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

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
 NONG CONG DEPARTMENT OF EDUCATION AND TRAINING 
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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
PART I: INTRODUCTION
1. The reason:
 The world is changing faster and faster in the early 21st 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 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 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.
	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/consideredthat ..
-> 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 
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: 
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 Preferto
Form:	 S + would rather + N/V(-to) + than + N / V(-to)
S + prefer + N/V(ing) + to + N/V(ing)
Example: 
	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.2. ) told him a stoa sto
* 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
Example: The train couldn’t run because of the fog.
	-> The fog prevented the train from running. 
* Not onlybut also bothand
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.
	-> 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)
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
Exa