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In recent years, English has become more and more popular in the world, it is an international language and is one of the most popular and most spoken in the world . It plays an important role in everyday life, helping us communicate and exchange with other countries in the world. When talking about the importance of English, Dr. Karin (2012) said that: “English is the official language and the main language of trade and commerce worldwide”. In fact, English is the official language of more than 53 countries and territories, the official language of the EU and the third most widely spoken language in the world after the Chinese and Spanish. Moreover, English is spoken by more than 400 million people in the world as a mother tongue, more than one billion people use English as the second language, developed countries around the world are proficient and popular. In Vietnam, English is being taught at every educational level. In studying languages in general and studying English in particular, it can be said that grammar seems to be difficult and boring for students. It is thought by students that English grammar contains complex, difficult, and different rules. Besides, traditionally, many teachers approach grammar teaching very seriously, making the lessons dull and uninteresting. Therefore, students usually feel tired and bored during grammar lessons and then they are not motivated to study. However, as one of language components, grammar is very necessary and nobody can refuse the importance of learning this skill. According to William Somerset Maugham (1938), he indicated that “It is necessary to know grammar, and it is better to write grammatically than not, but it is well to remember that grammar is common speech formulated.”, “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English”. In addition, Kay (1987) stated that “In order to communicate effectively in English, students need to have a good foundation in grammar”. Once again, Ur (1988) said that “a person who knows grammar is one who can express himself or herself in what would be considered as acceptable language forms”. So, we can see that English grammar plays an integral role in learning English.
ACKNOWLEDGEMENTS This thesis could not have been completed without the help, encouragement and support of a number of people who all deserve my sincerest gratitude and appreciation First and foremost, I wish to express my deepest gratitude to my supervisor, Mrs Nguyen Thi Hoa, M.A, for her training, guidance, and encouragement in the preparation and writing of this minor thesis This thesis would not have been completed without her help from the period when this was in the commencing stage Secondly, I would like to thank the teachers in the Foreign Department, who supported my study, created the best conditions for me to my thesis Many thanks are given to our friends and colleagues for introducing and providing me with materials to carry out this study My special thanks also go to the English teachers and students of class 10A4 at Phong Chau high school for their willingness to take part in my training strategy scheme Without their help, this study could not have been fulfilled I am also heavily indebted to my family – my parents and my sister They were always by my side to give me continual support and encouragement for all that I did Finally, other big thanks from me to all others who directly or indirectly supported me during the period I implemented this minor thesis ABSTRACT This study was conducted as an action research in which students were taught on how to process grammar deeply by applying games as supplementary activities in English grammar teaching and learning The study first aimed to find out the situation of teaching and learning English grammar of class 10A4 students at Phong Chau High School, and then to find out the difference between using and not using games in teaching and learning English grammar for class 10A4 students through experiments For the accomplishments of these purposes, 45 students in class 10A4 at Phong Chau high school were involved in the study This research was used many data instruments include observation, questionnairs for students, students’ feedback, interview questions, pre – test and post – test To more accurately assess the effectiveness of using games in teaching English grammar for class 10A4 students at Phong Chau high school, the researcher has conducted an experiment applying some games to some English grammatical structures such as: To+infinitive; Attitudinal adjectives, and Will vs going to to have necessary findings and then draw some necessary pedagogical conclusions ABBREVIATION EU: European Union EFL: English Foreign Language LIST OF CHARTS AND TABLES Charts Chart Students’ understanding of the lesson Chart Students’ attitude towards teachers’ teaching method Page 30 31 Tables Table Students’ interest in English lessons Table Students’ activities in grammar lessons Table Students’ time for learning grammar at home Table Students’ comments on teachers’ frequency of using Page 29 30 31 32 grammar games Table Result of the test before experiment Table Feedback questionnaire of class 10A4 students after 34 45 experiment Table 7: Result of the test after experiment Table 8: The comparison between pre-test and post-test 46 47 TABLE OF CONTENT PART A: INTRODUCTION 1 Rationale Previous research about using games in teaching and learning English grammar .3 2.1 In the world 2.2 In Viet Nam 2.3 Existing problems Research purposes 4 Research questions Methodology 5.1 Methods of the study 5.2 Data collection instruments Hypotheses Significance of the study 7.1 Educational significance .6 7.2 Methodological significance The scope of the study .6 