Using games to motivate students in learning vocabulary at tien giang highschool for gifted students

VIETNAM NATIONAL UNIVERSITY OF HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Faculty of English Linguistics and Literature - ÕÕ - USING GAMES TO MOTIVATE STUDENTS in learning vocabulary AT TIEN GIANG HIGHSCHOOL FOR GIFTED STUDENTS by HUỲNH HỮU HẠNH NGUYÊN, BA A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Supervisor: Le Thi Thanh Thu, Ed.D Tiengiang – 2007 Chapter -Introduction CHAPTER 1: INTRODUCTION WX - 1.1 Rationale for the thesis Vocabulary is one of the key factors in learning a foreign language It is considered a foundation to develop other language skills However, due to a lot of subjective and objective reasons, teaching and learning vocabulary in highschools become a burden to both teachers and students At Tiengiang Highschool for Gifted Students (TGHGT), learning vocabulary is indeed a problem Due to difficulties for both teachers and students (i.e the pressure of examinations, traditionally designed textbooks, limitation of time), in teaching vocabulary, most teachers tend to give a long list of isolated words and their meanings and students are required to learn all the new words by heart or learning passively through the teacher’s explanation This method can save time for both teachers and students It might get learners a short distance into the language quickly however, it would not take them far The most serious problem is that such a way of teaching vocabulary might kill students’ interests and motivation in learning English To many researchers (Kleinginna, 1981; Covington, 1998; Deci, 2000) learners’ motivation is a key factor in successful learning Language learning is hard work which can be frustrating Without sufficient motivation, effort required at every moment of learning cannot be maintained over a long period of time Creating, sustaining and developing students’ motivation, particularly in circumstances where students are not inherently interested in learning is essential And among sources of motivation, a language game is an effective tool Page Chapter -Introduction to help teachers to achieve that goal (Andrew, 1984) On the market, there are a lot of materials available about vocabulary games such as “Word Games with English” by Howard (1986), “Games and Activities for the Language Learners” by Nelson (1986) However, most of the materials focus on introducing a variety of ready-made games in order to serve the purpose of teaching one specific language item without mentioning to the principles of using vocabulary games, their limitation and unanticipated problems Moreover, most games in such materials are designed without basing on any current course books and without associating closely with a typical type and age of learners Teachers, therefore, feel it difficult to apply them in reality Meanwhile, most previous studies about games such as those in “Games for Language Learning” by Betteridge (1984), “The Use of Games for Vocabulary Presentation and Revision” by Barman (1998), “Using Games in an EFL Class for Children” by Mei and Jing (2000), and the latest study about games in “Learning Vocabulary through Games” by Huyen & Nga (2003) initially discovered the effectiveness of learning vocabulary through games However, due to the lack of analyzing the syllabus and the psychology of learners’ age group, most of the findings are abstract and theoretic Aspects that games can motivate highschool students in learning vocabulary have been unknown Different from previous studies, this thesis mainly focuses on using games to teach students vocabulary in highschools, especially in TGHGT, on the foundation of the current textbooks The thesis aims at investigating the aspects vocabulary games can motivate highschool students in learning vocabulary This thesis may be considered the first step towards using games to motivate highschool students in learning vocabulary Page Chapter -Introduction 1.2 Research questions On the basis of the literature and research, the author wants to discover the aspects that make games a powerful teaching tool in motivating students during the time of learning vocabulary In the light of this primary purpose, the two research questions are “In what aspects can games motivate students in learning vocabulary at TGHGT?” and “ Can games with its motivational promotion have an impact on learners’ academic achievements?” 