Improving high school students'' doing English tests about language functions

Improving high school students'' doing English tests about language functions 1 A INTRODUCTION 1 Rationale of the study Nobody can deny the importance of English in our lives now English is introduced[.]

A INTRODUCTION

1 Rationale of the study

Nobody can deny the importance of English in our lives now English is introduced to the educational curriculum from primary education to tertiary education It is taught at schools, outside schools whenever by not only teachers but also people who never go to any colleges of education Working as a teacher, I must constantly improve methods of teaching English However, the renewal of teaching and learning methods must meet the objectives, requirements of the curriculum and how to apply on communication Communication depends on many factors in the process of learning a foreign language such as the practice of listening and speaking skills, using correct grammar patterns, correct pronunciation and intonation, right accent, etc Because of that, learners need to master the above factors so as to communicate more effectively

When we talk about language functions, we are talking about the reason why

we use a language Basically, the function of language is used for communication;

we use the language to give and receive messages between ourselves We can break this down into language functions When we communicate with language, we can: compare and contrast, make a complaint, express love or anger, persuade someone, give advice, ask for something, ask for something politely, hide the truth (lie), warn, give information, explain a process, blame something , avoid saying anything and so on Each language function can be associated with certain grammatical forms For example, we often use modal verbs in a polite situation,

- Might I borrow your pen?

- Please, could you give me your pen?

- Give me your pen!

You never say to somebody: Give me!

“Language functions and responds” plays an important role in learning English It not only helps students to use English naturally but also helps them

achieve good results in exams It appears more and more in 15- minute tests, 45- minute tests, final tests, graduation exams, entrance exams Students will have difficulty doing exercises about it unless they are well taught

In university exams in recent years there have had a separated part about cultural communication These questions equal the number of questions about word- stress or some other major grammars in English Besides, as we all know that the cultural diversity of each country is expressed differently through language

If we do not learn to speak English when communicating we tend to use the Vietnamese culture to convey the meaning of words For my students in real communication, they say either "Yes" or "No", but may not know how to answer such other implications There are many causes of this situation such as: they

haven’t concentrated on their learning attentively Or they don’t know how to use language naturally as well as do it correctly in assignments, tests, exams Besides, I think they have not had enough experiences, or methods of doing this type of exercise From these reality and importance, I came to a decision to give some

experiences to better this kind of exercise That is the reason why I chose the topic" Improving high school students' doing English tests about language functions",

which is my research

2 Aims of the study

The research is aimed at:

- Contributing my a few experiences for teaching “Language functions and responds” at high school.

- Sharing my own initiative experiences for colleagues so that they can use them as references to help students prepare best for their exams

3 Scope of the study

The study has been conducted on the students at Tinh Gia 1 high school in the school year 2018-2019

4 Research methods of the study

- Based on teaching process

- Based on a number of references on communication functions in English

- Based on some comments of my colleagues

B DEVELOPMENT

1 THEORETICAL BACKGROUND

To have detailed knowledge about the communication culture of a language

in general and English language in particular, learners have to regularly communicate with friends, teachers, native speakers In addition, students should

be equipped with some basic knowledge about the communication They need to have vocabularies about every field, basic grammar structures The learners, whose first language is Vietnamese, use language with oriental culture However, English speakers use their language with western culture Therefore, there are many differences In some situations, students may also translate into Vietnamese answer

to choose the correct answer Additionally, they should apply the understanding of English culture In sum, mastering this aspect of language requires learners as well

as teachers to try their best during learning time

2 PRACTICAL BACKGROUND

Students at Tinh Gia 1 High School come mainly from rural areas They have little received help or encouragement from parents or siblings because of their unawareness of its importance This affects their perception of the importance of the English subject All the things they focus on are the grammar section When

they have to do “Language functions and responds” at tests, they will translate

them into Vietnamese to choose their answers or apply structures that they have studied to solve these exercises When communicating, the students do not take advantage of their knowledge at the speaking section in the textbooks

One reason why I focused on this topic is that communicative English plays

an important part in our lives Many students pride their selves on their wide vocabulary and good understanding of English grammar However, when they communicate with native speakers, they have still difficulty in expressing their ideas Or they do not understand what speakers mean When they are examined in oral tests or written ones, the students will surely feel worried about it

For example: (easy level)

- A: How do you go to school?

- B:

A By bike B Every day except Sundays C I’m fine D At 6.00 pm

They choose it very quickly "A" is a correct answer

But with a more difficult question:

- A: “Do you mind if I smoke?” B: “………….”

