Current situation o f teaching vocabulary and gram m ar at M aritim e upper- secondary school
Most teachers at Maritime Upper-Secondary School have received training from various departments or four-year colleges, where the focus on practical methodology is limited and access to up-to-date resources is minimal They have predominantly relied on traditional teaching methods for many years, with the adoption of new approaches linked to the recent introduction of a new textbook for 10th and 11th graders only taking place over the past two years Additionally, the workshops provided by the Ministry of Education and Training (MOET) to introduce innovative teaching methods are infrequent and brief, hindering teachers' ability to fully grasp practical applications in the classroom Consequently, teachers at Maritime Upper-Secondary School lack substantial experience in teaching English through communicative methods.
The vocabulary teaching procedure typically occurs within the context of speaking, listening, reading, and writing lessons, rather than as a standalone subject Students actively use their existing vocabulary while being introduced to new words by teachers and classmates Vocabulary is sometimes reinforced through practice exercises like multiple choice, translation, or gap-filling, although not all lessons incorporate these practices This lack of consistent vocabulary practice can hinder students' ability to remember new words, as learning vocabulary is a cumulative process that strengthens with repeated exposure.
At Maritime School, teachers typically employ the Presentation-Practice-Production (PPP) method for teaching grammar Initially, the teacher introduces new grammar concepts using examples on the board and encourages students to contribute their own examples If students are unfamiliar with the material, the teacher explains the rules, which students then record in their notebooks In the subsequent stage, students engage in a variety of practice exercises based on their textbook and the guidance provided by the teacher.
In the final stage of production, the teacher fails to provide students with opportunities to use the new language in more creative and flexible ways, hindering the ability to assess their true understanding Consequently, this approach limits the effectiveness of grammar teaching.
M aritim e Upper-Secondary School hasn't met the requirem ents o f "com m unicative gram m ar instruction" intended by the textbook writers.
Teachers are often viewed as mere "dictionaries and grammar books," primarily due to the lack of communicative opportunities in the target language, which hinders the effective teaching of vocabulary and grammar Many educators continue to rely on traditional methods, strictly adhering to textbooks without ensuring that their instruction enhances students' ability to communicate in English The successful implementation of new communication-oriented textbooks heavily relies on the quality of teaching, as noted by Hargreaves (1989, p 54).
Curriculum changes cannot occur without corresponding shifts in teacher perspectives and beliefs The assumptions and convictions held by educators significantly influence the change process and play a crucial role in how curriculum policies are implemented in practice.
In 2007, it was emphasized that teachers should act as active mediators of innovation, focusing on developing and reorganizing their own teaching methods This approach contrasts with merely being passive recipients of innovative ideas dictated by experts or curriculum developers.
The primary objective of communicative approaches in English teaching and learning is to enable students to effectively communicate in real-life situations However, it is crucial for students to fulfill the academic requirements set by their educational institution At Maritime Upper-Secondary School, formal assessments are conducted throughout the term, which include one oral test, two fifteen-minute tests, two forty-five minute tests, and a final exam, as mandated by the Ministry of Education and Training (MOET).
Final exams primarily focus on evaluating students' vocabulary and grammar knowledge, often reflecting the content covered in the course.
5 and reading skill Iherefore, under the pressure o f preparing for the ex am , students seem to pay more attention to vocabulary and grammar learning.
To fulfill M OET's requirement for communicative English teaching and to prepare students at Maritime Upper Secondary School for their final examination, it is essential to incorporate effective communicative activities Research indicates that language games are a valuable tool for teaching vocabulary and grammar in this context.
While the literature highlights various theoretical benefits of games in education, their practical effectiveness in specific teaching and learning contexts remains uncertain This study aims to investigate whether incorporating games into vocabulary and grammar instruction enhances student learning outcomes.
M aritim e Upper-Secondary School better at learning English or not.
Purpose o f the study
This study investigates the challenges faced by students at Maritime Upper-Secondary School in retaining vocabulary and grammar, while also examining the impact of games on their learning It aims to explore students' attitudes, expectations, and progress in mastering these language components through game-based learning.
Research q u e stio n s
The study was designed to explore the following questions:
1 Why are the students at M aritim e Upper-Secondary School w eak at learning vocabulary and gram m ar items?
2 Does the use o f gam es help students learn vocabulary and gram m ar more effectively?
3 W hat are the students' feeling and attitudes to learning English vocabulary and gram m ar through games?
Scope o f the research
This study concentrates on utilizing games to enhance vocabulary and grammar instruction for 11th graders during the second term at Maritime Upper-Secondary School, aiming to achieve the outlined educational objectives.
O utline o f the thesis
The thesis is organized into five chapters, apart from the references and necessary appendices:
Chapter I: Introduction outlines the motivations behind the study, detailing its objectives, scope, and the research questions that guide the investigation.
Chapter II of this literature review explores various academic perspectives on the teaching and learning of vocabulary and grammar, as well as the integration of games in language education.
Chapter III: M ethodology This chapter is the main part o f the thesis describing how the study was conducted.
Chapter IV: Data Analysis and Discussion presents a thorough examination of the study's results, highlighting key findings and insights This section not only analyzes the data collected but also engages in a discussion of its implications Ultimately, it concludes with a summary of the main findings, providing a comprehensive overview of the research outcomes.
Chapter V: Conclusion and Recommendations The chapter includes recom m endations, lim itations and suggestion for further cycles o f research and conclusion.
V ocabulary and gram m ar learning and teaching
W hat’s involved in learning a w o rd ?
When studying vocabulary, learners should focus on two key aspects: the meanings of words, which include conceptual and affective meanings, style, sense relations, collocations, and idioms, as well as the forms of words, encompassing grammar, word formation, and pronunciation (Gain & Redman, 1986) Additionally, understanding vocabulary involves recognizing denotative and connotative meanings, along with the relationships among words, such as systematic, syntagmatic, and paradigmatic relations, including synonymy, antonymy, and hyponymy (Hedge, 2000).
According to Laufer (1997), understanding a word requires knowledge of several key aspects: its spoken and written forms, including pronunciation and spelling; its structure, encompassing basic free or bound morphemes along with common derivations and inflections; its syntactic patterns within phrases and sentences; its meanings, which include referential, affective, and pragmatic dimensions; its lexical relationships with other words, such as synonyms and antonyms; and its common collocations.
Nation (1990) emphasizes that understanding a word encompasses its form, meaning, and use, but he approaches the learner's needs differently by examining receptive and productive knowledge Receptive vocabulary involves recognizing a word's form while listening or reading and retrieving its meaning, whereas productive vocabulary requires the ability to express a meaning through speaking or writing, necessitating the retrieval and production of the correct word form.
Maritime Upper-Secondary School students concentrate on developing four essential language skills: reading, speaking, listening, and writing To enhance their learning experience, it is crucial for students to understand and apply the vocabulary they acquire for both receptive and productive communication.
From the point o f view o f receptive and productive know ledge and use, know ing a word involves aspects as in the following table spoken R What d oes the word sound like?
P H ow is the word pronounced?
Form written R What does the word look like?
P H ow is the word written and spelled? word parts R What parts are recognizable in this word?
P What word parts are needed to express the m ean in g? form and m eaning R What m eaning d oes this word form signal?
P What word form can be used to express this m ean ing?
M eaning concept and referents R What is included in the concept?
P What item s can the concept refer to? associations R What other words d oes this make us think of?
P What other words could w e use instead o f this on e? grammatical functions R In what patterns d oes the word occur?
P In what patterns must w e use this word?
U se collocation s R What w ords or types o f words occur with this on e?
When considering the appropriate words to use alongside a specific term, it's essential to identify the constraints on their usage This includes understanding the expected contexts—where, when, and how frequently we might encounter the term Additionally, we should also explore the permissible contexts for using the word, ensuring we align with the appropriate register and frequency for effective communication.
Table 2.1 What is involved in knowing a w ord
In summary, word learners must focus on various aspects, including meaning, form, and usage Teachers should assess the learning burden of each aspect to effectively guide their instruction, emphasizing areas that require attention and highlighting underlying patterns to facilitate future learning.
W hat is involved in learning gram m ar
Before organizing the teaching structure, it is essential to define what constitutes grammar According to Penny Ur (1988), various aspects of teaching and learning grammatical structures can be categorized as outlined in the following table.
Listening Perception and recognition o f the spoken form o f the structure
Comprehension o f w h at the spoken structure m eans in context
Speaking Production o f well-formed examples in speech
Use o f the structure to convey meanings in speech
R eading Perception and recognition o f the written form
Com prehension o f w h at the written structure m eans in context
W riting Production o f well-formed examples in writing
Use o f the structure to convey meanings in writing
Table 2.2 Aspects o f the teaching or learning o f structures
The concept of grammar encompasses both grammatical form and meaning, highlighting its importance across various language skills Teachers must identify which aspects of grammar to emphasize in listening, speaking, reading, and writing to enhance students' understanding and proficiency.
Penny Ur emphasizes the importance of maintaining a balance in teaching methods, noting that some educators may focus on certain aspects while neglecting others She argues that it is essential to consider the specific needs of the class being taught to ensure effective learning outcomes (Ur, 1988, p 6).
Larsen-Freeman (2001), in another way, proposes the concept o f gram m ar not only in aspects o f gramm atical form and meaning but also grammatical use as well
A ccording to Larsen-Freeman, there is a three dimensional gram m ar fram ew ork This fram ew ork is given under the form o f a pie chart in the next page.
The pie chart illustrates three dimensions: structure or form, semantics or meaning, and the pragmatic conditions governing use As noted by Larsen-Freeman (2001), the chart's shape emphasizes the complexity of grammar The section representing form or structure reveals how specific grammatical constructions are formed and their sequencing with other structures or texts Additionally, it is crucial to consider phonemic and graphemic patterns, particularly in relation to certain structures like possessives and phrasal verbs.
