Some effective teaching strategies to help students do the tests of language functions and responses at Nong cong 4 high school

TABLE OF CONTENTS
CONTENTS
PAGE
Table of contents
1
PART I. INTRODUCTIONS
2
I. Rationale
2
II. Scope of the study
3
III. Significance of the study
3
IV. Method of the study
3
PART II. CONTENTS
4
I. Theoritical bases of the research
4
II. The practical bases of the study.
5
III. Solution and implementation
5
1. General tips of language functions
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
6
6
6
7
7
8
2. Language functions and responses
2.1.Collecting and confirming information
2.2. Etiquette
2.3. Making requests and asking for permission
2.4. Complaination and criticism
2.5. Expressing one’s opinions
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9
10
12
12
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3. Some common language functions and responses
14
4. Contrasting and evaluating.
18
PART III. CONCLUSION
19
REFERENCE BOOKS
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 4 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 do the tests of language functions and responses at Nong cong 4 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 4 High School. The research focused on effective teaching strategies to help students do 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 do 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 do 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 do good at communicative situations. Through my long time studying and real experiences, I do hope to share my experience initiative: “Some effective teaching strategies to help students do the tests of language functions and responses at Nong cong 4 high school”
II. The practical bases of the study.
With a view to helping students do 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 do 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 do week by week, as a results, they can take it easy to do 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.
1. 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 do	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 do 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 do 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 do 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
2. 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 do 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 do 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 do 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 do you do...? 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 do 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 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 do 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 do 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
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 do 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