using powerpoint lessons for teaching grammar in a noncentered high schoo

CAN THO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT Using PowerPoint Lessons for Teaching Grammar Non-Centered School Trung in tâm a Học liệu ĐH Cần Thơ@Tài High liệu học tập nghiên cứu B.A Thesis Supervisor: Dao Minh Trung, M.A 7032470 Researcher: Nguyen Hai Yen _ English of Education 03 Course 29 Can Tho, June 2007 ACKNOWLEDGEMENTS It is a pleasure to conclude the process of conducting my research by remembering all of those who have helped me navigate through this dissertation I am greatly indebted to a number of people from English Department of Can Tho University for helping to make this B.A thesis possible First and foremost, my deepest gratitude goes to Mr Dao Minh Trung, my supervisor, who supported and encouraged me generously throughout this research study Without his excellent academic guidance, my thesis would not have been completed My appreciation is also extended to Mrs Vuong Le Thien Thanh and Mrs Phuong Hoang Yen who provided me with useful comments and profound insights about the topic, which accompanied me during the whole time of doing this thesis Very special thanks are due to Mr Tran Minh Tuan for his assistance in analyzing data and statistical issues His support is greatly appreciated Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu I would like to sincerely thank the anonymous participants who contributed data to this study Many thanks also to Miss Nguyen Thi Tuyet Lan, my former teacher in Phan Van Tri high school, who kindly allowed me to involve her students in the data collection process If there were not their outstanding cooperation, this thesis could not have been carried out At last, but no means least, my heartfelt thanks go to my wonderful mother, who created good finance conditions for me to finish the study and encouraged me in anyway; especially my respected and loving father, whose encouragement has a tremendous impact on me and my thesis though he has no longer been by my side Only thinking of him and his desire on my success, I could have overcome my vicissitudes, concentrated on my study, and got this far i ABSTRACT Applying ITC in learning and teaching is not new in the Reform in Education period One of the tendencies is using Microsoft PowerPoint in classrooms In addition, there is a need to change the way to teach English, especially to teach grammar Therefore, the main goal of the study was to examine whether PowerPoint lessons enhance the falcuty of high school students for learning grammar An experimental research design was conducted at Phan Van Tri high school locating 15 km far away from Can Tho City Three grammar points tests was administered for 92 grade 10 students devided into experimental group and control group before and after they were taught The scores collected from the pre test and the post test were then computed and analyzed through the SPSS program The major finding on overall score demontrates that there was no statistical difference between the two groups In other words, PowerPoint lessons not enhance the faculty of students for learning grammar Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu ii CONTENTS Acknowledgements i Abstract ii Lists of tables and figures v Chapter 1: Introduction 1.1 Statement of the problem 1.2 Thesis organization Chapter 2: Literature review 2.1 Grammar 2.1.1 Definition 2.1.2 Role .4 2.1.3 Teaching Methods .4 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 2.1.4 Problems and Solutions .5 2.2 PowerPoint .6 2.2.1 Motivation and interest .7 2.2.2 Thinking and analytical skills .8 2.2.3 Achievement .9 Chapter 3: Research Methodology 3.1 Research question and hypotheses 13 3.2 Research design .13 3.3 Participants .13 3.4 Procedure 14 3.4.1 Preparation stage .14 3.4.2 Effectuation stage .14 iii 3.5 Instrument 14 3.5.1 Passive voice test 14 3.5.2 If clause type III test 15 3.5.3 Wh- questions test 16 3.6 Materials 16 3.6.1 The content of the experimental group .16 3.6.2 The content of the control group .16 3.7 Scoring system for the tests .16 3.7.1 Passive voice test 16 3.7.2 If clause type III test 17 3.7.3 Wh_ question test 18 Chapter 4: Research Results 19 Trung tâm Học liệu Cần Thơ@Tài liệu học tập nghiên cứu Chapter 5: Discussion andĐH conclusion 5.1 Discussion 22 5.2 Limitations of the study 23 5.3 Conclusions 24 5.4 Suggestions for further research 24 References 25 Appendices 28 Appendix A – Passive voice test 28 Appendix B – If clause type III test 30 Appendix C – Wh- questions test 31 Appendix D – Passive voice lesson plan (PowerPoint) .32 Appendix E – If clause type III lesson plan (PowerPoint) .38 Appendix F – Wh-questions lesson plan (PowerPoint) .43 iv LISTS OF TABLES AND FIGURES Table 1_ Pre-test and Post-test Result 19 Table 2_ The collected data from the pre-test and the post-test of two groups in grammar (1) 19 Table 3_ The collected data from the pre-test and the post-test of two groups in grammar (2) 20 Table 4_ The collected data from the pre-test and the post-test of two groups in grammar (3) 20 Table 5_ The overall