SKKN SOME METHODS FOR TEACHING PASSIVE SENTENCE FOR GRADE 9 STUDENTS IN MINH SON SECONDARY SCHOOL

THANH HOA EDUCATION&TRAINING DEPARTMENT

NGOCLAC EDUCATION &TRAINING OFFICE.

EDUCATIONAL EXPERIENCE INITIATIVES.

SOME METHODS FOR TEACHING PASSIVE
SENTENCE FOR GRADE 9 STUDENTS IN MINH
SON SECONDARY SCHOOL

Writer: Nguyen Giang Nam
Job: Teacher.
Working place: Minh Son secondary school.
Experience initiatives’ subject: English.

THANH HOA, YEAR 2021.


ABOUT INITIATIVE
Name of the initiave: “SOME METHODS FOR TEACHING PASSIVE
SENTENCE FOR GRADE 9 STUDENTS IN MINH SON SECONDARY
SCHOOL”
1. Scope of application of the initiative : English – Secondary School
2. Time to apply initiatives: 2020-2021
3. Writer :
- Full name : Nguyen Giang Nam
- Year of birth : 1983
- Qualifications: Teachers University English.
- Job: Teacher.
- School: Minh Son Secondary School – Ngoc Lac – Thanh Hoa.
4. Where to apply initiatives:

-

Minh Son Secondary School – Ngoc Lac – Thanh Hoa.

-

Address : Minh Son Commune – Ngoc Lac – Thanh Hoa.

2


1. INTRODUCTION
As we all know foreign language is important for us in this age of
industrialization and modernization , especially in the integration period . It is like
the key to expanding our vision and helping us go everywhere in the world ,
reaching out to all areas of life that common language is English worldwide . Our
country is growing, which demands that we must quickly catch up with the
changing trend of the era of information technology .
Currently, secondary education is implementing a comprehensive
educational goals for students to develop human personality in response to the
requirements of the times . In the course of primary education it provides content
specific to a formation of personality , intellectual development of students in a
comprehensive manner . For the English department contributed to development
intellectual and thinking capacity , the understanding of the student society . Thus
making program to teach English in secondary education has been made in recent
years to create platform for students to grasp the trend of the times and time to
generate momentum for them later .
In junior high school English program system 3 years, the passive part of
knowledge is very important, with the graduation exams and excellent student
competition at all levels. Want to do well is the multiple choice quiz on the passive,

the students need to understand the issues relating to the active and passive
sentences in English, making the switch from exercise to exercise self-talk
multiple-choice. So I chose the topic “SOME METHODS FOR TEACHING
PASSIVE SENTENCE FOR GRADE 9 STUDENTS IN MINH SON
SECONDARY SCHOOL” as a research problem in my experience initiatives.
1.1 THE PURPOSE OF CHOOSING THE TOPIC.
After some years teaching english for students I realize that students
usually have many difficulties in understanding and applying theory of passive
voice to do exercies that are given by teachers. So I choose this topic in order to
help them. I hope that my students will solve this matter soon.
1.2. RESEARCH PURPOSE.
When I write this idea, I would like to contribute my small part to
motivate secondary students feel like learning this second language and gain better
grade.
1.3. RESEARCH SUBJECTS.
In my topic, I just focus on some methods that I used in my class to help
grade 9 students in my school do the passive sentence correctly in their test.
1.4. RESEARCH METHODS.
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1.4.1. Research based on observation methods: attending workshops about
techniques of teaching primary pupils, Or classes of my colleagues.
1.4.2. Research based on practice: Teaching with the attendance of some
colleagues then discuss to learn from each other.
1.4.3. Research based on studying materials related to designing games for
primary lesson.
1.5. NEW CHANGES IN THE INITIATIVE EXPERIENCE.
During my teaching , I used a lot of traditional methods I teaching pasive voice
for my students but they were all too familiar, easily caused boredom. And I

