(Skkn 2023) some techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE SOME TECHNIQUES FOR 12 GRADE STUDENTS TO DEAL WITH QUESTIONS ABOUT IDIOMS IN THE NATIONAL HIGH SCHOOL GRADUATION EXAMINATION EFFECTIVELY School year: 2022 - 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE SOME TECHNIQUES FOR 12 GRADE STUDENTS TO DEAL WITH QUESTIONS ABOUT IDIOMS IN THE NATIONAL HIGH SCHOOL GRADUATION EXAMINATION EFFECTIVELY Subject: English Group: English Teachers: Lê Thị Diệu Nguyễn Thị Ngọc Telephone: 034.632.9909-0976342570 School year: 2022 - 2023 Contents PART 1: INTRODUCTION Page 1.1 Rationale 1.2 The new factors of the research 1.3 The scopes and objectives of the research 1.4 Organization of the research 1.5 The reality of the research & survey conducted to know the reality 1.6 Feasibility and applicability of the research PART 2: CONTENT OF THE RESEARCH 2.1 Theoritical basis 2.2 The practical basis 10 2.3 The solutions 12 2.3.1 Teach and learn idioms through illustrations 12 2.3.2 Teach and learn idioms in specific contexts 14 2.3.3 Teach and learn idioms through topics 16 2.3.4 Some common idioms in the exam 22 2.3.5 Some more excercises for practice 24 2.4 The effectiveness of the research 28 2.5 The survey to evaluate the necessity and feasibility of the research 31 PART 3: CONCLUSION AND SUGGESTION 34 3.1 Conclusion 34 3.2 Suggestions 34 REFERENCES 35 PART I: INTRODUCTION 1.1 Rationale The English language is known for its vast vocabulary, including idiomatic expressions that can be challenging to understand for non-native speakers High school students are expected to have a good grasp of idioms to well on their national graduation exams Therefore, it is essential to explore techniques that can help 12 graders deal with questions about idioms in the national high school graduation examination effectively This essay will discuss the rationale for conducting a study on some techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively Idioms are a group of words that have a figurative meaning, which cannot be determined from the words' literal interpretation These expressions are often used in spoken and written communication, making them an essential part of the English language The national high school graduation examination tests students on their knowledge of idioms, which can significantly impact their overall exam score Therefore, it is crucial to find ways to help students better understand and use idioms High school students face many challenges when dealing with idioms One of the main challenges is that idiomatic expressions are often culturally specific, and students who are not native speakers may find them difficult to understand Additionally, idioms can be used in various contexts, making it challenging for students to recognize them and interpret their meanings Furthermore, idioms are not always taught explicitly in language classes, leaving students to learn them on their own The use of effective techniques can help 12 graders overcome the challenges they face when dealing with idioms For instance, teaching idioms in context can help students understand their meanings and how to use them in real-life situations Similarly, flashcards can be a useful tool for memorizing idiomatic expressions and their meanings, making it easier for students to recognize and interpret them in the exam Additionally, practicing using idioms in writing and speaking can help students become more comfortable using them and recognizing them in different contexts Although some techniques for dealing with idioms in the national high school graduation examination have been identified, there is a need for further research to determine which techniques are most effective Additionally, it is essential to identify the challenges that students face when dealing with idioms and the factors that can impact their ability to understand and use them Therefore, students often avoid dong excercises related to idioms, or even ignore them completely As a result, their results of the exam are low, even for good students, they can’t get the maximum marks By conducting research in these areas, we can develop more effective strategies to help 12 graders deal with questions about idioms in the national high school graduation examination so that they can improve their marks and provide them motivation in the language learning later In conclusion, idioms are an important aspect of the English language, and high school students need to have a good grasp of them to perform well not only on their national graduation exams, but also their work, their study that need to read books in English However, students face many challenges when dealing with idiomatic expressions Therefore, it is crucial to find effective techniques to help students understand and use idioms effectively Conducting further research in this area will help identify the most effective strategies for dealing with idioms and ensure that high school students are adequately prepared for their national graduation exams 1.2 The new factors of the research Some potential new factors that could be considered in