Tính hiệu quả khi sử dụng trò chơi trong việc dạy ngữ pháp cho học sinh cấp II Trường Phổ thông Song ngữ Quốc tế Wellspring Nghiên cứu hành động

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ****************** NGUYỄN HỒNG NHUNG THE EFFECTIVENESS OF USING GAMES AS SUPPLEMENTARY ACTIVITIES IN TEACHING GRAMMAR FOR JUNIOR HIGH SCHOOL STUDENTS AT WELLSPRING INTERNATIONAL BILINGUAL SCHOOL: ACTION RESEARCH TÍNH HIỆU QUẢ KHI SỬ DỤNG TRỊ CHƠI TRONG VIỆC DẠY NGỮ PHÁP CHO HỌC SINH CẤP II TRƢỜNG PHỔ THÔNG SONG NGỮ QUỐC TẾ WELLSPRING: NGHIÊN CỨU HÀNH ĐỘNG M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ****************** NGUYỄN HỒNG NHUNG THE EFFECTIVENESS OF USING GAMES AS SUPPLEMENTARY ACTIVITIES IN TEACHING GRAMMAR FOR JUNIOR HIGH SCHOOL STUDENTS AT WELLSPRING INTERNATIONAL BILINGUAL SCHOOL: ACTION RESEARCH TÍNH HIỆU QUẢ KHI SỬ DỤNG TRỊ CHƠI TRONG VIỆC DẠY NGỮ PHÁP CHO HỌC SINH CẤP II TRƢỜNG PHỔ THÔNG SONG NGỮ QUỐC TẾ WELLSPRING: NGHIÊN CỨU HÀNH ĐỘNG M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Ngơ Hữu Hồng Hanoi, 2013 DECLARATION -*** -I hereby certify that this minor thesis entitled THE EFFECTIVENESS OF USING GAMES AS SUPPLEMENTARY ACTIVITIES IN TEACHING GRAMMAR FOR JUNIOR HIGH SCHOOL STUDENTS AT WELLSPRING INTERNATIONAL BILINGUAL SCHOOL: ACTION RESEARCH is completely the result of my own word for the Degree of Master at University of Languages and International Studies, Vietnam National University, Hanoi and that this thesis has not been submitted for any degree at any other university or institution i ACKNOWLEDGEMENTS This thesis could not have been completed without the help, encouragement and support of a great deal of people who all deserve my sincerest gratitude and appreciation First and foremost, I wish to express my deepest gratitude to my supervisor, Dr Ngơ Hữu Hồng, for his training, guidance, and encouragement in the preparation and writing of this minor thesis This thesis would not have been completed without his help from the period when this was in the commencing stage Secondly, I would like to send my thanks to my principal, who supported my studies a lot by granting me days off to study and complete this minor thesis, even during a busy time of the school Many thanks are given to our friends and colleagues for introducing and providing me with materials to carry out this study My special thanks also go to the students of class 789A3, Wellspring International Bilingual School for their willingness to take part in my training strategy scheme Without their help, this study could not have been fulfilled I am also heavily indebted to my family – my parents and my brother They were always by my side to give me continual support and encouragement for all that I did Furthermore, other big thanks from me to all others who directly or indirectly supported me during the period I implemented this minor thesis Finally, I would like to send my special thanks to my readers for their concern, interest and comments for this study Thank you Hanoi, Nguyễn Hồng Nhung ii ABSTRACT This study was conducted as action research in which students were taught on how to process grammar deeply by applying games as supplementary activities in English grammar teaching and learning The study first aimed at enhancing junior high school students’ motivation at Wellspring International Bilingual School to study grammar and balance grammar learning with other skills learning (Speaking, Listening, Reading, and Writing); and then, recognizing if using games as supplementary activities increase students’ motivation in studying grammar For the accomplishments of these purposes, fifteen students in class 789A3 at Wellspring International Bilingual School in Long Bien District, Hanoi, Vietnam were involved in the study The present study tends to use qualitative method with the support of quantitative method Then, the data instruments include pre-test, post-test and the practitioner’s diaries By comparing the results of the pre-test and the post-test, the students’ increasing motivation in grammar studying could be revealed through the improvement of the students’ grammar retention Also, from the teacher’s diaries, the enhancement of the students’ motivation in grammar studying could be recognized through their involvement and participation in learning activities iii LIST OF FIGURES AND TABLES FIGURES PAGE Figure 1: Action Research cyclye (Sagor: 1992) 21 Figure 2: Data collection procedure 24 Figure 3: The students’ results of the pre-test 28 Figure 4: The students’ results of the post-test 30 Figure 5: The students’ results in the pre-test and the post-test 32 Figure 6: The students’ participant in learning