(Sáng kiến kinh nghiệm) SOME SKILLS TO DO EXERCISES ON PASSIVE VOICE (FOR WEAK STUDENTS)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT TRIỆU SƠN 6

SÁNG KIẾN KINH NGHIỆM
SÁNG KIẾN KINH NGHIỆM

ĐỀ TÀI:
"SOME SUB SKILLS TO DO EXERCISES ON PASSIVE
VOICE FOR WEAK STUDENTS"
SOME SKILLS TO DO EXERCISES ON PASSIVE VOICE
(FOR WEAK STUDENTS)

Người thực hiện: Nguyễn Hiếu Thảo
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (môn): Tiếng Anh

THANH HOÁ NĂM 2018
1


INDEX
Contents

Page
3
3
3
4
4
4

4
5
6

I. The openning
1. The reasons for choosing topics
2. Research objectives
3. Research subjects
4. Research methodology
II. Content
1. Background theory:
2. Real situation before applying the experience idea :
3. Some skills to do exercises on passive voice (for weak
students)
3.1. Grammar
3.1.1. General structure
3.1.2. “to be” in tenses
3.1.3. The usage
3.1.4. Procedure
4.1. Practise doing exercises (Tieng Anh 10)
4.2. Procedure
5.1. Practise doing exercises (Tieng Anh 12)
5.2. Procedure
6. Effectiveness of teaching experience initiatives for
educational activities , with myself, my colleagues and
my school.
III. Conclusion
1. Experience Lessons:
2. Recommendation:
IV. Reference

6
6
6
6
7
8
9
11
12
16
18
18
19
19

INNOVATIVE EXPERIENCES WERE AWARDED BY THANH HOA
DEPARTMENT OF EDUCATION AND TRAINING
Or
d
1
2

Name
Some solutions to help students do well on the
relative clause
Some skills to do exercises on conditional
sentences (for weak students)

Level

Year

C

2012

C

2016
2


I. The openning
1. The reasons for choosing topics
Passive voice is one of the important English grammatical structures of the
high school English program in general as well as the English program 10, 11, 12
(basic curriculum).
This grammar section was taught at secondary education ( Grade 9 ). In
English 10, 11 and 12 programs. Passive voice continues to be taught at the basic
level in Unit 5, 10 (Tieng Anh 10) and Unit 4, 11, 12 (Tieng Anh 12). This
grammar points are fully taught from intermediate level to advanced one with
various type of exercises .
In the GCSE examination, college entrance examination and, Passive voice
is available whereas the majority of students at high school in the countryside in
general and especially students at Trieu Son 6 high schools. They have not
mastered basic knowledge of grammar points because of the following reasons :
- Firstly, it is difficult grammar section, English studying environment is
not good in the countryside .
- Secondly, student’s input is not high, most of students are lazy in learning

English. Their studying purpose is to get a certificate for upper secondary
education.
- Third, If the teachers do not classify different types of exercises, lack of
teaching experience, students often confuse to use passive voice in order to rewrite
sentences as well as to give correct form of the verbs in passive. They have
difficulties in doing this sort of exercise. If the teachers give speech to this
grammar section ineffectively, it may be difficult for students to use passive voice
in other skills such as listening or speaking.
Actually, teaching and learning passive voice at our school is limited this
leads to the majority of students have difficulties in using passive voice to do
exercises, tests as well as expressing their thoughts in speech or writing
For these reasons, I have chosen the theme "Some skills to do exercises on
passive voice in Tieng Anh 10, 12" to conduct research and apply for teaching and
learning passive voice more effectively. This innovative teaching experience is
based partly on my own previous one on teaching conditional
2. Research objectives
With the successful research, this topic will help teachers and students at
Trieu Son 6 high school get the following results in teaching and learning:
- How well organized and efficient for students to learn and do passive
voice through unit 5 and 10 in 10th grade English program standards, grade English
program standards and unit 4, 11 and 12 in 12th grade English program standards.
- Guiding students to learn and practice so that they get skills to do some
types of exercises on passive voice better in general. They can also do well these
3


