(Sáng kiến kinh nghiệm) some effective teaching strategies to help students do the tests of language functions and responses at nong cong 4 high

TABLE OF CONTENTS CONTENTS Table of contents PART I INTRODUCTIONS I Rationale PAGE 2 II Scope of the study III Significance of the study IV Method of the study PART II CONTENTS I Theoritical bases of the research II The practical bases of the study III Solution and implementation General tips of language functions 3 4 5 1.1 Identify the questions 1.2 Identify special communcative functions 1.3 Logical thought 1.4 Grammar in use 1.5 Using antonym and synonym Language functions and responses 8 2.1.Collecting and confirming information 2.2 Etiquette 10 2.3 Making requests and asking for permission 12 2.4 Complaination and criticism 12 2.5 Expressing one’s opinions Some common language functions and responses Contrasting and evaluating PART III CONCLUSION REFERENCE BOOKS 13 14 18 19 19 PART ONE: INTRODUCTION I Rationale As far as we are concerned that English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody not just only in Vietnam but in all over the world as well The role of English is considered to be extremly important in the great number fields of economics, politics, science, culture and education Especially, Vietnam’s integration has opened a new door for everyone to use English in the daily life, and more and more people want to learn English for communicating with foreign partners, tourism, study tours and so on Furthermore, Thanks to the innovation of ways in teaching English, English lessons are taught with different skills (listening, speaking, reading,writing togerther with the part language focus) in each unit This really helps students improve their skills as the commmunicative teaching aim beside the grammar exercises to pass the exams However, there is a fact that most students find it really challenging to get to know English as they are unable to speak much English, incapable of listening, impossible to write academically and hard to read on account of being lack of new words Moreover, students regularly face up to the fact that the English grammar is too complex for them to deal with while doing the tests Therefore, the effect of teaching English from teachers and learning it from students should be reconsidered and applied in more practical ways When teaching English at Nong cong high school, I find that students usually choose the wrong answers in doing the tests with language funtions responses because they have various meanings, different usages for certain situations and this makes students puzzled whenever they face up to this kind of test Therefore, I decided to carry out the experience initiative “Some effective teaching strategies to help students the tests of language functions and responses at Nong cong high school” Based on the results of this experience initiative, some changes and improvements could be applied in my lessons, and some appropriate strategies needed to be designed with the hope that students will work more effectively in this kind of tests Hopefully that the results of this study would be shared with any colleagues who had the same problems or anyone who is interested in this study II Scope of the study This study was carried out in English classes with the students at Nong cong High School The research focused on effective teaching strategies to help students the tests of language functions and responses at high schools This one mainly mentions the ways of dealing with specific communicative situations, categorise the language functions into different kinds III Significance of the study Teaching strategies to help students the tests of language functions and responses at high schools are designed to encourage the active styles of teacher training and motivate students to find enthusiastics for learning English anywhere and anytime Nevertheless, how to teach and how to learn effectively often poses great problems to both teachers and students Some of the teachers even ignore teaching some skills and focus only on grammar excercises for the exams However, nothing is difficult if the teachers make decision to make it easier by categorising certain kinds of communicative spaking situations so that students can apply for solving with the language functions and responses in the tests Hopefully, with a range of suggestions introduced in this research will be more motivating for the teachers to teach and make progress in learning from students IV Method of the study The study is basically a qualitative research, which employs the following methods: + Investigating and observing method + Testing and experimental method + Analytic and systematic method + Statistic method + Contrastive and comparative mehtod + Experiential and evaluative method PART TWO: CONTENTS I Theoritical bases of the research Communicative language teaching makes use of real-life situations that necessitate communication The teacher sets up a situation that students are likely to encounter in real life Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses The real-life simulations change from day to day Students' motivation to learn comes from the desire to communicate in meaningful ways about meaningful topics Margie S Berns, an expert in the field of communicative language teaching, writes in explaining Firth's view that "language is interaction; it is interpersonal activity and has a clear relationship with society In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)" (Berns, 1984, p 5) It can not be denied that Learning is a long progress and the results of the study are assesed throughout the tests or examinations Therefore, how students get good points, especially those in language functions and responses parts of the tests? Or what aspects of communicative situations should students focuson? etc In order to answer those kinds of questions, a great number of teachers are trying to find out the best solutions to them I am also among those ones who wish to give students a hand in their study of this contents, to make students aware of the suitable methods to good at communicative situations Through my long time studying and real experiences, I hope to share my experience initiative: “Some effective teaching strategies to help students the tests of language functions and responses at Nong cong high school” II The practical bases of the study With a view to helping students the tests of language functions and responses better, I have kept organizing group work in each of my classes about this topic In addition, I always remember to ask students to learn by heart the specific types of communicative situations so that they can apply the ones they get to the fifteen minute tests, forty five minute test, the first or the second semester After certain time, there were some English competitions about this topic held to find the winnners with the rewards At the same time, I provided my students with a wide range of handouts about communicative situations and required them to complete the topics in a limited time As a consequence, I received the positive feedback from my students by means that they were able to the tests better They felt relaxed when meeting the tests with language functions and responses At the beginning of this school year, I have still been applying this method of teaching students how to cope with the communicative situations tests and continuing to modify the test banks of this topic for annual weeks I have checked what students have to week by week, as a results, they can take it easy to the tests with the presence of language functions and responses Applying the communicative approach has helped my students to make more progress in doing the tests of communicative situations and I suggest this strategy should be followed in any circumstances III Solution and implementation Language functions are the parts normally appearing in the many kinds of tests in multiple choice However, students find it really embarrassed to deal with, they may not choose the right answer due to the fact that they lack of vocabulary, especially strategies to learn how to overcome those difficulties Futhermore, Language is used to serve certain communicative functions, for instance,asking for information, inviting, advising, warning and so on Thus, communicative functions have speaking styles and cultures of that country which make students puzzled Therefore, this research aims at helping students approach different language functions, find effective methods General tips of language functions There are many tests that ask students to choose the responses for available language functions Therefore, students are supposed to use the folloing methods: 1.1 Identify the questions Yes/no questions are often chosen with yes or no and Wh-question are followed with long answer basing on the meaning of the questions Linda: “ How often doyou go to school?” Mary: “ _” A I go there early B everyday except Sunday C I don’t think so D I go there by bus (National examination for GCSE ) How often is used to ask the regularity, so the answer is B Peter: “Do you like playing soccer?” Tom: “ _” A Yes, I did B I like soccer C Yes, I D No, I didn’t This question is used only for getting information whether Tom like or not and the tense used is the simple present, so the answer is C 1.2 Identify special communcative functions - Step 1: Identify the communicative functions of each sentence: suggestions, invitation, advice, warning, greeting, complement, thank