Traditional grammar instruction often focuses on rules and structures in isolation, which can make learning dry and difficult for students.. Many teachers want to learn how to make gramm
INTRODUCTION
Reason for choosing the topic
In contemporary language education, communicative competence plays a crucial role, particularly in grammar instruction Unlike traditional methods that isolate rules and structures, often leading to a tedious learning experience, communicative language teaching (CLT) prioritizes interaction and practical communication This approach not only enhances engagement but also improves the effectiveness of language learning.
In the past, grammar teaching focused primarily on the teacher's performance, likening them to a drill conductor Today, educators must be well-informed about various teaching methods and select a unique blend that aligns with their personality, teaching style, and the needs of their students Traditional methodologies have often led to challenges in language acquisition and created unengaging learning environments where student participation is minimal While students may successfully apply grammar rules in exercises, they often struggle to activate this knowledge in real communication contexts.
Teachers are eager to enhance the engagement of grammar instruction for their students A crucial initial step is to create a less stressful and more conducive learning environment for grammar To facilitate effective grammar learning, educators can implement various strategies that support student understanding and retention.
Incorporating language games into grammar lessons is an innovative way to enhance the classroom experience with CLT This method allows students to practice language skills in a fun and context-rich environment, facilitating the internalization of grammar rules for effective communication.
Related to these problems, this innovation was carried out, entitled:
Applying Game-Based Learning to Improve Student Engagement and Performance in Grammar Lessons in the textbook Tiếng Anh 10
Although I am aware that bringing games into classroom is not a brand- new idea, my innovation aims to demonstrate how different kinds of language games can be used effectively to adapt grammar in textbook “Tiếng Anh 10 - Global Success” while fostering engagement, collaboration, and active learning
I hope that the outcomes of this innovation will yield many practical benefits to both the teachers and the students.
The objective of the innovation
The major aims of this innovation are:
- To affirm the role of grammar in teaching and learning English
- To emphasize the importance of motivation in teaching and learning grammar
- To help learners to recall the grammar material in a pleasant, entertaining way to promote the communicative competence, and generate the fluency
- To contribute a small part to the improvement of teaching and learning foreign language at Le Viet Thuat High School.
Scope of the innovation
This innovation was conducted among the 10 th form students at Le Viet Thuat High School during the school year 2023 - 2024
The participants mainly came from two classes: 10A and 10D which have
Students in these two classes demonstrate above-average English proficiency, achieving entrance exam scores of 6.5 or higher Additionally, they possess a strong understanding of grammar, having been thoroughly reviewed and prepared for the high school entrance exam.
Class 10A was taught with grammar games, whereas class 10D was not.
Methodology of the innovation
For the theoretical basis, a lot of reference materials on using games in teaching grammar have been collected, analyzed and synthesized carefully with the consideration for the students’ learning situations
To assess the effectiveness of the proposed solution, a fifteen-minute pre-test and post-test were conducted The pre-test was administered at the start of the school year to evaluate students' initial grammar proficiency Following the implementation of targeted activities and teaching strategies, the same test was given as a post-test at the end of the course to measure student improvement, with results compared to determine progress.
Significance of the innovation
This innovation offers valuable insights into students' acquisition of English grammatical structures, enhancing their understanding of the learning process and fostering greater motivation It encourages self-assurance and proactivity in listening and speaking activities, ultimately improving communication skills Additionally, the findings serve as a resource for teachers, providing practical recommendations and innovative strategies to make grammar lessons more engaging and effective.
Theoretical background
1.1 Roles of grammar in English language teaching and learning:
Grammar is essential in English language teaching, supported by substantial evidence highlighting its benefits A comprehensive analysis by Norris and Ortega (2000) of 49 studies reveals that emphasizing grammar significantly enhances the effectiveness of language instruction.
According to Harmer (1987), a fundamental understanding of grammar is essential for students to connect language items into meaningful sentences and convey complex ideas Without this knowledge, they can only use isolated phrases for distinct functions Effective communication relies on the correct application of grammatical rules, making grammar a foundational pillar in learning English It enhances students' communication skills and their ability to engage in both academic and real-world contexts.
1.2 Two approaches in teaching grammar:
There are two main approaches to teaching grammar These are the deductive and the inductive approach
• A deductive approach is when the rule is presented and the language is produced based on the rule (The teacher gives the rule.)
• An inductive approach is when the rule is inferred through some form of guided discovery (The teacher gives the students a means to discover the rule for themselves.)