The semantic wedge of meaning encompasses both lexical and grammatical interpretations, such as the dictionary definition of a preposition and the conditional structure that indicates a condition and its outcome In contrast, the pragmatic aspect of meaning, represented in the remaining portion of the pie chart, poses challenges in definition Levinson's (1983) broad definition of pragmatics, which addresses all meaning aspects not covered by semantic theory, is refined by Larsen-Freeman (2001) to focus on the grammaticalized relationships between language and context Context can be understood in various ways, including social context—shaped by the relationships and settings of interlocutors—and linguistic discourse context, which refers to the surrounding language that influences the use of specific structures and the presuppositions about context.
M orphosyntactic and SE M A N T IC S lexical patterns Lexical m eaning Phonem ic/graphem ic Grammatical patterns m eaning
Chart 2.1 A three dim ensional gram m ar fram ew ork
When teaching English grammar, it's essential to consider all three dimensions of learning However, ESL/EFL teachers should not overwhelm students by presenting all information simultaneously Instead, teachers should pinpoint the specific learning challenges their students may face Identifying these challenging dimensions is a crucial step that should precede any instructional approach (Larsen-Freeman, 2001).
In her work, Larsen-Freeman introduces the concept of "grammaring," which emphasizes the importance of teaching students to use grammatical structures accurately, meaningfully, and appropriately This approach contrasts with traditional methods that focus on merely filling students' minds with grammatical paradigms and syntactic rules (Larsen-Freeman, 2001).
Im plications for vocabulary and gram m ar teaching
This section summarizes various teaching strategies aimed at helping language students accurately, meaningfully, and appropriately use words and grammatical structures, taking into account essential factors related to learning.
H ow m any and which words to teach
The vocabulary size necessary for learners largely depends on their goals For instance, those aiming to navigate a short vacation in a foreign country may only need a limited set of words However, for daily conversations or as a foundational goal for second language learners, a vocabulary of approximately 2,000 words is more realistic While this amount may not cover every topic or allow for in-depth discussions, it serves as a solid starting point for effective communication.
A vocabulary of around 2,000 words is adequate for engaging in basic conversations with native speakers about everyday topics, serving as a foundation for advanced study As learners gain proficiency, they need to expand their vocabulary to read authentic texts, with research indicating that a range of 3,000 to 5,000 words is necessary for initial access to written materials These insights suggest that while a complete vocabulary cannot be taught, it is essential to determine which words should be prioritized in the learning process.
According to Schmitt (2000), while many teachers face restrictions from mandated word lists, they still have the opportunity to make informed choices about vocabulary instruction Key principles for selecting words include focusing on high-frequency terms, words relevant to specific topics such as family, education, health, and environment, and those that students express a desire to learn Emphasizing learner-centered approaches can enhance student motivation and engagement, as allowing students to choose some of their vocabulary can lead to greater dedication in their studies Additionally, it is crucial to teach essential vocabulary for classroom management, such as basic commands like "please open your books to page 30," especially at the beginning of a course.
The selection of vocabulary words to teach learners is heavily influenced by our teaching methods This topic will be further examined in the upcoming section.
Decarrico (2001) emphasizes that new vocabulary should not be learned in isolation or through rote memorization Instead, she advocates for engaging exercises that provide multiple exposures to new words One effective method is using word association lists that highlight key terms in texts This approach, particularly beneficial for beginner learners, has been shown to help students acquire and retain a significant number of words in a short timeframe (Hedge, 2000; Decarrico).
Word association techniques, such as semantic mapping, enhance comprehension by revealing the relationships between words in a text These methods create associative networks that facilitate deeper understanding, particularly through the use of curated lists of vocabulary to be learned.
An effective method for teaching vocabulary, particularly word families, involves introducing the family alongside definitions for each term, such as the derivational set of act, action, active, and actively Teachers can also isolate word families found in specific texts, utilizing highlighting techniques to help students visualize the relationships between words Highlighting passages in a text offers the added benefit of providing a natural context, allowing students to trace and understand the connections between words more effectively.
13 through the discourse and observe how the forms change according to discourse function” (Decarrico 2001, p 289).
Promoting a deep level of processing in vocabulary teaching is crucial for effective learning, as it facilitates the transfer of information from short-term to long-term memory According to Decarrico, short-term memory has limited capacity and retains information only temporarily, typically for seconds In contrast, long-term memory offers nearly unlimited storage, making it essential to engage students in deeper processing to enhance their retention and understanding of vocabulary.
Teachers can enhance classroom engagement by incorporating diverse techniques, such as language games that reinforce vocabulary These games are not only enjoyable and competitive but also help students retain information more effectively The benefits of using games in language learning will be explored further in the next section.
Grammar teaching typically follows the "PPP" approach, which includes three stages: presentation, practice, and production Each of these stages offers various teaching strategies aimed at helping language students use linguistic forms accurately, meaningfully, and appropriately This article will explore different methods to effectively achieve these teaching goals.
In recent years, teachers have increasingly adopted a communicatively oriented approach to language instruction, beginning with communicative activities such as task- or content-based materials This method prioritizes communication over traditional grammar instruction, which typically presents grammatical structures before contextual use Despite the differences in grammar presentation between these approaches, teachers must carefully consider how to address grammar in their lessons Larsen-Freeman (2001) offers a variety of options for teachers to consider in this regard.
One effective approach to enhance students' grammatical understanding is to draw their attention to specific features of grammatical structures For instance, when a student makes an error, the teacher can assist by recasting or reformulating the student's original statement in a more accurate and meaningful way.
Emphasizing specific grammatical structures within a text can effectively enhance students' awareness of language According to Hedge (2000), the process of noticing is crucial; once students recognize these structures and understand the connection between form and meaning, they can integrate them into their learning experience.
Learners analyze grammatical forms to integrate them into their existing language knowledge (Hedge, 2000, p 146) Alternatively, a consciousness-raising task can be employed, where students are tasked with deriving grammatical generalizations from provided data.
G am es for language teaching and learn in g 1 8 1 W hat are language g a m e s?
Types o f language g a m e s 2.2.3 The advantages o f using g a m es
According to Rixon, there are two types o f language games: code-control gam es and communication games.
W hen using code-control games, players have to produce correct language or dem onstrate that they have interpreted a particular piece o f language correctly (Rixon, 1981).
In these games, Rixon suggests that correct repetition o f a lim ited range o f language is the important thing In this way they are sim ilar in their function to drills
In language learning activities, it is essential to have a qualified individual to assess the accuracy of responses, typically the teacher The teacher's expertise in the target language positions them as a crucial facilitator in managing and guiding these interactive language exercises effectively.
T h e teacher also is the person who awards credit for correct answ ers and rejects incorrect ones.
Code-control games engage players by requiring them to accurately express phrases, practice specific structures, and enhance their vocabulary while challenging their memory, as seen in games like "I went shopping." Although the methods for winning and organizing participants may differ, the fundamental principle remains consistent: players must achieve correctness to succeed.
In communication games, the focus shifts from strict correctness, as seen in code control games, to enhancing communicative effectiveness However, this does not imply that these games neglect the importance of accuracy; as Rixon (1981) points out, excessive mistakes can hinder communication, and the limited range of language required in many games often leads to students repetitively practicing certain structures.
In a communication game, players may use imperfect language, but as long as the message is understood, they achieve their goals Unlike code control games, there are fewer restrictions on the length of utterances, allowing players to continue communicating until their objectives are met.
In this way students are given the chance to develop the skills needed for taking part in discussion as well as to practice individual language items.
While there are notable differences between code control games and communication games, both play a valuable role in educational programs According to Rixon (1981, p 32), students can effectively utilize the language learned from code control games in a flexible manner encouraged by communication games The author’s objective is to ensure that students attain both linguistic accuracy and communicative effectiveness.
Many experts o f language teaching methodology have argued that gam es are not ju st time-filling activities but have a great educational value, especially in com m unicative language teaching class.
G am es provides m eaningful practice
Games serve as an effective tool for students to engage with the language they are learning, offering both enjoyment and meaningful practice By incorporating games into the classroom, teachers can create diverse contexts that encourage students to communicate, exchange information, and express their opinions, enhancing their language skills in an interactive way (Wright, Betteridge, and Buckby, 1984).
T he need for meaningfulness in language learning has been accepted for som e years
When students experience emotions such as amusement, anger, challenge, or surprise, the context becomes meaningful, enhancing their retention of the language they engage with Hadfield (1990) supports this idea, stating that games offer concentrated practice similar to traditional drills, while also fostering real communication, effectively bridging the gap between classroom learning and real-world application.
Games are highly m otivating and entertaining, and they can “lower anxiety”, give shy students m ore opportunity to express their opinions and feelings (Hansen,
1994, p 118) Therefore, learners can perform w hat they know, what they are familiar w ith and what they are able to produce From the researches o f U berm an (1998),
N guyen & K.huat (2005) we can realize the enthusiasm o f their students in learning through games.
Competition among individual learners or teams serves as a powerful motivator in many games This competitive element encourages students to accurately produce the necessary language skills, driving them towards success.
Incorporating language games in the classroom significantly reduces stress for students, allowing them to engage with unfamiliar structures and vocabulary more effectively Continuous exposure to intensive practice without variation can hinder long-term learning benefits Therefore, introducing games creates a more dynamic and enjoyable learning environment, essential for maintaining student motivation When students feel relaxed and free from anxiety, their ability to learn improves, leading to more effective study sessions.
Motivation plays a crucial role in students' learning, making the acquisition of knowledge more meaningful and effective Consequently, teachers should consider incorporating games as a strategy to boost student motivation.
H uang (1996, p.l quoted in Nguyen & Khuat, 2005) comes to a conclusion that
"learning through games could encourage the operation o f certain psychological and intellectual factors which could facilitate communication, heighten self-esteem , m otivation and spontaneity, reinforce learning, improve intonation and build confidence."
