Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR

INDEX INDEX CONTENT Page A Introduction 1 B Problem solving 3 I Basis reality (Reality) 3 II Basis of theory 3 III Language games 3 1 Where am I are we is he?etc 3 2 What I already know about Engli. SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR

THANH HOA DEPARTMENT OF EDUCATION &TRAINING

DONG SON OFFICE OF EDUCATION AND TRAINING

INITIATIVE IN TEACHING EXPERIENCE

TOPIC

SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES

AND GRAMMAR

Written by: Nguyen Thi Hue English teacher at Dong Minh Secondary School The initiative experience of subject: English

DONG SON NĂM 2019

I Basis reality (Reality) 3

E A list of innovation initiatives has been rated by the evaluation

committee of the education and training department, the education and

training department and the higher level ranked c or higher

15

A INTRODUCTION

I THEORICAL BACKGROUND

When discussing the role of self-learning, former General Secretary Do Muoi said: “Self-learning, self-training is the development path throughout the life of each person, in our country's current social and economic conditions as well as in the future, it is also valuable traditions of Vietnamese people and Viet

Nam nation The quality and efficiency of education is enhanced when creating the learners’ innovative capacity, when changing the educational process into the process of self-education The scale of education has been extended when there

is a movement of the entire study population”(From a letter to the scientific research seminar to develope self-studing, self-training on June 1 1998)

In developed society, the role of education is more important, as the driving force for development and social progress Education must train the younger generation to be dynamic, creative, have enough knowledge, capacity and ability to adapt to social life, to develop society For this, younger generation must have special power is the ability to learning, self-enhancing, self-improvement and these abilities must be formed from the school levels Thus, we can help learners form their self-learning skills, self-study, continuously improve understanding of culture, Science and Technology, modernize their intellectual capital to become citizens, workers with full preparation step into life

Currently, the education sector has been constantly innovating teaching methods in schools and junior secondary schools Modernizing methods associates with the practice, accords with the students in order to promote students’ positive potential and initiative in the process of obtaining knowledge Every year there are many workshops on new teaching methods, active learning

is applied widely to deliver the most effective learning for students from grade Ministry of Education and Training, Department of Education and Training and Education and Training And most recently is the workshop “Improving the quality of English teaching in high schools and junior high schools.”

In fact, students in secondary schools learn a lot of subjects so the investment of time for each subject will be limited Therefore, if a student does not have the proper learning methods he can not get good grade in learning, but

it takes a long time

In actual teaching, I found in the process of learning and practicing English, students have to face many difficulties, not their inability to acquire new knowledge that they have no effective methods in learning English Learning a foreign language requires learners to be passionate, flexible, responsive and especially he must have self- study ability

In the twenty first century with the integration with the open-door policy, the English as a foreign language has been and will be many Vietname due to communication needs, learning and research

Nowadays, learning English is widely available everywhere But how to learn better English Basically target foreign language teaching in general and in particular for English to change Programs and textbooks for junior high school with the goal of helping students grasp the basic knowledge of modern English practice, have the skills to use English as a communication tool, simultaneously forming and developing the skills of thinking

In the process of learning a foreign language, the vocabulary is the most important - it is the bricks to build up the house of language How to remember and use the English they have learned to always question often appears to students, and labor is a weariness of the learners At the junior high students in grades 6-7 had to capture and use good vocabulary teachers have adopted test methods such as: Rubout and remember, ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where etc

The type of test is quite common, consistent and effective but how can students be more engaged, to avoid boring repetition, the teachers have to change the way to check regularly gives the students are more interested in their lessons while playing while being able to inculcate the vocabulary and structures they have learned

Precisely because of these reasons that I have explored in the study and practice of language games to help students feel comfortable and more confident

in class Especially all three objects can participate enthusiastically

Recognizing the importance and necessity of fostering a sense of self-study for students, in the teaching process I have to pay attention to measures to improve the learning spirit of the students to help them have the self-learning approach to deliver effective learning The experience has been reflected in the theme: “SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER

TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR”.

