Is it important to deal with the structures and how to use them in the right way

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NONG CONG DEPARTMENT OF EDUCATION AND TRAINING -*** - IS IT IMPORTANT TO DEAL WITH THE STRUCTURES AND KNOW HOW TO USE THEM IN THE RIGHT WAY ? My full name: Nguyễn Thị Sỹ Truong Son Secondary School THANH HOA- 2017 1 PART I: INTRODUCTION 1 The reason: The world is changing faster and faster in the early 21 st century in our everyday life For this reason, the Vietnamese people have to be ware of improving the knowledge and social skills in order to change a developing country into a developed country in the fastest way and we can afford our modern life As you know, English is an international language It is spoken in many corners in the world It is not only the first language of many countries but also the compulsary subject in the schools in all countries in the world So, it is becoming more and more important in modern life In addition, communication is the key to our modern life and it makes the world a small village To know how to use modern technology and inventions of the world is very important, so we need to use English in the right way Furthermore, English is more popular nowadays and a lot of Viet Namese people know how English is important Moreover, last year English was widen by A1group with English- Math- Physics in the entrance exam to university It made students happy, especially, students who love English because they have more opportunities Besides that, students have to pass the high school exam with Maths - Literature- English from this school year in Thanh Hoa province as well as all the provinces in Vietnam It makes a lot of Vietnamese people understand that English is not only an important subject but also a common language in modern life in Vietnam However, in some cities, English isn’t really used everyday Some people use it as a means of communication but many can’t or even never use Especially, our secondary students learn English at school, but they rarely speak English in the class In addition to this, many learners have difficulty in learning a foreign language and sometimes they find it boring in English classes Some don’t feel self-confident in public It is the fact that, in some secondary schools, teaching and learning English do not concern oneself with English as much as we expect Because many students and their parents think that they will spend more time learning English when they are in high school and university as well as learning English in high school and university are more important and useful than learning Emglish in secondary schools Especially, my homevillage where I have taught is a poor village, students learn at school without the help of the mordern equipment, such as: listeningroom, earphones, projectors and so on So, English 2 becomes quite dificult for them to learn and they do not understand how it is deeply important Students in all some secondary school prefer writing and reading tests to listening and speaking tests In all types of writing test, students usually have difficulty in rewriting exercises because there are a lot of forms in these exercises Therefore, many teachers and students usually learn by heart all the forms in order to do this exercises It is a not good way for learners because it is too difficult for learners to remember all the forms So, learners usually have difficulties in rewriting sentences without changing the meaning One of the most important things is that the teacher should give students a good chance to speak English before the class, so she can check her student’s pronunciation and how exactly the grammar structures are used To do this actively, it is very necessary for teacher to determine what they have to teach and how to deal with the structures in each lesson For these reasons above, I’d like to tell you how to deal with the structures and how to use them in the right way In my opinion, following these rules, not only will you teach new structures actively but also you will save time to do other things in each lesson As a result, I choose the subject: “ Is it important to deal with the structures and how to use them in the right way? ’’ 2 The purpose: With this aspect of studying how to deal with the stuctures and how to use them in the right way, I’d like to share my little experience innovation with you that will help students of the secondary school learn the use of the structure and can rewrite the sentence without changing the meaning more easily and effectively 3 The participants and time: Students of class 9 of Truong Son Secondary School School year: 2016- 2017 PART II: CONTENT 1 Theoretical background In English, there are a lot of modal sentences and each unit has also other forms, so students usually have difficulty in remembering, dividing into the 3 groups which have the same meaning and how to use them If