G am es prom ote participation and cooperation
Games have become increasingly popular in language classes because they promote student engagement and collaboration, helping to alleviate the anxieties of those who may feel overwhelmed in traditional classroom settings.
Games foster collaboration and teamwork, as players engage in group or pair activities to achieve objectives Through shared information and mutual support, participants feel less concerned about making mistakes, knowing that their peers will provide corrections and assistance.
Games foster collaboration among students of varying skill levels, allowing them to leverage their unique strengths to achieve team objectives This cooperative environment enhances teamwork and the spirit of group work.
G am es provide active learner-centered learning
To achieve the game's objectives, students must collaborate in pairs, groups, or teams, fostering communication and discussion This collaborative environment allows learners to share information and express their viewpoints before reaching a consensus In this context, games provide opportunities for students to engage with one another while the teacher adopts a more observational role, transitioning from a director to a facilitator and language guide According to Rixon (1981), teachers should act as a "source of information," offering suggestions and clarifications to enhance understanding among players Ultimately, games represent a shift away from teacher-centered instruction, promoting a more active, learner-centered approach to education.
G am es provide immediate feedback
After introducing a new language concept, teachers seek to assess their students' understanding and identify any gaps in knowledge The common method for evaluating students' acquisition is through testing, although this approach can be time-consuming.
B y using games, teachers can receive inform ation about their teaching, but in a q u ick er way To explain this, David and Hollowell (1989) state as follows:
Effective ways to make games w ork in a language c la s s
When incorporating games into the learning process, teachers must carefully consider several factors to ensure their effectiveness According to Uberman (1998), the appropriateness of the chosen games is crucial for maximizing educational benefits Key considerations include students' ages, relevant tasks and topics, and the time required to complete the games Additionally, class size plays a significant role in game selection; for instance, with a class of 54 students, certain interactive games, such as "selling or buying things," may not be feasible due to potential noise disruption, as highlighted by Nguyen & Khuat (2005).
Another factor that should be m entioned here is the choice o f language level
According to Harmer (1998), teaching methods vary significantly based on students' language proficiency levels Beginners or non-major English learners benefit from exposure to simpler language that is easier to comprehend In contrast, intermediate students or English majors, who possess a foundational understanding, should be challenged with more complex tasks that demand a higher level of proficiency.
When to use gam es
Games serve as effective warm-up activities or fillers at the end of lessons According to Uberman (1998), they are also beneficial for revision, as they help learners recall material in an enjoyable and engaging manner.
Rixon emphasizes that games can be effectively integrated throughout all stages of a lesson, as long as they are appropriately selected The teacher's objectives related to the game may differ at various phases of the lesson.
1 Presentation Provide a good model making its meaning clear;
2 Controlled practice Elicit good imitation o f new language and appropriate responses;
3 Com m unicative practice Give students a chance to use the language.
The three main stages guide students from having no knowledge of a new language to confidently using it independently When incorporating games into lessons, it's crucial to align the gameplay, player interactions, and the teacher's role with the current lesson stage The teacher's objectives and applicable techniques for each stage are detailed in the following table.
Stage o f teachin g Teacher's aim Teacher's and students' roles T ypes o f gam e
Presentation Provide a good model o f the new language Make its m eaning clear Check students' understanding
Teacher is the centre o f attention Students respond to teacher's cu es to show their understanding
Played by w h o le class under teacher's direction
C om petitive Teacher is ju d g e o f responses and scorer
R esponses are sim p le actions or yes/n o answ ers; players do not yet produce new language th e m se lv e s e.£ O'Gradv S a v s
Elicit a good imitation o f the m odel from students
Elicit new language as an appropriate response to situation or context Help students perform grammatical transformations on the n ew language
Teacher cu es and directs what the class d oes, but the interactions are more varied, e.g teacher- class, teacher- individual, individual- individual, group- group
Played by w h o le class under teacher's direction
T eacher is ju d g e o f responses and scorer Players must produce the language correctly and appropriately and/or do correct transform ations on it e.g W ho Is It?
Give opportunities to use the language to affect other people's actions, e.g g iv e instructions, persuade, solve a problem
Teacher steps out o f the lim elight Students interact directly as, e.g , pairs, sm all groups, or as individual and small group
Teacher monitors groups and advises players when needed
Individual, pair or sm all- group gam es not under direct control o f teacher Players m ust u se language to ach ieve practical aim
C ooperative or com p etitive Students can ju d g e their ow n su ccess e.g D escribe and Draw, Find Y our Partner
Table 2.3 Types o f gam es suitable at the three stages o f teaching new language
Teachers should assess the time available for games during lessons by asking, "What is the maximum amount of time we have?" According to Lewis and Bedson (1999), the duration of games should range from five to twenty minutes, encompassing preparation, presentation, gameplay, and post-game activities.
T hus, good preparation will enable teachers and students to have m ore time for playing games.
To create engaging and effective game materials for students, it's essential to use resources that capture their interest and motivation Utilizing diverse materials such as clear pictures from updated magazines, flashcards, and realia can enhance the learning experience These materials should differ from those found in textbooks to maintain novelty Additionally, ensuring that all necessary items, including handouts, color pencils, and transparencies, are ready for individual students or groups is crucial By focusing on these key elements, we can significantly boost student participation and readiness for game activities.
To ensure effective classroom management, teachers must organize students into appropriate groups, provide necessary materials, and ensure clear understanding of tasks Simply reading or distributing game rules is insufficient; a comprehensive introduction that includes an explanation and demonstration is essential As Rixon (1981) points out, unprepared students can lead to chaotic situations that require additional time to rectify Similarly, Harmer (1998) emphasizes that even the best activities become ineffective if students lack clarity on their objectives.
Providing a comprehensive demonstration and explanation of a new game is essential for helping students understand the language they can practice while playing To make the instructions engaging and effective, teachers should aim to keep their demonstrations lively, simple, and appealing, encouraging students to participate It's crucial to ensure that students grasp the instructions, which can be done by asking a student to clarify the activity or having someone demonstrate it to the class If necessary, teachers may use the students' native language to explain the game's rules, ensuring that everyone comprehends and is prepared to play.
The notes on each game indicate the suitable form of class organization, which includes individual, pair, group, and class work Among these, pair and group work are particularly crucial for providing learners with ample opportunities for oral practice in language use.
Pair work: This is easy and fast to organize It provides opportunities for intensive listening and speaking practice.
Effective group work is crucial for games requiring four to six players, necessitating consistent group membership to foster goodwill and efficiency When forming groups, teachers should consider mixing abilities for competitive challenges, while ability-based grouping can be used when no competition is involved Appointing a group leader, typically a more capable learner, is recommended, although empowering a timid student with this role can be beneficial The teacher's responsibility includes organizing the activity and facilitating communication between students and themselves Additionally, designating a 'secretary' to document answers and notes can enhance student engagement and collaboration.
Effective class organization relies heavily on appropriate seating arrangements Adjusting seating can enhance student interaction, aligning with the specific requirements of different activities For pair work, students should be positioned next to or facing one another to facilitate communication In contrast, group work is best supported by circular or horseshoe seating arrangements, promoting collaboration and engagement.
(1994) suggests that learners can make eye contact with everyone else in the group and thus interact much more naturally in a circle or horseshoe.
Teacher as a m onitor/ corrector/ an evaluator o f responses
As I mentioned above, there are two types o f games: code-control gam es and com m unication games 1 herefore, the teacher's role varies from one kind o f games to another.
In code-control games, the teacher acts as an evaluator of student responses, ensuring decisions are clear and firm without showing irritation towards those who struggle It's essential for the teacher to note areas needing remedial work without interrupting the game for immediate instruction Instead, additional explanations can be provided afterward Additionally, the teacher should utilize a clear and engaging method to indicate approval or rejection of answers, as simply marking the scoreboard lacks excitement.
In communication games, teachers play a crucial role in observing students' performances without acting as judges, allowing for a relaxed atmosphere While errors may not matter within the context of the game, it's important for teachers to address them effectively Stopping the game to teach or correct can disrupt the flow and make students self-conscious Instead, quick corrections of significant errors can be made while monitoring groups, focusing on major issues rather than minor slips Teachers should gather information on errors during the activity for later lessons, and maintaining a small notepad can help document these observations systematically, noting both the types of errors and the students who make them.
Teacher as a person who summ arizes anti comments
Students appreciate receiving positive feedback on their performance during games, as it fosters a supportive and engaging atmosphere Encouragement, recognition of clever moves, and light-hearted commentary on amusing incidents enhance their experience, while also allowing for constructive correction of errors This approach differs from formal language feedback, emphasizing interest in students' activities and promoting awareness of their peers' progress It's crucial to avoid ridiculing individuals; instead, focus on making positive remarks about specific players while keeping negative feedback more general.
Previous studies about the effects o f using games for teaching and learning
Commonly, the results o f most studies support the use o f gam es in English learning and teaching The experimental researches conducted by A gnieszka Uberman
In their studies, Uberman (1998) and Dao Thi Thanh Mai (2004) compared the effectiveness of two vocabulary teaching techniques: word games and traditional methods Both researchers tested two groups, revealing that the experimental group using games performed better in word recall However, Uberman's study lacked evidence regarding students' attitudes and was limited to a single lesson with one game To address these shortcomings, Dao Thi Thanh Mai conducted a more extensive experiment over a longer duration and with a larger sample size Her research not only confirmed the effectiveness of games in vocabulary revision but also assessed students' attitudes towards both innovative and traditional teaching methods through a follow-up questionnaire.
Sharing the same opinion, Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga
In 2005, a study confirmed the effectiveness of using games for vocabulary learning through action research, which involved observing classes and interviewing teachers and students about their experiences Despite these efforts to gather evidence on the positive impact of games in vocabulary acquisition, the study faced similar issues as the research conducted by Uberman in 1998.
