Teaching english grammar to 10th graders at nguyen du specialized school in dak lak province the application of contrastive analysis in grammar teaching

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Y Z NGUYỄN THỊ HỒNG HẠNH TEACHING ENGLISH GRAMMAR TO 10TH GRADERS AT NGUYEN DU SPECIALIZED SCHOOL IN DAK LAK PROVINCE – THE APPLICATION OF CONTRASTIVE ANALYSIS IN GRAMMAR TEACHING A Thesis in Master of Arts Major: TESOL Code: 07 02 SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Supervisor: NGUYỄN THỊ KIỀU THU, PH.D HO CHI MINH CITY- 2008 CERTIFICATE OF ORIGININALITY I certify my authorship of the thesis submitted today entitled: TEACHING ENGLISH GRAMMAR TO 10TH GRADERS AT NGUYEN DU SPECIALIZED SCHOOL IN DAK LAK PROVINCE – THE APPLICATION OF CONTRASTIVE ANALYSIS IN GRAMMAR TEACHING in terms of the statement of Requirements for theses in Master’s Programmes issued by the Higher Degree Committee Ho Chi Minh City March 12th, 2008 NGUYỄN THỊ HỒNG HẠNH RETENTION AND USE OF THE THESIS i I hereby state that I, Nguyễn Thị Hồng Hạnh, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City March 12th, 2008 NGUYỄN THỊ HỒNG HẠNH ACKNOWLEDGEMENTS ii First of all, I would like to express my deepest gratitude to my supervisor, Dr Nguyen Thi Kieu Thu, for all of her patient guidance, continuing encouragement and keen revision of this thesis Without her great help, this thesis would have never been finished I would also like to thank all of my teachers of TESOL 2004 at the University of Social Sciences and Humanities, HCM City, for their interesting lectures and wholehearted guidance from which I greatly benefited in my writing this thesis I would also like to thank the English staff at Nguyen Du specialized Uppersecondary School in DakLak Province for their help with the data collection for the study; all of the students participating in the study for their enthusiastic cooperation; and all of my friends and colleagues for their precious advice, support and encouragement Finally, I would like to thank my family for their love and support in completing this work ABSTRACT iii Contrastive analysis plays a necessary part in teaching and learning English of Vietnamese students, especially in teaching and learning English grammar at high school This study aims to find out if Contrastive analysis really works in the teaching and learning of English grammar for the 10th graders at Nguyen Du Specialized UpperSecondary School (NDSUS) in Daklak province The data for the research were mainly collected by means of questionnaires for 232 10th graders and 10 teachers of English at NDSUS, classroom observations, interviews done with 42 students, tests and a quasi-experiment The results of these instruments help to find out: (1) the real situation of teaching and learning English grammar to the 10th graders at NDSUS and (2) if Contrastive analysis really works in helping students realize the similarities and differences between English and Vietnamese and thus facilitates the teaching and learning of English grammar The results of the study showed that grammar was paid much attention to in the process of teaching and learning English at NDSUS because this component was very important in helping students pass their exams with grammar-based tasks The second revelation was that grammar was both taught deductively and inductively In addition, most of the students expressed their wish to study grammar actively and to find out the similarities and differences between English and Vietnamese structures However, most of the teachers were not fully aware of the usefulness of Contrastive Analysis in teaching and learning English grammar In fact, through the results of the experimental teaching, Contrastive analysis proved to be very useful as it could limit errors made by Vietnamese students when learning the Reported Speech, Conditional sentences and the Passive voice Some practical recommendations were introduced to make Contrastive Analysis be most suitably and efficiently exploited for the tenth graders TABLE OF CONTENTS page iv Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables ix List of figure ix List of abbreviations x Chapter 1: INTRODUCTION 1.1 The problem 1.2 Background to the study 1.3 Statement of purpose 1.4 Significance of the Study 1.5 Limitations and delimitations 1.6 Organization of the thesis Chapter 2: LITERATURE REVIEW 2.1 Contrastive analysis 2.1.1 An overview of Contrastive Analysis 2.1.2 An overview of the Vietnamese language and English language 2.1.3 Language transfer 10 2.1.4 How to compare two grammatical structures 11 2.1.4.1 The definition of Grammar 11 2.1.4.2 Grammatical structure, a system of habit 12 2.1.4.3 