II PRACTICAL BACKGROUND

Desire is too large, but by knowledge, methods and experience is still limited and the performance is too low (limited to grades 6-7), certainly this study has many flaws need was added The content of the subject refers only to the steps of each game and the results So I always hope to receive feedback to complete this study and more complete

III RESEARCH METHODS

1 Research documents

2 Fact- finding

3 Consult colleagues

4 Statistical revi

B PROBLEM SOLVING

I BASIS REALITY (REALITY)

All language games are a goal oriented, language games can help learners

to participate in activities with other people and to solve the problems they made expanding the language and forging skills training heard During school hours

teachers give the language game, students will have many opportunities to discuss, yet is their main motivation is the children weak and poor

Teachers in this section apply methods “delayed correction” should students not proved embarrassing when mistakes Classroom atmosphere more lively, vocabulary not only be strengthened but also be expanded greatly when they practice

II BASIS OF THEORY

In fact, in teaching and learning a foreign language, the students will learn more effectively if they are learnt in an atmosphere of learning fun, relaxation and have more opportunities to communicate in the context of the real world The use of language games in teaching a foreign language can increase motivation for the students, one of the decisive factors for the students to get success in their language learning At the same time, the teachers can help and encourage the students to learn and maintain their interest in learning In addition, language games also help the teachers create the context in which language practice is very useful and easy The students would like to participate

in the games, they have to understand what the others are saying So, in this theme, I want to mention some games organized to test and consolidate the vocabularies and grammar for the students in class 7A at Dong Minh secondary school

III LANGUAGE GAMES

1- WHERE AM I/ ARE WE/ IS HE?ETC

Language : - Yes - no questions

- Vocabulary - location

- A student imagine, define himshelf in somewhere.Write into the paper

or talk to teacher know The other students will guess by asking Yes/No questions It is not difficulf for students to do, teacher should ask students to discuss each other about where they are

Example: You have to be somewhere in the school

You have to be some where in the town

You have to be some where in the picture

(if there is a map of city)

- If students are crestfallen with conducting games, teacher may be people quiz answer questions’s students as model.Then choose other student to quiz Some questions :

- Are you on a bus going to ? (No, I'm not on a bus)

- Are you in the school canteen ? (No, I'm not in the school canteen)

- Are you asleep in front of your desk ? (No, I 'm not asleep in front of my desk)

2- WHAT I ALREADY KNOW ABOUT ENGLISH

Language:

a- Titles of English films or American films and books

b- Explanations (in Vietnamese or English)

c- Translate (into Vietnamese)

Steps:

- Teachers ask students to tell some names known in English movies they 've seen in weeks or months, the names of the bands they know

- Then they are translated into Vietnamese him type (depending on the level of the students)

- Then you can tell your comment in the form sentences and vocabulary that they have learned (example: like, think, boring, interesting… )

Ex: Unit 8 - English 7 - Period 68

3- THIS IS… (BIG BEN)

Language:

- Talk about, introducing well-known buildings, school,cities

- Questions: Where is this? /the building?

Who are they?

- Similar this game students can revise a lot of sentences and vocabularies, questions (What, Where, Who)

4- MY NUMBERS:

Language: - How to say age, weight, height, measurement, sizes, telephone number, house number, date of birth

1 Age

2 Height

3 Weight

4 Shoe size

5 Tel number

6 House number

7 Clothes size

8 Date of birth

- Base on this table, students ask each other to find out who have the number coincides with themselves

- Students are able to revise numbers by this game

5- MY INVENTORY:

Language: - Numbers, name of personal belongings

- I own (number,name of articles)

- Plural nouns

- Teacher asks students to list what they have and how many: Personal belongings (books, pens ) clothes,shoes, recreational toys (cameras, cassettes )

- Students start by guess words “I have /I own )

- After that they can talk to their partner following the structures in order

to remember nouns they learned

6- TALKING ABOUT TIME:

Language: - Talking about the time, adjectives

- Teacher asks students to draw a clock and paste into paper

- Teacher asks student to list adjectives they learned

- Teacher writes on the board the model:

At o'clock I feel

And asks student to complete the sentences by

Example: At ten o'clock I feel hungry

- Students make and write their sentences into sheets, after that teacher can choose several ways:

- First: Call students who have completed earliest their sentences and

read aloud.Then other students take turns reading their sentences in order of the day now, from the time of the first sentences

Example: the first sentence :at ten o'clock I feel hungry, then students who make sentence at one o’clock will read their sentence and in turn to nine hours for a full day

- Second: Ask students to ask each other to find out who else to feel

yourself in the same time of day

- Third: Ask students to work in groups and self arranged in a logical

order of the day now

Example: happy-hungry - sleepy

- Forth: Students learn from each other in a fixed time range(5- 10

minutes) then compare to see who has more than one answer most of their friends

- This exercise could multate: Instead of talking about the time of day students can speak their feelings in each month of the year

Example : In(month)I feel sad/happy/cold/hot/excited/ and I go to the dancing/meet friends/stay indoors/ go to the seaside/ watch TV/

7- GAMES EXERCISES OF COLOR:

a What color:

- Teacher prepares some words associated with colors

Example: : stop -> red

go -> green sky -> blue leaves -> green

- Teacher reads prepared words, students listen and write colorful words that correspond to those words

b All about me

- Teacher writes on the board or suggets mined in students some words concerning themselves such as: eyes, hair, skin, shoes, shirt, schoolbag, pen, etc Students will describe the color, using model: “My (hair) is (black)”

8- WHAT YOU CAN DO IN ENGLISH:

Language: - can - ability

- Teacher asks students to write down what they can do in English start with: I can…

Example : I can count to 100; I can spell my name; I can tell the time; I can sing

- Then students exchange in pairs or in groups about what they do in English, compare what they do, what they do not do but their partner do…

- Teacher ask and request students do what they hae mentioned

- From this exercise can be repeated after some time for them to add what they have just done, can using structure in the past tense

Example: Last month I couldn't tell the colors in English, now I can

9- SENTENCE STARERS

Language:

- Consolidating leant language-tense

- Teacher writes one word or phrase start with: This weekend

` Our class

- Then ask students to complete the sentence

- Next ask students to do homeworks: thought out the start word then complete the relating to them following sentence true facts, following report to class

- Teachers can diverify exercises by students talk about eents or tasks at different times, it depends on the level of class This is a way to practise tenses

in English, it is very good for students to learn, because students must use tense suit to the start sentence

10- WHAT THERE IS IN MY BAG TODAY

Language : - There is; there are; have you (got)?

- Vocabulary

- A student has a shoolbag, quiz your classmates or your team see that something.The other guess

Student A: What's in my bad today?

What have I got in my bad today?

The other student guess:

Example: There's a mirror/ a handkerchief/ money/ some sweets/ a toy/ a photograph, etc

Student A will affirm right or wrong by saying: yes, there's a or no, there isn't a and stretched out of their view then ask other student some questions about that object

What colour is it ?

Is it a big or small ?

Do you like ? etc

- Students can prepare some pictures and toys to make the games becoming more excited :

- Students can say:

There's a yellow car / a bottle/a flowerpot

There's ahouse /a tree/ a man with a stick/ etc

11- pattern puzzle:

Also many regular charades tables, we can use the following table toys sample:

(Form 5 is fixed circle, the letters in the circle as an example, a puzzle that can change according to your requirement)

The implementation group will write words that some or all of the letters

in the picture with the conditions necessary to have letters in the middle circle (in this placement is the letter A) in from each word appears only once in each

from Teachers will be provided for time / topic for any game Which group write most words will be the winner

12- SENTENCE RELAY:

This game is based on the principle relay in sports The class is divided into teams, teachers, judges, began signaled for the teams at the same time turn runs on the board, write one word then run about, pollinating next to you on the next table continued from that of the last word will make a complete sentence means The misspelled words, incorrect grammar or illegible will be deleted immediately and is not grading Each team members interpolations can be written before or after what was written on the board, likewise, games players can apply for when writing a whole paragraph or a completed story Now each member will write a sentence instead of a word, so that the succession question means, forming a good story Teachers can rely on the circumstances of the class

to the detailed rules for content articles In case the article is too long not conducive for writing on the board, can be written on a sheet of paper that passed through groups In each group will exchange their posts up to the whole class to see and grading