In a limited two-week timeframe, Khuat and Nguyen (2005) highlighted the challenges in evaluating student achievements, noting that vocabulary learning is a cumulative process.
In her 2006 study, Nguyen Phuong Hoai provided compelling evidence for the effectiveness of using games in language learning She conducted a post-test at the end of the treatment, which assessed the vocabulary that students had revised during the experiment Additionally, a daily record was maintained to evaluate the impact of various activities, such as games and practice exercises, ensuring that any retention of word meanings was attributed to these methods rather than external factors Furthermore, she highlighted the importance of repeatedly encountering words through different games and exercises, reinforcing vocabulary retention.
This literature survey serves as a valuable resource for language educators, demonstrating that the unique features of games enhance the efficiency and effectiveness of vocabulary acquisition However, existing research has not assessed the impact of games on teaching both vocabulary and grammar across different learning stages This study aims to address this gap in the literature.
METHODOLOGY 30 3.1 R esearch m eth o d s
A ction research
To address my questions, I opted for an action research approach due to the complexity of the classes I teach, which makes it challenging to control all variables as required by experimental research Action research is particularly valuable because, as Nunan (1992) states, "it makes no sense for an outsider to arbitrate on the practical problems facing teachers and learners." This method serves as an effective professional tool to facilitate meaningful change in my classroom.
Action research, also referred to as participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research, encompasses various definitions Among these, one definition particularly highlights the essence of action research.
Action research is a form of Classroom Centered Research that targets specific problems within an individual teacher's classroom, making it small scale and situational Defined as "ideas-in-action," this research is typically conducted by classroom teachers during their regular activities rather than by external experts It can be undertaken collaboratively by a group of teachers or individually by a single educator.
Action research, as highlighted by LoCastro (2000), integrates action and research, enabling teachers to experiment with new ideas by modifying one aspect of their teaching and observing the outcomes This process aims to enhance teaching practices and encourages teachers to adopt a reflective approach towards their classroom methodologies By continuously evaluating the effects of their experiments, teachers can make informed adjustments to their practices, fostering a cycle of improvement and introspection.
1988) The linking o f two important features 'action' and 'research' o f this m ethod also
"provides a way o f working which links theory and practice into the one whole: ideas- in-action" (Kemmis & Me Taggart, 1988).
The action research process is characterized by several steps that unfold in a spiraling and evolving manner According to Kemmis and McTaggart's classic model from 1988, this process consists of four key steps.
1 Planning - a problem or issue is identified and a plan o f action is developed in order to bring about improvements in specific areas o f the research context.
2 Action - the plan is put into action over an agreed period o f time.
3 Observation - the effects o f the action are observed and data are collected
4 Reflection - the effects o f the action are evaluated and becom e the basis for further cycles o f research.
Procedure o f an action re se a rc h
In my teaching experience, I noticed that my students struggled with vocabulary and grammar retention, leading to low scores on their pre-tests To address this issue, I analyzed their pre-test papers after completing the first four units, and the findings are detailed in section 4.1.1.
Observations was used to collect information on the causes o f the above m entioned problem The detail o f the observations was described in 4.1.2.
Causes o f the problem were discovered on the basis o f analysis o f the data collected and are presented in 4.1
Based on the detailed analysis of the collected data presented in section 4.1, we propose an action plan that incorporates the implementation of games to enhance vocabulary and grammar learning.
In the final four units of the second term for class 11A4, an action plan was implemented to enhance vocabulary and grammar learning through the use of games The primary objective of this initiative was to assess the effectiveness of this innovative teaching method in improving student outcomes.
W hile the action plan was implem ented, the researcher continued to collect data by using the same observation sheet The analysis o f these collected data w'as described in details in 4.4.3.
After implementing games in the last four units, a questionnaire was distributed to assess students' expectations and attitudes A written post-test focused on lexical and grammatical points learned during these units was administered, allowing for a comparison of results with a pre-test This analysis aimed to evaluate the effectiveness of game-based learning in enhancing students' vocabulary and grammar acquisition The gathered data will not only address the research questions regarding the impact of games on learning but also inform future research cycles.
Description ot data collection instrum ents
The subjects involved in the research are 54 eleventh graders in class 11 A4 at
At Maritime Upper-Secondary School, the male student population exceeds that of female students, with all participants being 16 years old Most students have been engaged with the new English curriculum for four years, which includes three years of secondary education and one year in 10th grade By the time the research was conducted, these students were in their second semester and had just completed the first semester of the English course outlined by the Ministry of Education and Training (MOET).
The observer, an English teacher at Maritime Upper-Secondary School for 13 years, holds a certificate from a post-graduate program and has participated in workshops by MOET that focus on innovative teaching methods Her extensive experience and ongoing professional development make her well-qualified to observe the learning class effectively.
3.3 Description o f data collection instrum ents
To address the research questions and objectives, various data collection methods were employed Initially, I identified students' difficulties with vocabulary and grammar retention through analysis of their written pre-test papers and observations Subsequently, I reviewed relevant literature to develop improvement strategies Finally, to assess the effectiveness of these solutions, I utilized observations, a questionnaire, and a post-test.
Classroom observation serves as a valuable tool for conducting action research, enabling the collection of data on teaching and learning dynamics This study involved observing lessons to identify factors that influence students' learning abilities.
The observation sheet was crafted to assess key aspects of classroom teaching and learning, focusing on four main components: (1) the linguistic objectives of the lesson; (2) the teacher's techniques and performance, including lesson presentation and engagement strategies; (3) classroom management and student involvement, evaluating the organization of activities and student motivation; and (4) the overall effectiveness of the instructional approach.
33 effectiveness or the lesson's success (how the students achieved the tasks an d goals o f the lesson).
Before each lesson, the observer received an observation sheet to document classroom activities Positioned unobtrusively, the observer monitored the entire class, focusing on both student and teacher interactions, and completed the observation sheets accordingly.
The study comprised sixteen lessons across eight units, with the initial four units focusing on traditional methods for teaching vocabulary and grammar to identify student challenges In contrast, the final four units incorporated language games to enhance the learning experience Observations at the end of each lesson in the latter units indicated noticeable changes in teaching and learning outcomes following the introduction of these interactive games.
A questionnaire was developed to assess students' opinions and attitudes towards learning English vocabulary and grammar through language games This information was instrumental in addressing research question 3, as it aimed to identify activities that individuals find personally significant, potentially enhancing their motivation for other learning activities (William and Burden).
The questionnaire was selected as a key data collection tool due to its numerous advantages It allows for rapid information gathering from a large group, making it particularly effective for studies involving 54 students Additionally, the data collected is relatively easy to tabulate and analyze, providing valuable insights for hypothesis testing (Gillham, 2000).
The questionnaire chosen for data collection consisted o f the following parts: Part 1 consisted o f Question 1, Question 2, Question 3 Q uestion 1 and
Question 2 sought to gather students' opinions on word and grammar games, while Question 3 explored their feelings towards the games played in the classroom.
Part II was composed of two questions, one for word gam es and the another for gram m ar games The purpose o f this subpart was to find out the students' belief on the effect of word and gram m ar games There were four options for each statement from strong agreement to strong disagreem ent for the respondents to endorse according to their beliefs ' 1 he choice o f an even num ber o f options w as to force respondents to "jump one way or the other", rather than to "sit on the fence" by choosing a neutral non-opinion option' (Le van Canh, 2007 p 7) For each statement in the part II, students were invited to respond with their level o f agreem ent, and each statem ent was scored 4 for "strongly agree" down to 1 for "strongly disagree" In question 4 and question 5 there were nine statem ents about the effects o f gam es in helping students learn vocabulary and grammar At the end o f the part II, an open- ended question asked the respondents to give their personal opinions about using gam es in learning vocabulary and gram mar in the next terms The open-ended question was aimed at eliciting richer data from the respondents, in further exploration o f their belief about the new method.
The questionnaire was developed in Vietnamese to eliminate any language barriers for respondents It was administered to students at the end of the second term to assess changes in their attitudes toward learning vocabulary and grammar through the use of games.
This research aimed to investigate the impact of language games on students' vocabulary and grammar acquisition To gather valuable insights into students' learning progress, pre-tests and post-tests were utilized as essential research tools, administered before and after the trial.
The study involved a pre-test conducted after the first four units, focusing on vocabulary and grammar without the use of games, followed by a post-test at the end of the last four units, which incorporated language games for teaching these concepts Both tests were designed with similar levels of difficulty and formats, adhering to MOET requirements, featuring 40 multiple-choice items However, the content of the tests differed, reflecting the specific lexical and grammatical points covered throughout the course.
Each test takes 45 minutes to complete The scores on each test ran g e from 0 to 10 and are grouped into levels o f perform ance as follows:
The comparison of post-test results with pre-test scores provided a baseline to evaluate the effectiveness of using games in teaching vocabulary and grammar, determining whether this approach can enhance students' learning outcomes.
CHAPTER IV DATA ANALYSIS AND DISCUSSION
Initial results 3 y 1 The problem 3-7 2 Causes o f the p ro b le m 3 g 4.2 Summary o f the problem and their c au se s
The pre-test results indicated that many students struggled with vocabulary and grammar Classroom observations aimed to uncover the root causes of this issue, highlighting two key factors: the teaching techniques used for presenting and practicing lexical and grammatical concepts, and the level of student involvement and motivation.
Table 1 below summarized the results o f the pre-test that students took after learning the first eight lessons in the second term.
Table 4.1: Sum m ary o f the results o f the pre-test
Table 1 reveals that only 2 students (3.7%) achieved a very good level, while 14 students (25.9%) received good marks The majority of students, accounting for 59.3%, fell into the average category Additionally, 7.4% of students were classified as weak, representing one-third of those who scored well Lastly, two students scored between 1 and 2 marks, placing them at the very poor level.
