Nghiên cứu về việc sử dụng các bài luyện tập ngữ pháp tại trường trung học cơ sở phú dương

STATEMENT OF AUTHORSHIP I declare that this research is my own work, the data and findings in the thesis are true It is used with permission from associates and has not been published elsewhere Author Le Thi Thuy Hang First, I am greatly indebted to my supervisor Dr Pham Hoa Hiep, for his valuable instructions and comments, his patience and criticism as well as his kind encouragement during the time I conducted this project Truly speaking, without his help, this research paper could not have been completed Second, I would like to express my sincere thanks to Dr Truong Vien for his early suggestions and help with valuable materials Third, I am much indebted to all the teachers of English and grade-six students from Phu Duong Junior High School in Phu Vang district, all of those who were kind enough to allow me collect the necessary data for my research Also, I am very grateful to all my friends, colleagues for their cooperation, encouragement and suggestions during the time I was working on this thesis I particularly wish to express my special thanks to Dang Thi Phuong Thuy for her support Finally, I owe my deep thanks to my parents, husband, son and sister for all their support during the time I was conducting this study TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS AND SYMBOLS LIST OF TABLES ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Background of the research 1.2 Rationale of the research 1.3 The aim of the research 10 1.4 The scope of the research…………… 10 1.5 Research questions 10 1.6 Significance of the research 11 1.7 Structure of the thesis 11 CHAPTER 2: LITERATURE REVIEW 11 2.1 Introduction 12 2.2 The situation of grammar teaching in Junior High Schools in Vietnam 12 2.3 Practice stage 17 2.3.1 What is the practice stage? 17 2.3.2 The importance of grammar practice 18 2.3.3 The characteristics of a good practice 18 2.3.3.1 Accuracy 19 2.3.3.2 Fluency 19 2.3.3.3 Restructuring 20 2.4 Drill techniques 21 2.4.1 What is a drill? 21 2.4.2 What is a good drill? 22 2.4 Types of drills 25 2.4 3.1 Mechanical drills 25 2.4 3.2 Meaningful drills 26 2.4.3.3 Kinds of commonly used drill for practicing grammatical structures 26 2.4 3.3.1 Repetition drill 27 2.4 3.3.2 Substitution drill 27 2.4 3.3.2.3 Mixed slot substitution drills 29 2.4 3.3.2.4 Multiple slot substitution drills 30 2.4 3.3.3 Replacement 30 2.4.3.3.4 Restatement 31 2.4.3.3.5 Transformation 31 2.4.3.3.6 Completion 32 2.4.3.3.7 Contraction 32 2.4.3.3.8 Restoration 32 2.4.3.3.9 Rejoinder 32 2.4.3.3.10 Chain drill 33 2.4.3.3.11 Guessing drill 33 2.4.3.3.12 Expansion drill 34 2.4.3.3.13 Four-phase drills 34 2.4.3.3.14 Mixed question and answer drills 34 2.5 The advantages and disadvantages of drill 35 2.5 The advantages 35 2.5 The disadvantages 36 2.6 Conclusion 37 CHAPTER 3: METHODOLOGY 38 3.1.Introduction 38 3.2 Research approach 38 3.3 Participants 38 3.4 Research methods 39 3.5 Research instuments 40 3.5.1 Questionnaire 40 3.5.2 Interview 41 3.5.3 Class observation 42 3.6 Data analysis 43 3.7 Conclusion 44 CHAPTER 4:FINDINGS AND DISCUSSION 45 4.1 Introduction 45 4.2 Findings and discussion 45 4.2.1 Teachers‟ perceptions about drill techniques in grammar teaching 45 4.2.1.1 The importance of drill techniques in grammar teaching 45 4.2.1.2 Teachers‟ use of drill techniques in reality 48 4.2.1.3 Teachers‟ designing drill techniques in grammar lessons 55 4.2.2 Students‟ perceptions about drill techniques in grammar learning 61 4.2.2.1 The necessity of drill techniques in grammar learning 61 4.2.2.2 Students‟ general attitudes towards teachers‟ use of drill techniques in grammar lessons 63 4.2.2.3 Students‟ views of benefit(s) of drills techniques in grammar learning 65 4.2.2.4 Students‟ preferred types of drill 67 4.2.2.5 Students‟ least preferred types of drill 68 4.2.2.6 Kinds of drills considered the most difficult 69 4.2.2.7 Students‟ difficulties when practicing with drills 70 4.2.3 Teachers‟ and students‟ suggestions for making drills more interesting and effective 72 4.2.3.1 Teachers‟ suggestions for making drills more interesting and effective 72 4.2.3.2 Students‟ suggestions for a good drill 75 4.3 Conclusion 76 CHAPTER 5: CONCLUSION AND IMPLICATIONS 78 5.1 Summary of the findings 78 5.2 Implications 81 5.2.1 For teachers 81 