Problems in learning a foreign grammatical structure 12 2.1.4.4 Procedures in comparing two grammatical structures 14 v 2.1.4.5 Necessity of validating the results of the Theoretical comparative analysis 14 2.1.5 Reported Speech 15 2.1.5.1 English Reported speech 15 2.1.5.2 Vietnamese Reported speech 20 2.1.5.3 Comparison of English and Vietnamese Reported speech 23 2.1.6 Conditional sentences 24 2.1.6.1 English Conditional sentences 24 2.1.6.2 Vietnamese Conditional sentences 24 2.1.6.3 Comparison of English and Vietnamese Conditional sentences 26 2.1.7 Passive voice 27 2.1.7.1 English Passive voice 27 2.1.7.2 Vietnamese Passive voice 29 2.1.7.3 Comparison of English and Vietnamese Passive voice 30 2.2 A review of teaching methods and their application in grammar teaching 30 2.3 Teaching teenagers 34 2.3.1 Intellectual development 34 2.3.2 Factors influencing learners’ process in grammar lessons 34 2.4 Summary 35 Chapter 3: METHODOLOGY 36 3.1 Hypothesis 36 3.2 Research questions 36 3.3 Research design 36 vi 3.3.1The participants 37 3.3.2 The instruments 38 3.3.2.1 Questionnaires 38 3.3.2.2 Classroom observations 40 3.3.2.3 Interviews 41 3.3.2.3 Quasi-experiment 42 3.4 Summary 44 Chapter IV: DATA ANALYSIS AND FINDINGS 45 4.1 Data analysis 45 4.1.1 Responses to the questionnaires 46 4.1.1.1 Questionnaire for students 46 4.1.1.2 Questionnaire for teachers 58 4.1.2 Results from the classroom observation 66 4.1.3 The interviews 67 4.1.4 The Quasi-experiment 69 4.2 Findings 74 4.2.1 The real situation of teaching and learning English grammar at NDSUS 74 4.2.2 The application of contrastive analysis 76 4.2.3 The students’ expectation of grammar lessons 77 Chapter V: CONCLUSIONS AND SUGGESTIONS 79 5.1 Conclusions 79 5.2 Suggestions 81 BIBLIOGRAPHY 85 vii APPENDICES Appendix 1: Questionnaire for students 89 Appendix 2: Questionnaire for teachers 95 Appendix 3A, 3B: Observation evaluation forms 99 Appendix 4: Questions for interviewing students 108 Appendix 5: The first test 110 Appendix 6A, 6a, 6B, 6b, 6C and 6c: lesson plans of the Language focus sections of units 8, 10 and 11 117 Appendix 7: The second test 135 LIST OF TABLES Table 2.1: Three types of conditional sentences 24 Table 2.2: Passive forms of an ordinary verb 27 Table 3.1: Students’ studying time of English 38 Table 3.2: The results of the English test at the beginning of the new school year 42 Table 4.1: The students’ attitude to learning English grammar 47 Table 4.2: The reasons why the students not like learning English grammar .47 Table 4.3: The reasons why the students learn English grammar 48 viii Table 4.4: Students’ assessment of English grammar lessons 51 Table 4.5: Activities the students expect in a grammar class 55 Table 4.6: The teachers’ opinions on the nature of language teaching 58 Table 4.7: The teachers’ belief about grammar teaching 59 Table 4.8: Teachers’ awareness of English and Vietnamese Reported Speech 63 Table 4.9: Teachers’ ideas of English and Vietnamese Conditional sentences .64 Table 4.10: Teachers’ awareness of the English and Vietnamese Passive voice 65 Table 4.11 Comparison of the test results of the 1st test and the 2nd test 70 LIST OF FIGURE Figure 4.1: Comparison of Students’ mean score of the 1st test and 2nd test 71 LIST OF ABBREVIATIONS For the purpose of simplification and convenience in reference, the following abbreviations are utilized in the thesis: NDSUS Nguyen Du Specialized Upper Secondary School T Teacher Ss Students TWC Teacher With the whole Class GW Groupwork PW Pairwork L1 The first language (Vietnamese) ix Joe don’t know Rose knows 25’ II GRAMMAR & VOCABULARY Reported speech: statements -Leading questions:- T: I can swim Can you swim? St: Yes, I can T: He said he could swim T reviews the usage of statements of - TWC reported speech through the following exercise: Direct speech ƒ Present “I love you.” ƒ Present perfect “I have seen her before.” ƒ Past simple “We did our homework yesterday.” ƒ simple future (will) “I’ll finish it tomorrow.” ƒ can “I can dance.” Reported speech He said………………… He said………………… She said………………… He said………………… She said…………………… -TWC - T reviews quickly the rule of changing pronouns, adverbs of time and location, and possessive adj ƒ Exercise 1: Report these statements, using the PW verbs suggested T’s feedback Suggested answers: 105 15’ An old farmer said their lives had changed a lot thanks to the knowledge their children ad brought home She said she was going to Ho Chi Minh City soon I thought the film would be interesting She said she wouldn’t help me/you/him/her because she had too much to Rick told me that had written Jim a letter He told me it had taken him three hours to get there because the roads had been muddy and slippery She said she thought it was a crazy idea and that it wouldn’t work He announced that breakfast was served between 7:00 and 9:00 2/ Conditional sentence type 1: -Leading questions: What will you if you have $10 millions? Ỉ If I have $10 millions, I’ll……… -T reviews the Conditional sentence type by asking some questions: +How many clauses are there?