Teaching english grammar for 11 graders at thu khoa nghia high school in an giang province

MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYỄN LƯU ĐÔNG TRÚC TEACHING ENGLISH GRAMMAR FOR 11 GRADERS AT THU KHOA NGHIA HIGH SCHOOL IN AN GIANG PROVINCE A THESIS SUBMITTED IN PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Supervisor Dr Nguyen Tien Hung HO CHI MINH CITY 2007 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled TEACHING ENGLISH GRAMMAR FOR 11 GRADERS AT THU KHOA NGHIA HIGH SCHOOL IN AN GIANG PROVINCE In term of the Statement of Requirements for theses in Master Programs issued the Higher Degree Committee Ho Chi Minh City, September 2007 NGUYỄN LƯU ĐÔNG TRÚC i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Luu Dong Truc, being the candidate for the degree of Master of TESOL, accept the requirements of the University of Social Sciences and Humanities relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal condition established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, September 2007 NGUYỄN LƯU ĐÔNG TRÚC i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Dr NGUYEN TIEN HUNG, who has provided me with his precious advice, assistance, and encouragement so that I can finish this thesis report I should not forget all the cooperative subjects whom I used for my data They are the indispensable assets of these studies Although I cannot list all the names of people involved in this project, my sense of gratitude toward them is enormous My special thanks to all my friends for their support, friendship and enjoyable company Finally, I express my thanks to my parents, my sisters and all my close friends for their love, care and support that helped me complete my study and this thesis i ABSTRACT The thesis examines how the grammatical items are taught for 11 graders at Thu Khoa Nghia High School in order to find out problems and also ways to solve them to support the teaching and learning process there English is an obligatory subject at high school and all the students need to know the English grammar for both accuracy and fluency (Accuracy helps in getting better results as we all know that tests and exam at high schools evaluating mostly on grammar; Fluency helps in communication) The suggestions come from the real need of both students of grade 11 and teachers of English at Thu Khoa Nghia high School identified from the survey, which was carried out with 191 students of grade 11 and 10 teachers of English at Thu Khoa Nghia High School The results were then presented in tables They revealed that teacher faces a lot of difficulties in applying the Communicative Approach to the teaching and that students are not very familiar with using English effectively Therefore, some communicative activities are recommended in this thesis in the hope that teachers can make the teaching and learning process at Thu Khoa Nghia High School more effective, enjoyable and interesting i TABLE OF CONTENTS Certificate of originality ………………………………………………………………………… Retention and use of the thesis ……………………………………………………………… Acknowledgements ………………………………………………………………………………………… Abstract ………………………………………………………………………………………………………… Table of content……………………………………………………………………………………………… List of Charts …………………………………………………………………………… ………………………… List of Tables ………………………………………………………………………………………………………… List of Abbreviations……………………………………………………………………………………… CHAPTER 1: INTRODUCTION ……………………………………… 1.1 The problem ………………………………………… 1.2 Research questions ……………………………………….… 1.3 Significant of the study ………………………………….…… 1.4 Overview of the thesis ……………………………………… … CHAPTER 2: LITERATURE REVIEW ………………………………… 2.1 What grammar is and the need of grammar in language acquisition ………………………………………… 2.1.1 Definition of grammar ………………………………………… i 2.1.2 The need of grammar in language acquisition …………… 2.1.3 The relationship between grammar and communication 2.2 Principles for grammar teaching ………………………………….