sort of exercise in high school exams as well as the college entrance
exam .Morever, students know to use passive voice effectively in communication.
3. Research subjects
The topic was carried out on students of class 10B4, 10B5, 12C2 and 12C4

at Trieu Son 6 high school in the academic year 2016 - 2017
4. Research methodology
a. Experimental Methods: Firstly, Teacher has his students learn grammar, then
teacher asks students to do two main types of exercise in the text book of English
program standards.
b. Survey methods: Teacher examines the students in the classes where they are
are teaching with skills: listening, speaking, reading and writing.
c. Statistical Methods: Teacher counts the results of the students in the class he is
teaching through regular and periodic tests.
II. Content
1. Background theory:
Nowadays, with the development of science and technology as well as
economic integration requirements in the world, English is considered as the
language of globalization.
The teaching and learning English in schools becomes extremely
important. English is a means to give students access to new scientific
achievements. Morever, English helps expand their knowledge about the country
and cultures of many countries in the world. Especially, English is a tool for
communication, cooperation and economic development, so learning English at
school is now focused and demanded. So how to teach English at schools
effectivly?
Exploring new teaching methods and improving teaching and learning
effectivly is essential and important not only for those working in education
management but also for teachers of English.
In high school English program, the passive voice is an important part of
knowledge that always appears in the GCSE exam and universit entrance exam. To
do well types of exercises on passive voice, students must master the basic issues
related to the passive voice, and the type of exercise variations of passive voice in
English. Particularly, for weak students who are not good at English need a simple
way to learn. If they do not understand the use of the passive voice, and all kinds of

exercises on passive voice they will have difficulties in periodic exams. Therefore,
mastering the use of passive voice, doing exercises related to passive voice is an
essential and important issue to students at high school.
Moreover, according to the traditional teaching methods: teachers give
speech, students listen and record passively what teachers say. Therefore, grammar
lessons become very stressful, students lack creativity and thinking during lesson.
Whereas, current text book requires learner central. Teachers and students need to
4


be more active in teaching and learning. So how to develop students’ thought,
creativity, teachers need to improve their lesson plans with various methods,
improve their pedagogic abilities.
From exists above together with my experience in the process of teaching ,
I chose the subject to perform. When performing this subject I try to introduce and
analyse two main types of exercises in the to help students especially weak student
understand and do homework at the same time, help them to overcome the
weaknesses of passive voice grammar points .
2. Real situation before applying the experience idea :
In standard English program textbooks, passive voice grammar point
spreads and is widely distributed via the lesson of Reading, Speaking, Listening,
Writing, and especially the Language Focus of unit 5 and 10 (Tieng Anh 10) and
Unit 4, 11 and 12 (Tieng Anh 12):
For students of our school, most of them find difficult to learn English.
Students are farmer’s children living in rural areas, english learning environment is
poor. Student’s input is rather low. In addition, actual teaching and learning
facilities of the school is limited. Foreign language teachers are not advanced in
teaching experience, time for practising this grammar in the textbook is not much,
this leads to the most students find difficult to apply for doing exercises, improving
their other skills as well as exams.

With the existence of the above difficulties and limitations. So the results
achieving in the process of teaching and learning is not high. That is evidenced by
the results survey test on grammar problems before applying innovative
experiences in teaching with the following statistics :
Total

Very good

Good

Average

Weak

Too weak

Class Student
Quantit %
y

Quantit %
y

Quantit %
y

Quantit %
y

Quantit %

y

10C4 40

0

0

6

15

18

46

13

32

3

7

10C5 40

0

0

7

17

16

39

12

31

5

13

12A1 36

0

6

17

13

34,5 13

34,5 5

14

12A2 38

0

5

13

16

43

31

13

0
0

12

5

5


( Attachment: Appendix 1 students’ test before applying teaching experience )
To troubleshoot and resolve the above situation I have studied, explored,

and found out a number of measures in order to share with my colleagues the
experiences of teaching passive voice. I hope to improve and enhance the quality of
teaching and learning the grammar, to create dynamic grammar lessons, I also have
specific instructions and details for the students to do various forms of exercises
which is easy for students to understand, apply for their tests, exams and especially
use in four skills: listening - speaking - reading - writing . Here are some specific
measures .
3. Some skills to do exercises on passive voice (for weak students)
3.1. Grammar
3.1.1. General structure

