(SKKN mới NHẤT) helping students to solve the mistake identification questions in national secondary education examination

Consequently, the correct answers to the questions of error identification part greatly contribute to the students’s total exam results, which may decide their success or fairlure in the

TABLE OF CONTENTS Page PART I: INTRODUCTION 02

I TYPES OF MISTAKES 04

1 Grammar mistakes 04

2 Meaning mistakes 04

II HOW TO RECOGNIZE AND CORRECT THE MISTAKE 04 1 Grammar mistakes 04

1.1 Mistakes in form or tenses of verbs 04

1.2 Mistakes in harmony between nouns and verbs (N-V) 05 1.3 Mistakes in word form 06

1.4 Mistakes in prepositions / verbs phrases 06

1.5Mistakes in clause structure or sentence structure 07

2.Meaning mistakes 08

III PRACTISE EXERCISES 08

PART III: CONCLUSION 13 I Study results 13

PART I: INTRODUCTION

I Rationale for selecting the topic of the study:

Error Identification Questions has become an inevitable part of almost every standarlized examination, especially in the important examinations such

as the GCSE (General Certificate Secondary Education Examination) or the extrance one before Moreover English is the compulsory subject in the test of National Secondary Examination which will be organized for nationwhile students by the Ministry of Traning and Education since 2015 Commonly, there are from 3 to 5 questions of error identification in regular or periodical tests in each academic school-year Consequently, the correct answers to the questions

of error identification part greatly contribute to the students’s total exam results, which may decide their success or fairlure in these tests or examinations, even these results can open or close doors of opportunities for candidates into their pomising world!

Through my own practical teaching in the recent years, I notice that in order to identify errors correctly, the students are required to have a general and thorough knowledge of almost all the aspects of the English language such as grammatical structures, written expressions, verb tenses and forms, parts of speech, genders and numbers, subject and verb agreement, etc… However, most of the students at Mai Anh Tuan High School come from poor rural communes where the local people have not really paid much attention to their children’s learning English Meanwhile, there is the lack of synchronization in teaching and learning English at primary and lower secondary schools in our district As a result, the students’knowledge of English is rather limited, even they lack basic knowledge Thus, error identification questions have become a big challenge that may make the students confused and nervous Moreover, the English textbooks in the upper secondary education have very few exercises of this type designed in the form of the exam questions, so that there is little chance for the students to practise and get familiar with these exercise What is more, there are not many useful references to skills in solving error identification questions in English Tests and Examinations for teachers to use and to apply in teaching, which leads to certain difficulties in improving the quality of teaching and learning English in general, as well as the sudents’s results in tests and examinations

From the reasons mentioned above, I have made a decision to select the

topic “Helping students to solve the mistake Identification Questions in National Secondary Education Examination” to study in my teaching

experience initiative

II Purposes of the study:

With this study, I wish to help my students be aware of the importance of error identification questions in National Secondary Education examinations and useful skills in doing these exercises effectively On that basis, the students will

be helped to raise their awareness of training their skills in doing such exercises

Besides, I would like to provide the students with typical skills to solve questions of error identification in a detailed and logical system that is easy for them to learn, to use and to apply in practice rappidly and productively Furthermore, through this experience initiative, I hope to contribute some ideas

on issues related to error identification to the teaching experience sources for my teacher colleagues to use as a reference in their teaching English

III Objects of the study:

In this experience initiative, researching a system of typical skills in solving error identification questions in English tests and examinations, and supplementary exercises based on these certain skills for further practice has been specially focused

IV Scope of the study:

The topic was studied in the English programme at high school level at Mai Anh Tuan High School in the school-year 2016-2017, and in tests, exam preparation tests, entrance exams into university or college designed by the Ministry of Education and Training, English exams for gifted students in Thanh Hoa and other provinces

V Bases of the study:

The experience inititative has been studied based on my own practical teaching experiences, referring to documents related to the research topic, observing other teachers’lessons, and consulting my colleagues

PART II: DEVELOPMENT

Identifying errors in sentences is, in fact, finding out problematic parts which need correcting in the sentences There are 2 main categories, including grammar mistakes and meaning mistakes[5] The following skills will probably help students in solving this type of exercises

I TYPES OF MISTAKE

1 Grammar mistakes

This is the most important knowledge in the error identification part, divided into small categories as follows:

1.1 Mistakes in forms or tenses of verb

1.2 Mistakes in harmony between nouns and verbs (N-V)

1.3 Mistakes in word form

1.4 Mistakes in prepositions and verb phrases

1.5 Mistakes in clause structure or sentence structure (conditional sentences,

inversion, parallel structures, relative clauses, double comparison, special structures: no sooner… than…; so/such… that; too… to…)

2 Meaning mistakes

If you check that all answers are grammatically correct Check whether the meaning of the sentence is correct, the vocabularies use the correct meaning of the sentence

