Some attractive games for the grammar of unit 8, 10, 12, 13, 14, - English 10 (basic curriculum)

1. Introduction
1.1. Rationale of the topic 
Although English is extremely helpful and essensial for students in their future, the quality of English, as well as Students’ interest of learning English, is still low in Vinh Loc high school. Most students don’t spend as much time on English as on Maths, Physics, Chemistry, Biology. In English lessons, they don’t give their ideals to support for lessons eagerly. Especially when they learn the grammar of every unit because It is rather difficult and boring – no pictures, no games. This part, however, is very important. It helps students to master the whole grammar of a unit, which contributes success to their tests or coming examinations. 
 	During my teaching and carrying out extensive research into this problem, 
I found it necessary to provide more games and also extra practice for teachers and students when teaching and learning this part. For all the reasons, I would like to conduct my research on the topic: “Some attractive games for the grammar of unit 8,10,12,13,14,15- English 10 (basic curriculum) ”. 
1.2. Aims of the study 
The main aims of the research are: 
- To provide teachers and students with some interesting and helpful games so that teachers can apply them to the part of Language Focus in order to make these lessons more interesting and more effective.
- To hope to provide reference materials for any teachers or students who intend to master the language of English or want to make their English more natural and more fluent.
- To help students to realize their talent and abilities through each activity.
- To help students be more interested in the lesson and work effectively and dynamically within a group.
- To improve my teaching skills and fulfill my career passion.
 1.3. The object of the study 
 The objective of the study is some useful games that can be used in teaching the grammar and the ways we organise the class of English inside and outside the classroom. We can play these games in pairs, in groups and in teams. The games can be applied to unit 8,10,12,13,14,15 in English 10 and to any kinds of students from low intermediate to advanced
 1.4. Method of the study
 I have been conducting this research basing on:
 - Investigating and testing on my reality of the long-time process of daily teaching at school 
 - Observing and analizing students’ habit and situations of learning english. 
 - Studying and exchanging my experience with my colleagues.
	 - Exchanging and speaking to many kinds of students to find out solutions for this prolem.
	 - Collecting games from a variety of kinds of other material sources.
1.5. What’s new in this Experience Initiative
 	- Only focusing on some attractive games, not all “ten games”.
	- Applying those games to a few specific units of English 10 such as 
 Unit 8, 10,12, 13, 14, 15, Not all units of 3 levels: English 10, English 11, English 12.
	- Detailed lessonplans for the game application will also be introduced and guided in this innovative Experience. 
2. Content
2.1. Real situation 
Some advantages and disadvantages in performing the topic.
2.1.1. Advantages
- The school has been equipped with good technology equipment such as projectors and computers.
- Training environment is very friendly.
- My colleagues have given me much support.
- With student-centered philosophy and ability to inspire the love of learning from the students, I myself always try to learn, update new knowledge and develop my profession to devote myself more thoroughly for the education. 
2.1.2. Disadvantages
- Not many students are keen on the grammar of the language.
- The number of students in each class is quite large (over 40 students/class).
- Students have quite far difference of knowledge and learning attitude. 
- Within limited time, I do not have enough time to extend, explore the lessons in details and focus more on the topics that students are interested in. 
2.2. Problem solving 
In order to make our lessons of grammar interesting and effective, I always try my best to use one game in each lesson to draw students’ attention. In this initiative experience, I would like to mention some fascinating games that I have applied in order to stimulate my students’ interest in learning the grammar of every unit.
2.2.1 Some attractive games for the grammar part
Game no.1: FIRST AND LAST
Goals: 
 -To practice forming sentences, and to review initial and final phonemes;
- To practice listening comprehension.
Materials: None
Level: Low intermediate- advanced
Group size: Four or more
Content: 
 Have a student say a sentence. Have another student use the last letter of the last word of the that sentence as the first letter of a new sentence. Have the students continue taking turn forming sentences. But require that sentences must use the structure they have learnt.
E.g. When teachers organise this game, Students may give these sentences: 
- Student 1: I will go to the cinema with you if I have free time.
- Student 2: 	Emily will pass the exams if she works harder next term.
- Student 3: 	Mary 	will come if she promises.
- Student 4: Shall we go shopping if we finish our homework?
-....................
applications: 
This game can be used when we teach these lessons:
+ Unit 8: Celebrations (English 10, basic curriculum, page 89 )
E. Language Focus 
 - Applying to Reported speech: statements like this:
 S+ say + (that) + clause.