you… - Step 2: Think of the responses that you have learnt - Step 3: read the options and then choose the correct answer - Speaking styles are different from writing ones, so sudents had better get used to the phrases of responses in order that they can find the accurate answers Laura: “ What a lovely house you have!” Susan: “ ” A Of course not, It is not costly B.Thank you I hope you will drop in C I think so D No problem (entrance examination) The statement is used to compliment, so the correct answer is B John: “Thanks for the nice gift!” Peter: “ _” A In fact, I myself don’t like it B you are welcome C I am glad you like it D But you know how much it costs ( entrance examination) The answer is the response for someone’s gratitude, so C is the most suitable 1.3 Logical thought If you wonder which is the best option to choose, think about the meaning, logic, prediction Maria: “I’m taking my end of term examination tomorrow” Sarah: “ ” A good luck B good day C good time D good chance (National examination for GCSE, the second time) By predicting, interpreting the statement, you can choose the correct answer A 1.4 Grammar in use The options are sometimes wrong themselves, so students can find it easy to choose the best answer Nam: “Don’t you like folk music?” Bac: “ ” A Yes, I don’t B No, I like it a lot C Yes, I love it D It’s nice We must know that negative Yes/no questions have answer Yes if you not agree and No if you are in favour Mai: “When will you call me?” Lan: “ _” A Last night B this call is for me C I don’t know who call D I’ll it this evening Apparently, the question is used in the simple tense,as a consequence, the answer is also used in that tense Therefore, the key is D 1.5 Using antonym and synonym Students are supposed to pay attention to the meanings of the questions to find out the key The questions may be antonym, synonym, contrast structures… Tom: “Mary dances very beautifully” John: “ _” A Yeah She is a wonderul dancer B True, she dances badly C Right, She’s a clumsy dancer D Yeah, so terribly Students should focus on the word “beautifully” to find the answer, its synonym word is wonderful Therefore, the key is A Mary: “Have you read many novels” David: “ ” A No, I’ll buy some today B No, it is just a life story C No, just a few D No, There aren’t many of them Yes/ no questions are applied here but four options begin with no, we should use antonym word of “many” for “few” Therefore, the key is C Language functions and responses As we know that the most difficult for learners to choose the correct answers in this topic is the communicative functions If students know how to use each function, they can easily deal with this one In order to help students understand how to choose the correct answer from this subject, I hope to give some common systems of communicative functions in the tests 2.1 Collecting and confirming information +Yes -No question Questions often begin with am, is, are, was, were, do, does, did, will, would, have, may might, can, could and the answers “Yes” or “No” and give further information What is more, we can reply by: I think/ believe/ hope/ expect/ guess so Sure/ Actually/ Of course/ Right I don’t think/ believe/ expect/ guess so I hope/ believe/ guess/ suppose not I’m afraid not + Or questions Questions often contain “or” and require students to choose one correct option and the answers are one of the two options We not use “Yes” or “No” to answer this kind of test Example: Are they Chinese or Japanese? – They’re Japanese Pork or beef?- Beef, please/ I’d prefer beef + Wh-questions The questions often begin with the wh- questions such as: what, which, who, whose, where, when, why, how to collect the information The answers provide the meanings to reply for the questions Example: What did he talk about?- His familly What was the party like?- Oh,we had a good time Which of these pens is your?- The red one How often you go to the cinema?- Every Sunday Why did he fail the exam?- Because he didn’t prepare well for it +Tag questions The questions are used to confirm the information with the intonation down at the end of the questions The answers are similar to yes/no questions Example: Jane left early for the first train, didn’t she?- Yes, she did Peter made a lot of mistakes again, didn’t he?- Right, he did + asking for directions or instructions Could you show me the way to ? Could you be so kind to show me how to get to ? Is there a bank near here?/ Where’s the nearest bank? We can use the following replies Turn left/ right;Go straight ahead for two blocks and then turn left; Keep walking until you reach/ see It’s just around the corner; It’s a long way;You should take a taxi; Sorry, I’m new here/ I’m a stranger here myself Sorry, I don’t know this area very well… 2.2 Etiquette + Greeting and introducing We can use some of the following ways of greeting and introducing: Good morning/ afternoon/ evening Hi/ Hello Have a good day How are you?