop because it needed fixing (needed to be fixed).
- This letter requires signing (needed to be signed)
- The contract will require signing tomorrow ( will need to be signed)
- The house wants repainting (needs to be repainted)
- Your hair wanted cutting for weeks (has needed to be cut)
Exercise: Choose the best answer by circling A, B, C, or D
1. I expected …………to the wedding but I wasn’t
A. inviting
B.invited
C. to invite
D. to be invited
2. I don’t remember …………. of the decision to change the company
policy on vacations.
A. telling
B. being told
C. to tell
D. to be told
3. Ms. Drake expects ………… about any revisions in her manuscript
before it is printed.
A. consulting B. being consulted C. to consult

D. to be consulted
4. Sally gave such a good speech that I couldn't resist ………… loudly
when she finished
A. applauding B. being applauded C. to applaud
D. to be applauded
5. Tommy admitted………… the rock through the window.
A. throwing
B. being thrown
C. to throw
D. to be thrown
6. If you want to develop inner tranquility, you have to stop ………… by
very little thing that happens.
A. bothering
B. being bothered
C. to bother
D. to be bothered
7. Paul really didn't mind ………… by the party to celebrate his fortieth
birthday, although he told his friends that they shouldn't have done it.
A. surprising
B. being surprised C. to surprise
D. to be surprised
8. Anne hoped…………to join the private club. She could make important
business contacts there.
A. to invite
B. to be invited
C. inviting
D. being invited
9.
Do you mind …………at home if there is an emergency?
A. to call

B. to be called
C. calling
D. being called
Key:
1D
2B
3D
4A
5A
6B
7B
8B
9D
2.5.3. Passive with both a direct object and an indirect object
a.Some verbs have two objects – one indirect object and one direct object
Active: S + V + Oi + Od
Passive: Oi + Be Vpp + Od + by Os
Passive: Od + be Vpp + to/ for + Oi + by Os
Subject
My wife
Alice
Her mother

Verb
sent
gave
bought

Indirect object
me

us
her

Direct object
an email
that vase
a book

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Eg: My wife sent me an email
→ I was sent an email by my wife
→ An email was sent to me by my wife
Eg: Alice gave us that vase
→ We were given that vase by Alice
→ That vase was given to us by Alice
Eg: Her mother bought her a book
→ She was bought a book by her mother
→ A book was bought for her by her mother
b. We can use a prepositional phrase with to or for with an indirect object.
 Common verbs with for and an indirect object are: book, buy, get, cook,
keep, bring, make, pour, save, find.
 Common verbs with to and an indirect object are: give, lend, offer, pass,
post, read, sell, send, show, promise.
Exercises: Change the sentences with two objects into passive voice by two
ways.
1. They paid me a lot of money to do the job
2. The teacher gave each of us two exercise books
3. Someone will tell him that news

4. They have sent enough money to those poor boys
5. They have given the woman in most countries in the world the right to vote
Key:
1. I was paid a lot of money to do the job
2. A lot of money was paid to me to do the job
3. Each of us was given two exercise books by the teacher
4. Two exercise books were given to each of us by the teacher
5. He will be told that news
6. That news will be told for him
7. Those poor boys have been sent enough money
8. Money has been sent enough to those poor boys
9. The women in most countries in the world have been given the right to vote.
10. The right to vote has been given to the woman in most countries in the
world.
2.5.4. Passive with some verbs of perception
a . Passive with some verbs of perception that are followed by O + Verb
- Some of verbs of perception : hear, see, watch, notice and similar verbs can
be followed by “ O + V ” or “ O + Ving”
- The infinitve is used after these verbs when we want to say that we hear/
watch / see/ look.... the whole action or event.
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Active: S +see/ hear /watch/ look/ catch/ smell/……+ O + V
Passive: S +be +seen/ heard/ watched/ looked/ caught/ smelt/….+ to V
Eg: I sometimes see him go out
→ He is sometimes seen to go out
Eg: We noticed the cat jump through the window
→ The cat was noticed to jump through the window
b. Passive with some verbs of perception that are followed by O + Gerund