In other words, the former is more teacher centred and the latter more learner centred Both approaches have their advantages and disadvantages
Learning does not have to be a serious and formal process; enjoyment and fun can coexist with effective language acquisition The misconception that laughter and enjoyment hinder real learning is unfounded In fact, incorporating games into the learning process is a highly effective way to blend enjoyment with education.
The definition of a game, as outlined by various scholars and sources, emphasizes its structured and goal-oriented nature Wikipedia describes a game as a competitive form of play or sport, governed by specific rules and influenced by elements such as skill, strength, or luck This distinction sets games apart from unstructured play, underscoring their organized framework.
Researchers have explored various definitions of the term "game," with Hadfield (1998) characterizing it as “an activity with rules, a goal, and an element of fun.” This definition highlights three essential components: structure (rules), purpose (goal), and enjoyment (fun) It indicates that games are structured activities that provide both entertainment and educational value.
Games offer an interactive and dynamic experience, engaging participants in rule-based activities with specific objectives They are valuable tools for recreation, competition, and education, effectively combining enjoyment with skill development.
1.4 Benefits of grammar games for teachers and students:
Games serve as a fun and effective method for language learning, appealing to learners of all ages They promote experimentation, discovery, and interaction with the environment, enhancing lesson variety and boosting motivation By providing a stimulating context, games make communication in a foreign language feel purposeful and engaging, even for reluctant learners such as shy students and teenagers, who can participate actively in a low-pressure, enjoyable atmosphere.
Games offer a natural and stress-free learning experience akin to how students learn their first language This interactive method allows learners to practice English in an immersive environment, enhancing their language skills effectively.
In summary, integrating games into English grammar instruction benefits both teachers and students in several ways:
• They break the monotony of traditional lessons, making learning more engaging and enjoyable
• Games sustain students’ interest and motivation, helping them persevere in language learning
• They provide practice in all four language skills: speaking, writing, listening, and reading
• Games encourage interaction and communication, fostering a dynamic classroom environment
• They create a meaningful context for language use, making learning more authentic and practical
1.5 Principles of choosing games for teaching grammar:
Whether the lesson is successful or not depends on the way we choose games to teach for students Games should assure the following conditions:
- 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
Teachers should be mindful of the games they choose for students, ensuring they are appropriate for the context and effectively linked to the grammar points in Tiếng Anh 10 – Global Success, as students often enjoy playing games for fun.
1.6 Types of games used to teach grammar effectively:
The language games can be divided according to different principles
Hadfield (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)
Language games are interactive activities that promote the practical use of language through competition or cooperation In the context of grammar instruction, these games enable students to transition from theoretical knowledge to real-world application.
Some examples of language games that can be used in grammar lessons include:
• Competitive games: The aim of this type of games is to finish the game as soon as possible before others
• 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.
Practical background
2.1 English learning situation of 10th-grade students at Le Viet Thuat High School:
The 10th-grade students at Le Viet Thuat High School exhibit varying levels of English proficiency, influenced by their diverse learning backgrounds Many possess a strong grasp of grammar and vocabulary, thanks to early exposure through school and extracurricular activities Most students excel in the compulsory English entrance exam, demonstrating a solid command of the grammatical structures in the Tiếng Anh 10 – Global Success textbook High-achieving students, particularly those involved in English clubs and competitions, communicate fluently and confidently However, some students face challenges in listening and speaking due to limited real-life practice opportunities To combat this, teachers employ interactive methods like group discussions and online learning tools, fostering students' confidence and practical language skills With ongoing efforts from both students and teachers, the overall English proficiency of 10th graders is on the rise, equipping them for future academic and career success.
2.2 Tiếng Anh 10 - Global Success textbook and its grammar points:
2.2.1 Summary of 10th Grade English Grammar:
• Unit 1: Present simple vs Present continuous
• Unit 2: The future with “will” and “be going to” & Passive voice
• Unit 3: Compound sentences & To-infinitives and bare infinitives
• Unit 4: Past simple vs Past continuous with “when” and “while”
• Unit 5: Present perfect & Gerunds and To-infinitives
• Unit 6: Passive voice with modals
• Unit 7: Comparative and superlative adjectives
• Unit 8: Relative clauses: defining and non-defining relative clauses
• Unit 10: Conditional sentences Type 1 and Type 2
Tiếng Anh 10 - Global Success textbook has some advantages and disadvantages in terms of planning grammar lessons
2.2.2 Strengths of the Grammar Coverage:
The textbook presents a logical progression, starting with essential grammar concepts and gradually moving to more intricate topics This step-by-step approach enables students to establish a solid foundation before engaging with advanced grammar structures.
