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Download miễn phí Luận văn Understand the situation of teaching and learning English grammar at Ha Trung high school; the application of games in teaching grammar at the school
From the information of teachers’ and students’ interviews, results of observation and experiment, the researcher finds the following effectiveness of grammar games for students at Ha Trung high school:
- Grammar games encourage students’ active and creative spirit, develop their communicative skills and motivation.
- Grammar games Giúp students consolidate, revise, and broaden their knowledge, concentrate on communicative function of grammar.
- Grammar games create lively atmosphere in class by learner-centered method, teachers only take a role of guider, helper and build a united class, stimulate students’ healthy competition.
- Grammar games Giúp 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.
Particularly, the researcher comments the result of using games in teaching grammar as following:
- During the game, most students feel interested, ready to cooperate to take part in the game. When playing the games, students express their motivation. Most of lessons using grammar games have interHành động and competing atmosphere from 80 to 89%, this is a high rate although the class is noisy but very lively and actively. Moreover, students can revise the old structure and learn new one without being nervous or tired.
In summary, learning grammar though games is a method both effective and attractive, and can apply in any classes. The result of the study shows that grammar games are not only used to relax but to revise and practice the lessons, improve learning with the communicative method.
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Tóm tắt nội dung:
Unit 11: Conditional sentence type 3
Unit 12: to + infinitive to talk about purposes; wh-questions
Unit 13: It is/ was not until … that … ; a/ an and the
Unit 14: Will vs. going to; will: making prediction; will: making offers
Unit 15: Non-defining vs. defining relative clauses; although as a contrasting connector
Unit 16: Comparatives and superlatives; making comparisons
2.2 Data Analysis
2.2.1 Analyzing result of survey questionnaires
2.2.1.1 Analyzing result of survey questionnaire for teachers
Teachers’ answers from survey questionnaire (see appendix 1) show that:
- When giving idea about students’ motivation for grammar learning, 14% of the teachers say that their students like English grammar very much, 36% of the teachers think students like it, and about half of the teachers (50%) find their students like but not much, and don’t like at all. In summary, students’ motivation is not high.
Chart 1. Students’ motivation for grammar learning
- When being asked about difficulties in teaching grammar, the teachers answer like this:
Teachers’ difficulties in teaching grammar
%
Lost of much time
Crowded class
Class of many levels
Lack of teaching aids
Passive students
Other difficulties (e.g. looking for the suitable games,…)
81.3
65.5
60
60
42.8
15.6
Table 1 Teachers’ difficulties in teaching grammar
- Teachers’ ideas about frequency of using grammar games in class: only 36.4% of the teachers often use grammar games, meanwhile 57.1 % sometimes use and 7.5% seldom use. This is showed in the following chart:
Chart 2. Frequency of using grammar games in class
- In spite of acknowledging above difficulties, most of teachers agree that grammar games bring many benefits. This is showed in Table 2
Advantages
%
1. lively atmosphere in class
2. enhancing students’ motivation
3. healthy students’ competition
4. developing students’ independence and confidence
5. developing ability of students’ using new structures in context
6. developing ability of students’ memorizing new structures in context
80
78.7
70
56.2
55.6
28.3
Table 2 Advantages of games in teaching and learning English grammar
2.2.1.2 Analyzing result of survey questionnaire for students (see appendix 2)
185 of 10-form students, 87 boy-students (47%) and 98 girl-students (53%) answer the questionnaire. All of them are from 16 to 18 years old, have learnt English for 4years, the result of their learning is mostly at average rate.
Students’ answers from questionnaire show that:
- Most of the students asked like English but at the different rate. 35.7% of the students like doing exercises which means that their teachers give reviewing exercises to students to revise learnt grammar structures or prepare for tests. In these lessons, the students learn passively. Moreover, only a small number of them (11.9%) like learning new grammar structures. Table 3 summarizes students’ ideas about this:
Lessons
%
All of lessons
Exercises
Grammar
Skills: listening, speaking, reading, writing
None of lessons
37.3
35.7
11.9
18.9
1.1
Table 3 Frequency of students’ interest in English lessons
- After grammar lessons, only 43.8% students understand lesson in class, 55% of the students say sometimes they can’t understand immediately and 1.2% can’t understand. This means that the effectiveness and ability of students’ lesson understanding is low.