S + to be + Vp2 + (by + O)
Ex: Our school was built in 2002
A new building is going to be built here next year
The wall has been painted since last week
- Teacher asks student to analyse the passive structure used in the above sentences,
most of students have difficulties in recognizing “to be”
3.1.2. “to be” in tenses
- The present simple: is/ am/ are (is/ am/ are work as auxilaries)
- The present progressive: is/ am/ are + being (is/ am/ are work as auxilaries)
- The present perfect simple: have/ has been (have/ has work as auxilaries)
- The past simple: was/ were (was/ were work as auxilaries)
- The past progressive: was/ were + being (was/ were work as auxilaries)
- The past perfect simple: had been (had works as auxilary)
- The future “Will”: will be (will works as auxilary)
- The future “be going to”: is/ am/ are going to be (is/ am/ are work as auxilaries)
- The future perfect simple: will have been (will works as auxilary)
- Modal verbs: can/ could, shall/ should, will/ would, may/ might, must, needn’t +
be (modal verbs work as auxilaries)
* Note: The present perfect progressive, The past perfect progressive, The future

perfect progressive and the future progressive are not used in passive voice
Ex:
S + to be + Vp2 + (by + O)
A new bridge is going to be built here next year (the future “be going to”
S
to be
Vp2
Ex: This house was repainted by my father las month (the past simple)
S
to be Vp2 by
O
Ex: How long have these walls been painted ?
wh
aux
S
to be Vp2
Ex Was
the letter sent yesterday ?
6


aux/ to be
S
Vps
Ex: The machine mustn’t be used without my permission
S
aux/ modal be Vp2
3.1.3. The usage
We use the passive voice:
- When the agent is unknown, unimportant or obvious from the context.

Ex: This portrait was painted before the 17th century
- When we want to emphasise the action itself, not the agent
Ex: Eight people were injured in a car accident
- In instruction, processes, formal statements etc.
Ex: The level on the right should be pulled down slowly
* Note: we use “by/ with + O” at the end of the clause if we specify an agent. Don’t
use “by/ with + indefinite pronouns, collective nouns, people, them …[ 1]
3.1.4. Procedure
Exercises on passive voice are devided into 2 main types:
3.1.4.1- Type 1 is giving correct form of the verbs in brackets
Ex: give correct form of the verbs in brackets
- This house (decorate) every year
- When the temple (build) ?
- To do this type of exercises, students should follow some steps
- Step 1: Identify tense, analyse sentence elements and form of the
sentence
- Step 2: Apply the structure and use an appropriate “to be” to complete the
sentence
- This house (decorate) every year
- Step 1: the present simple, This house (S)(decorate)(V), positive form
- Step 2: This house is decorated every year
S
be
Vp2
- When the temple (build) ?
- Step 1: the past simple, the temple (S)(build)(V), interrogative form
- Step 2: When was
the temple built ?
Wh be/aux
S

Vp2
3.1.4.2 – Type 2 is rewriting sentence using passive form
Ex: Rewrite the following sentences using passive form
- They are going to hold a meeting here tomorrow
- You can not use this machine without my permission
- To do this type of exercises, students should follow some steps
- Step 1: Identify tense, analyse sentence elements and form of the
sentence
- Step 2:
+ Define S, V, O and tense of the main verb in the active sentence.
7


+ Use Object in the active sentence as Subject in the passive one.
+ Use Subject in the active sentence as Object and follow By in the passive
one.
+ Change the main Verb in the active sentence into Past Participle in the
passive one e. Add an appropriate “tobe” to the structure

- They are going to hold a meeting here tomorrow (positive form)
S
V
O
-> A meeting is going to be held here tomorrow
S
be
Vp2
- You can not use this machine without my permission (negative form)
S
V