1.3 Delimitation of the study First, the thesis was carried out on the foundation of the old traditionally designed textbooks (edited by the three authors: Tu Anh, Phan Ha and Mai Vi Phuong, published by Educational Publisher in 2005), which was the official textbook for highschool students before the academic year of 2006-2007 Then, only Grade 10 was surveyed because this is the grade the author of the thesis has many years of experience to work with At the same times, to many teachers in TGHGT, language items especially vocabulary in Book 10 was mostly passive The other kinds of textbooks and other levels were not considered Second, since the thesis is for the scope of TGHGT where most students, far or less, have good study motivation and industriousness The study did not survey other types of highschool students And even in TGHGT, students who are majored in English were not taken in consideration The main subjects for this research were students majored in natural sciences 1.4 Significance of the study First, in Vietnamese highschool education systems, English is a compulsory subject for graduation However, vocabulary in a foreign Page Chapter -Introduction language is like a range of huge, arid and chaotic mountain of bricks, so vocabulary learning often makes learners frustrating The author of the thesis hopes to offer a new insight into games as a practical and effective teaching device so that teachers of English can prepare students a good stock of vocabulary to be ready to take any high-stake examinations in highschools Second, with the new approach of teaching vocabulary, the writer hopes to reinforce and strengthen students’ motivation and brings students the joyfulness of learning a foreign language Passion may lead to new discovery Such a kind of motivation becomes really significant for students to continue their further study in the future Finally, the thesis is, above all, the effort to overcome the author’s challenge and helplessness in many years of teaching, trying to find a newer and better escape in teaching vocabulary The study is also to share understanding and experience about an effective approach of teaching vocabulary with colleagues who want to bequeath the next generations the joy of discovering and enjoying the beauty and richness of language 1.5 General background of the study 1.5.1 The influence of the current highschool English textbooks on the methodology of teaching vocabulary The English syllabus for highschools in the academic year of 20052006 includes three textbooks published by the Educational Publisher in 2005 and the book English 10 (edited by the three authors: Tu Anh, Phan Ha and Mai Vi Phuong) was chosen to survey in the experiment English 10 contains 16 units Each unit is based around a theme and the skill to be focused is reading Each unit includes four main parts Page Chapter -Introduction The first part is “Presentation” The presentations in the textbook are nearly the same for all units There is always a passage to introduce new words There are no dialogues or conversations and the texts are not very authentic Vocabulary focuses on topics and it is put in list (from 10 to 15 words) placed next to reading The second part is “Comprehension practice” Practice is designed to develop the learners’ reading skill especially scanning and skimming However, the designed practice is quite simple so students can the practice without thinking much about the meaning and the use of the words To some extent, this kind of practice only focuses on the form but not the meaning and the use of the word Different from the second part, the next part - “Intensive controlled practice”- mainly focuses on structures In this part, learners are required to notice the patterns and combine two given sentences by using a given linker based on a certain kind of structure It is difficult for teachers to indulge the students to use the words learned in any communicative situations The last part is “Extended practice” It supplies additional exercises for smart students However, the practice is rather monotonous It concludes some conversations and students just perform the role-play by replacing a few details in the conversations No expressions of personal thoughts or ideas from students are required This kind of exercise, therefore, cannot encourage the students in using their own words in communication Although the material designers not explicitly state in the preface, the main aim of the highschool syllabus is to acquire a certain number of English vocabularies and structures so that students can be successful in all their highschool exams In addition, all of these exams are written ones So, for the most part, the implicit purpose of teaching English by most teachers in Page Chapter -Introduction TGHGT is to help students master as many words as possible together with structures so that they can pass their exams successfully Using words learned in real communication is often ignored With the limit time stipulated in the syllabus, the time in class for most teachers is the time for providing new vocabulary and patterns through the reading texts Knowing a word to most students is knowing the meaning of the word and nothing else Teaching vocabulary, therefore, is not fulfilled 1.5.2 The current teaching and learning vocabulary in TGHGT In