SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT THIỆU HÓA

SÁNG KIẾN KINH NGHIỆM

THE EFFECTIVENESS OF USING SOME
GAMES IN TEACHING ENGLISH GRAMMAR
GRADE 10

TÊN ĐỀ TÀI:

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

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

TABLE OF CONTENTS
PART I: INTRODUCTION


PART I: INTRODUCTION
1. Reason for choosing the topic:

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

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.



Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

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,

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

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

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

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).

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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.

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

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 wellequipped 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.

- Teacher gives students a picture of a famous person (Charlie Chaplin).

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

- 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).

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.

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

+ 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.

SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

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.

requested.
- The students are in 4 groups, and the teacher stands in front of the class.
- Teacher asks for something smaller than a pencil. The first group to bring the
teacher an item that fits the request gets a point.
Other examples include: Teacher says: “Bring me something/someone......”
+ Something bigger than the textbook.
+ Something older than the desk.
+ Something newer than a new notebook.
+ Someone better looking than the teacher (That always gets some laughs).

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

+ Something the smallest on your table.
+ Someone you like best.
3.8. GAME: THE JEWEL GAME – Applying to Unit 2: SCHOOL TALKS –
Grammar ( Gerund - Infinitive) and Unit 12: MUSIC – Grammar ( Infinitive)
Aim: This game promotes the development of memory and observation skills.
Preparation:
- Divide the class into small groups.
- Make sure that all desks are cleared and no student has pen or paper to write
anything down.
- Use Flashcards or pictures, show flashcards or pictures to the silent class for 60
seconds.


admit

as possible

advise

- Four representatives go to the board

appreciate

and write in limited time.

avoid

- Look a the poster and check.

can't help
complete
consider

delay

deny
detest
dislike
enjoy
escape
excuse


- Put the poster down the table and give
Ss 1’ to discuss the answers
- Call on 4 members from 4 groups to
go to the board and write their answers
- Repost the poster to check the
answers.
- Announce the winners.

3.9. GAME: SIMON SAYS “Listen carefully to the articles” – Applying to
Unit 13: FILMS AND CINEMA – Grammar ( Articles)
Aim: help students review the use of articles in English.

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

Procedure: When teaching articles, teacher often gives the rules of articles briefly
and then asks students to do some gap filling exercises. SIMON SAYS is a wellknown game where students only do an action if the instructions are preceded by
the words “Simon says…” and otherwise stay still. There is a fairly well known
variation on this where students only do the action if the instructions are
grammatically and logically correct, and this can easily be adapted to practice
articles with instructions they should copy like “Look at the teacher”, “Point at the
tallest student” and “Wink at a student”, and ones they shouldn’t like “Touch the
student” (because they don’t know which one).
PART III: ANALYZING RESULT

4
10
21
10
1
0

9 – 10
8–9
7–8
6–7
5–6
Under 5

%

Numbers of students

%

9
21
47
21
2
0

(10D)
1
2

attractive, and can apply in any classes.
2. Suggestions:

Teacher: Nguyen Thi Thu

Thieu Hoa High School

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SKKN: The effectiveness of using games in teaching English grammar for students - Grade 10

The point is to learn and to take something away from the session. Think of
games like interactive lessons.
Contrary to popular belief, it’s completely possible for a grammar-focused ESL
game to be both fun and educationally sound. If you’re not sure about which kind
of grammar-based games are suitable for the ESL classroom, you can ask yourself
the following questions:
Does the grammar game practice any skills? If yes, which ones?
What’s the purpose of the game?
What kind of game is it? Is it a strategy game? A communicative grammar game?
Does the grammar game mesh with the learners’ ages?
Is the game the right fit for your learners’ levels?
Are all learners involved in the grammar game? Does it require maximum student
involvement?
Do your students enjoy the game?
Additionally, you can also ask yourself the following questions:
1. What specific grammar points do you plan to introduce or practice through this
ESL grammar game?
2. Is it possible to maintain absolute control over your class while playing this