The effectiveness of using some games in teaching english grammar grade 10

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT THIỆU HÓA
SÁNG KIẾN KINH NGHIỆM
TÊN ĐỀ TÀI: THE EFFECTIVENESS OF USING SOME GAMES IN TEACHING ENGLISH GRAMMAR GRADE 10
 Người thực hiện: Nguyễn Thị Thu
 Chức vụ: Giáo viên
 Đơn vị công tác: Trường THPT Thiệu Hóa
 SKKN thuộc môn: Tiếng Anh
THANH HÓA NĂM 2018
TABLE OF CONTENTS
PART I: INTRODUCTION
2
1. Reason for choosing the study
3
2. Aims of the study 
3
3. Scope of the study
3
4. Methodology of the study
3
5. Significance of the study
3+4
PART II: CONTENTS
4
1. Theoretical background of the study
4
1.1. The definition of the term “game”
4
1.2 The classification of language games
5
1.3. The role of grammar in teaching and learning English
5+6
2. Practical background
6
3. Using games in teaching grammar for grade 10D. 
9
PART III: ANALYZING RESULT 
18
PART IV: CONCLUSION AND SUGGESTIONS
19
PART I: INTRODUCTION
1. Reason for choosing the topic:
Grammar always plays a significant role in teaching and learning English. However , it is not easy to motivate students, especially young students in learning grammar because they possess certain characteristics that make their learning different from that of adult. Therefore, teachers should find a more appropriate teaching method to help young learners know more about the language rules and are able to use them correctly. Using games is one of the proper teaching methods which may be applied to teach grammar for young learners. In order to apply it effectively, teacher should understand the benefits of using games in English grammar teaching for children and how to use games inlanguage classroom. Some issues regarding the use of games to be investigated inthis research are the reasons of using games as a teaching method for younglearners; advantages of using games in language teaching and the application of games in teaching English grammar.
 However, teaching English in general and grammar in particular at many high schools is still a theoretical process.
 Traditionally, many teachers approach grammar teaching very seriously, making the lesson boring and stressful. Teacher just stands in front of the board, makes a long speech about some grammar rules, makes a long script on the board and finally, students are expected to do all the exercises in the passively. This is a process of pouring knowledge into students’ mind like the way people put water into a bottle with a funnel. It also means that acquiring knowledge is just for knowing and applying, and it is called “cognitive learning”. Especially for teaching grammar, as we know, in the teaching method of Grammar Translation Method, students are not required to learn anything else rather than the formulas in textbooks and then apply them mechanically for doing exercises only. Or in Audio-Lingual Method, learners are asked to repeat what they have learnt until they are familiar with them . But we learn that those teaching methods are ineffective because they cannot create an interesting atmosphere for students so most of them get bored in grammar points are necessary for them.
 Considering all the above situations, in this writing, I mention the application of using games in teaching grammar at Thieu Hoa high school. And this is my reason for choosing “Effectiveness of using games in teaching English grammar for students - Grade 10” for my research. I hope that the result of the study will bring back many practical benefits to both the teachers and the students. 
2. Aims of the study: 
The major aims of the study are:
- To affirm the role of grammar in teaching and learning English. 
- To emphasize the importance of motivation in teaching and learning grammar.
- To point out the application of games in teaching grammar brings many benefits to students in learning grammar.
- To contribute a small part to the improvement of teaching and learning at Thieu Hoa high school.
3. Scope of the study:
 This study is conducted among the 10th form students at Thieu Hoa high school during the school year 2017 - 2018.
4. Methodology of the study
Both comparative and contrastive methods are used. For the theoretical basis, a lot of reference materials on using games in teaching grammar have been collected, analyzed and synthesized carefully with the due consideration for the students’ learning situations.
5. Significance of the study:
 This study may provide insights into process of learning grammar for students. It helps to motivate the students’ desire for learning English, and make them more self-confident and active in listening and speaking activities. It also give some suggestions for other teachers in teaching grammar lessons.
PART II. CONTENTS
1. Theoretical background of using games in teaching grammar:
1.1 What is game?
 According to Wikipedia, game is a form of play or sport, especially a competitive one played according to rules and decided by skill, strength, or luck.
 There exists an array of definitions of the term game (cf. Celce-Murcia & McIntosh, 1979; Hadfiled, 1998; Khan, 19911991; Wright, Betteridge, & Buckby, 2005). Hadfield (1998: 4), for example, defines the game as “an activity with rules, a goal and an element of fun”.
1.2. The classifications of language games:
 The language games can be divided according to different principles. Hadfiled (1998) offers two classifications of language games. Games are divided into linguistic (these focus mainly on accuracy) and communicative games (these are based on successful exchange of information). Hadfiled’s second classification has more categories and usually includes both linguistic and communicative aspects. These games are as follows (Hadfiled, 1998, as cited in Jacobs, n.d. b): 
*Sorting, ordering, or arranging games: For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store. 