thought about applying some new methods to students' language activities. From
above thinking, I would like to develop my new idea to make an initiative
experience: “SOME METHODS FOR TEACHING PASSIVE SENTENCE
FOR GRADE 9 STUDENTS IN MINH SON SECONDARY SCHOOL”.
2. CONTENTS OF THE INITIATIVE EXPERIENCE
2.1. THEORETICAL BASIS OF INITIATIVE EXPERIENCE
Learning foreign languages in general and English in particular requires
learners of a diligent virtue, willing to learn and draw useful knowledge for
themselves. Mastering a structure or a way of speaking in English will help
learners a lot in communication or doing that part. Learners after a process of
research and learning will have an overview of what they are learning, are
researching and then have a correct way of learning and acquiring knowledge.
Maybe with the meaning of a sentence, but with different expressions that the
speaker learns, the writer will give readers and listeners a vivid sense of their
words or sentences.
When writing initiatives this experience, I look forward to contributing their
opinion a few issues relating to the active and passive sentences in English helps
teachers can refer to in the study for the students prepare for the upcoming exam.
2.2. THE SITUATION OF THE PROBLEM.
2.2.1. Advantages.
2.2.1.1. On the part of teachers.
- The school board has always been interested and create favorable conditions
for facilities and service literature for teaching subjects: Paintings, music cassettes,
- Local governments and organizations inside and outside schools who always
support teachers in the process of work.
- Teachers themselves always receive support from teachers and professional in
groups and colleagues in their school.
4

- The majority of students in the class love learning English and prepare books
and supplies for learning.
- Most parents are concerned and they all facilitate their children's learning.
2.2.1.2. On the part of students.
- The majority of school students are eager to be taught this new language.
- They are very active and so industrious.
- They are so much interested in playing new games.
2.2.2. Disadvantages.
Besides the above advantages, teachers and students exist back:
2.2.2.1. On the part of teachers.
Teachers also use several methods that are not child –friendly for primary
pupils, so children sometimes don’t know the reason why they have to learn the
lessons which make teaching and learning no meaningful.
2.2.2.2. Teaching equipment.
Equipment used for teaching English is limited. Some equipments are
spoiled or outdated inconsistent with teaching. More importantly, there is no
function room which is also a challenge with Teachers to organize a game or turn
on music without any noise to other classes around.
2.2.2.3. On the part of students.
- The majority of them are students in deep, they don’t have method of learning
vocabulary really effective. To the parents, it is very difficult for them to check or
guide them to learn at home because they all do not know a foreign language.
- Some students especially boys often distracted and less interested in studying
and learning vocabulary.
- Some students have little time at home studying outside school hours because
they have to help their parents with housework, farm work ...
Pupils have no chance to practice at home because there is no English
environment around them. So school time to learn English is rather little.
Moreover, some children are shy to communicate in English. However, primary
school age psychology and English is a completely new language to them, most of

them do not have effective learning methods. On the side of parents, it is also very
difficult to test or guide the children to self-study at home because foreign
language is not well known by all parents. In addition, students are less able to
communicate in English and they are also afraid to communicate and exchange in
English outside of school hours. Therefore, their learning is still limited, many of
them are afraid of English. Before I put this method into practice, I did a survey
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about how positive students were in classroom language activities and got the
following results:
class/Total
9C/32
class/Total
9B/30

Excellent
NU
%
1
3

Good
NU
%
17
53

Average
NU

%
11
34

bad
NU %
3
10

Excellent
NU
%
1
3

Good
NU
%
15
52

Average
NU
%
11
36

bad
NU %
3

9

- From the survey above, There are only 3% of excellent students in class
9A and 3% of excellent students in class 9B .
- My aim is to guide students how to learn the new vocabulary in the most
efective way. This is the best way to help them love learning and to be active to
achieve their daily lessons.
2.3. THE SOLUTION USED TO SOLVE PROBLEMS
2.3.1. Appying new methods in teaching passive voice.
- English is an important subject, it is a language to communicate with other
countries in the world. Want good communication requires us to have a rich
vocabulary.
- From the initiative (active vocabulary)
- From passive (passive vocabulary)
Each question can be expressed in the active or passive. We use the initiative when
the subject in question is directly causing agents act in question. When the subject
is affected by the action in question, we use the passive voice. The choice of using
the active or passive depending on many factors. In many cases, we have only used
single or in active or passive form. Therefore, students need to understand some of
the following issues:
2.3.1.1. The use of passive sentences.
- When not necessary to mention the action agent (due to circumstances too
obvious or unimportant).
Eg: The road bị repaired.
-When We do not know or forget the people who take action.
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Eg: The money was stolen.
- When we are interested in the action itself rather than the people who take action.