result of two groups 21 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu v Using Powerpoint Lessons for teaching Grammar in a non-centered high school Chapter 1: INTRODUCTION This chapter provides a brief introduction to the study including reasons for conducting the thesis and outlines the structure of the thesis 1.1 Statement of the problem Recently there are two prominent trends in Vietnamese education, especially in English Language Teaching Firstly, there is a belief that the core of language is communication so the communicative approach has been commonly used to teach English We can see it is proved by the Reform in Education with example of completely change of textbooks The newest one is the textbook of grade 10 Beside the four skills which have been added to enhance communicative skills of students, the grammar aspect, now called Language Focus, has been Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu innovated to fix with the current trend Formerly, Grammar which was one of main points in teaching English in high schools was taught with grammar translation But nowadays there is a requirement that students not only master grammar rules but also know how to use them in a given situation Therefore, teaching English grammar has been a challenge: What is the good way to enhance the ability to learn and use grammar points? How does a grammar lesson look like in this case? Secondly, technology is not new to the classroom; in fact, it has been brought benefits to education The remarkable representative is emerging computer generated presentation software package that is the Microsoft PowerPoint program It is people’s feeling that presentation software can simplify the instruction of complicated topics, as well as being more visually appealing and interesting than the traditional methods like overhead transparencies and handouts In addition, presentation software can provide a variety of color, Using Powerpoint Lessons for teaching Grammar in a non-centered high school clip art, text and photographs that appeal to most audiences So does it work in high school? Does it assist communicative approach in teaching grammar? Can it be the answer for the question mentioned above? As teachers we are forced to use a variety of teaching methods to meet the needs of the varying abilities of our students To find a method that is beneficial to the students in terms of their understanding as well as one that will maintain their interest in the subject matter is a difficult task This research project was developed to determine if the lessons created with PowerPoint presentation can enhance the faculty of students for learning grammar points in compared to the traditional lessons that are designed with blackboard The investigation was also interested in identifying students’ attitude toward such kind of lesson: like or not? 1.2 Thesis organization Trung tâm Họchasliệu CầnThe Thơ@Tài liệu học tập nghiên The thesis fiveĐH chapters first two chapters provide a background for cứu the research through the literature review on grammar and PowerPoint The next two chapters discuss the research methodology, with the focus on experimental method, and present findings of the experiments and questionnaire The final chapter discusses the findings in light of the research literature and set out the conclusion of the research and suggest for further studies in using PowerPoint in teaching Using Powerpoint Lessons for teaching Grammar in a non-centered high school Chapter 2: LITERATURE REVIEW This chapter reviews prominent studies, books and journals to support the present research The principle areas to be discussed are English grammar and its teaching, PowerPoint software and its benefits to the field of teaching and learning 2.1 GRAMMAR 2.1.1 Definition For most of people, answering the question “What is grammar?” is not too hard, yet defining the term “grammar” exactly is not an easy work Thus in this chapter, there is a review of many different linguists’ opinion about “grammar” First of all, Jamal Ouhalla (1999) suggested that grammar refers to the rules which govern pronunciation (phonology), word formation (morphology), and sentence formation (syntax) ThisHọc assertion is somewhat by Peterliệu Collins (2000) his view Trung tâm liệu ĐH Cầnsupported Thơ@Tài học tập He vàshared nghiên cứu that the description of any language could be divided into major areas: grammar (comprising two sub-fields, morphology and syntax), phonology, and lexicon He also added, “Sometimes grammar is understood to encompass all three areas” which means grammar is the set of morphology, syntax, phonology and lexicon Similarly but from another angle, Barry Sesnan (1997) confirmed, “grammar is the set of rules for choosing words and putting words together to make sense.” In addition, Scott Thornbury (1999) raised his idea about grammar that it is partly the study of what forms or structures are permitted in a language and “the study of grammar consists of looking at the way these forms are arranged and patterned” Given these concepts, we can see that, in