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

TABLE OF CONTENTS
CONTENTS
Table of contents
PART I. INTRODUCTIONS
I. Rationale

PAGE
1
2
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II. Scope of the study
III. Significance of the study
IV. Method of the study
PART II. CONTENTS
I. Theoritical bases of the research
II. The practical bases of the study.
III. Solution and implementation
1. General tips of language functions

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1.1. Identify the questions

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1.2. Identify special communcative functions

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1.3. Logical thought

7

1.4. Grammar in use

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1.5. Using antonym and synonym
2. Language functions and responses

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8

2.1.Collecting and confirming information

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2.2. Etiquette

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2.3. Making requests and asking for permission

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2.4. Complaination and criticism

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2.5. Expressing one’s opinions
3. Some common language functions and responses
4. Contrasting and evaluating.
PART III. CONCLUSION
REFERENCE BOOKS

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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
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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
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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.
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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

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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: “ __________________________”
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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: “_______________________”
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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 dancerD. 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

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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

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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
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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…
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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 what I was going to say.
The possible answers for disagreement or partial agreement:

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You could be right but I think...I may be wrong but... I see what you mean but
I think... I just don’t think it’s right that... I don’t quite agree because... You’re
wrong there. Personally, I think that...
+ Asking for and expressing opinions
Asking for opinions:
What do you think about...?.Tell me what you think about...What is your
opinion about/ on...?. How do you feel about...?
Expressing opinions:
In my opinion,/ Personaly...I my view,... It seems to me that... As far as I can
say... I strongly/ firmly think/ believe/ feel that... I must say that…
+ Advising or making suggestions
Students should realise the expressions that are usually used to make
suggestions and advise:
If I were you, I would... If I were in your situation/ shoes, I would.... It’s a
good idea to...You should/ had better...It is advisable/ recommendable to... I would
recommend that... Why don’t you...?.What about/ How about..?. Shall we...?/
Let’s...
+ Warning
Here are some expresions used in warning:
You should/ had better...or/ if...not... You should/had better .Otherwise…
Example: You should wear a safety helmet while riding or you’ll get a fine. You
shouldn’t smoke in here. Otherwise, you’ll ruin the carpet.

Possible responses: Thank you/ Thanks. I will do it.
+ Offering: Offering for help: Can/ May I help you?. Let me help you. How can I
help you? .Would you like some help?/ Do you need some help?...
Acceptance for the help offer: Yes, please. That is great. That would be great/
fantastic. It would be nice/ helpful/ fantastic/ wonderful if you could. Thanks. That
would be a great help. As long as you don’t mind.

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Refusing the offer responses: No, please. No. That’s OK. Thanks, but I can
manage.
3. Some common language functions and responses
1. A: “You look nice today .I like your new hairstyle”.
B: “………………………”
A. It’s nice of you to say so

B. Shall I? Thanks

C. Oh, Well done

D. I feel interesting to hear that

2.A: “ A motorbike knocked Ted down.”
B: “ ……………………......................"
A.What is it now?

B. Poor Ted!

C. How terrific!

D. What a motorbike!

3. Laura: “ What a lovely house you have “.  Mary: “……………….”
A. Of course not, It’s not costly

B.Thank you .Hope you will drop in

C. I think so

D. No problem

4. A: “Would you mind lending me your bike?”  B: “…………………….”
A. Yes.Here it is

B. Not at all

C.Yes,let’s

D. Great

5. A: “More coffee ? Anybody ?”.
B: “………………..................….”
A. I don’t agree.I’m afraid”

B. I’d love to

C. yes,please

D. It’s right.I think

6. A: “ Do you like the weather here ?” .
B: “ I wish it………………............…”
A. doesn’t rain

B. didn’t rain

C. won’t rain

D. hadn’t rained

7. A: “ I have bought you a toy.Happy birthday to you!” .
B: “…………….......................................................……”
A.The same to you

B. Have a nice day!

C. What a pity!

D.What a lovely toy ! thanks

8.A “………………”  B: “Oh, It’s great”
A. How is the English competition ?
B.Would you like the English competition?
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C.What do you like about the English competition?
D.What do you think of the English competition ?
9. “ Peter : “ Do you feel like going to the cinema this everning ?”

Mary: “……………........................................………………”
A. I don’t agree.I’m afraid

B.You’re welcome

C.That would be great

D. I feel very bored

10. A: “ Oh,I’m really sorry”.
B: “………......…………”
A. It was a pleasure

B.That’s all right C.Thanks

D.Yes, why?

11.A : “ Has an announcement been made about the eight o’clock flight ?”.
B: “………................................................................................……….”
A.Yes,it’s was

B. Sorry,I don’t

C. I don’t think that

D. Not yet

12. A: “ What’s your hobby,Hoa?.  B: “…………………….”
A.Well, I like collecting stamps

B. Oh, with computers

C.Well,I want stamps

D. Oh,on the phone

13.A: “…………….detective stories?”
B: “In my opinion,they are very good for teenagers”
A. How about

B. Are you fond of

C. What do you think about

D. What do people feel about?

14.Hellen : “ Congratulations !”  Jane : “…………….”
A. What a pity

B. Thank you

C. I’m sorry

D.You are welcome

15.Linda : “ Excuse me ! Where ‘s the post office ?” .
Maria: “………..................................…………..”
A. It’s over there B. I’m afraid not

C. Don’t worry D. Yes, I think so

16.Tom: “ How did you get there ?”  John: “ ………………”
A. Is it far from here ?

B. I came here by train

C. I came here last night

D. The train is so crowded

17.Alice : “ What shall we do this everning?”  Carol: “………………….”

