(Skkn 2023) some techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively

Therefore, it is essential to explore techniques that can help 12 graders deal with questions about idioms in the national high school graduation examination effectively.. This essay wil

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School year: 2022 - 2023

Nguyễn Thị Ngọc Telephone: 034.632.9909-0976342570

School year: 2022 - 2023

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1.5 The reality of the research & survey conducted to know the reality 4 1.6 Feasibility and applicability of the research 8

2.5 The survey to evaluate the necessity and feasibility of the research 31

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PART I: INTRODUCTION 1.1 Rationale

The English language is known for its vast vocabulary, including idiomatic expressions that can be challenging to understand for non-native speakers High school students are expected to have a good grasp of idioms to do well on their national graduation exams Therefore, it is essential to explore techniques that can help 12 graders deal with questions about idioms in the national high school graduation examination effectively This essay will discuss the rationale for conducting a study on some techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively

Idioms are a group of words that have a figurative meaning, which cannot be determined from the words' literal interpretation These expressions are often used

in spoken and written communication, making them an essential part of the English language The national high school graduation examination tests students on their knowledge of idioms, which can significantly impact their overall exam score Therefore, it is crucial to find ways to help students better understand and use idioms

High school students face many challenges when dealing with idioms One of the main challenges is that idiomatic expressions are often culturally specific, and students who are not native speakers may find them difficult to understand Additionally, idioms can be used in various contexts, making it challenging for students to recognize them and interpret their meanings Furthermore, idioms are not always taught explicitly in language classes, leaving students to learn them on their own

The use of effective techniques can help 12 graders overcome the challenges they face when dealing with idioms For instance, teaching idioms in context can help students understand their meanings and how to use them in real-life situations Similarly, flashcards can be a useful tool for memorizing idiomatic expressions and their meanings, making it easier for students to recognize and interpret them in the exam Additionally, practicing using idioms in writing and speaking can help students become more comfortable using them and recognizing them in different contexts

Although some techniques for dealing with idioms in the national high school graduation examination have been identified, there is a need for further research to determine which techniques are most effective Additionally, it is essential to identify the challenges that students face when dealing with idioms and the factors that can impact their ability to understand and use them Therefore, students often avoid dong excercises related to idioms, or even ignore them completely As a result, their results of the exam are low, even for good students, they can’t get the

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maximum marks By conducting research in these areas, we can develop more effective strategies to help 12 graders deal with questions about idioms in the national high school graduation examination so that they can improve their marks and provide them motivation in the language learning later

In conclusion, idioms are an important aspect of the English language, and high school students need to have a good grasp of them to perform well not only on their national graduation exams, but also their work, their study that need to read books in English However, students face many challenges when dealing with idiomatic expressions Therefore, it is crucial to find effective techniques to help students understand and use idioms effectively Conducting further research in this area will help identify the most effective strategies for dealing with idioms and ensure that high school students are adequately prepared for their national graduation exams

1.2 The new factors of the research

Some potential new factors that could be considered in a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively could include:

Cultural factors: Idioms are often culturally specific, and students from different cultural backgrounds may find them more challenging to understand Therefore, it is essential to consider cultural factors when teaching idioms and developing techniques to help students master them

The impact of practice tests: Practice tests can be an effective way for students

to prepare for exams Therefore, it is essential to determine the impact of practice tests on students' ability to answer questions about idioms in the national high school graduation examination

1.3 The scopes and objectives of the research

The scope of a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively would likely involve several key components These may include:

Research design: The study would need to have a well-defined research design,

which outlines the overall objectives of the study, the research questions to be answered, and the specific methodology that will be used to collect and analyze data

Sample selection: The study would need to identify a representative sample of

12th graders who will participate in the study The sample size and selection criteria should be carefully considered to ensure that the results are statistically significant

Data collection: The study would involve collecting data on students'

understanding and use of idiomatic expressions This may involve administering pre-tests and post-tests to measure students' improvement in their knowledge and

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use of idioms, as well as gathering data on students' socio-economic backgrounds, language proficiency, and exposure to idiomatic expressions

Analysis of data: The data collected would need to be analyzed using

appropriate statistical methods to identify patterns, trends, and correlations between different variables The results of the study would then be used to develop and refine techniques to help 12 graders better understand and use idioms