*Information gap games: In such games, one or more people have information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing. 
*Guessing games: These are a variation on information gap games. One of the best known examples of a guessing game is 20 questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 yes/no questions to find clues in order to guess who or what the person is thinking of. 
*Search games: These games are yet another variant on two-way information gap games, with everyone giving and seeking information. Find Someone Who is a well-known example. Students are given a grid. The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g. someone who is a vegetarian. Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs. 
*Matching games: As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30 word cards, composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory. 
*Labelling games: These are a form of matching, in that participants match labels and pictures. 
*Exchanging games: In these games, students barter cards, other objects, or ideas. 
*Board games: Scrabble is one of the most popular board games that specifically highlights language. 
*Role play games/dramas: Role play can involve students playing roles that they do not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful. 
1.3. The role of grammar in teaching and learning English:
 According to Harmer’s opinion (1987) “Without some understanding of grammar, students would not be able to do anything more than utter separate items 
of language for separate functions. The expression of functional language is only possible through the use of the Grammar of the language”. Therefore, it is undeniable that grammar plays an important role in learning English. And in order to communicate effectively in English, students need to have a good background of grammar. In fact, grammar is the basis for mastering four language skills: reading, speaking, listening and writing. Whenever we have a concrete foundation of grammar, we feel easy to improve our knowledge better.
 “There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.”  
2. Practical background:
2.1. What benefits can games for grammar bring to teachers and students? 
 Using games in teaching English grammar bring some benefits for both teachers and students in some ways: 
- Games are a welcome break from the usual routine of the language class.
- They are really motivating, interesting and challenging to 10th form students.
- Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
- Games provide language practice in the various skills- speaking, writing, listening and reading. 
- They encourage students to interact and communicate.
- They create a meaningful context for language use.
2.2. Why should we use games to teach grammar in class time?
 In fact, games are fun and learners like to play them. Through games, learners like to experiment, discover, and interact with their environment. (Lewis, 1999). Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many students of all ages, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999). The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999). The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999). Moreover, through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. Even shy students can participate positively.
2.3. How can we choose games for teaching grammar? 
 That the lesson is successful or not depends on the way we choose games to teach for students. On my way of thinking games should assure the following conditions: 
1. A game must be more than just fun.
2. A game should involve "friendly" competition.
3. A game should keep all of the students involved and interested.
4. A game should encourage students to focus on the use of language rather than on the language itself.
5. A game should give students a chance to learn, practice, or review specific language material. 
 Students may like to play games just for fun so teachers must be careful with which games to use, when to use and how to link the games with the grammar points in the English textbook grade 10.
2.4. What types of games should be used to teach grammar effectively?
 Competitive games: the aim of this type of games is to finish the game as soon as possible before others.
 Communication games: They are used to exchange information. Students get information and they must react on it.
 Cooperative games: these games are very important. They create the cooperation among students.
 Code-control games: Students must not make mistakes when playing these games because they are controlled. If not they will lose the points.
 Thieu Hoa high school and current situation of teaching and learning English at school.
 Thieu Hoa high school was founded a long time ago. In spite of being located in a rural area, it has many good students who get high prizes in the gifted students’ exam as well as the GECSE of Thanh Hoa province every year. The school is well-equipped with modern technology, which helps to create its success. However, most of the students are good at natural subjects and like to learn those subjects. Teachers have been trying to look for new methods which engage students in both natural and social sujects, especially English.
2.5. The 10th form students in class 10D:
Advantageous conditions:
- Parents and students are aware of the importance of acquiring a foreign language.
- Some students show a special interest in learning English.
- English is one of core subjects, which are compulsory in final examinations at certain ages of the school education system. This will encourage students to invest more time in studying it.
Difficulties: 
- Some students are not really interested in learning English.
- Teachers do not have time to apply educational games in teaching in order to motivate the students.
- Grammar is considered as a strict section in each unit. Students are usually taught in a passive way. As a result, they will feel tired and boring soon.
2.6 Analyzing results of class observation:
 The research observes four different lessons and carry out experimental lessons in class 10D (46 students) compared with other lessons in which are not used games.
3. Using games in teaching grammar for grade 10D at Thieu Hoa high school: 
3.1.GAME: TWENTY QUESTIONS. Applying to Unit 2: SCHOOL TALKS - Grammar (WH - Questions).
Aim: encourage students to make questions using WH-words. The game motivates students to work in groups and improves their speaking and writing skills.
Time: 8 minutes.
Procedure: 
- Teacher gives students a picture of a famous person (Charlie Chaplin).
- Teacher divides the class into four groups.
- Teacher asks students in turn to make questions about him in five minutes.
- Then teacher asks the representative of each group to write down on the board in 3 minutes.
- Teacher check the answers and give mark for each group.
- The group which has the more correct questions will be the winner.
