Helping students to solve the mistake identification questions in national secondary education examination

Experience Initiative School-year: 2016-2017 TABLE OF CONTENTS Page PART I: INTRODUCTION 02 I Rationale for selecting the topic of the study 02 II Purposes of the study 02 III Objects of the study 03 IV Scope of the study 03 V Bases of the study 03 PART II: DEVELOPMENT 04 I TYPES OF MISTAKES 04 04 Grammar mistakes Meaning mistakes 04 II HOW TO RECOGNIZE AND CORRECT THE MISTAKE 04 Grammar mistakes 04 1.1 Mistakes in form or tenses of verbs 04 1.2 Mistakes in harmony between nouns and verbs (N-V) 05 1.3 Mistakes in word form 06 1.4 Mistakes in prepositions / verbs phrases 06 1.5Mistakes in clause structure or sentence structure 07 2.Meaning mistakes 08 III PRACTISE EXERCISES 08 PART III: CONCLUSION 13 I Study results 13 II Suggestions 14 Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 PART I: INTRODUCTION I Rationale for selecting the topic of the study: Error Identification Questions has become an inevitable part of almost every standarlized examination, especially in the important examinations such as the GCSE (General Certificate Secondary Education Examination) or the extrance one before Moreover English is the compulsory subject in the test of National Secondary Examination which will be organized for nationwhile students by the Ministry of Traning and Education since 2015 Commonly, there are from to questions of error identification in regular or periodical tests in each academic school-year Consequently, the correct answers to the questions of error identification part greatly contribute to the students’s total exam results, which may decide their success or fairlure in these tests or examinations, even these results can open or close doors of opportunities for candidates into their pomising world! Through my own practical teaching in the recent years, I notice that in order to identify errors correctly, the students are required to have a general and thorough knowledge of almost all the aspects of the English language such as grammatical structures, written expressions, verb tenses and forms, parts of speech, genders and numbers, subject and verb agreement, etc… However, most of the students at Mai Anh Tuan High School come from poor rural communes where the local people have not really paid much attention to their children’s learning English Meanwhile, there is the lack of synchronization in teaching and learning English at primary and lower secondary schools in our district As a result, the students’knowledge of English is rather limited, even they lack basic knowledge Thus, error identification questions have become a big challenge that may make the students confused and nervous Moreover, the English textbooks in the upper secondary education have very few exercises of this type designed in the form of the exam questions, so that there is little chance for the students to practise and get familiar with these exercise What is more, there are not many useful references to skills in solving error identification questions in English Tests and Examinations for teachers to use and to apply in teaching, which leads to certain difficulties in improving the quality of teaching and learning English in general, as well as the sudents’s results in tests and examinations From the reasons mentioned above, I have made a decision to select the topic “Helping students to solve the mistake Identification Questions in National Secondary Education Examination” to study in my teaching experience initiative II Purposes of the study: With this study, I wish to help my students be aware of the importance of error identification questions in National Secondary Education examinations and useful skills in doing these exercises effectively On that basis, the students will be helped to raise their awareness of training their skills in doing such exercises Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Besides, I would like to provide the students with typical skills to solve questions of error identification in a detailed and logical system that is easy for them to learn, to use and to apply in practice rappidly and productively Furthermore, through this experience initiative, I hope to contribute some ideas on issues related to error identification to the teaching experience sources for my teacher colleagues to use as a reference in their teaching English III Objects of the study: In this experience initiative, researching a system of typical skills in solving error identification questions in English tests and examinations, and supplementary exercises based on these certain skills for further practice has been specially focused IV Scope of the study: The topic was studied in the English programme at high school level at Mai Anh Tuan High School in the school-year 2016-2017, and in tests, exam preparation tests, entrance exams into university or college designed by the Ministry of Education and Training, English