A study on using some language games in teaching vocabulary to grade 10th student at viet tri industrial high school

i HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT - - NGUYEN PHUONG THUY A STUDY ON USING SOME LANGUAGE GAMES IN TEACHING VOCABULARY TO GRADE 10th STUDENTS AT VIET TRI INDUSTRIAL HIGH SCHOOL (Nghiên cứu sử dụng số trị chơi ngơn ngữ giảng dạy từ vựng tiếng Anh cho học sinh lớp 10 trường THPT Cơng Nghiệp Việt Trì) B.A GRADUATION PAPER Field: English Methodology Supervisor: NGUYEN THI THU HANG, M.A Phu Tho, 2020 ii HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT - - NGUYEN PHUONG THUY A STUDY ON USING SOME LANGUAGE GAMES IN TEACHING VOCABULARY TO GRADE 10th STUDENTS AT VIET TRI INDUSTRIAL HIGH SCHOOL B.A GRADUATION PAPER Field: English Methodology Phu Tho, 2020 i ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed First and foremost, I would like to express my deepest thanks to my supervisor Nguyen Thi Thu Hang, M.A for the wholehearted guidance she gave me while I was doing this research I am truly grateful to her for her ideas comments and instructions, as well as her constant support throughout my research Secondly, I would like to thank all the lecturers, teachers and staff at Hung Vuong University, especially those in Department of Foreign languages who have created favorable conditions for me to study and write graduation paper Thirdly, my sincere thanks go to all teachers and students in Viet Tri Industrial high school whose endless enthusiasm has helped me to carry surveys which are very useful for my thesis Last but not least, I would like to show my gratitude to my family, my friends for their spiritual, emotional and financial support and for giving me the optimism to continue my learning Phu Tho, June 2020 Nguyen Phuong Thuy i ii ABSTRACT Vocabulary learning has always been a major concern for those who want to learn a second language One of the techniques that can be used to master vocabulary is using vocabulary games This study aims at checking the effectiveness of games in facilitating learning as well as improving vocabulary for the grade 10th students at Viet Tri Industrial High School First, to learn about the current methods of learning vocabulary, the survey questionnaire about students' problems related to vocabulary and game technique was conducted among 40 students of grade 10A Second, class observation was done to evaluate the quality of vocabulary studying among these students after using vocabulary games during three weeks of the second semester of the 2019-2020 academic school year Last, the questionnaire also was used to find the students' attitudes toward using games to improve vocabulary Based on the results of this thesis, the difficulties of students in learning vocabulary have been found out as well as the game technique that was introduced received positive responds from students ii iii TABLE OF CONTENT PART A: INTRODUCTION 1 Rationale Previous studies Research purposes 4 Research questions Research methods Significance of the research Research scope Research design PART B: MAJOR CONTENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 An overview of vocabulary 1.1.1 Definition of vocabulary 1.1.2 Classification of vocabulary 1.1.3 The importance of vocabulary 10 1.1.4 Aspects of vocabulary needed to be taught 10 1.1.5 Principles of teaching vocabulary 13 1.1.6 Stages of teaching vocabulary in CLT 14 1.1.7 Factors affecting the decision in choosing vocabulary items to teach 15 1.2 An overview on using language games in language learning 16 1.2.1 Definition of language games 16 1.2.2 Types of language games 18 1.2.3 Games to teach vocabulary 20 1.2.4 Benefits and problems of using games to teach vocabulary 22 1.2.5 Steps of using games to teach vocabulary……………………… .24 CHAPTER 2: METHODOLOGY 27 2.1 Research setting 27 2.2 Subject of the study 28 iii iv 2.3 Participants of the study 28 2.4 Data collection instruments 29 2.4.1 Survey questionnaires 29 2.4.2 Observation 31 2.5 Research procedure 32 CHAPTER 3: THE CURRENT SITUATIONS OF TEACHING AND LEARNING VOCABULARY FOR STUDENTS IN CLASS 10A AT VIET TRI INDUSTRIAL HIGH SCHOOL……………………………………… 33 3.1 The real situation of learning vocabulary ………………… 33 3.2 The real situation of teaching vocabulary …………………………… 37 CHAPTER 4: EXPERIMENT AND RESULTS 45 4.1 Experiment procedure 45 4.2 Description of the experimental