Techniques in doing the question type rearrange the words or phrases to make a complete sentence in ioe for grade 5 students a case study in yen hoa primary school hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER TECHNIQUES IN DOING THE QUESTION TYPE “REARRANGE THE WORDS OR PHRASES TO MAKE A COMPLETE SENTENCE” IN IOE FOR GRADE STUDENTS: A CASE STUDY IN YEN HOA PRIMARY SCHOOL, HANOI Supervisor: Cấn Thị Chang Duyên (M.A) Student: Phạm Ngọc Tuyết Course: QH2012.F1.E2 Hanoi – 2016 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP KĨ THUẬT LÀM DẠNG BÀI “SẮP XẾP CÁC TỪ HOẶC CỤM TỪ THÀNH CÂU HOÀN CHỈNH” TRONG BÀI THI IOE DÀNH CHO HỌC SINH LỚP 5: NGHIÊN CỨU TÌNH HUỐNG Ở TRƯỜNG TIỂU HỌC N HỊA, HÀ NỘI Giáo viên hướng dẫn: ThS Cấn Thị Chang Duyên Sinh viên: Phạm Ngọc Tuyết Khóa: QH2012.F1.E2 HÀ NỘI – 2016 ACCEPTANCE PAGE I hereby state that I: Phạm Ngọc Tuyết (QH2012.F.1.E2), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor‘s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date April 25, 2016 ACKNOWLEDGEMENT First and foremost, I must say the deepest thank to Ms Cấn Thị Chang Duyên for all of her careful supervision since the beginning until the end of my paper But for her devotion, the paper would not be completed Also, I would like to send my sincerity to the grade student and his mother for support me to the research In addition, I would like to say thank to the native teacher who taught the grade student for letting me observe her class Moreover, thanks to the family that the grade student was studying at, I could observe the English extra class Last but not least, I could not say any other bigger thanks to any one than my family, for their support so that I could finish the research i ABSTRACT English has been one of the dominant languages all over the world The need of studying English at the very young age has been put an emphasis on Therefore, the Ministry of Education and Training has made a decision to organized English competition on the Internet – IOE, which intends to raise the awareness and interest of teaching and learning English In this study about techniques of doing the ―what‘s the order?‖ question type, the researcher would like to conduct a case study relating to a grade student who earned the forth prize of this year district round By the means of observation and interview mainly, findings about the techniques that the grade student employed, the difficulties he may have and the surrounding environment affects when he did IOE‘s ―what‘s the order?‖ question type Capital letters and punctuation marks are the most often used as they make a spine of a sentence Also the repetition of the same questions makes the student react faster to them Mostly, the student did not face any big problem when doing the type of question Family orientation, self discipline and classroom competitiveness made up a motivation for the child to as best as he can with the ―what‘s the order?‖ part and in IOE in general It is inevitable that the research seems biased since it is just a single case, not the majority Therefore, it would be better if any other researchers can extend the scale of the study so that it has the validity ii TABLE OF CONTENT LIST OF TABLES, ILLUSTRATIONS, and ABBREVIATIONS……… CHAPTER 1: INTRODUCTION…………………………………………… Statement of the problem and rationale of the study…………………… Aims and research questions…………………………………………… Significance of the study………………………………………………… Scope of the study………………………………………………………… Design of the study……………………………………………………… CHAPTER 2: LITERATURE REVIEW…………………………………… Young learners…………………………………………………………… 1.1 Definition of young learners …………………………………………… 1.2 Characteristics of young learners……………………………………… IOE……………………………………………………………………… 