- The ing- form is used to suggest that we hear /watch/ see/ look.... an action or
event in progress
Active: S + see / hear/ watch/ look/ catch/ smell/….+ O + Ving
Passive: S + be + seen/ heard/ watched/ looked/ caught/ smelt/…+Ving
Eg: I see him bathing his dog now.
→ He is seen bathing his dog now
Eg: We heard her singing loudly
→ She was heard singing loudly
2.5.5. Passive with causative verbs
a. Passive with make/ help/ let:
- Make/ help/ let are verbs that have a similar meaning “give permission or
make it possible for somebody to do or have something”
Active: S + make / help/ let ….+Sb +V +O
Passive: Sb + be made / helped/ let + to –V + O
Eg: She made me work hard
→ I was made to work hard
Eg: They have made him return the money
→ He has been madeto return the money
Eg: My mother helped me clean the house
→ I was helped to clean the house
b. For “let” structure when changing into the passive it should be replaced
by “be allowed to-V”
Eg: She let him enter the room
→ He was let to enter the room
Or we can write:
→ He was allowed to enter the room
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c. Passive with structure : Have/ get

- Have means: ask somebody to do something
- Get means: convince/ encourage someone to do something
Active: S + have + Sb + V + St…..
Passive: S+ have + St + Vpp/Ved + by + Sb
Eg: I had him repair my bike → I had my bike repaired by him
Active: S + get + Sb +to - V + St
Passive: S + get + St + Vpp/Ved + by + Sb
Eg: We get him to look after our house when we are on business
→ We get our house looked after by him when we are on business
Exercise: Change these sentences into passive
1. I had my nephew paint the gate last week
2. She will have Peter wash her car tomorrow
3. They have her tell the story again
4. I will get the dressmaker to make a new dress
5. She often gets the technician to maintain the heater
6. John gets his sister to clean his shirt
7. They had the police arrest the shoplifter
8. I must have the dentist check my teeth
Key:
1. I had the gate painted by my nephew last week
2. She will have her car washed by Peter tomorrow
3. They have the story told by her again
4. I will get a new dress made by the dressmaker
5. She often gets the heater maintained by the technician
6. John gets his shirt cleaned by his sister
7. They had the shoplifter arrested by the police
8. I must have my teeth checked by the dentist
2.5.6. Passive in the imperative sentences
- Sentences which express, request, order, advice, suggestion, prohibition are
called imperative sentences.

a. Affirmative:
Active: V + O
Active: Let + O + be +Vpp
Eg: Do the exercise!
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→ Let the exercise be done!
Eg: Do it right now!
→ Let it be done right now!
b. Negative:
Active: Don’t + V + O
Passive: Don’t let + O + be +Vpp
Eg: Don’t leave him alone!
→ Don’t let him be left alone!
 For imperative sentence in activevoice,we can change into the passive
voice with “should” in some circumstances:
Eg: Don’t use the car in case it breaks down.
→ The car shouldn’t be used in case it breaks down
c.
Active: Don’t let + Sb + V + you
Passive: Don’t let yourself + be + Vpp
Eg:Don’t let the others see you
→ Don’t let yourself be seen
Exercises: Rewrite the following sentences
1. I have heard her sing that song several times
2. People saw him steal your car
3. The teacher is watching them work
4. People don’t make the children work hard
5. The detective saw the woman putting the jewelry in her bag

6. She helps me do all these difficult exercises
7. The terrorists made the hostages lie down
8. He won’t let you do that silly thing again
9. His mother made him work all day
10. Police advise drivers to use an alternative route[8]
Key:
1. She has been heard to sing that song several times
2. He was seen to steal your car
3. They are being watched to work by the teacher
4. The children aren’t made to work hard
5. The woman was seen putting the jewelry in her bag
6. I am helped to do all these difficult exercises
7. The hostages were made to lie down by the terrorists
8. You won’t be allowed to do that silly thing again
9. He was made to work all day by his mother
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10. Drivers are advised to use an alternative route by police
2.5.7. Passive with reporting verbs
Active: S1 + V1 + that + S2 + V2 + O…..
Some other reporting verbs (V1) can be used in this pattern:
Think
consider
know
believe
say
suppose feel
show
suspect