Global Success integrates grammatical structures into real-life contexts using dialogues in the Getting Started sections This method enhances students' understanding of grammar in everyday communication, making the learning experience more meaningful.
This book provides a comprehensive guide to essential grammar topics, including the distinctions between present simple and present continuous, as well as past simple and past perfect tenses It covers modals related to ability, necessity, and advice, such as "can," "must," and "should." Additionally, the book explores the various types of conditionals—first, second, and third Readers will also learn about defining and non-defining relative clauses, the formation of passive voice across different tenses, and the nuances of reported speech, including statements, questions, and commands.
This ensures that students are exposed to a variety of grammar points required for effective communication and writing
The book offers valuable examples, but certain grammatical concepts require more thorough explanations Specifically, the difference between defining and non-defining relative clauses in Unit 8 would greatly benefit from clearer descriptions and additional examples.
Some examples feel slightly artificial or textbook-oriented Including more authentic language samples from newspapers, interviews, or real conversations would make grammar practice more engaging and practical
The grammar exercises emphasize passive learning through repetitive drills across units 1 to 10, which limits interactive engagement This approach often prioritizes memorization of rules over critical thinking, as tasks like multiple-choice questions, sentence completion, error correction, and sentence transformation do not foster a genuine understanding of grammar application Consequently, while these exercises may assist in exam preparation, they fail to enhance students' ability to use grammar effectively in real-life communication.
• More Integration with Other Skills
Grammar instruction often occurs in isolation, lacking integration with speaking, writing, or listening activities Students primarily engage in written exercises that emphasize rules and forms, such as gap-fill tasks and mechanical drills, rather than applying grammatical structures in real-life contexts Consequently, this approach leads to short-lived retention, making it difficult for students to use grammar naturally in their communication.
2.3 Grammar Instruction Methods of Teachers at Le Viet Thuat High School:
Teaching English in general and grammar in particular at my school is still a theoretical process and learning grammar is only for test-taking
Many teachers traditionally approach grammar instruction with a serious demeanor, relying heavily on course books, which leads to monotonous and stressful lessons This often involves lengthy explanations and scripted presentations, with students passively completing exercises, akin to pouring knowledge into a bottle with a funnel Such methods, including the Grammar Translation Method and the Audio-Lingual Method, focus on rote learning and mechanical application of rules, failing to engage students and often rendering grammar tedious and demotivating Therefore, it is essential for teachers to transform grammar lessons into enjoyable and interactive experiences to foster student interest and engagement.
Adaptation of Grammar Sections in Tiếng Anh 10 – Global Success
To tackle the challenges of teaching grammar, I have made lessons more engaging by incorporating interactive activities and real-life applications Rather than relying on repetitive textbook drills, I utilize games, role-playing, and collaborative tasks that allow students to actively use grammar in meaningful contexts For instance, students practice conditionals through storytelling and debates, enhancing the learning experience Furthermore, grammar is integrated with speaking, writing, and listening exercises to foster a practical understanding of the language, moving beyond mere memorization This interactive, skill-based approach not only boosts exam performance but also builds students' confidence to use English fluently in real-world situations.
In my experience, the deductive approach is time-saving and effective for lower-level students, allowing more practice with language items Conversely, the inductive approach benefits students with a foundational knowledge of the language, as it encourages independent problem-solving While the PPP (Presentation, Practice, Production) model is widely used for grammar lessons, its frequent application can lead to disengagement, especially among more proficient learners To address this, I have adopted the PTT (Play, Teach, Test) model as an alternative approach.
In the Pronunciation and Vocabulary sections, students participate in interactive activities and games to uncover rules independently After these engaging tasks, I facilitate a structured elicitation process that enables them to deduce grammatical rules on their own To assess their understanding, I then distribute handouts and worksheets.
In the 2023–2024 school year, I created communicative games that were incorporated into each language focus section, transforming grammar instruction into engaging and dynamic learning experiences.
