Improving high school students doing english tests about language functions

A INTRODUCTION Rationale of the study Nobody can deny the importance of English in our lives now English is introduced to the educational curriculum from primary education to tertiary education It is taught at schools, outside schools whenever by not only teachers but also people who never go to any colleges of education Working as a teacher, I must constantly improve methods of teaching English However, the renewal of teaching and learning methods must meet the objectives, requirements of the curriculum and how to apply on communication Communication depends on many factors in the process of learning a foreign language such as the practice of listening and speaking skills, using correct grammar patterns, correct pronunciation and intonation, right accent, etc Because of that, learners need to master the above factors so as to communicate more effectively When we talk about language functions, we are talking about the reason why we use a language Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves We can break this down into language functions When we communicate with language, we can: compare and contrast, make a complaint, express love or anger, persuade someone, give advice, ask for something, ask for something politely, hide the truth (lie), warn, give information, explain a process, blame something , avoid saying anything and so on Each language function can be associated with certain grammatical forms For example, we often use modal verbs in a polite situation, - Might I borrow your pen? - Please, could you give me your pen? - Give me your pen! You never say to somebody: Give me! “Language functions and responds” plays an important role in learning English It not only helps students to use English naturally but also helps them achieve good results in exams It appears more and more in 15- minute tests, 45minute tests, final tests, graduation exams, entrance exams Students will have difficulty doing exercises about it unless they are well taught In university exams in recent years there have had a separated part about cultural communication These questions equal the number of questions about word- stress or some other major grammars in English Besides, as we all know that the cultural diversity of each country is expressed differently through language If we not learn to speak English when communicating we tend to use the Vietnamese culture to convey the meaning of words For my students in real communication, they say either "Yes" or "No", but may not know how to answer such other implications There are many causes of this situation such as: they haven’t concentrated on their learning attentively Or they don’t know how to use language naturally as well as it correctly in assignments, tests, exams Besides, I think they have not had enough experiences, or methods of doing this type of exercise From these reality and importance, I came to a decision to give some experiences to better this kind of exercise That is the reason why I chose the topic" Improving high school students' doing English tests about language functions", which is my research Aims of the study The research is aimed at: - Contributing my a few experiences for teaching “Language functions and responds” at high school - Sharing my own initiative experiences for colleagues so that they can use them as references to help students prepare best for their exams Scope of the study The study has been conducted on the students at Tinh Gia high school in the school year 2018-2019 Research methods of the study - Based on teaching process - Based on a number of references on communication functions in English - Based on some comments of my colleagues B DEVELOPMENT THEORETICAL BACKGROUND To have detailed knowledge about the communication culture of a language in general and English language in particular, learners have to regularly communicate with friends, teachers, native speakers In addition, students should be equipped with some basic knowledge about the communication They need to have vocabularies about every field, basic grammar structures The learners, whose first language is Vietnamese, use language with oriental culture However, English speakers use their language with western culture Therefore, there are many differences In some situations, students