… 2.2.1 The E – Factor: Efficiency = economy, ease, and efficacy 2.2.2 The A – Factor: Appropriacy …………………………… 2.3 Types of grammar exercise ………………………………… 2.4 The main contemporary methods of teaching English ……… 2.4.1 Grammar –translation method …………………………… 2.4.2 Audio-lingual method ………………………………… 2.4.3 Communicative approach ………………………………… 2.5 Communicative language teaching ………………………… 2.5.1 What is Communicative Language Teaching (CTL)? 2.5.2 Principles of communicative language teaching 2.5.3 The role of the teachers ……………………………… … … 2.5.4 The role of the learners …………………………… ………… 2.5.5 The role of the technology ………………………………… … 2.6 Techniques in teaching structures ……… …………………… 2.7 Linguistics skills and communicative abilities …………… 2.8 The need for integration …………………………………… 2.9 Teaching teen ……………………………… 2.10 Motivation in the classroom …………………………… 2.11 Prior research on the study ………………………………… CHAPTER 3: METHODOLOGY ………………………………… 3.1 Introduction …………………………………… 3.2 The Hypotheses ………………………………… 3.3 Research Design ………………………………… 3.4 The Subjects ………………………………… i 3.5 Measurement Instrument ………………………… 3.5.1 About the Questionnaire for teachers …………………… 3.5.2 About the Questionnaire for students …………………… 3.5.3 About the class observation sheet ………………… 3.5.4 About pilot study …………………………………………………… 3.6 The Data Collection Procedure ………………………….……… CHAPTER 4: RESULTS AND DISCUSSION ……………….……… 4.1 The Results …………………………………………………………… 4.1.1 Questionnaire for students …………………………………………… 4.1.1.1 Question 1: What is (are) your aim(s) in studying English? 4.1.1.2 Question 2: Why you feel in need of studying grammar? 4.1.1.3 Question 3: How you want your teacher presents a new grammar rule?……………………………… 4.1.1.4 Question 4: How you like to practice the new structure? 4.1.1.5 Question 5: Which equipment you prefer learning with? 4.1.2 Questionnaire for teachers ………………………………… o Part 1: The problems 4.1.2.1 Question 1: How long have you been teaching English at high schools? ……………………………………… 4.1.2.2 Question 2: Have you ever been trained in Communicative Language Teaching Methodology? Where? ………………… 4.1.2.3 The teachers’ understanding of CLT………………… 4.1.2.4 Question 4: How you usually present a new grammar rule? 4.1.2.5 Question 5: Which of the following you in practising stage? ………………………………………… 4.1.2.6 Question 6: What are the difficulties you have in teaching grammar to students at the high school when you apply i Communicative Language Teaching? ………… o Part B: Solutions 4.1.2.7 Question 1: When your students lack of motivation to study English in communicative way, you: ……… ….…………… 4.1.2.8 Question 2: What should you to prevent your student from using Vietnamese during pair or group work? ………… 4.1.2.9 Question 3: What you low English proficient students? You: 4.1.2.10 Question 4: What should you to overcome your students’ passive learning style? ……………………………… 4.1.2.11 Question 5: To surmount your misunderstanding of CLT, you: ………………………………………… 4.1.2.12 Question 6: What would you prefer if you lack to be trained in CLT? …………………………………… 4.1.2.13 Questions 7: To overcome lack of authentic teaching materials, you: …………………………………………… 4.1.2.14 Question 8: What should the administrators to solve lack of authentic materials? They should: …………………… 4.1.2.15 Question 9: What should you if your students like to work alone? You: ………………………………… 4.1.2.16 Question 10: To overcome the state of crowded and multilevel classes, you: ……………………………… 4.1.3 The results of the observation sheet ………………………… 4.1.4 The results of pilot test …………………………………… 4.1.4.1 Pre-test and post test of the classes taught by traditional method ………………………………… 4.1.4.2 4.2 Pre-test and post test of the classes taught by CLT Discussion ………………………………………… i 4.2.1 Difficulties caused by teachers and solution ……………… 4.2.2 Difficulties caused by students and solution …………… 