APPLYING GAMES IN TEACHING LANGUAGE FOCUS GRADE 10

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT THIỆU HÓA

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI
APPLYING GAMES IN TEACHING LANGUAGE FOCUS
GRADE 10

Người thực hiện
: Nguyễn Thị Thu
Chức vụ
: Giáo viên
Đơn vị công tác
: Trường THPT Thiệu Hóa
SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HOÁ NĂM 2019
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TABLE OF CONTENTS
1. INTRODUCTION.............................................................................................1
1.1. Reason for choosing the topic........................................................................2
1.2. Aims of the study............................................................................................2
1.3. Scope of the study..........................................................................................3
1.4. Methodology of the study...............................................................................3
1.5. Significance of the study................................................................................3
2. CONTENTS......................................................................................................3
2.1. Theoretical background of the study..............................................................3

2.2. Practical background of the study..................................................................6
2.3. Applying games in teaching Language focus Grade 10.................................7
2.4. Results..........................................................................................................17
3. CONCLUSION AND SUGGESTIONS .........................................................18
3.1. Conclusion....................................................................................................18
3.2.
Suggestions………………………………………………………………....19

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1. INTRODUCTION
1.1. Reason for choosing the study
In recent years, English language has been paid more and more attention
in Vietnam because its significance has been recognized in many aspects of life.
The study of English is now obligatory in most schools, usually starting from
sixth grade. However, Vietnamese parents, who want to equip their children with
adequate knowledge of English as it may contribute to their success in the
future, often have their children exposed to English language since their early
ages. Among all necessary aspects of English language, grammar is often
regarded as one of the most crucial part for the proper use of English. In order to
communicate efficiently in English, learners should have sufficient grammar
knowledge base (McKay, 1987). Nevertheless, it is stated in Nedomová’s thesis
(2007) that many teachers find it difficult to explain theoretical concepts of
grammar to their young students. As a result, students are passively taught in a
traditional way. That is the reason why students usually forget what they have
learnt in a short time. Therefore, the teachers should find an appropriate and
effective method to teach grammar for young learners. Using games in teaching
English grammar is one recommended tool because games provide an enjoyable
and relaxed learning environment for students and help them to be more creative

and communicative (Yolageldili & Arikan, 2011). Hence, this research was
initiated with the concern of whether games should be used in teaching English
grammar to learners. The purpose of this research is to investigate the benefits of
using games in English grammar teaching for children and how to use games in
language classroom. The research will take a look at (1) the reasons of using
games as a teaching method for young learners; (2) advantages of using games
in language teaching and (3) the application of games in teaching English
grammar.
Grammar always plays a significant role in teaching and learning
English. However, it is not easy to motivate students, especially young students
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in learning grammar. Therefore, teachers should find a more appropriate
teaching method to help young learners help young learners know more about
the language rules and are able to use them correctly. It is a matter of fact that
finding the most suitable and closest materials is not easy and many teachers
finds it rather difficult to apply games effectively in this problem. Therefore,
instead of using , they choose traditionally designed exercises in the text book to
save their time and effort.
Basing on these facts, I forcefully integrated games in teaching grammar
for students with the aim of helping many teachers and students in teaching and
learning reading comprehension those mentioned reading texts. That why I
choose the theme “Applying games effectively for teaching grammar for
students Grade 10 ”.
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.
1.2. Aims of the study
The purposes of this research is to simplify the tasks and use strategies in
teaching grammar for students Grade 10 to have effective lectures and improve
student's learning result.
1.3. Scope of the study
This study is conducted among students in class 10D at Thieu Hoa high
school during the school year 2018 - 2019.
a. Advantageous conditions:
- Parents and students are aware of the importance of acquiring a foreign
language.
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- Some students show a special interest in learning English.
- English is one of core subjects, which are compulsory in final examinations at
certain stages of the school education system. This will encourage students to
invest more time in studying it.
b. Difficulties:
- Some students are not really interested in learning English.
- Teachers do not have enough time to apply educational games in teaching in
order to motivate the students.
1.4. Methodology of the study
Reading reference books, discussing with other teachers, applying in
teaching, observing and drawingout experiences.
1.5. Significance of the study
This study may provide insights into the process of learning grammar for
the students. It motivates the students’ desire for learning English, and make
them more confident and active in skills' activities. It also gives some