may also translate into Vietnamese answer to choose the correct answer Additionally, they should apply the understanding of English culture In sum, mastering this aspect of language requires learners as well as teachers to try their best during learning time PRACTICAL BACKGROUND Students at Tinh Gia High School come mainly from rural areas They have little received help or encouragement from parents or siblings because of their unawareness of its importance This affects their perception of the importance of the English subject All the things they focus on are the grammar section When they have to “Language functions and responds” at tests, they will translate them into Vietnamese to choose their answers or apply structures that they have studied to solve these exercises When communicating, the students not take advantage of their knowledge at the speaking section in the textbooks One reason why I focused on this topic is that communicative English plays an important part in our lives Many students pride their selves on their wide vocabulary and good understanding of English grammar However, when they communicate with native speakers, they have still difficulty in expressing their ideas Or they not understand what speakers mean When they are examined in oral tests or written ones, the students will surely feel worried about it For example: (easy level) - A: How you go to school? - B: A By bike B Every day except Sundays C I’m fine D At 6.00 pm They choose it very quickly "A" is a correct answer But with a more difficult question: - A: “Do you mind if I smoke?” B: “………….” A Yes, I don’t mind B No, I don’t think so C Yes, go ahead D No, go ahead They probably choose A or even C In fact, this is a question of permission with structure "Do you mind "or "would you mind" and the answer tends to negative respond The answer is D And this is the result of this part in oral exams between teachers and students at 15- minute tests, 45 minute-tests in the early of September in 2018 at class 10A10 Oral test (the maximum score for this part is points) No Full name points Nguyễn Hùng Cường Lê Thị Lan Huỳnh Thị Diễm Quỳnh Lê hải Vân Đỗ Quang Phúc Trần thị Quỳnh Anh In the 15-minute test: including questions about communication The maximum score for this part is point Here are the total score of every student 15-minute tests No Full name points Nguyễn Hùng Cường 0,5 Lê Thị Lan 0,5 Huỳnh Thị Diễm Quỳnh Lê hải Vân 0,5 Đỗ Quang Phúc Trần thị Quỳnh Anh There are questions in the 45- minute test The maximum score for this part is 0.75 points Here is the total score of every student 45-minute test No Full name points Nguyễn Hùng Cường 0,25 Lê Thị Lan Huỳnh Thị Diễm Quỳnh 0,5 Lê hải Vân Đỗ Quang Phúc Trần thị Quỳnh Anh 0,5 … From the results above, they really worry me I started paying much attention to my teaching method about this part Firstly, I make them practice speaking as much as possible during speaking lessons Secondly, I give more assignments that they must not only at school but also at home These tasks will be carefully checked in the following day Additionally, I encourage them to improve their listening skills, which can help them master this kind of exercises Besides, there have always been some questions in the test, which makes them not ignore this kind of exercises Furthermore, I also seek documents related and classify them into many kinds Some are applied for starters, other things are for better students I especially concentrate on the students, who are going to take college entrance exams I demonstrate extracted parts from graduation and university exams I always emphasize that they usually appear in these exams Of course, I also give some experiences when copying with them CONTENTS 3.1 Definition "Functional language" is language that we use to perform various "functions" such as giving advice or apologizing Functional language typically uses fixed expressions for each function–for example "if I were you" or "my suggestion is" in giving advice, and "it was my fault" or "please forgive me" in apologizing 3.2 Some examples of language functions and special notes Apologizing To apologize to anyone I may say the To accept the apology one might say following ways following ways                 Forgive me I’m terribly/ awfully sorry about … Please accept my apologies for … I’d like to apologize