The analysis indicates that 59.3% of students are at an average level of retention, recalling nearly 50% of the vocabulary and grammatical concepts learned in previous lessons This suggests that a significant portion of the acquired language skills diminishes shortly after instruction.
To identify the reasons behind students' difficulties in learning vocabulary and grammar, observations were conducted to analyze the teacher's methods of presenting and practicing these language elements, as well as the students' levels of engagement and learning.
Each unit in the textbook consists of five lessons: four dedicated to the core language skills of reading, speaking, listening, and writing, and one focusing on the practice of language forms, including pronunciation, grammar, and vocabulary These language skills are typically taught in separate 45-minute lessons, although at my school, the language focus lesson can extend to 90 minutes to provide students with more practice time This extended duration allows teachers to effectively cover grammar topics The study aimed to investigate the teaching methods for vocabulary and grammar during the second term, specifically observing eight lessons from the first four units—four focused on language skills and four on the language focus section The following sections detail the issues identified by the researcher.
The analysis of the teacher's performance during the first eight lessons indicated that she generally excelled in her role Her voice was clear and engaging, and her pronunciation and intonation demonstrated fluency and a strong command of the English language However, there were areas for improvement, particularly in her attention to certain ending sounds in words like "telecommunication," "Siberian," and "consequences."
The teacher effectively utilized non-verbal communication techniques, including eye contact, gestures, and a warm smile, fostering a friendly rapport with students and ensuring they felt respected and treated fairly Overall, the teacher's performance appeared to be strong; however, it raises the question of what issues may have impacted the overall success of the lesson.
The observation results indicate that the teacher predominantly employs traditional methods for teaching vocabulary and grammar, often presenting new words within the context of speaking, listening, reading, and writing lessons Typically, the teacher asks students to provide Vietnamese equivalents or guess meanings based on reading texts, and if they struggle, translations are quickly provided to save time Only in one instance did the teacher utilize pictorial aids from the textbook, which appeared to enhance students' retention of new vocabulary However, vocabulary practice is inconsistent; while some lessons incorporate exercises like multiple-choice or gap-filling, others lack separate vocabulary practice, integrating it solely within broader language skill development Consequently, students often memorize lists of words with their meanings in Vietnamese without contextual practice, leading to dissatisfaction with their learning experience, as they may attribute their struggles to poor memorization rather than ineffective teaching methods.
Inadequate vocabulary practices can hinder the ability to remember new words, as learning new vocabulary is a cumulative process According to Nation (2000), words are enriched and solidified through repeated exposure and usage.
In the first eight observed lessons, grammar instruction was primarily integrated into the language focus segment, allowing for ample time and related practice exercises The teacher employed the PPP (Presentation, Practice, Production) model for teaching grammar Initially, new grammatical items were presented on the board with examples, followed by eliciting the form, meaning, and usage from the students Subsequently, the teacher encouraged students to repeat the new structure and translate it into their own words.
In Vietnam, the teacher combined the PPP approach with Grammar-Translation, contrary to the authors' intentions Additionally, during the second stage, grammar practice appeared to differ significantly from vocabulary practice.
In each lesson, students engaged in two to three grammar practice exercises, primarily based on the textbook, which limited the use of communicative activities The exercises focused on traditional methods such as sentence transformation and completion, resulting in a lack of opportunities for free practice Consequently, the teacher spent excessive time on these exercises and did not facilitate creative language use, hindering the ability to assess true learning progress, as feedback was mainly focused on error correction and providing answer keys immediately after each exercise.
The teaching of vocabulary and grammar lacked engagement, as the instructor primarily relied on textbooks and did not incorporate diverse teaching materials like handouts, pictures, flashcards, or real objects This limited use of resources appeared to diminish student interest and motivation in the learning process.
The observation of vocabulary and grammar teaching highlights a significant issue related to the teacher's techniques It raises the question of whether these teaching methods impact students' involvement and motivation The findings can be reviewed in part III of the observation sheets, specifically under the section on classroom management and student engagement.
The prevalent types of class organization included individual work and pair work, with group work occasionally utilized for discussions at the end of language skill lessons However, student engagement varied significantly; while some adhered to the teacher's instructions to work in pairs or groups, others either did not participate, worked alone, or engaged in off-topic conversations This inconsistency suggests that the class activities were not effectively fostering collaboration and learning The underlying issue may stem from a lack of student involvement and motivation.
Plan o f action
The aim s o f the action plan are to test the above hypotheses:
1 I he teacher could improve students' vocabulary and gram m ar learning by applying language games in the lessons.
2 The students had a good feeling, involvement and positive attitudes toward learning vocabulary and gram m ar through games.
Following a thorough analysis of the collected data, a strategic plan was formulated to implement innovative language games for teaching vocabulary and grammar Building on the literature reviewed in Chapter 2, the researcher created lesson plans that effectively incorporated essential elements to enhance the effectiveness of games in language instruction.
As reviewed in Chapter 2 there are three main rules to adhere to Rule number
When selecting games for the classroom, teachers must consider several key factors, including the age of the students, the relevance of tasks and topics, and the time required for game completion Class size is particularly important; for instance, with 54 students in a class, certain games, such as "selling or buying things," may not be feasible, as highlighted in the research by Nguyen & Khuat.
(2005) because it can make noise and affect other classes around As R ix o n 's (1981) advise, gam es like Bingo or How m any words can you m ake? are suitable for such use.
Rule number 2 emphasizes the strategic use of games throughout various stages of a lesson, including presentation, controlled practice, and communicative practice (Rixon, 1981) In the action plan, games were integrated at different lesson stages, aligning with the teacher's objectives for each activity For instance, competitive games such as "Build Up Your Network" and "What Should Be Prepared for a Camping Trip" were utilized to introduce new vocabulary effectively.
Crossword puzzles are an effective tool for revising vocabulary, allowing players to discover how many words they can create Additionally, Bingo games serve to reinforce grammatical concepts, while engaging activities like Noughts and Crosses, Picture Dominoes, and Lucky Astronauts enhance the learning experience during the production stage.
To effectively conduct games in Unit 14, it is essential to meticulously prepare materials, such as AO papers for groups of 3-4 students to write their answers on, and to facilitate games like Noughts and Crosses.
To enhance student engagement, teachers should prepare handouts for individual or pair work using crossword puzzles and Bingo Additionally, incorporating images from colored books or illustrated on cards, as demonstrated in Unit 14 with 15 pictures, can effectively support game-based learning activities.
D om inoes and Lucky astronauts)
When giving instructions, it is essential to clearly communicate both what students need to do and how to do it in each game Additionally, students should always be informed about the purpose of the game and the specific steps they must follow to reach their objectives.
Rule number 2 emphasizes the importance of ensuring students understand the nature of the activity For new games, a student, ideally not the top performer, is selected to explain the expectations to the class In cases of more complex games, a poster outlining the steps is displayed on the board for students to reference as needed Alternatively, handouts with instructions are provided to each group for future reference.
Rule number 3 is making the teacher herself accessible to all groups by m oving around the class and ready to give assisstance with any queries about the instructions.
In Chapter 2, various methods for grouping students are discussed, highlighting their preference for working in ability-based groups or with close friends To foster self-confidence and comfort during challenging tasks, students are allowed to form their own groups However, they are also encouraged to collaborate with peers of different abilities or unfamiliar members, promoting interaction and support among students Techniques such as using numbers or preferences for fruits and flowers are employed for quick grouping For pair work, students are positioned next to each other or face-to-face to facilitate interaction, while group activities are organized in a circle or horseshoe formation to enhance engagement.
Providing feedback to students during and after gameplay is crucial for their development It's essential to prioritize positive feedback before addressing any negative aspects, as this approach helps minimize feelings of failure in a group setting Additionally, it's important to avoid ridiculing individuals; instead, focus on offering general negative comments while highlighting specific positive traits.
In different types of games, teachers must approach their commentary with caution In code-control games, the teacher serves as the sole authority on correctness, necessitating close supervision of the activities Conversely, in communication games, students have multiple ways to assess their own success, making the teacher's role less central.
In the action stage, eight games were implemented over the last eight lessons, consisting of four vocabulary games and four grammar games The action plan provided detailed guidance for the teacher's role in each lesson (see Appendix 9), outlining the objectives, time allocation, and teaching procedures clearly for effective instruction.
After implementing the planned strategies in the last eight lessons featuring language games, the classroom teacher observed significant changes in both teaching methods and student learning outcomes This report outlines the results of these modifications, highlighting the improvements achieved in the educational experience.
The teacher implemented notable changes in their approach to presenting and practicing lexical and grammatical concepts, alongside improvements in classroom management These adjustments led to increased student involvement and motivation, enhancing the overall learning experience.
In Unit 13 of the speaking lesson, the teacher engaged students with the competitive game "Build Up Your Network" to introduce vocabulary related to hobbies The class was split into two groups, A and B, with members taking turns to write known hobby-related words on the board The goal was to write as many correct words as quickly as possible, fostering a thrilling atmosphere due to the intense competition Observers noted the high effectiveness of group collaboration, highlighting how the game enhanced student engagement and learning.
Evaluation o f action P la n 4g 1 Data collected from q u estio n naires
This section presents the results of the student attitude questionnaire, which is divided into two main parts The findings and discussion will be addressed sequentially, as outlined in section 3.3.2.
In a survey involving 52 students, only two expressed that learning vocabulary and grammar through games was uninteresting and noisy, preferring other communicative activities However, the majority of respondents reflected positively on the use of language games for this purpose Specifically, 87% of students (47 out of 52) found learning vocabulary and grammar through games to be enjoyable, competitive, and beneficial.