Recommendations: Based on the results of the study, the researcher could

provide recommendations for teachers and students on the most effective techniques for learning and mastering idiomatic expressions These recommendations could include specific strategies for teaching idioms, as well as suggestions for how students can practice and reinforce their knowledge of idioms Overall, the scope of the study would be focused on developing effective techniques to help 12 graders deal with questions about idioms in the national high school graduation examination The study would aim to identify the most effective teaching strategies, as well as any socio-economic or cultural factors that may impact students' ability to learn and use idioms effectively

The objectives of a study on techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively may include:

- To identify the most challenging idiomatic expressions for 12 graders in the national high school graduation examination

- To determine the effectiveness of current teaching methods for idioms in preparing 12 graders for the national high school graduation examination

- To develop and test new techniques for teaching idioms to 12 graders that will improve their understanding and use of idiomatic expressions

- To investigate the impact of socio-economic and cultural factors on students' ability to understand and use idiomatic expressions

- To determine the effectiveness of practice tests in helping 12 graders prepare for the national high school graduation examination

- To provide recommendations for teachers and students on the most effective techniques for learning and mastering idiomatic expressions

- To contribute to the body of research on language learning and testing in the context of the national high school graduation examination

To conclude, the objectives of the study would be to identify the most effective techniques for teaching idiomatic expressions to 12 graders, and to provide recommendations for teachers and students on how to prepare for the national high school graduation examination By achieving these objectives, the study could help

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to improve the quality of English language education and testing for high school students

1.4 Organization of the research

The structure of a study on techniques for 12 grade students to deal with questions about idioms in the national high school graduation examination effectively would typically follow a standard format The key sections of the study might include:

Introduction: This section would provide background information on the

study, explaining why the topic is important and outlining the objectives of the research The introduction would also provide an overview of the study design and methodology

Literature Review: This section would provide a comprehensive review of the

existing literature on idiomatic expressions and language learning It would examine the research on idioms, including their definition, types, and functions in language, as well as the factors that may influence language learning

Methodology: This section would describe the research design and methods

used in the study It would explain how the sample was selected, what data was collected, and how the data was analyzed It would also discuss any limitations of the study

Results: This section would present the findings of the study It would describe

the participants and provide an analysis of the data collected, including any statistical analyses performed The results would address the research questions and objectives of the study

Discussion: This section would interpret the results of the study in light of the

research questions and objectives It would discuss the implications of the findings for language learning and teaching, as well as identify any limitations of the study The discussion would also provide recommendations for further research

Conclusion: This section would summarize the main findings of the study and

explain their significance for the teaching and learning of idioms in the national high school graduation examination It would also highlight any practical applications of the study's recommendations

References: This section would list all the sources cited in the study

All in all, the structure of the study would be designed to provide a clear and comprehensive analysis of the techniques for 12 graders to deal with questions about idioms in the national high school graduation examination effectively, based

on the objectives of the study

1.5 The reality of the research & survey conducted to investigate the reality

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In my school, students often meet a lot of challenges when dealing with idioms One of the main challenges is that idiomatic expressions are often culturally specific, and students who are not native speakers may find them difficult to understand Additionally, idioms can be used in different contexts, making it difficult for students to recognize them and understand their meanings Furthermore, idioms are not always taught systematically in language classes, leaving students to learn them on their own And when they read, listen and see the idioms in their test, they often avoid and even ignore them Therefore the results of their national high school examination are low And we have carried out a survey

(by teachers and students in our schools) to know more the reality of our research 1.5.1 The aim of the survey

- To investigate the reality of the reseach by asking teachers and teachers about the teaching and learning of idioms to prepare for the national high school graduation examination at Nguyen Duc Mau high school and others in Nghe An Province From the results of the survey, we know the reality of teaching and learning idioms

1.5.2 Object-oriented survey: 10 teachers teaching English at Nguyen Duc Mau

High School and 30 students at the Nguyen Duc Mau high School

1.5.3 Contents and methods

1.5.3.1 Contents

- Investigate the reality of teaching and learning idioms

- Get the results and come up with solutions to deal with the challenges that teachers and students face when teaching and learning idioms

