SKKN KẾT HỢP TRÒ CHƠI TRONG VIỆC PHÁT TRIỂN KĨ NĂNG NGHE CỦA HỌC SINH LỚP 10

USING GAMES TO HELP GRADE 10 STUDENTS ENGAGE, ACTIVATEAND STUDY IN LISTENING PERIODS A.. And this is my reason for choosing” using games to help grade 10 students engage, activate and st

SỞ GIÁO DỤC VÀ ĐÀO TẠO BÌNH ĐỊNH TRƯỜNG THPT SỐ 3 TUY PHƯỚC

SÁNG KIẾN:

KẾT HỢP TRÒ CHƠI TRONG VIỆC PHÁT TRIỂN

KĨ NĂNG NGHE CỦA HỌC SINH LỚP 10

ĐƠN VỊ CÔNG TÁC : TRƯỜNG THPT SỐ 3 TUY PHUOC

NĂM HỌC: 2021 – 2022

USING GAMES TO HELP GRADE 10 STUDENTS ENGAGE, ACTIVATE

AND STUDY IN LISTENING PERIODS

A INTRODUCTION 1.Reason for choosing the topic.

Teaching said to be hard job, especially the teacher of English In order to be satisfied and successful in teaching, teachers now need much more effort, practice

and experience than ever before

Along with the development of science and technology, English is considered

a must to enter the world today It is undeniable that teaching English has centered

upon helping students sharpening their reading and writing skills since these two

skills are tested in the exam Now and then, speaking and listening are added to the

exam, which makes both teachers and students confuse As a result, teaching and

learning language changes dramatically, for most students, they find English in

general and listening in particular very important yet most difficult one So they want

to have an active and effective atmosphere to practice the language This leads to the

fact that teachers need to use modern methods and approaches and various equipment

to make the education process modern, pleasant and as exciting as possible And we

all know that if students are engaged in the subject, they feel more comfortable Lean

better and can active in an easier way

However, teaching English and listening at many high schools is still a challenging job Typically, due to time limit in teaching and students’ low levels of

proficiency in term of vocabulary, grammar and pronunciation skills, many teachers

approach listening period very simple and uninteresting Teacher introduces the part

of the unit, asks students to write some vocabularies and then do the tasks passively

while he/ she plays the tape Therefore, students think that they do not do anything in

listening periods but prepare the vocabulary and some even copy they key of the

tasks before going to class This is a harmful habit since it can leads to a passive

learning Moreover, we learn that those teaching and learning method are ineffective

because they cannot create an interesting atmosphere for students so most of them get

bored and tired when they have lessons in spite of the fact that they know listening is

necessary for them

Considering all the above situation, in this writing, I mention the application of using games in teaching listening at Tuy Phuoc 3 high School And this is my reason

for choosing” using games to help grade 10 students engage, activate and study

in listening periods” for my research I hope that the result of using games in

teaching listening will bring back many practical benefits to both the teachers

and the students.

2.AIMS OF THE STUDY:

- To affirm the role of listening in teaching and listening English

- To emphasize the importance of motivation in teaching and learning listening.

- To point out the application of games in teaching listening brings back many benefits to students in learning listening

- To contribute a small part to the improvement of teaching and learning at Tuy Phuoc 3 high School

3.SCOPE OF THE STUDY

The benefits of using games to help grade 10 students engage, activate and study in

listening periods create the effectiveness of students’ motivation in learning

listening and the subjects under the study are the 10 th form students at Tuy

Phuoc 3 High School

4 RESEARCH QUESTIONS

The study will help to find the answers to the following questions

1 What are the role of listening and the importance of motivation in learning listening?

2 What benefits can listening games bring to teachers and students?

3 What types of games should be used to help students engage, activate and study in listening?

B RATIONALE OF THE RESEARCH

1 THE ROLE OF LISTENING IN TEACHING AND LEARNING ENGLISH

Listening has an important role both in daily life and in academic contexts as it is

crucial for people to sustain effective communication In spite of the importance of

listening in the development of the communicative and cognitive skills, it did not

start to take its place in language teaching curriculum for long years However, in

recent years, with the emphasis given in communication in language teaching,

listening started to take its long deserved place in language programs Although there

are different perspectives to teaching listening, the success of each perspective

somewhat depends on addressing and minimizing the listening comprehension

problems experienced by language learners

2 THE IMPORTANCE OF MOTIVATION IN TEACHING AND LEARNING

LISTENING

Motivation is a crucial factor in learning and teaching a foreign language, precisely in

listening skills In fact, it is essential and important for an English teacher to know

what the type of motivation is and how it is formed, captured, finally displayed in the

