(SKKN 2022) SOME LANGUAGE GAMES HELP STUDENTS IN CLASS 5d STUDY ENGLISH WELL

EXPERIMENTAL INITIATIVE SOME LANGUAGE GAMES HELP STUDENTS IN CLASS 5D STUDY ENGLISH WELL The implementer: Nguyen Thi Luong Position: Teacher School: Quang Chau Primary School Subject: E

EXPERIMENTAL INITIATIVE

SOME LANGUAGE GAMES HELP STUDENTS IN CLASS 5D

STUDY ENGLISH WELL

The implementer: Nguyen Thi Luong Position: Teacher

School: Quang Chau Primary School Subject: English

THANH HÓA NĂM 2022

TT CONTENT PAGE

1 OPENING 1

2.3.1.2 Games provide active learner – centered learning 5

2.3.1.4 Games promote co-operation and competition 62.3.1

2.3.2 Rules of designing and organizing language games 72.3.2

1

Design games in English lessons

72.3.2

2 The structure of language games

1 OPENING

1.1 The reason for selecting topic

Nowadays, English plays a very important role in many fields, even ineducation because of international intergration trend English is acommunication tool and a key that leads to the human treasure On the otherhand, application of information technology widely that made learning Englishbecome necessary Therefore, it is the second language, a compulsory subject ofmany countries around the world This need for global English learning hasshown that English is extremely important and essential for economic and socialdevelopment at the national level as well as for every individual in the society

Teaching English for primary students has been cared specially by not only theirteachers, their parents but also the education sector English becomes one of themost important subjects at school Especially in educational reform situation likenowadays, teaching English according to the communicative approaches issupported by many people Young learners have many chances to communicatewith their friends, their teachers in order to practice language and take part inreal situations actively and positively

At present, elementary education is implementing a comprehensiveeducational goal for students to develop the personality of the person responding

to the demands of the times In the subjects of the elementary program, it has aspecific content to shape the personality and to develop the intellect of students

in a comprehensive way English contributes the development of intellectualand intellectual capacity, social understanding of students Therefore, theintroduction of English programs in primary school curriculum has beenimplemented for many years to provide the basis for students to grasp the trend

of the time in the coming time and create momentum for their development

Students think that language is a difficult and boring subsject, especially Englishbecause it is quite new and it needs a strange way to remember the new wordsand structures If the teacher wants to have a successful lesson at class, she mustsolve these tasks, then help students have a good inspiration ad passion and thestudents feel exciting in learning English

In this writting I would like to share some teaching experiences that Ihave tried on applying at classes in my school This helps students enjoy English

more through some games The name of my innovation is: “Some language games help students in class 5D study English well”.

1.2 The purpose of researching this topic

At present, English isn’t a new but quite difficult subject in elementaryschool, most students and parents are not really interested Vocabulary is animportant and indispensable factor in language used for communicative activity

So, mastering numbers vocabulary is necessary In English we can not developthe skills such as: listening, spkeaking, reading and writing without literacyvocabulary

The main objective of this study is to apply some language games in thelessons to involve students in learning English well

Exchanging and sharing some experiences in applying some languagegames to teach English for primary students

1.3 Object of researching this topic

Explore the present situation of teaching English at Primary School andsuggesting some games to help students study English well

Research Time: School Year 2021-2022

Research Location: Quang Chau Primary School

Research Object: "Some language games help students in class 5D study

English well”

The respondents of the research: With this research I focused on the students ingrade 5, especially the students in class 5D

1.4 Methods of researching this topic

To research a topic, people often choose many different methods Withthis topic I used the following methods:

- Theoretical research method: I read the conducting material issues related to

Any languages in the world, to communicate, it requires us to have a largeamount of vocabulary Because vocabulary is an indispensable component in the

language used for communication activities Thus, master the number of learnedwords to use is very important

In English, we can not train and develop the four skills of listening,speaking, reading and writing of students without being based on the foundation

of vocabulary Indeed, if there is no necessary word, students can not listen,speak, read and write well, even if they have mastered structures

Following the current distribution programs, there are two lessons perweek for English in primary schools, and there are new words in almost lessons