Method: The survey has been carried out with the help of GOOGLE FORM

Based on GOOGLE FORM, we get the results.( APPENDIX 3)

1 Link to investigate the reality of teaching idioms:

https://docs.google.com/forms/d/e/1FAIpQLSel27_Eo_j3nyRic0fVA_oOq5_TRFa2w9uK9nI4xtbU_2A_lQ/viewform?usp=sf_link

2 Link to investigate the reality of learning idioms:

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As can be seen from the chart that most teachers are incharge of teaching revision for 12th graders Teaching idioms, however, is very ineffective for some reasons such as teaching method and the difficult level of the knowledge The number of teachers applying many different methods accounts for 100% but they sometimes teaching idioms through illustrations, in specific context and through topics There are one-fifth students at the below average level of evaluation, the rests are only at the average level

It is urgent that teachers have to change methods and techniques of teaching idioms more effectively

Table 2: The factors relating to learning idioms in Nguyen Duc Mau High School

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Table 2 shows the factors relating to learning idioms in my school It is clear that all students learn idioms to prepare for their graduation examination They all find it difficult to get good results Only 10% students are at good level while the number of below average students is three times higher than that In particular,the average students accounts for one- third of the total number of students while quite good students are fewer than the below average ones Furthermore, although they use many different ways to learn but it is not effective.This may be an evidence for inappropriate learning methods Overall, learing idioms is extremely important and necessary for all the 12 grade students Teachers’help in their studies to get better results can not fail to mention the role of teaching techniques we will show in the research

From the results of the survey, we see that it is necessary to apply some useful

techniques in teaching and learning idioms We do reseach on "Some Techniques for 12 Graders to Deal with Questions about Idioms in the National High School Graduation Examination" This can help teachers use them to teach

students effectively and help 12 graders overcome the challenges they face when

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dealing with idioms For instance, teaching idioms in context can help students understand their meanings and how to use them in real-life situations Similarly, flashcards can be a useful tool for memorizing idiomatic expressions and their meanings, making it easier for students to recognize and interpret them in the exam Additionally, practicing using idioms in writing and speaking can help students become more comfortable using them and recognizing them in different contexts

1.6 Feasibility and applicability of the research

The research on "Some Techniques for 12 Graders to Deal with Questions about Idioms in the National High School Graduation Examination" is both

feasible and applicable The research can be conducted with the available resources such as a classroom setting, participants are teachers and studentsin grade 12 in our school The techniques suggested in the research are also practical and can be implemented in the classroom setting to improve students' performance on the English language proficiency exam The applicability of the research is significant since the National High School Graduation Examination is a critical evaluation for students in Vietnam, and English is one of the subjects that can have a significant impact on students' future educational and career opportunities Therefore, the research's findings and suggested techniques have the potential to address the practical problem of students' difficulty with idiomatic expressions in the exam and improve their performance, ultimately leading to better opportunities for their future

An idiom is a fixed expression that has a figurative meaning, which is different from the literal meaning of the words Idioms are often deeply ingrained in a language's culture and history and may reflect the values and beliefs of a society Examples of idioms include "kick the bucket" (meaning to die), "pull someone's leg" (meaning to tease or joke with someone), and "break a leg" (meaning good luck)

Idioms are commonly used words and phrases whose meaning is not merely the literal meaning of compound words but often understood figuratively In Vietnamese we also have a lot of idioms like this Example: mặt hoa da phấn, Similarly in English we can also see phrases such as: over the moon (not through the moon but this expression refers to a very happy mood, Vietnamese can be

"đang lâng lâng trên mây ") Because idioms are understood figuratively, when translating idioms, most of us cannot translate the equivalent of each word, but must understand the meaning of that idiom and find suitable expressions The key

to understanding English idioms is to never look at each individual word and take them literally Because those words don't literally link to each other Instead, you need to learn the context so that you can understand what they really mean

b Types of idioms

There are many different types of idioms, including:

Literal idioms: These are idioms that have a meaning that is directly related to

the individual words used in the expression For example, "take a walk" or "read a book."

Figurative idioms: These are idioms that have a meaning that is not directly

related to the individual words used in the expression For example, "break a leg"

or "spill the beans."