class, teaching vocabulary has often been seen as a preparatory activity within the reading lesson During the lesson, the teacher reads the text and has the students read paragraphs of the text separately Vocabulary is taught in the form of bilingual list of isolated words (about 15 words) together with their transcriptions, synonyms, and antonyms When the teacher is explaining the meaning of the words, students take notes, look up words in the dictionary and try to remember Many of them may mark or underline words they not know in their textbooks and note the meaning in Vietnamese After that, they put them in the reading and thus can understand their meanings Translation is sometimes necessary as it is considered a compensation for the loss of understanding For communication, students are asked to translate some Vietnamese sentences into English equivalents, using the words they have learnt The result is that students not know how to use vocabulary with different shades of meaning in real life communication At home, because the habit of learning vocabulary that way, many students in TGHGT think of learning vocabulary as learning a list of new words with meanings in their native language without any real context practice The most popular way for students to learn vocabulary at home is to Page Chapter -Introduction write down lines of new words and to read them aloud Working this way, after a short period of time, many learners may find out that learning vocabulary in lists does not satisfy themselves, and they think the cause for it is just their bad memorization Research (Nation, 2000) has shown that learning new words is a cumulative process, with words enriched and established as they are met again The "look and remember" way of vocabulary learning seems to be not very effective for learners of the English language Words should not be learnt separately or by memorization without understanding However, most teachers apply this method because it requires less energy and saves time 1.5.3 Types of learners in TGHGT The students’ age ranges from 16 to 18 All of them have passed a difficult entrance exam including three tests in math, literature and the subject they are majored in There are classes for each grade Classes of math, physics, chemistry and biology belong to the sections for natural science majors Classes of English and literature belong to the sections for social science majors Whatever sections they belong to, they are hard-working and responsible for their study They try to get good results not only in their major subjects but also in the others Although students in this study are good at their majors, all of them think English are so important and they try to have a good command of English They all want to be able to use English as a means for their higher study in universities (in Vietnam and abroad), for their future careers and for their better communication in modern world Another aim is to succeed in the highschool graduation exam However, the latter aim is minor in comparison to other aims, for they believe it is not so difficult to achieve it Therefore, Page Chapter -Introduction what students in TGHGT need is acquiring enough vocabulary and structures to pass exams in the short term and good communicative competence in the long term Subjects chosen in the study came from the two classes 10 Physics and 10 Chemistry of the year 2006, who majored in natural sciences and who shared the same characteristics with all TGHGT students mentioned above 1.6 An overview of the thesis The thesis consists of five chapters Chapter (Introduction) describes the general area to be studied in the thesis This includes the rationale for the thesis, research question, limitation and significance of the study and general background of the study In Chapter (Literature review), there will be a coverage of the concepts about the process of vocabulary acquisition, the affective filter operating the process of learning vocabulary The theory of motivation and its types and the theory of games will also be reviewed Chapter (Methodology) will discuss the experiment and justify why it suits the purpose of this study The chapter will also thoroughly describe the details of the research method: sampling methods, sample size, the experiment and data collecting: the formats, content and administration of the questionnaires, the observations and tests In Chapter (Data presentation and analysis), the data collected from questionnaires, observation and tests will be presented and analyzed thematically Interpretations and comments will also be offered The last chapter (Implication and recommendation) will summarize the findings of this study, discuss its limitations This chapter also suggests guideline for teaching vocabulary, and implications for teaching vocabulary Page Chapter -Introduction through games and unanticipated problems