rumour
declare understand claim
expect
estimate….
a. If V1 and V2 are in the same tense (V1 and V2 are in the present simple
or V1 and V2 are in the past simple)
Active: S1 + V1 + that + S2 + V2 + O
Passive: It +be + V1 pp + that + S2 + V2 + O…..
Passive: S2 + be + V1pp + to + V2
Eg: People say that he always drinks a lot of wine
→ It is said that he always drinks a lot of wine
→ He is said to always drink a lot of wine
Eg: People know that he is very rich
→ It is known that he is very rich
→ He is known to be very rich
Eg: The police believed that the murder died
→ It was believed that the murder died
→ The murder was believed to die
b. If V1 is in the present simple and V2 is in the present continuous or if
V1 is in the past simple and V2 is in the past continuous
Active: S1 + V1 + that + S2 + be + Ving + O..
Passive: It be + V1pp + that + S2 + be + Ving + O..
Passive: S2 + be + V1pp + to be + Ving + O…
Eg: They think that she is living in London
→ It is thought that she is living in London
→ She is thought to be living in London
c. If V1 is in the present simple and V2 is in the future simple
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Active: S1 + V1 + that + S2 + Vfuture simple + O….
Passive: It be + V1pp + that + S2 + Vfuture simple + O…..
Passive: S2 + be + V1pp + to – V2 + O…..
Eg: Eg:My sister believes that he will arrive soon
→ It’s believed that he will arrive soon
→ He is believed to arrive soon
d. If V1 is in the present simple but V2 is in the past continuous
Active: S1 + Vpresent simple + that + S2 + was/ were + Ving + O..
Passive: It is +V1pp + that + S2 + was/were+ Ving + O..
Passive: S2 + am /is/ are + V1pp + to have been +Ving + O..
Eg: We think that they were doing homework
→ It is thought that they were doing homework
→ They are thought to have been doing homework
e. If V1 is in the present simple but V2 is in the past simple
Active: S1 + Vpresent simple + that + S2 + Vpast simple + O….
Passive: It is + V1pp + that + S2 + Vpast simple + O…..
Passive: S2 + am/is/are + V1pp + to + have +V2pp
Eg: Villagers think that he broke into her house
→ It is thought that he broke into her house
→ He is thought to have broken into her house
Eg: They report that two people were seriously injured in the accident
→ It is reported that two people were seriously injured in the accident
→ Two people are reported to have been seriously injured in the accident
 Summary:
- If verbs (V1) in the first clause and verbs (V2) after “that” in the active
sentence are in the same tense, we will use to_V2 when it is changed into
passive.
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- If V2 happens before V1 , we will use to have V2pp when it is changed into
passive
- If V2 is happening , we will use to be Ving when it is changed into passive
- If V2 is in the future tense, we will use to_V2 when it is changed into passive
[9]
2.6. Applying the research in teaching
English book 11
Lesson plan
Period: 18

Class: 11A2 and 11A7

UNIT 3:
A PARTY
PART E:
LANGUAGE FOCUS
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to
- Understand how to use passive infinitive and gerund
2. Knowledge:
- Vocabulary:
- Grammar :passive infinitive and gerund
3. Skills:
- Doing exercises about passive infinitive and gerund in pages 40, 41
II. PREPARATION:
1. Method: Integrated, mainly communicative
2. Teaching aids and materials: Text book, cards, sheets of paper, chalk and
board.
III. PROCEDURE:
Teacher’s activities

I. Theory:
1. Revision infinitive
-T asks sts to list some verbs which
after that are infinitive
-GetsSs to make sentences with 3
verbs

Students’ activities
- List some verbs which after that are
infinitve.
*hope/ want/ expect/ like/ seem..+to-V
Eg:
1. I want to come to his birthday party
2. My brother hope to win the game
3. We plan to take our holidays abroad
this year.

-Listen and give comments
2. Revision gerund
- List some verbs which after that are
- T asks sts to list some verbs which gerund.
after that are gerund
*suggest/ finish/ remember/
mention/ ......+Ving
-Gets sts to make sentences with 3
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verbs

-T asks sts to write down on their
book.
3. Passive infinitive
a. Definition: In English grammar,
the passive infinitive is
an infinitive construction in which
the agent (or performer of the
action) either appears in
a prepositional phrase following the
verb or is not identified at all. Also
called the present passive infinitive.
[1]
b. Form: V+ to be +Vpp
-T gives some structures “infinitive
passive”
-want to be Vpp: muốn được làm gì
-hope to be Vpp: hi vọng được làm
gì
-expect to be Vpp: mong được làm
gì
-need to be Vpp: cần được làm gì
-seem to be Vpp: dường như
được…..
-suppose to be Vpp: giả sử được
lảm gì
-like to be Vpp: thích được làm gì
-eager to be Vpp: háo hức được làm
gì
-It’s +adj+to be Vpp:
thật là như thế nào khi được làm gì

For example:
1. I want to be invited to the party
2. He likes to be called Mr.Johnson
3. I am eager to be selected
- Asks sts to make sentences with 3
verbs

-Do as required
1. I suggest go to HaLong Bay instead
of Da Nang.
2. He finishes doing the homework
immediately
3. My father mentions going on holiday
next summer.
-Take notes
.
-Take notes on their book

-Write on note book carefully.