Eg: This book was published in Vietnam.
- When the subject of the sentence is subject not actively defined as: people,
chúng, someone ...
Eg: People say that he will win.
- It's said that he will win.
- When the speaker does not want to mention all actions can cause
Eg: Smoking is not allowed here.
2.3.1.2 Structure.
Regarding passive sentence structure in English, I will divide into two categories:
Type 1: Passive for not continuous tenses.
This format has the following general formula:
Type 2: Passive for continuous tenses.
This format has the following general formula:
Type 1 applies to six, the passive does not continue and 2 shall apply for six
continuous passive. But in this article I introduce the students learned in the
program, serving for better implementation and enforcement nghiepTHPT
semester includes four passive is not ongoing are: present tense, past tense, then
present perfect, simple future tense, passive with modal verbs and the passive two
ongoing are: present continuous and past continuous.
2.3.1.2.1 Type 1: Passive for not continuous tenses.
2.3.1.2.1.1 Present simple:
Eg:
Active: Cows in Ba Vi They raise.
Passive: Cows are raised in Ba Vi.
2.3.1.2.1.2 The past simple:
Eg:
Active: James Watt invented the steam engine in 1784.
Passive: The steam engine was invented by James Watt in 1784.
2.3.1.2.1.3 present perfect:
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Eg:
Active: They have just finished the project.
Passive: The project has just been finished.
2.3.1.2.1.4 The future tense simple:
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.
2.3.1.2.1.5. modal verb.
EX1:
Active: You can see him now.
Passive: He can be seen (by you) now.
EX2:
Active: He shouldnt HIS term paper type.
Passive: His term shouldn’t be typed paper.
2.3.1.2.2 Type 2: Passive for continuous tenses.
2.3.1.2.2.1) Present continues:
Eg:
Active: Ann is writing a letter.
Passive: A letter is being Written by Ann
2.3.1.2.2.2) The past continues:
Eg:
Active: She was cleaning the room at 7 a.m yesterday.
Passive: The room was being cleaned at 7 a.m yesterday.
2.3.2. From new sentence to the passive initiative.
Want to move from the passive initiative to question students should master the
following moves:
Identifying new terms in the initiative, transforming it into a passive subject in
question.

- Identify the verb in the sentence actively, sharing "to be" corresponds to the
English language and the subject of the passive new.
- Divide the main verb in the sentence in the form of initiative in the passive past
participle.
- By + agent action (when you want to emphasize action pathogens)
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S+V+O
S + V (participle) + O
Eg:
They Will finish this work tomorrow.
S

V

O

This work will be finished (by add) tomorrow.
In this section, students should note some of the following issues:
- The manner adverb is usually placed before the verb participle in the passive two.
Eg: He wrote the book Wonderfully.
- The book was Wonderfully Written speaker.
- By + agent acting behind the adverb of place and standing in front of adverb 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 received by us on Will Be Monday.
- Negative and passive sentence in question is created the same way of the

initiative.
But not any sentence can also take the initiative to move from passive or vice
versa. Conditions to turn a sentence into the passive initiative is the question that
must be a transitive verb (the verb exchange direction). Intransitive verb sentence
(from internal instruction) can not be transferred to the passive. Foreign oriented
verbs are verbs require a direct object of the verb 'inward when they do not need a
direct object.
Eg: 1) She is making a cake.  A cake is being made by the her.
transitive verb
2) They trembled along the beach every morning.
intransitive verb
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2.3.3. Practice.
Applying the above knowledge, practice by doing the following exercises:
2.3.3.1 Exercise 1: Change the following sentences into the passive:
1.My father every flower waters this morning.
-> ...................................................................
2. John Invited to his birthday party last Fiona night.
-> ...................................................................
3. No one can move the heavy rock in his garden.
-> .................................................................. ..
4. Her mother is in the kitchen Preparing the dinner.
-> .................................................................. ..
5.We shouldnt clean teeth twice a day our.
-> .....................................................................
6. Did Mary buy this beautiful dress?
-> ..................................................................... ..
7.Some người sẽ interview the new president on TV.