 S+ tell + (O) + (that) + clause
- Applying to Conditional Sentence Type 1
S + will/ shall + V(inf) + ... if + S + V(s/es) + .......
 Teacher’s activities
 Students’ activities
* After the presentation of Reported Speech : Statements
 T organises Game : Fisrt and Last
- Devides the class into 5 groups of 8students.
- Tells sts the rule of the game
Student 1 says sentence 1.
Student 2 reports sentence 1 and says sentence 2.
Student 3 reports sentence 2 and says sentence 3.
Student 4 reports sentence 3 and says his sentence 4.
Student 5 reports sentence 4 and say sentence5.
Student 6..
Student 7: ..
Student 8: reports sentence 7 and says sentence 8
Student 1: Reports the sentence 8.
-T goes around the class and gives help
- The winner will be the group which has got correct sentences most.
- Do as the same with Coditional Sentence Type 1 in Exercise 3 (page90- basic curriculum English 10) 
- listen to the teacher
- work in groups of 8.
- Do as T says
Eg:
- Student 1: “I study at Kim Lien High School.”
- Student 2: She said she studied at Kim Lien High School. “I like English most.”
- Student 3: He said he liked English most. “I have five classes a week.”
- Student 4: She said she had five classes a week. “I don’t go to school by bus.”
- Student 5: He said he didn’t go to school by bus. “We have to go to school from Monday to Saturday”
- Student 6: She said they had to go to school from Monday to Saturday. “I’m going to HO Chi Minh city soon.”
- Student 7: He said he was going to HCM city soon. “I can’t go out with you because I have too much to do.”
- Student 8: She said that she couln’t go out with me because she had too much to do. “The trip will be very interesting.”
- Student 1: He said the trip would be very interesting
- do exercise 3 in groups of 6 or 8
-Student 1: If I don’t go out so much, I’ll do more homework.
- Student 2: If I do more homework, I’ll pass my exam.
- Student 3: If I pass my exam, I’ll go to medical college.
- Student 4: If I go to medical college, I’ll study medicine.
- Student 5: If I study medicine, I’ll become a doctor.
- Student 6: If I become a doctor, I’ll be able to cure diseases and help sick people.
 -> This game can be flexibly used in these lessons: 
+ Unit 9 : E. Language Focus – English 10, basic curriculum, (Page 101)
S+ would/ could/ should + V(inf)+ .....if + S+ V-ed/ PP1 + .....
+ Unit 11: E. Language Focus – English 10, basic curriculum, (Page 118)
S+ would /...+ have + V-ed/ PP2+ .... if + S + had + V-ed/PP2+.....
Game No.2: WHAT IS IT?
Goals:
 To practice some stuctures
Materials:
 Some appliance and a bag 
Level
 All students
Group size:
 Around 5 to 10 students. Each student plays the rest.
Content:
- Teacher prepares a thing and put it in a dark bag so that noone can see it.
- Have student to guess what the thing is by asking yes/ no questions or tag questions, or even Wh- question.
Example: 
Is this a pen?
Can I read it?
It is blue, isn’t it?
Where was it made?/ What is it used for ?.............................................
- Keep doing that until students can guess What the thing is.
- Ask students take turns go to the board and do the same with another things.
(Teachers should choose the familiar things)
Applications:
- This game can be used effectively when we teach the following lesson:
+ Unit 12: Music (English 10, basic curriculum, page 124 )
 E. Language Focus
 - Wh- questions
Teacher’s activities
Students’ activities
 Wh-question :
- review the list Wh-question
- When : time
- where : the place
- why : the reason
- what time: time
- what .. for: the purpose 
..
- After the presentation, T prepares some familiar things: a light bult; a CD, a radio, a cell phone.
- T distributes one thing to the leader of each group. Only the leader knows, noone eslse in the group knows what the thing is. They must put the questions for the thing to find out what it is.
- T gives a model first
- T puts a light bult in a dark bag and ask sts to make questions to ask him /her to find out what it is.
T
T asks sts do the same with the other things: a radio, a CD, 
- Listen to the teacher and give answers
-Work in groups
- Make questions
- S1: Is it white?
T : Yes,it is.
 - S2: When was it invented?
 T: in1845
 - S3: What is it used for?
 T: to lighten the dark place
 - S4: How much is it?
 T: depends its size and its type
- S5: Who invented it?