Unit 1: FAMILY LIFE Name of game: “Relay Race” - Chạy tiếp sức
Target language: Present Simple vs Present Continuous
Procedure: • Divide students into two teams
• Show a story of Mrs Lam on the screen (page
10) Ask Ss to read the text and put the verbs in brackets in present simple or present continuous
• One student from each team runs to the board, fills in the correct tense, and runs back
• The next player does the same
• The fastest and most accurate team wins!
• Ask Ss to compare and contrast the tenses in the paragraph and finally discover the rules
Mrs Lam is a dedicated housewife who typically handles all household chores, including cooking, laundry, and cleaning However, on Mother's Day, she takes a well-deserved break from her responsibilities and is currently enjoying her favorite TV program while her children are busy with their own activities.
_ the cooking and her husband (5 tidy up) _ the house
Everybody (6 try) _ hard to make it a special day for Mrs Lam
Mrs Lam, a dedicated housewife, typically handles all the household chores, including cooking, laundry, and cleaning However, on this special Mother's Day, she is taking a well-deserved break from her usual responsibilities Instead, she is enjoying her favorite TV program while her children are busy preparing a meal and her husband is tidying up the house Everyone is making a concerted effort to ensure that this day is truly special for Mrs Lam.
Unit 2: HUMAN AND THE ENVIRONMENT Name of game: “Wheel of Scenarios” – Vòng quay may mắn
Target language: Will vs Be going to
Procedure: • Each team takes turns to spin the wheel and receives a real-life scenario (e.g., "You see dark clouds in the sky What do you say? (Use
"Will" vs "Be Going To?")
• They must respond correctly using "will" or "be going to" within 10 seconds
• Correct answer = 3 points, incorrect = 0 points
• The team with highest score wins!
• Ask Ss to compare and contrast the use of
“will” vs “Be going to” and finally discover the rules
Links to download: https://wheelofnames.com/
Real-Life Scenarios for "Will" vs "Be Going To"
1 You are at a restaurant with a menu in front of you, but you haven’t decided what to eat yet What do you say?
(Expected answer: "I think I will have a burger.")
2 Your friend is carrying heavy bags, and you decide to help at that moment What do you say?
(Expected answer: "I will help you with those bags!")
3 You see dark clouds in the sky, and the wind is getting stronger What do you say? (Expected answer: "It is going to rain soon.")
4 Your best friend has a birthday next week, and you made plans to buy them a gift What do you say?
(Expected answer: "I am going to buy a present for my friend.")
5 Your phone is about to run out of battery, and you plan to charge it later when you go home What do you say?
(Expected answer: "I am going to charge my phone when I get home.")
6 Your mom asks what you want for dinner, and you decide at that moment What do you say?
(Expected answer: "I will have spaghetti, please.")
7 Your favorite football team is losing 4-0 with five minutes left in the game What do you say?
(Expected answer: "They are going to lose the match.")
8 You just heard some surprising news and want to make a quick promise to your friend What do you say?
(Expected answer: "I will tell you everything later, I promise!")
9 Your friend has planned a trip to Japan next summer and already booked tickets What do you say?
(Expected answer: "My friend is going to visit Japan next summer.")
10 You are hanging out with a friend You suddenly remember that you forgot to call your mom You want to make her a call and what do you say to your friend?
(Expected answer: "Oh! I will call my mom now!")
Unit 3: MUSIC Name of game: “Noughts & Crosses” – Đánh cờ ca-rô
Target language: To-infinitives vs Bare Infinitives
Procedure: • Draw a little grid with nine squares
• Fill in these squares with 9 verbs taken from the textbook
• Ask Ss to make sentences based on these structures: V + To-infinitive or V + Bare infinitive
• Decide which team is going to write "X"s and which team will write "0"s and off you go, taking turns
• The winner is the team who manages to fill three squares in a row, either across, down or diagonally
• Ask Ss to discover the rules: which verbs are followed by to-infinitives and which ones are followed by bare infinitives
Link to download: https://docs.google.com/presentation/d/1OTjuSOpMOeQVKPqPDZOP5TIP1Y NCKAGu/edit?usp=sharing&ouid1378194525103575326&rtpof=true&sd=t rue
Unit 4: FOR A BETTER COMMUNITY Name of game: “Hunting The Secret Code” – Truy tìm mật mã Target language: Past Simple vs Past Continuous with when and while
Procedure: • Divide the class into small teams (4 players per team)
• Each team receives a worksheet with a crime story containing 11 blanks
• Teams must correctly complete the blanks using the past simple or past continuous
• Each correct answer reveals a letter from the mystery code plan make agree let promise hear hope notice hesitate
• The first team to complete all sentences correctly and unlock the full code wins!