-> ........................................................................
8.We can not finish our work on time.
-> ..................................................................... ...
9.Her the her husband never takes to the cinema.
-> ........................................................................
10. He was doing his homework at 9 pm yesterday.
-> ...........................................................................
However, at present under the decision of the Ministry of education and
training, the foreign language courses is competition in the form of objective tests
in the semester exams and high school graduation or college exam, college.
Therefore, want to do well is the multiple choice quiz on the passive, the student
must understand the passive structures, do exercises about switch to passive
sentences will easily do multiple choice exercises experience. Here are some
exercises in the form of tests, will help students to consolidate their knowledge and
question multiple choice quiz about being better.
2.3.3.2 Exercise 2: Choose the correct answer to complete the following
sentence:

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1. My wedding ring of yellow and white gold .............
Asian. is made b. is making c. made d. maked
2. If your brother ..................., He would come.
Asian. Invited b. Were Invited c. Were inviting d. invite
3. Mr. Wilson is ............... as Wilie to his friend.
Asian. knowed b. Knew c. known d. is known
4. References ............. Examination in the room.
Asian. are not used b. is not used c. did not used d. are not used
5. Laura ............ .. in Boston.

Asian. are born b. Were born c. was born d. born
6. My nother this house is going ................
Asian. sold b. to be sold c. to sold d. to sell
7.There's somebody hehind us. I think We Are ...................
Asian. being followed b. are followed c. followed d. sau
8. Have you ............... .. by a dog?
Asian. bite b. Ever Been bits c. Ever Been bitten d. bit
9.The room is at the moment being ............ ...
Asian. was cleaned b. cleaned c. cleaning d. clean
10. The road to our village ............. widened next year.
Asian. is b. will c. cand. Will be
2.3.3.3 Exercise 3: Choose the sentence has the same meaning given
sentence by choosing a, b, c or d.
1.Somebody có room cleans everyday.
Asian. The room is cleaned every day.
b. The room is cleaned everyday.
C. The room is cleaned every day.
d. The room is cleaned everyday by somebody.
2. They canceled all Flights Because of fog.
Asian. All Flights canceled là vì fog.
b. All Flights là vì fog canceled.
C. All Flights là vì add canceled by fog.
d. All Flights là vì fog canceled.
3.They are building a new highway around the city.
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Asian. A new highway is being built around the city.
b. A new highway is being built around the city by add.
C. A new highway is being built around the city.

d. Around the city a new highway is being built.
4.They have built a new hospital near the airport.
Asian. A new hospital built near the airport bị by added.
b. A new hospital built near the airport bị.
C. A new hospital built near the airport bị.
d. Near the airport a new hospital built by bị added.
5. Will They ask you a lot of questions presented at the interview.
Asian. You Will Be Asked a lot of questions presented at the interview.
b. You Will Be Asked a lot of questions presented at the interview by added.
C. A lot of questions presented Will Be Asked you at the interview.
d. A lot of questions presented Will Be Asked at the interview.
6. People do not use this very often Do road.
Asian. This road is not used very often Do.
b. Not very often Do this road is not used.
C. This road is not used very often Do.
d. This road is not very often Do used.
7. Somebody Accused of Stealing me money.
Asian. I was Accused of Stealing money by somebody.
b. Accused of Stealing money I was.
C. Accused of Stealing money I was by somebody.
d. I was Accused Stealing money.
8. Somebody is using the computer at the moment.
Asian. The computer is being used at the moment.
b. The computer is being used at the moment.
C. The computer is being used by somebody at the moment.
d. The computer is used at the moment.
9. The bill includes service.
Asian. Service is included by the bill.
b. Service included in the bill.
C. Service is included in the bill.

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d. Service is in the bill.
10. They have changed the date of the meeting.
Asian. The date of the meeting bị changed.
b. The date of the meeting changed by bị added.
C. The meeting changed the date bị.
d. The date of the meeting has changed.
2.3.4. Special types of questions to be active
The transition from the passive sentences initiative to completely depend on
the structure so the best way to master how to convert the review of it below the
level of the known samples.
2.3.4.1.Structure: S + V + O (C, A)
In this new form language sentence can be a noun or pronoun phrase.
Consider some examples:
Eg: Active: Her mother is cleaning the kitchen.
Passive: The kitchen is being cleaned by the her mother.
Eg: They called him Mr. Angry.
- He was called Mr. Angry.
Eg: He put the table in the corner.
-

The table was put in the corner.
2.3.4.2. Sample sentence:

For the two new languages, we can use a new language either converted into the
subject in the passive. However, the new term for people who often use more.
Eg: We Gave him a nice present on his birthday.
Oi Od

- The first move: He was given a nice present on his birthday.
- The second transfer: Need to add a preposition.
A nice present was given to him on his birthday.
There are two prepositions can be used in this case is: loud, for.
Some verbs are used with 'to': give, bring, send, show, write, post, pass ...
Some verbs are used with the 'for': buy, make, cook, keep, find, get, save,
order ......... ..
Eg1: She did not show me this special camera.
-

This camera was not Shown to me.
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Eg 2: She is making him a cup of tea.
-

A cup of tea is being made for him.
2.3.4.3. Question passive with reporting verbs.