the more teacher makes a list of modal sentences in lessons, the more students will have difficulty in their study When students get troubles in their study, it will make students impossible to learn well, so I choose this subject "Is it important to deal with the structures and know how to use them in the right way" 2 Practical background I am a teacher of English, I always try my best to selfstudy in many diferent ways, such as: reading reference books, learning online lessons on the internet, attending the other teacher's lessons and so on Because I want to find out the suitable method of teaching for all students, especially bad students and help them get good results During my lessons, attending the other teacher'slessons and checking students, I have known that rewriting sentences is very exciting for good students but difficult for bad students English has a lot of forms and students can rewrite a model sentence in other with the same meaning This makes some weak students feel nervous and do not believe themselves in their rewriting sentences and they are also afraid of their results It is the fact that there are a lot of sentences which are not the same model sentences Many students have difficulty in rewriting them because they offer students who know how to use their knowledge actively and sometimes they base on students’knowledge in their real life Nowadays, there are many kinds of rewriting sentences I always want to help my students improve their writing skill because of all the reasons above In a word, I give some solutions in order to solve this problem I hope it will be useful for other teachers and students during their teaching and studying 3 The solutions Instead of giving a list of model sentences, I divided into the following groups while teaching each lesson 3.1 Active and passive forms: * Make/let sb do sth S + be + made/let + V(+to) + O Example: The teacher made him go out because of his mobiphone -> He was made to go out because of his mobiphone * Have sb do sth have sth done get/ask/want/request sb to do sth Usage: we use this form so as to depend on someone do something for us Example: 1 They had the porter carry their luggage to a taxi -> they had their luggage carried to a taxi by the porter 4 2 I’m going to ask someone to mend my bicycle ->I’m going to have my bicycle mended * Passive active Example: 1 The store was opened in 1932 by John -> John opened the store in 1932 2 They bought this book last week -> This book was bought by them lastweek * People said/thought/ considered… that……… -> It was said/thought/considered…that ……… -> S + passive of verb + V(+ to) Usage: we can rewrite this form by two ways: Example: 1 People said that she is American -> It was said that she is American -> She was said to be American 2 People thought that the children were kidnapped -> It was thought that the children were kidnapped -> The children were thought to be kidnapped * Can/have to/ must/ should/ ought to/ might/be able to/ be going to/…… + be + V(pp) Example: 1 Her parents used to take her to the zoo at weekends -> Her used to be taken to the zoo by her parents at weekend 2 Are you going to buy a laptop next week? -> Is a laptop going to be bought by you next week? * Like/dislike/love + being + V(pp) Example: 1 I don’t like people laughing at me -> I don’t like being laughed at by people 3.2 Comparative forms: * S1 + S2 + V + adj/adv S1 + V + as adj/adv + as + S2 Example: This pig and that pig are greedy -> This pig is as greedy as that one * S + V + but + S + V S + V + comparative adj/adv/N + than + S +V Example: We had eight calls today, but we only had six calls yesterday -> we had more calls yesterday than we had today * Equal form comparative form Example: I can’t play tennis as well as my friends can -> My friends can play tennis better than I can * Comparative formsuperlative form Example: Noone in the club dances better than Jane -> Jane dances the best in the club * Double comparative Example: As television programmes become more popular, they seem to get worse -> The more popular television programmes become, the worse they seem 3.3 The conditional forms: * The conditional sentence type 2 5 Example: 1 She is too short so she can’t play valleyball -> If she were tall, she could play valleyball 2 I don’t eat anything so I am hungry now -> If I ate something, I wouldn’t be hungry now * The conditional sentence type 3 Example: She didn’t have enough money so she couldn’t buy that house -> If she had had enough money, she could have bought this house * UnlessIf… not/If…………… Example: If you don’t tell me, I will not know where he lives -> Unles you tell me, I won’t know where he lives Example: 1 If you help them, they will finish the report early -> Unless you help them, they won’t finish the report ealy 2 If I had known that you were tired yesterday, I wouldn’t have invited you to go out ->Unless I had known that