2.1 Definition of IOE……………………………………………………… 2.2 Characteristics of IOE for grade students …………………………… ―Rearrange the words to make a complete sentence‖ question type…… 3.1 Definition of a complete sentence 3.2 Definition of ―Rearrange the words to make a complete sentence‖ question type ………………………………………………………………………… 3.3 Different forms of ―Rearrange the words to make a complete sentence‖ question type………………………………………………………………… 3.4 Grade IOE‘s ―Rearrange the words to make a complete sentence‖ question form 10 Related studies…………………………………………………………… 13 CHAPTER 3: METHODOLOGY………………………………………… 14 Qualitative approach……………………………………………………… 14 Case study………………………………………………………………….15 Description of the case 16 Data collection method…………………………………………………… 16 4.1 Data collection instruments…………………………………………… 16 4.1.1 Observation…………………………………………………………… 16 4.1.2 Interview……………………………………………………………… 17 4.2 Data collection procedure……………………………………………… 18 Data analysis method…………………………………………………… 18 CHAPTER 4: RESULTS, DISCUSSION AND IMPLICATION……………19 CHAPTER 5: SUMMARY, LIMITATION AND SUGGESTION FOR FURTHER STUDY………………………………………………………… 29 REFERENCES……………………………………………………………… 32 APPENDICES……………………………………………………………… 35 APPENDIX 1: STATE IOE MOCK TEST 35 APPENDIX 2: TRANSCRIPT OF THE INTERVIEW…………………… 49 APPENDIX 3: NOTES TAKEN IN OBSERVATION 54 iii LIST OF TABLES, ILLUSTRATIONS AND ABBREVIATIONS LIST OF TABLES Table 1: Subcategories of young learners…………………………………… Table 2: Definition of a complete sentence………………………………… Table 3: Features of different forms of RWMCS…………………………… Table 4: Features of different forms of RWMCS…………………………… Table 5: comparison between qualitative and quantitative approach……… Table 6: strengths and limitation of case study method…………………… Table 7: Scores and ranks at school of two students in three rounds of IOE Table 8: The student‘s mistakes when doing RWMCS questions…………… Table 9: the rule of RWMCS repetition in the State round mock test……… Table 10: The number of IOE mock tests corrected by the researcher in a tutor lesson………………………………………………………………………… Table 11: Notes taken from grade students including the one in the case study ……………………………………………………………………………… LIST OF ILLUSTRATIONS Illustration 1: ―Teacher‘s coming‖ or ―What‘s the order?‖ question type in a selfpractice round of IOE ………………………………………………………… Illustration 2: ―Teacher‘s coming‖ or ―What‘s the order?‖ question type in a state mock test package of IOE …………………………………………………… LIST OF ABBREVIATIONS RWMCS Rearrange the words to make a complete sentence No Number iv CHAPTER 1: INTRODUCTION This chapter would initially clarify the rationale of the study, the research questions, significance and scope of the research as well as the design of the study Statement of the problem and rationale of the study English has become one of the most prevalent languages on the global scale It is widely used in many places all over the world and in many fields of life Understanding the role of English in globalization, Vietnam also follows the trend The Prime Minister of Vietnam signed the approval of the 2020 scheme for teaching and learning English nationwide Therefore, the Ministry of Education has decided that teaching and learning English has been emphasized since young ages As a result, IOE examination has been launched out for students from grade to grade 12 Although this examination is a great source of practice for young students to boost up their English from the early age, this IOE examination has only appeared for a few recent years, appropriate techniques needed for fulfill the examination tasks are still rarely recognized, especially by primary students In the examination, one of the most frequently-met question