4.2.2.1 The four main problems …………………………………… 4.2.2.2 Solutions to difficulties caused by students ………… 4.2.3 Difficulties caused by the educational system …………… 4.2.3.1 The problems ………………………………………… 4.2.3.2 Solutions to the difficulties from the educational system ………………… 4.2.4 Discussion of pilot study …………………………………… 4.3 Conclusion ……………………………………………… CHAPTER 5: CONCLUSION ………………………………………… 5.1 The summary of the main findings ………………………………… 5.2 Conclusion …………………………………………………………… 5.3 Limitation and recommendation for further research REFERENCES …………………………………………………………… APPENDICES …………………………………………… LIST OF CHARTS Chart Pages Students’ Aims in Studying English 38 Students’ Reasons of Studying Grammar 39 Students’ Like In Presenting a New Grammar Point 41 Students’ Like in Practice New Grammar Rules 42 Students’ Like in English Learning Equipment 43 i e ( Discourage CLT f ( Appoint some teachers as experts to design the needed material g Other solutions: What should you if your students like to work alone? You: a ( Give more pair and group exercises b ( Explain the usefulness of working in group c ( Give clear instructions and purpose of pair and group work d ( Force them to e Other solutions: 10 To overcome the state of crowded and multilevel classes, you: a ( Organize pair and group work b ( Move around to observe c ( Create interesting topics, which are suitable for students’ level d ( Use communication activities e Other solutions: Thanks for your help! APPENDIX 2: QUESTIONNAIRE FOR STUDENTS Your name: _ Sex: ( Male ( Female Date of birth: _ Place of birth: _ You can choose more than one option What is (are) your aim(s) in studying English? a ( To communicate in English b ( To get good marks c ( To prepare for higher studies d Other opinions: Why you need to study grammar? a ( I only want to pass the exams b ( Grammar helps me understand English better c ( Grammar is easy to study and I myself can the exercises d Other opinions: How you want your teacher presents a new grammar item? a ( Presents examples first and then rules (Inductive Method) b ( Presents rules first and then examples (Deductive Method) c Other opinions: What you usually to practise new grammar items? a ( Pair /Group work b ( Games c ( Exercises for students to individually d ( Homework a Other opinions: Which teaching aids you prefer learning with? e ( Tapes, discs f ( Pictures g ( Computer h Others: Thanks for your help! APPENDIX LESSON OBSERVATION SHEET (Adapted from Brown, 1994) Name of the observed: Class: Observer’s name: I Preparation Apply Well-prepared in class Comment: Appropriately prepared-objectives Comment: II Presentation Instructions are clear and concise and students are able to carry them on Comment: The lesson is smooth, sequenced and logical Comment: Authentic materials are added Comment: Material is presented at the students’ level of comprehension Comment: The teacher shows an interest in, and enthusiasm for, the subject taught Comment: III Execution / methods The teacher moves around the class and makes eye contact with students Comment: There are balance and variety in activities during the lesson Comment: 10 Examples and illustrations are used effectively Comment: 11 Instructional aids or resource material is used effectively Comment: 12 Drills are used and presented effectively Comment: A Not Apply NA A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA 13 The teacher explores genuine situations in the class Comment: 14 Grammar rules are presented by Inductive Method Comment: IV Personal characteristics 15 Patience in eliciting response Comment: 16 Clarity, tone and audibility of voice Comment: 17 Pronunciation, intonation, fluency, and appropriate and acceptable use of language Comment: V Teacher / Student interaction 18 Teacher is a facilitator Comment: 19 The students are communicators Comment: 20 Teacher encourages and assures full student