learner of foreign language Both intrinsic and extrinsic motivations can activate the

learners; The extrinsic motivation in an extroverted is in such a way that the learner

takes advantage from and feels satisfy by communicating with others, while, in an

introverted, the learner uses language for meditation and personal thinking in

addition to personal activities and affairs Students with requisite motivation may

become effective language learners with ultimate language proficiency In this

research, I tried to internalize the students awareness to listening skills whether they

are intrinsically motivated or extrinsically moivated through questionnaire Thus,

teachers of English and lecturers ought to realize and give heed to the personality and

interests of their students They also should wise up to their motivation, particularly,

it`s types

3 THE APPLICATION OF GAMES IN TEACHING LISTENING

Games are said to help and encourage many learners to sustain their interest and

work Games are very exciting for students, applying games in teaching, teachers

may enliven the class, change a little bit the monotonous classroom's atmosphere for

a pleasant and an enriched environment As a result, students will find it interesting

and challenging when learning listening in contrast with no cooperation, no

interaction in listening periods without games

Applying games in class also helps teachers to generate situations and contexts in

which the language is practical, useful, functional and meaningful Students wants to

take part in the process because they want to participate and understand what others

are saying or have written and they have to speak or write in order to express their

own ideas or give information

Therefore, games are very useful and effective It makes the learning process a good

deal more interesting And it is teacher's duty to set up a system of various and

attractive games to get students' curiosity, interest and participation

4 WHY USE GAMES IN TEACHING AND LEARNING LISTENING?

Using games in teaching and learning listening bring many benefits

Firstly, learners are motivated to learn the language when they are in a game

McCallum (1980, p ix) emphasizes this point by suggesting that “games

automatically stimulate student interest, a properly introduced game can be one of the

highest motivating techniques.” Avedon (1971; Quoted in Deesri, 2002, p 2) further

argues that “games spur motivation and students get very absorbed in the

competetive aspects of the games; moreover, they try harder at games than in other

courses” In other words, games stimulate students’ interest in classroom activities

and as a result, students become motivated and willing to learn

Secondly, Games are student-focused activities requiring active involvement

of learners As a result, games provide learners with a chance to direct their own

learning From an instructional view point, creating a meaningful context for

language use is another advantage that games present By using games, teachers can

create contexts which enable unconscious learning because learners’ attention is on

the message, not on the language Therefore, when they completely focus on a game

as an activity, students acquire language in the same way that they acquire their

mother tongue, that is, without being aware of it (Cross, 2000, p 153)

Thirdly, Games bring real-life situations to the confinement of the classroom which provides learners with an opportunity to use the language

Celce-Murcia (1979: p 54) argues that “in games, language use takes precedence over

language practice, and in this sense games help bring the classroom to the real world,

no matter how contrived they may be.” To state this differently, by putting learners in

real life situations, games make a connection with the real usage of language In

addition to these, McCallum (1980) explains that there are many advantages of

games such as the fact that they

5 TYPES OF GAMES USED TO TEACH GRAMMAR

Competitive games: the aim of this type of games is to finish the game as soon as

possible before others

Communication games: They are used to exchange information Students get

information and they must react on it

Cooperative games: These games are very important They create the cooperation

among students

Code control games: students must not make mistakes when playing these games

because they are controlled If not, they will lose points

C THE STUDY

1 TUY PHUOC 3 HIGH SCHOOL AND CURRENT SITUATION OF

TEACHING AND LEARNING ENGLISH AT THE SCHOOL

Tuy Phuoc 3 High School was establish 6 years ago In spite of being located in a

rural area,many students studies very good The school is well-equipped with modern

technology, which helps to create its sucess However, most of the students are good

at natuarl subjects and like to learn those subjects so the school is trying to look for

new methids which engage students in both natural and social subjects, especially

English

2 ANALYZING RESULTS OF CLASS OBSERVATION

USING GAME:

A: START/ WARM UP ACTIVITY

- Activity: Look at the picture and guess the name of it

UNIT 5 - INVENTIONS

- Aim: To help students know the topic of the lesson and be willing to the requirements of the teacher

- Interaction: The whole class

- When to use: When teaching Unit 5, Lesson listening – WARM UP

- Times: 5 minutes

Procedures:

- Students know it is a flying car and tell some benefits such as avoid traffic jams,

have high speed, run quickly, etc

B WHILE- LISTENING

ACTIVITY 1

- Activity: TICK THE WORDS OR PHRASES YOU HEAR

- Aim: to prepare students for listening task (listen for the first time)

- Interaction: pair work

- When to use: When teaching Unit 5, Lesson listening – WHILE-LISTENING

- Time: 5 minutes

Procedures:

- Before students listen to the recording, asks them to look at 8 words in Activity 2

Explain the meanings of the words they do not know

- Has students listen and tick the words they hear

- Gives feedbacks

Teacher’s handout:

ACTIVITY 2:

- Activity: ANSWER THE QUESTIONS BY PLAYING GAME: LUCKY NUMBER

- Aim: to practice listening skills, know how to select special information

- Interaction: group work

- When to use: When teaching Unit 5, Lesson listening – WHILE-LISTENING

- Time: 7 minutes

Procedures:

- Asks students to listen and answer the questions

- Encourages students to take notes, reminds them that notes are key words and ideas

- Check the answers by playing the game: LUCKY NUMBER

- Confirms the winner group

Teacher’s handout:

ACTIVITY 3:

- Activity: FLASHCARD

- Aim: to practice listening skills, know how to select special information

- Interaction: group work

- When to use: When teaching Unit 5, Lesson listening – WHILE-LISTENING

- Time: 5 minutes

Procedures:

- Asks students to work in group and guess what kind of information they may put in

the gaps

- Asks students to pay attention to the words surrounding gaps

- Has students fill in the gaps

- Choose one group to check

- Gives feedbacks

C POST-LISTENING

- Activity: MINDMAP

- Aim: Students have chances to present ideas

- Interaction: group work

- When to use: When teaching Unit 5, Lesson listening – POST-LISTENING

- Time: 10 minutes

Procedures:

- Asks students to work in group to draw some advantages and disadvantages of

flying car

- Invites some groups to present their ideas in front of the class

- Gives feedbacks

D EFFECTIVENESS OF USING GAMES IN TEACHING AND

LEARNING LISTENING

1 Real situation of teaching and learning listening at Tuy Phuoc 3 high school The

researcher finds that many students at Tuy Phuoc 3 high school often have trouble in

developing listening skills through listening periods in spite of the fact that they have

practised listening in class for many years The problem is that in a typical listening

lesson, students either listen just to the taped script of a reading texbook or after

listening to some materials, they answer some questions based on the content of the

listening materials They consider listening period uninteresting since what they have

to do in class is listen, check and write down in the notebook There is no interaction,

no chances for them to engage, activate in class, therefore, during the lesson, they

study very little about the target language As a result, they cannot apply what they

learn to activate in class Moreover, most of the teachers at this school find the

benefits of using games in teaching listening but only a few teachers use games

during their listening periods With little time for listening practice, they want their

students to listen carefully all the tasks designed in the textbook, otherwise, students

may lack the knowledge Gradually, through this learning way, both teacher and

students feel serious and bored Through teacher's observation, it is very clear that

most of the students like games and would like their teacher to give them more

games so that they can engage, acivate and study better When playing games, they

are active listeners not a passive listener This also helps students learn more quickly,

remember longer and enjoy the lessons with so much fun From observing, the

researcher finds that the ultimate value of games in teaching and learning listening is

very important for today's education

2 Benefits gained through using games in teaching and learning listening The

researcher finds that in listening lessons that games were used, most of the students

use English to discuss, to communicate so they can develop their 4 skills gradually

Besides, when using games in teaching listening, the teacher can create the active,

lively and meaningful environment with high motivation for students to practise and

use the target language So using games in teaching and learning grammar is a

method that brings not only the effectiveness but also the attractiveness In summary,

the motivation of students in the lessons with games is higher that of the lessons

without games

E GAMES DESIGNED TO HELP STUDENTS ENGAGE, ACTIVATE AND STUDY IN LISTENING PERIODS USING TEXTBOOK OF

ENGLISH GRADE 10

The listening activities in textbook of English grade 10 are after each unit The theme

of the unit is also the topic of the listening activity So students are familiar with the

vocabulary related to the topic The examples of games below are chosen to engage

and activate students, therefore helps them study better in the textbook of English

grade 10 by the researcher

Phần dịch Tiếng Việt:

A.Phần mở đầu.

I.Lý do chọn đề tài:

Mục tiêu của môn Tiếng Anh là nhằm hình thành và phát triển ở học sinh những kiến thức kỹ năng cơ bản về Tiếng Anh và những phẩm chất trí tuệ cần thiết

để tiếp tục học lên hoặc đi vào cuộc sống lao động Vì vậy SGK Tiếng Anh THPT

được biên soạn theo cùng một quan theo cùng một quan điểm xây dựng chương trình,

đó là quan điểm chủ điểm (thematic approach) và đề cao các phương pháp học tập

tích cực chủ động của học sinh

Cả bốn kỹ năng nghe, nói, đọc, viết đều được quan tâm và được phối hợp trong các bài tập và các hoạt động trên lớp

