(SKKN 2022) Using language Games in teaching Grade 11 English lessons effectively

THANH HOA EDUCATION AND TRAINING DEPARTMENT TRIEU SON 1 UPPER SECONDARY SCHOOL EXPERIENCE INITIATIVE USING LANGUAGE GAMES IN TEACHING GRADE 11 ENGLISH LESSONS EFFECTIVELY Writer: Lê Thị

THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON 1 UPPER SECONDARY SCHOOL

EXPERIENCE INITIATIVE

USING LANGUAGE GAMES IN TEACHING GRADE 11

ENGLISH LESSONS EFFECTIVELY

Writer: Lê Thị Ngọc Hà Position: Teacher

Subject: English

THANH HOA, YEAR 2022

TABLE OF CONTENTS

1 INTRODUCTION ……… ………… 1

1.1 Rationale for the choosing the topic ……… 1

1.2 Purposes of the research……… 1

1.3 Objects of research……… ………… 2

1.4 Methods of the research……… …… 2

2 CONTENT……… ……… 2

2.1 Basis of theory……… ……… 2

2.2 Basis of practice……… ……… 2

2.2.1 Advantages……… ……… 2

2.2.2 Disadvantages……… ……… 3

2.3 Solutions……… ……… 3

2.3.1 Overview of language games……… 3

2.3.1.1 The definition of language games ……… 3

2.3.1.2 Role of games in language teaching and learning……… 3

2.3.1.3 How to organize a game ……… 3

2.3.2 Types of language games used in a number of lessons in English

textbooks 10……… ………

3 2.3.2.1 Slap the Board……… ………… 4

2.3.2.2 Kim’s game……… ……… 5

2.3.2.3 Crossword puzzle ……… ……… 8

2.3.2.4 Noughts and crosses ……… …… 11

2.3.2.5 Jumber words ……… ……… 12

2.3.2.6 Lucky number ……… ……… … ……… 13

2.4 Experimental results ……… …… 14

3 CONCLUSION AND PROPOSAL……… 16

3.1 Conclusion……… ……… 16

3.2 Proposal……… ……… 17

1 INTRODUCTION

1.1 Reasons for choosing the topic

Nowadays, objectives of education are to focus on developing students’initiative, activity and creativeness to enable them to realize and solve theproblems To achieve these objectives, there’s nothing rather than to reformteaching methods This is an indispensable issue and a sound policy of our Partyand State Teaching in reformed methods has given teachers the chances to makegood use of controlling, guiding, suggesting, and organizing activitieseffectively On the other hand, it has helped students to make full use of centeredroles-they are able to study hard, apprehend their awareness and knowledgeactively and creatively so as to have great understanding and passion forEnglish

To teach English more and more interestingly, effectively andcommunicatively, every teacher must do their best, study without cease andapply active and suitable teaching methods.Throughout years’ time of teachingEnglish, I have myself thought that it is necessary to reform methods oforganizing activities in teaching often to motivate students I have positivelyrealized that by using language Games can we interest students in Englishlessons These new language Games can be considered to be new activities ortechniques which are suitable for the students’ psychology In these Games, wecan unexpectedly happen to realize students’ talents because they are equal tostudents, easy to play, suitable for the whole class even weak students The sense

of equality, atmosphere of excitement, feeling of the games in students’ reach,spirit of solidarity, the factors of which help students to ignore their shynesswhich prevents them from speaking freely and actively Moreover, they feelsatisfied when they know they can do as well as others

It is the reasons above that have been urguing me to choose the theme:

“Using language Games in teaching Grade 11 English lessons effectively”

for my own Seminar on methodology without cease

1.2 Purposes of research.

From the matter of fact, as a teacher, I have endlessly been consideringand researching for the methods to improve the quality of teaching English.Knowing that the students’ psychophysiology is doing what they enjoy, likingnew things, indulging in pleasures rather than study, I give them a new method

of learning in which they can work for both study and pleasure This methodgives them the feeling of delight and easiness when they learn English lessonsthrough some new language Games which are considered to be the new teachingtechniques in place of the old one that students are too familiar to and boredwith These new language Games , in fact, are competitions They requirestudents’ quick decisions such as: How to act?, What to speak? How to win thegames? Wanting to solve those questions makes students’ thoughts quicker,more sensitive and intelligent because they must make use of their intellectualabilities for pleasure and excitement Thanks to this way, students are naturally

absorbed in the lessons Games are highly motivating because they are amusing

and interesting They can be used to give practice in all language skills and beused to practice many types of communication They can willingly apply theknowledge the teacher expects, which has worried them for ages.