(2: if clause and main clause) + What tense is used in if clause? main clause? ( Simple present, simple future) + What is its use? (to express a possible condition and a probable result in the future) ƒ Exercise 3: Look at what Ha Anh hopes that will happen in the future Make sentences, using if………., ………will………… Suggested answers: If I don’t go out so much, I’ll more homework If I more homework, I’ll pass my exam If I pass my exam, I’ll go to university If I go to university, I’ll study medicine If I study medicine, I’ll become a doctor If I become a doctor, I’ll be able to cure disease and help sick people ƒ Exercise 4: Put when and if into each gap - T explains the difference between when and if: +when: a thing that surely happens, + If: a thing that probably happens answers: if, when, if, if, when • Homework: - finish all exercises of unit in the workbook - prepare the reading section of unit 106 -TWC PW T’s feedback TWC PW T’s feedback APPENDIX 6B Unit 10 CONSERVATION Lesson Language Focus Objective: By the end of the lesson, students will be able to distinguish the sound /b/ from /p/ and understand the usage of the passive voice Time 7’ 10’ Content I PRONUNCIATION ™ Warmer: T writes on the board: Bart/ bed/ brought/ big/ breakfast/ back/ a/ to/ the/ put/ purple/ pool/ the/ paint/ in/ Pat answers: Bart brought a big breakfast back to the bed Pat put purple paint in the pool a Pronunciation teaching -T models pronouncing the two sounds /b/ and /p/ -T helps Ss distinguish the sound /b/ from /p/ -Ss listen and repeat words in the textbook -Students work in pairs, practice pronouncing sounds /b/ and /p/ by reading sentences page 110 - T reads words with the sound /b/ and /p/ randomly Ss call out the answers in groups Number for /b/ and number for /p/: pear, bear, back, pack, beach, peach, bat, pat, pig, big II GRAMMAR & VOCABULARY The Passive voice • Game: - T shows a picture of a cat chasing a mouse and asks two groups of the class to make sentences One group starts the sentence with The cat and the other group starts the sentence with The mouse The group with more correct sentences will win - T picks up passive sentences and compares with active ones and reviews the form and meaning of the Passive voice 107 Activities -jumbled sentence - GW -T’s feedback - TWC - visuals - GW - GW Tense Structure example Simple present am/are/is + pp English is spoken here Wall chart 18’ progressive present am/are/is being + Excuse the mess; the house pp is being painted simple past was/were + pp past progressive present perfect past perfect was/were being + I felt as if I was being pp watched have/has been+ pp Has Mary been told? will future will be + pp future perfect going future had + pp -TWC I wasn’t invited, but I went anyway I knew why I had been chosen You’ll be told when the time comes will have been + pp Everything will have been done by Friday to am/are/is going to Who’s going to be invited? be + pp Practice: Exercise 1: Choose the right form of the verbs in brackets - answers: were reported, grow, be spoken, am not invited, - PW are being built - T’s feedback Exercise 2: Put the verbs in brackets in the correct form 10’ Answers: came, had started, were is standing, is being photographed have been told was being laid, decided not to come Will be planted * Exercise 3: Fill each blank with the correct form of a verb in the box - answers: 108 - PW - T’s feedback organized, arrived, were met, taken, had been changed, had been put, was, prepared, made, - GW - T’s feedback 10, were served • T asks the students to work in groups and discuss the differences and similarities between English and Vietnamese Passive voice - In English only transitive clauses can passivise -GW Ỉ Possible errors: -T’s feedback * He was fallen (died/ slipped/ stumbled/ sneezed, etc.) * He was broken his arm * She was hurt her hand - In Vietnamese Passive voice there is not always “bị” or “được” - Some English passive sentences have no Vietnamese equivalent ones Ex Active: It’s important to this Passive: It’s important for this to be done • Homework: - finish all exercises of unit 10 in the workbook - prepare the reading section of unit 11 APPENDIX 6b Unit 10 CONSERVATION Lesson Language Focus Objective: By the end of the lesson, students will be able to