5.2.2 For administrators 84 5.3 Limitation 86 5.4 Further research 86 REFERENCES 87 LIST OF ABBREVIATIONS AND SYMBOLS CLT : Communicative Language Teaching EFL : English as a Foreign Language MOET : Ministry of Education and Training N : Number of Informants % : Percent LIST OF TABLES Table 3.1 : Methods of data collection and participants 40 Table 4.1 : The importance of drill techniques in learning English 62 Table 4.2 : The necessity of drill techniques in grammar learning 62 Table 4.3 : Students‟ attitudes towards drill techniques 63 Table 4.4 : Students‟ participations in grammar practice with 64 drill techniques 64 Table 4.5 : The benefit(s) of drills techniques in grammar learning 65 Table 4.6 : Students‟ preferred types of drill 67 Table 4.7 : Kinds of drills considered the most difficult 69 Table 4.8 : Students‟ difficulties when practicing with drills 70 Table 4.9 : Students‟ suggestions for a good drill 75 ABSTRACT This thesis aims to investigate teachers‟ and students‟ perceptions about using drill techniques to teach grammar to grade-six students at Phu Duong Junior High School The data were collected by means of students‟ questionnaires, teachers‟ interviews and class observation Sixty questionnaires were distributed to students and returned, eight interviews were conducted with teachers of Phu Duong Junior High School and six class observations were conducted The results show that most of the teachers and students were well aware of the importance and necessity of drill techniques in teaching and learning grammar They realized that drills could help students practice grammar more easily and accurately However, the teachers encountered many difficulties in designing and conducting drills such as lack of knowledge about drills, class size, students‟ levels, especially the lack of institutional facilities Thus, not all the teachers could design and conduct drills in class successfully Based on the results, it is suggested that teachers need to equip themselves with adequate knowledge of drills so that they can improve the effectiveness of these techniques in teaching grammar Besides, teachers need to spend more time preparing meaningful drills before class, provide students with many different kinds of drill to make them familiar with these daily exercises and feel interested in practicing with drills In addition, teachers need to share experience and collaborate in designing and conducting drills in reality Moreover, the leaders of school need to create more favorable conditions, provide more facilities such as tape recorders, functional classroom, teaching equipments in order to encourage teachers to conduct drills in a more interesting and useful way CHAPTER 1: INTRODUCTION 1.1 Background of the research Vietnam‟s 1986 open-door policy has attracted English speaking foreigners to Vietnam The role of foreign languages, especially English, critical to the development of the country, has become more and more important Within this context of international business development, English has been increasingly chosen and the command of a foreign language is required of the Vietnamese educational system As a result, government officials are officially required to learn English due to the Decree signed in 1995 by the Prime Minister (Trinh, 2005) Obviously, various methodologies with different ways of teaching foreign languages have also been introduced into Vietnamese schools for many years and these English language teaching methods have been undergoing a process of change whereby a certain methodology is dominated and widely used in a certain time According to Holliday (1994, p.1) “Any methodology in English language education should be appropriate to the social context within which it is being used” English teachers thus need to choose a methodology which helps his or her students learn in the most effective way With English becoming a language of global communication, Communicative Language Teaching (CLT) has widely been considered the most modern teaching method Although this new method is gaining ground in many countries, its application into Vietnamese context proves difficult due to many factors such as heavy teaching loads, exam-oriented syllabi, lack of resources, teachers‟ lack of competence and confidence, the influence of traditional classroom and traditional learning and