O
-> This machine can not be used without my permission
S
be
Vp2
3.1.4.3. Type 3 is completing sentence with given words/ phrases
Ex: complete the following sentence with given words/ phrases
- A tree/ plant/ in front of my class/ last week
- The roof/ not/ repair/ for 5 years
- To do this type of exercises, students need to distingish/ analyse sentence
elements, use an appropriate tense then use the structure to complete
- A tree/ plant/ in front of my class/ last week
S
V
-> A tree was planted in front of my class last week
S
be Vp2
- The roof/ not/ repair/ for 5 years
S
V
-> The roof has not been repaired for 5 years
S
be
Vp2
4.1. Practise doing exercises (Tieng Anh 10)
Exercise 1. Build sentences after the model (type 3) [ 2]
1. a new hospital for children/ build/ in our city
2. another man-made satellite/ end up/ into space
3. more and more trees/ cut down/ for wood/ by farmers
4. thousand of animals/ kill/ in the forest fire

5. about one hundred buildings and houses/ destroy/ in the earthquake
6. more than 50 films/ show/ in Hanoi/ since June
7. their hand/ wash and dry/ on a towel
8


8. another book/ read/ by the students
9. some ink/ spill/ on the carpet
10. she/ show/ how to do it
Exercise 2. Choose the right form of the verbs in brackets (type 1) [ 3]
1. The children (reported/ were reported) to be homeless
2. Trees (grow/ are grown) well in this soil
3. Can English (be spoken/ speak) at the club
4. I (don’t invite/ am not invited) to the party very often
5. Many new roads (are being built/ are building) in this city
Exercise 3. Put the verbs in brackets in the correct form (type 1) [ 4]
1. When they (come), the meeting (start). They (be) ten minute late
2. He (stand) in front of a large audience. He (photograph) by many journalist now
3. The students (tell) about the changes of their timetable yet ?
4. At that time the table (lay) and I (decide) not to come in
5. Where these young coconut trees (plant) ?
Exercise 4. Fill each blank with the correct form of a verb in the box (type 1) [ 5]
arrive
be
clean
meet
take
make
organize put
prepare

serve
- How was the holiday ?
- Oh it was fantastic. Everything (1) ……..so well. As soon as we (2) ……..at the
airport, we (3) ……. and (4) …….. to the hotel. All the room (5) well and fresh
flowers (6) ……on the table.
- Oh, how lovely! And what about the food?
- It (7) ………. excellent. They freshly (8) ……… it all in the hotel and they even
(9) ……… the bread in the hotel kitchen. The bread rolls (10) …….. hot every
morning for breakfast.
4.2. Procedure
Exercise 1. Build sentences after the model (type 3) [ 2]
- Step 1: Identify tenses (in this exercises only present perfect required)
- Step 2: Identify sentence elements (such as subject, to be, main verb, object etc)
- Step 3: Complete the sentences then indicate sentence element (structure)
1. a new hospital for children has been built in our city
S
to be Vp2
2. another man-made satellite has been ended up into space
S
to be
Vp2
3. more and more trees have been cut down for wood by farmers
S
to be
Vp2
by O
4. thousand of animals have been killed in the forest fire
S
to be
Vp2

9


5. about one hundred buildings and houses have been destroyed in the earthquake
S
to be
Vp2
6. more than 50 films have been shown in Hanoi since June
S
to be
Vp2
7. their hands have been washed and dried on a towel
S
to be
Vp2
8. another book has been read by the students
S
to be Vp2
by O
9. some ink has been spilt on the carpet
S
to be Vp2
10. she has been shown how to do it
S
to be Vp2
- Asks students to indicate sentence elements
Exercise 2. Choose the right form of the verbs in brackets (type 1) [ 3]
- Step 1: base on the meaning of the sentence to consider if the subject is/ are
agents or object
- Step 2: decide an appropriate form of the verb (active or passive)