To teach vocabulary well, lessons must be more vivid and teachers have to makepictures, maps for illustration, enabling students to easily remember words anddraw attention to their subject or focus on lessons

For the students, besides a number of children who study actively, thereare many students learn only to cope with their teachers They can not rememberthe words for a long time and use the words effectively

There have been many difficulties for teacher of English because studentscan not be helped to study at home by their parents

Also, the ways students learn vocabulary is also need to be concerned,students often learn vocabulary by reading words in English and try toremember that in Vietnamese, they write in their notebooks is just to the dealwith their teachers, not self-consciously check, to inculcate new words.Therefore, they are forgetful and easily confused these words with other words

As a result, many students get bored and forget the words So teachers need topay attention to this mentality of students

2.2 Real state of the problem

In school year 2021 - 2022 at Quang Chau pimary school, I teach Englishfor grade 5 I realize that students are often bored with revising the vocabularyand structures When I start the new lessons, students usually learn inactively.Most of the students feel ashamed when they speak in English So, the learningquality is not very good

I have made a survey with pupils in class 5D by doing a test at thebeginning of the first term within fifteen minutes to survey and classify thepupils before I applying some language games in teaching English

1 What’s Laura’s address?

Question 2: Circle the odd one out

2 A fifteen B twenty C one hundred D time

4 A once B twice C three time D every day

Question 3: Reorder the words in each sentence

1 works/ hospital/ a/ in /Tu’s father/

2 people/ How/ your/ many/ there/ in/ are/ family?

After doing test, I had a survey about students’ inspiration of studying.

Question: Do you like doing these exercises? Tick (√) in the box.

 like  don’t like  hesitate

And here are the results I obtained:

The following chart will show the result:

* Knowledge:

Number % Number % Number %

* Attitude:

Number % Number % Number %

According to the survey result, I have classified the students andimmediately applied some games in teaching English which I accumulated overthe years to improve the teaching and learning quality

* Remarks after test:

Base on the result, I realized that: Almost students don’t have an interest

in learning English because of its own difficulties Apart from studying atschool, they are not able to study themshelves at home Moreover, the higherthey study, the harder it is so they don’t feel interested in this subject

2.3 The solutions

2.3.1 Advantages of games in teaching a language.

2.3.1.1 Games create an enjoyable environment.

In many games, the activities of pair work, group work and the whole classwork aim to give students the chance to work together or be involved to score asmany points as possible Most students have scoring points At the same time,they are naturally motivated to revise or to acquire previous or new knowledgewith pleasure Furthermore, to win a game or to solve the problem, studentshave to share their knowledge, ideas that are contributed by each player Thetask of the teacher is to encourage all students to enjoy games fully In fact,some individuals in class may have known opportunities to participate in thegame, but that does not mean they do not enjoy the asuming atmosphere That is

to say, through games played in classroom, an enjoyable atmosphere hasoccurred without controlling

2.3.1.2 Games provide active learner – centered learning.

Games are learner – centered and personal, which is important becausestudents learn in individual ways To reach the objective of the game, there is a

communication between individuals This means that students have to discusstogether before their group has a final result

Learners will manage and discuss until they achieve their objectives By thisway, learners have to speak or write in order to express their own point of view

or give information That is to say that game brings learners chances tocommunicate to each other free, even inhibited learners are drawn into this kind

of class activities In addition, teachers no longer control what learners have tosay He drops his role as director of games and becomes a monitor and languageinformant

2.3.1.3 Games are highly motivating.

A game is a source of motivation, interest and a game often considered as thefirst step to draw student’s attention to an EFL environment It is oftenoverlooked as a means of class control “Motivation and interest in play have akey role in maintaining a natural mutually respected code enjoyment ofdiscipline of control”

In most of the game, an element of competition between individual learners

or teams is a strongly motivating factor, which stimulates students to join thegame It is the most important reason to explain why all students are immenselyhappy or absorbed in playing games

Secondly, few learners can concentrate on long intensive practice withoutany change, and even fewer will actually benefit from learning in such anintensive way in the long run, esp for students’ group Using language games isone of the best ways to create relaxing and interesting lesson in order tomaintain students’ motivation