/ How have you been?/ How are the things? Nice/ Pleased/ Glad/ Great to meet you Hi I am … Anh you? Have we met before? It’s a lovely day, isn’t it? I would like to introduce you to / to you I would like you to meet This is Have you two met before? So as to reply those , we can use: How you ? Nice/ Pleased/ Glad/ Great to meet you + Invitation Would you like to ? I would like to invite you to Do you feel like/ fancy having ? Let me Agreement on Invitation: It is a great idea That sounds great/ fantastic/ wonderful/ cool/ fun Yes, I’d love to Why not? OK, let’s that Invitation refusals: No, thanks I’m afraid I can’t Sorry, but I have another plan I’d love to but Some other time, perhaps + Leaving and saying goodbye Leaving and saying goodbye cues: I’m afraid I have to be going now/ I have to leave now It’s getting late so quickly I had a great time/ evening I really enjoyed the party and the talk with you Thank you very much for a lovely evening Good 10 bye/ Bye I’m glad you had a good time I’m glad you like it Thanks for coming Let’s meet again soon See you later Good bye/ Bye Good night Take care… + Complimenting and congratulating Complimenting:You did a good job! Good job! What you did was wonderful/ desirable/ amazing You played the game so well Congratulations! You look great/ fantastic in your new suit Your dress is very lovely You have a great hairstyle! I wish I had such a nice house Reply: Thank you I’m glad you like it You did so well, too Your garden is fantastic too Thank you I like yours too… + Thanking Thank you very much for Thank you/ Thanks/ Many thanks It was so kind/ nice/ good of you to invite us I am thankful/ grateful to your for In order to find the correct answers, we should use the suggestions: You’re welcome Never mind/ Not at all Don’t mention it./ Forget it It’s my pleasure (to help you) I’m glad I could help It was the least we could for you… + Apologizing I’m terribly/ awfully sorry about that I apoligize to you for It’s totally my fault I didn’t mean that Please accept my apology It will not happen again I promise I shouldn’t have done that Please let me know if there is anything I can to compensate for it… Students are supposed to choose one of the suggestions below: It doesn’t matter Don’t worry about that Forget it/ No problem/ Never mind/ That’s all right/ OK You really don’t have to apologize OK It’s not your fault… + Sympathy I’m sorry to hear that I feel sorry for you I think I understand how you feel You have to learn to accept it… Some possible answers suggested: Thank you very much It was very kind/ nice/ thoughtful/ caring/ considerate of you… 11 2.3 Making requests and asking for permission Making requests: Can/ Could/ Will/ Would you please ? Would you mind+ V-ing ?.Would it be possible ? I wonder if Reply for agreement: Sure/ Certainly/ Of course No problem I’m happy to Reply for refusal: I’m afraid I can’t I’m busy now/ I’m using it I don’t think it’s possible It’s OK if I it later ?… Asking for permission: May/ Might/ Can/ Could I ? Do you mind if I ?/ Would you mind if I ? Is it OK if ? Anyone mind if Do you think I can/ could ? Agreement reply suggested: Sure/ Certainly/ Of course/ Ok Go ahead/ You can Do it! Don’t ask… Disagreement reply suggested: I’m afraid you can’t I don’t think you can No, you can’t/ No, not now… 2.4 Complaination and criticism You should have asked for permission first You shouldn’t have done that Why didn’t you listen to me? You’re late again You damaged my mobile phone! No one but you did it Possible responses: I’m terribly sorry I didn’t meant that I’m sorry but I had no choice I’m sorry but the thing is Not me! 2.5 Expressing one’s opinions + Agreeing or disagreeing: When expressing one’s agreement, students had better take notice of the following cues: I (totally/ completely/ absolutely) agree with you Absolutely/ definitely Exactly! That’s true./ That’s it You are right There is no doubt it I can’t agree with you more That’s just what I think That’s what I was going to say The possible answers for disagreement or partial agreement: 12 You could be right but I think I may be wrong but I see what you mean but I think I just don’t think it’s right that I don’t quite agree because You’re wrong there Personally, I think that + Asking for and expressing opinions Asking for opinions: What you think about ?.Tell me what you think about What is your opinion about/ on ? How you feel about ? Expressing opinions: In my opinion,/ Personaly I my view, It seems to me that As far as I can say I strongly/ firmly think/ believe/ feel that I must say that… + Advising or making suggestions Students should realise the expressions that are usually used to make suggestions and advise: If I were you, I would If I were in your situation/ shoes, I would It’s a good idea to You should/ had better It is advisable/ recommendable to I would recommend that Why don’t you ?.What about/ How about ? Shall we ?