types is ―rearrange the words to make a complete sentence‖, which usually prevents primary students from finishing the examination fast and effectively With the experience of tutoring, the researcher has seen some grade students in Hanoi whose will is to get a prize of IOE district round but when they face this type of question in IOE, it usually gets them slow and confused Most of the time, the kids only use their arbitrariness to the arrangement When the researcher is asking why they arrange words in a certain way, they cannot give any answers specifically Also, the researcher is curious about if any other researchers have done any research on techniques used by grade students to fulfill the IOE task but the researcher hardly finds any Most of them were about the definition of conventional type of the task whereas the type of IOE task that the researcher aims at is mostly of discrepancy Basing on the researcher‘s personal effort of seeking but no precious study has found, accordingly, the researcher is inspired to conduct this study Aims and research questions The study is aimed at finding out what techniques a grade student in Hanoi use without awareness when he faces the question type arranging the words in the right order to complete a sentence in IOE examination, therefore, coming up with some recommendations to make use of the techniques to get better scores in taking IOE The study will answer these following research questions: - How does he show his gradually progress in IOE generally and in the type of task specifically? - What techniques has the grade student employed when facing ―rearrange the words to make a complete sentence‖? - What difficulties does he face when he applies these techniques in - What are the external factors may lead to his dramatic progress and IOE? success? Significance of the study As mentioned above, practicing English from the very early age is crucial, especially to young learners in Vietnam IOE examination or fair competition is one of the great sources which provide lots of fun and interesting environment for them to get exposed to English If techniques to this certain English question type are successfully researched, it will assist many students who have interest in learning English to practice English more efficiently Furthermore, focused on a grade student who need IOE high test score to get extra point to enter a good secondary school, the study is hoped to make them aware of using techniques purposefully to get closure to success Scope of the study The researcher focus on this type of questions as it is structured to test the integrated knowledge and skills To the type of this test, the students has a specific amount of knowledge about grammar rules such as how to make a sentence, the identification of subject and verb in a sentence, the capital letter, the punctuation, the use of verbs and use of tenses, fixed phrases and expressions, etc Also, students need to have a wide range of vocabulary, how to identify part of speech of a word or phrase given and the meaning of it Furthermore, because the test is quite long, up to 200 or more in only 30 minutes, doing the test quickly, managing time well and using keyboard and mouse and reading fast are the skills needed The researcher conducts this research with the belief that it would work as a contribution to the wider and the more thorough studies in the long run since there have been few studies related found This study is carried out during several months with the focus on one case of the grade student has made terrific progress in English in general and in IOE test score in particular The researcher would like to investigate whether there are any differences between the