exams for gifted students in Thanh Hoa and other provinces V Bases of the study: The experience inititative has been studied based on my own practical teaching experiences, referring to documents related to the research topic, observing other teachers’lessons, and consulting my colleagues Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 PART II: DEVELOPMENT Identifying errors in sentences is, in fact, finding out problematic parts which need correcting in the sentences There are main categories, including grammar mistakes and meaning mistakes[5] The following skills will probably help students in solving this type of exercises I TYPES OF MISTAKE Grammar mistakes This is the most important knowledge in the error identification part, divided into small categories as follows: 1.1 Mistakes in forms or tenses of verb 1.2 Mistakes in harmony between nouns and verbs (N-V) 1.3 Mistakes in word form 1.4 Mistakes in prepositions and verb phrases 1.5 Mistakes in clause structure or sentence structure (conditional sentences, inversion, parallel structures, relative clauses, double comparison, special structures: no sooner… than…; so/such… that; too… to…) Meaning mistakes If you check that all answers are grammatically correct Check whether the meaning of the sentence is correct, the vocabularies use the correct meaning of the sentence II HOW TO RECOGNIZE AND CORRECT THE MISTAKES Grammar mistakes: 1.1 Mistakes in forms or tenses of verb - Knowledge mainly checked of this exercise form is tenses of verb, so underlined parts are often verbs in the sentence In a sentence, there are adverbs or adverbial clauses of time to help you determine tense When/as just as While Before After as soon as Until/till whenever As long as Since [5] Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Some examples below will show the effective application of the mentioned- above adverbs Example 1: Find mistakes in the sentence and correct them: I learned (A) English since (B) I was (C) years (D) old [4] Answer: A In the sentence, we see that main verb “learn” is underlined and divided in the past simple tense However, there is “since” which is an adverb of the present perfect tense, so answer A is the most accurate Correct the mistake: learned -> have learned Example 2: Find mistakes in the sentence and correct them: I will go (A) with (B) as soon as (C) I will finish (D) my homework [9] Answer: D Examining underlined answers, we pay special attention to answers A, D (because these are verbs in the sentence) Because there is a verbial clause of time “as soon as”, after it, the verb must be divided in the present simple tense, the other side is divided in the simple future tense so we choose answer D Correct the mistake: will finish -> finish We also need to pay attention to other signs than adverbs, such as verbs Example 3: Find mistakes in the sentence and correct them: John practices (A) to play (B) the (C) violin with (D) Jane everyday [4] Answer: B A and B are main verbs in the sentence We see that “every day” is an adverb of the present simple tense, the subject “Jonh” is a third-person singular form, so answer A is correct and answer B needs correcting Correct the mistake: to play -> playing 1.2 Mistakes in harmony between nouns and verbs (N-V) The underlined answer are often:  Main verb in the sentence (should check whether it is divided in accordance with the noun)  Object in the sentence (should check whether it is modified in accordance with the noun)  Noun as subject Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 - In sentences of this type, nouns and verbs not usually stand next to each other but are interwoven by other elements (relative clauses, relational pronouns, complementaries ) Example: Find mistakes and correct them: Nobody in (A) 20 students like (B) doing (C) that job alone (D) [9] Answer: B “Nobody” is the main subject of the sentence Thus, the main verb “like” must be divided according to the main subject but not according to “20 students” (“in 20 students” is a complement placed between noun and verb) so we choose answer B Correct the sentence: like -> likes - In English tests and examinations, mistakes often appears where a pronoun is used in the place of another type of pronouns, or another type of words is in the place of a pronoun/ possessive adjective, or a pronoun/ possessive adjective does not agree with the noun it refers to.[5] Example: They saw Steve and I at the cinema last night after class The people I admire most are those who manage to solve theirs own problems If a person really wants to succeed, they must always work hard.