A recent study revealed distinct preferences among students regarding learning vocabulary and grammar through games Specifically, 49 students found vocabulary games more engaging compared to 45 students who felt the same about grammar games Additionally, 43 students deemed vocabulary games appropriate, while only 38 agreed on the appropriateness of grammar games Notably, 85.2% of participants (46 students) reported feeling comfortable and motivated during both types of games Satisfaction levels also varied, with 43 students enjoying vocabulary games, in contrast to 41 students satisfied with grammar games Confidence levels were higher in vocabulary games, with 41 students feeling confident, compared to 33 in grammar games, as students perceived grammar structures as more challenging to produce Overall, more than half of the students expressed confidence in participating in both vocabulary and grammar games.
A survey revealed that a significant majority of students, specifically 66.7% (36 students), expressed a preference for all language games Meanwhile, thirteen students demonstrated limited interest in certain games, and only five students reported disliking specific games, such as the crossword puzzle game in Unit 5 focused on speaking skills.
Figures in chart 4.1 and chart 4.2 present the detail results o f the students' preference for vocabulary and grammar games.
Chart 4.1: Preference fo r vocabulary gam es
Chart 4.2: Preference f o r gram m ar gam es
The analysis of the charts reveals that a total of eight games were held over six weeks, categorized into two primary sections: word games and grammar games, with each section comprising four distinct games.
Among the four word games analyzed, games 1 (Build Up Your Network), 2 (Competition Game), and 4 (How Many Words Can You Make) were highly favored by approximately 85.2% of students, showcasing their popularity and engagement.
The observation data from 49 students in unit 14, focusing on writing skills, revealed high levels of attentiveness and engagement during a competitive group activity Students, working in teams of 3-4, contributed to an exciting classroom atmosphere, displaying enthusiasm and a strong desire to quickly complete tasks to win While interest in game 3 was slightly lower compared to games 1, 2, and 4, over 50% of students still expressed a positive impression of word games, highlighting their effectiveness in enhancing student engagement.
While there is a slight decline in student preference for grammar games compared to word games, students still express a positive attitude towards them The popularity of grammar games 2 (Picture Dominoes), 3 (Lucky Astronauts), and 4 (Bingo) varies between 74% and 81.5% In contrast, game 1 (Noughts and Crosses) garnered less interest, with only 53.7% of students liking it very much, 27.8% liking it a bit, and 18.5% expressing dislike.
The findings from Part I indicate that students had a highly positive response to the use of games, favoring this innovative approach for learning vocabulary and grammar during the second phase of the experiment.
Part II o f the questionnaire which focuses on the students' belief about the effect o f word and gram m ar games included 9 statem ents (statem ent 4 to 12) It is interesting to note that each statement in the part II o f the questionnaire elicited a full range o f responses, i.e., from 1 (strongly disagree) to 4 (strongly agree) This suggests that the students felt free to express their opinions The following tables present the results o f the responses.
No Statements Mean Standard deviation
1 Word games help you remember w ord m eaning better 3.11 23.26
2 W ord games help you remember word m eaning faster 3.09 26.68
3 Word games help you concentrate on the lesson 3.00 35.09
4 W ord games encourage you to learn vocabulary 2.96 31.87
5 W ord games bring new learning atm osphere 3.63 22.84
6 W ord games give you more energy to study 3.02 27.78
7 In study, games help you improve cooperativeness 2.91 30.98
8 In study, games help you improve creativeness 3.07 35.13
9 In study, games help you improve activeness 2.91 33.92
1 G ram m ar games help you rem em ber gram m atical items better 3.00 26.34
2 G ram m ar games help you rem em ber gram m atical items faster 2.85 29.26
3 G ram m ar games help you concentrate on the lesson 3.13 23.38
4 G ram m ar games encourage you to learn gram m ar 2.81 30.67
5 Gram m ar games bring new learning atm osphere 3.56 20.99
6 G ram m ar games give you more energy to study 2.87 29.45
7 In study, games help you improve cooperativeness 2.65 20.30
8 In study, games help you improve creativeness 3.00 33.43
9 In study, games help you improve activeness 3.06 27.87
Table 4.2: The effectiveness o f gam es in vocabulary an d gram m ar learning as p erceived by the students
A recent analysis of questionnaire data indicates that students have a strong belief in the positive impact of games on vocabulary and grammar acquisition The majority expressed strong agreement that incorporating games into lessons creates a fresh and engaging learning environment, with an average rating of 3.63.
SD = 22.84 for word gam e and M = 3.56, SD = 20.99 for gram m ar game) It leads to the result that the students could rem em ber the lexical and gram m atical items faster
(M = 3.09, SD = 26.68 for word game and M = 2.85, SD = 29.26 for g ram m ar game) and had more concentration on the lesson (M = 3.00, SD = 35.09 for w ord game and
The study revealed that games significantly enhance students' retention of vocabulary and grammar, with means of 3.11 for word games and 3.00 for grammar games Additionally, both types of games fostered creativity and engagement among students, as evidenced by mean scores of 3.07 and 2.91 for word games, and 3.00 and 3.06 for grammar games Overall, the data indicates that most students strongly believe in the effectiveness of these interactive activities for learning.
A questionnaire was conducted to gather students' opinions on the use of games for learning vocabulary and grammar An overwhelming 98% of the 54 participants endorsed game activities, with only one student expressing disapproval Common reasons for their positive feedback included the benefits of language games, such as creating a new atmosphere, fostering competitiveness, generating excitement, encouraging cooperation, and enhancing effectiveness in learning.
Games are an effective tool for enhancing language skills, as they introduce new words and grammatical structures while simultaneously reinforcing existing vocabulary and grammar knowledge.
Games create a new, relaxing, and exciting learning atmosphere Therefore, I can rem em ber new w ords and gram mar structures easier and faster.
Games are really interesting because they have competitiveness My groups and I always w ant to be the winner.
I can learn lots o f w ords from my classm ates, especially when working in pairs or groups.
However, the only student disapproving the use o f gam es claim ed that
Games may not be beneficial for learning, as they can be noisy and distracting Traditional exercises are more effective for improving vocabulary and grammar I favor other communicative activities like discussions, role-playing, and storytelling for better engagement and retention.
R ecom m endations 5g 5.2 Limitations and Suggestions for further cycles o f resea rc h
As discussed in Chapter 4, games have been proved to be effective in learning vocabulary and grammar However, to achieve the most from gam es, there should be som e adjustments.
To ensure effective instruction, teachers must provide clear and simple directions for gameplay, as many often overlook the importance of explaining the game's purpose and steps, leading to confusion in large classes Utilizing visual aids, such as poster-sized instructions displayed on boards or providing instruction slips to each group, can significantly enhance student understanding In instances where students are not following directions, it is more effective to pause the class and reiterate the instructions rather than addressing each student individually.
When organizing students into groups for gaming activities, especially with large numbers exceeding fifty, it's essential to consider their preferences for motivation However, this approach can lead to unequal group sizes, presenting challenges for effective gameplay To address this issue, teachers may need to subdivide larger groups or merge smaller ones to ensure balanced participation.
To enhance student participation in games, teachers should focus on those who typically refuse to engage, seeking to understand the underlying reasons related to their learning styles or interests Rather than forcing a change in attitude, educators should aim to persuade these students by emphasizing that games offer significant educational value beyond mere entertainment It is crucial for students to recognize that while they are playing games, they are also learning If changing their mindset proves challenging, teachers should strive to reach a compromise that encourages participation.
5.2 Lim itations and Suggestions for further cycles o f research
Based on the evaluation o f the action plan, the researcher w ould like to make some suggestions for further cycles o f research as follows:
While games have been utilized at different stages of teaching vocabulary and grammar—namely presentation, practice, and production—the total number of games implemented across four units was limited to just eight in eight lessons To determine the effectiveness of games as a long-term method for enhancing students' vocabulary and grammar acquisition, it is essential to incorporate a greater variety of appropriate games.
Based on student feedback from the questionnaire, the teacher emphasizes incorporating games and various communicative activities—such as storytelling, role-play, and songs—to enhance vocabulary and grammar learning This diverse approach caters to different interests, learning styles, and needs, ultimately enriching the educational experience for all students.
Thirdly, the subjects in the action research lim its in only 54 and they all are in one class This may keep the conclusions o f the research from being highly generalized.
Due to various constraints, the researcher could only invite one observer to the classroom To enhance the validity and reliability of the collected data, future research cycles should include additional teachers to observe the lessons.
C O N C L U SIO N
The study revealed that students struggled with recalling lexical and grammatical items, contributing to poor pre-test results This issue stemmed from the teacher's presentation methods and the students' engagement in learning To address this, the researcher implemented games in teaching vocabulary and grammar, which significantly enhanced student learning Games introduced a relaxed and enjoyable atmosphere, fostering friendly competition that kept students interested and motivated to actively participate in their English learning.
59 in the learning activities Finally, games helped the students rem em ber vocabulary and gram m ar better, as shown in their better marks than before.
The significance of games in teaching vocabulary and grammar is undeniable To ensure their effectiveness, teachers must meticulously prepare lesson plans that consider appropriate games, students' proficiency levels, timing, and classroom settings.
This study has yielded notable results, but it also faces several limitations Firstly, the research involved a small number of games, which may affect the findings Additionally, the inability to control for variables such as student absences poses a challenge The limited number of participants, confined to a single class, restricts the generalizability of the results Furthermore, inviting more observers to the classroom could have enhanced the reliability and objectivity of the study The researcher welcomes any comments and suggestions to improve the effectiveness and motivation of game-based learning in her lessons.
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Nguyen Phuong Hoai (2006) conducted an experiment at the National Economics University to investigate how games can assist non-English major students in retaining word meanings This research, presented in an unpublished M.A thesis at Hanoi University, highlights the potential of gamification in language learning For more details, refer to the original thesis available at http://exchanges.state.gov/forum/vols/vol36/nol, retrieved in May 2003.
N guyen Thi Thanh Huyen & Khuat Thi Thu Nga (2005) The Effectiveness o f Learning V ocabulary Through Games Asian EFL Journal, D ecember 2003 http://www asian-efl-journal com/dec 03 _ v n p d f
N guyen Thuy Minh & Luong Quynh Trang (2008) Lesson Plan English 11 Ha Noi:
Penny Ur, (1988) G rammar Practice Activities A practical guide fo r teachers.