Colloquial idioms: These are idioms that are commonly used in informal

speech and may be specific to certain regions or cultures For example, "get a move on" or "hit the sack."

Proverbial idioms: These are idioms that convey a piece of wisdom or advice

in a short, memorable phrase For example, "a penny saved is a penny earned" or

"practice makes perfect."

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Pop culture idioms: These are idioms that are popularized through media and

entertainment, such as movies, TV shows, and songs For example, "I'll be back" (from the Terminator movie series) or "YOLO" (you only live once)

Animal-related idioms: These are idioms that use animals as a metaphor or

simile for human behavior or situations For example, "as quiet as a mouse" or "as stubborn as a mule."

Sports-related idioms: These are idioms that use sports-related vocabulary to

describe non-sports-related situations For example, "score a touchdown" or "home run."

These are just a few examples of the many types of idioms that exist in the English language

2.2 The practical basis

+ In regarding to teachers:

There are several potential drawbacks in teaching idioms of Vietnamese English teachers at high school, including:

Limited knowledge: Vietnamese English teachers may have a limited

understanding of idioms, particularly if they did not grow up speaking English as their first language This could make it difficult for them to explain the nuances and meanings of idiomatic expressions to their students

Limited resources: English teachers at high schools in Vietnam may not have

access to a wide range of materials or resources to help teach idioms effectively This could limit their ability to provide engaging and interactive lessons on idioms

Lack of focus: With the high school curriculum in Vietnam being focused

heavily on grammar and vocabulary, teachers may not have enough time or emphasis on teaching idioms This could result in a lack of attention to this important aspect of language learning

Lack of contextualization: Without providing context or real-life examples of

how idioms are used in different situations, teachers may struggle to help students understand how to use idioms in practical situations This could lead to students not being able to apply their knowledge of idioms effectively in real-life scenarios

Literal translation: In an attempt to simplify idioms, teachers may resort to

literal translation from English to Vietnamese, which can result in the loss of the figurative meaning This can cause confusion for students and limit their ability to understand and use idioms accurately

Therefore, it is important for Vietnamese English teachers to be aware of these potential drawbacks and to find ways to overcome them in order to effectively teach idioms to their high school students

+ In regarding to students

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There are several potential drawbacks that high school students in Vietnam may face when learning idioms, including:

Limited exposure to idiomatic expressions: High school students in Vietnam

may not have had a lot of exposure to idioms in their daily lives, particularly if they have not had many opportunities to interact with native English speakers This can make it difficult for them to understand and use idioms effectively

Lack of understanding of figurative language: Idioms are a form of

figurative language, and students may struggle to understand the difference between literal and figurative meanings This can make it difficult for them to understand the figurative meaning behind idiomatic expressions

Different cultural backgrounds: Some idioms may be rooted in specific

cultural references that are not familiar to Vietnamese students, which can make it difficult for them to understand the context and meaning of certain idiomatic expressions

Difficulty with memorization: Idioms can be challenging to memorize, as they

often do not follow standard grammar rules and can have multiple meanings This can make it difficult for students to remember and use idioms correctly in their writing and speaking

Limited practice opportunities: Without regular opportunities to practice

using idioms in real-life situations, students may struggle to apply their knowledge

of idioms outside of the classroom

Overall, it is important for English teachers in Vietnam to be aware of these potential drawbacks and to find ways to help their high school students overcome them This may include providing more exposure to idioms through reading and listening activities, providing cultural context for idioms, and encouraging students

to practice using idioms in different contexts

To examine students’ English idiom knowledge, we also gave a test (pre-test_ Appendix 1) to 80 students in grade 12th to know more about this Here are the results of the test before we teach the techniques to deal with idioms:

The results of a pre- test before applying techniques in teaching idioms

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The table presents the results of a test given to 80 students in 12th grade to evaluate their knowledge of English idioms The test results are divided into five categories: Excellent, Good, Quite good, Average, and Below Average The table shows the number and percentage of students in each category None of the students scored in the Excellent category, while six students (7%) scored in the Good category, 10 students(12%) scored in the quite Good category The majority

of students (81%) scored in the Average category, and in the Below Average category These results suggest that there is room for improvement in students' knowledge and use of English idioms, and further instruction and practice may be necessary to improve their proficiency in this area