participation Comment: 21 The students are attentive and involved Comment: 22 The students are active Comment: 23 Teacher organizes effectively individual, pair and group work Comment: 24 Teacher controls and directs the class Comment: 25 The students feel free to ask questions to disagree, or not to express their own ideas Comment: Notes: NA: not apply ; A: apply A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA A NA APPENDIX PILOT STUDY A PRE-TEST PRE-TEST (The grammar and structure part of the first semester exam) Choose the best word, phrase or sentence: The U.S is…………………….that there are five time zones A much big B very big C too big D so big 2………………….you work harder, you will be sacked A If B unless C However D Whether Anybody……………………finishes that test early can leave A that B whom C why D when It was dark here I find ………………………….to see anything A it difficulty B them difficultly C it difficult D difficult it Apples are usually cheaper than oranges A Oranges are not so expensive as apples B Oranges are more expensive than apples C Oranges are less expensive than apples D Apples are as cheap as oranges Tom is very short, so he can’t reach to the candy box A Tom is not enough tall to reach to the candy box B Tom is so short to reach to the candy box C Tom is not short enough to reach to the candy box D Tom is too short to reach to the candy box After she…………………….at the hospital for two years, she …………………to give up the job yesterday A had been working/decides B had been working/decided C working/decided D was working/decided The salary of bus drivers ……………………much higher than that of most workers A is B has C are D have How……………………………does this suitcase weigh? _ 120 pounds A heavy B much C weight D thick 10 I think you should stop smoking A If I am you, I will stop smoking B If I were you, I will stop smoking C If I were you, I would stop smoking D If I had been you, I would stop working 11 The room ………………………………… when I arrived A was cleaning B is cleaning C was cleaned D was being cleaned 12 I really need…………………………… Can we talk? A advices B some advices C an advice D a piece of advice 13 Of the two shirts, the white one is……………………………………………… A more expensive C the more expensive B more expensive than D most expensive 14 Mary’s mother cooks better than Mary does A Mary doesn’t cook well than her mother does B Mary’s mother is the best cook C Mary doesn’t cook as well as her mother D Both A and B are correct 15 ……………………… did it take you to finish your homework last night? A How often B How high C How D How long 16 He was late because he missed the train Which of the following expresses the same idea? A If he didn’t miss the train, he wouldn’t be late B If he had missed the train, he would be late C If he hadn’t missed the train, he wouldn’t have been late D If he misses the train, he won’t be late 17 It was that we went for a hike in the mountains A so nice a day B such nice day C so nice day D such a nice day 18 Apples are usually cheaper than oranges Which of the following expresses the same idea? A Apples are not as expensive as oranges B Oranges are usually cheaper than apples C Oranges are not so expensive as apples D Apples are more expensive than oranges 19 I don’t know the village _ A where he lives B which he lives C that he lives D in that he lives 20 As the water was rough, we didn’t go fishing Which of the following expresses the same idea? A How did you go fishing? B Why didn’t you go fishing? C What didn’t you go fishing for? D Why didn’t you go fishing for? B POST-TEST POST-TEST (The grammar and structure part of the second semester exam) Choose the best word, phrase or sentence : to all her housework with her hands thanks to new labour – saving devices A No longer my mother has B No longer has my mother C No longer does my mother has D No longer my mother have I did it they asked me to A because B although C in spite of D