[1] In the 1st example, “I” isn’t correct because in the place of “I”, its object “me” is needed to modify the verb “saw” In the 2nd example, “theirs” is incorrect because it isn’t followed by a noun It should be the possessive adjective “their” In the 3rd example, “they” does not agree with the noun “a person” that it refers to, “he/ she” should be used 1.3 Mistakes in word form - Underlined answers are often word forms in the sentence, including noun, adjective, adverb, verb Example: Find mistakes and correct them: Women wear (A) make-up (B) to beautiful (C) themselves (D) [2] Answer: C Skimming the underlined words, we see that answer C is wrong Before the reflexive pronoun "Themselves", we need to use a verb “Beautiful|” is an adjective, so it is not reasonable Correct the sentence: beautiful (adj) -> beautify (V) 1.4 Mistakes in prepositions/verb phrases Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 The test of knowledge will be about the use of prepositions, prepositions followed by verbs, prepositions followed by adjectives, verb phrases, etc Thus, the underlined answers will usually be prepositions in sentences.[5] Example: Find mistakes and correct them: They were unaware (A) about (B) the fact that (C) he was a famous opera singer (D) 2] Answer: B Skimming answers, we pay attention to answer B We have: to be unaware of something/V-ing = not know or perceive something Thus B is the answer Correct the mistake: about -> of 1.5 Mistakes in clause structure or sentence structure (conditional sentences, inversion, parallel structures, relative clauses, double comparison, special structures: no sooner… than…; so/such… that; too… to…) - For conditional sentence, passive voice, direct and indirect speech, inversion, … underlined answers are often verbs Example 1: Find mistakes and correct them: If I hadn’t been (A) to (B) the party last night (C), I wouldn’t have been (D) tired now[6] Answer: D Checking the meaning of the sentence, we see that this is a mixed conditional form The clause "if" expresses the unreal condition in the past; the other clause expresses the fact unfounded in the present based on the adverb “now” choose D Correct the mistake: wouldn’t have been -> wouldn’t be Example 2: Not until he got (A) home he realised (B) he had forgotten to give her (C) the present (D) [4] In the 2st example, the inversion is needed because the beginning of the sentence is not until , so “he realised” should be changed into “did he realise” - With the comparison, the underlined answers are usually comparative forms of adjectives, adverbs Example 3: Find mistakes and correct them: Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Peter is (A) rich (B), handsome (C), and many people like him (D) [8] Answer: D After "to be", we need to use adjectives In the underlined answers, both B and C are correct, because they are adjectives In the parallel structure there are conjunctions (and), so the word type must be the same, and they are adjectives in this case Only D is a sentence Thus, D is the answer Correct the mistake: many people like him - > likeable (adj) - With relational clauses, they are often underlined in relational pronouns, reduced forms of relational clauses, etc - Example 4: Have you ever(A) felt that (B)life is not being fair to you because (C) you cannot seem to get the job where (D) you want or that is really suitable to you?[7] “Where” is an adverb of place “The job” is a noun of object, so we must use the pronoun “which” to replace this noun Correct the mistake: where -> which Meaning mistakes After checking all the answers and finding that they are grammatically correct, we turn to the meaning of the sentence Underlined answers are often nouns or conjuctions Example: Find mistakes and correct them: Susan didn’t come to (A) the party with (B) her (C) boyfriend last night in spite of (D) the bad weather.[7] Answer: D After checking all the answers and finding that they are grammatically correc, we examine the meaning of the sentence The sentence is translated as follows: Susan didn’t come to the party with her boyfriend last night in spite of the bad weather We see that the two sides of the sentence use incorrect linking word, so D is the correct answer Correct the mistake: in spite of - > because of III PRACTICE EXERCISES Choose the underlined part that is not correct Ultraviolet rays (A)are invisible to(B) humans, and(C) ants and honeybees are sensitive (D)to them [9] Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Answer: C Examining the answers, we see that both are not wrong in sentence structure Examining the meaning of the sentence, we see that two clauses of the sentence have the opposite meaning not use the linking word "and" Correct the mistake: and -> but Translate the sentence: Ironwood trees are highly resistant to storm damage, so they usually live a long time Ironwood trees are(A) highly(B) resistant of(C) storm damage, so they usually(D) live a long time [9] Answer: C - be resistant to sth: be immune or impervious to something Correct the mistake: registrant of -> resistant to After the(A) civil war, a wave(B) of new immigrants(C) in the United States came, included (D)Italy, Spain, Greece, Poland, Russia, and China [9] Answer: D The sentence has active meaning, so the reduced form of the relative clause uses the present participle (V-ing) choose D