2.3 The solutions

2.3.1 Teach and learn idioms through illustrations

Teaching and learning idioms through illustrations can be a fun and effective way to help students understand the meanings and usage of these common phrases Idioms are expressions that have a figurative, rather than literal, meaning They can

be challenging for language learners to grasp because the words don't always mean what they appear to mean Using illustrations can help students visualize the figurative meaning of an idiom and better remember it

Here are some steps to follow when teaching idioms through illustrations:

1 Choose idioms that are common and appropriate for your students' language level

2 Create or find illustrations that clearly show the meaning of the idiom For example, for the idiom "raining cats and dogs," you could draw a picture of cats and dogs falling from the sky

3 Present the illustration to the students and ask them to guess the meaning of the idiom

4 Explain the meaning of the idiom and give some examples of how it might

be used in a sentence

5 Have the students practice using the idiom in context, either by writing sentences or having a conversation

Here are some examples of idioms that can be taught through illustrations:

Example1: Break a leg - This idiom means to wish someone good luck A possible illustration could be a person holding a broken leg and smiling, with a caption that says "break a leg!"

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Example 2: Butterflies in my stomach - This idiom means to feel nervous A possible illustration could be a person with butterflies flying out of their stomach

Example 3: Hit the nail on the head - This idiom means to be correct or accurate A possible illustration could be a person hitting a nail on the head of a target

Example 4: Piece of cake - This idiom means something is very easy A possible illustration could be a person cutting a cake that is very soft and easy to cut

Example 5: Spill the beans - This idiom means to reveal a secret A possible illustration could be a person spilling a can of beans, with the beans representing the secret that has been revealed

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In summary, teaching and learning idioms through illustrations can be a fun and effective way to help students understand the figurative meaning of these expressions By using clear and memorable illustrations, students can better remember the idioms and feel more confident using them in their own language practice

The results of applying this technique in teaching idioms:

Knowlegde: Students learn a lot of idioms through illustrations

Skills: Promote students to guess the idioms through the illustrations, and know

their meanings, encourage students to collect more idioms and draw pictures to learn idioms from them

Attitude: Encoureage students to work harder and provide students some

motivation

Teachers should use this technique flexibly by combining this technique with others and designing such various activities as: watching cartoon films, reading comic books, quizzes games, matching pictures with idioms .so that students get started to the idioms gradually; or else they will get confused and unwiiling to learn new idioms

2.3.2 Teach and learn idioms in specific contexts

Teachers can make it easier for students to remember English idioms by giving examples and asking students to guess their meanings in contexts With this way of learning, students can easily understand how to apply idioms Students will know

in which situations the idiom can be applied and can practice if they encounter a similar situation

Teaching and learning idioms in specific contexts can be a useful approach for language learners who need to use idiomatic expressions in specific situations, such as in business, academia, or social interactions By focusing on idioms that are relevant to a particular context, students can better understand the nuances of language use and be better equipped to communicate effectively

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Here are some steps to follow when teaching idioms in specific contexts:

1 Identify the specific context in which the idioms will be used This could be business, academia, social interactions, or any other relevant context

2 Choose idioms that are commonly used in the context and appropriate for your students' language level

3 Provide context for the idioms, such as the situation in which they might be used, the tone of the conversation, and any cultural references that may be relevant

4 Provide examples of how the idioms are used in context, including sample sentences and situations

5 Encourage students to practice using the idioms in role-playing exercises or conversations that simulate the context

This technique is good when students do excercises in Antonyms in the National Examination

Example 1: (English 12- old book, Unit 5: Higher Education)

At the first night at the university, I felt so homesick Fighting back tears, I

phoned home to hear my mother's voice

=> Fight back tears: means "to try not to cry": brush away tears, try not to cry

anymore: cố kiềm chế để không bật khóc

Example 2: (English Pilot 11- PEARSON, Unit 2: Writing)

My parent don't like some of my friends just because of their appearance They have their hair dyed in different colour and have pierced noses However, these friends of mine are excellent students, and have always been very helpful! I wish

my parents didn't judge them by their appearance

=> didn't judge them by their appearance: Không đánh giá người khác qua vẻ

bề ngoài

Example 3: (English Pilot 11- PEARSON, Unit 3: writing)