-Do as require
-We hope to be considered again
-She is glad to be invited to the party
-It’s nice to be freed
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4. Passive gerund
Form: V + being + Vpp
-enjoy being Vpp: thích được làm

gì
-remember being Vpp: nhớ đã được
làm gì
-avoid being Vpp: tránh bị làm gì
-don’t mind beingVpp: không ngại
bị làm gì
-appreciate being Vpp: đánh giá
cao vì được làm gì
-in danger of being Vpp: có nguy
cơ bị làm gì
-count on being Vpp: dựa vào việc
được ….
-mention being Vpp: đề cập bị làm
sao
For instance:
1.He enjoys being called Mr.Loc
2.I remembered being taken to the
zoo by my parents
-T asks sts to make sentences
II. Practice:
Exercise 1: (page 39+40)
-Get Ss to do exercise 1 page 39
-Get Ss to complete the sentences
with the correct form:gerund or
infinitive using the words in
brackets.
-Get Ss to compare their answers
with another student.
-Call on some Ss to read out their
answers.

-Give comments and correct
answers
Exercise 2: (page 40)
-Get Ss to do exercise 2 page 40
-Get Ss to choose the correct
answer to complete the sentences
-Get Ss to compare their answers
with another student.
-Call on some Ss to read out their

-Listen to teacher.
-Take note

-Do as request.
-The famous singers wear sunglasses in
order to avoid being recognized
-The doctors don’t mind being called at
the midnight.
-Listen to teacher.
-Do as required.
-Compare the answers with your
partners
-Write on notebook carefully.
Expected answer:
1. having
2. getting
3. to tell
4. practising
5. to see
-Listen to teacher.

-Do as required.
-Compare the answers with peers
-Write on notebook carefully.
Expected answers:
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answers.
-Give comments and correct
answers

1. to be called
2. to be divided
3. to be invited
4. to be met
5. to drive

Exercise 3: (page 41)
- T asks sts to choose the correct
answer to complete the sentences

-Listen to teacher.
-Do as required.
-Compare the answers with peers
Expected answers:
1. to be included
2. to open
3. being concerned
4. being rescued
III. Consolidation and homework 5. to upset

-Get Ss to revise the lesson and
redo exercises at home
- Prepare for new lesson.
Further practice
Put the verbs in brackets into the correct form(gerund,infinitive,passive
gerund and passive infinitive)
1. I suggest (call)………an ambulance for the injured boy
2. I don’t remember (see)………..this film before
3. He used to (dislike)…….London but he now seems resigned to (live)…here
4. I prefer (drive)…………to (be driven)………..
5. I would appreciate (inform)……..about the matter promptly
6. That fellow couldn’t avoid (choose)……….into military service
7. That man seems (trust)………..by everyone
8. I absolutely refuse (cheat)……….by them in that manner
Keys:
1. calling
2. seeing
3. dislike/live
4. driving/being driven
5. being informed
6. being chosen
7. to be trusted
8. to be cheated
English book 11
Lesson plan
Period: 101
UNIT 16:
WONDERS OF THE WORLD
PART E
LANGUAGE FOCUS

I. OBJECTIVES:
1. Aim: By the end of the lesson, students can know the way to use the
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structures: “It is said that…”and “ People say that…”
2. Knowledge: - Vocabulary:
- Grammar :“People say that………/It is said that…………
II. PREPARATION
1. Method: Integrated, mainly communicative
2. Teaching aids and materials: Text book, cards, sheets of paper, chalk and
board.
III. PROCEDURE:
Teacher’s activities
I. Presentation:
1. S1 + V1 + that + S2 + V2 +…….
*If V1 and V2 are in the same tense
You can write:
_It + be + V1pp + that + S2 + V2+…..
Or you can write:
S2 + be +V1pp + to –V2 + …….
- Give examples:
1.They say that he speaks English
very well
→ It is said that he speaks English
very well.
→ He is said to speak English very
well.
2. People thought that they stole the
car last night

→It was thought that they stole the
car last night
→They were thought to steal their car
last night.
-T asks sts to make a sentence
similarly
-T checks the answers.