II HOW TO RECOGNIZE AND CORRECT THE MISTAKES

1 Grammar mistakes:

1.1 Mistakes in forms or tenses of verb

- Knowledge mainly checked of this exercise form is tenses of verb, so

underlined parts are often verbs in the sentence In a sentence, there are adverbs

or adverbial clauses of time to help you determine tense

As long as

Since [5]

Some examples below will show the effective application of the mentioned-above adverbs

Example 1: Find mistakes in the sentence and correct them:

I learned (A) English since (B) I was (C) 6 years (D) old [4]

Answer: A

In the sentence, we see that main verb “learn” is underlined and divided in the past simple tense However, there is “since” which is an adverb of the present perfect tense, so answer A is the most accurate

Correct the mistake: learned -> have learned

Example 2: Find mistakes in the sentence and correct them:

I will go (A) with (B) as soon as (C) I will finish (D) my homework [9]

Answer: D

Examining underlined answers, we pay special attention to answers A, D (because these are verbs in the sentence) Because there is a verbial clause of time “as soon as”, after it, the verb must be divided in the present simple tense, the other side is divided in the simple future tense so we choose answer D

Correct the mistake: will finish -> finish

We also need to pay attention to other signs than adverbs, such as verbs

Example 3: Find mistakes in the sentence and correct them:

John practices (A) to play (B) the (C) violin with (D) Jane everyday [4]

Answer: B

A and B are main verbs in the sentence We see that “every day” is an adverb of the present simple tense, the subject “Jonh” is a third-person singular form, so answer A is correct and answer B needs correcting

Correct the mistake: to play -> playing

1.2 Mistakes in harmony between nouns and verbs (N-V)

The underlined answer are often:

 Main verb in the sentence (should check whether it is divided in

accordance with the noun)

 Object in the sentence (should check whether it is modified in

accordance with the noun)

 Noun as subject

- In sentences of this type, nouns and verbs do not usually stand next to each other but are interwoven by other elements (relative clauses, relational pronouns, complementaries )

Example: Find mistakes and correct them:

Nobody in (A) 20 students like (B) doing (C) that job alone (D) [9]

Answer: B

“Nobody” is the main subject of the sentence Thus, the main verb “like” must

be divided according to the main subject but not according to “20 students” (“in

20 students” is a complement placed between noun and verb) so we choose answer B

Correct the sentence: like -> likes

- In English tests and examinations, mistakes often appears where a pronoun is used in the place of another type of pronouns, or another type of words is in the place of a pronoun/ possessive adjective, or a pronoun/ possessive adjective does not agree with the noun it refers to.[5]

Example: 1 They saw Steve and I at the cinema last night after class.

2 The people I admire most are those who manage to solve theirs own problems.

3 If a person really wants to succeed, they must always work hard.[1]

In the 1st example, “I” isn’t correct because in the place of “I”, its object

“me” is needed to modify the verb “saw” In the 2nd example, “theirs” is

incorrect because it isn’t followed by a noun It should be the possessive

adjective “their” In the 3rd example, “they” does not agree with the noun “a

person” that it refers to, “he/ she” should be used.

1.3 Mistakes in word form

- Underlined answers are often word forms in the sentence, including noun, adjective, adverb, verb

Example: Find mistakes and correct them:

Women wear (A) make-up (B) to beautiful (C) themselves (D) [2]

Answer: C

Skimming the underlined words, we see that answer C is wrong Before the reflexive pronoun "Themselves", we need to use a verb “Beautiful|” is an adjective, so it is not reasonable

Correct the sentence: beautiful (adj) -> beautify (V)

1.4 Mistakes in prepositions/verb phrases

The test of knowledge will be about the use of prepositions, prepositions followed by verbs, prepositions followed by adjectives, verb phrases, etc Thus,

the underlined answers will usually be prepositions in sentences.[5]

Example: Find mistakes and correct them:

They were unaware (A) about (B) the fact that (C) he was a famous opera singer (D) 2]

Answer: B

Skimming answers, we pay attention to answer B

We have: to be unaware of something/V-ing = do not know or perceive something

Thus B is the answer

Correct the mistake: about -> of

1.5 Mistakes in clause structure or sentence structure (conditional sentences,

inversion, parallel structures, relative clauses, double comparison, special structures: no sooner… than…; so/such… that; too… to…)

- For conditional sentence, passive voice, direct and indirect speech, inversion,

… underlined answers are often verbs

Example 1: Find mistakes and correct them:

If I hadn’t been (A) to (B) the party last night (C), I wouldn’t have been (D)

tired now[6]

Answer: D

Checking the meaning of the sentence, we see that this is a mixed conditional form The clause "if" expresses the unreal condition in the past; the other clause expresses the fact unfounded in the present based on the adverb “now” choose

D

Correct the mistake: wouldn’t have been -> wouldn’t be

Example 2: Not until he got (A) home he realised (B) he had forgotten to give

her (C) the present

(D) [4]

