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

Is it important to deal with the structures and know how to use them in the right way 1 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NONG CONG DEPARTMENT OF EDUCATION AND TRAINING *** IS IT IMPORTAN[.]

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NONG CONG DEPARTMENT OF EDUCATION AND TRAINING

IS IT IMPORTANT TO DEAL WITH THE

STRUCTURES AND KNOW HOW TO USE THEM IN

THE RIGHT WAY ?

My full name: Nguyễn Thị Sỹ

Truong Son Secondary School

THANH HOA- 2017

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/considered…that ………

-> S + passive of verb + V(+ to)

Usage: we can rewrite this form by two ways:

Example: 1 People said that she is American

-> It was said that she is American.

-> She was said to be American.

2 People thought that the children were kidnapped

-> It was thought that the children were kidnapped.

-> The children were thought to be kidnapped

* Can/have to/ must/ should/ ought to/ might/be able to/ be going to/…… + be + V(pp)

Example: 1 Her parents used to take her to the zoo at weekends

-> Her used to be taken to the zoo by her parents at weekend.

2 Are you going to buy a laptop next week?

-> Is a laptop going to be bought by you next week?

* Like/dislike/love + being + V(pp)

Example: 1 I don’t like people laughing at me

-> I don’t like being laughed at by people.

3.2 Comparative forms:

* S 1 + S 2 + V + adj/adv <=> S 1 + V + as adj/adv + as + S 2

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 form<=>superlative 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.

* Unless<=>If… 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……<=> Prefer……to………

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.

* 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 only……but also <=> both……and

Example:

1 It was a very boring film and it was very long, too

-> The film was both boring and long.

-> The film was not only boring but also long

2 She not only learns well but she also sings beautifully

-> She both learns well and sings beautifully

3.7 Sentence transformation between the present perfect and past simple tense

* S + have/has not + V(p2) + O + for + period of time

<=> It’s + period of time + since S + V(ed) + O.

Example:

I haven’t visited my parents for 5 years

-> It’s 5 years since I last visited my parents

* S + started/ began + V(ing) + O + period of time ago/ point of time.

<=> S + has/have + V(p2) + O + for + period of time/ since + point of time.

Example:

I began learning English 5 years ago

-> I have learned English for 5 years

* S + have/has not + V(p2) + O + for + period of time/ since + point of time

<=> The last time + S + V(past simple) + was + period of time/ point of time.

Example:

The last time I saw him was 13 years ago

-> I haven't seen him for 13 years

* How long + have/has + S + V(p2) + O?

<=> When + did + S + start + V(ing) + O?

Example: How long have you worked in this company?

-> When did you start working in this company?

* This is the first time/ second time …<=> S have/has + never + V (p2) + O.

Example: This is the first time I have ever gone to the cinema

-> I have never gone to the cinema before

3.8 The forms of the inversion:

3.8.1 Inversion of the verb after adverbs:

+ At no time + aux + S + V = S + neg_V

Example: 1 I never think that she loves me

-> 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”.