Students’ activities
- Listen to the teacher
-Write down on their book

-Do as a request.
Eg: People believe that he studies
very well
→ It is believed that he studies
very well
→ He is believed to study very
well
Eg: My mother thought he broke
into my house
→ It was thought that he broke
into my house
→ He was thought to break into
my house

2. S1 +V1 + that + S2 + V +….
* If V1 is in the present simple and V2
is in the future tense
-Listen and take notes

You can write:
→It + be + Vpp + that + S2 + V2….
→S2 + be + V1pp + to V2 +……
Eg:My sister believes that he will
arrive soon
→It’s believed that he will arrive soon
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→He is believed to arrive soon
* If V1 is in the present simple and V2
is in the progressive present.
You can write:
→ It + be +V 1pp + that S2 +V2……
→ S2 +be + V 1pp +to-V2
Eg:They think that she is living in
London
→It’s thought that she is living in
London
→She is thought to be living in
London
*If V1 is in the present simple and V2
is in the past simple or present
perfect.
You can write:
→It + be + V1pp + that + S2 + V2
………
→S2 + be + V1pp + to have V2pp+
……..
Eg: I think that they did their

homework
→ It’s thought that they did their
homework
→They were thought to have done
their homework
II. Exercise
Exercise 1: (page 185)
- Ask Ss to look at Ex1 and to do the
task.
- Ask Ss to do the exercise in pairs
and then compare their answers with
other pairs.
- Move round to conduct the activity.
- Ask some pairs to report.
- Listen and give comments
-Calls one student go to the board and
write his/her answers.

-Listen and take notes

-Listen and write down on their
books

Expected answers:
1. Many people are said to be
homeless after the floods
2. The prisoner is thought to have
escaped by climbing over the wall
3. He is believed to have driven
throught the town at 90km an hour

4. Two people are reported to have
been seriously injured in the
accident
5. Three men are said to have been
arrested after the explosion
6. The strike is expected to begin
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Exercise 2: (page 186)
- Ask Ss to do Ex 2 individually and
then share the answers with their
friends.
- Move round to help if necessary.
- Ask some Ss to report.
- Check and give comments

tomorrow
7. He is said to speak English well

III. Homework
-Get Ss to learn the main point of the
grammar
-Get Ss to redo the exercises -Get Ss
to prepare the new lesson

Expected answers:
1 .He is thought to be very clever
2. The wanted man is believed to
be living in NewYork

3. He is known to be very rich
4. The film is supposed to be very
good
5. Many people are thought to have
been killed in the accident
6. About a million puppies are
thought to be born each year
7. The factories are said to be much
worse
8. Those dogs are said to be
dangerous
-Do as required

2.7. Result before and after applying the research in teaching
1. School year: 2017-2018 , first semester
Class
Number of
Excellentstudents
good (%)
11A2
30
23%
11A7
35
20%
2. School year : 2017-2018 , second semester
Class
Number of
Excellentstudents
good (%)

11A2
11A7

30
35

50%
43%

Average (%)
67%
71%

Weak (bad)
(%)
10%
9%

Average (%)

Weak (bad)
(%)

50%
57%

0%
0%

3. CONCLUSION AND PROPOSAL

3.1.Conclusion
In the process of teaching English for students at 11 th grade, I have
introduced to students the basic knowledge of passive voice and special
passive. I have found that most of students can understand the basic knowledge
and deal with multiple choice questions in graduation exam. However, for
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weak students, they have some difficulties. So, when teaching this knowledge,
I asked students to learn by heart all the structures and do these exercises again
and again.
According to difficulties and solutions, It can be concluded contribution
of many factors including the administrators, teachers, and students. Among
which teachers play a key role which can affect the success of failure of that
renovation. The administrators should give the teachers chances to promote
knowledge as well as facilities to make sure of them
3.2.Proposal
As a young and inexperienced teacher, I know that my initiative remains
certain limitations. Therefore, I look forward to receiving comments from other
teachers and colleagues to make my teaching initiative more perfect, effective
in the teaching process.
Thank you very much!
The confirmation of the
headmaster

Thanh Hóa, May 20th 2018
I assure this is my own experience initiative, not
copying the contents of other people
The writer

Nguyễn Thị Hằng

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REFERENCE BOOKS
1. English Grammar (2009)-(written by: Mai LanHuong and Nguyen Thanh
Loan.
2. First Certificate.
3. Understanding And Using English Grammar (2001)-(written by: Betty
SchrampherAzar).
4. Practical Hand Book Of Language Teaching (written by: David Cross).
5. />6. />7. />8. />9. />10. Explaining English Grammar(written by: The Windy).

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