1. The children (reported/ were reported) to be homeless
2. Trees (grow/ are grown) well in this soil
3. Can English (be spoken/ speak) at the club
4. I (don’t invite/ am not invited) to the party very often
5. Many new roads (are being built/ are building) in this city
- Ask students to show the tense used in the sentence
Exercise 3. Put the verbs in brackets in the correct form (type 1) [ 4]
- Step 1: help students recognize which clause is used in passive voice and which
one in active one
- Step 2: help students identify tenses they will use
- Step 3: base on the structure to do exercises
1. When they (come), the meeting (start).
They (be) ten minute late
came
had started
were
2. He (stand) in front of a large audience. He (photograph) by many journalist now
is standing
is being photographed (passive)
3. The students (tell) about the changes of their timetable yet ?
Have students been told (passive)
4. At that time the table (lay) and
I (decide) not to come in
was being laid (passive)
decided
5. Where these young coconut trees (plant) ?
Where will these young coconut trees be planted (passive)
Exercise 4. Fill each blank with the correct form of a verb in the box (type 1) [ 5]
- Step 1: help students recognize which clause is used in passive voice and which
one in active one

10


- Step 2: help students identify tenses they will use
- Step 3: base on the structure to do exercises
arrive
be
clean
meet
take
make
organize put
prepare
serve
- How was the holiday ?
- Oh it was fantastic. Everything (1) was organized (passive)so well. As soon as
we (2) arrived at the airport, we (3) were met and (4) taken (passive) to the hotel.
All the room (5) had been cleaned (passive) well and fresh flowers (6) had been
put (passive) on the table.
- Oh, how lovely! And what about the food?
- It (7) was excellent. They freshly (8) prepared it all in the hotel and they even (9)
made the bread in the hotel kitchen. The bread rolls (10) were served (passive) hot
every morning for breakfast.
5.1. Practise doing exercises (Tieng Anh 12)
Exercise 1. Fill each blank with the simple present passive form of the verb in
brackets (type 1) [ 6]
1. The academic year in England ………. into three term (divide)
2. Each term …….. by one-week break (separate)
3. The national curriculum ……… of more than ten subjects. (make up)
5. The state school system ……….. for by the state (pay)

6. The advanced students …………to take part in the annual Internatioal Olympic
Competition. (select)
Exercise 2. Rewrite the following sentences using passive voice. (type 2) [ 7]
1. They built this school in 1997.
2. They first published this dictionary in 1870.
3. The students in my class are going to organize a surprise party tomorrow
evening.
4. They are painting the kitchen now.
5. Shakespeare wrote “Romeo and Juliet” in 1605
6. They have translated Shakespeare’s tragedies into many languages
7. They have just built a new primary school in my village.
8. They will speak English at the conference
9. Jane hasn’t cleaned the floor yet
10. They will repaint the house soon
Exercise 3. Fill in the spaces of the following passage with the correct tense in
passive voice of the verbs in brackets (type 1) [ 8]
The world’s first electronic computer ………..(build) by the University of
Pennyvania in 1946. However, computers ……….. (2. sell) commercially for the
first time in the 1950s. Much progress on computers ……….(3. make) since 1950.
Computers are now much smaller and more powerful and they …………(4. can
buy)much more cheaply.
11


Computers ……..(5. use) in many fields – in business, science, medicine, and
education, for example. They ……….. (6. can use) to forecast the weather or to
control robots which make cars. The computer’s memory is the place where
information ………. (7. store) and caculations …………(8. do). A computer
cannot think for itself – it ………(9. must tell) exactly what to do. A lot of difficult
calculations ………..(10. can do) very quickly on computers

Exercise 4: Rewrite the sentences in the passive (type 2) [ 9]
1. You mustn’t use this machine after 5.30 p.m.
2. You must clean this machine everytime you use it.
3. You should keep the flowers in a warm sunny place
4. You should pay your bill before you leave the hotel.
5. You should give us the information now.
6. You can buy toothpaste at the drug store
7. We should warn the children not to speak to strangers
8. Nobody can solve the mystery.
9. You can exchange travellers’ cheques at most bank.
10. You shouldn’t tell her the new. It might kill her
Exercise 5: Following is a conversation between two characters in a science
fiction about space travel. Complete it with the suitable passive form of the verbs in
brackets ( type 1) [ 10]
Naomi: Dr. Kay, I’d like to askhow meal (1. will/prepare) ……..in the Space
station. ……. food (2. be going to/cook) …….. on board or taken in the form of
tablets ?
Dr. Kay: Neither. Gourmet meals (3. will/pre-package) ……..on Earth then they (4.
can/warm up) ……… on board.
Naomi: But the tourists will be from different parts of the world. How ……. food
(5. should/choose) ………. to suit everyone’s taste ?
Dr. Kay: An international menu (6. have to/ offer) ……… Food (7. could/select)
……… from food preference forms that tourists completed before the trip. And
meal (8. ought to/make) ………. as pleasant as possible.
5.2. Procedure
Exercise 1. Fill each blank with the simple present passive form of the verb in
brackets (type 1) [ 6]
- Step 1: Identify the requrement that ask you to use the simple present passive
form only
- Step 1: Base on the subjects to use an appropriate “to be”