teaching 46 4.3 Evaluation on learning and teaching vocabulary with some language games after experiment 50 4.3.1.Students’ evaluation on learning vocabulary with some language games 50 4.3.2 Teacher’s evaluation on learning and teaching vocabulary with some language games 56 4.4 Major findings 57 4.4.1 The real situation of using some language games in learning vocabulary …………………………………………………………………………… 56 4.4.2 Some benefits of using some language games in teaching and learning vocabulary 58 4.4.3 Some differences of using some language games in teaching and learning vocabulary 58 4.5 Implications 60 4.5.1 For teachers 60 4.5.2 For students 62 iv v PART C: CONCLUSION 64 1.Conclusion…………………………………………………………………62 Limitations in the research 65 Suggestions for further research 65 RERERENCES APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX v vi LIST OF ABBREVIATIONS CLT Communicative language teaching EFL English as a foreign language ELT English Language Teaching ESL English as a second language vi vii LIST OF TABLES Table 3.1: Current situation of students’ learning vocabulary 33 Table 3.2: Students' knowledge and attitudes toward using language game in learning vocabulary 36 Table 3.3: Teachers’ techniques in teaching new words…………………….38 Table 3.4: Frequency of using vocabulary games 41 Table 4.5: Students’ attitude toward playing language games 52 Table 4.6: Students’ expectation and preference for the use of language games in vocabulary classes 55 vii viii LIST OF FIGURES Figure 3.1: Students’ view about teacher’s techniques 35 Figure 3.2: Students' attitude toward using language games in learning vocabulary 37 Figure 3.3: The use of vocabulary games in teaching and learning vocabulary to grade 10th students at Viet Tri Industrial high school 38 Figure 3.4: Benefits when using vocabulary games in class……………… 38 Figure 3.5: Difficulties when using vocabulary games in class 40 Figure 3.6: Stages at which vocabulary games are used 41 Figures 3.7: Teachers’ suggestions on how to better employ games in teaching vocabulary 42 Figure 3.8: Teacher' knowledge and attitudes toward using language games in learning vocabulary 43 Figure 4.9: The students' attitudes towards language games 50 Figure 4.10: Students' participation in language games 51 Figure 4.11: Benefits of using language games in learning vocabulary 53 Figure 4.12 Students’ difficulties in learing vocabulary 54 viii 22 Homework: - Learn by heart new words - Write a paragraph (about 80 words) about how to protect the environment VI Comment: Good point ………………………………………………………………………………… …………… ……… Weak point ………………………………………………………………………………… …………………………….… ……………………………………………… 23 APPENDIX 7: Planning date: Period 109: Unit 9: PRESERVING THE ENVIRONMENT Lesson 7: Communication and culture I Aims and objectives - Read for general ideas and for specific information about the World Wildlife Fund for Nature, ways to protect the environment and answer the questions - Listen to a text related to the topic environmental impacts Knowledge By the end of this unit, Sts can: - Get more knowledge about the World Wildlife Fund for Nature Skills - Spoken interaction, reading, listening, speaking and writing - Work in pairs and in groups Attitude: Students have a passion of learning English Competence approach: Good communication skills II Methods and techniques: Integrated, mainly communicative III, Preparation: - Teacher: tape, board, chalk, textbook, cassette, laptop - Students: textbook, workbook, pen, pencil… IV Procedures: 1.Class organization: (2 minutes ) Class Teaching date Attendance 10G …/…/ 2020 ……/…… 2.Oral test: No New lesson: 24 25 Teacher’s activities Stages/ Students’ activities time 1.Warm Lead-in:( Task 1) up: -Teacher shows photos related to -Look at the photos and answer minutes environmental pollution, ask the questions students look at the photos and answer the question - Focus Ss’ attention on the instructions and the photos Check - Describe how the action will comprehension affect the environment in each -Ask different Sts to describe how photo the action will affect the environment in each photo - Check sts’ answers as a class - Give answer - Ask some Sts to stand up and tell - Take note loudly - Listen and correct mistakes Model answer: Photo a: A man is spraying pesticides This can cause soil pollution Photo b: Forest trees were cut -Listen carefully 26 down This is