They probably choose A or even C In fact, this is a question of permission with structure "Do you mind "or "would you mind" and the answer tends to negative respond The answer is D

And this is the result of this part in oral exams between teachers and students

at 15- minute tests, 45 minute-tests in the early of September in 2018 at class 10A10

Oral test (the maximum score for this part is 5 points)

In the 15-minute test: including 2 questions about communication The maximum score for this part is 1 point Here are the total score of every student

15-minute tests

There are 3 questions in the 45- minute test The maximum score for this part is 0.75 points Here is the total score of every student

45-minute test

… From the results above, they really worry me I started paying much attention

to my teaching method about this part Firstly, I make them practice speaking as much as possible during speaking lessons Secondly, I give more assignments that they must do not only at school but also at home These tasks will be carefully checked in the following day Additionally, I encourage them to improve their listening skills, which can help them master this kind of exercises Besides, there have always been some questions in the test, which makes them not ignore this

kind of exercises Furthermore, I also seek documents related and classify them into many kinds Some are applied for starters, other things are for better students I especially concentrate on the students, who are going to take college entrance exams

I demonstrate extracted parts from graduation and university exams I always emphasize that they usually appear in these exams Of course, I also give some experiences when copying with them

3 CONTENTS

3.1 Definition

"Functional language" is language that we use to perform various "functions" such

as giving advice or apologizing Functional language typically uses fixed expressions for each function–for example "if I were you" or "my suggestion is" in giving advice, and "it was my fault" or "please forgive me" in apologizing

3.2 Some examples of language functions and special notes

1 Apologizing

To apologize to anyone I may say the

following ways

To accept the apology one might say following ways

 Forgive me I’m terribly/ awfully

sorry about …

 Please accept my apologies for

…

 I’d like to apologize for …

 I’m sorry I didn’t mean to …

 Oh no! Did I do that? I’m sorry

 I’m (really/so) sorry

 Sorry about that

 I (really) must apologize

 I didn‘t mean that Please accept

my apology

 It‘s totally my fault

 I accept (full) responsibility for

my actions

 There is no excuse for my actions

 I can see how you might be

annoyed …

 I don't know what got into me

 I think I went a bit too far

 Please don't hold a grudge

 All right/ That’s quite all right

 I understand completely

 You really don’t have to apologize for …

 You don’t need to apologize for

…

 Oh, that’s alright It can happen to anyone

 It’s not your fault

 Don’t worry about it

 It’s OK/ That’s OK/alright

 No problem

 Forget it

 No need to apologize:

 Never mind

 It doesn’t matter

 No harm done

 Please don’t blame yourself

 I forgive you

 Your apology is accepted

 If I could turn back the clock,

 Please let me know if there is

anything I can do to compensate

for it

Example

A: "I'm sorry about that!" B: "- !"

A No harm done B Of course C.You're welcome D It's Ok The answer is A

Note: we should choose acceptable responds rather than unacceptable ones.

2 Complimenting:

To compliment anyone we can say

the following ways or structures:

In response to a compliment you can use one of the following statements:

 I think your hair is very nice

 I really love / like your hair It'so

beautiful

 What beautiful hair you have!

 You really have a / an Adj + N

 How your house is gorgeous!

 This soup is so delicious My

Compliments to you!

 You look very good in this dress!

 You did a good job! Good job!

 What you did was wonderful/

desirable/ amazing

 You played the game so well

 Thanks / Thank you / Thank you It's nice of you to say so

 Thanks Yours is even nicer

 Thanks Yours is nice too

 Thanks I Had it cut yesterday

 Thanks That's a nice compliment

 How nice of you to say so

 I'm glad you like it

 Yeah, it's my favorite, too

 It was nothing really (Demonstrating the modesty of the speaker)

 You've got to be kidding!

For these ones, you may use thanking words

Note: When replying to a compliment we often use thanks (as well as responds to

our invitations or offers) and you may add some polite words

Example:

1 Laure: "What a lovely house you have!"

Maria: " _."

A No problem B Thank you Hope you will drop in

C I think so D Of course not, it's not costly

2 A: "Wow! What a nice coat you are wearing!" B: " "

A Certainly Do you like it, too? B I like you to say that

C Yes, of course It's expensive D Thanks My mother bought it for me! (The answers are italicized)

3 Thanking

 Thanks a lot / Thanks / Thank

you

 I cannot thank you enough for

your help

 It's very kind of you to Thank

you

 That was nice kind / sweet / good

of you Thank you

 I am grateful to you for

 My pleasure / It was my pleasure

 No problem

 You're welcome

 Not at all

 I'm glad you like it

 Do not mention it

 Do not worry about it

 Forget it

 That's OK

 That's alright

 Never mind!