Another point is that when learners are given a chance to play a game, theyare encouraged to choose their partner This does not only create a friendlyworking atmosphere but also motivate them to help each other The weakerlearners will be helped to gain confidence or to express their ideas by beingguided by the more capable ones Consquently, all learners will feel happier andmore motivated in taking part in games

2.3.1.4 Games promote co-operation and competition.

“Co-operation and competition are essential motivation in learningEnglish…”

That is true because games encourage group support, not merely competitionbetween individuals and groups Students enjoy competitive games and thesecan serve as a motivation for successful participation However, in competition,too much value is given to “winning”, which leads to the fact that more capablestudents will receive much praise at the expense of weaker ones in the class It istherefore extremely important to provide co-operative as well as competitivegames within the classroom

Games require students to interact in role - playing, arguing and debaying,using language in a variety of contexts depending on the type of games used

This clearly increase student - student communication, which promotes operation and competition, which is essential motivation in learning

2.3.1.5 Games stimulate students’ creativeness.

Being in a new foreign language situation, students will often happily playwith friends, using gestures and new key words as a form of communication.The game itself provides the main content and form of communication Andthrough this communication, students can bring out reactive activities in theclassroom, especially in the games like: drawing games, guessing games,creation with concepts (making a sentence with a concept) and so on

2.3.2 Rules of designing and organizing language games

Language games include the rules and the contents of the lesson Studentsplay games and revise what they have learned They have more chances topractice languages and improve the skills

Language games change the students’ form of activities and help themachieve the knowledge actively and positively

To be more effective in English lessons, organizing and designing gamesmust be sure according to these rules:

2.3.2.1 Design games in English lessons

Organizing games to teach and learn English in general as well asEnglish in primary school in particular that have to base on contents of lessons,time condition However, each teacher has to prepare the lessons carefully toorganize games more effectively

- Games have an educational meaning

- Games aim to reinforce and inculcate the contents of the lesson

- Games are suitable for the age, psychology and level of students as well as theinfrastructure conditions of the school

- Forms of games must be abundant

- Games must interest and encourage students

2.3.2.2 The structure of language games

- The name of games

- The purpose of games

- Preparation: Describing objects that used in games

- How to play: Rules for the players, the winner

- Quantity of players: individual or group

2.3.2.3 How to organize games.

- Time: 5-7 minutes

- How to play: tell the name of game, give instructions and rules

- Try to play: aims to instruct and emphasize the rules

- Carry out: Students take part in games and the teacher is a referee

- Give remarks after playing games

- End of playing games: the winner, the looser

2.3.3 Some games that applied in teaching and learning English

In order to have an effective organization in a language game, teachermust have good preparation before starting the lesson A language game shouldhave 5 requirements, they are:

- Having educational sense

- Consolidating the contents of the lesson

- Being siutable for students’ abilities

- Have an abudant format with the good preparation

- Raise the inspirations and passion in learning English

I would like to introduce some language games in English lessons that I have applied at my school.

2.3.3.1 Game 1: Whisper

In Unit 2: I always get up early How about you? Lesson 2: Part 1, 2, 3 - Page 14) (English 5 – Book 1) I used this game to warm up the lesson.

- Purpose: helps students revise vocabularies about adverbs of frequency:

always, usually, often, sometimes, never and verbs of daily activities: brush my teeth, do morning exercise, watch TV, cook dinner, get up early… , revise model

sentence: “What do you do….? I always/ usually….” as well as practice

speaking

- Preparation: no objects

- Time: 5 minutes

- Quantity of players: 2 groups

- How to play: I prepare some sentences that are tested Divide class into 2groups Each group has 5 or 7 students and makes a line I call 2 students ofeach group to go to the board and whisper one sentence for each After hearing,

2 students return to their line and whisper for the second student and so on Thelast person will read the sentence aloud The group reads the correct sentencewith their pronunciation, they will give one point If the group reads thesentence incorrectly, they won’t give any point The game will be continued andwill end if time is up In the end, I totalize the scores and report the winner