deforestation and it will result in climate change, global warming, extreme floods and erosion -> Lead in the new lesson New A Communication lesson: Task 2: Listen to the recording 35 Ask and answer the following minutes questions - Listen to the teacher - Tell Sts that they are going to listen to two speakers talking about one of the photos in Task - Focus Ss’ attention on the instructions and the questions - Have them underline the key words in the questions - Check comprehension - Play the recording twice, pausing before the second listening for sts to note down the answers - Check the answers as a class Model answers: photo b deforestation Climate change, global - Underline the key words individually - Listen to the recording twice to the task individually - Check the answers in pairs - Give the answers - Check and correct 27 warming and extreme floods Control deforestation and have proper forestation plans Task 3: Discuss in groups Suggest what should be done to protect the environment - Have sts read the instructions - Listen to the T carefully - Work in groups of 3-4, - Ask sts to work in groups share their opinions of or 4, share their opinions - Take notes of their - Ask sts to take notes of group members’ their group members’ opinions opinions and report to the class - Make comments on sts’ performance during the group discussion and on their reports back to -Representatives of some groups - Call on representatives of report the groups’ discussion different groups to report their ideas to the class - Take note - Listen to the sts and give feedback B CULTURE Task 1: Look at the logo - Have Sts make predictions - Make predictions individually - Read and answer the questions 28 - Check as a class - Take note - Model answers: + a panda + It comes from China + WWF is for World Wide Fund for nature (Formerly World Wildlife Fund) Task 2: Read the text again Ask and answer the questions - Read and answer the questions - Have sts read and answer - Take note questions in pairs - Check sts’ answers as a class - Model answers: 1.in 1961 2.A none-government organization Because it was the only giant panda, an endangered species, in the Western world at the same time as the organization is established “stop the degradation of the planet’s natural environment and build a future in which humans live in harmony with nature, by: - conserving the world biological diversity - ensuring that the use of 29 renewable natural resources is sustainable - promoting the reduction of pollution and wasteful consumption It is the world’s largest independent conservation organization Task 3: Game “Crosswords” - Divide the class into group of student each group is given a frame of crossword - Students work in group and find out the words in down and across - Each down and across word contains one letter of the crossword - Each down and across work will get one mark Which group has more marks will won -Teacher feedback congratulates the better groups Suggested answer: Ecosystem Greenhouse effect Fertilizer Fossil fuel Pesticide - Work in groups of to play a game 30 Consolidation:( minute) - Words and phrases related to environmental impacts and preservation - Identify different types of pollution - Understand the causes and negative effects of pollution on our environment and health Homework: (2 minutes) - Learn by heart new words - Write a paragraph (about 80 words) about how to protect the environment VI Comment: Good point ………………………………………………………………………………… …………… ……… Weak point ………………………………………………………………………………… …………………………….… ……………………………………………… 31 APPENDIX 8: Planning date: Period 111: Unit 10: ECOTOURISM Lesson 1: Getting started – Nature lovers I Objectives Knowledge - By the end of the lesson, students will be able to: + Use some lexical items related to the importance, benefits and principles of ecotourism + Make simple dialogues using the given expressions + Master some vocabularies about the importance, benefits and principles of ecotourism + Get to know one grammar point: Conditional sentences Skills - Listening, speaking, reading and writing skills - Group and pair work Attitude: - Students have a passion of learning English Competence approach: - Good communication skills II Methods and techniques - Integrated, mainly communicative III, Preparation: -Teacher: tape, board, chalk, textbook, cassette -Students: textbook, workbook, pen, pencil… 32 IV