by reason They called her as soon as they found her number A No sooner had they found her number than they called her B No sooner did they find her number than they called her C They found her number sooner or later D They called her sooner or later Our plane had to make an emergency landing A because the winds were heavy B because of the heavy winds C because the winds heavy were D A and B are correct Mary ……… by her parents yesterday a was punished b were punished c is punished d has been punished You’ve a lot of mistakes in this essay A make B made C D done I remember …… you before, but I have forgotten your name a meeting b to meet c met d meet The audience appreciated her because A her performance well B her well performing C she performed well D her good performance I regret you that the sightseeing tour has been cancelled because of the bad weather A tell B to tell C telling D told 10 The have changed the date of the meeting A The date of the meeting has been changed B The date of the meeting have been changed by them C The meeting has been changed the date D The date of the meeting has changed 11 What kind of film is it? Is it worth ………………………………………? A watching B to watch C to be watch D watched 12 I don’t have enough money………this book A to buy B buy C buying D bought 13 Dr Smith is a good surgeon He lives next door A Dr Smith, who lives next door, is a good surgeon B Dr Smith that lives next door is a good surgeon C Dr Smith who lives next door is a good surgeon D Dr Smith whom lives next door is a good surgeon 14 A lot of money ……… on advertising every year A is spent B are spent C spends D spend 15 The city …… we were born is very large A in which B in that C in where D which Choose the mistake in each sentence 16 Some (A) underground water (B) has been polluted (C) because (D) the waste from factories 17 In spite of (A) hunger, I tried (B) finishing (C) the work before going (D) home 18 I enjoy (A) not have (B) to get up (C) early when I am on (D) holiday 19 As (A) a pharmacist, you have to work (B) careful (C), cleanly and orderly (D) 20 I have had (A) my house painting (B) That’s why (C) there is all this mess (D) APPENDIX 4: ENGLISH 11 PROGRAM PHÂN PHỐI CHƯƠNG TRÌNH GIẢNG DẠY MƠN TIẾNG ANH CẤP THPT KHỐI 11 (HỆ NĂM) Cả năm 03 tiết x 33 tuần = 99 tiết Học kỳ 1: 03 tiết x 17 tuần = 51 tiết Học kỳ 2: 03 tiết x 16 tuần = 48 tiết Tuần Bài Unit Phân phối chương trình Tiết Tiết Tiết 3 Unit Tiết Unit Tiết Tiết Tiết Tiết Tiết Unit Tiết 10 Unit Tiết 11 Tiết 12 Unit Unit Unit Tiết 13 Tiết 14 Tiết 15 Tiết 16 Tiết 17 Tiết 18 Tiết 19 Nội dung Revision Reading paragraph + Comprehension (a, b) Comprehension (a + b + c) Reading paragraph + + Comprehension (d + e + f) Comprehension (d, e) Comprehension Practice Practice Practice Word study Test Further practice More reading More exercises (teacher prepares) + 15’ test Reading paragraph 1+ Comprehension (a+ b + c) Comprehension (a, b, c, d, e, f) Reading paragraph 3+4+5 Comprehension 1(d, e, f, g, h) Comprehension 2(g, h) Practice Practice Practice 3,4 Word study Test + comprehension Further practice More reading More exercises (teacher Ghi prepares) Unit Tiết 20 Tiết 21 Unit Tiết 22 Tiết 23 10 11 Unit Unit Tiết 24 Tiết 25 Tiết 26 Tiết 27 Tiết 28 Tiết 29 Unit Tiết 30 Unit Tiết 31 Tiết 32 Tiết 33 12 Unit Tiết 34 Tiết 35 Tiết 36 13 14 Unit Tiết 37 Unit Tiết 38 Tiết 39 Unit Tiết 40 Tiết 41 Tiết 42 One period test Reading paragraph 1+2 +3 Comprehension (a + b + c + d) Comprehension (a, b, c, d) Reading paragraph 4,5,6,7 Comprehension (c, f) Comprehension (e, f, g, h) Comprehension Practice Practice Practice Practice Further practice Word study Test More exercises (teacher prepares) 15’ test Reading paragraph 1+2 +3+4 Comprehension (a + b) Comprehension (a, b) Reading paragraph 5+6 Comprehension (c) Comprehension (c, d, e, f) Comprehension Practice 1,2 Practice Test Word study Test 2,3 Further practice