for … I’m sorry I didn’t mean to … Oh no! Did I that? I’m sorry I’m (really/so) sorry Sorry about that I (really) must apologize I didn‘t mean that Please accept my apology It‘s totally my fault I accept (full) responsibility for my actions There is no excuse for my actions I can see how you might be annoyed … I don't know what got into me I think I went a bit too far Please don't hold a grudge                  All right/ That’s quite all right I understand completely You really don’t have to apologize for … You don’t need to apologize for … Oh, that’s alright It can happen to anyone It’s not your fault Don’t worry about it It’s OK/ That’s OK/alright No problem Forget it No need to apologize: Never mind It doesn’t matter No harm done Please don’t blame yourself I forgive you Your apology is accepted   If I could turn back the clock, Please let me know if there is anything I can to compensate for it Example A: "I'm sorry about that!" B: "- !" A No harm done B Of course C.You're welcome D It's Ok The answer is A Note: we should choose acceptable responds rather than unacceptable ones Complimenting: To compliment anyone we can say the In response to a compliment you can following ways or structures: use one of the following statements:  I think your hair is very nice  Thanks / Thank you / Thank you  I really love / like your hair It'so It's nice of you to say so beautiful  Thanks Yours is even nicer  What beautiful hair you have!  Thanks Yours is nice too  You really have a / an Adj + N  Thanks I Had it cut yesterday  How your house is gorgeous!  Thanks That's a nice compliment  This soup is so delicious My  How nice of you to say so Compliments to you!  I'm glad you like it  You look very good in this dress!  Yeah, it's my favorite, too  It was nothing really (Demonstrating the modesty of the speaker)  You've got to be kidding!    You did a good job! Good job! For these ones, you may use thanking What you did was wonderful/ words desirable/ amazing You played the game so well Note: When replying to a compliment we often use thanks (as well as responds to our invitations or offers) and you may add some polite words Example: Laure: "What a lovely house you have!" Maria: " _." A No problem B Thank you Hope you will drop in C I think so D Of course not, it's not costly A: "Wow! What a nice coat you are wearing!" B: " " A Certainly Do you like it, too? B I like you to say that C Yes, of course It's expensive D Thanks My mother bought it for me! (The answers are italicized) Thanking To say thanks to someone: to reply  Thanks a lot / Thanks / Thank  My pleasure / It was my pleasure you  No problem  I cannot thank you enough for  You're welcome your help  Not at all  It's very kind of you to Thank  I'm glad you like it you  Do not mention it  That was nice kind / sweet / good  Do not worry about it of you Thank you  Forget it  I am grateful to you for  That's OK  That's alright  Never mind!  That's alright  Think nothing of it  It was the least I could Example A: “I can’t thank you enough for your help.” B: “………….” A I’d rather not B My pleasure C I don’t mind D My goodness A: “Thank you for your help.” B:“………….” A With all my heart B It’s my pleasure C Never mind D It is for you A: “Thank you for the nice gift.” B: “………….” A But you know how much it costs B You’re welcomed C You’re welcome D My goodness Anne: “Thanks for the nice gift!” John: “ ” A In fact, I myself don’t like it B You’re welcomed C I’m glad you like it D But you know how much it costs? (The answers are italicized) Note: in this section the student can be confused with the answer "you are welcomed" instead of "You are welcome" Some other common things Ask about health, work or family   ask How are you? How've you been?        How are things? How's everything? How are you doing? How is it going?            