Throughout years’ time of teaching English for different students,especially students of Trieu Son 1 upper school where there are much moreweak students than advanced ones, I would like to present some abilities ofusing language Games for some Grade 11 English lessons effectively Also, Iwould like to exchange my own initiative experiences and methods of teachingfor the colleagues so that we can find out new and interesting methods in theperiod of education socialization our Party and State laid down

1.4 Methods of the research

- Using references to improve

- Discussing with other teachers

- Using the text-book to apply to each lesson and section

- Applying the study in teaching process

2 CONTENT

2.1 Basis of theory

English is one of the most important subjects at schools but it is not easyenough for any students to learn Some students, especially the students whohave no sense, no mood and no patience in learning can’t keep up with the newmethods of learning They have their puzzle in understanding and applying theirknowledge to practice Many students haven’t understood the significances ofEnglish at the age of the International integration Some students learn Englishfor their curiosity but when they have difficulties, they let things run Somestudents lack their basic knowledge from the junior high schools Therefore,students have no sense, no mood, no motivation to learn English effectively andactively

2.2 Basis of practice

2.2.1 Advantages

Thanhhoa Education and Training Department has focused on teachingand learning English for recent years They have organized many Englishadvanced exams for teachers and students Annually, we have a lot ofconferences and workshops to reform teaching methods We usually havediscussions about professional knowledge We have been trying to apply newmethods to teaching flexibly and skillfully Students are more hard-working,interested in English Therefore, teaching and learning English has beenenhanced effectively

2.2.2 Disadvantages

Since education reform, students have loved learning English but mainlyadvanced students And weak students who understand the lesson slowly learnpassively They wait for the teacher’s or other students’ answers Many of themhave no opportunities or they don’t dare to practice speaking English in class.They are afraid they speak incorrectly Many can not read, speak, listen andwrite, even they ignore paying attention to the lessons or taking any notes ordoing any homework In fact, we can see these students have no love forEnglish…Therefore, the teaching qualities of English do not live up to ourexpectations

2.3 Solutions

2.3.1 Overview of language games

2.3.1.1 The definition of language games.

In the Oxford Advanced learner’s dictionary of current English by A.SHornby (2005) [1] game is an activity or a sport with rules in wchich people orteam compete against each other It means that students play games for sake, forfun, for the competitive ambition

A language games mostly involve in developing and improving language skills.Greenal (1984) [2] has defined games as one kind of activity which is used toconsolidate language

2.3.1.2 Role of games in language teaching and learning.

Games have been advocated for assisting language learning Games not onlymotivate learners and create a friendly atmosphere, they are aimed at developingall language skills Consequently, games can motivate, promote learners'interaction, improve their acquisition and increase their achievement

2.3.1.3 How to organize a game.

Teacher need to estimate the time of game before running a game Lewis andBedson(1999) [3] sussested that games should last from five to twenty minutes.When starting a games, teacher should tell students the rules of game

2.3.2 Types of language game used in in a number of lessons in English textbooks 11.

In the process of teaching, class observation, learning experiences, andresearch document books, I have noticed a lot of games can shape to suit eachspecific articles in English textbooks 11 Since then, I have prepared some moreboldly with popular games like Slap the Board, Hangman, jumber words, luckynumber, Kim's Game

To compose the section all games, in addition to applying the experience gained

in the course of study at university, reading related references, and learnedcolleagues, I also actively exploited online information

Here, I would like to present some of the games I've ever used in a number oflessons in English textbooks 11 Each part will have the usual steps in generaland the specific steps to perform in a specific lesson Each game is usuallycontrolled in time duration from 5 minutes - 7 minutes and teachers can apply tostart lessons, check the vocabulary of all students or consolidate

2.3.2.1 Slap the Board

- Teacher writes down some words on the board (either new words or the wordsneed pronouncing)

- Teacher divides the class into 2 groups

- The teacher then has a student from each team come up to the board

- Teacher calls out 2 groups on the board (1 student from each team come to theboard), asks 2 groups to stand from the board an equal distance

- Teacher reads the English words on the board (or the correspondingVietnamese words)

- Students of 2 groups run to the board, search and slap the word read in turn.The group The group that has many people slapping the words faster will bethe winner

- Here's an example to check vocabulary - Section A: Reading- unit 10:NATURE IN DANGER (English 11.)