• Ask Ss to to compare and contrast the use of
“Past simple” vs “Past continuous” and finally discover the rules with when and while
On a quiet night in the city, Detective James was working late when he heard a loud crash outside He quickly stood up and looked out the window, spotting a shadowy figure running down the street while another person waited near a black car James grabbed his coat and rushed outside, but by the time he reached the alley, the car was speeding away, and the thief had vanished While inspecting the broken window, a nervous witness approached him, stating, "I was walking my dog when I saw two men break into the jewelry store!"
James knew he had a case to solve
Unit 5: INVENTIONS Name of Song: "Sing It Perfect" - 🎵 "Hát Thật Hoàn Hảo!
Procedure: • Play the song for a few seconds Ask Ss if they know the name of the song, the band…
• Give handout to Ss Ask them to listen to the song and fill in the gaps
• The pair completing all sentences correctly wins!
Encourage students to concentrate on the verb forms they utilized to complete the gaps, guiding them through a step-by-step process This approach will help students identify the use of the present perfect tense in the context of personal experiences.
• Take the chance to introduce other uses of present perfect tense (textbook page 54)
Link to download: https://www.youtube.com/watch?v
5YC_oHjE&tFs&ab_channel=U2VEVO
I still haven’t found what I’m looking for
I (1) highest mountains I (2) through the fields
(Only to be with you) x 2
I have run I (3) _ I (4) these city walls
These city walls Only to be with you
(But I still haven't found what I'm looking for) x 2
Felt the healing in her fingertips
It burned like fire This burning desire
I (6) with the tongue of angels I (7) the hand of a devil
It was warm in the night I was cold as a stone
(But I still haven't found what I'm looking for) x2
I believe in the kingdom come
Then all the colors will bleed into one
Bleed into one But yes I'm still running
You broke the bonds And you loosed the chains Carried the cross
Of my shame Oh my shame You know I believe it
(But I still haven't found what I'm looking for) x 4
Unit 6: GENDER EQUALITY Name of Game: “Fix the World” – Cải thiện thế giới
Target language: Passive Voice with Modals
Skill related: Listening and Speaking
Procedure: • Divide the class into 4 teams
• Ss watch a video clip about 10 world problems and then propose solutions using passive voice with modals
• Example: Plastic waste must be reduced to save the oceans / More trees should be planted to fight climate change
• Ss work in groups and find out as many solutions as possible
• Ask Ss to show their result on posters
• The most impactful team wins!
• Correct the mistakes if necessary and summarize the grammar rules that need to be remembered: Modal + be + Past Participle
Links to download: https://www.youtube.com/watch?v=GfOuw2hmrn0&ab_channel=TOPTEN
Unit 7: VIETNAME AND INTERNATIONAL ORGANISATIONS
Name of Game: “General Knowledge Quiz”
Cuộc thi tìm hiểu kiến thức chung Target language: Comparatives & Superlatives
Procedure: • Divide the class into 3 teams
• Each team takes turn to choose a number and answer the questions to test General Knowledge
• If the answer is correct, you get 10 marks
• There is 1 lucky number Without the answer, you still get 10 marks
• The team with the highest score wins!
• Show the questions with underlined comparative and superlative adjective and review the grammar points
Link to download: https://docs.google.com/presentation/d/1_cTGapEerde0e0rSHWwusiHSZt78n A4v/edit?usp=sharing&ouid1378194525103575326&rtpof=true&sd=true
1 Which country has the largest population in the world?
2 Is the Amazon River longer than the Mississippi River?
→ Yes, the Amazon River is longer than the Mississippi River
3 What is the tallest mountain in the world?
4 Which planet in our solar system is the biggest?
5 Which desert is larger, the Sahara Desert or the Gobi Desert?
→ The Sahara Desert is larger than the Gobi Desert
6 What is the heaviest animal on Earth?
7 Is Tokyo one of the most crowded cities in the world?
→ Yes, Tokyo is one of the most crowded cities in the world
8 Which is taller, the Eiffel Tower or the Statue of Liberty?
→ The Eiffel Tower is taller than the Statue of Liberty
Unit 8: NEW WAYS TO LEARN Name of Game: “The Missing Clues" - Những manh mối bị thất lạc Target language: Relative Clauses
Defining and non-defining relative clauses
Procedure: • Divide the class into 4 teams
Provide students with handouts containing a detective story, prompting them to read and fill in the missing information accurately This activity encourages students to correctly position relative clauses, enhancing their understanding of both defining and non-defining relative clauses.