theoretical background about young learners and the specific case in the context of IOE practicing and English learning Hence, the researcher seeks for no generalization to any other cases but would like it to be a source of reference for both parents and teachers across Vietnam if their children and their students would gain success Design of the study The study is composed of five main chapters Chapter 1: Introduction - introduces briefly about the study including Chapter 2: Literature review - reviews the literature about some key concepts Chapter 3: Methodology - includes participants, data collection instruments, data collection procedure and data analysis method 99 – Teacher: Why you like learning _? – Boy: Because they are useful for my future (a picture of languages) 100 At _ moment, her family is visiting a lot of beautiful places in Hanoi 101 The room of my parents is small ‗The room of my parents‘ means: A My room‘s parents B My parents‘s room C My parents‘ room D My room‘s parent 102 – Jane: What did the crow in story ―The clever Fox and the Crow‖ have? – Lan: It had a piece of … A paper B meat C fish D sugar 103 are reading / a text about / plants / animals and / Her friends => correct 104 My father / is very / to see / me home / happy => correct 105 RI_HT 106 Do you have _ soda? 107 She is not doing … in the walking, just walking about A anything B something C nothing D one thing 108 It‘s very hot today Let‘s … A going swimming B go swimming C to go swimming D go to swimming 109 kind / like this / doesn‘t / of music / Tony => correct 110 got a lot of / London / parks and / public gardens / has => correct 111 Listening: Can I use the ? 112 Tom: What‘s your favourite food? – Loan: (a picture of a chicken) 113 What about ? A we buy our daughter a new bike B buy our daughter a new bike C we are going to buy our daughter a new bike D buying our daughter a new bike 114 What does Peter after school? – He does … homework 40 I love _ A him B he C her D his 115 wearing a long black / woman sitting next / to me is / dress and a small silver watch / The beautiful => correct 116 English / Thursday / She has / on Tuesday / and => correct 117 You should these tablets and have a rest 118 Listening: A big net over the lion 119 What are you going to this weekend? - … A No, I am not B I‘m going to visit some of my friends C I think it‘s good D I‘m going to have an exam next week 120 Choose the odd one: A Maths B English C Physics D Badminton 121 Mary / with housework / After school, / her mum / often helps => correct 122 go to / Katie / and her friends / How often / the circus? => correct 123 She has and she couldn‘t go to school this morning (a picture of a girl who has sore eyes) 124 HEA_ACHE 125 – Lan: How many … can you speak? – Bob: Two English and Frence A countries B nationalities C languages D speeches 126 What will their dream apartment … like? A is B are C be D been 127 trip up the / take a boat / to Vinh Yen / Red River / You can => correct 128 weeks / She is / for / going to / visit Da Nang => correct 129 Tom: Why were you late for class yesterday? – Mai: My a clock didn‘t ring (a picture of an alarm clock) 130 Jennifer is getting a book from the book _ (a picture of a bookshelf) 131 – Hoa: What … you like for lunch? – Peter: I‘d like some noodles and some tea, please 41 A will B would C D are 132 – Jane: Are you free Sunday? – Tom: How about going to the zoo? A in B at C of D on 133 back home / she come / yesterday? / What time / did => correct 134 from / Tom Robinson / is / an English teacher / England => correct 135 An: What did your sister wear in her wedding? – Lan: She wore a beautiful white _ (a picture of a white dress) 136 TOM_TO 137 … water people need to