More exercises Practice More exercises More reading (teacher prepares) One period test Reading paragraph 1+2 Comprehension (a+b+c+d) Comprehension (a,b) Test (a,b,c) Reading paragraph 4,5 Comprehension (e,f,g,h,i) Comprehension (c,d) Test (d,e) Practice Word study Practice 2 15 Unit Tiết 43 Tiết 44 16 17 Unit Unit Tiết 45 Tiết 46 Tiết 47 Tiết 48 Tiết 49 Tiết 50 18 Unit Tiết 51 Tiết 52 Tiết 53 Tiết 54 19 Unit Tiết 55 Tiết 56 Tiết 57 20 21 Unit Tiết 58 Tiết 59 Unit Tiết 60 Tiết 61 Unit Tiết 62 Tiết 63 22 Unit Tiết 64 Tiết 65 Practice Test Practice 3,4 Further practice More reading More exercises More exercises (teacher prepares) Test 15’ Revision Revision for mid-term examination Revision for mid-term examination Mid-term examination Reading paragraph 1,2 Comprehension (a, b, c) Comprehension (a, b, f) Reading paragraph Comprehension (d) Comprehension (c) Reading paragraph 4,5 Comprehension (e, f, g) Comprehension (d, e, f) Test Comprehension Practice Practice Practice Test Word study Further practice Translate Test More reading More exercises (teacher prepares) Test 15’ Reading paragraph 1,2 Comprehension (a, b, c) Comprehension (a, b) Reading paragraph Comprehension (d) Comprehension (c) Reading paragraph 4,5 Comprehension (e, f) Comprehension (c) Comprehension 2 Practice 1,2 Tiết 66 23 Unit Tiết 67 Tiết 68 Tiết 69 24 25 Unit Unit Tiết 70 Tiết 71 Tiết 72 Tiết 73 Tiết 74 Tiết 75 26 Unit Tiết 76 Tiết 77 27 28 29 30 31 32 Unit 10 Unit 10 Unit 10 Unit 10 Revision Revision Tiết 78 Tiết 79 Tiết 80 Tiết 81 Tiết 82 Tiết 83 Tiết 84 Tiết 85 Tiết 86 Tiết 87 Tiết 88 Tiết 89 Tiết 90 Tiết 91 Tiết 92 Tiết 93 Tiết 94 Tiết 95 Tiết 96 Practice Test Word study Further practice Test 15’ Test Test More reading More exercises (teacher prepares) One period test Biography Reading paragraph Comprehension (sentence 1) Comprehension (a) Reading paragraph 2,3 Comprehension 1,3 Comprehension Practice Practice Test Practice Word study Test Further practice More exercises More exercises (teacher prepares) One period test Revision I Revision I Revision I Revision II Revision II Revision II Revision of reading Revision of reading Revision for final examination Revision for final examination Revision for final examination Revision for final examination Revision for final examination 33 Tiết 97 Tiết 98 Tiết 99 Revision for final examination Revision for final examination Final examination APPENDIX 5: KNOWLEDGE TO BE ACQUIRED IN GRAMMAR OF ENGLISH 11 UNIT MOTION PICTURES THE SENTENCE CONNECTOR ACTUALLY THE PREPOSITION AMONG THE CONDITIONAL CONCESSIVE CLAUSES WITH WHATEVER UNIT ADVERTISING SOME / OTHERS THE EXTRA OBJECT UNIT EVERYBODY’S JOGGING WH-QUESTIONS WITH WHY AND WHAT FOR RESTRICTIVE AND NONRESTRICTIVE CLAUSES MAY BE or MAYBE QUESTIONS WITH HOW + ADJECTIVE/ADVERB UNIT MATHEMATICS WHY QUESTIONS AND CLAUSE OF REASON SUBJECT-VERB AGREEMENT UNIT ARTIFICIAL INTELLIGENT COMPARATIVE CLAUSES CONDITIONAL CLAUSES UNIT PHARMACIST ININITIVES OR GERUNDS DO & MAKE UNIT WOMEN’S LIBERATION THE ADVERB OF TIME NO LONGER + INVERSION BECAUSE AND BECAUSE OF UNIT A MEMORY OF LENIN ACTIVE AND PASSIVE VOICE RELATIVE PRONOUNS & NON-RESTRICTIVE ADJECTIVES UNIT STEAMBOAT COMING VERBS FOLLOWED BY OBJECT + INFINITIVE INFINITIVES and GERUNDS after PERMIT, ALLOW, ADVISE, RECOMMEND PARTICIPLES USES AS ADJECTIVES ORDER OF ADJECTIVES BEFORE NOUN ...CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled TEACHING ENGLISH GRAMMAR FOR 11 GRADERS AT THU KHOA NGHIA HIGH SCHOOL IN AN GIANG PROVINCE In term... knowledge, using the language in life Many teachers of English at Thu Khoa Nghia High School in An Giang province find it difficult to apply the communicative approach to large class, ranging from forty... learning and teaching of English for 11 graders at Thu Khoa Nghia high school in An Giang province Through real data, the researcher can have a firm base to suggest the appropriate method applied