you were tired yesterday, I would have invited you to go out * The of the conditional sentence: If + S + had + V(PP) +O, S + would + have + V(PP) + O Had it not been for/ If it hadn’t been for+ N, S + would have + V(PP) + O But for + N, S + would + have + V(PP) + O Example: If he hadn’t helped us, we couldn’t have finished work early -> Had it not been for his help, we couldn’t have finished work early -> But for his help, we couldn’t have finished work early 3.4 Reported speech: a Invite/offer/suggest Example: 1 “Would you like to go to the cinema tonight?” -> She invited me to go to the cinema that night 2 “Shall I bring you some tea?” -> Tom offered to bring me some tea 3 He asked: “Shall we meet at the park?” -> He suggested meeting at the park b will/would/ can/could used for offers: Tom asked: “Will you help me, please?” -> Tom asked me to help him Jane asked Tom: “Can you open the door for me, Tom?” -> Jane asked Tom to open the door for her c ask, beg, order, tell Example: He asked “Do your homework carefully!” -> He asked me to do home work carefully d Remind: Example: “Don’t forget to buy me a new hat, mum!” -> The boy reminded his mum to buy him a new hat e Advise: 6 Example: “You’d better stay in bed and take a short rest” -> The doctor advised him to stay in bed and take a rest f Warn: Example: “Don’t touch the switch!” -> My mother warned me not to touch the switch g Accuse somebody of doing sth: Example: “You were cheating,” said Carol to June -> Carol accused June of cheating h Deny + V(ing): Example: “I don’t steal your money” Tom said to Jane -> Tom denies stealing Jane’s money i Apologise to sb for + V - ing Example: “I’m sorry I didn’t close the window before leaving.” -> she apologized for not closing the window before leaving 3.5 The forms use the change of word forms: * S + be +adj +prep S + V + adv Example: Mary was kind to me -> Mary behaved me kindly * S + V + with + noun S + V + adv Example: The student listened to the teacher with great attention -> The student listened to the teacher attentively * S + be + adj What + a + adj + N/ How + adj + S + be! Eg: She is a very graceful girl -> What a graceful girl! How beatiful the girl is! * S + V + adv How + adv + S + V! Eg: She sang very beautifully -> How beautifully she sang! * S + be + ed_adj S + be + ing_adj Eg: 1 the boy was excited about the film -> The film was exciting to the boy 2 This book is very interesting -> I am interested in the book * S + V + N S + be + adj S + V + O Eg: 1 She is a girl of great beauty -> She is beautiful 2 The proof showed his innocence -> The proof showed that he is innocent 3.6.The forms have the same meaning: * Would rather… than…… Prefer……to……… Form: S + would rather + N/V(-to) + than + N / V(-to) S + prefer + N/V(ing) + to + N/V(ing) Example: 7 1 She would rather watch football than play it -> She prefers watching football to playing it * S + like + N/V(+to) + better than + N/V(+to) Example: He likes to eat fish better than meat -> He would rather eat fish than meat -> He prefers eating fish to meat * S + would prefer + sb + V(+to) + O S + would rather S + V(ed) + O Example: He would prefer you to tell him a story -> He would rather you told him a story * Need to do to be necessary for sb to do sth Example: You don’t need to send her message -> It’s not necessary for you to send her message * Understand = be aware of: Example: Do you understand what I have said? -> Are you aware of what I have said? * Succeed in doing sth = manage to do sth Example: We succeed in digging the Panama cannel -> We manage to dig the Panama cannel * Can do = be able to do = be possible to do: Example: He can’t walk on his foot -> He isn’t able to walk on his foot * like = enjoy = be interested in = be keen on: Example: 1 He likes swimming = he is interested in swimming * Not ….anymore = No longer + đảo ngữ + S no more + V Example: I don’t live in the countryside anymore -> No longer do I live in the countryside -> I no more live in the countryside * To be not worth doing = there is no point in doing sth Example: It’s not worth making him get up early -> There’s no point in making him get up early * Make an effort to do = attempt to do = try one’s best to do Example: 1 They finally make an effort to put out the fire -> they finally attempt to put out the fire * be accustomed to + V(ing) be used to + V(ing) be in the habit of + V(ing) Example: Jane isn’t accustomed to working so hard -> Jane isn’t used to working so hard * Sorry… apologize to sbd for doing sth Example: “I’m sorry that I broke the glass,” said Peter -> Peter apologized to me for breaking the glass * S + V + O S +prevent sth from doing sth 8 Example: The train couldn’t run because of the fog -> The fog prevented the train from running * Not only……but also both……and Example: 1 It was a very boring film and it was very long, too -> The film was both boring and long -> The film was not only