a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively could include: Cultural factors: Idioms are often culturally specific, and students from different cultural backgrounds may find them more challenging to understand Therefore, it is essential to consider cultural factors when teaching idioms and developing techniques to help students master them The impact of practice tests: Practice tests can be an effective way for students to prepare for exams Therefore, it is essential to determine the impact of practice tests on students' ability to answer questions about idioms in the national high school graduation examination 1.3 The scopes and objectives of the research The scope of a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively would likely involve several key components These may include: Research design: The study would need to have a well-defined research design, which outlines the overall objectives of the study, the research questions to be answered, and the specific methodology that will be used to collect and analyze data Sample selection: The study would need to identify a representative sample of 12th graders who will participate in the study The sample size and selection criteria should be carefully considered to ensure that the results are statistically significant Data collection: The study would involve collecting data on students' understanding and use of idiomatic expressions This may involve administering pre-tests and post-tests to measure students' improvement in their knowledge and use of idioms, as well as gathering data on students' socio-economic backgrounds, language proficiency, and exposure to idiomatic expressions Analysis of data: The data collected would need to be analyzed using appropriate statistical methods to identify patterns, trends, and correlations between different variables The results of the study would then be used to develop and refine techniques to help 12 graders better understand and use idioms Recommendations: Based on the results of the study, the researcher could provide recommendations for teachers and students on the most effective techniques for learning and mastering idiomatic expressions These recommendations could include specific strategies for teaching idioms, as well as suggestions for how students can practice and reinforce their knowledge of idioms Overall, the scope of the study would be focused on developing effective techniques to help 12 graders deal with questions about idioms in the national high school graduation examination The study would aim to identify the most effective teaching strategies, as well as any socio-economic or cultural factors that may impact students' ability to learn and use idioms effectively The objectives of a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively may include: - To identify the most challenging idiomatic expressions for 12 graders in the national high school graduation examination - To determine the effectiveness of current teaching methods for idioms in preparing 12 graders for the national high school graduation examination - To develop and test new techniques for teaching idioms to 12 graders that will improve their understanding and use of idiomatic expressions - To investigate the impact of socio-economic and cultural factors on students' ability to understand and use idiomatic expressions - To determine the effectiveness of practice tests in helping 12 graders prepare for the national high school graduation examination - To provide recommendations for teachers and students on the most effective techniques for learning and mastering idiomatic expressions - To contribute to the body of research on language learning and testing in the context of the national high school graduation examination To conclude, the objectives of the study would be to identify the most effective techniques for teaching idiomatic expressions to 12 graders, and to provide recommendations for teachers and students on how to prepare for the national high school graduation examination By achieving these objectives, the study could help to improve the quality of English language education and testing for high school students 1.4 Organization of the research The structure of a study on techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively would typically follow a standard format The key sections of the study might include: Introduction: This section would provide background information on the study, explaining why the topic is important and outlining the objectives of the research The introduction would also provide an overview of the study design and methodology Literature Review: This section would provide a comprehensive review of the existing literature on idiomatic expressions and language learning It would examine the research on idioms, including their definition, types, and functions in language, as well as the factors that may influence language learning Methodology: This section would describe the research design and methods used in the study It would explain how the sample was selected, what data was collected, and how the data was analyzed It would also