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 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 STUDENTS IN MINH SON SECONDARY SCHOOL” Scope of application of the initiative : English – Secondary School Time to apply initiatives: 2020-2021 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 Where to apply initiatives: - Minh Son Secondary School – Ngoc Lac – Thanh Hoa - Address : Minh Son Commune – Ngoc Lac – Thanh Hoa 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 years, the passive part of knowledge is very important, with the graduation exams and excellent student competition at all levels Want to 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 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 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 students in my school the passive sentence correctly in their test 1.4 RESEARCH METHODS 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 STUDENTS IN MINH SON SECONDARY SCHOOL” 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 - 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 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 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 about how positive students were in classroom language activities and got the following results: class/Total 9C/32 class/Total 9B/30 Excellent NU % Good NU % 17 53 Average NU % 11 34 bad NU % 10 Excellent NU % Good NU % 15 52 Average NU % 11 36 bad NU % - 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 not know or forget the people who take action 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 applies to six, the passive does not continue and 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: 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 a.m yesterday Passive: The room was being cleaned at 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) 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 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 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 -> John Invited to his birthday party last Fiona night -> No one can move the heavy rock in his garden -> Her mother is in the kitchen Preparing the dinner -> 5.We shouldnt clean teeth twice a day our -> Did Mary buy this beautiful dress? -> 7.Some người 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 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 well is the multiple choice quiz on the passive, the student must understand the passive structures, exercises about switch to passive sentences will easily 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: 10 My wedding ring of yellow and white gold Asian is made b is making c made d maked If your brother , He would come Asian Invited b Were Invited c Were inviting d invite Mr Wilson is as Wilie to his friend Asian knowed b Knew c known d is known References Examination in the room Asian are not used b is not used c did not used d are not used Laura in Boston Asian are born b Were born c was born d born 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 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 They canceled all Flights Because of fog Asian All Flights canceled fog b All Flights fog canceled C All Flights add canceled by fog d All Flights fog canceled 3.They are building a new highway around the city 11 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 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 People 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 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 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 The bill includes service Asian Service is included by the bill b Service included in the bill C Service is included in the bill 12 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 13 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 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 14 - 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: 15 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 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 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 the following exercises: Exercise I: Move the following sentence into the passive: 16 Do they teach English here? -> Did the teacher give some exercises? -> When will you by the work? -> What People are reading books this year? -> People saw him steal your car -> They made him work all day -> Open YOUR BOOK! -> Do not that silly thing again! -> 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 17 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 % 14 Good NU % 12 25 Average NU % 13 56 bad NU % class/Total excellent Good Average bad NU % NU % NU % NU % 9B/30 13 12 27 12 55 For specific results we have found that the quality of learning of students in grades applied topics is much higher than before It shows that my research was partially effective in actual teaching process 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 18 - 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 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 not copy from the others’ Thank you for your reading! Minh Son, April 17th 2021 Head-master’s identification Writer of the initiative 19 CATALOGUE Number 1.1 1.2 1.3 1.4 1.5 Contents INTRODUCTION THE PURPOSE OF CHOOSING THE TOPIC RESEARCH PURPOSE RESEARCH SUBJECTS RESEARCH METHODS Page 2 2 NEW CHANGES IN THE INITIATIVE EXPERIENCE CONTENTS OF THE INITIATIVE EXPERIENCE 2.1 THEORETICAL BASIS EXPERIENCE OF INITIATIVE 2.2 THE SITUATION OF THE PROBLEM 2.3 THE SOLUTION PROBLEMS USED 2.4 EFFECTIVENESS EXPERIENCE OF 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 ...ABOUT INITIATIVE Name of the initiave: ? ?SOME METHODS FOR TEACHING PASSIVE SENTENCE FOR GRADE STUDENTS IN MINH SON SECONDARY SCHOOL? ?? Scope of application of the initiative : English – Secondary School. .. 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 STUDENTS IN MINH. .. SENTENCE FOR GRADE 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