teaching styles (Le, 2000; Truong, 2004; Pham, 2005) Besides, many educators realize that there can be no ideal and universally applicable method of language teaching (Marton, 1988) Therefore, a combination of the old and the new can be seen as a good solution to provide learners with the communicative abilities as well as the grammar knowledge In another way, EFL teachers need this combination so as to adapt the communicative approach to traditional teaching structure (Giao & Hoa, 2004) As Larsen-Freeman (2006) points out, besides the four basic skills listening, speaking, reading and writing, students need to develop their fifth skill - grammaring The fact remains that mastering grammar is still a demand for Vietnamese students and practicing grammatical structures plays an important role in language learning and teaching process Thornburry (1999, p.25) claimed that “a language is acquired through practice; it is merely perfected through grammar” Indeed, whether language teaching and learning become valid and useful or not are dependent on classroom practice If teachers use teaching techniques which not accord with their own classroom experience, these techniques will be useless; however if teachers can process and reform them, they will become really meaningful and helpful (Ur, 1999) Within the scope of English language teaching techniques, although a lot of new techniques have been introduced recently, the use of drills is still rudimentary (Wang, 2003a; 2003b) In fact, drills are still necessary, unexceptionally in Communicative language teaching especially in a lower-level class (Fu, 2005) and elementary students need vast amounts of practice saying the same structures over and over again until a degree of fluency is attained (Bress, 1996) In the context of English teaching and learning at Junior High Schools, especially to grade six students who are seen as beginners, there must be a solid foundation in English, and an appropriate grammar analysis is considered to be essential In this period, teaching and learning always require the focus on grammar in which drill patterns - ways of familiarizing students with sentences structures - are necessary in helping beginners practice grammatical structures (Zhenhui, 1999) In addition, drills were proven to improve students‟ abilities of using target language accurately and fluently (Nation, 1989; Harmer, 1991) APPENDICES APPENDIX 1: INTERVIEW QUESTIONS FOR TEACHERS What you think about grade-six students‟ grammar proficiency? In your opinion, is it necessary to organize drill techniques in the grammar lessons? How important are drill techniques in helping students practice grammatical structures? and why? What are the advantages of drill techniques in teaching and learning grammar? How often you use drill techniques in the grammar lessons? What drill techniques you often use in these lessons? and why? How you prepare these drills? and why? How many types of drills you use in the practice stage? How many cues you design in each drill? Do these cues have the same topic? 10 Which kinds of interaction you use in drill techniques? 11 What is the amount of class time you spend on grammar drill? 12 How students participate in grammar practice with drills? 13 When designing drills, to which elements you often pay attention? 14 What are the difficulties you often encounter when conducting grammar drills in class? 15 What are the disadvantages of drill techniques in teaching grammar? 16 Do you think you are successful in implementing drill techniques? Why you think so? 17 What should you to make drills more interesting and effective? Thank you very much! APPENDIX 2: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) The questionnaire aims at investigating grade-six students‟ attitudes students at Phu Duong Junior High School towards using drill techniques in practicing grammatical structures All the data collected in this questionnaire will be ONLY for a study project and No other purposes The researcher assures that all of the information collected will be confidential and your real name will not be used in my thesis I would be very grateful for your cooperation in answering the following questions Please read the questions carefully and answer them by putting a tick (√) in the box (□) before each answer you choose (more than one choice is acceptable in some