What's happening? What's new? What's going on? A: I'm so depressed I think I'll quit my job soon My friend is hopeless     answer I'm fine, thank you, and you? Fine, thanks, and you? Very well, thank you, and you Great All right OK Not too bad Too bad so so Not much Nothing B.Take it easy Everything will be fine Do not worry It's not that bad Example “How are you doing?” “…………….” A Great Thanks B Yes, I am C I’m reading a novel D I’m afraid not “………….” “Nothing” A What you do? B How are you? C Are you a new comer? D What’s new? “ Hi, Tom How’s everything?” A Not bad How are you? B Hi, How you do? C No, thanks D Hi Lan: Make yourself at home Peter: A Not at all Do not mention it B Thanks Same to you C That's very nice Thank you D Yes, Can I help you? ( The answers are italicized) Note: In this section the students may confuse the questions, which leads to choosing incorrect responds 5, Greeting and introduction: When being introduced, we often use: responds   I'd like you to meet John I'd like to introduce John This is John In return we use:  How you do?  Glad to meet you  Nice to meet you  Pleased to meet you To introduce myself, we often use:         Hello / Hi, I'm Mary Hello / Hi, My name is Mary Reply: Hello / Hi, I'm Russian Hello / Hi, my name is Nga Hello / Hi Lan Good morning Nice / Glad to meet you Paul  How you do? responds        I not think we've met I'm Mary How you so I'm Mai Nice to meet you I'm Mai (My name is Lan) Pleased to meet you I'm Mai (My name is Lan) Hello / Hi Tom Good morning Nice / Glad to meet you too, Russia Example Peter: “Hi, Jane” Jane: “…………… ” A How are you? B Hi, too C Ok, See you soon D Hi I’m Nga 2.John: “………………” “ How you I’m Mary” A Have they met before? B How are things? C What’s your name? D Hello I’m Lan (The answers are italicized) Saying goodbye: Some saying goodbye and some responds A:Well, I’m afraid I have to be going./I really must go now.B: Thanks for coming A: It was nice to see you B: Same here A:Great seeing you B: Same here A: I’ve really got to go B: OK See you/See you again A: Bye! Lan B: Bye! Have a good day A: Bye! Mary B: See you later A: See you later B: Bye! Tim A: Bye! Have a nice weekend B: Thanks You too A: Take care! Have a nice trip B: Thanks Bye! A: Well, it’s getting later B: Maybe we can talk again A: Until next time B: Goodbye A: See you later B: So long Take care A: See you tomorrow B: Goodbye Example “But it’s very late, so ……….” A take care B have a good day C goodbye for now D it’s great fun, thanks “Oh no, I’m late for my appointment ……….” A Catch you now B Catch you later C Nice to see you again D pleased to see you A “………………………….” - B “Thanks, I will write to you when I come to London.” A God bless you! B Better luck next time! C Have a nice trip! D Have a go! (The answers are italicized) Warning: Note: The negative warning is replied by negative words A: Do not push hard against hothouse toy, or you might, break it B: No, I will not / Thanks I will not The affirmative warning is replied by affirmative words A: Watch out! Be careful! B: OK I will A: Work hard or you will fail the exam B: I will Invitation, suggestion: Invite anyone to go anywhere / anything, we can say the following ways:               Would you like to go to the movies with me tonight? Are you free to go to the movies with me tonight? Do you feel like/ fancy going to the movies with me tonight? How about/ What about going to the movies tonight? Let’s go to the movies tonight? Why don’t we go to the movies tonight? Shall we go to the movies tonight? to reply we can use either an acceptance or a refusal acceptance refusal Yes, I’d love/like to That’s sounds great! That’s sounds like fun That’s a good idea! That would be great/ wonderful Ok Let’s that Why not?       I’d love/like to, but… That’s sounds great, but… That’s sounds like fun, but… Let’s not That’s a good idea, but… That would be great/ wonderful, but… 10   Some other time, perhaps I wish I could   I’m afraid I can’t Sorry, I can’t because … Sorry I don’t particularly like To offer to help someone we can use one of the following expressions:  Let me help you  How can I help you? How can I be of help?  Would you like some help? Do you need some help?  What if ? ( if I can )  Would you like something to drink?  Let me make you a cup of tea! coffee!  Shall I cook something for you? accepting  Yes, please!  Yes, could I have some orange juice  Thanks, that would be a great help! That would be helpful!  As long as you don’t mind:  It would be nice/ great/ helpful/ if you could! politely refusing  No, thanks:  No, don’t worry!:  No, that’s OK!  