that may occur for both teachers and students during a vocabulary class This chapter will also recommend some directions for further research into using games in teaching highschool students Page Appendices 1.4 Khi em yêu cầu sử dụng tiếng Anh để thể suy nghó mình., em cảm thấy: (A) Tự tin trình học mang lại cho em nhiều hội để thực tập ngôn ngữ , bước chuẩn bị rầt tốt cho nội dung cần trình bày (A) (B) (A) (B) (A) (B) (B) Không tự tin trình học chưa mang lại cho em nhiều hội thực tập ngôn ngữ , em chưa đươc chuẩn bị tốt cho nội dung cần trình bày 1.5 Phương pháp học từ vựng có mang lại cho em thoải mái, tự không? (C) Thoải mái tự (D) Không thoải mái tự 1.6 Theo em , phương pháp học từ vựng mang lại cho em nhiều hợp tác, chia xẻ học tập kinh nghiệm sử dụng từ vựng từ bạn ? (C) Có nhiều hội hợp tác, chia xẻ học tập kinh nghiệm sử dụng từ vựng từ bạn (D) Không Có nhiều hội nghiệm sử dụng từ vựng từ bạn hợp tác, chia xẻ học tập kinh Câu Em có nghó việc dạy học từ vựng thông qua trò chơi nên trì phát triển không ? (A) Không nên trì (B) Nên trì Câu Theo em, tần số thích hợp sử dụng trò chơi dạy từ vựng (A) Trong tất tiết học (B) Tru ng bình tuần lần (C) Tru ng bình hai lần tháng (D) Tru ng bình tháng lần (E) Tru ng bình học kỳ lần Page 117 Appendices Câu 4: Ý kiến đóng góp em việc chọn lọc trò chơi nhằm tăng cường động học tâp trình học từ vựng Em đánh số thứ tự từ đến dựa trật tự giảm dần tầm quan trọng tiệu chí chọn trò chơi từ vựng: ( 1: quan 6: quan trọng nhất) Tên tiêu chí Trật tự tầm quantrọng ( 1- 6) Tất học sinh lớp tham gia vào trò chơi Trò chơi có tính thử thách, đa dạng, mới,, gây hứng thú Trò chơi tạo hợp tác canh tranh lành mạnh học sinh Trò chơi có mục tiêu rõ ràng , dễ hiểu dễ chơi Trò chơi phù hợp với trinh độ, lứa tuổi, sở thích nội dung giảng dạy Trò chơi có phân bố thời gian hợp lý Câu 5: - Ý kiến đóng góp việc tổ chức họat động trò chơi để dạy từ vựng …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… XIN CHÂN THÀNH CẢM ƠN CÁC EM Page 117 Appendices APPENDIX 4: TEACHER QUESTIONNAIRE WX PHIEÁU KHẢO SÁT Ý KIẾN GIÁO VIÊN TRƯỜNG THPT CHUYÊN VỀ VIỆC SỬ DỤNG TRÒ CHƠI TRONG QUÁ TRÌNH DẠY TỪ VỰNG Phiếu khảo sát sử dụng vào mục đích nghiên cứu, nhằm tìm hiểu ý kiến thầy cô việc khai thác vận dụng phương diên tích cực trò chơi vào việc học từ vựng nhằm thúc đẩy đông học tập từ vựng em học sinh góp phần cải thiện việc dạy học từ vựng trường cho thiết thực hiệu Sự giúp đỡ thầy cô việc hòan thành phiếu khảo sát có ý nghóa lớn Kính mong thầy vui lòng dành chút thời gian để hoàn tất phiếu khảo sát Câu : Chọn câu trả lời cho câu hỏi bảng sau : STT Câu hỏi Các thầy cô có nghó trò chơi hoạt đông hữu ích học sinh qúa trình học từ vựng không ? Trên lớp, năm học 2005-2006 này, thầy cô có dạy từ vựng thông qua trò chơi không ? Loại hình trò chơi thầy cô thường sử dụng dạy từ vựng ? (A) trò chơi mang tính tập thể (B) trò chơi dành cho cá nhân Những trò chơi thầy cô thường sử dụng để dạy từ vựng? (Xin vui lòng liệt kê) Page 118 Có (A) Không (B) Có Không Có Không (A) (B) ………………………………… ………………………………… Appendices Khi dạy từ vưng , thầy cô (A) đóng vai trò người hỗ trợ ( facilitator) (B) đóng vai trò chủ đạo ( focus) Mục đích trò chơi mà thầy cô thừơng sử dụng lớp : (A) Làm thay đổi không khí buồn tẻ lớp , lấp đầy khoảng trống cuối (B) Trò chơi giúp học sinh học từ vựng cách nhẹ nhàng thoải mái tiếp thu có hiệu (A) (B) (A) (B) Câu 2: Theo thầy cô, tần số thích hợp sử dụng trò chơi dạy từ vựng A Trong tất tiết học D Tru ng bình tháng lần B Tru ng bình tuần lần E Tru ng bình học kỳ lần C Tru ng bình tháng hai lần Câu 3: Dựa hòan cảnh thực tế chương trình nội dung SGK, sở thích cá tính học sinh khối trung học phô thông, điều kiện có trường phổ thông, theo thầy cô , việc dạy từ vựng thông qua trò chơi có nên trì không ? A Không nên trì (B) Nên trì Câu 4: Ý kiến đóng góp thầy cô việc chọn lọc trò chơi từ vựng : Các thầy , cô đánh số thứ tự từ đến dựa trật tự giảm dần tầm quan trọng tiệu chí chọn trò chơi từ vựng: ( 1: quan 6: quan trọng nhất) Tên tiêu chí Trật tự tầm quan trọng ( 1- 6) Tất học sinh lớp tham gia vào trò chơi Trò chơi có tính thử thách, đa dạng, mới,, gây hứng thú Trò chới tạo hợp tác canh tranh lành mạnh học sinh Page 119 Appendices Trò chơi có mục tiêu rõ ràng , dễ hiểu dễ chơi Trò chơi phù hợp với trinh độ, lứa tuổi, sở thích nội dung giảng dạy Trò chơi có phân bố thời gian hợp lý Câu 5: Những khó khăn, trở ngại thầy cô gặp trình dạy từ vựng thông qua trò chơi ? Theo thầy cô , làm để dạy từ vưng thông qua trò chơi hiệu quả? Khó khăn …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… - Làm tổ chức trò chơi việc dạy từ vựng có hiệu …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Xin chân thành cảm ơn giúp đỡ quý giá thầy cô Page 120 Appendices APPENDIX FIVE TESTS USED IN THE EXPERIMENT WX - TEST : TEST ON VOCABULARY RELATED to SCIENCE (Unit 12 - (RECENT ACHIVEMENTS IN SCIENCE) – English 10 – p126) Choose