Correct the mistake: included -> including Mathew likes to gossip about other people(A), so(B) he doesn’t like them(C) being to gossiped about(D) [4] Answer: B Based on the meaning of the sentence, we see that the two clauses of the sentence have the opposite meaning not use the linking word “so” but use “but” Correct the mistake: so -> but The Greek historian Herodotus stated that one hundred thousand men are(A) hired for(B) about twenty years to build(C) the Great Pyramid at(D) Gizeh [4] Answer: A Base on the narrative verb “reported” The sentence is divided in the past simple tense Answer A is wrong in tense Correct the mistake: are -> were In electronic, reecho is a reflective wave received by radars or radios [4] Hoang Thi Toi Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Answer: A After the preposition “in”, we can not use an adjective but use a noun Answer A is wrong in word form choose A Correct the mistake: electronic (adj) -> electronics (n) Eli Whitney, who was born in Westborough, Massachusetts in (A) 1765, was always interested in machines, working (B)in his father’s shop, taking(C) apart a watch(D) and putting them back together [6] Answer: D We pay attention to "putting them back together" "Them" is the object to indicate "watch" this noun must be plural Correct the mistake: a watch -> watches In many cities, unless (A)you travel late at night, or in the wee(B) early hours of the morning, there are not means (C)of avoiding(D) a traffic jam [6] Answer: C - no + N(s) - not + adj Correct the mistake: not means -> no means Bone needles which were found(A) at archaeological sites prove(B) that clothes(D)have been sewn for 17,000 years ago(D) [3] Answer: D In the present perfect tense, after the preposition "for", it is a time period choose D Correct the mistake: years ago -> years 10 Although(A) artist Tatun was totally blind in one eye and had only slight(B) vision in the another(C), he became(D) an internationally famous jazz musician [4] Answer: C - another = one more thing (in many things) In this case we not need to use "another" , because objects have only (eyes) Correct the mistake: another -> the other Hoang Thi Toi 10 Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 11 Because (A)early balloons were at the mercy of shifting(B) winds, they are(C) not regarded as a practical means of transportation until the(D) 1850s.[2] Answer: C Sentences are about things in the past, so they must be divided in the past tense; Correct the mistake: are -> were 12 It is sometimes thought that(A) the desire to wear sunglasses are(B) more a need to make impress than(C) to protect the(D) eyes.[2] Answer: B The main subject of this sentence is a singular noun "the desire", not "sunglasses" Correct the mistake: are -> is 13.The scientific(A) process consists of (B)forming hypotheses, collect(C) data, and testing results(D).[1] Answer: C The sentence is listed Verbs are listed in V-ing (forming, testing) The verb "collect" is still in its original form The sentence is wrong in parallel structure Correct the mistake: collect -> collecting 14.This is the first(A) time Lana has taken(B) so challenge (C) course, but she plans to complete(D) it.[1] Answer: C Answers A, B, D are grammatically correct With regard to noun, we not use “so” but use “such” choose C Correct the mistake: so -> such 15 The (A)man along(B) with his two partners have(C) been arrested and put in(D) jail.[1] Answer: C When there are two subjects in the sentence and they are linked by "together with", the verb will be divided by the first subject Correct the mistake: have -> has 16 In fact, political science, alike(A) the other (B)social sciences(C), is not an exact(C) science.[5] Answer: A 11 Mai Anh Tuan High Hoang Thi Toi School Experience Initiative School-year: 2016-2017 - alike (adj): similar In this position, we not use an adjective, but use a preposition choose A Correct the mistake: alike -> like 17 A paragraph(A) is a part of the text consists of(B) one or more sentences (C)related to(D) the same idea.[5] Answer: B We use the present adjective (V-ing) to abbreviate the relative clause with active meaning Correct the mistake: consists of -> consisting of 18 Jacobs stopped to smoke (A)because cigarettes are (B)unsafe to(C) his health(D)[5] Answer: A - stop + to V = stop (other things) to something - stop + V-ing: finish or quit doing something Correct the mistake: to smoke -> smoking 19 About(A) 8,000 years(B) ago, individuals began(C) using certain animals to carry themselves(D) and their belongings.[9] Answer: D We use a reflective pronoun when the subject of action is also the object of action In this sentence, we can not use "themselves" (because they will be understood as "animals") choose D; correct the mistake: themselves -> them 20 In(A) Canada a lot of(B) people communicate English, although(C) they also(D) originated from England many years ago.