suggestions for other teachers for teaching grammar.
2. CONTENTS
2.1. Theoretical background of the study
There have been various ways of defining grammar - a very common and
familiar term in language teaching and learning.
Grammar can be seen as "the study and practise of the rules by which
words change teir forms and are combined into sentences" from The Longman
Dictionary of Contemporary English (quoted in Harmer: 1987, p. 1). There are
two concentrated basis elements: the rules of grammar and the stydy and
practice of the rules. Similarly, Harmer (1988) defines grammar as "the way in
which words change themselves and group together to make sentences. The
grammar of a language is what happens to words when they become plural or
negative, or what word order is used when we make questions or join two
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clauses to make one sentence" (p. 1). As for Murcia (1988), grammar is "a
subset of those rules which govern the configurations that the morphology and
syntax of a languge assume"verySince motivation is not only a vital but also a
highly complex factor determi (p. 16)
Acoording to Fromkin and Rodman (1998), "The sounds and sound patterns,
the basic units of meaning such as words and the rules to comnine them to form
new sentences constitute the grammar of a language " (p. 14)
I am in favour of Widdowson (1990) with the claim that "grammar is not just
a collection of sentence patterns sinifying nonsense" (p. 81)
For Thornbury (1999), grammar is not just the rules on how to combine words
at the sentence of level, but it also takes into account the role of context in which
a sentence is made. He says that "when we process language we are not only
trying to infer the speaker's (writer's ) intention" (p. 6)
Huges and McCarthy (1998) view grammar as discourse not as sentence

and coined the sterm discourse grammar. There is an interesting movement
towards teaching English grammar with games. It creates students’ motivation in
learning English. Just imagine when coming in class, the teacher announces that
it's time for a grammar lesson with games and instead of moans and whining, the
teacher and the students get smiles and excitement.
Students may wish to play games purely for fun. Teachers, however, need more
convincing reasons. “Teachers need to consider which games to use, when to use
them, how to link them up with the syllabus, textbook or programme and how,
more specifically, different games will benefit students in different ways (Khan,
J.1996)”. The key to a successful language game is that the rules are clear, the
ultimate goal is well defined and the game must be fun.
Most classes should start with a “warm-up” activity to help the students
relax and settle into the class. The warm-up is often a game, just to start things
on a “fun” level. The basic idea is to let the class play, have a couple laughs and
some fun right at the very beginning – work them very hard in the middle – and
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finish up the class with some fun. Following this process, where the class
begins and ends with anxiety-reducing activities or games, we should find the
students more motivated for their next class.
Why Use Games in Class Time?
* Games are fun and students like to play them. Through games students
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, 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 students.
(Lewis, 1999)
* Through playing games, students can learn English the way students learn
their mother tongue without being aware they are studying; thus without stress,
they can learn a lot.
* Even shy students can participate positively.
* How to Choose Games (Tyson, 2000)
* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game should keep all of the students involved and interested.
* A game should encourage students to focus on the use of language rather than
on the language itself.
* A game should give students a chance to learn, practice, or review specific
language material.
From 'Creative Games for the Language Class' by Lee Su Kim
'Forum' Vol. 33 No 1, January - March 1995, Page 35.

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"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."
There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
When to Use Games
'Games are often used as short warm-up activities or when there is some time
left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded
as a marginal activity filling in odd moments when the teacher and class have
nothing better to do" (1979/3). Games ought to be at the heart of teaching
foreign languages. Rixon suggests that games be used at all stages of the lesson,
provided that they are suitable and carefully chosen.'
'Games also lend themselves well to revision exercises helping learners
recall material in a pleasant, entertaining way. All authors referred to in this
article agree that even if games resulted only in noise and entertained students,
they are still worth paying attention to and implementing in the classroom since
they motivate learners, promote communicative competence, and generate
fluency."

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2.2. Practical background of the study
At Thieu Hoa high school, it is undoubtedly that students, especially weak
students, are afraid of speaking English. They seldom practise speaking English,
even some common greeting sentences. There are several reasons to explain for
this fact. Firstly, majority of students here come from farmer's families. So that
they can't afford to register English courses at the English center. This prevents
them from using English naturally. Secondly, students are afraid of pronuncing
words wrongly as well as making mistakes while building sentences. They don't
make sure about there grammar and pronuciation. As a result, they will don't like