activities in class 34 TABLES PAGE Table 1: Schedule of Grammar Teaching for class 789A3 19 iv TABLE OF CONTENTS Declaration i Acknowledgement ii Abstract iii Table of contents iv List of figures vii INTRODUCTION .1 Rationale for the study Aims of the study 3 Research questions Scope of the study Practical significance of the study Methods of the study 6.1 Data collection methods 6.2 Data analysis Design of the study DEVELOPMENT .6 CHAPTER 1: LITERATURE REVIEW 1.1 Previous studies related to language teaching and learning .6 1.1.1 Studies related to using games in language teaching and learning 1.1.2 Studies related to using games in teaching grammar v 1.2 The importance of grammar .10 1.3 Which games should be used? 11 1.4 When should games be used 11 1.5 The importance of students’ motivation 13 CHAPTER 2: METHODOLOGY 16 2.1 The background of the study 16 2.1.1 The study setting 16 2.1.2 Participants 17 2.1.3 Materials 17 2.2 Hypotheses 18 2.3 Implementation of the Action Research 19 2.4 Data collection instrument 21 2.4.1 Pre-test and Post-test 21 2.4.2 Diaries .21 2.5 Data collection procedure 22 Chapter 3: FINDINGS AND DISCUSSION 23 3.1 Data analysis preocedures 23 3.2 Research question 24 3.2.1 Results from the pre-test 25 3.2.2 Results from the post-test 26 3.2.3 Comparison between results from the pre-test and the post-test 28 3.3 Research question 29 3.4 Summarization 32 vi 3.4.1 Effectiveness of grammar games 32 3.4.1.1 Effectiveness of grammar games in developing students’ motivation 32 3.4.1.2 Effectiveness of grammar games in developing the ability of students’ understanding of the lesson 33 3.4.2 Difficulties when using grammar games in class 34 3.4.2.1 For the teacher 34 3.4.2.2 For students 35 PART III: CONCLUSION 36 Recapitulation .36 Limitations of the study 37 Suggestions for further study 38 REFERENCES viii APPENDICES xii Appendix 1: Pre-test xii Appendix 2: Post-test xvii vii INTRODUCTION Rationale: In studying languages in general and studying English in particular, it can be said that grammar is seemed to be difficult and boring for students It is thought by students that English grammar contains complex, difficult, and different rules Besides, traditionally, many teachers approach grammar teaching very seriously, making the lesson dull and uninteresting Therefore, students usually feel tired and boring in grammar lessons and then they are not motivated to study However, as one of language components, grammar is very necessary and nobody can refuse the importance of learning this skill According to William Somerset Maugham (The Summing Up, 1938), “It is necessary to know grammar, and it is better to write grammatically than not, but it is well to remember that grammar is common speech formulated.” “Grammar is the structural foundation of our ability to express ourselves The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language It can help foster precision, detect ambiguity, and exploit the richness of expression available in English.” Moreover, as stated by McKay (1987), in order to communicate effectively in English, students need to have a good foundation in grammar Once again, Ur (1988) states that a person who knows grammar is one who can express himself or herself in what would be considered as acceptable language forms In brief, although grammar plays an important part in English studying, students not have motivation in learning this skill What are the solutions to solve with the stated matter above? Perhaps, teachers need to apply variable teaching methods to stimulate students to study so that they can understand and master grammar as well as feel motivated when studying lessons There are many ways that help students be interested in and follow the lessons In the writer’s position, that games through lessons is one of the most appropriate approaches This approach can help students find studying English grammar more easily Thus, in the present study, the writer has an intention of looked forward to grammar lectures Their belief was shown by their increasing involvement and participation in class While there were only four students enjoying the lessons in the beginning of the treatment (Week 2), the number of the students taking part in learning activities was gradually increased; and from Week 11 to the end of the treatment process, all of the students in the class joined in activities happily and enthusiastically In conclusion, from the positive findings of the study and the experience that the teacher gained during the process of conducting the treatment, she achieved the initial aims stated in the beginning She helped her learners enhance their motivation in