discuss any limitations of the study Results: This section would present the findings of the study It would describe the participants and provide an analysis of the data collected, including any statistical analyses performed The results would address the research questions and objectives of the study Discussion: This section would interpret the results of the study in light of the research questions and objectives It would discuss the implications of the findings for language learning and teaching, as well as identify any limitations of the study The discussion would also provide recommendations for further research Conclusion: This section would summarize the main findings of the study and explain their significance for the teaching and learning of idioms in the national high school graduation examination It would also highlight any practical applications of the study's recommendations References: This section would list all the sources cited in the study All in all, the structure of the study would be designed to provide a clear and comprehensive analysis of the techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively, based on the objectives of the study 1.5 The reality of the research & survey conducted to investigate the reality In my school, students often meet a lot of challenges when dealing with idioms One of the main challenges is that idiomatic expressions are often culturally specific, and students who are not native speakers may find them difficult to understand Additionally, idioms can be used in different contexts, making it difficult for students to recognize them and understand their meanings Furthermore, idioms are not always taught systematically in language classes, leaving students to learn them on their own And when they read, listen and see the idioms in their test, they often avoid and even ignore them Therefore the results of their national high school examination are low And we have carried out a survey (by teachers and students in our schools) to know more the reality of our research 1.5.1 The aim of the survey - To investigate the reality of the reseach by asking teachers and teachers about the teaching and learning of idioms to prepare for the national high school graduation examination at Nguyen Duc Mau high school and others in Nghe An Province From the results of the survey, we know the reality of teaching and learning idioms 1.5.2 Object-oriented survey: 10 teachers teaching English at Nguyen Duc Mau High School and 30 students at the Nguyen Duc Mau high School 1.5.3 Contents and methods 1.5.3.1 Contents - Investigate the reality of teaching and learning idioms - Get the results and come up with solutions to deal with the challenges that teachers and students face when teaching and learning idioms Method: The survey has been carried out with the help of GOOGLE FORM Based on GOOGLE FORM, we get the results.( APPENDIX 3) Link to investigate the reality of teaching idioms: https://docs.google.com/forms/d/e/1FAIpQLSel27_Eo_j3nyRic0fVA_oOq5_TRFa 2w9uK9nI4xtbU_2A_lQ/viewform?usp=sf_link Link to investigate the reality of learning idioms: https://docs.google.com/forms/d/e/1FAIpQLSdITJAAZpicbnFNhM1ij62xGxu3Cu7MoJywKLAj8cHvUemOg/viewform?usp=sf_link The results of the survey: The research focused on teachers' factors related to idiom teaching techniques’ Table 1: The Factors relating to teaching idioms in Nguyen Duc Mau High School As can be seen from the chart that most teachers are incharge of teaching revision for 12th graders Teaching idioms, however, is very ineffective for some reasons such as teaching method and the difficult level of the knowledge The number of teachers applying many different methods accounts for 100% but they sometimes teaching idioms through illustrations, in specific context and through topics There are one-fifth students at the below average level of evaluation, the rests are only at the average level It is urgent that teachers have to change methods and techniques of teaching idioms more effectively Table 2: The factors relating to learning idioms in Nguyen Duc Mau High School 10 Question I'm _my brother is A nowhere near as ambitious as B nothing near as ambitious as C nowhere like so ambitious as D nothing as ambitious as Question 6.1 felt a bit and seemed to have more aches and pains than usual A out of sorts B on the mend C over the worst D under the fevers Question Man: "I heard you have a part in the school play tonight." Woman: "Yes, and I'm on and needles." A bins B pins C tins D rins Question I'm really feeling under _ the today; I have a terrible cold A, weather B climate C storm D, cloud Question George has; he loves cakes, chocolate, ice=cream-anything which is sweet A a sweet mouth B sweet lips C a sweet tooth D a sweet tongue Question 10 The political candidate knew the issue was a hot , so he deferred to his chief of staff, who directed questions to the committee chairperson A tomato B potato C pot D dog Question 11 Don't let my mother watch any of those sad movies She cries at the drop of a _ A hat B bag C cat D rag Question12 Denise has been burning the midnight trying to