general, the set of rules governing a particular language is the grammar of that language, in another word grammar is the study of rules governing the use of the language Using Powerpoint Lessons for teaching Grammar in a non-centered high school 2.1.2 Role The formal study of grammar is an important part of education from a young age through advanced learning; however, grammar, historically, has been taught in a manner that leaves learners wondering why they need to learn it Hence, it is necessary to answer the question “Do we need to study grammar to earn a language? The short answer is "no" Many people in the world speak their own, native language without having studied its grammar Children start to speak before they even know the word "grammar" Nevertheless, if we are serious about learning a foreign language, the long answer is "yes, grammar can help us to learn a language more quickly and more efficiently." In Systems in English Grammar: An Introduction for Language Teachers (1996), Peter Master thought highly of the role of grammar “That is not to say that there is no role for grammar in the modern classroom On the contrary, the need is as great as ever, Trung tâm Học liệutoĐH Cần Thơ@Tài liệu we học tập realized nghiên cứu especially when it comes developing editing skills What have finally is that grammar is a tool for expressing meaning and for this reason it can have no use until there is a need for it.” In short, it is thought to be so clear that grammar is central to the teaching and learning of languages However, it is also one of the more difficult aspects of language to teach well 2.1.3 Teaching Methods Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of no prestige forms Language teachers who adopt this definition focus on grammar as a set of forms and rules They teach grammar by explaining the forms and rules and then drilling students on Using Powerpoint Lessons for teaching Grammar in a non-centered high school That was the lessons of Miss Tuyet Lan Those lessons were taught traditionally with blackboard, chalks, and handmade cards, pictures 3.7 SCORING SYSTEM 3.7.1 Passive voice test The first part of passive voice test just required students to recognize formulas of passive voice; hence, right/wrong item scoring was designed there Each correct item equaled 0.2 marks Totally, there were points in this part (0.2 x 10 items = 2) In the second part, students were asked not only to remember the formulas but also to identify a tense of each sentence through given key words Therefore, partial credit system was used to score the items in this part There were six sentences in total A sentence included three items: auxiliary (aux), to be and past participle verb The mark of these items was presented in detail in the table below Trung tâm Học liệu ĐH Thơ@Tài ItemsCầnAux To be liệu V3/edhọc tập nghiên cứu Score 0.1 0.2 0.2 Total score was points (0.5 x sentences = 3) In the same way with the second part, the last part was scoring as in the following table Items Subject Aux To be V3/ed by Object Score 0.3 0.2 0.2 0.2 0.1 Total score of this part was points (1 x sentences = 5) 3.7.2 If clause type III test 17 Using Powerpoint Lessons for teaching Grammar in a non-centered high school With the aim to measure students’ ability to remember the formula of If clause type III, the scoring system of this test was developed with partial credit scoring Each completed If clause sentence consisted of five items in both two clauses (If clause and main clause) For example, If I had walked around, I would have seen many flowers and butterflies The whole test had 40 items and each item was corresponding to 0.25 points 3.7.3 Wh_ question test The test was a kind of cloze-up test, so partial credit was chosen for the whole test scoring At the beginning of the test, participants were asked to make questions with given wh- words, thus their job was just finishing the rest of questions consisting of verbs, subjects or objects As they gave correct forms of the verb and exact subject / object, they got 0.5 for each question In the second section, beside two items, students had to give correct wh- Trung tâm Học liệu0.5 ĐH Cần Thơ@Tài liệu học tập nghiên cứu words, which constituted Section / criteria Wh- words Verbs Subjects/objects Total score I (8 questions) x 0.25 0.25 x 0.5 = II (6 questions) 0.5 0.25 0.25 x 1.0 = * 18 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Chapter 4: RESEARCH RESULT This chapter presents the findings from the result of students who have learnt with and without PowerPoint as described in the previous chapter The result was analyzed by SPSS Firstly, the scale test was run to check for the quality of the instruments The reliability of the tests was 793 Finally, the data was processed with Independent Samples T-Tests to give detailed result It was clear from Table that there was a substantial increase in the mean score of the post test It meant that students in both groups made progress after learning those lessons Table 1_ Pre-test and Post-test Result Tests Groups N Mean Std Deviation Std Error Mean