Thanks but I can manage! Example “Why don’t we go out for a walk?” “ ……………….” A Why not B Yes, please C Ok, let’s D Never mind 2: Alice: "What shall we this evening?" - Carol: " " A Let’s go out for dinner B Oh, that’s good! C No problem D I went out for dinner "Let's go to the movie now" -"Oh! ." A I don't B Why's that? C I need it D Good idea (The answers are italicized) Note: If we use this structure:" Would you love / like to ?" We should say:" Yes, I'd love / like to" to accept, or "I'd love / like to but " to refuse Some students prefer using “Yes, I would”, which is not a natural respond in English Maybe they see: Would you… Some other language functions 11 Giving Advice  I think/I really think you need  The best/most important thing to… (to do) is to  How about you it ?  A wise man once said  Why don't you consider ?  It might be an old wives' tale,  You could (try) but  Be fine were you Requesting  Can I ?  Could you give me a hand  Could I possibly ? with…?  Could you ?  Do you think you could…?  , if it's not too much trouble  Are you any good at…?  Are you good at ?  I could use some help… Giving bad news to someone  I regret to inform you that  Are you sure you want to hear  I'm sorry to say (that) this?  Unfortunately,  At this moment in time,  I am sorry to have to tell you  Despite my best efforts,  I apologize for any  It's out of my hands inconvenience caused  Realistically,  I have some bad news for you  There's no easy/nice way to say  Do you want the good news or this, the bad news first?  There's good news and bad  I am sorry to have to inform news you that Giving good news and responds A: I passed my exam! B: That's great! Congratulations! Or:  Oh, that's good! I'm glad to hear  I'm proud of you! that  You deserve it!  Good Way  Good for you!  You've done a good job! Giving bad news and responds (to encourage someone in trouble) A: I failed my exam! B:  I’m sorry to hear that  That's OK  I know this is too much to bear:  Everything Will Be Fine  I think I understand how you  Take it easy feel:  It's going to be alright  You have just got to learn to  Do not give up! accept it and move forward  Be strong!  Do not worry!  It's not that bad 12 10 Asking permission Would you mind /Do you mind This structure we often use negative responses A: Would you mind if I turn on TV? / Would you mind turning on TV? B: Not at all / No, of course not / No, go ahead A: Would you mind if I smoke here? B: No, Not at all / No, of course not / No, go ahead / No, please so/ No, go ahead In some special case, we can use affirmative responds A: Would you mind if I open the window? B: Yes, It is very cold now (B minds and does not want A to open the window) A: May / Can / Could I smoke here? B: No, you cannot / No, of course not / Yes, you can / Yes, go ahead / Yes, of course / Sure / Sure, go ahead / Certainly / I am afraid you cannot / I not think you can / No, not now A: Can / Could I Use Your Phone? B: No, you cannot / No, of course not / Yes, you can / Yes, go ahead / Yes, of course / Yes, here you are / Use it! Do not ask A: Is it OK / alright if : Do you think I can : Anybody Minds if ? Used some responds above Note: We shouldn't use "No, you could not" instead of" No, you cannot" Generally people not use "could" when replying the permission Exercise "Do you mind if I smoke?" " " A Yes, I not mind B No, I not think so C Yes, go ahead D No, go ahead "Could I borrow your pen?" " " A No, you can use it B Of course, you can use it all day C Not at all you can use it all day D Yes, You would "Could I borrow your calculator?" " " A Yes, You could B Yes, You can C Yes, You by D Yes, You will "May I smoke?" " " A What suits you? B You are free C Accommodates yourself! D Go Ahead (The answers are italicized) 11 Ordering and threatening 13 For example:  Leave Me Alone!  Give me money or I will kill you! To reply those we can use either negative words or positive ones  I will / I will not  OK  Take it easy! (= Calm)  Will by: (= be making it) Example 1: A: "Mum, I've got 600 points on the TOEFL test B: " - " " A Good Way! B Oh, hard luck C Yes, go ahead D No, go ahead A: "Our team has just won the last football match." B: " " A Good idea Thanks for the news B Yes I guess it's very good C Well, that's very surprising! D Yes, it's our pleasure A: "I've passed my driving test B: " " A Do you? B Congratulations! C It's nice of you to say so D That's a good idea A: "I'm taking my driving test tomorrow" B: " " A Good luck! B Best wishes! C Good Way! D Congratulation! A: " " "Was she really? I'm sorry to hear that " A Mr Bought a new house has Smith C Mr Smith wanted to