drink everyday? A How many B How much C How long D How often C on D between 138 Tuan is good … English and Maths A at B in 139 free time? / soccer / in his / John play / Does => correct 140 the teacher‘s / Viet Nam? / When / day in / is => correct 141 EN_INEER 142 TWIC_ 143 What … to Mr Tom? – I am saying nothing A you say B are you say C does she say D are you saying 144 Choose the word that has the underlined part pronounced differently from the others: A school B lunch C chemistry D christmas 145 ride your bike / How often / farm? / to your uncle‘s / you => correct 146 going / to bed / She often / before / reads books => correct 147 Listening: I _ visit my family at the weekend 148 There are only two seasons in the south of Vietnam: _ season and rainy season (a picture of a dry land) 149 Which word is the odd one out? A evening B morning C noon D breakfast 150 Choose the word that has the underlined part pronounced differently: 42 A uncle B music C bus D summer 151 nine years / old? / you were / you when / What could => correct 152 spending / I love / bookstore / hours / in a => correct 153 Listening: Can you turn the _ off, Sam? 154 Kim: What did they for Tim? – An: They put him on an a and took him to the hospital (a picture of an ambulance) 155 We have lessons from a.m … a.m A and B on C to D with 156 Where are you going on your next holiday? – I am going on … with my family A business B an excursion C a working visit D a bus 157 game and we can / play it both / is a very exciting / indoor and outdoor / Hide-and-seek => correct 158 from / July / a postcard / my pen friend / It‘s => correct 159 EN_OY 160 Stop playing with that dog You may get a scratch or a 161 … are going to the cinema this evening A My brother and me B Me and my brother C My brother and I D I and my brother 162 Peter: What lessons have you got today? – Jim: … A Art and Science B Art and Scientific C Science and Artist D Scientist and Art 163 Tom‘s father / yesterday afternoon / bought him / a new bicycle => correct 164 in the supermarket / can you / What / near your house? / buy => correct 165 Phong: What‘s the weather like in Hue in August? – Hoa: It‘s _ (a picture of rainy weather) 166 Listening: The picnic food was very good, and we were all very 167 Why don‘t we go to the cinema? - … A Because I‘d like it B I don‘t think so 43 C Yes, we D Good idea 168 Tomorrow she‘s going to take her daughter to … some shopping A make B get C get D take 169 the other / children look / Meanwhile, / for places / to hide => correct 170 our country, / please / Sing / the song about => correct 171 John: What are they doing? – Linh: They‘re s on the ice (a picture of people ice skating) 172 How many pets you ? 173 Jack wakes up … A morning early B early in morning C early morning D early in the morning 174 Which word is odd one out? A food B men C chicken D fish 175 in a / cakes and / drink tea / We eat / coffee shop => correct 176 What‘s / the name of / in the book / the main character / ―The legend of Water melon‖? => correct 177 FL_OR 178 _ much is this box of chocolate? – It‘s 37,000 dong 179 What‘s her …? – She‘s French A country B nationality C language D national 180 Choose the word that has the underlined part pronounced differently from the others: A spaceship B facebook C racer D rabbit 181 any / Do / for breakfast? / bread / you have => correct 182 in your small / town? / are there / How / many stores => correct 183 _ELCOME 184 – Tony: I have a headache – Laura: You should these aspirin and stay in bed 185 Jim usually goes … after school 44 A to fishing B home C the cinema D house C a long black D oval black 186 Miss Hien has … hair A black long B long black 187 six days / work / He / a week / goes to => correct 188 you bought / What colour / the scarf / was / yesterday? => correct 189 My cat Molly is drinking from its bowl 190 FINA_LY 191 He is going … to Vung Tau tomorrow A to travel B travel C travels D traveling 192 Listening: The … the longest river in the world A Nile B Amazon C Potomac D Seine 193 many friends / have / Lan doesn‘t / new school / in her => correct 194 She / bought / me / a dress / yesterday => correct 195 Tom: What‘s there in the bowl? – Loan: There is a lovely golden (a picture of a golden fish) 196 – David: Let‘s go _ in the mountain tomorrow – Nam: That‘s a good idea (a picture of people going camping) 197 Choose the word that has the underlined part pronounced differently from the others: A mechanic B chicken C kitchen D watch 198 She listens to music … A three times a week B three time a week C a week three times D a week three times 199 any noise? / we / make / Why / mustn‘t => correct 200 house / her aunt‘s / Lan is / staying at / in Hanoi now => correct 201 There will be a wonderful concert in the _ this evening (a picture of a theatre) 202 John: Where does your father work? – Mary: He works in a _ (a picture of a factory) 45 203 I have a fever – Let me see You should … a doctor A see B go C examine D have 204 Choose the word that has the underlined part pronounced differently: A sugar B sandwich C summer D sorry 205 to get to / it take you / Ha Long Bay / by car? / How long does => correct 206 Jane / does / What / weather / like? => correct 207 Jane: What are you doing? – Tony: I‘m watching a _ on TV (a picture of a girl watching a cartoon) 208 Listening: I‘m going to pack my tomorrow 209 Choose the word that has the underlined part pronounced differently from the others: A elephant B listen C tent D engineer C straight D curly 210 What colour is Jane‘s hair? – It‘s … A wavy B blonde 211 Nam: What‘s Peter doing? – Mary: He‘s going to celebrate C at home (a picture of Christmas) 212 Listening: They weren‘t in a - they were in a field 213 What‘s his … ? – He‘s Japanese A nation B national C nationally D nationality 214 How much does it … you to travel to Da Lat by plane? A take B give C cost D spend 215 An: Did Jane off her bike? – Tony: Yes, she did (a picture of a girl falling off her bike) 216 Let‘s meet at in f of the park 217 Where is your school? - … A It‘s a bank B It‘s next a bank C It‘s near a bank D It‘s between a bank 218 Tim: What‘s the matter with him? – John: He has a … A a throat sore B a throathache C a sore throat 46 D a sore ache 219 You ride your bike in the park (a picture of a sign showing ―mustn‘t ride bike) 220 P_ESENT 221 His mother is at the store She … some things A buy B buys C to buy D is buying 222 Sam often has … before going to school A big breakfast B breakfast big C a big breakfast D a breakfast big 223 OU_SIDE 224 Listening: I go to the _ and the shopping mall 225 Bear, tiger, crocodile and … are zoo animals A mouse B fly C wolf D cricket 226 – Mai: Why shouldn‘t he play with a … ? – Tom: because he may cause a big fire A lighter B horn C radio D boiling water 227 Listening: The is between the school and the station 228 Listening: They find out that the has everything they need to survive 229 What you like doing in your … time? A break B free C good D All are correct 230 Hoa never drinks t because she doesn‘t like it (a picture of a pot of tea) 231 TIS_UE 232 The dog is running after the _ (a picture of dogs running after a cat) 233 C_UNTRY 234 A_RAID 235 M_UTH 236 Listening: You can put some on the bread 237 CHRIST_AS 238 – John: What colour _ your eyes? – Hoa: Black 239 What‘s the with you? 240 I can go out and in space 47 241 John: What happened next? – Mary: A white ran past Alice (a picture of a