Participants of the study 10 Design of the study PART B: MAJOR CONTENT .8 CHAPTER 1: THEORETICAL BACKGROUND .8 1.1 An overview of English grammar 1.1.1 Definition of English grammar 1.1.2 The role of grammar in teaching and learning English .8 1.2 Overview of language games .10 1.2.1 Definition of language games 10 1.2.2 Types of language games 10 1.3 The games should be used in teaching English grammar 12 1.4 When games should be used .13 1.5 Benefits of teaching grammar with games 14 1.6 Tips for using grammar games in class successfully 15 1.7 Conclusion of the chapter 19 CHAPTER 2: RESEARCH METHODS 20 2.1 The subject and object of the study 20 2.1.1 The subject of the study 20 2.1.2 The object of the study 20 2.2 Research methods .20 2.2.1 Methods of the study .20 2.2.2 Data collection instruments .20 CHAPTER 3: THE CURRENT SITUATION IN APPLYING SOME GAMES IN TEACHING ENGLISH GRAMMAR TO STUDENTS OF CLASS 10A4 AT PHONG CHAU HIGH SCHOOL .25 3.1 A general overview of Phong Chau high school and class 10A4 at Phong Chau high school .25 3.1.1 Phong Chau high school 25 3.1.2 Class 10A4 at Phong Chau high school 26 3.2 Discription about English basic textbook of grade 10 26 3.3 Descriptions of grammar points in English basic curriculum of grade 10 27 3.4 Findings from the current situation 28 3.4.1 Results from questionnaire 28 3.4.2 Results from interview 32 3.4.3 Results from the test (before experiment) .33 3.4.4 Results of class observation .34 3.5 Suggesting some games to apply in teaching English grammar to class 10A4 at Phong Chau high school 36 3.5.1 Matching game 36 3.5.2 Arranging game .36 3.5.3 Guessing game 37 3.5.4 Role – play .37 CHAPTER 4: EXPERIMENT AND RESULTS .37 4.1 Description of experimental teaching 37 4.2 Data collection instruments 38 4.3 Experiment procedure 38 4.4 Result 42 4.4.1 Result from feedback questionnaire of students in class 10A4 .43 4.4.2 Result from post – test .44 4.4.3 Results from observation 46 4.5 Findings 47 4.6 Implications 48 4.6.1 For the teachers 48 4.6.2 For the students 50 PART C: CONCLUSION 51 Summary of the study 51 Main findings 51 2.1 Findings from the questionnaires .51 2.2 Findings from the interview questions, observation and test .53 Limitations and Suggestions for Further Research .54 3.1 Limitations 54 3.2 Suggestions for Further Research .54 Conclusion .54 REFERENCES 56 APPENDIX .58 PART A: INTRODUCTION Rationale In recent years, English has become more and more popular in the world, it is an international language and is one of the most popular and most spoken in the world It plays an important role in everyday life, helping us communicate and exchange with other countries in the world When talking about the importance of English, Dr Karin (2012) said that: “English is the official language and the main language of trade and commerce worldwide” In fact, English is the official language of more than 53 countries and territories, the official language of the EU and the third most widely spoken language in the world after the Chinese and Spanish Moreover, English is spoken by more than 400 million people in the world as a mother tongue, more than one billion people use English as the second language, developed countries around the world are proficient and popular In Vietnam, English is being taught at every educational level In studying languages in general and studying English in particular, it can be said that grammar seems to be difficult and boring for students It is thought by students that English grammar contains complex, difficult, and different rules Besides, traditionally, many teachers approach grammar teaching very seriously, making the lessons dull and uninteresting Therefore, students usually feel tired and bored during grammar lessons and then they are not motivated to study However, as one of language components, grammar is very necessary and nobody can refuse the importance of learning this skill According to William Somerset Maugham (1938), he indicated that “It is necessary to know grammar, and it is better to write grammatically than not, but it is well to remember that grammar is common speech formulated.”, “Grammar is the structural foundation of our ability to express ourselves The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language It can help foster precision, detect ambiguity, and exploit the richness of expression available in English” In addition, Kay (1987) stated that “In order to communicate effectively in English, students need to have a good foundation in grammar” Once again, Ur (1988) said that “a person who knows grammar is one who can express himself or herself in what would be considered as acceptable language forms” So, we can see that English grammar plays an integral role in learning English I agree with Mario Rinvolucri (1984) about his opinion about grammar He thought that “Grammar is perhaps so serious and central in learning another language that all ways should be searched for which will focus students’ energy on the task of mastering and internalizing it One way of focusing this energy is through the release offered by games” Indeed, the fact that students at all levels are learning grammar in Language focus periods, however, teachers usually ask them to revise some grammatical structures or introduce new structures and then require them to all the exercises in the textbook This makes students feel bored, not interested in the lessons, and makes the classroom atmosphere more stressful Games in general and grammar games in particular are very useful in teaching and learning English grammar because it not only encourages, but also improves and teaches students’ ability in using English fluently as well Therefore, I think this study is necessary and the result of using games in teaching grammar will