The reporting verb commonly used to narrate the words, thoughts, questions,
requests, apologies ......... Some common reporting verb is: say, think, know,
believe, ask , tell, promise ....
There are two related structures from the narrative:
Sample sentence: Active:
Passive:
Eg: He Told me that you had a new bike.
I was Told I had a new bike.
b. Sample sentences
Sample this question there are two ways to switch to passive:

- Option 1: Using the subject fake "it"
Eg: People think That I am the best student in my class.
-

It is thought That I am the best student in my class.

- Option 2: Using the subject of that-clause and use prototype form of the verb. in
the example above, there is a second move:
Eg: I am thought to be the best student in my class.
In a second transfer, you can use 3 prototype form of the verb:
1) Scooters inf: the action takes place in the same place that-clause or occurring
after the action in the reported clause.
2) prototype continues: to be ving, when acting in that-clause in the continuous
tense, and action clauses in the simple narrative, the same rank.
3) prototype complete: to have done, the action happened before that-clause in
clause action narrative.
Eg1: People say he is a rich man có.
-

He is said to be a rich man.

Eg2: They think That She is living there.
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-

She is thought to be living there.

Eg3: They said Tom Had left home có trước weekend.

Tom was said to have left home all before the weekend.
2.3.4.4. Sentence command.
When transferred into imperative we use passive sentences following structure:
Eg: Take Off Your Hat!
Be taken let your hat off!
Apart from above, there is another way to move imperative to question but rarely
used more passive. That is:
Eg: Active: Look after the Children please!
Passive: The children nên Looked after!
Or: The children are to be Looked after!
2.3.4.5. WH- question.
For those having to ask questions, we can be divided into two categories:
Type 1: Words to ask the front functions as language in the initiative. With this
question the format switch to the simple passive because it would question word
functions as the subject in the passive.
Eg: Active: How many languages in Canada by chúng speak?
Passive: How many languages are spoken in Canada?
Type 2: From functional to ask the subject in question is actively moving to the
passive, it will serve as the new wording in question. Meanwhile, there will be two
ways forward. By moving to the top or sentence (in the form of question word will
Unsworth) or to By at the very end.
Eg: Who wrote this novel?
Who was this novel ?
Or: By Whom was this novel Written speaker?
2.3.4.6. Structure 1:
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There are two circumstances occurs:
Asian. The object of Ving same object with only a subject of the sentence:

Eg: He kept me waiting.
-> I was kept waiting (by photographing).
b. The object of Ving not only an object with the subject of the sentence:
Eg: He hates People looking at him.
He hates being  Looked at (by people).
2.3.4.7. Structure 2:
- When the new language is not the same object with the subject.
Eg: We Asked Him To Do It.
-> He was Asked to do it.
- When the new language the same object with the subject.
Eg: She would love someone to take out to dinner the her.
-> She would love to be taken out to dinner.
- When switching to a passive sentence we use To-infinitive verbs except "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.
2.3.4.8. Structure 3.
A. To have.
Eg:
I repair my bicycle has photographing yesterday.
-> I Had my bicycle repaired yesterday.
B. To get.
Eg:
I get the her to make some coffee.
-> I get some coffee made.
2.3.4.9 PRACTICE.
Based on the above knowledge requires students to do the following exercises:
Exercise I: Move the following sentence into the passive:

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1. Do they teach English here?
-> ..........................................................
2. Did the teacher give some exercises?
-> .........................................................
3. When will you by the work?
-> .........................................................
4. What People are reading books this year?
-> ..........................................................
5. People saw him steal your car.
-> ..........................................................
6. They made him work all day.
-> .............................................................
7. Open YOUR BOOK!
-> ......................................................... ..
8. Do not do that silly thing again!
-> ......................................................... ..
9. She advised me to sell có house.
-> .........................................................
10. Why did not chúng help him?
-> ..........................................................
2.4. EFFECTIVENESS OF THE INITIATIVE EXPERIENCE.
2.4.1. Effectiveness of the initiative experience after using games in
class:
Through the process of applying to the actual topic of teaching, I noticed more and
more students academic progress:
- Students are more interested and active in all activities.
- The lessons become more lively and vivid.