Một trong 4 kĩ năng mà người học Tiếng Anh nói chung, học sinh THPT nói riêng, thường gặp những khó khăn nhất định trong quá trình học đó chính là kĩ năng

nghe

Trên thực tế để có được kỹ năng nghe Tiếng Anh thì người học ngoại ngữ phải

có quá trình luyện tập nghe thường xuyên, lâu dài với những hình thức và nội dung

nghe khác nhau Việc dạy và học nghe môn Tiếng Anh tuy không còn mới nhưng

khó đối với tất cả giáo viên và học sinh THPT Với việc nghiên cứu đề tài này, tôi

mong muốn sẽ phần nào giúp giáo viên dần khắc phục những khó khăn trên để tiến

hành dạy nghe môn tiếng Anh có hiệu quả tốt hơn, học sinh tích cực, chủ động trong

việc tiếp thu, lĩnh hội kiến thức của bài học Đó cũng là lý do mà tôi chọn đề tài này

II.Nhiệm vụ nghiên cứu:

Để thực hiện tốt đề tài nghiên cứu, người thực hiện đề tài này cần phải thựchiện các nhiệm vụ sau

1 Nghiên cứu các tài liệu hướng dẫn tiếng Anh, các kỹ thuật dạy nghe

2 Thao giảng, dạy thử nghiệm

3 Dự giờ đồng nghiệp , trao đổi, rút kinh nghiệm

4 Kiểm tra, đánh giá kết quả việc nắm bài của học sinh để từ đó có sự điều chỉnh, bổ sung hợp lý

III.Phạm vi nghiên cứu:

Đề tài xoay quanh đề tài nghiên cứu giảng dạy và học tập môn nghe tiếng Anh của giáo viên và học sinh bậc THPT Song đối tượng nghiên cứu điển hình mà tôi đã

mạnh dạn áp dụng đề tài này là hai lớp 10A6 và lớp 10A8

IV.Mục đích nghiên cứu :

Với việc nghiên cứu thành công đề tài, sáng kiến kinh nghiệm sẽ giúp giáo viên có được những kinh nghiệm sau:

1 Cách thức tổ chức một tiết dạy nghe có hiệu quả

2 Các bước tiến hành một tiết dạy nghe có hiệu quả

3 Hướngdẫn học sinh tự luyện tập, rèn luyện để có kỹ năng ,kỷ xảo nghe tiếng Anh

V.Phương pháp nghiên cứu:

1 Phương pháp quan sát: Người thực hiện đề tài tự tìm tòi nghiên cứu, tiến hành dự

giờ thăm lớp của đồng nghiệp

2 Phương pháp trao đổi, thảo luận: Sau khi dự giờ của đồng nghiệp, đồng nghiệp dự

giờ người thực hiện đề tài, đồng nghiệp và người thực hiện đề tài tiến hành trao

đổi,thảo luận để từ đó rút ra những kinh nghiệm cho tiết dạy

3 Phương pháp thực nghiệm: Giáo viên tiến hành dạy thử nghiệm theo từng mục

đích yêu cầu cụ thể một số tiết dạy nghe

4 Phương pháp điều tra: Giáo viên đặt câu hỏi để kiểm tra đánh giá việc nắm

nộidung bài học của học sinh

B Phần nội dung

I Cơ sở lý luận:

1 Mục đích dạy học:

Mục đích của việc dạy ngoại ngữ không phải là cung cấp cho học sinh kiến thức của ngôn ngữ đó, mà mục đích cuối cùng của việc dạy ngoại ngữ nói chung,

Tiếng Anh nói riêng là dạy học sinh khả năng giao tiếp bằng tiếng Anh Khả năng

giao tiếp của học sinh thể hiện qua các kỹ năng: Nghe, Nói,Đọc, Viết Kỹ năng nghe

tiếngAnh của học sinh được hình thành qua một quá trình học tập rèn luyện trong

môi trường Anh ngữ Ngoài việc học tập ở trường lớp, học sinh phải tự học tập rèn

luyện nghe thông qua các hình thức và các phương thức khác nhau

2 Các yếu tố cơ bản trực tiếp tác động đến hiệu quả của tiết dạy nghe.

a Giáo viên:

-Với phương pháp dạy học mới, tích cực thì giáo viên đóng vai trò chỉ đạo, điều

khiển học sinh hoạt động trong giờ học

-Để tiến hành một tiết dạy nghe có hiệu quả thì giáo viên cần thực hiện tốt các yếu tố

cơ bản sau:

+ Chọn và sử dụng linh hoạt các kỷ thuật dạy nghe phù hợp với từng nội dung bài dạy