finish this report, so she must be exhausted A lamp B candle C oil D gas Question 13 You can't believe a word that woman says - she is _ a liar A dedicated compulsive B, devoted C committed D Question 14 I was excited to start taking night classes after work, but now, without enough time to devote either to school or to my job, I feel like I'm falling between stools A one B two C three D four Question 15 You'd better the books if you want to pass your exam on Friday A hit B beat C stab D bite 31 Question 16 I heard that Jack has been dropped _ from the basketball team A in the woods branch B on the grapevine C under your feet D on the olive Question 17.At school, people always used to take the out of him for having red hair A cat B dog C mickey D rat Question 18 When you use the Internet, you have so much information at your A fingers B hands C fingertips D thumbs Question 19.Though she lost her job last month, she still wanted to save so she said that she had left it willingly A mouth B face C reputation D fame Question 20 Martin is called the teacher's pet by his classmates because he is taken under his teacher's A hands B arms C wings D legs Question 21 Parents are always willing to lend a sympathetic to their children when they have problems A hand B ear C eye D paw Question 22.I'm going on business for a week, so I'll be leaving everything A on your guards B up to your eyes C in your capable hands D in the care of you Question23 I think he’ll pay you back your money – when _ fly A birds B cats C cocks D pigs Question 24 "Do you think you will win your tennis match today?" - "It will be a piece of ." A cake B sweet C candy D biscuit Question 25 Brady’s surprise party is going to be great if you don’t let the out of the bag A dog B mouse C bat D cat 2.4 The effectiveness of the research The use of well-designed techniques to help 12 graders deal with questions about idioms in the national high school graduation examination can be highly effective Exposure to a variety of idioms and practice in using them in context can build familiarity and confidence in using idioms, while clear explanations of their 32 meaning and usage can help students understand the figurative language and apply it to their writing and speaking Providing practice exercises and activities that require the use of idioms can help students to reinforce their understanding and apply their knowledge effectively in the examination Ultimately, the effectiveness of these techniques depends on the individual student's effort and motivation to learn and practice idioms consistently By providing students with the necessary tools and techniques, they can be better prepared to excel in the national high school graduation examination and improve their idiom proficiency Through some techniques of teaching English idioms to students at my school, I see that students have achieved better results My students now find it more interesting not only to learn English idioms but to learn English in general In fact, they didn't seem to be afraid to deal with idiomatic-related questions on practice tests, just as my students started using some familiar and easy idioms in class speaking assignments This topic will be modified to suit the actual situation of each class and each group of students Teachers need to consider which techniques are most effective for their students or think about integrating some of them together so that students can develop skills and strengthen vocabulary To assess the improvement of students’ idiom knowledge after applying the method, teacher distributed the post test to 80 students in class 12( these students were also tested in pre- test) , Here are the results of the post-test.( POST-TESTAPPENDIX 2) Link to get students’results of the post- test to ivestigate the urgency and feasibility and applicability of the research https://forms.gle/d2LWc98hWimHuCai8 THE RESULTS OF A POST- TEST 33 Detailed data sheet on the results of the post-test assessment Number of Sts 90 Excellent Quiet good Good Average Bellow average No % No % No % No % No % 10 11% 16 18% 33 37% 28 31% 3% The table presents the results of a post-test administered to 90 students in 12th grade after applying a specific method to improve their knowledge of English idioms The results are categorized into four levels: Excellent, Good, Average, and Below Average The table shows the number and percentage of students who achieved scores within each level 10 students (11%) scored in the Excellent category, while 16 students (18%) scored in the Good category The Quiet good students accounts for more than one – third of the total number of students Another 28 students (31%) scored in the Average category, and only a small number of the students scored in the Below Average category These results suggest that the method implemented by the teacher was effective in improving students' knowledge of English idioms, as evidenced by the increased number of students who scored in the higher categories of Excellent and Good Table 3: The progress of the students after being applied some techniques in teaching idioms Before applying idiom