Some skills to do exercises on passive voice (for weak students)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ 
TRƯỜNG THPT TRIỆU SƠN 6
SÁNG KIẾN KINH NGHIỆM
SOME SKILLS TO DO EXERCISES ON PASSIVE VOICE (FOR WEAK STUDENTS)
Người thực hiện: Nguyễn Hiếu Thảo
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (môn): Tiếng Anh
THANH HOÁ NĂM 2018
SÁNG KIẾN KINH NGHIỆM
ĐỀ TÀI:
"SOME SUB SKILLS TO DO EXERCISES ON PASSIVE VOICE FOR WEAK STUDENTS"
INDEX
Contents
Page
I. The openning
1. The reasons for choosing topics
2. Research objectives
3. Research subjects
4. Research methodology
II. Content
1. Background theory:
2. Real situation before applying the experience idea :
3. Some skills to do exercises on passive voice (for weak students)
3.1. Grammar
3.1.1. General structure 
3.1.2. “to be” in tenses
3.1.3. The usage 
3.1.4. Procedure 
4.1. Practise doing exercises (Tieng Anh 10)
4.2. Procedure
5.1. Practise doing exercises (Tieng Anh 12)
5.2. Procedure
6. Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school.
III. Conclusion
1. Experience Lessons:
2. Recommendation:
IV. Reference
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INNOVATIVE EXPERIENCES WERE AWARDED BY THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
Ord
Name
Level
Year
1
Some solutions to help students do well on the relative clause
C
2012
2
Some skills to do exercises on conditional sentences (for weak students)
C
2016
I. The openning
1. The reasons for choosing topics
	Passive voice is one of the important English grammatical structures of the high school English program in general as well as the English program 10, 11, 12 (basic curriculum).
	This grammar section was taught at secondary education ( Grade 9 ). In English 10, 11 and 12 programs. Passive voice continues to be taught at the basic level in Unit 5, 10 (Tieng Anh 10) and Unit 4, 11, 12 (Tieng Anh 12). This grammar points are fully taught from intermediate level to advanced one with various type of exercises .
	In the GCSE examination, college entrance examination and, Passive voice is available whereas the majority of students at high school in the countryside in general and especially students at Trieu Son 6 high schools. They have not mastered basic knowledge of grammar points because of the following reasons :
	- Firstly, it is difficult grammar section, English studying environment is not good in the countryside .
	- Secondly, student’s input is not high, most of students are lazy in learning English. Their studying purpose is to get a certificate for upper secondary education.
	- Third, If the teachers do not classify different types of exercises, lack of teaching experience, students often confuse to use passive voice in order to rewrite sentences as well as to give correct form of the verbs in passive. They have difficulties in doing this sort of exercise. If the teachers give speech to this grammar section ineffectively, it may be difficult for students to use passive voice in other skills such as listening or speaking.
	Actually, teaching and learning passive voice at our school is limited this leads to the majority of students have difficulties in using passive voice to do exercises, tests as well as expressing their thoughts in speech or writing 
	For these reasons, I have chosen the theme "Some skills to do exercises on passive voice in Tieng Anh 10, 12" to conduct research and apply for teaching and learning passive voice more effectively. This innovative teaching experience is based partly on my own previous one on teaching conditional
2. Research objectives
	With the successful research, this topic will help teachers and students at Trieu Son 6 high school get the following results in teaching and learning:
	- How well organized and efficient for students to learn and do passive voice through unit 5 and 10 in 10th grade English program standards, grade English program standards and unit 4, 11 and 12 in 12th grade English program standards.
	- Guiding students to learn and practice so that they get skills to do some types of exercises on passive voice better in general. They can also do well these sort of exercise in high school exams as well as the college entrance exam .Morever, students know to use passive voice effectively in communication.
3. Research subjects
	The topic was carried out on students of class 10B4, 10B5, 12C2 and 12C4 at Trieu Son 6 high school in the academic year 2016 - 2017
4. Research methodology
a. Experimental Methods: Firstly, Teacher has his students learn grammar, then teacher asks students to do two main types of exercise in the text book of English program standards.
b. Survey methods: Teacher examines the students in the classes where they are are teaching with skills: listening, speaking, reading and writing.
c. Statistical Methods: Teacher counts the results of the students in the class he is teaching through regular and periodic tests.
II. Content
1. Background theory:
 	Nowadays, with the development of science and technology as well as economic integration requirements in the world, English is considered as the language of globalization.