Chart 3. Students’ understanding of the lesson
- Students’ learning method plays an important part in mastering teachers’ lectures and applying new knowledge. Students’ activities in grammar lessons are summarized in table 4.
We can see that about 2/3 of the students often pay attention to listen to teachers’ lectures and write down the lesson in their notebooks while 23.3% students contribute their ideas; discussing, discovering and applying new structures is not considerable. This shows that students are still very passive in learning and mainly rely on what their teachers explain in class.
Activities
%
- pay attention to teachers’ lectures
- positively take part in the activities teachers require
- attentively write down the lesson in the notebook
- discuss using new structures
- eagerly contribute ideas
- try to learn new structures in class
- ask questions
85
58.9
71.9
40
23.3
15.6
10.4
Table 4 Students’ activities in grammar lessons
- 53.5% of the students like the teaching method of their teacher, 25.8% of the students like very much and 11.7% don’t like it.
Chart 4. Students’ attitude to teaching method
- When asked if they spent time on learning grammar at home, 54.7% answer yes, 42.1% sometimes, 3.2% no.
Chart 5. Students’ time for learning grammar at home
- Students’ answers about frequency of teachers’ using grammar games are showed in Table 5. In general, teachers and students have similar comments: grammar games are only sometimes used in lessons.
Frequency
%
- sometimes
- usually
- seldom
- never
52.45
27.5
19.6
0.5
Table 5 Students’ comments on teachers’ frequency of using grammar games
2.2.2 Analyzing result of class observation
Besides teachers and students’ questionnaires, the researcher also observe 4 different lessons and carry out 4 experimental lessons in class 10K (40 students), 2 lessons with grammar games, 2 without grammar games.
2.2.2.1 Using grammar games
- Procedure:
The teacher teaches the grammar lesson after the part “Pronunciation”, for example the grammar points in Unit 8, pages 89 + 90, Tieng Anh 10.
This unit includes the following grammar points and the time for teaching them of about 35 minutes:
- Reported speech: statements (exercises 1 + 2, pages 89 + 90)
- Conditional sentence type 1 (exercises 3 + 4, page 90)
The teacher uses the grammar games below:
*Game 1: (8 minutes – to present “The Reported speech: statements” before practicing exercise 1, exercise 2: students’ homework)
The teacher gives a direct sentence and an indirect/reported one with 2 pictures to illustrate, for example:
Direct sentence: It looks great on you.
Indirect sentence: He said it looked great on me. I’ll take them all.
The picture draws a man and a woman in the clothes store.
The teacher asks the students to work in 4 groups. They have to show the differences between 2 sentences, about the form and the meaning; say the way to change from the direct sentence into indirect one. The group which gives the clear and correct answer will be the winner.
The teacher comments, explains and draws out the form of that grammar structure.
*Game 2: (8 minutes – practicing exercise 1 through this game)
The teacher asks the students to work in individual in turn. Each student will complete 1 sentence (both speak and write on the board). The student who does well their task will have the right to choose the other one to continue the next sentence. (Note: each student isn’t chosen over twice). The teacher comments and praises the students who complete the true sentence.
*Game 3: (6 minutes – to present Conditional sentence type 1 before practicing exercise 3)
The teacher gives one conditional sentence type 1 (for example: If it is nice, we will go on a picnic) then asks the students to work in 4 groups. The students will have to show the tense or the form of verb in each clause of that sentence, guess the meaning and the usage of this condition. The group which gives the clear and correct answer will be the winner.
The teacher comments, explains and draws out the form of that grammar structure.
*Game 4: (7 minutes – practicing exercise 3 through this game)
The teacher uses the similar game as Game 2
*Game 5: (6 minutes – practicing exercise 4 through this game)
The teacher projects 5 sentences (p.90) which are completed with when or if on the screen, but some of sentences use the wrong conjunction, then asks students to work in pairs to find those mistakes, correct them and say the role of when and if . The pair which completes well and fastest is the winner.
The teacher comments, explains the difference between when and if, then calls some students to give more examples.
- Time for students to speak English:
The students in class often work in groups during grammar games. Moreover, from the beginning until the game ends, the students try to complete the task as soon as possible by answering right the questions their teacher prepared. Therefore, the time for the students to speak is much (70 - 79%). Most of the students often raise their hand and answer right, so the classmates claptop their hands to congratulate. They try to use new grammar points into right and meaningful sentences. They also cooperate well through to exchange their ideas and discuss the an...