• The team with the most correct answers in the shortest time wins!
• T shows the full story with the relative clauses and reviews the grammar points
The Case of the Missing Necklace
Detective Harris arrived at the mansion after receiving an urgent call Lady Whitmore had lost her priceless diamond necklace, and everyone in the house was a suspect
He gathered all the guests in the grand hall There was Mr Thompson, (1) ; Miss Evelyn, (2) _; James, (3) And finally, Mrs Peterson, (4)
Harris inquired about the whereabouts of each individual during the evening Mr Thompson stated he was in the library, while Miss Evelyn claimed to be in the garden James maintained he was in the kitchen, and Mrs Peterson appeared nervous during the questioning.
As Harris examined the room, he found a torn piece of fabric on the floor
He also noticed a glass of wine (7) , still half full, on the table
Suddenly, a maid entered the hall She whispered something to Lady Whitmore The lady turned pale “The necklace has been found!” she announced
Harris smiled, as he already knew who had taken the necklace that contained traces of lipstick The truth was revealed by the person who was Lady Whitmore’s best friend and had been friends with her for years.
The Case of the Missing Necklace
Detective Harris arrived at the mansion after receiving an urgent call Lady Whitmore had lost her priceless diamond necklace, and everyone in the house was a suspect
In the grand hall, all the guests were gathered, including Mr Thompson, a prominent businessman, Miss Evelyn, a renowned actress, and James, the diligent butler who had spent the evening polishing silverware.
Mrs Peterson, who was Lady Whitmore’s best friend and had been friends with her for years
Harris inquired about the whereabouts of each individual during the evening Mr Thompson mentioned he was in the library, renowned for its valuable book collection Miss Evelyn stated she had been in the garden, while James asserted he was in the kitchen Meanwhile, Mrs Peterson appeared anxious, notably due to a missing piece of fabric from her dress.
As Harris examined the room, he found a torn piece of fabric on the floor
He also noticed a glass of wine that contained traces of lipstick, still half full, on the table
Suddenly, a maid entered the hall She whispered something to Lady Whitmore The lady turned pale “The necklace has been found!” she announced
Harris smiled He already knew who had taken it The necklace that was hidden inside a drawer had revealed the truth
Unit 9: PROTECTING THE ENVIRONMENT Name of Game: “Love Story Writing Contest”
Cuộc thi viết truyện tình yêu Target language: Reported Speech
Procedure: • Ask Ss if they enjoy reading a love story
• Show a love story with some ink smudges to make it difficult for Ss to understand (This version is the story with direct speech)
• Make an excuse to read the story again (This version is the story with reported speech)
• Ask Ss to find out the changes T has made
• Ss discover the grammar rules themselves
• Then students work for collaborative writing their own love story (with reported speech)
• Let the whole class vote for the most romantic or dramatic story
• Correct and discuss common errors
The story with ink smudges:
Jack confessed his feelings to Emma, saying, "I think I have fallen in love with you." Emma, surprised and delighted, revealed that she felt the same way Jack expressed his joy, stating that this moment felt like a dream come true, while Emma couldn't believe it was happening He expressed his desire to spend his life making her happy, to which Emma responded, "You make my heart skip a beat."
ANALYZING RESULTS
A study comparing two groups of students—one taught with grammar games and the other using a standard textbook approach—found that those who learned through grammar games demonstrated significantly greater improvement in their grammar skills The assessment results, detailed in the tables below, highlight the effectiveness of incorporating interactive learning methods over traditional instruction.
At the start of the school year, over half of the respondents scored below 7, with 62% of students in class 10A and nearly 67% in class 10D in this category Approximately 30% of students in both classes found the test suitable for their level, achieving scores between 7 and 8 A mere 4% of students from class 10A and 4.2% from class 10D scored between 8 and 9.
Test Score Distribution: Class 10A vs 10D (Sep 2023)
Table 2 reveals that a significantly higher percentage of students in class 10A achieved top scores compared to class 10D, with 20% of 10A students scoring between 9 and 10, in contrast to only 8.3% in 10D Furthermore, 34% of 10A students scored between 8 and 9, indicating a favorable perception of the test, while over a quarter of 10D students fell into this category Conversely, nearly 65% of 10D students scored below 8, compared to 46% in 10A, underscoring the stronger overall performance of class 10A.