distinguish the sound /b/ from /p/ and understand the usage of the passive voice Time Content I PRONUNCIATION Activities 109 7’ 10’ ™ Warmer: T writes on the board: Bart/ bed/ brought/ big/ breakfast/ back/ a/ to/ the/ put/ purple/ pool/ the/ paint/ in/ Pat answers: Bart brought a big breakfast back to the bed Pat put purple paint in the pool b Pronunciation teaching -T models pronouncing the two sounds /b/ and /p/ -T helps Ss distinguish the sound /b/ from /p/ -Ss listen and repeat words in the textbook -Students work in pairs, practice pronouncing sounds /b/ and /p/ by reading sentences page 110 - T reads words with the sound /b/ and /p/ randomly Ss call out the answers in groups Number for /b/ and number for /p/: pear, bear, back, pack, beach, peach, bat, pat, pig, big II GRAMMAR & VOCABULARY The Passive voice • Game: - T shows a picture of a cat chasing a mouse and asks two groups of the class to make sentences One group starts the sentence with The cat and the other group starts the sentence with The mouse The group with more correct sentences will win - T picks up passive sentences and compares with active ones and reviews the form and meaning of the Passive Tense Structure example Simple present am/are/is + pp English is spoken here progressive present am/are/is being + pp Excuse the mess; the house is being painted simple past was/were + pp past progressive present perfect past perfect was/were being + pp have/has been+ pp I wasn’t invited, but I went anyway I felt as if I was being watched Has Mary been told? will future will be + pp had + pp I knew why I had been chosen You’ll be told when the time comes future perfect will have been + pp Everything will have been done by Friday going to am/are/is going to Who’s going to future be + pp be invited? voice 18’ Practice: 110 -jumbled sentence - GW -T’s feedback - TWC - visuals - GW - GW Wall chart -TWC 10’ Exercise 1: Choose the right form of the verbs in brackets - answers: were reported, grow, be spoken, am not invited, are being built Exercise 2: Put the verbs in brackets in the correct form Answers: came, had started, were is standing, is being photographed have been told was being laid, decided not to come Will be planted * Exercise 3: Fill each blank with the correct form of a verb in the box - answers: organized, arrived, were met, taken, had been changed, had been put, was, prepared, made, 10, were served • Homework: - finish all exercises of unit 10 in the workbook - prepare the reading section of unit 11 - PW - T’s feedback - PW - T’s feedback - GW - T’s feedback APPENDIX 6C Unit 11 NATIONAL PARK Lesson LANGUAGE FOCUS Objectives: By the end of the lesson, Ss will be able students will be able to make a distinction between the sounds /d/-/t/; study the conditional sentence (type 3) Teaching Aids: textbook, chalk, posters Time 5’ Content Techniques Whispering Warmer: It’s next to the restaurant on the third floor game They’re on the next counter on your left, dear/ teams It’s exactly twenty –two minutes to ten 4 The stayed at home and played cards with the children /t/ /d/ TWC 111 topic contain plant worked toxic contamination different hoped difficulty invader spend lived doctor dependent depend played T asks: What sounds have we practiced? 10’ 10’ 10’ I PRONUNCIATION T introduces the sounds /d/-/t/ T models pronouncing all the words T helps Ss distinguish /d/-/t/ Ss practice reading the examples T asks Ss to underline the parts of the words pronounced /d//t/ of the examples III GRAMMAR CONDITIONAL (TYPE 3) • T sets the scene and elicits the example: Jane didn’t go to the party so she couldn’t meet me If Jane had gone to the party, She would have met me If + S + had + V 3/ed; S + would/ should/ could + have + V 3/ed • Exercise T asks Ss to put the verbs in the correct form– individually then check in pair, then write answers on the board Key: had known had had would have gone would have passed could have enjoyed had known had stopped had called TWC PW T’s feedback TWC PW • Exercise T explains the ways to write the conditional sentences by giving models T’s feedback Ex: I was very sad last night because I stayed at home alone If I hadn’t stayed at home alone last night, I wouldn’t have been very sad T asks Ss to notice the tense and the forms of the sentence Key If the driver in front hadn’t stopped so suddenly, the accidents wouldn’t have happened If I had known that Lam had to get up early, I would have woken him up If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the car If Mary hadn’t been wearing a seat belt, she wouldn’t have been injured If you had had breakfast, you wouldn’t have been hungry now 112 If I had had some money on me, I would have