boring but also long 2 She not only learns well but she also sings beautifully -> She both learns well and sings beautifully 3.7 Sentence transformation between the present perfect and past simple tense * S + have/has not + V(p2) + O + for + period of time It’s + period of time + since S + V(ed) + O Example: I haven’t visited my parents for 5 years -> It’s 5 years since I last visited my parents * S + started/ began + V(ing) + O + period of time ago/ point of time S + has/have + V(p2) + O + for + period of time/ since + point of time Example: I began learning English 5 years ago -> I have learned English for 5 years * S + have/has not + V(p2) + O + for + period of time/ since + point of time The last time + S + V(past simple) + was + period of time/ point of time Example: The last time I saw him was 13 years ago -> I haven't seen him for 13 years * How long + have/has + S + V(p2) + O? When + did + S + start + V(ing) + O? Example: How long have you worked in this company? -> When did you start working in this company? * This is the first time/ second time … S have/has + never + V(p2) + O Example: This is the first time I have ever gone to the cinema -> I have never gone to the cinema before 3.8 The forms of the inversion: 3.8.1 Inversion of the verb after adverbs: + At no time + aux + S + V = S + neg_V Example: 1 I never think that she loves me 9 -> At no time do I think she loves me + No sooner… than… hardly… when Example: No sooner had the thief left than the police came -> Hardly had the thief left when the police came + Under no circumstances + aux + S + V S + neg_V Example: You shouldn't agree to the proposal -> Under no circumstances should you agree to the prposal + some adverbs and phrasal averbs: Never/ seldom/ Not only/ hardly/ only in this way/ scarcely/ nowhere/ on no account/ only by/ not until-till/ only when-then 3.8.2 Group: So, Such a SO + So + adj + to be + N … Example: So strange was the situation that I couldn't sleep -> So difficult is the test that students need three months to prepare + “So + adjective + to be + subject + that + clause Example: 1 She is so beautiful that everyone turns to look at her -> So beautiful is she that everyone turns to look at her => So + adj (beautiful) + be (is) + S (she) + that + clause (everyone… at her) 2 The wind was so strong that we couldn’t open the window -> So strong was the wind that we couldn’t open the window => So + adj (strong) + be (was) + S (the wind) + that + clause (we couldn’t…) + “So + adverb + do/does/did + subject + main verb + that + clause” Example: He drove so carelessly that his car crashed into a tree -> So carelessly did he drive that his car crashed into a tree => So + adv (carelessly) + did + S (he) + main verb (drive) + that + clause (his car… a tree) b Such “Such + to be + noun/noun phrase, that + mệnh đề” Example: E.g1: Such was the wind’s force that we couldn’t open the window => Such + be (was) + noun phrase (the wind’s force) + that + clause (we couldn’t…) 10 E.g2: Such was the popularity of the soap opera that the streets were a deserted when it was on => Such + be (was) + noun phrase (the popularity of…), that + clause “the streets… was on” E.g 3 Such was a strong wind that we couldn’t open the window => Such + be (was) + noun phrase (a + strong + wind), clause “we couldn’t open the window.” Eg4 She was such a beautiful girl (noun) that I couldn't stop myself from looking at her => Such + be (was) + noun phrase (a + beautiful +girl), that + clause “I couldn't stop myself from looking at her.” 3.9 Relative clauses: Relative pronouns: which, who, whose, why, where, whom, when, that Usage: -Find the words which have relation in two sentences - Define the adjective clause - Replace the relative words using relative pronoun -Rewrite the sentence Example: 1 We come to visit Hue city We used to learn there -> We come to visit Hue city where we used to learn 2 This is Mr John He works in a university -> This is Mr John who works in a university 3.10 Special forms: * So…….that such ………that S + V + so +adj/adv + that + S + V + O S + V + such + adj + N + that S + V + O Example: This exercise is so difficult that I can’t do it Adj -> It is such a difficult exercise that I can’t do it NP * S + V + so + adj + a/an + N that + S + V + O Example: This exercise is so difficult that I can’t do it -> It is so difficult an exercise that I can’t do it * So + adj/adv + aux + S + V + that + clause Example: Her grief was so great that she almost fainted -> So great was her grief that she almost fainted 11 Beside that, we can rewrite this structure using ‘too” : * S + V + too + adj/adv + (for somebody) + V(+to) + O 1 He spoke too fast for anybody to understand -> She spoke so fast that noone could understand 2 This exercise is so difficult that I can’t do it -> This exercise isdifficult for me to do * Too + adj/adv + for sb + to do adj/adv + enough + for sb + to do As you know, we can rewrite “so….