[9] Answer: C All underlined answers are grammatically correct Considering the meaning of the sentence, we see that "although" is not suitable Correct the mistake: although -> because Hoang Thi Toi 12 Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 PART III: CONCLUSION I Study results: In teaching English at Mai Anh Tuan High School, I have gradually provided the students a system of knowledge of English and useful skills that help them in solving error identification questions in English tests and examinations Different goals have been set for different students based on their own levels of English After applying the method to teaching for some time, I notice that most of the students have had a thorough grasp of basic knowledge and certain skills to solve error identification questions that they often encounter in English tests and examinations However, it is quite difficult for weak students to understand and to apply these skills in practice because to practise well with these skills, the students must have a wide range of knowledge covering various contents in English Thus, through my lessons, I constantly help the students revise and consolidate the knowledge that they have learnt as well as improve their practical skills day by day Below are the results of the study after being applied to teaching English in the classes 12D and 12H at Mai Anh Tuan High School in the school-year 2016-2017 (The error identification part including multiple choice questions in the 60 minute test, 0,2 point/ question): Test results of error identification questions at the beginning of the school-year: Clas No of Number of correct answers to error identification s student questions s 12D 46 12 16 10 12H 40 10 13 11 Test results of error identification questions at the end of the 1st semester Clas No of Number of correct answers to error identification s student questions s 12D 46 19 14 12H 40 15 16 Test results of error identification questions at the end of the 2nd semester: Clas No of Number of correct answers to error identification s student questions s 12D 46 14 25 12H 40 12 22 Hoang Thi Toi 13 Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 The results mentioned above have indicated that the number of students who have had more correct answers to the error identification questions has been gradually increasing and the number of students who have had a few correct answers has been declining Although the initial results have not been very impressive, I would like to share this initiative in the hope that it could help contribute a little to improving the quality of teaching English at the upper secondary education Moreover, I does hope that the study would be of some value to both teachers and students in their English teaching and learning process II Suggestions: It is certain that the study still has certain limitations Thus, it would be my pleasure to get as many constructive ideas or suggestions as possible to better the study and to help it become more productive in the English teaching and learning process at high schools in the future I would like to express my sincere thanks! The confirmation of the principle Thanh Hoa, May 10th2017 I promise not to have copied Signature Hoang Thi Toi Hoang Thi Toi 14 Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 REFERENCES [1] The website violet.vn [2] The website hocmai.vn [3] The website English123.com [4] UE National Secondary Education Examination by Ministry of Education and Training, in 2016 [5] UE National Secondary Education Examination by Ministry of Education and Training, in 2015 [6] Oxford guide to English grammar, John Eastwood [7] The illustrative English test for the National Secondary Education Exam-(2017)- the Ministry of Traning and Education [8] Understanding and using English grammar, Betty Schrampfer Azar [9] Test questions designed by the Ministry of Education and Training, and high schools all over the country [10] English grammar explanations, Mai Lan Huong and Ha Thanh Uyen Hoang Thi Toi 15 Mai Anh Tuan High School Experience Initiative School-year: 2016-2017 Danh mục đề tài SKKN đạt Họ tên tác giả: Hoàng Thị Tới Chức vụ đơn vị công tác: Giáo viên trường THPT Mai anh Tuấn TT Tên đề tài SKKN Cấp đánh giá xếp Kết Năm học loại (Phòng, Sở, đánh giá xếp đánh giá Một số hoạt động thiết kế lại cho xếp loại phần “After you read” tiếng anh 12 Tỉnh ) loại (A, B, C) 2011 - 2012 Sở GD&ĐT Thanh Hóa C Hoang Thi Toi 16 Mai Anh Tuan High School ... students to solve the mistake Identification Questions in National Secondary Education Examination? ?? to study in my teaching experience initiative II Purposes of the study: With this study, I wish to. .. to skills in solving error identification questions in English Tests and Examinations for teachers to use and to apply in teaching, which leads to certain difficulties in improving the quality... Identifying errors in sentences is, in fact, finding out problematic parts which need correcting in the sentences There are main categories, including grammar mistakes and meaning mistakes[5] The