Trung Học liệu ĐH Thơ@Tài tập nghiên cứu PRE tâm Experimental 47 Cần 2.2543 1.34258liệu học.19584 Control POST Experimental Control 45 2.0433 1.23392 18394 47 6.4578 1.22435 17859 45 6.1800 1.04205 15534 As indicated, three grammar points had been taught were (1) Passive voice, (2) If clause type III and (3) Wh- questions Therefore, three sections should be considered here Table _ The collected data from the pre-test and the post-test of two groups in grammar (1) Tests t df p pre (1) -4.252 90 000 post (1) 251 90 802 (Significance level at = 05) 19 Using Powerpoint Lessons for teaching Grammar in a non-centered high school The data set out in Table showed that a p value (.802) was so high in comparison with 05 Therefore, it was concluded that there was no statistically significant difference between the two target groups In the other words, students who learnt Passive voice with PowerPoint lesson in this study did not have a better result than that of those who were taught traditionally Meanwhile the result of participants was completely opposite after studying the second grammar point (see Table 3) The figure p = 000 and t = 3.789 revealed that the difference between students’ score learning with and without PowerPoint software was statistically significant Table 3_ The collected data from the pre-test and the post-test of two groups in grammar (2) Tests pre (2) t 4.316 df 82.778 p 000 Trung tâm Họcpost liệu(2)ĐH 3.789 Cần Thơ@Tài liệu học tập nghiên cứu 64.353 000 Again, the result of grammar (1) appeared in Table The numbers (p = 429, t = 795) presented in Table manifested no difference in the score of experimental group and control group in learning Wh- questions Table 4_ The collected data from the pre-test and the post-test of two groups in grammar (3) Tests t df p pre (3) -2.296 90 024 post (3) -.795 90 429 The Table demonstrated the mean score of two groups in three grammar points 20 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Table 5_ The overall result of two groups Tests t df p PRE 784 90 435 POST 1.170 90 245 The findings displayed a p value of 0.245 which was higher than 0.05 Therefore, the research was unable to reject the null hypothesis In other words, the results in Table (t = 1.170, p = 245) indicated that the use of Power of computer generated presentations Point did not produce a significant difference in the overall results between the control group and the experimental group That is, the students who received PowerPoint lessons did not have significantly higher marks than that of those who received traditional instruction alone Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 21 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Chapter 5: DISCUSSION AND CONCLUSION This chapter involves in discussing the reasons leading to the result in the previous chapter and the limitations of the study Besides, the conclusion and recommendations for future research are stated here 5.1 Discussion The objective of the study is to seek an answer to “Do PowerPoint lessons enhance the faculty of students for learning grammar points?” After time conducting the research, we receive the result t = 1.170, p = 245 derived SPSS program (see Table 5) indicates that there was no significant difference in overall error scores between students who received PowerPoint lessons and those who received traditional lessons, blackboard lessons Consequently, because of no evidence on the benefit of PowerPoint presentation in this Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu sample, an answer supporting the idea of the research question cannot be produced Though overall this result contradicts some research that supports the assisting of PowerPoint in teaching (Fifield & Peifer, 1994; Mantei, 2000; Reynolds & Barba, 1996), it was consistent with Ahmed’s (1998) study in which the authors made a comparison of PowerPoint versus traditional overheads It was found that there was very little difference in test scores when comparing the two methods In addition, the results in the study of Bushong (1998) showed that instruction plus PowerPoint presentations did not positively impact achievement any more than traditional instruction There are several reasons for the findings of this study which was in harmony with the studies that indicated the effects of PowerPoint lessons are overestimated One of the reason leading to the result is that students are really familiar with the new learning style – learning with the assistance of computers From the observation of each lesson, it is showed that many 22 Using Powerpoint Lessons for teaching Grammar in a non-centered high school students were attracted by activities with pictures and animations on the screen at the beginning of the lesson They showed their eager to take part in the lesson However, they forgot taking notes of the lesson This made them worried and impacted on their result The second reason is the time for each lesson Because the whole experimentation took place in real learning environment, classrooms with a period of 45 minutes, 15 minutes for pre-test and