grammar studying and assisted them to balance grammar studying with communicative skills studying After that, she has made some recommendations with other teachers and other researchers who are also interested in applying games in teaching language skills Limitations of the study: There must be some limitations recognized in this action research due to the time constraints and the researcher’s limited ability and experience Firstly, only the students of one class (fifteen students) and the teacher as well as the researcher teaches took part in the study; therefore, the results are not easily generalized Personally, she is aware that this action research tends to be institutional because of the small number of participants joining in the study She just only wished to help her students and improve her teaching career However, this limited sample size was compensated for the good attitudes and positive contribution of all students during the treatment; and the researcher also felt easy and satisfied with controlling the class involved Furthermore, the deficiency of a control group is really a big weakness in this research If the researcher could have organized a control group, the results got from the tests would have been more persuasive 37 In brief, in spite of the shortcomings mentioned above, the effort of the practitioner and the students as well as careful work in data collection and data analysis could ensure the reliability and validity of the research Suggestions for further studies: Other researchers who have the same interest with the researcher of this action research may find the following recommendations useful for their future works First of all, due to the small number of students joined in the study, the findings cannot be easily generalized Therefore, the researcher and other scholars can carry out further studies with a larger number of students In addition, scholars can focus on their future studies in other language skills such as Listening, Speaking, Reading, and Writing Moreover, researchers can organize a control group in his/ her study Having a control group will make the results got from the tests more persuasive and reliable And then, the scholar also can feel more relaxing and easy to compare the results and the data collected 38 REFERENCES Celce-Murcia, M., & McIntosh, L (Eds.) (1979) Teaching English as a second or foreign language Newyork: Newbury House Cohen, L., & Manion, L (1985) Research Methods in Education London: Croom Helm Ellis, R (1994) The Study of Second Language Acquisition Oxford: OUP Ersoz, Aydan (2000) Six Games for the ESL/EFL Classroom iteslj.org/Lessons/Ersoz-Games.html Gülin Yolageldili and Arda Arikan (2011) Effectiveness of Using Games in Teaching Grammar to Young Learners Elementary Education Online, 10(1), 219229, 2011 İlköğretim Online, 10(1), 219-229, 2011 [Online]: http://ilkogretimonline.org.tr Harmer, J (1987) Teaching and Learning Grammar Longman Group UK Ltd Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: OUP Nguyễn, Liên Hƣơng (2005) How to teach grammar communicatively HCM city: M.A thesis at the University of Social Sciences and Humanities, Vietnam National University- HCM City Ian Hughes (2011) How to keep a research diary Johnston Press – Fall 2011 ICL 7992.001 10 Kemmis, S., & McTaggart, R (1982) The action research planner Victoria, Australia: Deakin University Press 11 Kim, L (1995) Creative Games for the Language Class Forum, Vol 33 March1995 at http://exchanges.state.gov/forum/vols/vol33/no1/p35.htm 12 Larsen-Freeman, D (1986) Techniques and Principles in Language Teaching Oxford: Oxford University Press 13 Lee, W R (1979) Language teaching games and contests Oxford: Oxford University Press 39 14 Lightbown, P., M & Spada N (1999) How languages are learned Oxford: Oxford University Press 15 Littlewood, W.T (1998) Motivation for Learning English” Foreign and Second Language Learning Cambridge: CUP 16 Lynne Brown (2002) Improving teaching practices through action research Blacksburg Virginia: Ph D dissertation in the Faculty of the Virginia Polytechnic Institute and State University 17 Maugham, S W (1938) The summing up England: Garden City Publishing Company 18 McCallum, G P (1980) 101 word games: For students of English as a second or foreign language Oxford: Oxford University Press 19 McKay, S (1987) Teaching Grammar: form, function and technique United Kingdom: Prentice Hall 20 McKay, H and Tom, A (1992) What Adult Learners Bring to a Class? Teaching Adult Second Language Learners Cambridge: CUP 21 Mertens, D M (2005) Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative and mixed methods United States of America: Sage