speaking English as a habit. Lastly, students don't have chance to communicate
with native speakers. I mean that they are mainly taught by Vietnamese teachers.
In adition, students are uasually affected by thier mother tongue. Therefore, it is
difficult for them to learn English and use it as correctly and naturally as native
speakers. According to a research on techniques of teaching English grammar
and vocabulary in Secondary school in two last decades, different teachers use
different methods to help students understand the lessons better.
To a certain extent, these methods can fulfil the aim of helping students
understand and know thoroughly the contents of the lessons. Nonetheless, how
will the class be if these methods are applied in all the lessons? Will the students
find it interesting to learn whereas they can find the exact answers for the tasks
in many reference books?
The results of the lesson will change if the teacher use games in teaching
language focus. The lessons will be fun and exciting and students will feel
relaxed pay much attention to the lessons. I have already used some games in
teaching pronunciation and grammar. I myself find it very useful to help
students learn more effectively. They are: Circulation, Twenty Questions,
Detective games, Noughts and Crosses, Tongue Twisters, Reported speech
soccer, Mining game, Bringing me something, The Jewel game, ......
2.3. Applying games in teaching Language focus Grade 10
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CIRCULATION
1. Aim: Help students to practise using the words they have already learn to
make a long sentence as well as help them to memorise the lesson.
2. Procedure:
Teacher divides the class into small groups. Then gives each group a word and
each student in groups gives one word to make a full sentence. Students have 3
minutes to complete their own sentences. Teachers will call the last student of

each group to speak aloud his/her sentence. The group which has longer
sentence will be winner.
Applying this game to some lessons.
Unit 1: A DAY IN THE LIFE OF… – Pronunciation
Teacher gives the first word:

THREE and asks students to give words

containing the sound /i:/ or /I /.
Ex: Three sleepy sheep and a bee see Bill kick a big tin under the kitchen sink.
Unit 3: SCHOOL TALKS - Grammar
Teacher gives the first words "The" and asks students to give words to make
complete sentence having To infinitive or Gerund.
Ex: The manager asked me to finish the report by lunchtime.
Unit 4: SPECIAL EDUCATION… – Pronunciation
Teacher gives the first word: PAUL and asks students to give words containing
the sound O: và Q.
Ex: Paul wants to call his daughter not to pour water on the floor and watch out
the dog.
TWENTY QUESTIONS
1. Aim: Help students to make questions with words given. This game is very
usueful for students in practising questions with Wh-questions.
2. Procedure:
Teacher divide the class into four groups.
Then the teacher gives a picture of a famous person to the whole class.
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Students in each group take turns to make questions about him/her.
In five minutes, the group which has more questions will win.

Applying this game in teaching Unit 2: SCHOOL TALKS - Grammar (WH Questions)
The teacher gives a picture of a famous person. (Michael Jackson)

Ex: What is his name?
Where is he from?
What is his job?
DETECTIVE GAME
1. Aim: Help students to practise past tenses.
2. Procedure:
Teacher divide the class into four groups.
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 in three minutes .
The group which has got the correct answers in the shortest time will be the
winner.

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Applying this game in teaching Unit 3: PEOPLE'S BACKGROUND Grammar (English 10)
The teacher copies and cuts up one set of cards (a murder story)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 full story (they practice past
tenses).
An old lady was found dead in her living room. She had been hit on the head
and jewellery worth five thousand pounds had been stolen from the house. The
murder occurred between seven and ten o’clock in the evening. One of the
principal suspects is Annie Hudson, the district nurse, who has the key to the old
lady’s house, and who lives ten minutes walk away. The cards contain details of
Annie’s movements that evening.

The groups’ task is to read them and try to work out if she could have committed
the murder or not. 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.
TONGUE TWISTER
1. Aim: Teaching English pronunciation is an area of language teaching that
many English teachers avoid and students might initially be shy about their
pronunciation. By using fun, silly activities, it creates a more relaxed, effective
atmosphere than strict practice. Students will have chance to practise sounds
they have just learned.
2. Procedure:
- Write some English tongue twisters on the board or on pieces of paper to
distribute to students.
Ask them to read the tongue twisters aloud. Then faster. Then three times in a
row. Here are some examples:
She sells sea shells on the sea shore
A proper copper coffee pot
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Around the rugged rocks the ragged rascal ran
Red lorry, yellow lorry, red lorry, yellow lorry
A big black bug bit a big black bear - Peter Piper picked a peck of pickled
peppers, Where's the peck of pickled peppers Peter Piper picked?
Examples:
Applying this game in teaching in some lessons:
Unit 3: PEOPLE’S BACKGROUND – Language Focus (English 10)
/ e / and / æ /
How many cans can a cannibal nibble if a cannibal can nibble cans?
How many berries could a bare berry carry if a bare berry could carry berries?