teaching techniques After applying idiom teaching techniques 34 The pie charts compare the levels of the 12 grade students learning idioms before and after being applied some techniques in teaching idioms Overall,It is clear that the quality of students is improving better and better.The proportion of excellent and good students has increased sharply from zero to 11 percent of exellent students and from % to 18 % of good ones There is a considerable decrease in the propotion of average students from 43% to 31 % In contrast to the below average students before, There are now only a small number of them that take 3% of all levels To sum up, after applying idiom teaching techniques, there is a huge improvement in the quality of students in learning idioms for their graduation examination with a view to improving students’results 2.5 THE SURVEY TO KNOW MORE ABOUT THE NECESSITY, FEASIBILITY AND THE APPLICABILITY OF THE RESEARCH Link of the survey: Link to investiagte the urgency of the research https://forms.gle/GAbCCCHGGngVBQ2q6 Link to investiagte the feasibility and applicability of the research https://forms.gle/N2DhSCxqtLAjYBWz5 2.5.1 The aim of the survey - To evaluate the necessity of the reseach by using some techniques to teach idioms to improve the results for 12 graders in the the national high school graduation examination at Nguyen Duc Mau high school and others in Nghe An Province _ To determine the feasibility of some techniques in teaching idioms to improve students’ results 2.5.2 Object-oriented survey: 12 teachers teaching English at Nguyen Duc Mau high School 2.5.3 Contents and methods 2.5.3.1 Contents - How urgent are the solutions of using some techniques in teaching idioms to fulfil the aim of teaching and learning English now? - How feasible are the solutions of using some techniques in teaching idioms in the research to fulfil the aim of teaching and learning English now? Method: The survey has been carried out with the help of GOOGLE FORM Based on GOOGLE FORM, the contents of the survey have been evaluated on the levels ( APPENDIX 4) 35 Table 1: The Urgent levels of the solutions of teaching idioms learning idioms in Nguyen Duc Mau High School Detailed data sheet on the Urgency of of the proposed solutions LEVELS SOLUTIONS Very Urgent Urgent Somewhat Urgent Not Urgent Solution 1: Apply teaching idioms through illustrations 8,3% 91,7% 0% 0% Solution 2: Apply teaching idioms in specific contexts 83,3% 16,7% 0% 0% Solution 3: Apply teaching idioms through topics 75% 25% 0% 0% Comment on the Urgency of the proposed solutions: After obtaining the survey results via googleform that the teacher has selected across the levels, we obtained in all solutions, the level is mainly in the range between urgency and extreme urgency From there, it can be seen that the urgency of the solutions that I have proposed in the topic is urgency and very interested and consulted by teachers to contribute to the improvement of studying idioms of students effectively Conclusion: Applying teaching idioms through topics is now extremely necessary and effective 36 Table 2: The feasible levels of the solutions of teaching idioms learning idioms in Nguyen Duc Mau High School Detailed data sheet on the feasibility and applicability of the proposed solutions SOLUTIONS Very feasible LEVELS Somewhat Feasible Unfeasible feasible Solution 1: Apply teaching idioms through illustrations 58,3% 41,7% 0% 0% Solution 2: Apply teaching idioms in specific contexts 91,7% 8,3% 0% 0% Solution 3: Apply teaching idioms through topics 83,3% 16,7% 0% 0% Comment on the feasibility of the proposed solutions: After obtaining the survey results via googleform that the teacher has selected across the levels, we obtained in all solutions, the level is mainly in the range between feasibility and extreme feasibility From there, it can be seen that the feasibility of the solutions that I have proposed in the topic is possible and interested and consulted by teachers in contributing to the improvement of studying idioms of students effectively Conclusion: The solutions proposed and applied are very feasible and completely practicable in the process of assessing students 37 PART III CONCLUSION AND SUGGESTION 3.1 Conclusion In conclusion, the research on techniques to help 12 graders deal with questions about idioms in the national high school graduation examination shows that with the right tools and techniques, students can effectively learn and apply idioms in their writing and speaking Exposure to a variety of idioms, clear explanations of their meaning and usage, and practice exercises that require the use of idioms can all contribute to building students' familiarity and confidence in using idiomatic expressions While the effectiveness of these techniques ultimately depends on the individual student's effort and motivation to learn and practice idioms consistently, the use of well-designed techniques can help students to better prepare for the national high school graduation examination and improve their overall proficiency in using idiomatic expressions Further research can be conducted to