Publications, Inc 22 Mills, G E (2003) Action research: A guide for the teacher researcher Upper Saddle River, NJ: Merrill/ Prentice Hall 23 Nedomová, A (2007) Teaching grammar to young learners Unpublished master thesis, Masaryk University, Czech Republic Retrieved on 28-March-2008, at URL: http://is.muni.cz/th/44537/pedf_b/bachelor_thesis.pdf 24 Khuất, Thị Thu Nga & Nguyễn, Thị Thanh Huyền (2003) The effectiveness learning vocabulary through games Asian EFL Journal Quarterly, 5(4) Available online at http://www.asian-efl-Journal.com/dec_03_vn.pdf 25 Obee, B (1999) The Grammar Activity Book Cambridge University Press 26 Osha Saeed Al Neyadi (2007) The Effects of Using Games to Reinforce Vocabulary Learning Action Research and Initial Teacher Education in the UAE HCT Press 40 27 Richard-Amato, P.A (1996) Making it happen: Interaction in the second language classroom (2nd ed.).New York: Longman 28 Rinvolucri, M (1990) Grammar games: Cognitive, affective and drama activities for EFL students Cambridge: Cambridge University Press 29 Sagor, R (1992) How to Conduct Collaborative Action Research Alexandria, VA: Association of Supervision and Curriculum Development 30 Saricoban, Arif and Esen Metin (2000) Songs, Verse and Games for Teaching Grammar iteslj.org/Techniques/Saricoban-Songs.html 31 Smith, M (2001) Making Content Classes More Communicative Teacher’s Edition (p 14-17) 32 Spolsky, B (1998) Conditions for Second Language Learning” Introduction to a General Theory Oxford: OUP 33 Sungurtekin, ., Sezer, G O., Baỗeli-Kahraman, P., & Sadioğlu, Ö (2009) The views of pre-service teachers about creative drama: A study according to gender İlköğretim Online, 8(3), 755-770 Retrieved on 14- January-2010, at URL: http://ilkogretim-online.org.tr/vol8say3/v8s3m11.pdf 34 Topkaya, E Z., & Kỹỗỹk, ệ (2010) An evaluation of 4th and 5th grade English language teaching program İlköğretim Online, 9(1), 52-65 [On-line serial]: Retrieved on 14-January-2010, at URL: http://ilkogretim- online.org.tr/vol9say1/v9s1m6.pdf 35 Lƣu, Trọng Tuấn & Nguyễn, Thị Minh Đoàn (2010) Teaching English Grammar through Games Studies in Literature and Language Vol.1 No.7 Available online at http:// www.cscanada.net 36 Ur, P (1988) Grammar practice activities: A practical guide for teachers Cambridge: Cambridge University Press 37 Wright, A., Betteridge, D., & Buckby, M (1984) Games for language learning (2nd ed.) Cambridge: Cambridge University Press 41 APPENDICES APPENDIX PRE-TEST SEMESTER TEST Subject: ESL (Solutions Pre-Intermediate) Grammar Time allowed: 90 minutes Student’s name: SCORE Class: ……… Date: / 95 Complete the sentences with the correct form of the verbs in brackets _ you _ (ever drive) a car? While I _ (wait), I saw Sandy We saw the new horror film last night but I _ (enjoy) it I _ (have) three different teachers since I started learning English They _ (open) a big department store in the town centre next month How long _ you _ (be) a doctor? Alfie _ (think) it’s really good idea Carlos (visit) the United States about twelve years ago 9, 10 _ (go) to the cinema lately? - No, I (not / have) the time 11 I (never / be) anything so stupid in all my life! 12, 13 It (be) a bad day in the shop: so far this morning we (not/ have) a single customer I 14 The plane (take off) at 8.15 exactly on time 15, 16 Our son (arrive) in Australia three weeks ago, but he (write) to us yet 17, 18 My parents (get married) when they (be) only nineteen years old 19, 20 Carl Lewis (compete) in four Olympic Games and (win) nine gold medals Mark: _ /20 Complete the sentences with the words in given more as the than too enough from like in to 21 He’s _ funniest person in the class 22 It’s more peaceful to live in the countryside _ in the city 23 She’s _ talkative than her sister! 24 Have I cooked the meat long _? I don’t want you to be ill! 25 This text is _ difficult I don’t understand these words 26 The church isn’t _ far as the farm 27 The new teacher isn’t popular as the last one 28 I don’t want to see the film It’s violent 29 We haven’t got money to buy three tickets 30 I don’t think I’ll go for a walk today It’s wet 31 Is that exercise as difficult this one? 32 Why didn’t Kerry get the job? She’s good as Darren 33 Don’t drink that now It’s hot 34 The new Superman films aren’t as good the first ones 35 She didn’t get the part in the film because she isn’t attractive 35 I don’t like maths classes They’re boring 36 Marie’s dress is very similar mine 37 She has the same taste in clothes me II 38 Tom always seems to have more money everyone else 39 Do you look your parents? 