post test was not warranted This had a considerable impact on the result of the research Another uncontrolled variable could have happened during this study is the group size Each group is corresponding to one class including 45 to 47 learners The numbers states that it is hard for a teacher to keep her/ his eyes on all students In fact, several students did not join the lessons’ activities Those participants who just sat silently and watched the others only contributed their ideas for the lessons when being asked Whilst the statistical findings shares that PowerPoint lessons does not enhance the Trung Họcforliệu ĐHgrammar, Cần Thơ@Tài liệuthat học tập vàpresentations nghiên cứu faculty tâm of students learning it cannot conclude PowerPoint is not good One positive effect that it brought in this study is that it motivates most learners When being asked, more than 94.5 percentage of the participants reported that they really like learning with PowerPoint lessons for reasons such as clear and beautiful lessons, many pictures and animations, sound and movies being played in the lessons They also confirmed that due to PowerPoint lessons they can remember the lessons in longer time 5.2 Limitations of the study As other studies, this study cannot be free from limitations First of all, the time for conducting the research is limited so that the number of grammar points that are chosen to carry out are reduced According to the initial plan, there are at least grammar points being selected to experiment to ensure the objective of data However, the study has just conducted with three points as stated in chapter Secondly, the participants are all from grade 10, so the result of the study can not be generalized for all high school students 23 Using Powerpoint Lessons for teaching Grammar in a non-centered high school 5.3 Conclusions It can be stated at this point that the study has established that there is no significant difference in the studied groups This suggests no effect of PowerPoint software on learning grammar of the grade 10 students Even though there is no conclusive evidence on the benefit of using PowerPoint presentations in the classroom, it would seem that students perceive themselves a benefit from learning with this technology 5.4 Suggestions for further research Further research might consider examining the effects of PowerPoint presentations on high school students’ faculty for learning grammar As mentioned earlier, failure to find a positive answer to the research question can be explained by problems appearing in previous sections Therefore, increasing the number grammar points as much as possible and more Trung Học liệu ĐH Cần Thơ@Tài liệustudies học tập nghiên cứu time fortâm students to practice in class are suggested in future Additionally, beside looking at the effects of PowerPoint on learning grammar of the students, it would also be useful to investigate learners’ attitude toward PowerPoint lessons more deeply 24 Using Powerpoint Lessons for teaching Grammar in a non-centered high school REFERENCES Ahmed, C (1998, November) PowerPoint versus traditional overheads Which is more effective for learning? Sioux Falls, SD: Conference of the South Dakota Association for Health, Physical Education and Recreation (Eric Document Reproduction Service No ED429037) Retrieved from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc Atkins-Sayre, W., Hopkins, S., Mohundro, S., & Sayre, W (1998) Rewards and liabilities of presentation software as an ancillary tool: Prison or paradise? New York, NY: National Communication Association (Eric Document Reproduction Service No ED430260) Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc BBC I British Council teaching English –Talk – questions and answers http://www.bbc.co.uk/worldservice/learningenglish/teachingenglish/talk/questions/teaching_ Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu grammar.shtml#top BBC I British Council teaching English website http://www.teachingenglish.org.uk/index.shtml Brown, J.D (1988) Understanding Research in Second Language Learning: a teacher’s guide to statistics and research design Cambridge University Press Bushong, S (1998, June) Utilization of PowerPoint presentation software in library instruction of subject specific reference sources Kent State University: Master Research Paper (Eric Document Reproduction Service No ED423914) Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc Collins, P and Hollo, C (2000) English Grammar: An Introduction MacMillan Press 25 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Thiên , Đỗ Thị Thanh, Công nghệ Thông tin thiết bị dạy học đại với đổi phương pháp dạy học 14/7/2004 15:34 from www.edu.net.vn English Study 4.0 software InterSOFT Company Fifield, S., & Peifer, R (1994, February) Enhancing lecture presentations in introductory biology with computer-based multimedia Journal of College Science Teaching, 23, 235-239 Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc Huy, Hoàng Đức (2004) Giáo Án Điện Tử Kiều Oanh Đã tập hợp gần 300 giáo trình điện tử, 19:21 02/01/2007 from