got a TWC taxi • Reviewing the Conditional forms T reviews Conditional sentence type one, type two and type three poster 10’ Meaning of the “if clause” Verb form in the “if clause” Verb form in the “result clause” True in the present/ future Simple present Simple present Simple future Untrue in present/ future Simple past Would + simple form Untrue in the past Past perfect Would have + past participle a If I have enough time, I write to my parents every week b If I have enough time tomorrow, I will write to my parents tomorrow c If I had enough time now, I would write to my parents (In truth, I not have enough time, so I will not write to them.) d If I had had enough time, I would have written to my parents yesterday (In truth I didn’t have enough time, so I did not write to them.) -T asks the students to work in groups to discuss the differences and similarities between English and Vietnamese Conditional sentences + There is tense constraint between the “if clause” (α) and the “main clause” (β) in English but there is not in Vietnamese Ỉ Possible errors: * If I am you, I will get up early * If I went with you yesterday, I can meet her + The subject in the English conditional sentences is not normally omitted, while in Vietnamese, even the Subject of the main clause can be omitted if the speaker and the hearer refer to the same person Ỉ Possible errors: * If go there, you will see * Good for you if practice everyday 113 GW T’s feedback + There are some English Conditional sentences that have no equivalents in Vietnamese like inversions Ex Had he not interfered in this sister’s marital problems, there would have been peace between them • HOMEWORK: - Do exercise in the textbook and exercises of Language Focus in the workbook APPENDIX 6c Unit 11 NATIONAL PARK Lesson LANGUAGE FOCUS Objectives: By the end of the lesson, Ss will be able students will be able to make a distinction between the sounds /d/-/t/; study the conditional sentence (type 3) Teaching Aids: textbook, chalk, posters Time 10’ Content Techniques Whispering Warmer: It’s next to the restaurant on the third floor game They’re on the next counter on your left, dear/ teams It’s exactly twenty –two minutes to ten The stayedat home and played cards with the children /t/ /d/ topic toxic difficulty docu contain contamination invader menta plant different spend ry worked hoped lived dependent TWC depend played T asks: What sounds have we practiced? 15’ II PRONUNCIATION T introduces the sounds /d/-/t/ T models pronouncing all the words T helps Ss distinguish /d/-/t/ Ss practice reading the examples T asks Ss to underline the parts of the words pronounced /d//t/ of the examples III GRAMMAR TWC CONDITIONAL (TYPE 3) • T sets the scene and elicits the example: Jane didn’t go to the party so she couldn’t meet me If Jane had gone to the party, She would have met me If + S + had + V 3/ed; S + would/ should/ could + have + V 3/ed 114 10’ 10’ PW • Exercise T asks Ss to put the verbs in the correct form– individually T’s feedback then check in pair, then write answers on the board Key: had known had had would have gone would have passed could have enjoyed had known had stopped had called • Exercise T explains the ways to write the conditional sentences by giving models Ex: I was very sad last night because I stayed at home alone If I hadn’t stayed at home alone last night, I wouldn’t have been very sad T asks Ss to notice the tense and the forms of the sentence Key If the driver in front hadn’t stopped so suddenly, the accidents wouldn’t have happened If I had known that Lam had to get up early, I would have woken him up If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the car 10 If Mary hadn’t been wearing a seat belt, she wouldn’t have been injured 11 If you had had breakfast, you wouldn’t have been hungry now 12 If I had had some money on me, I would have got a taxi • Reviewing the Conditional forms T reviews Conditional sentence type one, type two and type three TWC PW T’s feedback TWC poster Meaning of the “if clause” Verb form in the “if clause” Verb form in the “result clause” a If I have enough time I 115 True in the present/ future Simple present Simple present Simple future Untrue in present/ future Simple past Would + simple form Untrue in the past Past perfect Would have + past participle a If I have enough time, I write to my parents every week b If I have enough time tomorrow, I will write to my parents tomorrow c If I had enough time now, I would write to my parents (In truth, I not have enough time, so I will not write to them.) d If I had had enough time, I would have written to my parents yesterday (In truth I didn’t have enough time, so I did not