Test Score Distribution: Class 10A vs 10D (May 2024)
The data highlights the effectiveness of the applied innovation, particularly in class 10A, where students achieved significantly higher scores than those in class 10D The performance contrast, marked by a greater number of high achievers and fewer low scorers in 10A, underscores the positive impact of the innovation on student understanding and engagement These findings indicate that the approach not only enhanced academic outcomes but also aligned the test more closely with student capabilities The success observed in class 10A reinforces the innovation's potential as a valuable tool for improving learning outcomes when implemented effectively.
CONCLUSION AND SUGGESTIONS
Conclusion
Integrating language games into grammar instruction in Tiếng Anh 10 – Global Success enhances classroom dynamics, making lessons more interactive and engaging By using games that focus on practical language application, students can better understand and apply grammatical concepts in meaningful contexts This approach not only reinforces their linguistic knowledge but also increases their confidence in communicating in English.
Grammar games allow teachers to effectively combine the four essential language skills: listening, speaking, reading, and writing, promoting an engaging learning environment As both educators and students become familiar with these games, they require little preparation, resulting in a fun and dynamic classroom experience.
During gameplay, students experience excitement and a strong desire to collaborate, leading to active participation in activities Engaging in games boosts their motivation, enabling them to review previously learned concepts and acquire new ones in a relaxed and enjoyable environment, free from stress and fatigue.
Despite their advantages, grammar games can present certain challenges for both teachers and students:
• They can be time-consuming, leaving teachers with insufficient time to cover all lesson content
• In large classes, managing different proficiency levels and maintaining discipline can be difficult due to noise and varying student engagement
In conclusion, using games to teach grammar is an engaging and effective approach that can be implemented in any classroom setting.
Suggestions
If you are unsure which grammar-based games are best suited for the ESL classroom, consider these key questions:
• Which specific grammar points do you aim to introduce or reinforce through this game?
• Does the game involve practicing any particular language skills? If so, which ones?
• What type of game is it?
• Is the game appropriate for the learners' age group?
• Does the game align with the students' proficiency levels?
• At what stage of the lesson will you integrate the game?
• Are any special materials required for the game? If so, are they easily accessible?
Grammar often causes anxiety for learners, making it crucial to use a variety of teaching methods in English as a Second Language (ESL) instruction While games can be effective teaching tools, excessive use may diminish their educational value Thus, they should be used strategically to either introduce or reinforce a grammatical concept, but not for both purposes simultaneously.
Incorporating games into ESL grammar instruction can be highly beneficial, as it not only captivates students' attention but also encourages them to use English more naturally and with greater confidence.
These recommendations may assist teachers in overcoming challenges with communicative games and adapting to grammar instruction through games, fostering students' engagement and comprehension of the lesson
I have shared this innovation with the hope that this approach will be beneficial in your teaching environment
APPENDICES
Mark the letter A, B, C or D to indicate the correct answer to each of the following questions
A cries B is crying C cried D has cried
2 My father usually _ to work by car
A is going B go C goes D has gone
3 Look at those dark clouds! It _ soon
A is going to rain B rains C is raining D will rain
4 The homework _ by the students before class tomorrow
A will be finished B is finishing C finishes D finished
5 I wanted to go for a walk, _ it was raining
6 Let me _ you with the project
A to help B helping C help D helped
A slept B sleep C was sleeping D am sleeping
8 She broke her arm while she _ basketball
A plays B played C is playing D was playing
9 They _ in this town since 2010
A have lived B lived C live D are living
10 He enjoys _ novels in his free time
A read B reading C to read D reads
A followed B be followed C follow D is followed
12 The message should _ as soon as possible
A be sent B send C be sending D sends
13 This book is _ than the one I read last week
A more interesting B the most interesting
14 Of all the students, Minh is the _ in math
A good B better C best D more good
15 The man _ fixed my car is very friendly
16 My uncle, _ lives in Hanoi, is a famous artist
17 She said that she _ to the party
A will come B comes C would come D is coming
18 If it rains tomorrow, we _ the match
A cancel B will cancel C cancelled D would cancel
19 If I were you, I _ more carefully
A drive B drove C will drive D would drive
20 They asked who would organise the beach clean-up _
A this weekend B today C that weekend D next week
3 A is going to rain 13 A more interesting