have a new house B Mr Smith was shot dead yesterday D Mr Smith has passed his driving test A: "My book has been published " B: " " A Oh, thanks B I'm sorry to hear that C That's great! Congratulations D Good luck! A: "John and Mary are getting married next week "B: " " A Congratulations B Really? You're kidding! C Are they? I not believe it D B or C (The answers are italicized) 12 Attracting attention, interrupting, asking for directions Excuse me! / Hey, John / Waiter? / Sir? / Oh, Miss / Pardon We can use one of the following expressions to reply: Yes? / Yes? What can I for you? / Can I help you? / Yeah? Example " " "No, it's alright" A Lovely! B May I ask you a question? C Excuse me! D Am I interrupting? 14 "Oh, Miss?" " " A That's all right B I'm sorry C Yes? D Yes, I am "Excuse me, Jim?" " " A It's OK B No problem C Hey, Tom D Yeah? (The answers are italicized) Extracted from university exams This kind of question in graduation and university tests gets more and more difficult and complicated In 2016: code 168 Question 15: A waiter in a restaurant is talking to a customer who has just finished his meal there Select the most suitable response to complete the exchange Waiter: “Here’s your bill, sir.” - Customer: “ ” A Don’t mention it B Can I pay by credit card? C What you have? D You’re welcome Question 21: Two close friends Tom and Kyle are talking about Kyle’s upcoming birthday Select the most suitable response to complete the exchange - Tom: “Can I bring a friend to your birthday party?” - Kyle: “ ” A It’s my honor B Let’s it then C The more the merrier D That’s right In 2017: code 424 Question 21 David and his teacher are meeting at the school gate David: "Good morning, Mr Deakin How are you?" Mr Deakin: " And you?" A I'm going home B I'm fine Thank you C I'm having a class now D I'm busy now Question 22 Linda is thanking Daniel for his birthday present Linda: "Thanks for the book I've been looking for it for months." Daniel: " " A I like reading books B Thank you for looking for it C You can say that again D I'm glad you like it In 2018: code 401 Question 1: Silas is talking to his roommate, Salah, about the Olympic Games - Silas: "Do you think our country can host the Olympic Games some day in the future?" - Salah: " We can't afford such a big event." A You can say that again B I can't agree with you more C Yes, you're right D No, I don't think so Question 2: Laura is telling Bob about her exam results - Laura: " " - Bob: "That's great Congratulations!" A I hope I'll pass the exam tomorrow B I've passed the exam with an A 15 C I'll get the exam results tomorrow D I didn't well in the exam Extracted from exams for talented students (grade 12) in Thanh Hoa province School year: 2014-2015 Nam: “ I'm having some friends over for lunch this Saturday Would you like to join us?” Huong: “ ” A Can I take a rain check? B Come on It's your turn C Thanks, but I mustn't D As a matter of fact, I Tom: “Wasn't it Mozart who composed Swan Lake?” Jane: “ .” A Yes, he wasn't B It's out of question C I haven't a clue D It's not my favorite School year: 2015-2016 - Daisy: “What a lovely house you have!” - Mary: “………….” A Lovely, I think so B No problem C Of course not, it’s not costly D Thank you Hope you will drop in School year: 2016-2017 21 ''You must have had a very good time on holiday." " , it was a disaster Everything went wrong." A By tradition B On the condition C In short D On the contrary 23 - John: “If only I hadn’t lent him all my money.” - Peter: “ ” A I’m afraid you will have to it B All right You will be OK C Sorry, I have no idea D Well, you did, so it’s no use crying over spilt milk School year: 2017-2018 25.-“Do you mind if I take a seat?” - “ ” A Yes, I don’t mind B No, as you please C No I mind D Yes, as you please As can be seen They are getting more and more complicated By the way, I would like to give some more advanced sentences and keys "Would you please repeat it? Sorry that I it." A don’t so catch B couldn’t quite get C can’t quite catch D didn’t quite understand _ "Would you mind opening the door for me ?” _“ _ ” A Yes, I’ll it now B No, not at all C I’d love to D Yes, I 16 Charles: “ Excuse me ….Mr Ward?” – Mr Ward: “ ?” A Eh! What B Yes C No D Thank you “Sorry to interrupt Do you have a minute? “ - “ … “ A Thank you for your information B Have a nice day ! See you later