Oxford, R L & Crookall, D (1990) Vocabulary learning: a Critical A nalysis o f Techniques TESL Canada Journal, 7(2), 9-30.
Rixon, S (1988) How to use games in language teaching Illustrations M acm illan
Rinvoluci, M & Davis, P (1995) M ore gram m ar games Cam bridge U niversity
Uberman, A (1998) The use o f games for vocabulary presentation and revision
Saricoban, A & M etin, E (2000) Songs, Verse and Games for teaching grammar The Internet TESL Jounal, Vol VI,NO 10.O ctober 2000 Retrieved Jun e 6, 2005 from http.V/iteslj org/Techniques/Saricoban-Song html
Scrivener, J (1994) Learning Teaching A guide book for English Language
Teachers Oxford: M acm illan Heinemann English Language Teaching.
W akely, R (2003) Good practice in teaching and learning vocabulary Retrieved August 14, 2005 from http://ww w teachingenglish org uk/resources/goodpractice aspx?resourceid= 1421
W illiam and Burden, (1997) Psychology fo r language Teachers: A social Contructive Approach N ew York: Cambridge U niversity Press.
W right, A, D Betteridge & M Buckly (1983) Games for language learning Cambridge: Cam bridge University Press.
II T ea ch er's techniques and perform ance
❖ N on- verbal com m unication (postures, gestures, eye contact, etc.):
❖ H ow did the teacher present the lexical items?
H ow were the lexical items practiced ?
❖ How did the teacher present the grammatical items?
H ow were the gram m atical items practiced?
❖ How did the teacher explain and give instruction?
❖ How did the teacher correct errors and m anage feedback from students?
❖ How did the teacher make use o f teaching m aterials?
III Classroom m anagem ent and students' involvem ent
(class w ork / group work / pair w ork / individual work)
❖ W hat types o f class activities organization were?
❖ H ow did the types o f class activities organization work?
2 Students' involvem ent a nd motivation
Circle each item in the column that m ost clearly represents yo u r evaluation: 4 excellent, 3 = above average, 2 = average, 1 = unsatisfactory, N/A = not applicable
The students were attentive and involved 4 3 2 1 N/A
The students contributed actively to the lesson 4 3 2 1 N/A
The students were comfortable and relaxed, even during intense intellectual activities
Every student were interested in the lesson 4 3 2 1 N/A
Class atm osphere was positive 4 3 2 1 N/A
The class felt free to ask questions, to disagree or to express their own ideas
IV T he effectiveness/ lesson's successful
*1* Were tasks and goals successfully achieved or were students able to achieve them?
The Attitude Questionnaire (AQ) aims to collect information on your approach to word and grammar games as an English student In the following pages, you will encounter various statements and questions related to these games Please take the time to read each statement carefully.
Please complete the AQ as thoroughly as possible There are no right or wrong answers to these statements; the researcher is simply interested in your opinions Thank you very much for your cooperation.
(Y o u can tic k m o re th a n o n e box)
1 L e a rn in g w o rd a n d g ra m m a r th ro u g h g a m e s is
W ord games G ram m ar games am using com petitive interesting useful appropriate
2 L e a rn in g w o rd s a n d g ra m m a r th ro u g h g a m e s m a k e y o u feel
W ord games G ram m ar games confident com fortable m otivated satisfied
3 Do you like the following game tasks?
(Tick the one you choose)
(How many words can yo u make ?)
II Y our belief on the effect o f w ord and gram m ar games
(Y ou are required to rate each statement on a 4-point scale by circling one o f the responses (1,2,3,4) to indicate your belief about statement.
1 Word games help you remember vocabulary meaning better 1 2 3 4
2 Word games help you remember vocabulary meaning faster 1 2 3 4
3 Word games help you concentrate on the lesson 1 2 3 4
4 Word games encourage you to learn vocabulary 1 2 3 4
5 Word games bring new learning atmosphere 1 2 3 4
6 Word games give you more energy to study 1 2 3 4
7 In studying games help you improve cooperativeness 1 2 3 4
8 In studying games help you improve creativeness 1 2 3 4
9 In studying games help you improve activeness 1 2 3 4
1 Grammar games help you remember grammatical items better 1 2 3 4
2 Grammar games help you remember grammatical items faster 1 2 3 4
3 Grammar games help you concentrate on the lesson 1 2 3 4
4 Grammar games encourage you to learn grammar 1 2 3 4
5 Grammar games bring new learning atmosphere 1 2 3 4
6 Grammar games give you more energy to study 1 2 3 4
7 In studying games help you improve cooperativeness 1 2 3 4
8 In studying games help you improve creativeness 1 2 3 4
9 In studying games help you improve activeness 1 2 3 4
III This section offers you to give your opinions on word and gram m ar games.
(Please express yo u rself in your own words Y our views will be valuable to the research)
6 Do you think w ord and gram m ar games should be used for vocabulary revision for the next term?
(Please tick the appropriate answer)
No a) If your answ er is Yes:
• give your reasons (please specify w ithin 5 sentences)
• In your opinion, the frequency o f using games for vocabulary will be:
□ Sometimes b) I f your answ er is No, give your reason (please specify w ithin 5 sentences)
PHIẾU KHẢO SÁT Ý KIẾN SINH VIÊN
Phiếu khảo sát này nhằm thu thập thông tin từ sinh viên học môn Tiếng Anh về việc học từ vựng và ngữ pháp thông qua trò chơi Các câu hỏi và thông tin dưới đây liên quan đến trò chơi từ vựng và ngữ pháp, mong bạn đọc kỹ trước khi trả lời.
Xin vui lòng hoàn thành bản khảo sát một cách trung thực nhất Không có câu trả lời đúng hay sai, vì mục đích của nghiên cứu là thu thập ý kiến của bạn Chân thành cảm ơn sự hợp tác của bạn.
I Cảm nhận của bạn về việc học từ vựng và ngữ pháp qua các trò chơi (Bạn có thể đánh dấu nhiều hơn 1 ô).
1 Học từ và ngữ pháp qua các trò chơi th ì
Trò chơi từ vựng Trò chơi ngữ pháp Vui
2 Khi tham gia chơi các trò chơi từ vụng và ngữ pháp bạn cảm thấy 7
Trò chơi từ vựng Trò chơi ngữ pháp
3 Bạn thích hay không thích các trò chơi nào dưới đây ịHãy đánh dấu Vvào chỗ bạn chọn)
• Các trò chơi từ vựng
Bài học Trò chơi Thích Hơi thích
(H ow many words can you make ?)
• Các trò chơi ngữ pháp
Không thích Trọng tâm ngôn ngữ-
II Niềm tin của bạn về tác dụng của các trò chơi
(Dưới đây có 4 mức độ đánh giá Bạn hãy khoanh tròn vào mức độ nào trùng với ý kiến của bạn nhất).
1 Các trò chơi giúp ban nhớ từ tốt hơn 1 2 3 4
2 Các trò chơi giúp ban nhớ từ nhanh hơn 1 2 3 4
3 Các trò chơi giúp ban tâp trung hơn vào bài mới 1 2 3 4
4 Các trò chơi khuyến khích ban hoc từ 1 2 3 4
5 Các trò chơi mang đến không khí hoc mới 1 2 3 4
6 Các trò chơi đem đến cho ban thêm nănq lươnq để hoc 1 2 3 4
7 Trong học tập các trò chơi từ vựng giúp bạn nâng cao tinh thần hơp tác 1 2 3 4
8 Trong học tập các trò chơi từ vựng giúp bạn nâng cao tính sáng tạo
9 Trong học tập các trò chdi từ vựng giúp bạn nâng cao sự năng động 1 2 3 4
1 Các trò chơi giúp ban nhớ cấu trúc ngữ pháp tốt hơn 1 2 3 4
2 Các trò chơi giúp ban nhớ cấu trúc ngữ pháp nhanh hơn 1 2 3 4
3 Các trò chơi giúp ban tâp trung hơn vào bài mới 1 2 3 4
4 Các trò chơi khuyến khích ban hoc các cấu trúc ngữ pháp 1 2 3 4
5 Các trò chơi mang đến không khỉ hoc mới 1 2 3 4
6 Các trò chơi đem đến cho ban thêm năng lươnq để hoc 1 2 3 4
7 Trong học tập các trò chơi ngữ pháp giúp bạn nâng cao tinh thần hơp tác
8 Trong học tập các trò chơi ngữ pháp giúp bạn nâng cao tính sáng tạo
9 Trong học tập các trò chơi ngữ pháp giúp bạn nâng cao sự năng động
III Trong phần này bạn hãy cho biết ỷ kiến của bạn về việc sử dụng các trò chơi trong việc học từ và và ngữ pháp.
6 Bạn nghĩ là có nên sử dụng các trò chơi trong các bài học vào kì sáu không?
C ó Không ý kiến: Không: a, Nếu câu trả lời của bạn là c ó
• Hãy đưa lý do vì sao
Theo ý kiến của bạn, mức độ sử dụng các trò chơi sẽ là:
Luôn luôn thường xuyên thỉnh thoảng b, Nếu câu trả lời của bạn là KHÔNG
• Hãy đưa lý do vì sao
Table 8 : Percentage o f students’ preference toward word game task s
Like Like abit Dis ike
Number of students Percentage Number of students Percentage Number of students Percentage Speaking skill-
(Build up yo ur network)
(How m any words can y o u make ?)
Table 9 : Percentage o f students’ preference tow ard grammar game tasks
Percentage Number of students Percentage
Table 10: The effectiveness o f games in vocabulary learning as perceived by the students.