 That's alright

 Think nothing of it

 It was the least I could do

Example

1 A: “I can’t thank you enough for your help.” B: “………….”

A I’d rather not B My pleasure C I don’t mind D My goodness

2 A: “Thank you for your help.” B:“………….”

A With all my heart B It’s my pleasure C Never mind D It is for you

3 A: “Thank you for the nice gift.” B: “………….”

A But do you know how much it costs B You’re welcomed

C You’re welcome D My goodness

4 Anne: “Thanks for the nice gift!”

John: “ ”

A In fact, I myself don’t like it B You’re welcomed

C I’m glad you like it D But do you know how much it costs?

(The answers are italicized)

Note: in this section the student can be confused with the answer "you are

welcomed" instead of "You are welcome"

4 Some other common things

Ask about health, work or family

ask answer

 How are you?

 How've you been?

 I'm fine, thank you, and you?

 Fine, thanks, and you?

 Very well, thank you, and you

 How are things?

 How's everything?

 How are you doing?

 How is it going?

 Great

 All right

 Not too bad

 Too bad

 so so

 What's happening?

 What's new?

 What's going on?

 Not much

 Nothing

 A: I'm so depressed I think I'll

quit my job soon

 B.Take it easy Everything will be fine

 My friend is hopeless  Do not worry It's not that bad

Example

1 “How are you doing?” “……….”

A Great Thanks B Yes, I am C I’m reading a novel D I’m afraid not

2 “………….” “Nothing”

A What do you do? B How are you? C Are you a new comer? D What’s new?

3 “ Hi, Tom How’s everything?”

A Not bad How are you? B Hi, How do you do?

4 Lan: Make yourself at home

Peter:

A Not at all Do not mention it B Thanks Same to you

C That's very nice Thank you D Yes, Can I help you?

( The answers are italicized)

Note: In this section the students may confuse the questions, which leads to choosing incorrect responds.

5, Greeting and introduction:

When being introduced, we often use: responds

 I'd like you to meet John

 I'd like to introduce John

 This is John In return we use:

 How do you do?

 Glad to meet you

 Nice to meet you

 Pleased to meet you

 How do you do?

To introduce myself, we often use: responds

 Hello / Hi, I'm Mary

 Hello / Hi, My name is Mary

Reply:

 Hello / Hi, I'm Russian

 Hello / Hi, my name is Nga

 Hello / Hi Lan

 Good morning

 Nice / Glad to meet you Paul

 I do not think we've met I'm Mary

 How do you so I'm Mai

 Nice to meet you I'm Mai (My name is Lan)

 Pleased to meet you I'm Mai (My name is Lan)

 Hello / Hi Tom

 Good morning

 Nice / Glad to meet you too, Russia

Example

1 Peter: “Hi, Jane” Jane: “……… ”

A How are you? B Hi, too C Ok, See you soon D Hi I’m Nga 2.John: “………” “ How do you do I’m Mary”

A Have they met before? B How are things?

(The answers are italicized)

6 Saying goodbye:

Some saying goodbye and some responds

A:Well, I’m afraid I have to be going./I really must go now.B: Thanks for coming A: It was nice to see you B: Same here

A:Great seeing you B: Same here

A: I’ve really got to go B: OK See you/See you again

A: Bye! Have a nice weekend B: Thanks You too

A: Take care! Have a nice trip B: Thanks Bye!

A: Well, it’s getting later B: Maybe we can talk again

A: Until next time B: Goodbye

A: See you later B: So long Take care

A: See you tomorrow B: Goodbye.

Example

1 “But it’s very late, so ……….”

C goodbye for now D it’s great fun, thanks

2 “Oh no, I’m late for my appointment ……….”

C Nice to see you again D pleased to see you

3 A “……….” - B “Thanks, I will write to you when I come to London.”

A God bless you! B Better luck next time!

C Have a nice trip! D Have a go!

(The answers are italicized)

7 Warning:

Note: The negative warning is replied by negative words.

A: Do not push hard against hothouse toy, or you might, break it

B: No, I will not / Thanks I will not

The affirmative warning is replied by affirmative words

A: Watch out! Be careful!

B: OK I will

A: Work hard or you will fail the exam

B: I will

8 Invitation, suggestion:

Invite anyone to go anywhere / do anything, we can say the following ways:

 Would you like to go to the movies with me tonight?

 Are you free to go to the movies with me tonight?

 Do you feel like/ fancy going to the movies with me tonight?

 How about/ What about going to the movies tonight?

 Let’s go to the movies tonight?

 Why don’t we go to the movies tonight?

 Shall we go to the movies tonight?

to reply we can use either an acceptance or a refusal

 Yes, I’d love/like to

 That’s sounds great!

 That’s sounds like fun

 That’s a good idea!

 That would be great/ wonderful

 I’d love/like to, but…

 That’s sounds great, but…

 That’s sounds like fun, but…

 Let’s not

 That’s a good idea, but…