(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 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 (mơn): Tiếng Anh THANH HỐ NĂM 2018 INDEX Contents Page 3 4 4 I The openning The reasons for choosing topics Research objectives Research subjects Research methodology II Content Background theory: Real situation before applying the experience idea : Some skills to 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 Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school III Conclusion Experience Lessons: Recommendation: IV Reference 6 6 11 12 16 18 18 19 19 INNOVATIVE EXPERIENCES WERE AWARDED BY THANH HOA DEPARTMENT OF EDUCATION AND TRAINING Or d Name Some solutions to help students well on the relative clause Some skills to exercises on conditional sentences (for weak students) Level Year C 2012 C 2016 I The openning 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 ) 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 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 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 exercises, tests as well as expressing their thoughts in speech or writing For these reasons, I have chosen the theme "Some skills to 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 Research objectives With the successful research, this topic will help teachers and students at Trieu Son high school get the following results in teaching and learning: - How well organized and efficient for students to learn and passive voice through unit 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 some types of exercises on passive voice better in general They can also well these sort of exercise in high school exams as well as the college entrance exam Morever, students know to use passive voice effectively in communication Research subjects The topic was carried out on students of class 10B4, 10B5, 12C2 and 12C4 at Trieu Son high school in the academic year 2016 - 2017 Research methodology a Experimental Methods: Firstly, Teacher has his students learn grammar, then teacher asks students to 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 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 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 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 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 homework at the same time, help them to overcome the weaknesses of passive voice grammar points 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 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 15 18 46 13 32 10C5 40 0 17 16 39 12 31 13 12A1 36 17 13 34,5 13 34,5 14 12A2 38 13 16 43 31 13 0 12 5 ( Attachment: Appendix 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 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 Some skills to 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 ? 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 main types: 3.1.4.1- Type 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 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 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 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 + 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 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 years - To 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 years S V -> The roof has not been repaired for years S be Vp2 4.1 Practise doing exercises (Tieng Anh 10) Exercise Build sentences after the model (type 3) [ 2] a new hospital for children/ build/ in our city another man-made satellite/ end up/ into space more and more trees/ cut down/ for wood/ by farmers thousand of animals/ kill/ in the forest fire about one hundred buildings and houses/ destroy/ in the earthquake more than 50 films/ show/ in Hanoi/ since June their hand/ wash and dry/ on a towel 8 another book/ read/ by the students some ink/ spill/ on the carpet 10 she/ show/ how to it Exercise Choose the right form of the verbs in brackets (type 1) [ 3] The children (reported/ were reported) to be homeless Trees (grow/ are grown) well in this soil Can English (be spoken/ speak) at the club I (don’t invite/ am not invited) to the party very often Many new roads (are being built/ are building) in this city Exercise Put the verbs in brackets in the correct form (type 1) [ 4] When they (come), the meeting (start) They (be) ten minute late He (stand) in front of a large audience He (photograph) by many journalist now The students (tell) about the changes of their timetable yet ? At that time the table (lay) and I (decide) not to come in Where these young coconut trees (plant) ? Exercise 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 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) a new hospital for children has been built in our city S to be Vp2 another man-made satellite has been ended up into space S to be Vp2 more and more trees have been cut down for wood by farmers S to be Vp2 by O thousand of animals have been killed in the forest fire S to be Vp2 about one hundred buildings and houses have been destroyed in the earthquake S to be Vp2 more than 50 films have been shown in Hanoi since June S to be Vp2 their hands have been washed and dried on a towel S to be Vp2 another book has been read by the students S to be Vp2 by O some ink has been spilt on the carpet S to be Vp2 10 she has been shown how to it S to be Vp2 - Asks students to indicate sentence elements Exercise 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) The children (reported/ were reported) to be homeless Trees (grow/ are grown) well in this soil Can English (be spoken/ speak) at the club I (don’t invite/ am not invited) to the party very often Many new roads (are being built/ are building) in this city - Ask students to show the tense used in the sentence Exercise 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 exercises When