THE EFFECTIVEENSS OF USING SOME GAME IN TEACHING ENGLISH GRAMMAR GRADE 10

The role of grammar in teaching and learning English 5+6 3.. Grammar always plays a significant role in teaching and learning English.However , it is not easy to motivate students, espec

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT THIỆU HÓA

SÁNG KIẾN KINH NGHIỆM

GAMES IN TEACHING ENGLISH GRAMMAR

GRADE 10

Người thực hiện: Nguyễn Thị Thu

Chức vụ: Giáo viên

Đơn vị công tác: Trường THPT Thiệu Hóa

SKKN thuộc môn: Tiếng Anh

THANH HÓA NĂM 2018

TABLE OF CONTENTS

1.3 The role of grammar in teaching and learning English 5+6

3 Using games in teaching grammar for grade 10D 9

PART I: INTRODUCTION

1 Reason for choosing the topic:

Grammar always plays a significant role in teaching and learning English.However , it is not easy to motivate students, especially young students in learninggrammar because they possess certain characteristics that make their learningdifferent from that of adult Therefore, teachers should find a more appropriateteaching method to help young learners know more about the language rules andare able to use them correctly Using games is one ofthe proper teaching methods which may be applied to teach grammar for younglearners In order to apply it effectively, teacher should understand the benefits

of using games in English grammar teaching for children and how to usegames inlanguage classroom Some issues regarding the use of games to beinvestigated inthis research are the reasons of using games as a teachingmethod for younglearners; advantages of using games in language teachingand the application of games in teaching English grammar

However, teaching English in general and grammar in particular at manyhigh schools is still a theoretical process

Traditionally, many teachers approach grammar teaching very seriously,making the lesson boring and stressful Teacher just stands in front of the board,makes a long speech about some grammar rules, makes a long script on the boardand finally, students are expected to do all the exercises in the passively This is aprocess of pouring knowledge into students’ mind like the way people put waterinto a bottle with a funnel It also means that acquiring knowledge is just forknowing and applying, and it is called “cognitive learning” Especially for teachinggrammar, as we know, in the teaching method of Grammar Translation Method,students are not required to learn anything else rather than the formulas intextbooks and then apply them mechanically for doing exercises only Or in Audio-Lingual Method, learners are asked to repeat what they have learnt until they arefamiliar with them But we learn that those teaching methods are ineffective

because they cannot create an interesting atmosphere for students so most of themget bored in grammar points are necessary for them.

Considering all the above situations, in this writing, I mention the application

of using games in teaching grammar at Thieu Hoa high school And this is myreason for choosing “Effectiveness of using games in teaching English grammar forstudents - Grade 10” for my research I hope that the result of the study will bringback many practical benefits to both the teachers and the students

2 Aims of the study:

The major aims of the study are:

- To affirm the role of grammar in teaching and learning English

- To emphasize the importance of motivation in teaching and learning grammar

- To point out the application of games in teaching grammar brings many benefits

to students in learning grammar

- To contribute a small part to the improvement of teaching and learning at ThieuHoa high school

3 Scope of the study:

This study is conducted among the 10th form students at Thieu Hoa highschool during the school year 2017 - 2018

4 Methodology of the study

Both comparative and contrastive methods are used For the theoretical basis,

a lot of reference materials on using games in teaching grammar have beencollected, analyzed and synthesized carefully with the due consideration for thestudents’ learning situations

5 Significance of the study:

This study may provide insights into process of learning grammar for students

It helps to motivate the students’ desire for learning English, and make them more

self-confident and active in listening and speaking activities It also give somesuggestions for other teachers in teaching grammar lessons.