the right word or phrase that best completes the sentences: “Renaissance” is a ……………………… of time a name b conception c span d length Our school has a well-stocked library at our ………………………… a use b hand c disposal d school Microsoft has provided us …………………… many softwares a to b with c for d in Computers are …………………… in our times a products b achievements c machines d calculators A supersonic airplane can fly faster then the speed of ……………………… a light b cars c helicopters d sound The applied sciences have ……………………… our homes with electronic equipment a electrified b electrify c electronic d electrification It has literally ……………………… our world within the past few decades a change b turned c transformed d transforms Mobile phone is one of the ……………………… communication a globe b world-wide c world d world’s Euclide was a famous ……………………………… a maths b mathematics c mathematicians d mathematician 10 The geneticists have discovered the laws of ……………………………… a inherit b inheritage c inheritance d inheritances c development d improvement 11 “Practice makes ………………………….” a perfect b progress Page 121 Appendices 12 Those scientists are awarded medals for their outstanding ……………………… a knowledge b understanding c achieve d achievements 13 A period of ten years is called a ………………………… a century b millennium c decade d span 14 ……………………… provides us with new products which can replace the one provided by nature a Chemistry b Manufacture c Pure research d Progress 15 He does settle ………………… for his career a at science b on science c down science d down on science Choose the correct word to complete the sentences: law conception 11 rely on wondered molecule 12 no longer applied literally 13 spectacular attain evolved 14 needs means 10 toll 15 geneticist a Food and clothing are their most important ………………………………… b I have no ……………………… of what you mean c Newton discovered the …………………… of gravity d The …………………… have discovered the laws of inheritance e A …………………… of water consists of atoms of hydrogen and atom of oxygen f I …………………… at the success he had achieved g Scientific progress has ……………………………… transformed our world h I think her performance was ……………………………… i The result of this research can be …………………… to new developments in technology j He always tries to ………………………………… His ambition k Tuberculosis and pneumonia ………………………… took an appalling toll l He has …………………………… new theory after many years of research m That’s not all by any ……………………… n Years back, we had to ……………………… particular places for their particular riches o The war took a heavy …………………………… of human life Page 122 Appendices TEST 2: TEST ON NEGATIVE PREFIXES (Un- , Im- , In, Ir-) (Unit 13 (MONEY) – English 10 – p143) Add a negative prefix to each word below and use it to complete the following sentences reliable respective 11 fashionable accurate rational 12 blinkingly luckily patient 13 dependent practical convenient 14 legal recognized 10 regular 15 capable a Vietnam is a ………………………………………… country b Don’t be so ……………………………… Everything will be OK c It is ………………………… to travel to and stay in another country without a visa d You should learn the ………………………………… verbs by heart e He stared at me……………………………………… f Bob is not very capable He is …………………………… of making some decision g It was stupid and ……………………………… to feel frightened h It is ………………………… to live in a house which is far from the centre i Nobody wears clothes like that anymore They are terribly …………………………… j Anybody can take part in the competition………………………………………… of age k I didn’t know who she was She was completely ……………………………………… l Don’t depend on him He is a very …………………………………… person m Because of his ……………………………………… , he often get bad marks in his math n …………………………… , the keys were locked inside the car so I couldn’t get in o The scheme isn’t very practical In fact it is …………………………………… Choose the right word or phrase that best completes the sentence: John never keeps his promises He is ………………………… a reliable b reliably c unreliable It is very ……………………… that you can see stars on a sunny day Page 123 d.unreliably Appendices a natural b naturally c unnatural d unaturally Barter was a(n) ………………………………………… system a unsatisfactory b satisfactory c dissatisfy d dissatisfactory I not think I will buy this shirt because its price is …………………………… a reasonable b reasonably c.unreasonable d unreasonably It’s too late now It’s (possibility) …………………… for me to be there before 8.00pm a possible b impossible c unpossible d inpossibility Much …………………………… can result from doing boring work a happy b unhappiness c unhappy d happiness A friendly letter can be an …………………………… piece of writing a interested b interesting c uninteresting d uninterested Movies can broaden viewers’ …………………… of different life-styles a awareness b unaware c unawareness d unawares The ……………… of the trains and buses causes frustration and annoyance a frequently b infrequently