40 Our lives today are very different the way our grandparents lived Mark: _ /20 Circle the correct answers 41 I can’t stand to wait / waiting in queues 42 Sorry I’m late I’ve been / gone to the library 43 Did you get some / any replies to the advert? 44 – / The chips are bad for your health! 45 He’s spoken Spanish for / since he was six 46 I saw a few / a little of my classmates outside the museum this morning 47 How much / many did you pay for that? 48 It’s the busier / busiest city I’ve ever been to There are so many people and cars everywhere 49 The buses are slower / the slowest than the Metro 50 The restaurants are more expensive / the most expensive than the last time I was there 51 Driving for a long time can be tired / tiring 52 A long walk in the park can be relaxed / relaxing 53 If you have nothing to do, you may be bored / boring 54 A piece of news can be surprised / surprising 55 Going for a swim can be relaxed / relaxing 56 A film can be excited / exciting 57 People can be worried / worrying about losing their jobs 58 Hard work can make you exhausting/ exhausted 59 My sister is 12 years old She can’t get married because she isn’t old enough / is too old 60 Good bye, everybody! I’d / I’ll see you next week III Mark: _ /20 Complete the conditionals with the correct form of the verbs in the box wake hurry get spend take sleep go have arrive exercise eat pass 61 If I out tonight, I’ll clean the house 62 If they before dinner, we’ll go to that new restaurant 63 If you learn English, you a better job 64 He’ll be late if he 65 Nick will go to university if he his exams 66 If you the train, you’ll arrive about 6.30 p.m 67 I get spots if I cheese 68 If he time he visits his grandparents on Sundays 69 If it rains, I any work in the garden 70 If my mum me up, I sleep too long! 71 If he every day he puts on weight 72 Do you well if you have a hot drink before bed? 73 If I have money, I it! Mark: _ /13 Complete the sentences with the correct form of will or going to and the verbs in brackets 74 Are you tired? I (take) you home 75 I (watch) a DVD tonight Do you want to come round? 76 What you (wear) for your first day at work? 77 We haven’t got any sugar I (get) some in town later 78 Look! That cyclist _ (hit) the dog! 79 I (see) you later! 80 you (ask) him round for dinner? Mark: _ /7 IV Underline the mistakes and correct them in the sentences below 81 I may to be late home this evening  _ 82 They might staying with us for a week next summer  _ 83 He not might pass the exam He didn’t study very hard  _ 84 They might go not on holiday this year They haven’t got much money  _ 85 It could to rain at the weekend  _ Mark: _ /5 Complete the sentences with the comparative or superlative form of the adjectives in brackets 86 What’s the (expensive) thing you’ve ever bought? 87 Kate Winslet’s (recent) film is very moving 88 It’s the (gripping) story I’ve ever read 89 My new TV has a (good) picture than my old one 90 Today’s horror films are (scary) than they were in the past 91 Who you think is the (good) actor in Hollywood? 92 Travelling by coach is (cheap) than the train 93 Paul is the (romantic) boyfriend I’ve had 94 Johnny Depp is (attractive) now than when he was younger 95 The (beautiful) capital city I’ve visited is Paris Mark: _ /10 GRAMMAR TOTAL: _ / 95 V APPENDIX POST-TEST SEMESTER TEST Subject: ESL (Solutions Pre-Intermediate) Grammar Time allowed: 90 minutes Student’s name: SCORE Class: ……… Date: / 95 Complete the sentences with the correct form of the verbs in brackets Rice (grow) in China He (not finish) his homework so he couldn’t go out When dad (do) the gardening, he watched TV If I (have) a bicycle, I’d ride to school I didn’t watch the film because I (see) it Alison (wish) she (have) blue eyes Ben said that he (not like) dogs He couldn’t go out because he (promise) to help his mom with the housework Helmet (wear) by ice hockey players 10 Michelle (say) that he was wearing a blue top 11 After I (write) the letter, I posted it 12 This DVD player (make) in Korea 13 You wouldn’t be so tired in the mornings if you (not stay up) so late VI 14 Jeans (invent) in the USA 15 If Pete (not smoke), he’d be much healthier 16 Our car (steal) 17 His first novel (publish) next year 18 I’m having a great time in Majorca I wish you (be) here 19 English (teach) in schools all over Europe 20 The Harry Potter books (read) by millions of children Mark: _ /20 Complete the sentences with the words in given must will may mustn’t going to might need said wish 21 Elizabeth _ she never phoned him 22 I _ feed his cat while he’s away if he asks me 23 You _ switch off your mobile phone in class 24 She _be on the bus I think her car is having problems 25 You _ worry about your exams 26 Phil said _ they had moved to London in 2000 27 Look at that man! He’s _ jump in the river! 