Procedures: 1.Class organization: (2 minutes) Class Teaching date 10G …/…/ 2020 Attendance ……/…… 2.Oral test: No 3.New lesson: Teacher’s Activities Stages/Time Student’s Activities Warm-up Lead-in: - Watch the video and minutes - Show a video about famous guess what they show places in Vietnam - Ask Sts to watch the video and name the places in this video - Ask some Sts to stand up and tell - Give answer loudly - Call - Give comment the others to give - Take note comments - Listen and correct mistakes Model answer: - Ha Long Bay… - Listen to the Sts - Give feedback Lead in the new lesson II New *Vocabulary lesson -ecotourism (n) 35 minutes /ˈiːkəʊtʊərɪzəm/: - Show a picture about ecotourism - Look at the slide 33 - Say the word aloud - Listen, repeat the -observe (v) /əbˈzɜːv/: words, phrases in chorus - Show a picture about observe and then individually - Say the word aloud -scuba-diving (n) /ˈskuːbə - Write the new words on daɪvɪŋ/: their note books - Show a picture about scuba- - Read the words in front diving of class - Say the word aloud -coral reef (np) /ˈkɒrəl riːf/: Show a picture about coral reef - Say the word aloud -airfare (n) /ˈeəfeə(r)/: - Show a picture about airfare - Say the word aloud -discount (n) /ˈdɪskaʊnt/: - Show a picture about discount - Say the word aloud -Listen and repeat - T read them aloud and ask Sts to repeat - Call some Ss read again Task - Ask Sts to read the - Read the conversations conversation individually individually - T tells Ss that they are going to listen to a conversation at a travel agent’s - T plays the recording and asks Ss to listen as they read silently - Listen the recording 34 - Call Sts to practice the - Practice the conversation in pairs in front of conversation in pairs in class front of class Task GAME: LUCKY NUMBER *Rules: - I have numbers include questions and lucky numbers - Each group will choose a number in turns If it is a - Listen to teacher question, you will answer the - Play the game question to get point If it is Lucky number, you get point without doing anything - The winner is the group having more points Key: Scuba-diving Exotic Fauna Biosphere reserve Sustainable Flora Task - Explain the task - This activity introduces the grammar point: conditional sentences 35 - Ask Sts to work individually in a minute, find the conditional sentences used in the conversation and write them in the space provided - Call Sts to the task in front of class - Check Ss’ answers as a class Have Sts note down the words in their notebooks Key: - Listen to teacher - If you also want to go on a camping safari, you’ll need another three days - But if we could take the seven- - Work individually in a day tour, how much would it be minute, find the per person conditional sentences - … if you book early and pay used in the conversation two months before departure, and write them in the you’ll get a two per cent space provided discount - Do the task in front of Task class - Ask Sts work in pairs in - Note down the words in minutes, underline the verbs in notebooks both the main clauses and ifclauses - Walk around and offer help if necessary - Call Sts to answer 36 Suggested answer: - If you also want to go on a camping safari, you’ll need another three days (Type 1) - But if we could take the sevenday tour, how much would it be per person (Type 2) - … if you book early and pay - Work in pairs in two months before departure, minutes, underline the you’ll get a two per cent verbs in both the main discount (Type 1) clauses and if-clauses - Show the text and give final feedback - Answer the questions Consolidation + Use words and phrases related to the topic Ecotourism + Identify conditional sentences Types and Homework - Do the tasks again - Prepare for the next lesson - Language VI Comment Good point ………………………………………………………………………………… Weak point ………………………………………………………………………………… ... adverse effects Therefore, the author has decided to conduct an investigation into ? ?A study on using some language games in teaching vocabulary to grade 10th students at Viet Tri Industrial high. .. situation teaching and learning vocabulary at Viet Tri Industrial high school Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final... 3.2: Students' attitude toward using language games in learning vocabulary 37 Figure 3.3: The use of vocabulary games in teaching and learning vocabulary to grade 10th students at Viet