write to them.) • HOMEWORK: - Do exercise in the textbook and exercises of Language Focus in the workbook APPENDIX One Period Test (2nd time) Class: Name Marks: I Circle the best choice in the following sentences (4.5 ms.) 116 The education in Japan if the basis principles of education had not been taken into consideration a would go down b would have gone down c went down d had gone down The patient could not recover unless he an operation a had undergone b would undergo c underwent d was undergoing Direct: The teacher said, “Lots of students have not realized the difference between “father” and “further” Indirect: The teacher said that lots of students realized the difference between “father” and “further” a hadn’t realized b haven’t realized c would not realize d realized Direct: They asked her, “Can we study English tomorrow?” Indirect: a They asked me whether they could study English the next day b They asked her whether they could study English the following day c They asked her whether we could study English the next day d They asked her they could study English tomorrow Indirect: She said she would it there and then Direct: She said, “I shall it .” a here and then b there and now c here and now d now and then If you a choice, which country would you visit? a have b have had c had d will have I shouldn’t go out at night if I you a was b were c are d am If you as I told you, you sorry now a did/ would not be b had done/ would not have been c had done/ would not be d did/ would not have been He offered me a drink a “Would you like a drink?” b “Would you offer me a drink?” c “Would you like having a drink?” d “Would I offer you a drink?” 117 10 We are planning on spending the weekend in the country as long as the weather stays fine a We are spending the weekend in the country because of the fine weather b If the weather is fine, we’ll spend the weekend in the country c If the weather was fine, we would spend the weekend in the country d We won’t spend the weekend in the country unless the weather was fine 11 rivers / streams / seas / dirtied/ activities / land a Rivers, streams and seas is being dirtied by activities on land b Rivers, streams and seas are being dirtied by activities on land c Rivers, streams and seas is being dirtied by land activities d Rivers, streams and seas are being activities on land dirtied by 12 Direct: “Don’t be shy,” her boy friend told her Indirect: Her boyfriend told her shy a not be b don’t be 13 c not to be d to be Active: We can’t understand all the mysteries of the Pyramids in Egypt Passive: All the mysteries of the Pyramids in Egypt by us a cannot been understood b could not be understood c couldn’t been understood d can’t be understood 14 building / finish / next year a The building finishes next year b The building will be finished next year c The building is going finished next year d They will be finished the building next year 15 My brother didn’t pass his exams because he didn’t work hard enough a If my brother has worked harder, he would pass his exams b If my brother had worked harder, he would pass his exams c If my brother had worked harder, he would have passed his exams d If my brother has worked harder, he would have passed his exams II Circle the errors in the following sentences (1.5 ms) It is (A) estimated that (B) much of a teenager’s time (C) is spending chatting (D) on the internet (A) The bicycle (B) gave to her (C) on her birthday (D) was stolen (A) If I (B) will have to (C) make a difficult decision, I (D) will discuss it with my friend 118 (A) If a drop of oil (B) is placed in a glass of water, it (C) would float to the (D) top Mary (A) said (B him (C) to book her seat (D) in advance III Translate the following sentences into Vietnamese using the passive voice (4 ms.) Ngày hôm qua anh nói với anh sớm Cô giáo hỏi có biết Mai sống đâu không Nếu bạn, không nhận quà Nếu Nam thi đâïu vào năm 1998, anh kỹ sư Nếu mưa nhà Cô bị té lúc học Vấn đề phải gấp rút giải Khi nhà xây xong anh cưới vợ Thầy giáo yêu cầu hoàn thành tập nhà 10 Daisy đựợc điểm cao kì thi vừa 119 ...CERTIFICATE OF ORIGININALITY I certify my authorship of the thesis submitted today entitled: TEACHING ENGLISH GRAMMAR TO 10TH GRADERS AT NGUYEN DU SPECIALIZED SCHOOL IN DAK LAK PROVINCE – THE APPLICATION. .. School in DakLak province? To what extent does Contrastive Analysis facilitate the teaching and learning of English grammar rules? 3.3 Research design The nature of the study is to find out the. .. English grammar at NDSUS in DakLak province and to investigate the effectiveness of the application of contrastive analysis to grammar teaching by (1) delivering questionnaires to 232 10th graders and