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A. Let’s go out for dinner

B. No problem

C. Thank you

D. Not at all

19.Mary: “Whose bike is that?”  Tom :”…………….”
A. No, It’s over there

B. It’s Jane

C. It’s just outside

D. It’s Jane’s

20.Peter : “ How do you 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

21.A: “ Bye”.  B: “…………..”
A. See you lately B. Thank you

C. Meet you again

D. See you later

23.A: “ I’ve passed my driving test”.  B: “…………………..”
A. Congratulations!

B. That’s agood idea

C. It’s nice of you to say so

D. Do you?

24.A: “ would you like to have dinner with me ?”. B: “……………….”
A. Yes, I love to

B. Yes, so do I

C. I’m very happy

D. Yes,it is

25.Ann: “………..where the nearest post office is ?".
Linda: “ Turn left and then turn right”
A. Could you tell me

B. Should you show me

C. Do you tell me

D. Will you say me

26.A : “ How do you do ?”.  B: “…………….”
A. How do you do ? B. Not too bad

C. I’m well.Thank

D. Yeah,OK

27.Peter: “ I enjoy listening to pop music”  Maria: “………………..”
A. I’m too

B. I don’t

C. Neither do I

D. So am I

28. A: It’s hot in here?  B: “ …….I open the window?”
A. Did

B. Shall

C. Would

D. Do

29 .David : “ Jame is a very brave man ".
Bob: “ Yes, I wish I….......his encourage”
A. had

B. will have

C. have had

D. have

30.David: “ You’ ve got a beautiful dress!”  Hellen: “ ………………..”
A. I do

B. Thank you

C. You,too

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D. Okay


31.Sue: “ I love music”. Alice : “……………”
A. So do I

B. No, I won’t

C. Yes, I like it

D. Neither do I

32.Maria: “ I’m taking my end term examination tomorrow".
Sarah : “………....................................................………..”
A. Good luck

B. Good day

C. Good time

D. Good chance

33. Hang: “ Thank for your help,Lan:”  Lan: “ …………………..”
A. with all my heart B. Never remind me C. It’s my pleasure D. Wish you
34.Ann: “ Do you think it will rain?”  Peter : “…………………”
A. I don’t hope

B. I hope not

C. I don’t hope so

D. It’s hopeless

35.Ann: “ Do you think you you will get the job?”.
Mary: “……..................................…………….”
A. Yes, that’s right B. I think not

C. I know so

D. Well,I hope so

36. David: “ Happy Christmas !”  Peter : “…………..”
A. The same to you!

B. Happy christmas to you!

C. You are the same !

D. Same for you!

37.A: “…………going on a picnic this weekend ?”  B: “ That’s great !”
A. Why don’t we B. Would you like

C. How about

D. Let’s

38."What an attractive hair style you have got, Mary!" B: "............................"
A. Thank you very much. I am afraid

C. You are telling a lie

B. Thank you for your compliment

D. I don't like your sayings

39."You look great in this new dress".  B: ".................................."
A. With pleasure

B. Not at all

C. I am glad you like it

D. Do not say anything about it

40. "How well you are playing!".  B: "..................................."
A. Say it again. I like to hear your words
B. Thank you too much

C. I think so. I am proud of myself

D. Many thanks. That is a nice compliment

4. Contrasting and evaluating.
3.1. Contrasting

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Having finished this study, I chose two classes between a contrast class

10A1 and an experiment class 10A5 that have equal competence. With the steps
were that I did not apply my study for teaching class 10A1, whereas the
experiment class 10A5 was taught by the ways of my study. At the end of the
survey, I gave both classes a fifteen minute language functions and responses test.
As a consequence, the result was announced .
Class

quantity
44

Good
SL %
5
12

Quite
SL %
8
18

Medium
SL %
20 45

bad
Very bad
SL % SL %
11 25 0
0

10A1
Contrast
10A5

42

10

12

17

3

24

29

40

7

0

0

Experiment
3.2. Evaluating.
As It can be seen from the table that the class which is applied the new
methods is absolutely better than the contrast class with the rate shown. The

number of students who get good and quite marks in the experiment outnumber
the ones in the contrast class. The number of students in class 10A5 get fewer bad
marks than those in class 10A1. This apparently proves that my study is actually
effective on helping students know how to deal with the language functions and
response tests
PART THREE: CONCLUSION
I. Conclusion
This study is carried out as a contribution to the ways of teaching students
to know how to do the language functions and responses tests well. As a result, it
motivates learners and teachers in their teaching and learning.
This research is bound to help students do the communicative tests with the
specific systems of various types of language functions and responses.
The author of this research does hope that this study would be of some
value to both teachers and students in their language teaching and learning

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process. The research will need more help and time to make it perfect with a view
to serving best for teaching and learning English at schools as well as real life.
II. Some proposals to the leaders.
After studying the problem, I see that the successful lessons depend on a lot
of reference documents as well as visual aids, so the schools need to buy and add
more equipment for teaching such as projectors, videos and reference books. That
will make the process of teaching and learning pronunciation better and better.
REFERENCE BOOKS
1. Language functions and responses by Nguyen Bao Trang, M.A.
2. General revision for English topics - Luu Hoang Tri.
3. Raymond Murphy, University grammar
4. Methods of doing the English multiple choice Questions- Nguyen Bao Trang,

M.A.
5. National examination for GCSE 2016
6. National examination for GCSE 2017
7. National examination for GCSE 2018
8. Tests of Preparation for GCSE - Youth press
9. Multiple choice tests - Hanoi national university press
10. Winning National examination for GCSE - Hanoi national university press
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 25 tháng 5 năm
2018
Tôi xin cam đoan đây là SKKN
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