 T: Thomas Edison
- S6- Is it a light bult?
 T: Yes, that’s right
listen to T
play the game in groups
Game No.3: MARCHING SENTENCES
Goals:
 To practice forming sentences.
Materials:
 Typewriter paper or large cardboard cards (all the same size)
Level:
 Low intermediate - advanced
Group size:
 6 or more (students). 
Content:
 Write several sentences of four to ten words each. Then copy each word from a sentence onto a piece of typewriter paper or piece of cardboard of about the same size, using the felt tip marker so that the word can be read from a distance. Put all the words for a sentence into a large envelope, marking the number of the words in the sentence on the face of the envelope. Do this for each sentence.
To begin the game, call to the front of the class one student for each word in the sentence. Hand a word to each student, and tell the students to form themselves into a sentence that can be read by the class. Remind them that as they face the class, the student with the first word will be on the right and the one with the last word will be on the left. Check the students telling those who are not in their correct sentence possitions to rearrange themselves but do not tell them how to do so. Tell the students when they have formed a correct sentence. Then begin a new sentence with a new group of students
Example: Walk I tomorrow the will to bank big
-> Students’ form: I will walk to the big bank tomorrow
applications:
- This game can be applied to any structures in oder to help students quickly remember the structure they have learnt in the lesson. 
Unit 13: Films and Cinema. (English10, basic curriculum, page 132 ) E. Language focus
 + It is/ was not until .......that........
 Teacher's activities
 Students' activities
*. It is/was not until ... that ... :
- Give examples so that sts can see the use as well as the form of this structure:
E.g: Mary didn't know how to make cakes until I taught her.
= It was not until I taught Mary that she knew how to make cakes.
 I did not start to learn English until 1995.
= It was not until 1995 that I started to learn English.
- Ask sts to read the examples and tell the teacher which sentences are more emphatic.
- Organise the Game : Marching senetnces for the sts while they are doing Exercise 3
- Copy each word from a sentence onto a piece of typewriter paper or piece of cardboard 
- Put all the words for a sentence into a large envelope, marking the number of the words in the sentence on the face of the envelope
1. It that was not became she a teacher until 1990 
2. that 30 was he knew to how swim It he not 
3. they learn not to that began English It 1980 was until 
....................
- Hand a word to each student, and tell the students to form themselves into a sentence 
- Check the students telling those who are not in their correct sentence possitions to rearrange themselves but do not tell them how to do so.
- Tell the students when they have formed a correct sentence
- Read the examples.
- Pay attention to the underlined parts.
- Tell the T that the second sentences are more emphatic.
- Play the game in groups.
- When they face the class, the student with the first word will be on the right and the one with the last word will be on the left.
 Students’ form: 
1. It was not until 1990 that she became a teacher.
2 It was not until he was 30 that he knew how to swim.
3.It was not until 1980 that they began to learn English.
 .................................
-> This game can be flexibly used in these lessons: 
 + S + be + Vpp/ed + prep +...... 
(Unit 10: Conservations. ( English 10, basic curriculum)
 + S1 + V + short Adj/ Adv- ER + THAN + S2
	+ S1 + V + MORE + long Adj/ Adv + THAN + S2
(Unit16: Historical Places. ( English 10, basic curriculum )
	+ IF + S+ V(simple present) + O , S + Will/ Shall + V + O
	+ IF + S + V ( simple past) + O , S + Would/ Could / Should + V
 + IF + S + V (Perfect Past) + O , S + Would /Could + have + PP + O
Game No.4: AS YOU LIKE IT
Goals:
 To review forming and to practice manipulating related sentence elements
 To practice imaginative use of language.
Materials:
 Sentences with interchangeable parts prepared by the teacher .
Level
 Low intermediate – advanced
Group size:
 Any member
Content:
- This game can be played as a team competition or with the whole group. Teacher write an easily varied sentence on the board and show or elicit a number of possible variations
Example: 
 Silly Sally and crazy Jack told a story
+ Variations:
	1. Silly and crazy Sally told Jack a story
	2. Crazy and silly Jack told Sally a story
	3. Jack told Sally a crazy and silly story
	4. Silly and crazy Jack ` Sally told a story
- Next write another sentence variation and have the students work to change it in as many ways as possible. Give a point for each correct variation 
- When teachers feel that the student have had enough time, stop them, and check the variations then begin another round with a new sentence. 