PART II CONTENTS

1 Theoretical background of using games in teaching grammar:

a goal and an element of fun”

1.2 The classifications of language games:

The language games can be divided according to different principles Hadfiled(1998) offers two classifications of language games Games are divided intolinguistic (these focus mainly on accuracy) and communicative games (these arebased on successful exchange of information) Hadfiled’s second classification hasmore categories and usually includes both linguistic and communicative aspects.These games are as follows (Hadfiled, 1998, as cited in Jacobs, n.d b):

*Sorting, ordering, or arranging games: For example, students have a set of

cards with different products on them, and they sort the cards into products found at

a grocery store and products found at a department store

*Information gap games: In such games, one or more people have information

that other people need to complete a task For instance, one person might have adrawing and their partner needs to create a similar drawing by listening to theinformation given by the person with the drawing

*Guessing games: These are a variation on information gap games One of the best

known examples of a guessing game is 20 questions, in which one person thinks of

a famous person, place, or thing The other participants can ask 20 yes/no questions

to find clues in order to guess who or what the person is thinking of

*Search games: These games are yet another variant on two-way information gap

games, with everyone giving and seeking information Find Someone Who is a well-known example Students are given a grid The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g someone who is a vegetarian Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs

*Matching games: As the name implies, participants need to find a match for a

word, picture, or card For example, students place 30 word cards, composed of 15 pairs, face down in random order Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory

*Labelling games: These are a form of matching, in that participants match labels

and pictures

*Exchanging games: In these games, students barter cards, other objects, or ideas

*Board games: Scrabble is one of the most popular board games that specifically

highlights language

*Role play games/dramas: Role play can involve students playing roles that they

do not play in real life, such as dentist, while simulations can involve studentsperforming roles that they already play in real life or might be likely to play, such

as customer at a restaurant Dramas are normally scripted performances, whereas inrole plays and simulations, students come up with their own words, althoughpreparation is often useful

1.3 The role of grammar in teaching and learning English:

According to Harmer’s opinion (1987) “Without some understanding ofgrammar, students would not be able to do anything more than utter separate items

of language for separate functions The expression of functional language is onlypossible through the use of the Grammar of the language” Therefore, it isundeniable that grammar plays an important role in learning English And in order

to communicate effectively in English, students need to have a good background ofgrammar In fact, grammar is the basis for mastering four language skills: reading,speaking, listening and writing Whenever we have a concrete foundation ofgrammar, we feel easy to improve our knowledge better

“There is a common perception that all learning should be serious and solemn

in nature, and that if one is having fun and there is hilarity and laughter, then it isnot really learning This is a misconception It is possible to learn a language aswell as enjoy oneself at the same time One of the best ways of doing this isthrough games.”

2 Practical background:

2.1 What benefits can games for grammar bring to teachers and students?

Using games in teaching English grammar bring some benefits for both

teachers and students in some ways:

- Games are a welcome break from the usual routine of the language class

- They are really motivating, interesting and challenging to 10th form students

- Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning

- Games provide language practice in the various skills- speaking, writing, listeningand reading

- They encourage students to interact and communicate

- They create a meaningful context for language use

2.2 Why should we use games to teach grammar in class time?

In fact, games are fun and learners like to play them Through games, learners like to experiment, discover, and interact with their environment (Lewis, 1999)

Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language For many students of all ages, especially the youngest, language learning will not be the key motivational factor Games can provide this stimulus (Lewis, 1999) The game context makes the foreign languageimmediately useful to the children It brings the target language to life (Lewis, 1999) The game makes the reasons for speaking plausible even to reluctant

children (Lewis, 1999) Moreover, through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot Even shy students can participatepositively

2.3 How can we choose games for teaching grammar?

That the lesson is successful or not depends on the way we choose games

to teach for students On my way of thinking games should assure the following conditions:

1 A game must be more than just fun

2 A game should involve "friendly" competition

3 A game should keep all of the students involved and interested

4 A game should encourage students to focus on the use of language rather than onthe language itself

5 A game should give students a chance to learn, practice, or review specific

language material

Students may like to play games just for fun so teachers must be careful with which games to use, when to use and how to link the games with the grammar points in the English textbook grade 10

2.4 What types of games should be used to teach grammar effectively?

Competitive games: the aim of this type of games is to finish the game as soon

as possible before others

Communication games: They are used to exchange information Students get

information and they must react on it

Cooperative games: these games are very important They create the

cooperation among students

Code-control games: Students must not make mistakes when playing these

games because they are controlled If not they will lose the points

Thieu Hoa high school and current situation of teaching and learning English atschool