explore additional techniques and strategies to help students master the use of idiomatic expressions, ultimately leading to more effective communication in both academic and professional settings 3.2 Suggestions For English teachers and students, the following suggestions can be considered for further research on the use of idiomatic expressions: - Focus on identifying and understanding the meaning of idiomatic expressions in context, including their figurative meanings and usage in real-life situations - Incorporate practical exercises that require students to use idioms in speaking and writing contexts This can help students to develop their confidence and proficiency in using idiomatic expressions - Provide feedback and guidance on students' use of idioms to help them improve their accuracy and fluency - Collaborate with colleagues to share effective techniques and teaching strategies for helping students master the use of idiomatic expressions - Encourage students to practice using idioms in everyday conversation, reading, and writing This can help them to internalize the use of idiomatic expressions and use them more effectively in both academic and professional settings - Conduct further research to explore the most effective techniques and strategies for helping students master the use of idiomatic expressions, and share findings with other English teachers and students Overall, these suggestions can help English teachers and students to further develop their understanding and use of idiomatic expressions, leading to improved communication skills and academic success 38 REFERENCES Bagheri, M., & Pouryazdanpanah, M (2019) Teaching Idiomatic Expressions in EFL Classroom Journal of Language Teaching and Research, 10(3), 550-557 Khurshid, F., & Saleem, M S (2014) Effective Teaching of Idiomatic Expressions in ESL Classes International Journal of English Linguistics, 4(4), 152-163 Azizian, S (2019) Teaching Idiomatic Expressions to EFL Students: A Call for More Attention to Cognitive Processes and Pedagogical Practice International Journal of Applied Linguistics and English Literature, 8(1), 169-176 39 APPENDIX PRE-TEST Exercise Choose the best answer Question I'm really feeling under the _ today; I have a terrible cold A weather B climate C storm D cloud Question When hearing the news, Tom tried his best to keep a _ on his surprise A hat B roof C hood D lid Question Reading the article about damages caused by the heavy storm really brought a lump to my _ A teeth B throat C eyeD lip Question The final scene of the film ‘Lorry Lora’ kept everyone on the edge of their A bench B fence C seat D way Question 5.The president was heavily criticised for sweeping environmental issues under the _ A curtain B blanket C sweater D carpet Exercise 2: Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions Question Nick’s gone all out to be admitted to the university he wants I believe he can succeed A shared an unhappy story B made a real effort C led an active life D refused to try hard Question His life in the balance when he had a massive stroke A was certain B worsened a lot C was unsuccessful D changed quickly Question Whether he will change his mind and apply for a different position is up in the air at the moment A astonishing B uncertain C decided D unclear Question Both of them don’t see eye to eye on the way to educate children A disagree B reject C support D agree Question 10 It’s time you came clean and admitted what you did last night A had a bath B told the truth C kept a secret D went to sleep 40 APPENDIX POST-TEST Exercise 1: Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions Question Face-to-face socializing is not as preferred as virtual socializing among the youth A facing B eyeball to eyeball C indirect D direct Question It's time you pulled your socks up and started working seriously Your final exams are coming A lost confidence B studied harder C became lazy D got furious Question Using this new software can be tricky at first, but you will soon get the hang of it ( Question code 410- đợt 2- 2021) A be able to design a new one B get bored with it C fail to learn how to use it D install it successfully Question Sheila had butterflies in her stomach before the interview A seemed to be easy in her mind B in a tizzy C on pins and needles D under pressure Question I find myself at odds with most of my colleagues on what is the best way forward A in conflict with B in disagreement with C on the outs with D on good terms with Question The daughter of a blue-collar factory worker, Anne grew up on a council estate in Bracknell A physical B manual C laboring D mental Question I have to postpone my family holiday until next month because I am now up to my ears in work A having an ear infection B having so much work to C having nothing much to D having my ears checked Question He didn't even cast an eye over my report which l had spent a month writing A show disinterest in B find it eye-catching with C keep in ignorance about D stay informed of Question He splashed mud all over his car and clothes to lend color to his story about being in the mountains