…that” using “ too + adj/adv’ Beside that, we can rewrite “too + adj/adv” using “adj/adv + enough” : * S + V + adj/adv + enough + for sb + V(+to) Example: 1.This tea is too hot for me to drink -> This tea is not cool enough for me to drink 2 He acted so well that the audience was moved to tears -> He acted well enough for the audience to move to tears Beside that, we can use this structure: * can’t afford to do sthtoo + adj + V(+to) Example: We can’t afford to buy the car -> The car is too expensive for us to buy * It’s time (for sbd) to do something It’s time + S + did sth Example: 1 It’s time for us to go home -> It’s time we went home 2 It’s time the children were in bed 3 The windows are very dirty I think it’s time we cleaned the “It’s about time /It’s high time + sb + did…” Example : Jack is a great talker But it’s about time he did something instead of just talking * S + remember to do sth S + negative of forget + to do sth Example: Remember to check your flight number -> Don’t forget to check your flight number * S + V + time It + take/took/ will take + sb + time + V (+to) Example: She wrote the letter in 30 minutes -> It took her 30 minutes to write the letter * Because + Clause Because of + Noun/V(ing) Example: 1 We didn’t go to school because it rains -> We didn’t go to school because of the rain 2 She couldn’t tell you about that because she felt ashamed -> Because of feeling ashamed, she couldn’t tell you about that * Although/though/even though + clause in spite of/Despite + N/V(ing) Example: Although she was very old, she was very graceful 12 ->Despite her age, she was very graceful Despite the fact that she was very old, she was very graceful We can use “ much as” to replace “ although” : Example: Although I don’t like her behaviour, I admire her intelligence -> Much as I don’t like her behaviour, I admire her intelligence After in spite of / Despite we can use noun phrase, what or V(ing) : Example: Despite what I said you last night, I still love you In spite of the fact that I was tired, I couldn’t sleep Despite being tired, I couldn’t sleep Although I was tired, I couldn’t sleep * It seems that = it appears that = it is likely that = it looks as if Example: It’s likely that he will come late -> It looks as if he will come late * Not … until Not until… + aux S + V = only when… + aux + S + V It was not until+ time/clause that + S +V(ed) + O Example: 1 He doesn’t believe the truth until he opens the letter -> Only when/ not until he opens the letter does he believe the truth 2 It was not until 2007 I began to work in Quan Son -> Not until 2007 did I begin to work in Quan Son * in case of + N, Clause… Example: If there’s an emergency, ring this number -> In case of emergency, ring this number * No matter + what/when/how/where…: Example: 1 I tried as hard as I could, I just couldn’t get the money -> No matter how hard I tried, I just couldn’t get the money 2 You can say but I can’t agree with you -> Now matter what you say, I can’t agree with you * According to + N , S + V + O Example: Our science correspondent sees this new invention as the answer to many of our problems -> According to our science correspondent, this new invention is the answer to many of our problem 13 * Wish = if only Example: 1 I would love to live in Paris for a year -> If only I would live in Paris for a year -> I wish I would live in Paris for a year 2 What a pity I couldn’t come to your party -> If only I could have come to your party -> I wish I could have come to your party * Regardless of: …. whether or not: Example: We must continue our efforts, whether there are problem or not -> Regardless of whatever problems, we must continue our efforts * Only in this way: Example: Only in this way could the problem be solved * The only thing/way/solution + be …… But for + N + clause Example: 1 The only way to solve the problem is his help -> But for his help we can’t solve the problem 2 The only difficulty we met with was money -> But for money we can’t be free from difficulty 4 Practical types of exercise Type 1: Rewrite each sentencewithout changing the meaning 1 The trains couldn’t run because of the snow  The snow 2 I didn’t arrive in time to see her  I wasn’t early 3 I’m sorry I was rude to you yesterday  I apologize 4 He didn’t hurry, so he missed the train 14  If 5 Janet is the best tennis- player in the club  No one 6 I haven’t seen that man here before  It’s 7 The furniture was so expensive that I didn’t buy it  The furniture was too 8 The robbers made the bank manager hand over the money  The bank manger 9 He learned to drive when he was 18  He has 10 She had never been unhappy before  She was unhappier Type 2: Choose ONE obtion that has the same meaning as the given one 1.Although he is intelligent, he doesn’t do well at school A In spite of intelligent, he doesn’t do well at school B In spite he is intelligent, he doesn’t do