C Can it wait? D The same to you -I reminded you not to forget the appointment - A So you did B So I not C So did you D So I So you did: bạn có nhắc khác với So did you: bạn A: It seems to me that spring is the most beautiful time of year B: It really is lovely! A You're exactly right! B You could be right C You're dead wrong D I couldn't agree less A: This grammar test is the hardest one we've ever had this semester! B: but I think it's quite easy A I couldn't disagree more, B I understand what you're saying, C You're right, D I don't see it that way, “Hello, may I speak to Mr Washington, please?” - “ ” A No, you may not B That's right C Hold on, please D You're welcome "Give my best wishes to your parents." - " ." A It's my pleasure B You're welcome C Thanks, I will D Good idea, thanks 10.“How you like your steak done?” - " ” A I don't like it very much B Very little C Well done D Very much 11."So long!" is another way of saying A Hello! B Cheer up! C I'm very happy D Goodbye! 12."I'm so upset Everyone seems to betray me." - " " A Relax It's not that bad B Yeah I think you can it C Oh, I'm sorry D Don't apologize them 13 "Do you think our basketballers played very well yesterday?"." " A.They were not nervous at all B.They were still young C.They played naturally D.They couldn’t have done better 14.A: B: Roger, I'm coming to land now A You are clear to land! B Who are you talking about landing? C Who does this piece of land belong to?D Finally, you have asked Roger for landing You are clear to land: thuật ngữ hàng không: “sẵn sàng hạ cách” 17 15."The weather here in summer is so changeable Please take an umbrella when you go out." - " " A Well, don't worry B Well, it just depends C Oh take it easy D Ok, just in case 16."Do you mind my smoking here?" - " " A No, thanks B No, good idea C Yes, please D Yes Better not 17.A: A motorbike knocked Ted down B: A What is it now? B What a motorbike! C How terrific! D Poor Ted! 18.A: Could I speak to Susie please? B: Yes, A answering B talking C saying D speaking 19.A: Here's your change B: A Yes, please B That's right C Keep it as a tip D I've no idea 20.A: .B: I'm in two minds A Are you in favor of sex education? B Would you mind stopping the noise? C What's wrong with your mind? D When did it happen? 21.A: How's everything? B: A Nothing interests me B Let's call it a day! C So far so good! D Everyone knows it 22."Could I borrow your calculator?" " " A Yes, you could B Yes, you can C Yes, you D Yes, you will 23."When does this passport expire?" " " A You can pick it up tomorrow B It was very expensive C It's good for one month D I want to return to my hometown 24."These sausages are delicious, aren't they?" " " A They certainly are B Yes, they taste salty C I think so D Yes, I'd love some 25."Can I see your passport?" " " A Sure There you go B No, I'm sorry C Yes, I had one issued recently D Oh, thanks Some experiences when choosing best responds • Study the first sentence to understand what it means: request, complement, invitation……… • Read responds very carefully Pay attention to pronoun, tense, meaning • When we have to choose one of two responds (both answers are grammatically correct and they have the same meaning) students should choose positive ones For example: accepting an apology, accepting an 18 invitation, agreeing an idea Besides they should look at tense, pronouns carefully • paying attention to some incorrect words "you're welcome" not "you're welcomed", "congratulations" not "congratulation"…etc • Eliminate any definitely wrong answers and choose the best answer from the remaining choices RESULTS After discovering the fact, I have quickly attached special importance to both the method and knowledge source about this matter Here are the results of the students that I have talked about at the end of the second term The maximum score for this part is points Here are the total score of every student Oral test No Full name points Nguyễn Hùng Cường Lê Thị Lan Huỳnh Thị Diễm Quỳnh Lê hải Vân Đỗ Quang Phúc Trần thị Quỳnh Anh In the 15-minute test: including questions about communication The maximum score for this part is point Here are the total score of every student 15- minute test No Full name points Nguyễn Hùng Cường Lê Thị Lan 0,5 Huỳnh Thị Diễm Quỳnh Lê hải Vân 0,5 Đỗ Quang Phúc Trần thị Quỳnh Anh There are questions in the 45- minute