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From the information of teachers’ and students’ interviews, results of observation and experiment, the researcher finds the following effectiveness of grammar games for students at Ha Trung high school:
- Grammar games encourage students’ active and creative spirit, develop their communicative skills and motivation.
- Grammar games Giúp students consolidate, revise, and broaden their knowledge, concentrate on communicative function of grammar.
- Grammar games create lively atmosphere in class by learner-centered method, teachers only take a role of guider, helper and build a united class, stimulate students’ healthy competition.
- Grammar games Giúp 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.
Particularly, the researcher comments the result of using games in teaching grammar as following:
- During the game, most students feel interested, ready to cooperate to take part in the game. When playing the games, students express their motivation. Most of lessons using grammar games have interHành động and competing atmosphere from 80 to 89%, this is a high rate although the class is noisy but very lively and actively. Moreover, students can revise the old structure and learn new one without being nervous or tired.
In summary, learning grammar though games is a method both effective and attractive, and can apply in any classes. The result of the study shows that grammar games are not only used to relax but to revise and practice the lessons, improve learning with the communicative method.
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Nhận download tài liệu miễn phí
Tóm tắt nội dung:
Unit 11: Conditional sentence type 3
Unit 12: to + infinitive to talk about purposes; wh-questions
Unit 13: It is/ was not until … that … ; a/ an and the
Unit 14: Will vs. going to; will: making prediction; will: making offers
Unit 15: Non-defining vs. defining relative clauses; although as a contrasting connector
Unit 16: Comparatives and superlatives; making comparisons
2.2 Data Analysis
2.2.1 Analyzing result of survey questionnaires
2.2.1.1 Analyzing result of survey questionnaire for teachers
Teachers’ answers from survey questionnaire (see appendix 1) show that:
- When giving idea about students’ motivation for grammar learning, 14% of the teachers say that their students like English grammar very much, 36% of the teachers think students like it, and about half of the teachers (50%) find their students like but not much, and don’t like at all. In summary, students’ motivation is not high.
Chart 1. Students’ motivation for grammar learning
- When being asked about difficulties in teaching grammar, the teachers answer like this:
Teachers’ difficulties in teaching grammar
%
Lost of much time
Crowded class
Class of many levels
Lack of teaching aids
Passive students
Other difficulties (e.g. looking for the suitable games,…)
81.3
65.5
60
60
42.8
15.6
Table 1 Teachers’ difficulties in teaching grammar
- Teachers’ ideas about frequency of using grammar games in class: only 36.4% of the teachers often use grammar games, meanwhile 57.1 % sometimes use and 7.5% seldom use. This is showed in the following chart:
Chart 2. Frequency of using grammar games in class
- In spite of acknowledging above difficulties, most of teachers agree that grammar games bring many benefits. This is showed in Table 2
Advantages
%
1. lively atmosphere in class
2. enhancing students’ motivation
3. healthy students’ competition
4. developing students’ independence and confidence
5. developing ability of students’ using new structures in context
6. developing ability of students’ memorizing new structures in context
80
78.7
70
56.2
55.6
28.3
Table 2 Advantages of games in teaching and learning English grammar
2.2.1.2 Analyzing result of survey questionnaire for students (see appendix 2)
185 of 10-form students, 87 boy-students (47%) and 98 girl-students (53%) answer the questionnaire. All of them are from 16 to 18 years old, have learnt English for 4years, the result of their learning is mostly at average rate.
Students’ answers from questionnaire show that:
- Most of the students asked like English but at the different rate. 35.7% of the students like doing exercises which means that their teachers give reviewing exercises to students to revise learnt grammar structures or prepare for tests. In these lessons, the students learn passively. Moreover, only a small number of them (11.9%) like learning new grammar structures. Table 3 summarizes students’ ideas about this:
Lessons
%
All of lessons
Exercises
Grammar
Skills: listening, speaking, reading, writing
None of lessons
37.3
35.7
11.9
18.9
1.1
Table 3 Frequency of students’ interest in English lessons
- After grammar lessons, only 43.8% students understand lesson in class, 55% of the students say sometimes they can’t understand immediately and 1.2% can’t understand. This means that the effectiveness and ability of students’ lesson understanding is low.
Chart 3. Students’ understanding of the lesson
- Students’ learning method plays an important part in mastering teachers’ lectures and applying new knowledge. Students’ activities in grammar lessons are summarized in table 4.