well at school C Despite being intelligent, he doesn’t do well at school D Although his intelligence, he does well at school 2 We didn’t go on holiday last year because we didn’t have enough money 15 A If we hadn’t had enough money, we wouldn’t have gone on holiday last year B If we had had enough money, we would have gone on holiday last year C If we hadn’t had enough money, we would have gone on holiday last year D Unless we had enough money, we would go on holiday last year 3 People protesting against pollution are marching to London A People protest against pollution are marching to London B People who protest against pollution are marching to London C People who protesting against pollution are marching to London D People who protests against pollution are marching to London 4 The problem is difficult to solve A It is difficult problem to solve B It is a problem difficult solve C It is difficult to solve the problem D It is difficult solve the problem 5 English is not easy to learn A Learning English is not easy B It is easy learning English C It is not easy to learn English D It is not difficult to learn English 6 She would eat nothing but small pieces of bread and butter A She ate small pieces of bread and butter but didn’t like them B She ate only some small pieces of bread and butter C She didn’t eat anything, not even the bread and butter D She wouldn’t touch the bread and butter, but she ate other things 7 They arrived too late to get good seats A When they arrived the good seats were already taken B Although they were late they found some good seats 16 C They got good seats some time after they arrived D They had to stand for the whole show 8 Seeing that he was so angry, she left the office A She didn’t want to make him angry, so she left B She left the office when she saw how angry he was C He grew very angry when he saw her leaving the office D He wouldn’t have been so angry if she hadn’t left 9 Mary might phone while we were out A Unfortunately we were out when Mary phone B We were sure Mary had phoned while we were out C Possibly Mary phoned while we were out D Mary ought to have phoned while we were out 10 He delayed writing the book until he had done a lot of research A It was only when he had written the book that he did a lot of research B He did a lot of research after he finished writing the book C He delayed writing the book as he had hardly done any research D Only after he had done a lot of research did he begin to write the book Type 3: Find out one mistake in each sentence by cirling it and correct it 1 Jane appologised to me by coming late A B C D 2 Hardly has he gone out when it rained A B C D 3 This is so a difficult exercise that we can’t do it A B C D 4 All of his friends were surprising at his success A B C D 5 Peter is the boy whom I think scored the winning points for the bastket ball A B C D 17 Exercise 4: Choose the best answer to complete the following sentences 1 We have dicided to…………… the money for the local secondary school A beg B collect C raise D rise 2 At present the school cannot……… to buy all the computers it needed A afford B have C risk D have enough 3 He accused his friends …………taking his money A in B out C of D up 4 The more money you have, the ………….you are A happy B happier C more happy D as happy 5 I’d rather …………at home than go out tonight A stay B to stay C stayed D staying 6.Dispite my …………, I still go camping A tired B tiring C tire D tireness 7 She didn’t get…………….well with her boss, so she left the company A at B on C through D up 8 My mother is …………old to work hard A so B too C enough D even 9 Not until he came into light…………………… A I recognized him B that I recognized him C did I recognized him D did I recognize him 10 Please don’t didturb me…………… there is something urgent A if B or C otherwise D unless 5 The results During the teaching time in the class, selfstudying time and especially, teaching good students, I realized that we should divide the model sentences into groups which have the same meaning and usage instead of making a list of model sentences for students After that, we should give students exercises to practice and then give them some situations in the lessons and sometimes in the life This makes students more active in their study and it also becomes more attractive to students Moreover, it helps students understand how to use the structures to write the second sentences without changing the meaning of the first sentence more 18 easily Students do not rewrite them by learning by heart They use their knowledge to rewrite sentences Furthermore, students are not afraid of rewriting form They are really interested in doing them They actively find, exchange and do other forms of rewriting sentences After I had researched, selfstudied and especially taught students using this method for a long time, I realized that students’results are better As a result, students did