c frequency d infrequency 10 Rudeness never gets him what he wants ……………………… always pays a politeness b politely c impoliteness d impolite 11 He had an accident last week because he was ……………………… for such traffic a experienced b experiencing c inexperienced d experiential 12 The shoes looked nice but they were terribly ……………………………………… a comfortable b comfortably c uncomfortable d uncomfortably 13 It is ………………………… to live in such a dirty area a healthy b healthful c unhealthy d healthily 14 The water in this region is ……………… and people here should not drink it a purified b purity c impure d impurity 15 We have loved each other for a long time and we hope our love will be ………………… a mortally b mortality c immortal ( Notes : blink (v) : nháy mắt, chớp mắt rational (a) : có lý mortal (a) : chết d immortality Rude (a): khiếm nhã, vô lễ, thô lỗ frustration (n): làm thất vọng, tâm trạng thất vọn Page 124 Appendices TEST 3: TEST ON VOCABULARY RELATED to BANKS AND BAKING (Unit 14 (BANKS AND BAKING) – English 10 – p148) Complete the following passage with the appropriate word: The money a man put in a (1) ………………… is called a deposit and the man is called a (2) …………………………… The money of a depositor is (3) ……………………… or added to his (4)…………………… An account is a (5) …………………… of the money a depositor has in the bank When the depositor wants to (6) …………………… or take out part of his deposit, the bank must be ready to (7) ……………………… Thus the bank has two (8) ………………………… to a depositor: It must (9) …………………………… his money safely and it must be (10)………… to pay him his money when he wants it Choose the right word or phrase that best completes the sentence: 1.People save money in banks …………………… future use a about b of c for d in An account …………………… the money a depositor has in the bank a saves b keeps c counts d records ……………………… make it easier for us to pay bill and carry on business a Banking b Bank services c Checking account d Banks A bank sends you money …………………………… work a off b out off c out to d out The bank will always pay ……………………… with number a cards b credits c cheques d loans The bank can make loan ……………………… individuals a off b to c for d with The United Nations …………………… is an international one a community b organization c public d individual Banks provide ………………………… such as checking accounts a Banking b business c services ……………………… cards have a special number Page 124 d works Appendices a off b out off c out to d out 10 The bank will always pay ……………………… With number a credit b savings c cheque d account 11 The United Nations …………………… is an international one a community b organization c public d individual 12 The depositor can ………………………… his money a withdraw b draw c take d take off 13 Every company wishes it had several registers…………………………… a cash b financial c money d currency 14 He ……………………… some of his money in a bank for safe-keeping a lets b puts c sends d deposits 15 Employers may ………………………… employees each week for their work a pay b lend c borrow d wage 16 A man may not spend all his ……………………… in a day a payment b pay c expenditure d income 17 At the moment , ………………………… is running at 20% a inflation b subordination c entry d justification 18 You may put your money in a small coin ……………………… a bank b box c pig d bag 19 Banks in the United Kingdom ………………………… at 9.30 am a close b serve c open d are on duty 20 It may be risky …………………… you to carry in your pocket a lot of money a to b for c of d about TEST 4: TEST ON VOCABULARY of INTERNATIONAL TRADE (Unit 14 (INTERNATIONAL TRADE) – English 10 – p158) Choose the right word or phrase that best completes the sentence: We can offer free accommodation ……………………… help in the house a in exchange for c in exchange with Page 125 Appendices b in exchange by d by exchange with Payment for imports and exports is made through a system …………………… a calling foreign exchange c calling rates of exchange b called foreign exchange d called rates of exchange In transactions in international trade, actual money does not usually change …… a saves b keeps c counts d records The difference in value between currencies is called …………………………… a barter b rates of exchange c letter of credit d foreign exchange ……………………… may take the place of money a Imports b Direct exchange c A letter of credit d Foreign exchange There has been a ( an) ……………… of measurement units in this country recently a change b exchange c changing d exchanged c for d and We paid $3000 ……………… the car a to b with In the old days, people exchanged …………………… That was called barter a goods for goods c goods by goods b money for goods d goods by money A letter of credit may take ………………………… of money a place b a place c the place d places 10 The things a country buys from another country are called …………………………… a imports b import c exports d export 11 The difference in value between …………………… is called rates of exchange a imports b exports c