CONTENTS: Opening 1.1 Reason for the study 1.2 Aims of the study 1.3 Objects of the study I.4 Methods of researching The main contents of the study 2.1 Theoretical basis 2.2 Teaching situation 2.3 Solutions 2.4 Testing, Evaluating … Conclusion, Proposals 3.1 Conclusion 3.2 Proposals Page Page Page Page Page Page Page Page Page Page Page 10 Page 10 Page 11 1.1 OPENING Reason for the study English has been an important subject in schools However, many students often have difficulty in learning this language in regards to both practicing skills and grammatical rules Cam Thuy High School is situated in a remote and mountainous area, which makes the teaching and learning English in the school become much more difficult than in many other schools in the province Therefore, a teacher in the school is always expected to update his teaching methods and to adjust them in such ways that they can be more suitable to his students too ‘Tag questions’ is a grammar lesson of Unit 15, ‘Tieng Anh 11’ The students are expected to be able to use a kind of questions in English which may often appear in daily communication as well as in some important written tests of English However, a lot of students often find it hard to practice the lesson as well as to the written tests because the lesson is related to the forms of verbs in different tenses From my own teaching experiences and observing other teachers’ lessons, I have learned that the only solution to have been used to the situation is revising the forms of verbs in different tenses However, this often takes a lot of time Moreover, many students, especially those with average and under average levels still find it hard and often get confused when determining the auxiliaries As a result, the teaching and learning the lesson in our school have not been effective It is vital that a new teaching technique should be used to help the students, especially the students with low levels, learn and practice the lesson The situation has inspired me to study the way of TEACHING TAG QUESTIONS FOR CLASS 11A3, CAM THUY HIGH SCHOOL 1.2 Aims of the study The research is aimed to find out the suitable method of teaching ‘Tag questions’ for the students of class 11A3, Cam Thuy High School The lesson will help most of the students, even those with low language acquisition, be able to exercises and solve the questions in written tests 1.3 Objects of the study The objects of the research are the students in class 11A3, Cam Thuy High School, with different levels: excellent, good, average, weak, and poor (58.97% students are at average and under average levels) The study is concerned with how to help the students understand the forms of tag questions and be able to related exercises in a more effective way The effectiveness of the study is checked by the practice exercise while teaching and a mini test after the lesson in compare with the result of class 11A4, Cam Thuy High School 1.4 Methods of researching To carry out the study, I have chosen the following methods: + Studying books, referring from the internet to get knowledge about tag questions + Collecting exercises and questions in written tests about tag questions + Observing the teaching lessons of other teachers in the school + Studying by using tests, analyzing statistics to determine the result of the study THE MAIN CONTENTS 2.1 Theoretical basis OF THE STUDY ‘Tag questions’ is a grammar lesson in Language Focus, Unit 15, ‘Tieng Anh 11’ This kind of questions is often used in daily communication as well as in written tests of English • The question can be divided into two parts separated by a comma: + Main clause: is a statement (in affirmative or negative form) + Question tag: is formed with: Auxiliary – S (personal pronoun) • If the statement is affirmative, the auxiliary is negative and on the reverse Ex: - Mary is an excellent, isn’t she? (RP: Yes, she is/ No, she isn’t) - You didn’t meet Peter yesterday afternoon, did you? (RP: Yes, I did/ No, I didn’t) - Paul will become a famous singer soon, won’t he? (RP: Yes, he will/ No, he won’t) • Meaning: If the speaker rises his voice at the end of the question, he wants to get information from the listener; otherwise, if his voice is down, he expects the agreements from the listener • Some notes for special cases: + I am ………………., aren’t I? But: I am not ……………………, am I? + If the statement contains hardly, seldom, rarely, never, no one, nobody, nothing, no – Noun, neither of …, none of …, without …, the auxiliary is affirmative Ex: You paid no attention to what he said, did you? + If the S in the statement is someone or somebody, anyone, anybody, no one, nobody, none of …, neither of …, everyone, everybody, the S in the question tag is they And if the S in the statement is something, or nothing, everything, the S in the question tag is it Ex: Someone is waiting for me in the office, aren’t they? Everything is ready now, isn’t it? + If the statement is in imperative form, the question tag is will you? Ex: Study harder for the coming exam, will you? Never repeat the mistake again, will you? + Let’s ……………., shall we? But: Let me ……………, may I? Ex: Let’s go to the stadium this Sunday afternoon, shall we? Let me pay for the meal, may I? + If the statement contains clauses like: I(we) think/ believe/ suppose/ figure/ assume/ fancy/ imagine/ reckon/ expect/ seem/ feel – S – V – , the question tag is formed according to S – V – Ex: I think he has been working very hard, hasn’t he? + There – be – N, … there? Ex: There are over 40 students in your class, aren’t there? + If the statement is This (That) – be – N –, the question tag is formed according to the N and be Ex: This is a very beautiful cave, isn’t it? Since I started my teaching work is school, I have been concerned about how to help the students access the knowledge and exercises in tag questions in the easiest way because this is an important lesson in ‘Tieng Anh 11’ and in addition, tag question often appears in some important written tests (GCSE, University Entrance Examination, …) Some examples of tag questions in some written tests: + Mary rarely uses social networks, ? A isn't she B does she C doesn't she D is she (From the GCSE 2018, Code 401) + Canned food is not as healthy as fresh food, ? A isn’t it B doesn’t it C is it D does it (From the GCSE 2016, Code 168) + There has been a great increase in retail sales, ? A hasn’t there B isn’t it C isn’t it D doesn’t it (From the University Entrance Examination 2013, Group D, Code 359) In fact, the lesson may not cause problems to the excellent students; however, for students with lower levels, especially average and weak levels, they can get confused when choosing the right forms for each question because tag question is related to the use of auxiliaries in different tenses To help the students with different levels learn and practice the lesson effectively, I have decided to study ‘Teaching tag questions for class 11A3, Cam Thuy High School’ 2.2 Teaching situation Cam Thuy High School is located in a mountainous area with most students from ethnic minority communities The teaching and learning English in the school has been known to be in difficult situation Most students enter the school with low levels of English They often find it hard to practice the skills and to learn grammar lessons Therefore, they are often unable to meet the requirements of the lessons if these lessons are not adjusted in some certain ways As it can be seen, the grammar lessons in high school are mostly based on revising the topics from secondary school; however, for most students in mountainous areas in general as well as in Cam Thuy High School, these lessons must be treated as new lessons instead of revision ones Consequently, the students often have difficulties when learning the lessons that require related topics such as reported speech, passive voice, and tag questions, etc From my own teaching experiences and observing other teachers’ lessons, I realize some problems for the students when learning this lesson as followed: + Most students cannot determine all the auxiliaries, therefore, the teacher often has to spend time to give examples in almost every cases As a result, they don’t have much time for the special cases and practice in a 45-minute lesson And they need an extra lesson to use tag questions correctly as well as exercises + Students often get confused when the statement is in the affirmative form of present simple and past simple + If the statements are classified according to the names of the tenses, it will take time, the presentation will get longer, and many students may make mistakes when determining the tenses For the problems mentioned above, many students still find it a difficult lesson and the result of the tests in this section is not high In fact only the excellent and some good students can well This has been proved by the tests after unit 15 and the final semester tests containing tag questions that have been used in Cam Thuy High School for years 2.3 Solutions a Presentation: In the hope to better the situation, I have presented the lesson in the following way: + The teacher gives or examples, which help the students and the teacher analyze the notes(time needed: about 10 minutes): - Mary is an excellent, isn’t she? (RP: Yes, she is/ No, she isn’t) - You didn’t meet Peter yesterday afternoon, did you? (RP: Yes, I did/ No, I didn’t) - Paul will become a famous singer soon, won’t he? + The teacher gives suggestions for the students (the excellent and good students) to sate the notes If they have difficulty, the teacher may help them directly • Meaning: If the speaker rises his voice at the end of the question, he wants to get information from the listener; otherwise, if his voice is down, he expects the agreements from the listener • The question can be divided into two parts separated by a comma: + Main clause: is a statement (in affirmative or negative form) + Question tag: is formed with: Auxiliary – S (personal pronoun) • If the statement is affirmative, then the auxiliary is negative and on the reverse • The auxiliaries in different tenses/forms: The teacher asks the excellent or good students to present the notes, helps them if necessary + S – V/Vs(es) – , don’t/doesn’t – S? don’t /doesn’t – V – ……………………., do/does – S? + S – Ved/2 – ……………………., didn’t – S? didn’t – V – ………………, did – S? + S – have/has/had – Vp2 – …………… , haven’t/hasn’t/hadn’t – S? haven’t/hasn’t/hadn’t – Vp2 – ………………., have/has/had – S? + S – will/can/could/… – V – ………………, won’t/can’t/couldn’t/… – S? won’t/can’t/couldn’t/… – V ………………, will/can/could/… – S? + S – is/are/was/were – ………………., isn’t/aren’t/wasn’t/weren’t – S? isn’t/aren’t/wasn’t/weren’t – …………………., is/are/was/were – S? (I am …………………… , aren’t I? but I am not …………………, am I?) • Depending on the time, if there is not much time left, the teacher may choose some important notes for special cases to present (about 10 minutes) For class 11A3, Cam Thuy3 High School, there is enough time to present all the notes: + If the statement contains hardly, seldom, rarely, never, no one, nobody, nothing, no – Noun, neither of …, none of …, without …, the auxiliary is affirmative Ex: You paid no attention to what he said, did you? + If the S in the statement is someone or somebody, anyone, anybody, no one, nobody, none of …, neither of …, everyone, everybody, the S in the question tag is they And if the S in the statement is something, or nothing, everything, the S in the question tag is it Ex: Someone is waiting for me in the office, aren’t they? Everything is ready now, isn’t it? + If the statement is in imperative form, the question tag is will you? Ex: Study harder for the coming exam, will you? Never repeat the mistake again, will you? + Let’s ……………., shall we? But: Let me ……………, may I? Ex: Let’s go to the stadium this Sunday afternoon, shall we? Let me pay for the meal, may I? + If the statement contains clauses like: I(we) think/ believe/ suppose/ figure/ assume/ fancy/ imagine/ reckon/ expect/ seem/ feel – S – V – , the question tag is formed according to S – V – Ex: I think he has been working very hard, hasn’t he? + There – be – N, … there? Ex: There are over 40 students in your class, aren’t there? + If the statement is This (That) – be – N –, the question tag is formed according to the N and be Ex: This is a very beautiful cave, isn’t it? Practice: Exercise (Textbook, page 177): (6 minutes) The teacher asks the students to work in groups of or The students discuss and some present their answers in front of the class: Expected answers: doesn’t she haven’t you wasn’t it didn’t we won’t we can’t you mustn’t it The teacher gives some explanation while giving feedbacks if necessary • More exercise: (14 minutes) The teacher prepares some exercise printed in handouts and asks the students to individually in 12 minutes: b • Complete each of the following questions with a suitable question tag: Kate is collecting stickers, ………………………….? You have cleaned your bike, ………………………….? John and Max like Maths, ………………………….? Peter played football yesterday, ………………………….? These children are going home from school, ………………………….? She didn't her homework last Monday, ………………………….? Terry will come tonight, ………………………….? The bank lent him the money, ………………………….? She looks tired, ………………………….? 10 There is a cinema near the station, ………………………….? 11 This house was built a long time ago, ………………………….? 12 Nobody has got to leave early, ………………………….? 13 Let’s go camping this weekend, ………………………….? 14 They had left when you arrived, ………………………….? 15 I think it is going to rain, ………………………….? Answer keys: isn’t she haven’t you don’t they didn’t he aren’t they did she won’t he didn’t it doesn’t she 10 isn’t there 11 wasn’t it 12 haven’t they 13 shall we 14 hadn’t they 15 isn’t it The teacher goes round to observe and give suggestions if necessary and then collect the students’ work to check their performances The teacher can give some feedbacks, and then move to ‘Consolidation’ of the lesson’ The result of class 11A3, Cam Thuy3 High School after checking: Total of the correct answers Number of students Percentage 0 0 0 0 0 2.56 0 5.13 15.38 17.95 10 10.26 11 20.51 12 5.13 13 10.26 14 7.69 15 5.13 Total of students tested 39 c Self-evaluation after teaching: The solutions mentioned above have brought about some improvements to the situation: + It supplies the students with the notes about the use of auxiliaries which can cover a wide ranges of tenses, voices (passive, active), and even with modal verbs, without having to spend a lot of time to revise the forms of verbs in different tenses, which enable the students to have more time to practice By using these notes, the students can easily find out the answers to exercises related to tag questions, which helps inspire them to practice, especially for the average or weak level students + The students have more time for further practice + With the help of the teacher, the students with high levels can learn the lesson actively while they can help those with low levels learn and practice the lesson + Most students are confident to the task even the students with low levels Some students might the work mechanically but they can still give their own answers and if they have chance to practice more, they can quite well This is also a good chance for them to practice using auxiliaries in different tense, voices + The result