questions) or filling in the spaces provided Your additional ideas are of great contribution to the success of the research Before you complete the questionnaire, please read some brief definitions of types of drill techniques with the aim of helping you understand these techniques more clearly in order to give out correct answers Repetition drill is a technique in which students are asked to repeat the teacher‟s model as accurately and as quickly as possible Ex: T : He is singing a song Ss: He is singing a song T : He is reading a book Ss: He is reading a book Substitution drill is a technique in which the teacher first models a sentence Next, the teacher says a word or a phrase- called the cue The students repeat the sentence the teacher has given them, substituting the cue into the sentence in its proper place (Cues can be words, pictures or realia in word cue drill, picture cue drill and realia cue drill) Ex: T : What are you doing? Ss: What are you doing? T : We Ss: What are we doing? Transformation drill is a kind of drill which requires a transformation of one sentence type into other types, such as affirmative to negative, interrogative or imperative by changing their mood, voice, aspect, tense, etc… Ex: T : He knows my address (negative) Ss: He doesn‟t know my address T: (question) Ss: Does he know my address? Question and answer drill is a technique whose exchanges are required to be a question and an answer The teacher gives the cues and students are encouraged to ask a question and on the basis of the answer follow it based on the target structure Ex: T : What you in the morning? S1: I the housework S2: I go to school T : What you in the evening? S1: I watch television S2: I my homework Expansion drill is a technique which provides students with an idea of the order of occurrence of the words in a sentence and how the sentences could be built up The sentence is expanded by adding new items to it The students have to decide where to add new words given by the teacher Ex: T : He bought a book Ss: He bought a book T : old Ss: He bought an old book T : history Ss: He bought an old history book Restoration is a technique in which students are given a sequence of words that have been culled from a sentence but still bear its basic meaning The y use these words with a minimum of changes and additions to restore the sentence to its original form Ex: T : He/listen/music Ss: He is listening to music T : students/waiting/bus Ss: The students are waiting for a bus Name: (optional) Class: Age:……………………………………… Sex:  A Male  B Female How important is grammar in your learning English?  A Extremely important  B Important  C somewhat important  D Unimportant  E Extremely unimportant In your opinion, is it necessary to use drill techniques for practicing grammar?  A Very necessary  B Necessary  C Somewhat necessary  D Not very necessary  E Not necessary at all Are you interested in drill techniques your teachers use in grammar lessons?  A Very interested  B Interested  C Somewhat interested  D Not very interested  E Not interested at all How often your teachers use drill techniques in grammar lessons?  A Very often  B Often  C Sometimes  D Seldom  E Never What drill techniques your teachers often use? (more than one choice is acceptable)  A Repetition drill  E Transformation drill  B Word cue drill  F Question and answer drill  C Picture cue drill  G Expansion drill  D Realia cue drill  H Restoration drill I Others (please specify)……………………………………………………… How you participate in grammar practice with drill techniques?  A Very active  B Active  C Somewhat active  D Not very active  E Not active at all What is /are the benefit(s) of these drill exercises? (more than one choice is acceptable)  A Giving students the opportunity to practice English in class  B Focusing students‟ attention on the target structures  C Encouraging students to participate in the practice stage  D Helping students remember new structures more easily through models  E Helping students practicing the structures accurately  F Helping students feeling more confident in practicing the target structures G Others (please specify)……………………………………………………… What drill techniques you like to practice in grammar classes? and why? (more than one choice is acceptable) Reasons familiar to interesting students Kinds of drill easy to suitable for remember students’ and practice levels Repetition drill Word cue drill Picture cue drill Realia cue drill Transformation drill Question and answer drill Expansion drill Restoration drill Others (please specify)…………………………………………………………… What drill technique(s) is/ are your least favorite? and why? (more than one choice is acceptable) Reasons boring mechanical meaningless Kinds of drill too simple and easy difficult Repetition drill Word cue drill Picture cue drill Realia cue drill Transformation drill Question and answer drill Expansion drill Restoration drill Others (please specify)………………………………………………………… 10 What drill technique is the most difficult?  