I N T E A C H I N G

USING GAMES
A R T O GR A D E 3 S T U D E N T S
GRA M M
G THU Y TRA N –30
C OHORT
DU ON
CONTENT
• TARGET STUDENTS
• THE ARTICLES
• BENEFITS OF USING GAMES IN TEACHING GRAMMAR
• FACTORS IN CHOOSING GAMES FOR GRAMMAR
• WHEN TO USE THE GAMES
• LIST OF GAMES
TARGET STUDENTS
• GRADE 3
• VERY ENTHUSIASTIC, WILLING TO TRY ANYTHING NEW
• ENJOY SOCIALIZING AND WORKING IN GROUPS
• START TO LEARN GRAMMAR AT SCHOOL
• LIKE TO TAKE ENGLISH TESTS
ARTICLES
THE USE OF GAMES IN LEARNING ENGLISH GRAMMAR
• Sultanova D.T., Tash, kent State University of Ecomomics, 18 October 2011

Effectiveness of Using Games in Teaching Grammar to Young Learners

• Gülin YOLAGELDİLİ, Elementary Education Online, 2011

Teaching English Grammar Through Games

• Luu Trong Tuan and Nguyen Thi Minh Doan, Studies in Literature and Language, Vol. 1, No. 7,
2010, pp. 61-75
BENEFITS OF USING GAMES IN TEACHING GRAMMAR
1. GAMES CAN LOWER ANXIETY, THUS MAKING THE ACQUISITION OF INPUT MORE LIKELY,
2. GAMES ARE HIGHLY MOTIVATING AND ENTERTAINING, AND THEY CAN GIVE SHY STUDENTS MORE OPPORTUNITIES TO
EXPRESS THEIR OPINIONS AND FEELINGS,
3. THEY ALSO ENABLE LEARNERS TO ACQUIRE NEW EXPERIENCE WITHIN THE FOREIGN LANGUAGE THAT ARE NOT ALWAYS
POSSIBLE DURING A TYPICAL LESSON,
4. GAMES ADD DIVERSION TO THE REGULAR CLASSROOM ACTIVITIES, BREAK THE ICE AND INTRODUCE THE NEW IDEAS,
5. IN THE EASY, RELAXED ATMOSPHERE WHICH IS CREATED BY USING GAMES THE STUDENTS REMEMBER THINGS FASTER
AND BETTER,
6. GRAMMAR GAMES ARE A GOOD WAY OF PRACTICING THE LANGUAGE, FOR THEY PROVIDE A MODEL OF WHAT LEARNERS
WILL USE THE LANGUAGE FOR IN REAL
7. GRAMMAR GAMES ENCOURAGE, ENTERTAIN, TEACH, AND PROMOTE FLUENCY.
FACTORS IN CHOOSING GAMES FOR GRAMMAR

1. PURPOSE OF THE GAME

2. LEVEL OF THE GAME
3. INTERACTION AND PARTICIPATION
4. OTHERS: THE LENGTH OF THE GAME, SIZE OF CLASSROOM, MATERIALS,…
WHEN TO USE THE GAMES
• LEE (1979, P. 3) “GAMES SHOULD NOT BE REGARDED AS A MARGINAL ACTIVITY, FILLING IN
ODD MOMENTS WHEN THE TEACHER AND CLASS HAVE NOTHING BETTER TO DO.”

• (1) PRESENTATION. IT PRESENTS AND PROVIDES A GOOD MODEL MAKING ITS MEANING CLEAR,
• (2) CONTROLLED PRACTICE. IT ELICITS A GOOD IMITATION OF THE LANGUAGE AND
APPROPRIATE RESPONSES,

• (3) COMMUNICATIVE PRACTICE. IT GIVES TO THE STUDENTS A CHANCE TO USE A FOREIGN

LANGUAGE.
LIST OF GAMES
• STRUCTURE GAMES WHICH PROVIDE EXPERIENCE OF • MIMING AND ROLE PLAY
THE USE OF PARTICULAR PATTERNS OF SYNTAX IN
COMMUNICATION • DISCUSSION GAMES
• VOCABULARY GAMES IN WHICH THE LEARNERS’ • SPELLING GAMES
ATTENTION IS FOCUSED MAINLY ON WORDS

• SPELLING GAMES
• CONVERSATION GAMES
• PRONUNCIATION GAMES • WRITING GAMES
• NUMBER GAMES • ROLE PLAY AND DRAMATICS
• LISTEN-AND-DO GAMES
• GAMES AND WRITING