/ Let’s + Warning Here are some expresions used in warning: You should/ had better or/ if not You should/had better Otherwise… Example: You should wear a safety helmet while riding or you’ll get a fine You shouldn’t smoke in here Otherwise, you’ll ruin the carpet Possible responses: Thank you/ Thanks I will it + Offering: Offering for help: Can/ May I help you? Let me help you How can I help you? Would you like some help?/ Do you need some help? Acceptance for the help offer: Yes, please That is great That would be great/ fantastic It would be nice/ helpful/ fantastic/ wonderful if you could Thanks That would be a great help As long as you don’t mind 13 Refusing the offer responses: No, please No That’s OK Thanks, but I can manage Some common language functions and responses A: “You look nice today I like your new hairstyle” B: “………………………” A It’s nice of you to say so B Shall I? Thanks C Oh, Well done D I feel interesting to hear that 2.A: “ A motorbike knocked Ted down.” B: “ …………………… " A.What is it now? B Poor Ted! C How terrific! D What a motorbike! Laura: “ What a lovely house you have “  Mary: “……………….” A Of course not, It’s not costly B.Thank you Hope you will drop in C I think so D No problem A: “Would you mind lending me your bike?”  B: “…………………….” A Yes.Here it is B Not at all C.Yes,let’s D Great A: “More coffee ? Anybody ?” B: “……………… ….” A I don’t agree.I’m afraid” B I’d love to C yes,please D It’s right.I think A: “ Do you like the weather here ?” B: “ I wish it……………… …” A doesn’t rain B didn’t rain C won’t rain D hadn’t rained A: “ I have bought you a toy.Happy birthday to you!” B: “…………… .……” A.The same to you B Have a nice day! C What a pity! D.What a lovely toy ! thanks 8.A “………………”  B: “Oh, It’s great” A How is the English competition ? B.Would you like the English competition? 14 C.What you like about the English competition? D.What you think of the English competition ? “ Peter : “ Do you feel like going to the cinema this everning ?” Mary: “…………… ………………” A I don’t agree.I’m afraid B.You’re welcome C.That would be great D I feel very bored 10 A: “ Oh,I’m really sorry” B: “……… …………” A It was a pleasure B.That’s all right C.Thanks D.Yes, why? 11.A : “ Has an announcement been made about the eight o’clock flight ?” B: “……… ……….” A.Yes,it’s was B Sorry,I don’t C I don’t think that D Not yet 12 A: “ What’s your hobby,Hoa?  B: “…………………….” A.Well, I like collecting stamps B Oh, with computers C.Well,I want stamps D Oh,on the phone 13.A: “…………….detective stories?” B: “In my opinion,they are very good for teenagers” A How about B Are you fond of C What you think about D What people feel about? 14.Hellen : “ Congratulations !”  Jane : “…………….” A What a pity B Thank you C I’m sorry D.You are welcome 15.Linda : “ Excuse me ! Where ‘s the post office ?” Maria: “……… ………… ” A It’s over there B I’m afraid not C Don’t worry D Yes, I think so 16.Tom: “ How did you get there ?”  John: “ ………………” A Is it far from here ? B I came here by train C I came here last night D The train is so crowded 17.Alice : “ What shall we this everning?”  Carol: “………………….” A Let’s go out for dinner B No problem 15 C Thank you D Not at all 19.Mary: “Whose bike is that?”  Tom :”…………….” A No, It’s over there B It’s Jane C It’s just outside D It’s Jane’s 20.Peter : “ How you go to school?” Mary: “…………………” A I go there early B Everyday,Except Sunday C I don’t think so D I go there by bus 21.A: “ Bye”  B: “………… ” A See you lately B Thank you C Meet you again D See you later 23.A: “ I’ve passed my driving test”  B: “………………… ” A Congratulations! B That’s agood idea C It’s nice of you to say so D Do you? 24.A: “ would you like to have dinner with me ?” B: “……………….” A Yes, I love to B Yes, so I C I’m very happy D Yes,it is 25.Ann: “……… where the nearest post office is ?" Linda: “ Turn left and then turn right” A Could you tell me B Should you show me C Do you tell me D Will you say me 26.A : “ How you ?”  B: “…………….” A How you ? B Not too bad C I’m well.Thank D Yeah,OK 27.Peter: “ I enjoy listening to pop music”  Maria: “……………… ” A I’m too B I don’t C Neither I D So am I 28 A: It’s hot in here?  B: “ …….I open the window?” A Did B Shall C Would D Do 29 David : “ Jame is a very brave man " Bob: “ Yes, I wish I… .his encourage” A had B will have C have had D have 30.David: “ You’ ve got a beautiful dress!”  