of the exercise of class 11A3 in the table above tells us that most students understand and practice the lesson: Only (7.69%) are under average whereas 48.72% are at good or excellent levels 2.4 Testing, evaluating the effectiveness of the study To test the effectiveness of the study, I have designed a 15-minute test for the two classes: 11A3 (with the new method) and 11A4, Cam Thuy High School: a The Test: Complete each of the following questions with a suitable question tag: The car isn't in the garage, ………………………….? She went to the library yesterday, ………………………….? He didn't recognize me, ………………………….? Mr Pritchard has been to Scotland recently, ………………………….? The trip is very expensive, ………………………….? He sometimes reads the newspaper, ………………………….? There are no apples left, ………………………….? He will never know the truth, ………………………….? I think, he is from India, ………………………….? 10 They often watch TV in the afternoon, ………………………….? 11 Let’s go camping this weekend, ………………………….? 12 Your father doesn’t like coffee, ………………………….? 13 Susan can’t swim, ………………………….? 14 They haven't seen him for ages, ………………………….? 15 He had never been to China by last year, ………………………….? 16 You weren't at the party last night, ………………………….? 17 Read carefully the instructions, ………………………….? 18 There is a museum in this city, ………………………….? 19 You have never been to Beijing, ………………………….? 20 He will give up smoking, ………………………….? Answer keys: is it doesn’t he 11 shall we 16 were you didn’t she are there 12 does he 17 will you did he hasn’t he will he isn’t he 13 can she 14 have they 18 isn’t there 19 have you isn’t it 10 don’t they 15 had he 20 won’t he b The results of the test: The result of the 15-minute test: Class Students 0-3 tested 11A3 39 11A4 40 (5%) 3.5 – 4.5 5-6 6.5 - 7.5 -10 (5.13%) (20%) 15 (38.46%) 16 (40%) 13 (33.33%) 10 (25%) (23.08%) (10%) The result of the two classes at the end of the first term: Class Excellent Good level Average level Weak level level (8-10) (6.5 – 7.9) (5 – 6.4) (3.5 – 4.9) 11A3 (39) 3(7.69%) 13 (33.33%) 17 (43.59%) (15.38%) 11A4 (40) (5%) 12 (30%) 18 (45%) (20%) Poor level (0 – 3.4) 0 From the results mentioned above, we can see that the two classes with the nearly similar quality of students (the result of the two classes at the end of the first term), class 11A3 with the new teaching method has more students to perform better Only 5.13% students are under average in compare with 25% from class 11A4, and 56.41% students are at good or excellent levels whereas those of class 11A4 are 35% It can also be seen that the students performed better than their result at the end of the first term in terms of both the number of students at good or excellent levels and the number of students at weak level The study has helped improve the quality of teaching and learning English in Cam Thuy High School It helps encourage the students, especially the students at average or under average students, to learn and practice CONCLUSION, 3.1 Conclusion: PROPOSALS In conclusion, the new teaching way mentioned has been written from my own teaching experiences and from observing other teachers’ lessons, as well as referring from books and the internet It has obviously been applied successfully in class 11A3, Cam Thuy3 High School Most students, especially students with average or under average levels can practice the lesson or the related exercise with confidence They also have more time to practice in addition to the exercise in the textbook For classes with many students at low levels, students will need to revise the forms of verbs in different tenses, which can take time and easily make 10 the students confused, however, the notes from the new teaching method can help them solve the problems, and the related exercises I believe that the study will continue to be used in teaching English in Cam Thuy3 High School I will help improve the effectiveness of teaching and learning English in the school 3.2 Proposals: The study should be applied to other classes in Cam Thuy High School and other high schools that have many students at average or under average levels It can help them to learn the forms of tag questions easily and the related exercises with more confidence Thanh Hoa, April 27th, 2019 I assure this teaching experience is written from my own experiences, not a coppy from other people CONFIRMATION OF THE HEADMASTER Phạm Xuân Giang • REFERENCES: Tieng Anh 11 (Textbook, and Teacher book) 11 • • GCSE 2016, 2018 and University Entrance Examination 2013 Other books and the internet 12 ... TEACHING TAG QUESTIONS FOR CLASS 11A3, CAM THUY HIGH SCHOOL 1.2 Aims of the study The research is aimed to find out the suitable method of teaching ? ?Tag questions’ for the students of class 11A3,. .. the lesson effectively, I have decided to study ? ?Teaching tag questions for class 11A3, Cam Thuy High School? ?? 2.2 Teaching situation Cam Thuy High School is located in a mountainous area with most... 6.4) (3. 5 – 4.9) 11A3 (39 ) 3( 7.69%) 13 (33 .33 %) 17 ( 43. 59%) (15 .38 %) 11A4 (40) (5%) 12 (30 %) 18 (45%) (20%) Poor level (0 – 3. 4) 0 From the results mentioned above, we can see that the two classes