	The teaching and learning English in schools becomes extremely important. English is a means to give students access to new scientific achievements. Morever, English helps expand their knowledge about the country and cultures of many countries in the world. Especially, English is a tool for communication, cooperation and economic development, so learning English at school is now focused and demanded. So how to teach English at schools effectivly?
	Exploring new teaching methods and improving teaching and learning effectivly is essential and important not only for those working in education management but also for teachers of English.
 	In high school English program, the passive voice is an important part of knowledge that always appears in the GCSE exam and universit entrance exam. To do well types of exercises on passive voice, students must master the basic issues related to the passive voice, and the type of exercise variations of passive voice in English. Particularly, for weak students who are not good at English need a simple way to learn. If they do not understand the use of the passive voice, and all kinds of exercises on passive voice they will have difficulties in periodic exams. Therefore, mastering the use of passive voice, doing exercises related to passive voice is an essential and important issue to students at high school.
	Moreover, according to the traditional teaching methods: teachers give speech, students listen and record passively what teachers say. Therefore, grammar lessons become very stressful, students lack creativity and thinking during lesson. Whereas, current text book requires learner central. Teachers and students need to be more active in teaching and learning. So how to develop students’ thought, creativity, teachers need to improve their lesson plans with various methods, improve their pedagogic abilities.
	From exists above together with my experience in the process of teaching , I chose the subject to perform. When performing this subject I try to introduce and analyse two main types of exercises in the to help students especially weak student understand and do homework at the same time, help them to overcome the weaknesses of passive voice grammar points .
2. Real situation before applying the experience idea :
 	In standard English program textbooks, passive voice grammar point spreads and is widely distributed via the lesson of Reading, Speaking, Listening, Writing, and especially the Language Focus of unit 5 and 10 (Tieng Anh 10) and Unit 4, 11 and 12 (Tieng Anh 12):
 	For students of our school, most of them find difficult to learn English. Students are farmer’s children living in rural areas, english learning environment is poor. Student’s input is rather low. In addition, actual teaching and learning facilities of the school is limited. Foreign language teachers are not advanced in teaching experience, time for practising this grammar in the textbook is not much, this leads to the most students find difficult to apply for doing exercises, improving their other skills as well as exams.
 	With the existence of the above difficulties and limitations. So the results achieving in the process of teaching and learning is not high. That is evidenced by the results survey test on grammar problems before applying innovative experiences in teaching with the following statistics :
 Class
Total
Student
Very good 
Good
Average
Weak
Too weak
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
10C4
40
0
0
6
15
18
46
13
32
3
7
10C5
40
0
0
7
17
16
39
12
31
5
13
12A1
36
0
0
6
17
13
34,5
13
34,5
5
14
12A2
38
0
0
5
13
16
43
12
31
5
13
( Attachment: Appendix 1 students’ test before applying teaching experience )
	To troubleshoot and resolve the above situation I have studied, explored, and found out a number of measures in order to share with my colleagues the experiences of teaching passive voice. I hope to improve and enhance the quality of teaching and learning the grammar, to create dynamic grammar lessons, I also have specific instructions and details for the students to do various forms of exercises which is easy for students to understand, apply for their tests, exams and especially use in four skills: listening - speaking - reading - writing . Here are some specific measures .
3. Some skills to do exercises on passive voice (for weak students)
3.1. Grammar
3.1.1. General structure
S + to be + Vp2 + (by + O)
Ex: Our school was built in 2002
 A new building is going to be built here next year
 The wall has been painted since last week
- Teacher asks student to analyse the passive structure used in the above sentences, most of students have difficulties in recognizing “to be”
3.1.2. “to be” in tenses
- The present simple: is/ am/ are (is/ am/ are work as auxilaries)
- The present progressive: is/ am/ are + being (is/ am/ are work as auxilaries)
- The present perfect simple: have/ has been (have/ has work as auxilaries)
- The past simple: was/ were (was/ were work as auxilaries)
- The past progressive: was/ were + being (was/ were work as auxilaries)
- The past perfect simple: had been (had works as auxilary)
- The future “Will”: will be (will works as auxilary)
- The future “be going to”: is/ am/ are going to be (is/ am/ are work as auxilaries)
- The future perfect simple: will have been (will works as auxilary)
- Modal verbs: can/ could, shall/ should, will/ would, may/ might, must, needn’t + be (modal verbs work as auxilaries)
* Note: The present perfect progressive, The past perfect progressive, The future perfect progressive and the future progressive are not used in passive voice
Ex: S + to be + Vp2 + (by + O)
 A new bridge is going to be built here next year (the future “be going to”
	 S to be Vp2
Ex: This house was repainted by my father las month (the past simple)
 S to be Vp2 by O
Ex: How long have these walls been painted ?