all weekend 41 A borrowed color from B provided evidence for C gave no proof of D got no information from Question 10: After having a poor performance in the mid-term test I decided to put my shoulder to the wheel to achieve better results in the final test A refuse to work hard B pay much attention C keep anxious D work diligently EXERCISE 2: Choose the best answer Question Well, it’s p.m I’d better hit the dark A.roof B headlines if I want to get home before it’s C newspaper D road Question You'd better the books if you want to pass your exam on Friday A hit B beat C stab D bite Question When confronted with a mass of tape, many people feel a sense of _ powerlessness A red B green C blue D brown Question I’ve never really enjoyed going to the ballet or the opera; they’re not really my A piece of cake B sweets and candy C biscuit D cup of tea Question You must have your head in the if you think you’re going to succeed without hard work A ground B clouds D sky D air Question 6.1 felt a bit _ and seemed to have more aches and pains than usual A out of sorts B on the mend C over the worst D under the fevers Question7 How much longer we have to wait? This is starting to get on my A mind B back C nerves D nose Question I'm really feeling under _ the today; I have a terrible cold A weather B climate C storm D cloud Question George has ……………; he loves cakes, chocolate, ice-creamanything which is sweet A a sweet mouth B sweet lips C a sweet tooth D a sweet tongue Question 10 The political candidate knew the issue was a hot , so he deferred to his chief of staff, who directed questions to the committee chairperson A tomato B potato C pot D dog 42 APPENDIX THE SURVEY TO INVESTIGATE THE REALITY OF TEACHING IDIOMS Question 1: Do you often teach revision for 12 grade students to prepare them for the national high school graduation examination? A Yes B No Question 2: What techniques you use to teach idioms in the test? A Translation B Guessing C Explanation Question Is your techniques’ application in teaching idioms effective? A.Yes B No Question 4: What is/are the main reason(s) for the ineffectiveness in teaching idioms for the students in your class? A.Method B Difficult level of the knowlege C Students’ motivation D.Others Question In teaching 12 graders to prepare for the national high school graduation examination, Do you use the techniques of teaching idioms through illustrations, in specific context and through topics? A Regularly B Sometimes C Never Question 6: How effective is the application of your techniques in teaching idioms for the students in your class? A Good B quite good C average D below average Question Is the application of using techniques to teach idioms neccessary? A.Very neccessary B Unneccessary Question What are the advantages and disadvantages of teaching idioms for 12 graders to prepare for the national high school graduation examination 1.Advantages: A Experienced teachers B Rich source of materials C Arranged plans for examination Disadvantages: A dificult to understand B Restricted teaching methods C Easy to confused 43 THE SURVEY TO INVESTIGATE THE REALITY OF LEARNING IDIOMS Question 1: Do you often learn idioms to prepare them for the national high school graduation examination? A Yes B No Question 2: Is learning idioms difficult? A.Yes B No Question 3: What techniques you use to learn idioms ? A Through dictation B learning by heart C Guessing Question How good are you in learning idioms? A.Good B Quite good C Average D below average Question 5: What is/ are the main reason(s) for the ineffectiveness in learning idioms to prepare them for the national high school graduation examination? A.Different from Vietnamese idioms B Difficult level of the knowlege C Not guessing easily D.Others Question Do you learn idioms through illustrations, in specific context and through topics? A Regularly B Sometimes C Never Question Is the application of using techniques to learn idioms neccessary? B A.Very neccessary B Unneccessary 44 APPENDIX Content 1: The sheet to investigate the Urgency of the solutions mentioned in the research Question 1: At which level you see the urgency of teaching idioms through illustrations is? A.Very Urgent B Urgent C Somewhat Urgent D Not Urgent Question 2: At which level you see the urgency of teaching idioms in specific context is? A.Very Urgent B Urgent C Somewhat Urgent D Not Urgent Question At which level you see the urgency of teaching idioms through topic is? A.Very Urgent B Urgent C Somewhat Urgent D Not Urgent Content 2: The sheet to survey the feasibility and applicability of the solutions mentioned in the research Question 1: At what level you see the feasibility and applicability of teaching idioms through illustrations is ? A.Very feasible B feasible C less feasible D unfeasible Question 2: At what level you see the feasibility and applicability of teaching idioms in specific context is ? A.Very feasible B feasible C less feasible D unfeasible Question At what level you see the feasibility and applicability of teaching idioms through topics is ? A.Very feasible B feasible C less feasible D unfeasible 45