E.x: 1. What is his name?
 2. Where is he from?
 3. When was he born?
 4. What is his job? 
 5. What was he famous for?
 6. How many films did he play in?
 7. How many times did he marry?
 8. How many children did he have?
 9. When was he die?
 10. How old was he when he died?
If possible, teacher may encourage students to answer the questions.
3.2.GAME: SORTING, ORDERING, OR ARRANGING – Applying for to Unit 3: PEOPLE¢S BACKGROUND – Grammar (Past tenses).
Aim: help students review and consolidate the forms and uses of past tenses: past perfect, past simple and past continuous. Therefore, they can use these tenses perfectly in communication.
Time: 10 minutes.
Procedure: 
- Teacher copies and cuts up one set of cards for each group, shuffles them and places them face down in the middle of the group.
- Students have to arrange the cards to make a story.
- Students have to arrange the cards to make a full story (they practice past tenses).
The groups’ task is to read them and try to work out the next sentence.
- Students should turn over one card at a time from the pile and discuss the probable sequence of events.
- After the groups have finished, let them compare their findings.
- Teacher call some representatives to read out their own story.
The story: 
While George was reading in bed, two thieves climbed into his kitchen. When they had entered the house, they went into the dinning room. It was very dark, so they turned on a torch. Suddenly, they heard a voice behind them.
“What’s up? What’s up?” a voice called out. The thieves dropped the torch and ran awayas quickly as they could.
George heard a noise and came downstairs quickly. He turned on the light but he couldn’t see any body. The thieves had already gone. But George’parrot, Henry, was still there.
“What’s up?” he called.
“Nothing, Henry,” George said and smiled. “Go back to sleep.”
3.3.GAME: CHANGE YOUR SEAT IF - Applying to Unit 8: THE STORY OF MY VILLAGE - Grammar (Conditional type 1). 
 Aim: help students to practise using conditional sentence type 1 fluently in speaking skill as well as listening skill. This Game can be used at the end of the class after the students learn Conditional sentence (type 1); so that your students go home with a smile on their faces; or you can play this game when you want to notice your students focus fading.
Procedure:
To play this all you have to say is, Change Seats if...
+ you have black hair.
+ you have a sister.
+ you like to eat hamburgers.
+ you are sitting beside a boy.
+ your favorite color is red.
+ you like to do homework.
+ you don't like to do homework.
If whatever you said is true about any student in the class , they must Change Seats with one of the other students who also has to switch his/her seat. This is one of the best Games to play with your class and every student will really be happy to play it; and while you are playing this game you are also improving the students listening skill. 
3.4.GAME: MATCHING 
 This Game can be used at the end of the class after the student learn Conditional sentences (type 1, 2, 3). Apply for the following units:
1 Unit 8: THE STORY OF MY VILLAGE - Grammar (English 10)
1Unit 9: UNDERSEA WORLD - Grammar (English 10)
1 Unit 11: NATIONAL PARKS - Grammar (English 10)
Aim: help students to review conditional sentences (Type 1+2+3) and develop speaking, listening and writing skills as well.
Procedure: 
- Divide the class into 2 groups.
- One group make sentences beginning with IF I. . The other will finish the sentences.
- The students put their paper into 2 hats: one with IF I , another with I 
- At the end of the sentences the students have to write their names. 
- The winner will be the pair has the most interesting sentence, the most meaningful sentence. 
Ex: Teacher takes 2 pieces of paper 1. If I am a bird 
 2. I will be a monkey!
3.5.GAME: REPORTED SPEECH SOCCER – Applying to Unit 8: THE STORY OF MY VILLAGE - Grammar 
Aim: help students to practise the reported speech form and make the atmosphere in the classroom more interesting.
Produce: 
- The teacher can choose some students to play the games.
- The teacher can flip over a quotation card and the student whose turn it is reads the quote and reports what was said, heard, read, or thought. For example, if the card says it's a beautiful day then the student will say: He/she said that it was a beautiful day. 
- Every card has been designed so that the student can easily identify the pattern that is required 
Ex: 
 . . . said that . . . 
 . . . thought that . . . 
 - If the student correctly reports what was in the quotation, the soccer ball advances one space (one player) closer to the opposing net. If the student makes even the slightest mistake then the ball moves one space closer to his or her own net. 
3.6. ROLE-PLAY GAME: WHAT ARE YOU DOING? – Applying to Unit 6: AN EXCURSION-grammar ( The present progressive)
Aim: help students have more chances to use the present progressive and develop the speaking and listening skills.
Procedure: 
- Teacher ask students work in pairs and role – play in fron of the class.
- One asks the question: What are you doing? And the rest answers by using their gestures to convey the meaning of an action and then continue to ask: What are you doing? 
- The person who can act all the questions fast and correctly will be the winner.
For example: 
A: What are you doing now?
B: I am playing football. What are you doing now?
A: (D