THE EFFECTIVEENSS OF USING SOME GAME IN TEACHING ENGLISH GRAMMAR GRADE 10

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

1. Reason for choosing the study
2. Aims of the study
3. Scope of the study
4. Methodology of the study
5. Significance of the study
PART II: CONTENTS
1. Theoretical background of the study
1.1. The definition of the term “game”
1.2 The classification of language games
1.3. The role of grammar in teaching and learning English
2. Practical background
3. Using games in teaching grammar for grade 10D.
PART III: ANALYZING RESULT
PART IV: CONCLUSION AND SUGGESTIONS

2
3
3
3
3
3+4
4
4
4
5
5+6
6
9
18
19

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.

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 AudioLingual 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

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,

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

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

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

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

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

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

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).

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

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.

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.

- 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.

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 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: 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).

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.

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

- 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.

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.

+ 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:
 Unit 8: THE STORY OF MY VILLAGE - Grammar (English 10)
Unit 9: UNDERSEA WORLD - Grammar (English 10)
 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.

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

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.

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

- 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: (Describe the action playing football) and ask: What are you doing now?
B: (Describe the action playing football) and ask: What are you doing now?
3.7. GAME: BRING ME SOMETHING.... – Applying to Unit 16:
HISTORICAL PLACES - Grammar (Comparatives and Superlatives).
Aim: Comparatives and Superlatives are a very important part of learning English.
While grammar lessons and exercises are beneficial, we all know that it is
important to get the students communicating and using the structures in realistic
situations. This game also aims to develop students’ listening skill as well as
guessing.
Procedure:
- Teacher plays a game where they search the class to find an item the teacher has

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.

- 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.
Teacher’s activities & contents:

Teacher: Nguyen Thi Thu

Students’ activities:

Thieu Hoa High School

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

- Have Ss play the game. Explain the

- Listen to T’s instruction

rule of the game
- Post the poster on the board

- Look at the poster and try to remember

containing some verbs followed by
gerund:
- Verbs Followed by a Gerund

- Discuss to write down as many songs

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

finish

forbid
get through
have
imagine
mind
miss permit
postpone
practice

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

quit
recall
report
resent resist
resume
risk
spend (time)
suggest
tolerate
waste (time)

- 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

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 21% while
after some lessons not having grammar games this number of students is 55%.
Moreover, the number of students who get marks 7 -8 only occupies 22% in lessons
without grammar games compared with 47% of the students get these marks in the
other lessons. The number of students who get marks 8 -9 only occupies 4% in
lessons without grammar games compared with 21% of the students get these
marks in the other lessons. The number of students who get marks 9 -10 only
occupies 2% in lessons without grammar games compared with 9% 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 (5%).

Marks

Teacher: Nguyen Thi Thu

Use grammar games

Not use grammar games

Thieu Hoa High School

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

Numbers of students
(10D)

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

10
25
6
2

2
4
22
55
13
4

PART IV: CONCLUSION AND SUGGESTIONS
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:
+ 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.
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

particular game?
3. Do you need any special materials to play this grammar game? If you do, can
they be easily obtained?
4. How will you be able to maintain student progress and keep your learners on
track when playing this particular game?
5. How long do you need to play this game?
6. At which point of the lesson will you incorporate your grammar game?
7. Are the rules clear? How will you successfully explain the game without too
much TTT (teacher talking time)?

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

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:
1. Which skills do the games practice?
2. What type of game is it and what is its purpose?
3. Does the difficulty level of the game mesh with the students' ability level?
4. Does the game require maximum involvement by the students?
5. Do the students like it? Do you like it?
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.
Thiệu Hóa, ngày18 tháng 5 năm 2018
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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

Nguyễn Thị Thu

REFERENCES:
Games to teach English (Harold S. Madren) - Oxford University Press 2003
Bridge TOEFL: Teaching English With Games (2007)

Teacher: Nguyen Thi Thu

Thieu Hoa High School

23


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

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. ISBN 0 521 575796
Một số website giảng dạy Tiếng Anh: /> /> , , …
SGK Tiếng Anh 10 (Bộ Giáo Dục và Đào Tạo)-NXB Giáo Dục
ICT 4 ESD – Nhà xuất bản Giáo dục (2008)

Teacher: Nguyen Thi Thu

Thieu Hoa High School

24