1. The academic year in England is divided into three term
S
be Vp2
2. Each term is separated by one-week break
S be
Vp2
3. The national curriculum is made up of more than ten subjects.
12


S
be
Vp2
5. The state school system is paid for by the state
S
be Vp2
6. The advanced students are selected to take part in the annual Internatioal
Olympic
S
be
Vp2
Competition.
- Asks students to indicate sentence elements
Exercise 2. Rewrite the following sentences using passive voice. (type 2) [ 7]
- Step 1: For this kind of exercise students need to underline sentence elements in
the active sentences such as Subject, Verb and Object
- Step 2:
+ Define S, V, O and tense of the main verb in the active sentence.
+ Use Object in the active sentence as Subject in the passive one.
+ Use Subject in the active sentence as Object and follow By in the passive

one.
+ Change the main Verb in the active sentence into Past Participle in the
passive one e. Add an appropriate “tobe” to the structure

1. They built this school in 1997.
S
V
O
-> This school was built in 1997
S
be Vp2
2. They first published this dictionary in 1870.
S
V
O
-> This dictionary was first published in 1870
S
be
Vp2
3. The students in my class are going to organize a surprise party tomorrow
evening. S
V
O
->A surprise party is going to be organized (by the students in my class) tomorrow
S
be
Vp2
evening
4. They are painting the kitchen now.
S

V
O
-> The kitchen is being painted now
S
be
Vp2
13


5. Shakespeare wrote “Romeo and Juliet” in 1605
S
V
O
-> “Romeo and Juliet” was written by Shakespeare in 1605
S
be Vp2 by
O
6. They have translated Shakespeare’s tragedies into many languages
S
V
O
-> Shakespeare’s tragedies have been translated into many languages
S
be
Vp2
7. They have just built a new primary school in my village.
S
V
O
-> A new primary school have just been built in my village.

S
be
Vp2
8. They will speak English at the conference
S
V
O
-> English will be spoken at the conference
S
be
Vp2
9. Jane hasn’t cleaned the floor yet
S
V
O
-> The floor hasn’t been cleaned by Jane yet
S
be
Vp2 by O
10. They will repaint the house soon
S
V
O
-> The house will be repainted soon
S
be
Vp2
- Asks students to indicate sentence elements
Exercise 3. Fill in the spaces of the following passage with the correct tense in
passive voice of the verbs in brackets (type 1) [ 8]

- Step 1: Base on the requirement “the correct tense in passive voice” to choose an
appropriate “to be”
- Step 2: Complete the passage with choosen tenses
The world’s first electronic computer was built by the University of
Pennyvania in 1946. However, computers were sold commercially for the first time
in the 1950s. Much progress on computers has been made since 1950. Computers
are now much smaller and more powerful and they can be bought much more
cheaply.
Computers are used in many fields – in business, science, medicine, and education,
for example. They can be used to forecast the weather or to control robots which
make cars. The computer’s memory is the place where information is stored and
caculations are done. A computer cannot think for itself – it must be told exactly
what to do. A lot of difficult calculations can be done very quickly on computers
Exercise 4: Rewrite the sentences in the passive (type 2) [ 9]
14