Unit 10: CONSERVATION – Language Focus (English 10)
/ b/ and / p /
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
Unit 14: THE WORLD CUP – Language Focus (English 10)
/ g / and / k /
How many cookies could a good cook cook if a good cook could cook cookies?
A good cook could cook as much cookies as a good cook who could cook
cookies
CHANGE SEAT IF…
1. Aim: 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.
2. Procedure:
Teacher ask the first student from each table in the middle to play this game,
then students can take turns.
To play this all you have to say is, Change Seats if...
+ you have black hair
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+ 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 skills.
The student who don't act as the speaker said will lose and become the speaker.
This Game can be used at the end of the class after the student learn
Conditional sentences (type 1, 2, 3) in the following units:
Unit 8: THE STORY OF MY VILLAGE Grammar (English 10)
Unit 9: UNDERSEA WORLD Grammar (English 10)
Unit 11: NATIONAL PARKS Grammar (English 10)
Procedure:
- Divide the class into 2 groups.
- One group makes 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!

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NOUGHTS AND CROSSES:

1. Aim: Help students practise making sentences with the words they have
already learned.
2. Procedure:
Draw a noughts and crosses grid on the board.

Supermarket

Sourvenir shop

School

Post office

Bookstore

Movie theatre

Hotel

Street

Village

Street Village
-

Divide the class into 2 groups : one is Noughts (0) and one is Crosses (X)

Applying in teahing Unit 2: SCHOOL TALK - Grammar (WH- questions)
Unit 12: MUSIC - Grammar (WH- questions)
When
Why
Who
Which
What

Where
Where
How
Why
- Divide the class into two teams, and label the teams noughts or crosses.
- Each team has to make a question correctly before they can place their symbol
into an appropriate place on the board.
- The winning team is the one who gets a line of three of their symbols on the
grid.
Ex

1.What do you do in your free time?
2.What is your favourite sport?
3. How often do you watch TV?
4.Where do you usually go on a Sunday?
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5. Who do you often spend your free time with?
6. Why do you morning exercises everyday?
7. Where do you go on holiday?
8. Where do you have free time?
9. Which sport do you prefer football or swimming?
RELATIVE CLAUSES

Divide the students into two teams, the noughts and the crosses, and give out a
worksheet like the one in the photo. It consists of the nine squares of the noughts
and crosses diagram, each containing the photo of an object or a person that the
students will not know in English, but will be able to describe within the limits
of the grammar (relative clauses ) and vocabulary that they have already learnt.

REPORTED SPEECH SOCCER
1. Aim: Help students to practise reported speech.
2. Procedure: The teacher can choose some students to play the games
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Teacher speaks a sentence and then ask student to change it into reported speech.
Applying in teaching Unit 8: THE STORY OF MY VILLAGE - Grammar
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.
MIMING GAME:
1. Aim: Students use their bodies to convey the meaning of an action or an
expression which the others have to guess. It can involve all the members of
class at the same time.
2. Procedure:
Teacher can divide the students into small groups.
One of the students in the group has to mime and the other groups have to guess.
The groups which has more correct answers will win.
Applying in teaching Unit 6: AN EXCURSION - Grammar ( The Present

Progressive)

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Students stand in front of the class and mime actions. The other students
must guess what the student is doing: She's driving a car, He's opening an
umbrella in the rain, etc…
BRING ME SOMETHING....
1. Aim: Comparative and Superlative adjectives are a very important part of
learning English. While grammar lessons and exercises are beneficial, we all
know it is important to get the students communicating and using the structures
in realistic situations.
2. Procedure:
Applying in teaching Unit 16: HISTORICAL PLACES - Grammar
I like to play a game where they search the class to find an item I have
requested. The students are in groups, and I stand in front of the class. As an
example, I ask for something smaller than a pencil. The first group to bring me
an item that fits the request gets a point. Other examples include:
+ 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)
THE JEWEL GAME
1. Aim: This game promotes the development of memory and observation skills.
2. Procedure: Divide the class into small groups. Make sure that all desks are
cleared and no student has pen or paper to write anything down.
Flashcards or pictures.
Show flashcards or pictures to the silent class for 60 seconds. After that each
group must write down the verbs followed by infinitive or gerund as they can

remember .
- The students try to remember what they have just read.
Example:
Applying in teaching Unit 12: MUSIC – Grammar ( Infinitive)
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Teacher’s activities & contents:

Students’ activities:

- Have Ss play the game. Explain the rule - Listen to T’s instruction
of the game.
- Post the poster on the board containing - Look at the poster and try to
some verbs followed by gerund:

remember

Verbs Followed by a Gerund

- Discuss to write down as

Admit

appreciate

avoid

many songs as possible.

can't help

complete

consider - Four representatives go to

delay

deny

detest

the board and write in limited

dislike

enjoy

escape

time

excuse

finish

forbid

- Look a the poster and check

get through

have

imagine

mind

miss

permit

postpone

practice

quit

recall

report

resent

resist

resume

risk

spend (time)

suggest

tolerate

- 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.