If you have so much to do in a day or a week, you may be at a loss as to how to

fit everything in

=> be at a loss: embarrassed, confused: bối rối, lúng túng

Example 4: (English Pilot 12- PEARSON, Unit 6)

Let's just put ourselves in endangered animal's shoes: Đặt mình vào vị trí của

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Example 6: (English Pilot 12_ PEARSON, Unit 9: Reading)

Moving straight to tertiary education from secondary school is considered a big jump However, many students take to university life like a duck to water

=> take to university life like a duck to water: get used to university life (get used to something as easy as fish meets water)

Example 7: (English 10: Old Book- Unit 8- Reading)

She earned a degree in physics with flying colours and went on to take

another degree in mathematics

=>do something with flying colours: làm với kết quả xuất sắc

Example 8: (English 10: Old Book- Unit 8- Reading)

The farmers had to work hard in the fields all day and they could hardly make ends meet

=>make ends meet: tằn tiện đủ sống

The results of applying this techniques in teaching idioms:

+ Knowlegde: Students learn a lot of idioms in specific contexts

+ Skills: Promote students to guess the idioms in specific contexts, and know

their meanings With this way of learning, students can easily understand how to apply idioms

+Attitude: Encourage students to work harder and provide students some

motivation

This technique is the most popular one that teachers and students often use

when teaching and learning idioms By focusing on idioms that are relevant to a particular context, students can better understand the nuances of language use and

be better equipped to communicate effectively However, if students don’t understand the context, it is difficult for them to understand the meanings of the idioms In order to improve the situation, teachers should provide students with vocabulary

2.3.3 Teaching and learning idioms through topics

Teaching and learning idioms through topics can be an effective way to help language learners understand and remember common expressions that are related

to a particular theme or subject By organizing idioms by topic, students can better understand how idiomatic expressions are used in context and develop a more nuanced understanding of the language

Here are some steps to follow when teaching idioms through topics:

1 Choose a topic that is relevant and interesting to your students This could be

a theme related to culture, history, or current events

Here are some examples of idioms that can be taught through topics:

Example 1: Sports - "In the ballpark" means to be close to the correct answer or estimation A possible example of using this idiom in a sports context is "I think we're in the ballpark when we say the team will win by 2 points."

Example 2: Food - "The icing on the cake" means something that makes a good situation even better A possible example of using this idiom in a food context is

"The beautiful presentation of the dish was the icing on the cake for the dinner party."

Example 3: Travel - "Off the beaten path" means to go to a less popular or unknown place A possible example of using this idiom in a travel context is "We wanted to explore some of the lesser-known destinations and go off the beaten path."

Example 4: Music - "Hit the right note" means to do something well or in a pleasing manner A possible example of using this idiom in a music context is

"The band hit the right note with their new album, and it's been well received by critics and fans alike."

In summary, teaching and learning idioms through topics can be an engaging way to help students understand and remember idiomatic expressions By providing context, examples, and opportunities for practice, students can develop a deeper understanding of the language and be better equipped to communicate effectively

Below are some popular topics :

Topic: 1 MONEY

be on the breadline be very poor Nghèo rớt

mồng tơi

More people in Britain are on the breadline now than thirty years ago

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live in the lap of luxury

live an extremely comfortable life, because you have a lot

of money

Sống trong nhung lụa

We live simply during the year, but enjoy living in the lap of luxury in a nice hotel for our summer

Most of the people living here are clearly very well-to-do, but there are a few poorer families

spend money like water

spend too much, often without thinking about it

Tiêu tiền như nước

He spends money like water -wonder where he gets it all from

tighten your belt

spend less than you did before, because you have less money

Thắt lưng buộc bụng

I'm afraid we'll have to tighten our belts now there's another mouth to

feed

make a killing

earn a lot of money very easily

Trúng đậm

The new Internet companies have made an instant killing

Be a money spinner

be a successful way of making money

Cỗ máy xay tiền

My dog-walking business was quite a money spinner when | was at

Rất hích thú

I get a (real) kick out of going for a run first thing in the morning