 wh aux S to be Vp2
Ex Was the letter sent yesterday ?
 aux/ to be S Vps
Ex: The machine mustn’t be used without my permission
 S aux/ modal be Vp2
3.1.3. The usage
We use the passive voice: 
- When the agent is unknown, unimportant or obvious from the context.
Ex: This portrait was painted before the 17th century
- When we want to emphasise the action itself, not the agent
Ex: Eight people were injured in a car accident
- In instruction, processes, formal statements etc.
Ex: The level on the right should be pulled down slowly
* Note: we use “by/ with + O” at the end of the clause if we specify an agent. Don’t use “by/ with + indefinite pronouns, collective nouns, people, them [ 1]
3.1.4. Procedure 
Exercises on passive voice are devided into 2 main types:
3.1.4.1- Type 1 is giving correct form of the verbs in brackets
Ex: give correct form of the verbs in brackets
	- This house (decorate) every year
	- When the temple (build) ?
- To do this type of exercises, students should follow some steps
	- Step 1: Identify tense, analyse sentence elements and form of the sentence
	- Step 2: Apply the structure and use an appropriate “to be” to complete the sentence
	- This house (decorate) every year 
	- Step 1: the present simple, This house (S)(decorate)(V), positive form
	- Step 2: This house is decorated every year
 S be Vp2
	- When the temple (build) ?
	- Step 1: the past simple, the temple (S)(build)(V), interrogative form
	- Step 2: When was the temple built ?
 Wh be/aux S Vp2
3.1.4.2 – Type 2 is rewriting sentence using passive form
Ex: Rewrite the following sentences using passive form
	- They are going to hold a meeting here tomorrow
	- You can not use this machine without my permission
- To do this type of exercises, students should follow some steps
	- Step 1: Identify tense, analyse sentence elements and form of the sentence
	- Step 2: 
+ Define S, V, O and tense of the main verb in the active sentence.
+ Use Object in the active sentence as Subject in the passive one.
+ Use Subject in the active sentence as Object and follow By in the passive one.
+ Change the main Verb in the active sentence into Past Participle in the passive one e. Add an appropriate “tobe” to the structure
	- They are going to hold a meeting here tomorrow (positive form)
 	 S V O
	-> A meeting is going to be held here tomorrow
 S be Vp2
	- You can not use this machine without my permission (negative form)
 	 S V O
	-> This machine can not be used without my permission
 	S be Vp2
3.1.4.3. Type 3 is completing sentence with given words/ phrases
Ex: complete the following sentence with given words/ phrases
	- A tree/ plant/ in front of my class/ last week
	- The roof/ not/ repair/ for 5 years
- To do this type of exercises, students need to distingish/ analyse sentence elements, use an appropriate tense then use the structure to complete
	- A tree/ plant/ in front of my class/ last week
	 S V
	-> A tree was planted in front of my class last week
	 S be Vp2
	- The roof/ not/ repair/ for 5 years
	 S V
	-> The roof has not been repaired for 5 years
	S	 be Vp2
4.1. Practise doing exercises (Tieng Anh 10)
Exercise 1. Build sentences after the model (type 3) [ 2]
1. a new hospital for children/ build/ in our city
2. another man-made satellite/ end up/ into space
3. more and more trees/ cut down/ for wood/ by farmers
4. thousand of animals/ kill/ in the forest fire
5. about one hundred buildings and houses/ destroy/ in the earthquake
6. more than 50 films/ show/ in Hanoi/ since June
7. their hand/ wash and dry/ on a towel
8. another book/ read/ by the students
9. some ink/ spill/ on the carpet
10. she/ show/ how to do it
Exercise 2. Choose the right form of the verbs in brackets (type 1) [ 3]
1. The children (reported/ were reported) to be homeless
2. Trees (grow/ are grown) well in this soil
3. Can English (be spoken/ speak) at the club
4. I (don’t invite/ am not invited) to the party very often
5. Many new roads (are being built/ are building) in this city
Exercise 3. Put the verbs in brackets in the correct form (type 1) [ 4]
1. When they (come), the meeting (start). They (be) ten minute late
2. He (stand) in front of a large audience. He (photograph) by many journalist now
3. The students (tell) about the changes of their timetable yet ?
4. At that time the table (lay) and I (decide) not to come in
5. Where these young coconut trees (plant) ?
Exercise 4. Fill each blank with the correct form of a verb in the box (type 1) [ 5]
arrive be clean meet take make 
organize put prepare serve
- How was the holiday ?