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2.4. Results of applying games in teaching Language focus Grade 10
The table below expresses clearly the difference in the students’
understanding of the lessons with and without grammar games. In fact, after
some lessons with grammar games, the number of students who get marks 6 -7
occupies 40% while after some lessons not having grammar games, this number
of students is 10%. Moreover, the number of students who get marks 7 -10 only
occupies 25% in lessons without grammar games compared with 40% of the
students get these marks in the other lessons. The number of students who get
marks under 5 here also occupies rather high rate (25%).
Marks

9 – 10
8–9
7–8

6–7
5–6
Under 5

Use grammar games
Numbers
of %

Not use grammar games
Numbers of students %

students (10D)
4
10
21
10
1
0

(10H)
9
21
47
21
2
0

0
1
3

5
13
17

0
2
7
13
33
45

3. CONCLUSION AND SUGGESTIONS
3.1. Conclusion:
- Grammar games help teachers combine 4 skills: listening, speaking,
reading and writing during giving the games and form the habit to play them.
Therefore, teachers only need to prepare a little, they can make class atmosphere
lively and effectiveness of learning high because both teachers and students are
familiar to the way to play games.
- During the game, most students feel interested, ready to cooperate to
take part in the game. When playing the games, students express their
motivation. Moreover, students can revise the old structure and learn new one
without being nervous or tired.
- Although benefits and effectiveness of grammar games are proved, the
grammar games sometimes cause difficulties to teachers and students:
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+ Using grammar games loses a lot of time, so the teachers do not have
enough time to teach all content of the lesson.
+ The class is crowded, so there are many difficulties both teachers and

students including multi level learning and noise.
In summary, learning grammar though games is a method both effective
and attractive, and can apply in any classes.
3.2. Suggestions:
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:
- What specific grammar points do you plan to introduce or practice
through this ESL grammar game?
- Is it possible to maintain absolute control over your class while
playing this particular game?
- Do you need any special materials to play this grammar game? If you
do, can they be easily obtained?
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- How will you be able to maintain student progress and keep your

learners on track when playing this particular game?
- How long do you need to play this game?
- At which point of the lesson will you incorporate your grammar
game?
- Are the rules clear? How will you successfully explain the game
without too much TTT (teacher talking time)?
At the end of the day, every learner of English (or any other language) wants
to have a fun language learning experience.
Many learners dread grammar and just the mention of the irregular past
participles and passive voice may be enough to make them run and hide. Like in
any type of ESL learning situation, things need to be changed up a bit and games
can definitely be overused. Use them sparingly and at the right times to either
introduce a point or to reinforce, but not for both.
If you’ve been against using games to teach ESL grammar, you ought to
give it a shot. You’ll not only motivate them, but you’ll also encourage your
learners to use English more authentically.
Lin Hong, author of "Using Games in Teaching English to Young
Learners", explains that not all games are going to work to teach the students
language skills. If the game is simply for fun and not linked to educational goals
it may not be the best use of your time. It is possible to have a fun game that is
educationally sound, however. To find out if the game is educationally sound,
think about these questions posed by Hong:
- Which skills do the games practice?
- What type of game is it and what is its purpose?
- Does the difficulty level of the game mesh with the students' ability level?
- Does the game require maximum involvement by the students?
- Do the students like it? Do you like it?

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These suggestions will help teachers to overcome difficulties in using
grammar games and get used to teaching grammar with games in order to
develop students’ motivation and understanding of the lesson.
Thank You!

Thanh Hóa, ngày 20 tháng 05 năm 2019
Xác nhận của Thủ trưởng đơn vị

Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung
của người khác.
Người viết:

Nguyễn Thị Thu

REFERENCES
Some materials are used during the study:
- Games to teach English (Harold S. Madren) - Oxford University Press 2003
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- Bridge TOEFL: Teaching English With Games (2007)
- How to improve students’ communicative skills - Masaryk University 2007
- Intermediate Communication Games. (Hadfield, J. ) - Thomas Nelson and
Sons Ltd. 1990
- Using Games in Teaching English to Young Learners ( Lin Hong)
- The Grammar Activity Book. Cambridge University Press.
Một số website giảng dạy Tiếng Anh:
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,

, , …
- SGK Tiếng Anh 10 (Bộ Giáo Dục và Đào Tạo)-NXB Giáo Dục
ICT 4 ESD – Nhà xuất bản Giáo dục (2008)

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