rabbit running past Alice) 242 Lan‘s grandparents live at the _ (a picture of seaside) 243 Tony: What did your parents give you in your latest birthday? – Anh: They gave me a remote controlled he (a picture of a helicopter) 244 – Jack: How you find English pronunciation? – Hoa: Oh, it‘s interesting but _ 245 WAS_E 246 _TORE 247 M_SICIAN 248 Listening: I go on _ in summer 249 Jim: What colour is the sun? – Nam: It‘s y 250 ENOU_H 48 APPENDIX 2: TRANSCRIPT OF THE INTERVIEW B: the student‘s mother Coding: A: interviewer Interview the grade student’s mother A: Cháu chào cô Cháu biết cô phụ huynh em Nam vua duoc giai khuyen khich kỳ thi IOE cấp quận Cháu có số câu hỏi muốn tìm hiểu thi cách làm chiến thuật em việc làm thi IOE giúp cháu trả lời số câu hỏi không B: Được cháu hỏi cô sẵn lịng giúp đỡ cháu A: Cơ biết đến kỳ thi biết đến ạ? B: Vì giáo viên dạy lớp tiểu học kỳ thi tiếng Anh IOE qua mạng cô biết đến khoảng năm cách năm cô có học sinh đạt giải cấp quốc gia thi tiếng Anh IOE qua mạng A: Thế người định hướng cho Nam việc học môn tiếng Anh ạ? B: Cô người định hướng cho Nam việc học mơn tiếng Anh Bởi cô chưa say mê đâu cô nghĩ môn mà mà đất nước hội nhập điều cần Lúc đầu muốn tinh thần học để nắm kiến thức học lại thấy muốn nâng cấp mức độ cao cọ sát qua thi A: Thế Nam dành thời gian để học ôn luyện tiếng Anh ngày ạ? B: Bình thường ngày, ngày ngày nào, từ thứ đến hết ngày chủ nhật, Nam học ngày khoảng tiếng, tự học tiếng Anh nhà, không kể ngày mà có học thêm, ơn luyện tiếng anh lớp tiếng Anh A: Thế Nam học thêm giáo viên tiếng Anh ạ? B: Hiện Nam học thêm giáo viên tiếng Anh, cô giáo người Việt tuần buổi người nước ngoài, tuần buổi A: Thế học nhà có kèm Nam khơng ạ? B: Thực khơng có nhiều kiến thức tiếng Anh trước mà Nam học cấp độ thấp thường có bố Nam kèm tiếng Anh cho 49 trình độ tiếng Anh cao nên hoàn toàn phải tự học tìm nguồn, nguồn tiếng Anh mạng A: Vâng Thế kỳ thi IOE cháu biết có đề thi thử khơng ạ? Nhà có mua đề thi thử khơng ạ? B: Có A: Có kèm Nam làm thi thử không ạ? B: Thực Cơ biết đến đề thi thử này, lại u cầu Nam Nam hồn tồn tự lập nick, Nam có chút khiếu tin học nên nick Nam hồn tồn tự lập Sau vào cô, cô thường mua cho Nam đề thi thử, lần cô mua 25 go, tương ứng với 50,000 đồng Thì với 50,000 đồng em làm khoảng từ 10-15 vòng thi Cái tùy thuộc vào gói, gói mà em lựa chọn, mà gói bạc này, gói đồng này, gói kim cương, chẳng hạn Thì gói làm gói vàng gói kim cương nhanh hết số tiền hơn, với gói làm quen Thế sau em lập nick mua gói, mua gói thi thử em thường tự vào thi, tự vào thi thường gói thi thử, có sau thi xong xem câu sai, xem câu sai em back lại câu sai đó, sau em chụp, dùng điện thoại bố mẹ chụp lại em ghi lại nhanh sau nhờ giáo tiếng Anh giải đáp học A: Thế đề thi thử, mà gói vàng gói bạc mức độ khó khó gói làm quen ạ? B: Đúng rồi, gói làm quen làm đơn giản thơi gói vàng gói bạc mức độ khó dần thường gói vàng gói bạc theo cấp độ ví dụ thi tiếng Anh IOE cấp thành phố này, cấp quốc gia Đấy, vào, rơi vào gói A: Vâng Hai mẹ có chiến thuật đặc biệt cho kỳ thi khơng ạ? B: Thực chiến thuật gọi chiến thuật mà gọi tâm Đó việc mà, mà Nam vào vịng trường 50 cảm thấy Nam có niềm hăng say môn tiếng Anh Nam thấy tự tin với kiến thức mà nắm bắt thân Nam em tự trau dồi kiến thức nhiều Và bên cạnh đó, động viên Nam lên mạng tìm thêm từ mới, cấu trúc ngữ pháp cấu trúc ngữ pháp từ mà học, tức mở rộng thêm vốn từ theo chủ điểm mà tự nghĩ ra, ví dụ chủ điểm thiên nhiên, môi trường sống quanh em, chủ điểm khu vui chơi giải trí chẳng hạn, em tự lên mạng em tìm số từ thuộc chủ điểm đó, sau em ghi lại A: Thế thân có nắm kỳ thi có dạng đề không ạ? B: Thực thân cô khơng nắm kỳ thi có dạng đề khơng có hiểu biết nhiều tiếng Anh Thế mà chủ yếu Nam làm bài, sau có hỏi lại, ví dụ hơm