Thieu Hoa high school was founded a long time ago In spite of being located

in a rural area, it has many good students who get high prizes in the gifted students’exam as well as the GECSE of Thanh Hoa province every year The school is well-equipped with modern technology, which helps to create its success However,most of the students are good at natural subjects and like to learn those subjects.Teachers have been trying to look for new methods which engage students in bothnatural and social sujects, especially English

2.5 The 10 th form students in class 10D:

Advantageous conditions:

- Parents and students are aware of the importance of acquiring a foreign language

- Some students show a special interest in learning English

- English is one of core subjects, which are compulsory in final examinations atcertain ages of the school education system This will encourage students to investmore time in studying it

Difficulties:

- Some students are not really interested in learning English

- Teachers do not have time to apply educational games in teaching in order tomotivate the students

- Grammar is considered as a strict section in each unit Students are usually taught

in a passive way As a result, they will feel tired and boring soon

2.6 Analyzing results of class observation:

The research observes four different lessons and carry out experimentallessons in class 10D (46 students) compared with other lessons in which are notused games

3 Using games in teaching grammar for grade 10D at Thieu Hoa high school: 3.1.GAME: TWENTY QUESTIONS Applying to Unit 2: SCHOOL TALKS -

Grammar (WH - Questions).

Aim: encourage students to make questions using WH-words The game motivates

students to work in groups and improves their speaking and writing skills

Time: 8 minutes

Procedure:

- Teacher gives students a picture of a famous person (Charlie Chaplin)

- Teacher divides the class into four groups.

- Teacher asks students in turn to make questions about him in five minutes

- Then teacher asks the representative of each group to write down on the board in

3 minutes

- Teacher check the answers and give mark for each group

- The group which has the more correct questions will be the winner

E.x: 1 What is his name?

2 Where is he from?

3 When was he born?

4 What is his job?

5 What was he famous for?

6 How many films did he play in?

7 How many times did he marry?

8 How many children did he have?

9 When was he die?

10 How old was he when he died?

If possible, teacher may encourage students to answer the questions

3.2.GAME: SORTING, ORDERING, OR ARRANGING – Applying for to Unit 3: PEOPLES BACKGROUND – Grammar (Past tenses).

Aim: help students review and consolidate the forms and uses of past tenses: past

perfect, past simple and past continuous Therefore, they can use these tensesperfectly in communication

Time: 10 minutes

Procedure:

- Teacher copies and cuts up one set of cards for each group, shuffles them and

places them face down in the middle of the group

- Students have to arrange the cards to make a story

- Students have to arrange the cards to make a full story (they practice past tenses).The groups’ task is to read them and try to work out the next sentence.

- Students should turn over one card at a time from the pile and discuss theprobable sequence of events

- After the groups have finished, let them compare their findings

- Teacher call some representatives to read out their own story

The story:

While George was reading in bed, two thieves climbed into his kitchen When they had entered the house, they went into the dinning room It was very dark, so they turned on a torch Suddenly, they heard a voice behind them.

“What’s up? What’s up?” a voice called out The thieves dropped the torch and ran awayas quickly as they could.

George heard a noise and came downstairs quickly He turned on the light but he couldn’t see any body The thieves had already gone But George’parrot, Henry, was still there.

“What’s up?” he called.

“Nothing, Henry,” George said and smiled “Go back to sleep.”

3.3.GAME: CHANGE YOUR SEAT IF… - Applying to Unit 8: THE STORY

OF MY VILLAGE - Grammar (Conditional type 1)

Aim: help students to practise using conditional sentence type 1 fluently in

speaking skill as well as listening skill This Game can be used at the end of theclass after the students learn Conditional sentence (type 1); so that your students

go home with a smile on their faces; or you can play this game when you want tonotice your students focus fading

Procedure:

To play this all you have to say is, Change Seats if

+ you have black hair