bring many practical benefits to the students For all the above reasons and with the desire to create interest for students in English grammar lessons, especially students in class 10A4 at Phong Chau high school, I really want to clarify the topic : “A study on applying some games in teaching English grammar to students of class 10A4 at Phong Chau high school” I It won’t be any good for me to talk to him about it It is no use for us to try to convince him of this It wouldn’t be much good for us to complain to the minister about it It was a difficult business for me to start the car with such a weak battery It is no fun for me to have so many children to look after II interesting excited surprising III fascinated confused There (be) will be areally big storm in a few hours Look out! She (faint) is going to faint I (practice) am going to practice the piano for two hours this evening We’re lost I (stop) will stop And ask the way I (be) am going to be a teacher of English when I grow up APPENDIX 4: Post- test ( after experiment) I Rewrite the following sentences using infinitives He went to the market He wanted to buy some vegetables The robber wielded a knife He intended to frighten the poor traveler I speak the truth I am not afraid of it The officials sold the insolvent’s property The insolvent’s creditors had to be paid He wants to be rich He works hard for that reason II Complete the sentences with the suitable “-ed”, “-ing” form of the words in brackets I’m really in reading this book (Interest) The match we saw on TV last night was very (Excite) I was really by the ending of the story (Surprise) The child is really by the characters in the story (Facsinate) The instructions on the box are _ (Confuse) III Put the verb in bracket into the concert form : WILL & BE GOING TO It’s raining We (have to )……………… take an umbrella Look at that car! It (hit) …………… that tree He (spend) …………… his vacation in Hawaii I promise I (not ) ……………… that again You look tired Sit down and I (make) ……………… you a cup of coffee Answer keys I He went to the market to buy some vegetables The robber wielded a knife to frighten the poor traveler I am not afraid to speak the truth The officials sold the insolvent’s property to pay his creditors He works hard to be rich II interested exciting surprised III fascinated confusing It’s raining We (have to )…will have to take an umbrella Look at that car! It (hit) …is going to hit that tree He (spend) will spend his vacation in Hawaii I promise I (not ) won’t that again You look tired Sit down and I (make) will make you a cup of coffee APPENDIX 5: CLASS OBSERVATION Date of observation: Teacher: Time of observation: Level of students: Prepare before going to class A Unprepared B Prepared C Prepared but careless D Well-prepared Pay attention when the teacher explains the lesson A very much B not much C sometimes Actively participate in activities during English grammar lessons A Not positive B Positive C Very positive Students raise their hands to express their ideas during English grammar lessons A Actively participate B Not participated C Occasional participation APPENDIX 6: Feedback of students in class 10A4 after experimental lessons Do you like the games today? yes no Are the games guided by the teacher easy for you to understand? yes no When the teacher guides how to play the games, you feel interested in them and really want to join? very interested interested interested but not much not interested not interested at all Do you apply immediately grammar structure in the game? yes no What are the difficulties when participating in grammar games? lacking of necessary vocabulary not understanding the games not knowing to apply grammar structure in the games not knowing how to play other difficulties (shy, afraid of wrong answer, ) Thank you very much for your cooperation! APPENDIX 7: LESSON PLAN Date of preparing: 28/02/2018 Period 80 - UNIT 12: MUSIC Lesson 5: Language focus I Objectives Knowledge By the end of the lesson, students will be able to use the structure “To+infinitive” in communication and exercises Skills Develop reading skill and responsive ability of students Attitude Students aware of the knowledge they have learnt II Teaching aids: Textbook, lesson plan, chalk, handout, card, III Method: Presentation, individual work, group work, controlled practice IV Anticipated problem - They may have difficulties when doing exercises by playing games V Procedure Class organization Class Date of teaching 10A4 07/03/2018 Previous lesson check: no check Attendance 45/45 New lesson Stage/ Time Teacher’s activities - Divide the class into teams Student’s activities - Listen and look at the - Stick a handout on the board board - Ask Ss to look at the board, - Quickly read the handout Warm – up quickly read the handout and and match the content in match the half sentence in column A with the content column A with the appropriate in column B to complete the content in column B to complete sentences the sentnces Which team give the correct answer and faster than the winning team and received a gift by teacher A She went to B a to practice London last speaking week English in my She speaks class b to English every communicate day I not with foreigners c to give his have chance girlfriend on her Nam wants birthday d to have a to buy a opportunity to special gift Hoa wished study abroad e to visited a to pass this her friend Suggested answer: 1–e 2–b 3–a 4–c 5–d exam - Lead to the new lesson: “Today we are going to revise about To+infinitive” Presentation Revise theories about To+infinitve and Wh-quesstions Exercise Revise theories relate to the new lesson Exercise (textbook, page Practice 131): Complete each sentence with the right form of a suitable verb My father didn't have timethe _ the newspaper