VietNamNet, www.vnn.vn Larsen-Freeman, Diane In Grammar and Its Teaching: Challenging the Myths (1997) Trung Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu retrivedtâm from www.kidsource.com Mantei, E (2000, March/April) Using internet class notes and powerpoint in the physical geology lecture Journal of College Science Teaching, 301-305 Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students” , http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc Master, P (1996) Systems in English Grammar: An Introduction for Language Teachers Prentice Hall Regents Ouhalla, J (1999) Introducing Transformational Grammar: From Principles and Parameters to Minimalism, 2nd edition Oxford University Press, UK Reynolds, K., & Barba, R (1996) Technology for the Teaching and Learning of Science Boston: Allyn and Bacon Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc 26 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Sesnan, B (1997) How To Teach English Oxford University Press Thournbury, S (1999) How To Teach Grammar Longman: Blustra… Press, Charlbury, Oxfordshire, UK Tieng Anh 10 (2006) Education Publisher Tieng Anh 10 – Advance book (2006) Education Publisher Williamson, V., & Abraham, M (1995) The effects of computer animation on the particulate mental models of college chemistry students Journal of Research in Science Teaching, 32, 521-534 Retrived from “Does the POWER of Computer Generated Presentation POINT to smarter chemical students”, http://cstl-csm.semo.edu/waterman/ST660/AngelafinalPaper.doc Yule, G (1996) The Study of Language Cambridge University Press Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 27 Using Powerpoint Lessons for teaching Grammar in a non-centered high school APPENDICES Appendix A PASSIVE VOICE TEST I/ Circle the best answer for each sentence below 1) This house …………… in 1984 6) If something is washable, it ……… A is built A can be wash B was built B can is washed C are built C can be washed 2) Cheese ……………… from milk 7) This road …… … for a long time A are made A have been repaired B is maked B has been repaired C is made C have been repair 3) John …………… his homework yet 8) Her car … before she came home A has not finished A had been steal B has not finish B been stolen Trung tâm Học liệu ĐH Cần Thơ@Tài liệuhashọc tập nghiên cứu C have not finished C had been stolen 4) The room …… at the moment 9) Next week, new conservations …… A is being cleaned A will be applied B are being cleaned B will are applied C is being clean C will be applyed 5) When Susan arrived, the song …… 10) I think smoking ……… … here A was being sung A should be banned B were being sung B should is banned C was being singed C should be baned II/ Put the verbs in the correct form Yesterday my car (break) ………………… …………… A decision (not make) ……………………… ……until the next morning A letter (send) ………………………………….for two days ago The rooms (paint) ……………………………………now There was somebody walking behind us We (follow) ……………………… Many accidents (cause) ………………….…….…… by careless driving 28 Using Powerpoint Lessons for teaching Grammar in a non-centered high school III/ Change the sentences into passive 1) My mother usually buys many clothes as Tet comes ………………………………………………………………………………………… 2) They have built a new hospital near the airport ………………………………………………………………………………………… 3) When teacher came, Peter and Sue were solving a puzzle ………………………………………………………………………………………… 4) I don’t think we should watch TV too much ………………………………………………………………………………………… 5) I found they had used the computer ………………………………………………………………………………………… The end Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 29 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Appendix B IF CLAUSE TYPE III TEST Part I _ Fill in the blanks with correct forms of verbs 1) I didn’t know Nga was in hospital If I (know) that, I would have visited her 2) Ken got to the station in time to catch the bus If he had missed it, he (be) late for school 3) It’s good that you remind me about Ann’s birthday If you hadn’t reminded me, I (forget) 4) Last night I decided to stay at home If I (not be) tired, I would have come to your party 5) The weather was so bad If it had been better, we (enjoy) the picnic 6) Harry didn’t study hard this semester, so he fell the final exam Trung Học liệu ĐHhard, Cần Thơ@Tài liệuthehọc If Harrytâm (study) he would have passed exam.tập nghiên cứu Part II _ Write the sentences with correct forms of verbs Yesterday my class went to Cuc Phuong National Park I was too busy, so I didn’t go 7) If I (not be) busy, I (go) to Cuc Phuong National Park 8) If I (go), I (walk) around for sightseeing 9) If I (walk) around, I (see) many flowers and butterflies 10) If I (see) them, I (take) some photographs 11) If I (take) the photographs, I (send) them to my friend in Canada The end 30 Using Powerpoint Lessons for teaching Grammar in a non-centered high school Appendix C WH- QUESTION TEST I/ Make questions with the given question words My favourite singer is Britney Spears Æ Who ………………………………………………………………… She sings “Baby Once More Time” very well Æ Which song ………………………………………………………… I