We can see that about 2/3 of the students often pay attention to listen to teachers’ lectures and write down the lesson in their notebooks while 23.3% students contribute their ideas; discussing, discovering and applying new structures is not considerable. This shows that students are still very passive in learning and mainly rely on what their teachers explain in class.
Activities
%
- pay attention to teachers’ lectures
- positively take part in the activities teachers require
- attentively write down the lesson in the notebook
- discuss using new structures
- eagerly contribute ideas
- try to learn new structures in class
- ask questions
85
58.9
71.9
40
23.3
15.6
10.4
Table 4 Students’ activities in grammar lessons
- 53.5% of the students like the teaching method of their teacher, 25.8% of the students like very much and 11.7% don’t like it.
Chart 4. Students’ attitude to teaching method
- When asked if they spent time on learning grammar at home, 54.7% answer yes, 42.1% sometimes, 3.2% no.
Chart 5. Students’ time for learning grammar at home
- Students’ answers about frequency of teachers’ using grammar games are showed in Table 5. In general, teachers and students have similar comments: grammar games are only sometimes used in lessons.
Frequency
%
- sometimes
- usually
- seldom
- never
52.45
27.5
19.6
0.5
Table 5 Students’ comments on teachers’ frequency of using grammar games
2.2.2 Analyzing result of class observation
Besides teachers and students’ questionnaires, the researcher also observe 4 different lessons and carry out 4 experimental lessons in class 10K (40 students), 2 lessons with grammar games, 2 without grammar games.
2.2.2.1 Using grammar games
- Procedure:
The teacher teaches the grammar lesson after the part “Pronunciation”, for example the grammar points in Unit 8, pages 89 + 90, Tieng Anh 10.
This unit includes the following grammar points and the time for teaching them of about 35 minutes:
- Reported speech: statements (exercises 1 + 2, pages 89 + 90)
- Conditional sentence type 1 (exercises 3 + 4, page 90)
The teacher uses the grammar games below:
*Game 1: (8 minutes – to present “The Reported speech: statements” before practicing exercise 1, exercise 2: students’ homework)
The teacher gives a direct sentence and an indirect/reported one with 2 pictures to illustrate, for example:
Direct sentence: It looks great on you.
Indirect sentence: He said it looked great on me. I’ll take them all.
The picture draws a man and a woman in the clothes store.
The teacher asks the students to work in 4 groups. They have to show the differences between 2 sentences, about the form and the meaning; say the way to change from the direct sentence into indirect one. The group which gives the clear and correct answer will be the winner.
The teacher comments, explains and draws out the form of that grammar structure.
*Game 2: (8 minutes – practicing exercise 1 through this game)
The teacher asks the students to work in individual in turn. Each student will complete 1 sentence (both speak and write on the board). The student who does well their task will have the right to choose the other one to continue the next sentence. (Note: each student isn’t chosen over twice). The teacher comments and praises the students who complete the true sentence.
*Game 3: (6 minutes – to present Conditional sentence type 1 before practicing exercise 3)
The teacher gives one conditional sentence type 1 (for example: If it is nice, we will go on a picnic) then asks the students to work in 4 groups. The students will have to show the tense or the form of verb in each clause of that sentence, guess the meaning and the usage of this condition. The group which gives the clear and correct answer will be the winner.
The teacher comments, explains and draws out the form of that grammar structure.
*Game 4: (7 minutes – practicing exercise 3 through this game)
The teacher uses the similar game as Game 2
*Game 5: (6 minutes – practicing exercise 4 through this game)
The teacher projects 5 sentences (p.90) which are completed with when or if on the screen, but some of sentences use the wrong conjunction, then asks students to work in pairs to find those mistakes, correct them and say the role of when and if . The pair which completes well and fastest is the winner.
The teacher comments, explains the difference between when and if, then calls some students to give more examples.
- Time for students to speak English:
The students in class often work in groups during grammar games. Moreover, from the beginning until the game ends, the students try to complete the task as soon as possible by answering right the questions their teacher prepared. Therefore, the time for the students to speak is much (70 - 79%). Most of the students often raise their hand and answer right, so the classmates claptop their hands to congratulate. They try to use new grammar points into right and meaningful sentences. They also cooperate well through to exchange their ideas and discuss the an...
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