In the 2st example, the inversion is needed because the beginning of the sentence

is not until , so “he realised” should be changed into “did he realise”

- With the comparison, the underlined answers are usually comparative forms

of adjectives, adverbs

Example 3: Find mistakes and correct them:

Peter is (A) rich (B), handsome (C), and many people like him (D) [8]

Answer: D

After "to be", we need to use adjectives In the underlined answers, both B and

C are correct, because they are adjectives In the parallel structure there are conjunctions (and), so the word type must be the same, and they are adjectives

in this case Only D is a sentence Thus, D is the answer

Correct the mistake: many people like him - > likeable (adj)

- With relational clauses, they are often underlined in relational pronouns, reduced forms of relational clauses, etc.

- Example 4: Have you ever(A) felt that (B)life is not being fair to you because (C) you cannot seem to get the job where (D) you want or that is really suitable

to you?[7]

“Where” is an adverb of place “The job” is a noun of object, so we must use the pronoun “which” to replace this noun

Correct the mistake: where -> which

2 Meaning mistakes

After checking all the answers and finding that they are grammatically correct,

we turn to the meaning of the sentence Underlined answers are often nouns or conjuctions

Example: Find mistakes and correct them:

Susan didn’t come to (A) the party with (B) her (C) boyfriend last night in spite

of (D) the bad weather.[7]

Answer: D

After checking all the answers and finding that they are grammatically correc,

we examine the meaning of the sentence The sentence is translated as follows: Susan didn’t come to the party with her boyfriend last night in spite of the bad weather

We see that the two sides of the sentence use incorrect linking word, so D is the correct answer

Correct the mistake: in spite of - > because of

III PRACTICE EXERCISES

Choose the underlined part that is not correct.

1 Ultraviolet rays (A)are invisible to(B) humans, and(C) ants and honeybees are sensitive (D)to them [9]

Answer: C

Examining the answers, we see that both are not wrong in sentence structure Examining the meaning of the sentence, we see that two clauses of the sentence have the opposite meaning do not use the linking word "and"

Correct the mistake: and -> but

Translate the sentence: Ironwood trees are highly resistant to storm damage, so they usually live a long time

2 Ironwood trees are(A) highly(B) resistant of(C) storm damage, so they usually(D) live a long time [9]

Answer: C

- be resistant to sth: be immune or impervious to something

Correct the mistake: registrant of -> resistant to

3 After the(A) civil war, a wave(B) of new immigrants(C) in the United States came, included (D)Italy, Spain, Greece, Poland, Russia, and China [9]

Answer: D

The sentence has active meaning, so the reduced form of the relative clause uses the present participle (V-ing) choose D

Correct the mistake: included -> including

4 Mathew likes to gossip about other people(A), so(B) he doesn’t like them(C) being to gossiped about(D) [4]

Answer: B

Based on the meaning of the sentence, we see that the two clauses of the sentence have the opposite meaning do not use the linking word “so” but use

“but”

Correct the mistake: so -> but

5 The Greek historian Herodotus stated that one hundred thousand men are(A) hired for(B) about twenty years to build(C) the Great Pyramid at(D) Gizeh [4]

Answer: A

Base on the narrative verb “reported” The sentence is divided in the past simple tense Answer A is wrong in tense

Correct the mistake: are -> were

6 In electronic, reecho is a reflective wave received by radars or radios [4]

Answer: A

After the preposition “in”, we can not use an adjective but use a noun Answer A

is wrong in word form choose A

Correct the mistake: electronic (adj) -> electronics (n)

7 Eli Whitney, who was born in Westborough, Massachusetts in (A) 1765, was always interested in machines, working (B)in his father’s shop, taking(C) apart a watch(D) and putting them back together [6]

Answer: D

We pay attention to "putting them back together" "Them" is the object to indicate "watch" this noun must be plural

Correct the mistake: a watch -> watches

8 In many cities, unless (A)you travel late at night, or in the wee(B) early hours

of the morning, there are not means (C)of avoiding(D) a traffic jam [6]

Answer: C

- no + N(s)

- not + adj

Correct the mistake: not means -> no means

9 Bone needles which were found(A) at archaeological sites prove(B) that clothes(D)have been sewn for 17,000 years ago(D) [3]

Answer: D

In the present perfect tense, after the preposition "for", it is a time period choose

D

Correct the mistake: years ago -> years

10 Although(A) artist Tatun was totally blind in one eye and had only slight(B) vision in the another(C), he became(D) an internationally famous jazz musician [4]

Answer: C

- another = one more thing (in many things)

In this case we do not need to use "another" , because objects have 2 only (eyes)

Correct the mistake: another -> the other

11 Because (A)early balloons were at the mercy of shifting(B) winds, they are(C) not regarded as a practical means of transportation until the(D) 1850s.[2]