Specific lesson

Unit 8: CELEBRATIONS – Section E: Language Focus (English 11)

WARM UP

- Teacher has students play the game “Slap the Board”.

- Teacher explains the rule of the game.

- Teacher divides the class into 2 groups: Group A and group B

- Teacher writes on the board some words containing the 3 sounds / fl /- / fr /- /θr/

- Teacher calls out 2 groups on the board (each team sends one student)

- Teacher controls the game: read aloud the words in Vietnamese

- Representatives of 2 groups search and slap the word read in turn

Consequence

overthrowoverflo

w

- Teacher checks and announces the winners.

- Teachers introduces the the way to distinguish the pairs / fl /- / fr /- /θr/

- Teachers introduces the new lesson

2.3.2.2 Kim’s game

General steps

[5]

- Divide class into many groups

- Have student look at objects, paintings, or words in a short time Ask studentsnot to write them down, only remember them in mind

- Put objects, paintings away, or rub out the word

- Call out the representatives of the groups on the board to write the names ofobjects, paintings or the words The group that remembers the most is thewinner

Specific lesson

Unit 8: CELEBRATIONS – Section A: Reading (English 11)

- Teacher has students play the game called Kim’s Game

- Teachers show on the screen the pictures of some festivals with the name under

each

CHRISTMAS MID-AUTUMN

TEACHERS’DAY LUNAR NEW YEAR/ TET HOLIDAY

-The class will be divided into two groups Students will have to look at thescreen and try to remember all the names of these activities They are notallowed to write anything down when the pictures are shown After 1’that thepictures are not shown, four memember from 4 groups will go to the board andwrite all the names they can remember under time pressure The group havingmore correct names will be the winner

- Teacher shows the pictures again to check the answers.

- Teacher announces the winners

- Teacher comments and introduces the new lesson

Unit 12: THE ASIAN GAMES – Section B: Speaking (English 11)

- Teacher has students play the game called Kim’s Game

- Teachers show on the screen the pictures of some sports with the name under

each

Billiards

- Teacher shows the pictures again to check the answers.

- Teacher announces the winners

- Teacher comments and introduces the new lesson

Unit 13: HOBBIES– Section B: Speaking (English 11)

- Teacher has students play the game called Kim’s Game

- Teachers show on the screen the pictures of some hobbies with the name under

each

Watching T.VPlay chess

Playing footall

Wrestlingboxing

Basketball

Weightlifting

- Teacher shows the pictures again to check the answers.

- Teacher announces the winners

- Teacher comments and introduces the new lesson

2.3.2.3 Crossword puzzle : [6]

Learning words by playing crosswords

In order to teach Reading and vocabulary lessons less boring, sometimesteachers need create the crossword exercises as a form of "learning by playing"

Organization: Teachers can let students play in groups, the groups select the

words in across or down in turn Then teachers give the correct answer

Specific lesson:

Unit 12: THE ASIAN GAMES - Section B: Speaking (English 11)

I divide class into groups of 4 I let the groups play the crossword exercisebelow:

Playing guitarwalking

Listening to music

Fishing

Handout:

ACROSS

2 You kick a black and white ball

4 You need a racket and a net

5 You throw the ball into a net

DOWN

1 A sport you play in an ice rink

3 You need a glove and a bat

EC

C C

R

YEK

HO

LABE

BA

B

L

TE

KS

A

KI

Unit 7: POPULATION – Section A : Reading

- Teacher divides the class into small groups of 3 - 4 students Then teacherdistributes the following crossword puzzle handouts for students to do in theirown groups Which group finishes first and has all the correct answers will bethe winner

- Teacher introduces the topic lesson

C

rossword.

1 an are of public land in a town or a city where people go walk, play and relax

2 the noun of “ poor”

3 attractive without being very beautiful

4 without a job although able to work

5 a group of students who are taught together

6 ( of men) attractive

7 feeling that you would like to sleep or rest

8 not knowing how to read or write

9 not young

10 the synonym of “ country”

Can you key find out the key word kidden in the crossword?

Answer:

Teacher introduces the topic of the lesson

2.3.2.4 Noughts and crosses

Draw 9 crosswords on the board in which contain 1 word (or a drawing)

For example:

- Teacher divides class into 2 groups: a group is Noughts (0) and a group is

Crosses (X)

- 2 groups choose the word in turns, then make a sentence with this word Eg:

There is a post office near my house

- The group that makes a correct sentence has a “0” or a “X”

- group that has three "0" or three "X" on horizontal, vertical, or diagonal willwin