- Students are almost near the end of the new word right in the classroom.
- The vocabulary of the children increased significantly.
- The weak students can use words in simple sentences. Students can use pretty
words in more complex sentences.
2.4.2. Results, evidence of the student's progress
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The following is a statistical quality of student learning in the classroom and apply
classroom topics not apply the theme:
class/Total
9C/32

excellent
NU
%
5
14

Good
NU
%
12
25

Average
NU
%
13
56

bad
NU %
2
5

class/Total

excellent
Good
Average
bad
NU
%
NU
%
NU
%
NU %
9B/30
4
13
12
27
12
55
2
5
For specific results we have found that the quality of learning of students in
grades 9 applied topics is much higher than before. It shows that my research was

partially effective in actual teaching process.
3. CONCLUSION.
3.1. Conclude.
In the process of teaching English book 9, I was introduced to the students the
basic knowledge about passive sentences in English. For each target different
students, the requirements are also different knowledge. For the weak pupils, or
just serve semester exam or high school graduation exam, I just introduce the basic
parts such as how to switch from question to question actively passive, passive
sentences, the language in some He enrolled in the program, and with the modal
verbs, WH- question, SVOO structure. Also, for those students with good and
excellent, block D, the students have introduced several additional special section
in the passive. In the process of teaching, I realized that the majority of students are
aware of the basic knowledge and applied as the multiple choice quiz format to
serve the high school graduation exam. However, for those students is weak, then
you are still having some difficulty because this is part of knowledge is closely
linked with other knowledge components especially the Anh.Vi known that, when
taught this knowledge, I ask students to recall knowledge learned in the English
section and other related knowledge.
3.2. SUGGEST.
3.2.1. For the school managing board.
- English is a typical subject, Teachers need to be equipped enough teaching
materials such as: function room, cassette, tapes...So I hope school leaders and
local authority will pay attention to our teaching conditions much more, This will
help teaching as well as learning English more and more effectively.
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- Organize English club once a week with different topics to attract pupils to
learn English through songs ,chants, games.....
- A worthy reward for teachers to teach effectively and the prizes in the

contest good students at district level, provincial level.
3.2. 2. For the Department of Education and Training
- To take more interest in learning motivation and behaviors of students ;
help students appreciate the need for English for their future so that students can
identify their learning motivation, a positive learning attitude .
- Not to put pressure on weak and lazy students. Instead, teachers should
encourage students.
- To designe many different types of activities according to ascending levels
of difficulty to suit each and groups of students .
- To appreciate the ability of students thenteachers can make appropriate
inquiries. Too low requirements for good students one will make students feel
bored and will not have the will to strive again; Too high requirements for weaker
students will make them lose the confidence, diminish students’ interest .
This is my own experience initiatives.
I surely do not copy from the others’.
Thank you for your reading!
Minh Son, April 17th 2021
Head-master’s identification

Writer of the initiative

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CATALOGUE
Number
1
1.1
1.2
1.3

1.4
1.5
2

Contents
INTRODUCTION
THE PURPOSE OF CHOOSING THE TOPIC
RESEARCH PURPOSE.
RESEARCH SUBJECTS
RESEARCH METHODS

Page
2
2
2
2
2

NEW CHANGES IN THE INITIATIVE
EXPERIENCE

3

CONTENTS OF THE INITIATIVE
EXPERIENCE

3

2.1

THEORETICAL BASIS
EXPERIENCE

OF

INITIATIVE

2.2

THE SITUATION OF THE PROBLEM.

3

2.3

THE SOLUTION
PROBLEMS

USED

5

2.4

EFFECTIVENESS
EXPERIENCE.

OF

3

3.1
3.2

CONCLUSION

TO

SOLVE

INITIATIVE

16
17
17
17

CONCLUDE.
SUGGEST.
CATALOGUE
OF
THE
INITIATIVE
EXPERIENCES WERE QUALIFIED IN THE
PAST FEW YEARS.

20

19