A Repetition drill  E Transformation drill  B Word cue drill  F Question and answer drill  C Picture cue drill  G Expansion drill  D Realia cue drill  H Restoration drill I Others (please specify)…………………………………………… ………… And why? …………………………………………………………………………………… 11 What difficulties you encounter in practicing with drills?  A teachers‟ unclear instructions  B long and complex target structures  C too many kinds of drills in a lesson  D partners‟ unwilling participation E Others (please specify): 12 According to you, a good drill should (more than one choice is acceptable)  A be interesting  B be meaningful  C be simply and easy to remember  D be carefully prepared  E has teacher‟s clear instructions  F has teacher‟s clear models  G be suitable for students‟ abilities H Others (please specify): …………………………………………………………………………………… …………………………………………………………………………………… Thank you for your cooperation! APPENDIX 2: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) CÂU HỎI ĐIỀU TRA DÀNH CHO HỌC SINH Bảng câu hỏi nhằm mục đích điều tra thái độ học sinh lớp 6Trường THCS Phú Dương việc sử dụng luyện tập Tiếng Anh (drill techniques) để giúp em luyện tập cấu trúc ngữ pháp Tất liệu thu thập bảng câu hỏi phục vụ cho việc nghiên cứu khơng với mục đích khác Người nghiên cứu đảm bảo tất thông tin thu thập giữ bí mật tên thật bạn không sử dụng luận án Cô biết ơn hợp tác em việc trả lời câu hỏi sau Các em vui lòng đọc kỹ câu hỏi trả lời cách đánh dấu (√) vào ô (□) trước câu trả lời mà bạn chọn (nhiều lựa chọn chấp nhận số câu hỏi) cho thêm ý kiến vào phần mở cuối số câu hỏi Việc cung cấp thêm thông tin em đóng góp lớn vào thành công nghiên cứu Trước em hoàn thành bảng câu hỏi này, xin đọc số định nghĩa ngắn gọn loại luyện tập Tiếng Anh với mục đích giúp em hiểu rõ thêm loại luyện tập đưa câu trả lời xác Các luyện tập mà tiếng Anh gọi “drills” thường có loại sau đây: Luyện tập cách lặp lại luyện tập mà học sinh yêu cầu lặp lại câu mẫu cơ/thầy cách xác nhanh có thể.Ví dụ như: Cơ/ thầy nói : He is singing a song Học sinh lặp lại : He is singing a song Cơ/ thầy nói : He is reading a book Học sinh lặp lại : He is reading a book Luyện tập thay luyện tập mà cô/thầy làm mẫu trước Tiếp theo, cô/thầy đưa gợi ý học sinh luyện tập cách thay gợi ý vào chỗ câu (Gợi ý đưa từ ngữ, hình ảnh vật thật).Ví dụ như: Cơ/ thầy nói : What are you doing? Học sinh lặp lại : What are you doing? Cơ/ thầy nói : We Học sinh thay : What are we doing? Luyện tập chuyển đổi luyện tập mà đòi hỏi chuyển đổi loại câu thành loại câu khác, câu khẳng định thành câu nghi vấn câu phủ định cách thay đổi hình thức động từ, dạng hay thể câu thay đổi câu Ví dụ như: Cơ/ thầy nói : He knows my address (negative) Học sinh chuyển đổi: He doesn‟t know my address Cơ/ thầy nói : (question) Học sinh chuyển đổi: Does he know my address? Luyện tập sử dụng câu hỏi câu trả lời luyện tâp mà phần trao đổi yêu cầu phải có câu hỏi câu trả lời Cô/thầy đưa gợi ý cho học sinh để giúp em luyện tập đặt câu hỏi sở luyện tập câu trả lời dựa cấu trúc mục tiêu.Ví dụ như: Cơ/ thầy nói : What you in the morning? Học sinh trả lời : I the housework Học sinh trả lời : I go to school Cơ/ thầy nói : What you in the evening? Học sinh trả lời : I watch television Học sinh trả lời : I my homework Luyện tập mở rộng luyện tâp mà cung cấp cho học sinh kiến thức thứ tự xuất từ câu cách câu xây dựng Câu mở rộng cách thêm gợi ý mà cô/thầy cung cấp học sinh người định nơi thích hợp để thêm gợi ý vào câu.Ví dụ như: Cơ/ thầy nói : He bought a book Học sinh lặp lại : He bought a book Cơ/ thầy nói : old Học sinh mở rộng : He bought an old book Cơ/ thầy nói : history Học sinh mở rộng : He bought an old history book Luyện tập xây dựng lại câu luyện tâp mà học sinh cho chuỗi từ (vẫn giữ nghĩa bản) chọn lọc từ câu Học sinh luyện tập cách xây dựng lại câu sử dụng từ gợi ý với số thay đổi bổ sung để tạo thành câu ban đầu Ví dụ như: Cơ/ thầy nói : He/listen/music Học sinh : He is listening to music Cơ/ thầy nói : students/waiting/bus Học sinh : The students are waiting for a bus Ngữ pháp đóng vai trị quan trọng việc học tiếng Anh em? A.Cựckỳquantrọng  B Quan trọng  C Khá quan trọng  D Không quan trọng  E Rất không quan trọng Theo ý kiến em, sử dụng tập luyện tiếng Anh để luyện tập ngữ pháp có cần thiết khơng?  