- Step 1: For this kind of exercise, students need to underline sentence elements in
the active sentences such as Subject, Verb and Object
- Step 2:
+ Define S, V, O and tense of the main verb in the active sentence.
+ Use Object in the active sentence as Subject in the passive one.
+ Use Subject in the active sentence as Object and follow By in the passive
one.
+ Change the main Verb in the active sentence into Past Participle in the
passive one e. Add an appropriate “tobe”(use with madals) to the
structure

1. You mustn’t use this machine after 5.30 p.m.
S

V
O
-> This machine mustn’t be used after 5.30 p.m.
S
be
Vp2
2. You must clean this machine everytime you use it.
S
V
O
S V O
-> This machine must be cleaned everytime it is used
S
be
Vp2
S be Vp2
3. You should keep the flowers in a warm sunny place
S
V
O
-> The flowers should be kept in a warm sunny place
S
be
Vp2
4. You should pay your bill before you leave the hotel.
S
V
O
-> Your bill should be paid before you leave the hotel.
S

be
Vp2
5. You should give us the information now.
S
V
O
-> We should be given the information now
S
be
Vp2
6. You can buy toothpaste at the drug store
S
V
O
-> Toothpaste can be bought at the drug store
S
be
Vp2
7. We should warn the children not to speak to strangers
S
V
O
15


-> The children should be warned not to speak to strangers
S
be
Vp2
8. Nobody can solve the mystery.

S
V
O
-> The mystery can not be solved
S
be
Vp2
9. You can exchange travellers’ cheques at most bank.
S
V
O
-> Travellers’ cheques can be exchanged at most bank.
S
be
Vp2
10. You shouldn’t tell her the new. It might kill her
S
V
O
S
V
O
-> She shouldn’t be told the new. She might be killed
S
be
Vp2
S
be
Vp2
- Asks students to indicate sentence elements

Exercise 5: Following is a conversation between two characters in a science
fiction about space travel. Complete it with the suitable passive form of the verbs in
brackets (type 1) [10]
- Step 1: Base on the requirement “the suitable passive form of the verbs” to choose
an appropriate “to be”
- Step 2: Complete the passage with choosen tenses or verb form
Naomi: Dr. Kay, I’d like to askhow meal (1) will be prepared in the Space
station. (2) Is food going to be cooked on board or taken in the form of tablets ?
Dr. Kay: Neither. Gourmet meals (3) will be pre-packaged on Earth then
they (4). can be warmed up on board.
Naomi: But the tourists will be from different parts of the world. How (5)
should food be choosen to suit everyone’s taste ?
Dr. Kay: An international menu (6) have to be offered. Food (7) could be
selected from food preference forms that tourists completed before the trip. And
meal (8) ought to be made as pleasant as possible.
6. Effectiveness of teaching experience initiatives for educational activities ,
with myself, my colleagues and my school.
By applying the above solution in a reasonable and effective way for
teaching grammar lessons in Unit 5, 10 (Tieng Anh 10) and Unit 4, 11, 12 (Tieng
Anh 12), I found the following advantages
- Students became more interested in learning grammar lesson about
passive voice
- Students are confident to work in pairs, groups.
- The ability to apply the passive voice for practising other skills is
markedly improved.
16


- Students get better results when doing regular and periodical test on
passive voice.

- Increase the creativity and dynamism of the students when using passive
voice to practise speaking and writing.
In summary, the majority of students in my class can do two main types of
exercises on passive voice. The use of this experience in teaching process has
helped me achieve some very positive results because of the following reasons:
- Firstly, I found this teaching experience very relevant and effective to
teach grammar topics on passive voice.
- Second, this teaching experience helps to solve existing situations in
teaching passive voice of foreign language teachers in our school.
- Third, this teaching experience helps students in general and weak
students in my school do two main types of exercises on passive voice more
effectively.
Quality and efficiency has been proven through skills such as: listening speaking - reading - writing. To observe the results of student’s learning and
evaluate the practicality of the research. I have done this survey grammar section
through tests in the classes I applied my teaching experience.
Below is the statistic about tests on passive voice in class 12C2, 12C4,
10B4 and 10B5 during the school year from 2016 to 2017 before and after the
application of innovative experiences on teaching.
Table 1: Students’ test before applying teaching experience
Total

