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SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
Đơn vị : Trường THPT NGÔ QUYỀN
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Mã số: ………………… SÁNG KIẾN KINH NGHIỆM Using Communicative Tasks or Activities to
Promote High School Students'
Grammatical Competence

Người thực hiện: BÙI PHÚ XUÂN
Lĩnh vực nghiên cứu:
Quản lý giáo dục
Phương pháp dạy học bộ môn: Tiếng Anh
Lĩnh vực khác:

9. Đơn vị công tác: Trường THPT NGÔ QUYỀN
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc Sỹ
- Năm nhận bằng: 2007
- Chuyên ngành đào tạo: Giảng Dạy Tiếng Anh
III. KINH NGHIỆM KHOA HỌC:
- Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy bộ môn Tiếng Anh
- Số năm có kinh nghiệm: 16 năm
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
+ Five-minute activities
+ Pre-Listening activities
+ Strategies for Developing Reading Skills Skimming and Scanning
+ Arousing Students’ Interest in Reading
+ Using Interactive Tasks to Arouse High School Students’ Interest in
Learning Speaking

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TOPIC: Using Communicative Tasks or Activities to Promote
High School Students' Grammatical Competence

I. Introduction:
II. The importance of teaching grammar:
Grammar is a significant part of language learning. It is very important for the
learners to use correct grammar when they write or speak so that they can avoid
misunderstandings and also help other people understand them better and easily.
If your English is full of mistakes you will fail to express your opinions and your
thoughts clearly and concisely.
We cannot deny the fact that the use or misuse of grammar in speaking and in
writing has negative effect on the image we have for other people. The use of
correct grammar helps people communicate more successfully and get the jobs
they applied more easily.
Moreover it is widely approved that learning grammar is very essential when
studying a foreign language. With a good knowledge of grammar people can
communicate more effectively and also have good impression on listeners.
III. Aims of the topic:
 Promote students' grammatical competence by using communicative tasks
and activities.
IV. Level:
 From tenth grade to twelfth grade.
V. Content of the topic:
This contains some of the activities that teachers can use in class and I use
the Units in “English book 10 & 12” as examples in my activities.
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1. Activity 1 : Find someone who
- We can use this activity after reviewing “Tenses” in Unit 1 & 2 English 12
in order to check the students’ understanding and at the same time

6. has gotten lost while
travelling

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7. has driven a car

8. has written a letter in
English

9. has eaten something very
unusual

10. has passed an exam recently 2. Activity 2 : Passive quiz
We can use this activity after teaching “Passive voice” in Unit 4 “School
Education System” English 12 in order to check the students’ understanding
and at the same time consolidate what they have learned
- Students work in groups to answer the questions.
- Discuss the answers with the class, with students giving their answers as
passive sentences.
1. When was the Eiffel Tower built?
a. 1869
b. 1889
c. 1909

a. Alexander Graham Bell
b. Albert Einstein
c. Howard Aiken
9. When was Mount Everest first climbed?
a. 1943
b. 1953
c. 1963
10. In which city will the 2016 Olympics be held?
a. Sydney
b. Rio De Janeiro
c. Atlanta
Answer key:
1. B
2. C
3. A
4. C
5. B
6. B
7. A
8. A
9. B
10. B

3. Activity 3 : Brainstorming
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We can use this activity after teaching “Comparison of adjectives” in Unit 16

knowledge from the answers.
 Materials:
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- Quizzes based on comparisons
eg: What is the longest river in the world?
- Vocabulary should be familiar to the students or easily guessed.
 Procedure:
The teacher asks the questions, students answer them either orally or in
writing, preferably in complete sentences:
Eg: The River Nile is the longest river in the world.
Then they make up their own quizzes for each other to do
 Variation:
Give the students only a name (Lake Baikal ; the Pacific Ocean; Queen
Victoria) and ask them to work in pairs or groups to discuss why these are
outstanding.
 Examples :

BOX: Comparative & Superlative Quizzes
a. Where are there more people: in Thailand or Vietnam?
b. Which is the larger country: Canada or Australia?
c. Which is taller: Bitexco Financial Tower or Keangnam Hanoi Landmark
Tower?
d. Which is larger: The Sahara Desert or Gobi Desert?
e. Which has faster heartbeat: a mouse or an elephant?
f. What is the largest state in the United States?
g. What is the deepest lake in the world?

understanding and at the same time consolidate what they have learned
- Give each student a copy of the worksheet.
- Student work individually to compete the beginnings of the sentences,
e.g:
If I saw a snake I would scream.
- Then students work in pairs, A and B. A reads out the beginnings of the
sentences one by one (not in the same order as on the worksheet), and B
tries to guess the correct endings, e.g
+ If I lost my keys … I’d break the window.
+ If I saw a robbery … I’d call the police.
- Then A and B swap round.
- Students could then form new pairs and tell their new partner why their
own partner would do the things on the worksheet, e.g:
If he saw a lion in his garden he’d shoot it.
Why would you do that?
1. If __________________________________ I’d scream.
2. If __________________________________ I’d call the police
3. If __________________________________ I’d invite him to my
birthday party
4. If __________________________________ I’d stay at home.
5. If __________________________________ I’d wouldn’t pay
6. If __________________________________ I’d shoot it.
7. If __________________________________ I’d break the window.
8. If __________________________________ I’d disconnect the
phone.
9. If __________________________________ I’d sell my story to the
newspapers
10. If __________________________________ I’d dance with joy.
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REFERENCES
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English Book 10. Education Publishing House
English Book 12. Education Publishing House
Richards, J. C., & Renandya, A. W. (2002). Technologies in the classroom. In J. C.
Richards, & A. W. Renandya (Eds.), Methodology in language teaching: An anthology of
current practice (p. 361). New York: Cambridge University Press.

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