28 _ I open the window, please? 29 I _ I was wearing a coat 30 You _ tell anybody 31 When you are in England, you _ drive on left 32 I _ to call my mum, but I haven’t got my mobile phone 33 You _ swim here 34 He _ be home late tonight 35 If he doesn’t come to her party, she _ be angry 36 He _ ask before he uses my computer! 37 I’m _ miss my favourite TV programme tonight 38 If you give me your number, I _ call you tomorrow 39 A plant _ water VII that 40 Fiona _ she was hungry Mark: _ /20 Circle the correct answers 41 My grandparents have been married for/ since 40 years 42 I think you will do/ are going to well in your exams 43 He wishes/ wish the music weren’t so loud 44 You may not/ needn’t bring a towel There are towels at the swimming pool 45 You needn’t/ mustn’t buy her a present 46 Show me the menu Hmm I am going to/ will have chicken 47 She said that last month joyriders had stolen/ stole her car 48 I wish I can/ could buy that jacket 49 Roger Federer won’t / isn’t going to win the match 50 They won’t/ wouldn’t buy a new car if it costs too much 51 Fred said that he likes/ liked pizza 52 My brother wishes she can/ could talk more 53 If you drink too much coffee, you might not/ won’t sleep well 54 Jess said that it is going to/ was going to get dark 55 Cars aren’t/ haven’t been used on the island of Tresco 56 You must/ mustn’t pay for those books 57 In the UK, you mustn’t/ must 17 to drive a car 58 She wishes she was/ were taller 59 When I arrived home, Joe had gone/ went out 60 My exams is/ are marked by the teachers Mark: _ /20 Complete the conditionals with the correct form of the verbs in the box a Complete the sentences with the present simple passive form of the verbs: eat grow make sell send speak visit 61 Tea in India VIII 62 Newspapers and magazines in a newsagent’s 63 English in Australia and New Zealand 64 The best chocolate in Belgium and Switzerland 65 In the UK too many criminals to prison 66 Every year, 38 billion burgers in the USA 67 Every year Paris by 24 million tourists b Complete the text with may, might and could and the verbs following There is one negative form: become happen prefer share want Sales of CDs are declining because of illegal file sharing, and film companies are worried that the same thing (68) with DVDs As downloads become faster, more and more people (69) films over the Internet rather than buy them Buying DVDs (70) a thing of the past The music industry now encourages legal downloads from websites like the iTunes Music Store The film industry (71) something similar However, if they try to charge too much for film downloads, people (72) to pay They (73) _ to download them illegally using one of the many file-sharing programs Mark: _ /13 Complete the sentences with the correct form of will or be going to and the verbs in brackets 74 I take my driving test next year 75 Rooney score He always scores in important games 76 Look! There’s Tommy I go and say hello 77 I have chicken tonight I bought it this morning 78 She doesn’t think England win the next World Cup 79 He invite her to his party 80 I’m not sure I look in my phonebook Mark: _ /7 IX Underline the mistakes and correct them in the sentences below 81 You mustn’t be eighteen to see this film  _ 82 If I miss the bus, I would take a taxi  _ 83 He said that he’s seen the robbers leaving the bank  _ 84 I’m having a great time in Majorca I wish you are here  _ 85 I don’t think England is going to win the next World Cup  _ Mark: _ /5 Write the correct form of the adjective in the bracket 86 He’s (kind) He never helps people 87 He’s (optimistic) He always thinks bad things are going to happen 88 She’s (patient) She doesn’t mind waiting 89 He’s (fun) He always tells jokes 90 I don’t like this film It’s (bored) 91 This TV programme is very (interested) 92 I forgot her name It was really (embarrassed) 93 It was an (exhausting) tennis match, but I won in the end 94 I worked hard last term, but my exam results were (disappointing) 95 I’m really (annoying) because I can’t find my mobile phone Mark: _ /10 GRAMMAR TOTAL: _ / 95 X ... SCHOOL STUDENTS AT WELLSPRING INTERNATIONAL BILINGUAL SCHOOL: ACTION RESEARCH TÍNH HIỆU QUẢ KHI SỬ DỤNG TRỊ CHƠI TRONG VIỆC DẠY NGỮ PHÁP CHO HỌC SINH CẤP II TRƢỜNG PHỔ THÔNG SONG NGỮ QUỐC TẾ WELLSPRING: ... conducted at Junior High school system of Wellspring International Bilingual School located in Hanoi At the school, the program of English subject is different from public schools There are fourteen... Declaration i Acknowledgement ii Abstract iii Table of contents iv List of figures vii INTRODUCTION .1 Rationale for the