money d currecies 12 In foreign exchange, the value of money of one country …………… the money of other countries is agreed upon a in relation to c in relation with b with relation to d with relation with 13 In ……………………… societies, a system of barter was used a modern b ancient c primitive d developing 14 Most governments now issue paper money in the ……………………… of notes Page 126 Appendices a shape b example c form d system 15 In foreign exchange, the value of money of one country …………… the money of other countries is agreed upon a in relation to b with relation to c in relation with d with relation with Choose the correct word to complete the sentences: withdraw sum 11 exported history vary 12 guaranteed exchange cash 13 issued payment exchanged 14 risky trade 10 expenditure 15 made a What is the …………………………… rate of the pound today? b The investment was too ………………………………………… c Much of the fruit is …………………………………… to Europe d Prices ………………………… with the seasons e He ………………………… the blue sweater for the red one f Huge …………………… have been invested in this project g This watch is …………………… for one year against mechanical failure h The manager agreed to discuss the question of ………………………………… i You can’t …………………………… your money unless you show us your identity card j Money has an interesting ………………… from the days of shell money until today k The country earns most of its income from the tourist …………………………… l You ‘ll get a discount if you pay by …………………………… m You should limit your ………………………… or you’ll be broken someday n The library cards are ………………………… at the beginning of each school year o Most of the money today is …………………… of metal or paper TEST 5: TEST ON VERB + NOUN COLLOCATIONS (Unit 16 (CONSOLIDATION) – English 10 – p143) Pair up a verb in the column on the left with an appropriate noun/ noun phrase in the column on the right to make a verb+ noun collocation: To make a a thorough grasp of a problem Page 127 Appendices To blow b tears To fasten c pieces To tear into d a seatbelt To make e the way To came to f a research to tell g discoveries To h power i sense To have 10 To burst into j your nose Choose the right word or phrase that best completes the sentence: Can you ………………………………… this math problem ? a solve b work c deal d Some children are not very keen to ………………………………… their toys with others a share b distribute c divide d spread I was so pleased to have the …………………………… to visit your country a opportunity b probability c necessity d possibility If he ………………… the Olympic gold medal, it will be he has practiced a lot a beats b wins c gains d obtains He ………………………… a false beard so that nobody could recognize him a put on b took c got d wore When taken ………………………… excessive amounts, aspirin can be poisonous a of b at c in d with He takes ………………… on science upon which he does settle for his career a interest b excitement c enjoyment d joy The crowd of Irish people shouted, “ ……………………………….the Union Jack!” a Down b Down to c Down with d Down at I‘ve been waiting for my friends I wonder if they have lost their ……………… a direction b track c path d way 10 In the absence of proof, the police could not take ………………… against the man a actions b action c activity Page 139 d activities Appendices 11 If you wish to learn a new language you must …………………… classes regularly a follow b present c attend d assist 12 It is always a good idea to ……………………… a bill before paying it a calculate b add c control d check 13 You have nothing to …………………… by refusing to listen to our advice a gain b win c reach d profit 14 They tell me he is …………………… a lot of money in his new job a having b earning c gaining d profiting 15 You must try not to ………………………………… so many mistakes a b make c tell d perform 16 If you want to learn something, you had better pay ……………………… in class a care b respect c attention d notice 17 We must ………………………… our minds about where to go for our holiday next year a make out b make off c make up d make for 18 Having …………………………… the table, Mrs Roberts called the family for supper a laid b spread c ordered d completed 19 It was difficult to ………………… a date which was convenient for everyone a elect b organize c arrange d provide 20 I had no …………………… that the divorce rate was so high in this country a knowledge b idea c doubt Page 140 d understanding ... motivate highschool students in learning vocabulary This thesis may be considered the first step towards using games to motivate highschool students in learning vocabulary Page Chapter -Introduction... invest the effect of games in motivating high school students in learning vocabulary The research question was: ? ?In what aspects, can games motivate students in learning vocabulary at TGHGT?” 3.2 The... whether the method of using games in teaching vocabulary should or should not be maintained in teaching and learning later and the suitable frequency of using games in teaching vocabulary They also