the three 15-minite tests better The result of the first 15-minute test: Total 40 Mark 0-3 % 15(37.5%) Mark 4-5 % 20(50%) Mark6-8 % 5(12.5%) Mark 9-10 % 0 The result of the second 15-minute test: Total 40 Mark 0-3 % 10(25%) Mark 4-5 % 15(37.5%) Mark 6-8 % 10(25%) Mark 9-10 % 5(12.5%) The result of the third 15-minute test: Total 40 Mark 0-3 % 3(7.5%) Mark 4-5 % 7(17.5%) Mark 6-8 % 20(50%) Mark 9-10 % 10(25%)  After three checkings, my students understand basic English forms and know how to use them At this time, my students are interested in learning English and they are fond of doing rewriting exercises So, their results are getting better and better 6 Advantages and limitations: 6.1 Advantages: + It can widely be applied and has high feasibility + Students feel self-confident and creative They are interested in the lessons + It helps the teacher save time 6.2 Limitations: + Students do not have enough equipment to support their learning English when they are at home 19 + They have no chance to communicate with native speakers + The awareness of the language level is low because most students live in the country PART III ADJUSTMENTS Throughout the teaching process, I have some adjustments to share with you I will be really difficult for the teacher to teach effectively if students do not like English or they don’t concentrate on it For me when teaching a lesson, I gave students clear instructions, helped the weak ones, motivated them as much as possible I tried to make the lesson easier and more interesting, so students got involved and paid more attion to it Moreover, I helped them to find the best ways of learning a foreign language and gave them a chance to practise pronouncing the words better PART IV: CONCLUSION Nobody can not deny that the benefits of understanding English forms clearly because it is very useful They help us write and speak English correctly And when we understand all the modal sentences clearly, we can rewrite other forms more easily In the past, we always tried our best to translate into Vietnamese and then rewrite them by using words by words or we always tried our best to learn by heart all the modal sentences without understanding So, we can rewrite sentences which are the same words and meaning and we can not rewrite sentences which we have met Nowadays, we are not afraid of our results which are not the same keys We only choose the best way to rewrite When they are choose the best anwer form, we can choose the correct answer fast and more easily because we understand English forms clearly And it brings not only more benefits in writen English but also more benefits in speaking skill When I helped my students understand a lot of modal sentences clearly I realized my students love learning English and they are fond of doing rewriting form at the moment and now they do not worry about this exercise as they did Because they have more changes in order to revise the structures which they have learned and get new structures Beside that, it is a good occasion for students to widen their mind Throughout the teaching process, I have got some achievements: A number of students who can’t read or learn new words are reduced They not only read fluently but also accurately More and more students are interested in English and know its importance for their future However, dealing with 20 vocabulary and teaching active words more effectively need the teacher’s efforts in each lesson In conclusion, I’d like you to help me make it perfect and more practical I hope my experience will be useful for my colleagues and the result may be better when they use it However, my research is done for a short time, I need your comments and suggested ideas which I can complete my knowledge and my subject Thank for your reading PART VI REFERENCES 1 Textbooks (New English 6, English 7,8,9 ) - Education Publisher 2 Teacher’s books - Education Publisher 3 Methodology course 4 English linguistics - Lê văn Sự 5 Lesson plans – English Language Teacher Training Project 6 Grammar Explanations - Trần Mạnh Tường 7 Sentence Transformation - Hồng Nhung -The windy PART VII APPENDICES 1 Observation 2 Pre-tests 3 Post-tests I swear this research is written by myself Do not copy from the other's research APPROVED BY: Truong Son, March 20th, 2017 Written by: Nguyễn Thị Sỹ 21 22 ... the structures and how to use them in the right way? ’’ The purpose: With this aspect of studying how to deal with the stuctures and how to use them in the right way, I’d like to share my little... have to teach and how to deal with the structures in each lesson For these reasons above, I’d like to tell you how to deal with the structures and how to use them in the right way In my opinion,... understand how to use the structures to write the second sentences without changing the meaning of the first sentence more 18 easily Students not rewrite them by learning by heart They use their