Very good

Good

Average

Weak

Too weak

Class Student
Quantit %
y

Quantit %
y

Quantit %
y

Quantit %
y

Quantit %
y

10C4 40

0

0

6

15

18

46

13

32

3

7

10C5 40

0

0

7

17

16

39

12

31

5

13

12A1 36

0

6

17

13

34,5 13

34,5 5

14

12A2 38

0

5

13

16

43

31

13

0
0

12

5

( Attachment: Appendix 1 students’ test before applying teaching experience )
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Table 2: Students’ test after applying teaching experience
Total

Very good

Good

Average

Weak

Too weak

Quantit %
y

Quantit %
y

Class Student
Quantit %
y

Quantit %
y

10C4 40

3

7

9

22,5 25

63,5 3

7

0

0

10C5 40

4

10

10

25

22

55

4

10

0

0

12A1 36

3

8

22

22

62

3

0

0

8

8

Quantit %
y

13
12A2 38
5
8
21
23
61
2
5
0
0
( Attachment: Appendix 1 students’ test after applying teaching experience )
Table 3: Comparison of quality before and after the application of teaching
experiences
the

increasing
Total
of very
Class Student
good

the
the
increasing decreasing
of
of average

the
the
decreasing decreasing
weak

too weak

good

Quantit
y

%

Quantit
y

%

Quantit
y

%

Quantit
y

%

Quantit
y

%

10C4

40

3

7,5

3

7,5

7

17,5

10

25

3

7,5

10C5

40

4

10

3

7,5

6

15

8

20

-5

12,5

12A1

36

3

2

5,5

9

25

-10

28

-5

14

3

8

-7

18

-10

26

-5

13

12A2 38
5
III. Conclusion

8
13

18


1. Experienced Lessons:
In the process of teaching English at Trieu Son 6 high school, I have
introduced my students basic knowledge about passive voice in English. I have
found that most of the students have grasped the basic knowledge and applied to do
two main types exercises on passive voice.
With this teaching experience I have made students interested in learning English
more positively. The atmosphere of a grammar lesson has become passionate and
gentle. Students are no longer confused, worried about grammar lessons.

With this teaching experience I hope to contribute a small part to help
foreign language teachers and students in Trieu Son 6 high school gradually
overcome the difficulties in teaching and learning passive voice in Unit 5, 10
(Tieng Anh 10) and Unit 4, 11, 12 (Tieng Anh 12). This teaching experience also
helps students acquire grammar on passive voice and use it for doing exercises,
tests and daily communication
Despite many attempts, there are still certain shortcomings. I look forward
to sincere advice of my colleagues, the leaders in order to create conditions for me
to continue perfecting the subject. Thereby, I have a chance to improve my
teaching capacity, to contribute to improving the quality of teaching and learning
foreign language.
For me I continue to inherit and promote the achievements of the
implementation of the subject. I constantly self- improve and study to draw the
experience, overcome difficulties in teaching to meet the requirements of
innovative teaching methods of English at the request of the Ministry of Education
today .
2. Recommendation:
From practical basis, as well as advantages and disadvantages during
teaching process and implementing the topic, to improve quality of teaching
English at high school. I have the following recommendations:
a. For schools:
- Exchange of experience in teaching about profession, to discuss topics in
meetings or groups.
- Groups of expertise organize thematic experiences to exchange mutual
experiences about teaching.
- Encourage and promote the application of information technology, apply
new teaching methods.
b. For the Department of Education and Training :
- Supply of equipment to serve foreign language teaching and learning such
as lab equipment, increase the reference books

- Seminars on innovative methods for teaching a foreign language should
be held regularly so that teachers of English have chances to exchange personal
experiences about teaching.
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IV. Reference
- [1]. Enter the world of Grammar & Use of English Book 5 by MM Publications
- [2], [3], [4], [5]. Tieng Anh 10 page 61, 111 by National education publisher
- [6], [7], [8], [9], [10] Tieng Anh 12 page 50, 51, 126, 127 by National education
publisher
Thanh Hóa, ngày 20 tháng 5 năm 2018
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Người viết
Nguyễn Hiếu Thảo

20