- Teachers may construct the sentences so as to focus on a particular grammar point or part of speech. For very basic students, assign simple sentences with one or two varations. Sentences for advanced students should lend themselve to multiple variations.
	Here are some additional sample sentences increasing order of difficulty
1. Although it rained a lot, we enjoyed our vacation.
2. The woman who was sick with the horrible cold was taken to see the doctor in the warm hospital office.
3. We play baseball and football everyday.
4. We play soccer every morning, and they play hockey every evening.
5. Do you hunt birds, tigers or giant elephants?
6. The bad woman drove the friendly man to the haunted house.
7. Tim’s toy train is next to the pencil and Frank’s case.
8. Fearless battalion men are attacking the angry enemy air force.
9. The quiet dog is kept in the little garden where the pretty flower grows.
10. Tell mother that Jack the butcher will call to ask whether to bring the meat on Saturday or Sunday night.
applications: 
	This game can be played when we teach Relative clauses, Adverbial clauses of concession, Reported speech,Cleft Sentences.....
+ Unit 15: Cities ( English 10, basic curriculum, page156 )
 E. Language Focus
S1 + be + adj-ER + than + S2
S1 + be + more + long ADJ + than + S2
S + be + the + short ADJ –EST + .......
S + be + the most + long ADJ + ........
 Teacher’s activities
 Students’ activities
* Grammar: ( 29 mins)
 Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1,EX2 and EX3.
a. Comparatives and superlatives:
- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives.
E.g: My house is smaller than your house.
 My house is the smallest in this street.
 Exercise 1 is more difficult than exercise 2.
 Exercise 1 is the most difficult in this book.
- Ask sts to tell the T the comparative and superlative form of the adjectives. 
- Listen to the S and give remarks. 
- Notes:
Irregular adjs 
good => better => the best
bad => worse => the worst
far => further/farther => the furthest/farthest
-After the presentation, the T will organise Game : As you like it
- write some sentence variations and have the students work to change it in as many ways as possible.
1. A Waterlemon is much sweeter than a lemon.
2. My sister is younger than I am.
3. The exam is easier than I thought.
- Give a point for each correct variation 
- Focus on the stucure of comparative and superlative form.
-When teachers feel that the student have had enough time, stop them, and check the variations then begin another round with a new sentence.
.
- Listen to the T.
- Look at the examples.
- One st tells the T the comparative and superlative form of the adjectives:
Adj Comparatives Superlatives
Short adjs .....- er the .....- est
long longer the longest
hot hotter the hottest
.... ..... .........
Long adjs more ..... the most ....
expensive more expensive the most ex.
- Listen to the rules of the game carefully.
- Play the game in groups of 4.
+ Variations for Sentence 1:
* A lemon is much less sweet than a waterlemon 
* A lemon is much sourer than a waterlemon.
* A waterlemon is not as sour as a lemon.
* A lemon is not much as sweet as a waterlemon. 
+ Variations for Sentence 2:
* I am older than my sister is.
* I am not younger than my sister is.
* I am not so young as my sister is.
* My sister is not as old as I am.
* My sister is not older than I am.
+ Variations for Sentence 3:
*. The exam is not as difficult as I thought.
* The exam is not more difficult than I thought.
*. I thought the exam would be more difficult than it is.
*. I thought the exam would not be as easy as it is.
Game No.5: FIND SOMEONE WHO
Goals:
To practice asking and answering some structures
Materials: None
Level:
All students 
Group size:
About 4 – 10 students
Content
Teacher draw this table on the board
Name
Swim
Drive
Draw
Read
Play football
Mai
X
Hoa
X
Linh
X
Phương
X
Nam
X
- Ask students with names on the board
Example: Can you swim?
-> Teacher marks the result on the board by a cross
- Similarly, Ask students to draw a table, work in groups and investigate the people in their group.
- Teacher goes around and observes students’ activities
- Ask students to report the result of their group. 
Example: 
	1. In my group, Mai can swim, Hoa can drive......
Applications:
- This game can be used when we teach the lessons which have verbs as Like, will/ shall, may, must, need, have to, .
	+ Unit 14: The World Cup (English 10, basic curriculum, page 142 )
E. Language focus
 - Future simple
Teacher’s activities
Students’ activities
*. Will: making predictions
- Give an example so that sts can remember the use of will.
E.g: A: I like that car very much but I don't have enough money to buy it.
 B: Ask Jack for some money, please. He is rich and g