A Rất cần thiết  B Cần thiết  C Khá cần thiết  D Không cần thiết  E Khơng cần thiết chút Em có thích cô/thầy em sử dụng tập luyện tếng Anh tiết học ngữ pháp?  A Rất thích  B Thích  C Khá thích  D Khơng thích  E Khơng thích chút Cơ/thầy em có thường xun sử dụng tập luyện tiếng Anh tiết dạy ngữ pháp?  A Rất thường xuyên  B Thường xuyên  C Đôi  D Hiếm  E Không Bài tập luyện tiếng Anh mà cơ/thầycủa em thường xun sử dụng? (Em đánh dấu nhiều phương án trả lời, em không hiểu rõ nghĩa kiểu luyện tập nào, xem lại định nghĩa đầu trang câu hỏi này)  A Luyện tập cách lặp lại  B Luyện tập cách thay từ  C Luyện tập cách thay tranh  D Luyện tập cách thay vật thật  E Luyện tập chuyển đổi  F Luyện tập sử dụng câu hỏi câu trả lời  G Luyện tập mở rộng  H Luyện tập xây dựng lại câu I Những ý kiến khác (xin ghi rõ)………………………………………………… Em tham gia luyện tập ngữ pháp với tập luyện tiếng Anh nào?  A Rất tích cực  B Tích cực  C Khá tích cực  D Khơng tích cực  E Khơng tích cực chút Các tập luyện tiếng Anh đem lại cho học sinh (những) lợi ích ? ( Em đánh dấu nhiều phương án trả lời)  A Cho học sinh hội để luyện tập tiếng Anh lớp học  B Tập trung ý học sinh vào cấu trúc cần luyện tập  C Khuyến khích học sinh tham gia vào giai đoạn luyện tập  D Giúp học sinh nhớ cấu trúc dễ dàng thông qua mẫu câu  E Giúp học sinh luyện tập cấu trúc cách xác  F Giúp học sinh cảm thấy tự tin giai đoạn luyện tập G khác (đề nghị ghi rõ) Loại tập luyện tiếng Anh mà em thích luyện tập tiết học ngữ pháp? Và sao? ( Em đánh dấu nhiều phương án trả lời) Reasons Kinds of drill Luyện tập cách lặp lại Luyện tập thay từ Luyện tập thay tranh Luyện tập thay vật thật Luyện tập chuyển đổi Luyện tập sử dụng câu hỏi câu trả lời Luyện tập mở rộng Luyện tập xây dựng lại câu Quen thuộc Thú vị với Dễ nhớ dễ với bạn bạn luyện tập Phù hợp với trình độ bạn Những ý kiến khác (xin ghi rõ) …………………………………………………………………………………… …………………………………………………………………………………… Những tập luyện tiếng Anh mà em thích nhất? Và sao? ( Em đánh dấu nhiều phương án trả lời) Reasons Kinds of drill Khơng Máy Khơng có Đơn giản dễ thú vị móc nghĩa luyện tập Khó luyện tập Luyện tập cách lặp lại Luyện tập thay từ Luyện tập thay tranh Luyện tập thay vật thật Luyện tập chuyển đổi Luyện tập sử dụng câu hỏi câu trả lời Luyện tập mở rộng Luyện tập xây dựng lại câu Những ý kiến khác (xin ghi rõ) ………………………………………………………………………………… 10 Theo em tập luyện tiếng Anh khó nhất?  A Luyện tập cách lặp lại  B Luyện tập cách thay từ  C Luyện tập cách thay tranh  D Luyện tập cách thay vật thật  E Luyện tập chuyển đổi  F Luyện tập sử dụng câu hỏi câu trả lời  G Luyện tập mở rộng  H Luyện tập xây dựng lại câu I Những ý kiến khác (xin ghi rõ) Và sao? 11 Những khó khăn mà em thường gặp phải với tập luyện tiếng Anh?  A Cô/thầy hướng dẫn không rõ ràng  B Cấu trúc cần luyện tập dài phức tạp  C Có nhiều loại tập luyện học  D Các bạn làm cặp không nhiệt tình luyện tập E Những ý kiến khác (xin ghi rõ) …………………… 12 Theo em, tập luyện tiếng Anh tốt phải ( Em đánh dấu nhiều phương án trả lời)  A thú vị  B có ý nghĩa  C đơn giản dễ nhớ  D chuẩn bị kỹ lưỡng  E có hướng dẫn rõ ràng cô/thầy  F cô/thầy làm mẫu trước cho học sinh luyện tập  G.phù hợp với khả học sinh H Những ý kiến khác (xin ghi rõ): Rất cám ơn em giúp đỡ hoàn thành điều tra Chúc em sức khỏe thành công! APPENDIX 3: OBSERVATION SHEET Teacher:…………………………………… School:………………………… Lesson : …………………………… Class :………………………… : ………………………………… Period:………………………… Date Aims:……………………………………………………………………………… Usage: To have an overall observation on how drill techniques are used to help the grade-six students of Phu Duong Junior High School practice grammatical structures Content Kinds of drill techniques The numbers of cues in each drill Topic of cues Steps of conducting a drill Types of interaction Time Students’ participation Description Comment Suggestion for improvement