làm với vịng thấy người ta có câu nào, em thường trao đổi lại với cơ, ví dụ điền từ cịn thiếu, trả lời câu hỏi này, ví dụ số ví dụ đơn giản A: Nam vào vòng trường vào vòng thi quận có hình thức luyện thi đặc biệt khơng ạ? B: Sau mà vào vòng thi trường đầu tư em luyện thi, cố gắng tìm thêm tài liệu mạng, sau nhờ giáo dạy tiếng Anh tìm thêm thi thi tiếng Anh người ta tổ chức trước đây, cô down đề thi mà em làm giấy, sau em chịu khó, thi thường có cái phần nghe đấy, mà nghe khó nhiều máy hoạt động lúc nên em chịu khó tìm tịi nghe mạng nghe lại số đĩa thuộc chủ điểm mà em học A: Thế gặp khó khăn việc làm đề thi thử Nam có hỏi xin ý kiến khơng ạ? 51 B: Khi mà gặp khó khăn việc làm đề thử thân khơng biết tiếng Anh, mà em mà gặp khó khăn đề thi thử thường Nam chụp lại, cô bảo Nam chụp lại nhờ cô giáo tiếng Anh, với số từ ví dụ mà Nam cần hỏi Nam dịch tiếng Việt nhờ mẹ tư vấn xem danh từ, động từ hay tính từ để cịn biết cịn trả lời A: Vâng Thế đề thi khó sát với đề thi thật tần suất lặp lại ạ? B: Đối với đề thi khó, câu lặp lại ít, số lượng khơng nhiều, có lặp lại câu nhỏ thôi, mà so sánh đề thi thật với đề thi thử hỏi em em có nói làm thi thử sang làm thi thật thường 10 câu thi thật có lặp lại câu thi thử câu hoàn toàn phải vận dụng kiến thức để trả lời A: Thế lớp học Nam giáo có cho luyện kỹ viết câu không ạ? B: Thực cô giáo viên tiểu học, cô biết việc học tiếng Anh học sinh tiểu học theo kiểu phổ cập, gọi xóa mù tiếng Anh Về cấu trúc ngữ pháp có câu chào hỏi, giới thiệu thân, gia đình cách đơn giản thơi cịn luyện sâu ngữ pháp em khơng luyện A: Thế kỹ đọc nhanh, kỹ liên hệ thực tiễn sử dụng từ đồng âm khác nghĩa có giáo viên dạy lớp Nam có biết đến qua nguồn khơng ạ? B: Về kỹ đọc nhanh Nam phải khẳng định chưa có kỹ đọc nhanh tốt, mà đọc nhanh với mẫu câu, cụm từ tiếp xúc nhiều lần, nói nhanh Thế với mẫu câu từ thuộc chủ điểm lạ vừa nói, lại vừa phải nghĩ tiếp từ để lắp ghép vào, đấy, cho thành câu Thế cịn từ đồng âm khác nghĩa kể giáo viên tiếng Anh trường lớp học thêm chưa đề cập đến Chỉ có giáo viên người nước ngồi có 52 dạy từ đồng nghĩa giáo viên người nước cho ghi lại số từ đồng nghĩa, cô cũng, từ đồng nghĩa thôi, tức hay sử dụng sống Thế thấy Nam nhà ghi dán lên góc học tập Nam A: Thế cịn kỹ liên hệ thực tiễn ạ? B: Kỹ liên hệ thực tiễn có, có liên hệ thực tiễn, mà phản xạ lại chưa nhanh Con phải vừa nói, vừa nghe ngóng để nói A: Vâng Cháu cám ơn cô B: Ừ 53 APPENDIX 3: NOTES TAKEN IN OBSERVATIONS Những kỹ thuật thường sử dụng làm ―Teacher‘s coming‖?  Dựa vào chữ viết hoa từ  Dựa vào dấu câu  Dựa vào cấu trúc ngữ pháp học  Dựa vào thứ tự cách kết hợp cụm từ cố định  Xác định từ loại thành phần câu  Chỉ xếp cụm từ thành câu trước, đọc lại thấy câu hoàn chỉnh ý nghĩa nhấn nút ―Nộp bài‖, khơng xếp lại  Không dựa vào dấu hiệu cụ thể nào, có số câu vịng thi thử lặp lại, em gặp câu giống từ đề thi thử trước nên nhớ Những khó khăn em thường gặp phải dùng kỹ thuật để làm ―Teacher‘s coming‖?  Áp lực thời gian  Nhiều từ chưa học  Nhiều cấu trúc ngữ pháp chưa học  Nhiều từ khó xác định từ loại  Các trục trặc kỹ thuật: chuột, hình máy tính bị treo; tài khoản thi bị thoát ra… 54 ... understanding of the techniques usage of a grade student in IOE examination, the researcher intends to analyze data basing on a student from grade in Yen Hoa primary school Henceforth, using qualitative... finding out what techniques a grade student in Hanoi use without awareness when he faces the question type arranging the words in the right order to complete a sentence in IOE examination, therefore,... Different forms of ? ?Rearrange the words to make a complete sentence? ?? question type? ??……………………………………………………………… 3.4 Grade IOE? ??s ? ?Rearrange the words to make a complete sentence? ?? question form