I wish had enough money _ a new bicycle I went to the post - Listen carefully office _ a letter He telephoned _ me to the party She’s going to Britain _ English - Have Ss to exercise - Work individual, quickly through playing game It’s read both handouts and called: “Labeling game” cards that teacher pick on - Give the rules of the game the board and then match - Pick cards and handouts were the cards with the suitable prepared on the board and ask Ss sentences in handouts to quickly read and then match the words in the cards with the suitable sentences in the handouts - Call on one Ss who who raised - One Ss go to the board to his/her hand earliest to go to the give his/her answers and the board to match these words with others oral answer the suitable sentences, and the others oral answers - Check the answer and give a - Listen the teacher’ good mark or a gift for Ss if they comment give the correct answers Handouts My father didn't have time _ the newspaper I wish had enough money _ a new bicycle I went to the post office _ a letter Suggested answers: to read to buy to post to invite to study/learn He telephoned _ me to the party She’s going to Britain _ English Cards to study/ learn to invite to read to buy to post - Ask Ss to copy down on their notebooks Exercise - Write the correct answers on the notebooks Production Consolidation Homework VI Comment Good points: Weak points: APPENDIX 8: LESSON PLAN Date of preparing: 15/03/2018 Period 85 - UNIT 13: FILMS AND CINEMA Lesson 5: Language focus I Objectives Knowledge By the end of the lesson, Ss will able to know some adjectives of attitude Skills Help students develop their guessing words skills Attitude To encourage ss to work harder and provide ss some motivation II Teaching aids: Textbook, lesson plan, chalk, card, III Method: Presentation, group work, further practice IV Anticipated problem - They may have difficulties when doing exercises by playing games V Procedure Class organization Class Date of teaching 10A4 18/03/2018 Previous lesson check: no check Attendance 45/45 New lesson Stage/ Time Teacher’s activities Student’s activities - Introduce the game It’s called: - Listen to the teacher “Guessing game” - Give the rules of the game Procduction - Divide class into two teams - Call on one Ss to go to the - One Ss role – play as a board to describe the adjectives describer will describe of attitude and the others guess some adjectives of attitude what are the words given by teacher Attitudinal adjectives: - The members of two team Shocking/ shoked look at the describer and boring/ bored guess the words worrying/ worried frightening/ frightened surprising/ surprised exciting/ excited tiring/ tired fascinating/ fascinated disgusting/ disgusted 10 confusing/ confused - The team has more correct answers the winning team and receive a teacher’ gift - Give feedback and gift for the - Listen to the teacher’s winning team feedback and receive a gift if they are winning team Consolidation Homework VI Comment Good points: Weak points: APPENDIX 9: LESSON PLAN Date of preparing: 21/03/2018 Period 92 - UNIT 14: THE WORLD CUP Lesson 5: Language focus I Objectives Knowledge: By the end of the lesson, Ss will able to: - Know about the use of Will and Going to - Distinguish two structures in the exercises or in communication Skills Help Ss to devolop their speaking skills (role – play in a short conversation) Attitude To encourage ss to work harder and provide ss some motivation II Teaching aids: Textbook, lesson plan, chalk, III Method: Presentation, pair work, controlled practice IV Anticipated problem - They may have difficulties when doing exercises by playing games V Procedure Class organization Class Date of teaching Attendance 10A4 25/03/2018 45/45 Previous lesson check: no check New lesson Stage/ Time Teacher’s activities Exercise (textbook, page Student’s activities 150+151) Practice - Ask Ss to this exercise through playing game It is: “Role – play” - Introduce and give the rules of - Listen to the teacher the game - Ask Ss to work in pairs, one Ss - Work in pairs, role- play is speaker A and other is speaker speaker A and B to B, practice speaking using “Will” practice short conversation or “Going to” to complete the in sentences the textbook (page 150+151) Using “Will” or “Going to” to fill in the blank of each sentence - Call the first pairs who raised - The first pair stand up to their hands to role – play and then practice and they have the call on the other Ss to give their rights to choose other pairs comment If they give the correct to practice if their answers answer, they have the rights to are correct choose two others to continue the game - If the pairs have incorrect - Students play the game answers will be penalized by respectively until complete dancing or singing all the sentences Suggested answers: I'll get I'm going to wash are you going to paint I'm going to buy I'll show you I'll have I’ll - After the game, teacher gives - Listen to the teacher feedback, laud positive pairs to have the correct answers, encourage the pairs who have incorrect answers - Give marks or gifts for Ss who has correct answers Consolidation Homework VI Comment Good points: Weak points: ... .25 3.1 A general overview of Phong Chau high school and class 1 0A4 at Phong Chau high school .25 3.1.1 Phong Chau high school 25 3.1.2 Class 1 0A4 at Phong Chau high school. .. teaching in which some suggestions on using language games are made in teaching English grammar to class 1 0A4 at Phong Chau High School and some sample language games exploited during all stages of. .. Chau high school, I really want to clarify the topic : A study on applying some games in teaching English grammar to students of class 1 0A4 at Phong Chau high school 3 Previous research about