Hellen: “ ……………… ” A I B Thank you C You,too D Okay 31.Sue: “ I love music” Alice : “……………” A So I B No, I won’t C Yes, I like it 16 D Neither I 32.Maria: “ I’m taking my end term examination tomorrow" Sarah : “……… ……… ” A Good luck B Good day C Good time D Good chance 33 Hang: “ Thank for your help,Lan:”  Lan: “ ………………… ” A with all my heart B Never remind me C It’s my pleasure D Wish you 34.Ann: “ Do you think it will rain?”  Peter : “…………………” A I don’t hope B I hope not C I don’t hope so D It’s hopeless 35.Ann: “ Do you think you you will get the job?” Mary: “…… …………….” A Yes, that’s right B I think not C I know so D Well,I hope so 36 David: “ Happy Christmas !”  Peter : “………… ” A The same to you! B Happy christmas to you! C You are the same ! D Same for you! 37.A: “…………going on a picnic this weekend ?”  B: “ That’s great !” A Why don’t we B Would you like C How about D Let’s 38."What an attractive hair style you have got, Mary!" B: " " A Thank you very much I am afraid C You are telling a lie B Thank you for your compliment D I don't like your sayings 39."You look great in this new dress"  B: " " A With pleasure B Not at all C I am glad you like it D Do not say anything about it 40 "How well you are playing!"  B: " " A Say it again I like to hear your words B Thank you too much C I think so I am proud of myself D Many thanks That is a nice compliment Contrasting and evaluating 3.1 Contrasting Having finished this study, I chose two classes between a contrast class 10A1 and an experiment class 10A5 that have equal competence With the steps were that I did not apply my study for teaching class 10A1, whereas the 17 experiment class 10A5 was taught by the ways of my study At the end of the survey, I gave both classes a fifteen minute language functions and responses test As a consequence, the result was announced Class quantity 44 Good SL % 12 Quite SL % 18 Medium SL % 20 45 bad Very bad SL % SL % 11 25 0 10A1 Contrast 10A5 42 10 12 17 24 29 40 0 Experiment 3.2 Evaluating As It can be seen from the table that the class which is applied the new methods is absolutely better than the contrast class with the rate shown The number of students who get good and quite marks in the experiment outnumber the ones in the contrast class The number of students in class 10A5 get fewer bad marks than those in class 10A1 This apparently proves that my study is actually effective on helping students know how to deal with the language functions and response tests PART THREE: CONCLUSION I Conclusion This study is carried out as a contribution to the ways of teaching students to know how to the language functions and responses tests well As a result, it motivates learners and teachers in their teaching and learning This research is bound to help students the communicative tests with the specific systems of various types of language functions and responses The author of this research does hope that this study would be of some value to both teachers and students in their language teaching and learning process The research will need more help and time to make it perfect with a view to serving best for teaching and learning English at schools as well as real life II Some proposals to the leaders 18 After studying the problem, I see that the successful lessons depend on a lot of reference documents as well as visual aids, so the schools need to buy and add more equipment for teaching such as projectors, videos and reference books That will make the process of teaching and learning pronunciation better and better REFERENCE BOOKS Language functions and responses by Nguyen Bao Trang, M.A General revision for English topics - Luu Hoang Tri Raymond Murphy, University grammar Methods of doing the English multiple choice Questions- Nguyen Bao Trang, M.A National examination for GCSE 2016 National examination for GCSE 2017 National examination for GCSE 2018 Tests of Preparation for GCSE - Youth press Multiple choice tests - Hanoi national university press 10 Winning National examination for GCSE - Hanoi national university press XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 25 tháng năm 2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác NGUYỄN VĂN NAM 19 ... initiative: ? ?Some effective teaching strategies to help students the tests of language functions and responses at Nong cong high school” II The practical bases of the study With a view to helping... up to this kind of test Therefore, I decided to carry out the experience initiative ? ?Some effective teaching strategies to help students the tests of language functions and responses at Nong cong. .. Significance of the study Teaching strategies to help students the tests of language functions and responses at high schools are designed to encourage the active styles of teacher training and motivate students