they (come), the meeting (start) They (be) ten minute late came had started were He (stand) in front of a large audience He (photograph) by many journalist now is standing is being photographed (passive) The students (tell) about the changes of their timetable yet ? Have students been told (passive) At that time the table (lay) and I (decide) not to come in was being laid (passive) decided Where these young coconut trees (plant) ? Where will these young coconut trees be planted (passive) Exercise 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 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 Fill each blank with the simple present passive form of the verb in brackets (type 1) [ 6] The academic year in England ……… into three term (divide) Each term …… by one-week break (separate) The national curriculum ……… of more than ten subjects (make up) The state school system ……… for by the state (pay) The advanced students …………to take part in the annual Internatioal Olympic Competition (select) Exercise Rewrite the following sentences using passive voice (type 2) [ 7] They built this school in 1997 They first published this dictionary in 1870 The students in my class are going to organize a surprise party tomorrow evening They are painting the kitchen now Shakespeare wrote “Romeo and Juliet” in 1605 They have translated Shakespeare’s tragedies into many languages They have just built a new primary school in my village They will speak English at the conference Jane hasn’t cleaned the floor yet 10 They will repaint the house soon Exercise 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 A lot of difficult calculations ……… (10 can do) very quickly on computers Exercise 4: Rewrite the sentences in the passive (type 2) [ 9] You mustn’t use this machine after 5.30 p.m You must clean this machine everytime you use it You should keep the flowers in a warm sunny place You should pay your bill before you leave the hotel You should give us the information now You can buy toothpaste at the drug store We should warn the children not to speak to strangers Nobody can solve the mystery 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 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” The academic year in England is divided into three term S be Vp2 Each term is separated by one-week break S be Vp2 The national curriculum is made up of more than ten subjects 12 S be Vp2 The state school system is paid for by the state S be Vp2 The advanced students are selected to take part in the annual Internatioal Olympic S be Vp2 Competition - Asks students to indicate sentence elements Exercise 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 They built this school in 1997 S V O -> This school was built in 1997 S be Vp2 They first published this dictionary in 1870 S V O -> This dictionary was first published in 1870 S be Vp2 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 They are painting the kitchen now S V O -> The kitchen is being painted now S be Vp2 13 Shakespeare wrote “Romeo and Juliet” in 1605 S V O -> “Romeo and Juliet” was written by Shakespeare in 1605 S be Vp2 by O They have translated Shakespeare’s tragedies into many languages S V O -> Shakespeare’s tragedies have been translated into many languages S be Vp2 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 They will speak English at the conference S V O -> English will be spoken at the conference S be Vp2 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 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 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 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 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 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 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 You should give us the information now S V O -> We should be given the information now S be Vp2 You can buy toothpaste at the drug store S V O -> Toothpaste can be bought at the drug store S be Vp2 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 Nobody can solve the mystery S V O -> The mystery can not be solved S be Vp2 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 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 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 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 15 18 46 13 32 10C5 40 0 17 16 39 12 31 13 12A1 36 17 13 34,5 13 34,5 14 12A2 38 13 16 43 31 13 0 12 ( Attachment: Appendix students’ test before applying teaching experience ) 17 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 22,5 25 63,5 0 10C5 40 10 10 25 22 55 10 0 12A1 36 22 22 62 0 8 Quantit % y 13 12A2 38 21 23 61 0 ( Attachment: Appendix 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 7,5 7,5 17,5 10 25 7,5 10C5 40 10 7,5 15 20 -5 12,5 12A1 36 5,5 25 -10 28 -5 14 -7 18 -10 26 -5 13 12A2 38 III Conclusion 13 18 Experienced Lessons: In the process of teaching English at Trieu Son 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 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 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 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 19 IV Reference - [1] Enter the world of Grammar & Use of English Book 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 năm 2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Người viết Nguyễn Hiếu Thảo 20 ... well on the relative clause Some skills to exercises on conditional sentences (for weak students) Level Year C 2012 C 2016 I The openning The reasons for choosing topics Passive voice is one of... experience idea : Some skills to 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. .. writing For these reasons, I have chosen the theme "Some skills to exercises on passive voice in Tieng Anh 10, 12" to conduct research and apply for teaching and learning passive voice more effectively