Word games help you remember word meaning better
Word games help you remember word meaning faster
Word games help you concentrate on the lesson
Word games encourage you to learn vocabulary _
Word games bring new learning atmosphere _ strongly disagree No ofsts 1
Word games give you more energy to study _ 1.85 13 24.07 40 74.07 7.41
In studying games help you improve cooperativeness _ 0.00 14.81 43 79.63 5.56 creativeness 0.00 3.70 46 85.19 11.11 activeness 0 0.00 12.96 45 83.33 3.70
Table 11: The effectiveness o f games in gram m ar learning as perceived b y the students
Items strongly disagree No ofsts % disagree
No of sts % strongly agree
Grammar games help you remember grammatical items better 3.70 7.41 40 74.07 8 14.81
Grammar games help you remember grammatical items faster 3.70 12.96 42 77.78 5.56
Grammar games help you concentrate on the lesson 0.00 9.26 37 68.52 12 22.22
Grammar games encourage you to learn grammar _ 5.56 11.11 43 79.63 3.70
Grammar games bring new learning atmosphere _ 0.00 1.85 22 40.74 31 57.41
Grammar games give you more energy to study 1.85 14.81 42 77.78 5.56
In studying games help you improve cooperativeness _ 9.26 12 22.22 34 62.96 5.56 reativeness ctiveness
I Choose the best answer A, B, C or D to All each blank.
1 W orld c u p the most popular sporting event in the world.
A is considering B consider C is considered D. considered.
2 Helen is v e r y going to work in Germany.
A excited for B excited about C excited with D. excited to.
3 Tell m e there is anything special that you w ould like to do.
4 I t the boys who played football all day long.
5 Don't worry Y o u told if there's a change o f the plan.
A would be B will C will be D are.
6 I f I a chance, I w ould have trained to be a doctor.
A would have had B have had C ould have D had had.
7 Y ou will, become i l l you stop working hard.
8 W e c a n with people in most parts o f the world by telephone.
A com municate B communicative C comm unicating D. com m unication.
9 N ot many students know t h e o f English learning.
10 A f te r his homework, Tom went out to play w ith his friends.
A finishing B the finish of C to finish D.finish.
11 She is the w o m a n I told you.
A to whom B whom C about whom D with whom
12 W e'll have to go w ithout John if h e soon.
A arrives B won't arrive C will arrive D. doesn't arrive.
13 They w e r e when they read the result.
A disappointing B disappoint C.disappointm ent D disappointed.
14 In the last few years in Britain, a new tr e n d , i.e., taking w eekend or holiday courses.
A have been developing B has been developing.
15 I f I the bus this afternoon, I'll get a taxi instead.
A miss B had missed C m is s e d D will miss.
16 By cutting dow n trees w e the natural habitat o f birds and anim als.
17 You should book the tickets w e l l if you want to see that football match.
A before B quick C in advance D. advance.
18 He was a c c u s e d his ship two m onths ago.
C in being deserted D o f being deserted.
19 O ne o f t h e you need to work here is carefulness.
A hobbies B pastim es C activities D. qualifications
20 M ost British people are very fond o f football.
II Identify the one underlined word or phrase that w ould not be appropriate in standard w ritten English.
21 W rite a paragraph o f 120 words to describe the preparations for the gam es, to use
22 W e are going to study tonight until we will finish this chapter.
23 A teacher is a person whom gives lessons to_ students.
24 A pril 1sl is the day who is called April fool's Day in the West.
25 The plants that they belong to the family o f ferns are quite varies in their size and
III Choose the words or phrases that best com plete this passage.
Ecologists categorize resources into renewable and nonrenewable groups Renewable resources, such as solar energy, air, and water, can be replenished quickly, while nonrenewable resources take a long time to replace.
The definition of solar energy's impact may shift if we neglect to protect our resources The amount of solar energy that reaches Earth is influenced by atmospheric conditions; pollution can significantly reduce this energy For life to thrive, the atmosphere must maintain appropriate levels of nitrogen, oxygen, carbon dioxide, and other essential gases Continued air pollution by humans jeopardizes the balance of these vital gases, threatening the sustainability of life on our planet.
IV R ead the passage carefully then choose the correct answ er A, B, C or D to com plete the given one.
Las Vegas, Nevada, is renowned as the premier gambling destination in the United States Often humorously referred to as a mispronunciation of 'lost wages,' this vibrant city is famous for its dazzling casinos and hotels adorned with countless neon lights, earning it the nickname 'The City of Lights.'
Each o f the big hotels in Las Vegas is special Going into one is like entering another world One hotel is like ancient Egypt A nother is like a tropical island Still
B dangerously C endanger D. another is like New York City These hotels have shows with famous entertainers Everything looks expensive But the rooms cost h alf the price o f the ro o m s in other places And the restaurants have all-you-can-eat meals for very little m oney That's because the hotels make their money from the gambling casinos.
Las Vegas began in 1905 as a small train stop with just a few buildings in the desert The city's transformation took a significant turn in 1946 when notorious gangster Bugsy Siegel opened the first casino, and his murder in 1947 further elevated both his and Las Vegas's notoriety By the early 1950s, tourists flocked to Las Vegas not only for gambling but also to witness atomic bomb tests conducted in the nearby desert, unaware of the dangers involved, viewing it instead as an exhilarating experience.
Las V egas is also famous for its many w edding chapels Like all o f L as Vegas, they are open tw enty-four hours a day Getting married is easy A couple ju s t pays a few dollars for a license, and they can get married imm ediately They don't have to wait M any famous m ovie stars were married in Las Vegas.
Las Vegas boasts the highest number of churches per capita in the United States, excluding wedding chapels Additionally, tourists in Las Vegas face a higher risk of experiencing a heart attack compared to visitors in any other American city.
31 Some people think Las Vegas m e a n s
A 'D iam ond in the Desert' B 'Lost Wages'.
32 Why is Las Vegas called T h e City o f Lights' ?
A Because it is a lot o f light in the night.
B Because o f bright lights o f the city.
C Because the casinos and hotels have their neon lights on all day and night.
D Because it has so m any street lights.
33 A big hotel in Las Vegas
A earns profits from its casino B looks expensive
C costs a lot o f m oney to stay in D is like a tropical island
A looks expensive B w as a train strop
C earns profits from its casino D was a desert
35 Las V egas is also the place
A in which many famous stars live.
B which is famous for its wedding chapels.
C where m any couples go to get married quickly.
D where churches open twenty - four hours a day.
V Choose the correct sentence among A, B, C, D w hich has the sam e m ea n in g as the given one.
36 H er m other is the m ost warm-hearted person I've know n.
A I've never known a more warm-heated person than her m other.
B I don't know a m ore warm-heated person than her m other.
C I didn't know a more warm-heated person than her m other.
D I had never known a more warm-heated person than her m other.
37 It isn't necessary for you to finish the report by Sunday.
A You don't need finish the report by Sunday
B You m ustn't finish the report by Sunday
C You m ight not finish the report by Sunday
D You don't need to finish the report by Sunday
38 He was the first man who left the burning building
A He was the first man to leave the burning building
B He was the first m an leaving the burning building
C He was the first man leave the burning building
D He was the first man left the burning building
39 The cake w hich w as made by mother was very delicious
A The cake was m ade by mother was very delicious
B The cake m ade by m other was very delicious
C The cake m aking by m other was very delicious
D The cake, which was made by mother was very delicious
40 Your refusal to attend the party made everyone sad
A Everyone felt sad attending the party
B Everyone felt sad when you refused to attend the party
C Your attendance at the party made everyone feel sad
D You made everyone sad about your refusal to throw the party.
I Choose the best answer from A, B , c or D
I.The Asian Gam es have been a d v an c in g all aspects
2.Scuba diving and wind surfing are both aqatic sports
A.field B.water C.com bat D individual
3.Their efforts were m u c h when they won 2 gold m edals in body building and billiard
4.My uncle who is an accomplished guitarist taught me how to play
A well- trained B ill-educated c unqualified D unskilled 5.My father never in d u lg e s drinking
6.The m ost im portant thing is to keep yourself occupied
A.busy B.relaxed c.com fortable D.free
7.He is a g r e a t o f P ic a so 's early painting
A.adm ire B.admiration c.ad m ired D adm iring
8.1 don't have m uch money so I bought the cam era
A newly B.second-hand c.im m ediately D profitably
9 The m an his car outside hasn't com e back for it yet
A who left B.who he left c w h o m he left D w hose
10.All the stu d en ts do well in writing test
A.whom M rD avis teaches them B.w hich M r D avis teaches c th a t M r D avis teaches them D M r Davis teaches
II W atching television is by far the most popular
12.Football, rugby, baseball are the m ost p o p u la r sports in Britain
A w atcher B.looker c.am ateu r d.spectator
13.Endive can be used as a salad green or as a cooking vegetable
A such B.both c eith er D neither
14.C am ero n directed 'The Titanic' is one o f the leading faces in Hollywood
15.I've no idea he behaved strangely at the meeting
16.His recreations include gold, football, and shooting.
A sports B.activities C pastim es D pleasures
17.M y other pursuits include listening to music, reading and gardening.
18.The m ost popular spectator sports are football and baseball.
A onlooker B.com petitor C.individual D professional
19 The train passed through a rich variety o f spectacular scenery.
A.am azing B.powerful C.im pressive D considerable
20.The courses can be as simple as bricklaying or as sophigicated as m aking your own stock m arket decisions.
A extem al B.complicated C.intensive D advanced
II Choose the underlined part among A B C D that needs correcting
21 The environm ent where wild animals are living is now badly destroying
2 2.The bag in where the robbers put the money was found later.
23 O n may 20,1932 Amelia Eashart becam e the first w om an fly solo across the Atlantic Ocean.
2 4 Not only Laura's parents but also her husband think she should return to school and finish her
25 Children enjoy telling and listening to ghosts stories especially on Halloween night
III C hoose the item am ong A, B, C or D that best answ ers the question about the passage