- Oh it was fantastic. Everything (1) ..so well. As soon as we (2) ..at the airport, we (3) . and (4) .. to the hotel. All the room (5) well and fresh flowers (6) on the table.
- Oh, how lovely! And what about the food?
- It (7) . excellent. They freshly (8)  it all in the hotel and they even (9)  the bread in the hotel kitchen. The bread rolls (10) .. hot every morning for breakfast.
4.2. Procedure
Exercise 1. Build sentences after the model (type 3) [ 2]
- Step 1: Identify tenses (in this exercises only present perfect required)
- Step 2: Identify sentence elements (such as subject, to be, main verb, object etc)
- Step 3: Complete the sentences then indicate sentence element (structure)
1. a new hospital for children has been built in our city
	 S to be Vp2
2. another man-made satellite has been ended up into space
 S to be Vp2
3. more and more trees have been cut down for wood by farmers
 S to be Vp2 by O
4. thousand of animals have been killed in the forest fire
 S to be Vp2
5. about one hundred buildings and houses have been destroyed in the earthquake
 S to be Vp2
6. more than 50 films have been shown in Hanoi since June
 S to be Vp2
7. their hands have been washed and dried on a towel
 S to be Vp2
8. another book has been read by the students
 S to be Vp2 by O
9. some ink has been spilt on the carpet
 S to be Vp2
10. she has been shown how to do it
 S to be Vp2
- Asks students to indicate sentence elements
Exercise 2. Choose the right form of the verbs in brackets (type 1) [ 3]
- Step 1: base on the meaning of the sentence to consider if the subject is/ are agents or object
- Step 2: decide an appropriate form of the verb (active or passive)
1. The children (reported/ were reported) to be homeless
2. Trees (grow/ are grown) well in this soil
3. Can English (be spoken/ speak) at the club
4. I (don’t invite/ am not invited) to the party very often
5. Many new roads (are being built/ are building) in this city
- Ask students to show the tense used in the sentence 
Exercise 3. Put the verbs in brackets in the correct form (type 1) [ 4]
- Step 1: help students recognize which clause is used in passive voice and which one in active one
- Step 2: help students identify tenses they will use
- Step 3: base on the structure to do exercises
1. When they (come), the meeting (start). They (be) ten minute late
 came had started were
2. He (stand) in front of a large audience. He (photograph) by many journalist now
 is standing is being photographed (passive)
3. The students (tell) about the changes of their timetable yet ?
 Have students been told (passive)
4. At that time the table (lay) and I (decide) not to come in
 was being laid (passive) decided
5. Where these young coconut trees (plant) ?
Where will these young coconut trees be planted (passive)
Exercise 4. Fill each blank with the correct form of a verb in the box (type 1) [ 5]
- Step 1: help students recognize which clause is used in passive voice and which one in active one
- Step 2: help students identify tenses they will use
- Step 3: base on the structure to do exercises
arrive be clean meet take make 
organize put prepare serve
- How was the holiday ?
- Oh it was fantastic. Everything (1) was organized (passive)so well. As soon as we (2) arrived at the airport, we (3) were met and (4) taken (passive) to the hotel. All the room (5) had been cleaned (passive) well and fresh flowers (6) had been put (passive) on the table.
- Oh, how lovely! And what about the food?
- It (7) was excellent. They freshly (8) prepared it all in the hotel and they even (9) made the bread in the hotel kitchen. The bread rolls (10) were served (passive) hot every morning for breakfast.
5.1. Practise doing exercises (Tieng Anh 12)
Exercise 1. Fill each blank with the simple present passive form of the verb in brackets (type 1) [ 6]
1. The academic year in England . into three term (divide)
2. Each term .. by one-week break (separate)
3. The national curriculum  of more than ten subjects. (make up)
5. The state school system .. for by the state (pay)
6. The advanced students to take part in the annual Inte