test The maximum score for this part is 0,75 points Here are the total score of every student 45- minute test No Full name points Nguyễn Hùng Cường 0,75 Lê Thị Lan 0,5 Huỳnh Thị Diễm Quỳnh 0,75 Lê hải Vân 0,75 Đỗ Quang Phúc 0,75 19 C CONCLUSIONS When teaching about language functions, it is important that teachers explicitly teach the vocabulary and phrases associated with each language function For example, when teaching the language function of compare/contrast teachers may teach the following vocabulary: both, similar, also, different, in contrast, similarly, etc During the lesson planning and preparation stage, teachers should brainstorm the vocabulary words associated with the language function that will be taught It is important that as students become familiar with the vocabulary associated with each language function that more advanced functional vocabulary is introduced to students In addition to functional vocabulary, students must also be introduced to grammatical structures associated with each language function For example, when teaching the language function of compare/contrast, teachers might teach comparative adjectives (i.e., smaller than, more expensive than, etc) or superlative adjectives (i.e., smallest, most expensive) English learners must be provided with ample opportunities to practice the vocabulary and grammatical structures associated with language functions in both oral and written contexts When preparing for a lesson, teachers must identify how the vocabulary or grammatical structure will be explicitly introduced to students, as well as how students will practice in a structured way under the guidance of a teacher Functional vocabulary and grammatical structures can be differentiated for students at varying proficiency levels, with students at the lower levels of English proficiency practicing easier vocabulary and grammatical structures than students at higher levels of English proficiency It is my hope that my own knowledge and experience will be suggestions for improvements for those who are interested in studying English and "have to" pass exams Obviously, mistakes are unavoidable, all comments and remarks on this research will be high appreciated Thank you very much! 20 LEADER'S CONFIRMATIONS (XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ) Thanh Hóa, ngày 10 tháng năm 2019 I strongly ensure this is my own work (Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác.) Writer Nguyễn Thúy Phượng 21 REFERENCES Phương pháp làm tập trắc nghiệm Tiếng Anh- Chức giao tiếp Câu đáp lại Tác giả: Nguyễn Bảo Trang NXB Đại học quốc gia Hà Nội English Today (bộ đĩa học tiếng Anh giao tiếp) Giao tiếp tiếng Anh thông dụng- Tác giả Thanh Hà NXB Từ điển bách khoa Học nhanh tiếng Anh giao tiếp- Tác giả Thanh Hà NXB Hồng đức 10000 câu đàm thoại tiếng Anh dành cho giao tiếp- Tác giả Thanh Mai NXB Dân trí Cẩm nang tiếng Anh giao tiếp tình huống- Tác giả Lê Văn Sự NXB Hồng Đức Agar, M (2001) Language Shock: Understanding the Culture of Conversation New York 22 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT TĨNH GIA SÁNG KIẾN KINH NGHIỆM IMPROVING HIGH SCHOOL STUDENTS' DOING ENGLISH TESTS ABOUT LANGUAGE FUNCTIONS (NÂNG CAO KHẢ NĂNG LÀM BÀI TẬP PHẦN CHỨC NĂNG GIAO TIẾP CHO HỌC SINH THPT) Người thực hiện: Nguyễn Thúy Phượng Chức vụ: Giáo Viên SKKN môn: Tiếng Anh THANH HÓA, NĂM 2019 23 CONTENTS A INTRODUCTION Rationale of the study Aims of the study Scope of the study Research methods of the study B DEVELOPMENT Theoretical background 2 Practical background Contents 3.1 Definitions 3.2 Some examples of language functions and special notes 3.3 Extracted from university exams and other exams 16 3.4 Practice and keys .17 Results 20 C CONCLUTIONS 20 REFERENCES 24 25 ... this kind of exercise That is the reason why I chose the topic" Improving high school students' doing English tests about language functions" , which is my research Aims of the study The research... (2001) Language Shock: Understanding the Culture of Conversation New York 22 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT TĨNH GIA SÁNG KIẾN KINH NGHIỆM IMPROVING HIGH SCHOOL STUDENTS' DOING ENGLISH. .. the students at Tinh Gia high school in the school year 2018-2019 Research methods of the study - Based on teaching process - Based on a number of references on communication functions in English