usually listen to it once a day Æ How often …………………………………………………………… Britney Spears is going to have a live show in Cantho City Æ Where ……………………………………………………………… The show will be hold in 2008 Æ When ………………………………………………………………… She has invited Justine to her live show Æ Who ………………………………………………………………… Madonna may be invited, too Æ Who ………………………………………………………………… My friend bought me a ticket because he knows I like Britney & Justine Æ Why ………………………………………………………………… II/ Make questions for the underlined phrases I go to the dentist when I have a toothache Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu ………………………………………………………………………… He is punished because he has stayed out late ………………………………………………………………………… Now I feel better than yesterday ………………………………………………………………………… She went to bed at 11 o’clock last night ………………………………………………………………………… She goes to school in the afternoon ………………………………………………………………………… We had seen Jane at the supermarket before ………………………………………………………………………… The end 31 [...]... spending hours in a language laboratory repeating oral drills Then he concluded “…isolated practice in drilling language patterns bears no resemblance to the interactional nature of actual language use Moreover, it can be incredibly boring” 2.1.4 Problems and Solutions As we can see, although teaching grammar is an important part of language teaching, it, specifically teaching English grammar has met many... present the structure at first, but others say that 5 Using Powerpoint Lessons for teaching Grammar in a non-centered high school it is better to use an inductive approach.” Juliana, a high school teacher, expressed her care about grammar teaching methods In Grammar and Its Teaching: Challenging the Myths (1997), Diane pointed out one of the myths was Grammar is boring.” and proved that this myth is derived... vigorous support of using PowerPoint software, the advantages of which are the motivation and interest, the thinking and analytical skills, and the achievement Foreign researchers in foreign countries have warranted them, thus, there is a need to know whether PowerPoint has any impact on Vietnamese education 10 Using Powerpoint Lessons for teaching Grammar in a non-centered high school In Vietnam, “electronic... solutions, that was using more authentic materials 6 Using Powerpoint Lessons for teaching Grammar in a non-centered high school 2.2 POWERPOINT In recent years, many technological innovations of the 20th century have promised breakthroughs in the methods and effectiveness of teaching Some of the most promising innovations included filmstrips and motion pictures, teaching machines, and programmed instruction... problems and their solutions have been taken universal interest Belinda (China) said in British Council teaching English website, “I'm a TEFL teacher in a senior high school The biggest problem for me right now is grammar teaching. ” In addition, Zahid Hameed from Pakistan worried about the grammar translation method “I was wondering what would be the best way to teach grammar! Most teachers say that we... that grammar can only be taught through repetition and other rote drills Teaching grammar does not mean asking students to repeat models in a mindless way, and it does not mean memorizing rules Such activities can be boring and do not necessarily teach grammar The problem has been partly that teachers have not been provided the insights needed to move the teaching of language conventions and grammar. .. lessons In 2003, there was a seminar “Improve Teaching Methods by Applying ITC and Modern Teaching Devices” taking place in HCMC In the workshop, there were twelve lessons designed in PowerPoint being taught, among them was an English lesson Then, attendees listened to reports about the necessity of applying ITC in teaching especially using PowerPoint software in class After the reports, everyone agreed... problems mentioned in 2.1.4 because of its prominent effects on learning and teaching All in all, this section has just discussed two major issues of the study, grammar and PowerPoint It is showed that there is much attention being paid on using more authentic materials for teaching grammar better It is also informed that PowerPoint with its obvious benefits to education in general can be an effective tool... time fortâm students to practice in class are suggested in future Additionally, beside looking at the effects of PowerPoint on learning grammar of the students, it would also be useful to investigate learners’ attitude toward PowerPoint lessons more deeply 24 Using Powerpoint Lessons for teaching Grammar in a non-centered high school REFERENCES Ahmed, C (1998, November) PowerPoint versus traditional... findings underlined the importance of grammar and teaching grammar in learning English as a foreign language Besides, greater awareness that was being brought to bear on grammar was how to teach it effectively Although there were suggestions being shared by many teachers all over the world, a satisfied answer of the “how” was still a puzzle However, those teachers proposed a prompt which could lead to better