(Skkn 2023) using some language games in warm up activities to motivate the 10th grade students in teaching “getting started” lessons of english textbook 10 in yen thanh high schools

TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.”... MI

TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.”

MINISTRY OF EDUCATION AND TRAINING NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

BAC YEN THANH HIGH SCHOOL

THE EXPERIENCE OUTLINE

TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES

TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH

SCHOOLS.”

YÊN THÀNH – 2023 Số điện thoại: 0975678977

2 Chapter 2: Games and steps to organize language games in

in warm-up activities of the Getting Started lessons - English Textbook 10 – Global Success

8

2.7 Unit 7 – TRIVIA – GUESS THE LOGO 25

2.9 Unit 9 - KIM’S GAME 30 III THE RESULTS OF SURVEYS ON URGENCY AND

FEASIBLITY OF PROPOSED SOLUTIONS IN THE TEACHING EXPERINCE

PART I INTRODUCTION

1 Rationale

In teaching and learning English, a fun learning atmosphere with lots of opportunities

to communicate in real contexts will motivate learners to be more interested and active Using LANGUAGE GAMES in teaching English can be considered as one of the effective methods to encourage and increase students' interest in learning and is the first step to attract their attention On the other hand, LANGUAGE GAMES are also used by teachers as a means of classroom control In fact, LANGUAGE GAMES

in teaching English often promote learning motivation for students because of the requirement for the activeness and initiative of the players Furthermore, for most LANGUAGE GAMES, competition between players and teams is always an incentive for players to participate This is also the most important reason why most students are interested and engaged in games LANGUAGE GAMES are often flexibly applied in teaching English to develop the four skills of listening, speaking, reading, and writing as well as improving pronunciation, vocabulary development, and grammar reinforcement for students

The importance and usefulness of games in foreign language learning has become more and more vital in the current world Basic lesson activities such as written exercises and chapter translations tend to be tedious after a while In order for the teacher to invent motivating and fun language learning experiences for students, games can be used to link the spare time of the pupils to learning By using games in foreign language learning students can learn grammar, vocabulary and oral skills unconsciously in a supervised situation Ideally the students would acquire various skills and knowledge concerning that said language – the terms “learn” and “acquire” are used correspondingly here Thus the intention of this thesis is to study how useful and why games can be so educational in language learning The theory part focuses

on the actual reasons behind playing board games in a language class, especially why games are so effective in language lessons In the analysis section the intention is to

study the character and usefulness of board games that are already much used in language classrooms but also to investigate video games and their more advanced possibilities By researching the games‟ advantages and disadvantages according to their strengths, weaknesses, opportunities and threats, the reader should notice what sort of games are and could be used in language learning, but also when and how they are the most useful

2 Researching purposes

Implement teaching and learning in accordance with the English program of the upper secondary school, which is compiled in the direction of communication, considering the formation and development of communication skills: Listening - Speaking - Reading - Writing as the ultimate goal of the teaching process

Teaching and learning English in high schools aims to help students have the ability to use English as a communication tool at a basic level and relatively proficient

in the forms of Listening, Speaking, and Reading - Writing, progressing to the formation of the ability to use English easily and effectively in ordinary communication

Stemming from the above facts, anyone who teaches English needs to think about how to find the best teaching methods to create interest in learning for learners and get the best results Help learners acquire basic knowledge about the subject, form and develop skills to apply in real life And more than that, we are even happier when students love it passionately, and do well in the subject we teach By doing so, teachers have achieved their educational goals

So how to achieve this goal? This is a question that not only me but many other colleagues worry a lot about I think you guys also have a lot of solutions to accomplish this task Since then, I have boldly come up with ideas and experiences:

“USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING

STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.”

3 Research scope:

Teaching high school students to expose themselves to English under the new textbook program – Tieng Anh 10 – Global Success – the new general educational curriculum

Focusing on warm-up activities of the Getting Started lessons for grade 10th students

in Yen Thanh High Schools

4 Research mission:

The thesis focuses on clarifying the following issues:

- To get the general information on the use of language games in teaching to motivate students to

- To list the games used in each lesson and identify the procedures that English teachers use in implementing language games in Warm-up activities of the Getting Started Lessons

- To identify the major problems faced by English teachers in implementing language

Part II CONTENT Chapter 1: The theoretical background and the reality basis of the topic

1 The theoretical background of using games in warm-up activity

Games help the teacher to create contexts in which the language is useful and meaningful Even though games are often associated with fun, we should not lose sight of their pedagogical value, particularly in foreign language teaching and learning Games are effective as they create motivation, lower students‟ stress, and give language learners the opportunity for real communication According to J Haldfield [1], “a game is an activity with rules, a goal and an element

of fun.… Games should be regarded as an integral part of the language syllabus” This definition highly evaluates the importance of games in teaching It shows that games serve not only as an „amusing activity‟, but also as a technique to carry out many pedagogical tasks Classifying games into categories can be difficult because categories often overlap J Hadfield [1] proposes two ways of classifying language games First, language games are divided into two types: linguistic and communicative games Linguistic games focus on accuracy, such as supplying the correct antonym Communicative games presuppose successful exchange of information and ideas J Hadfield also offers to classify language games into many more categories: sorting, ordering, or arranging, information gap games, guessing, search games, matching games, labeling, exchanging games; board, role play games According to W Lee [2], games can be classified into ten categories: structure games which provide experience of the use of particular patterns of syntax in communication; vocabulary games in which the learners‟ attention is focused mainly

on words; spelling, pronunciation games; number games; listen-and-do games; games and writing; miming and role play; discussion games Let‟s discuss some of the common advantages of using games in foreign language teaching and learning

Games promote learners’ interaction.Interaction comprises the nature of classroom

pedagogy and classroom behavior Pair or group work is one of the main ways to

scores.” [3].In brief, games prove to be a useful tool in language teaching Games not only motivate learners and create a friendly atmosphere, they are aimed at developing all language skills Consequently, games can motivate, promote learners‟ interaction, improve their acquisition and increase their achievement.Let's summarize why we should use games in language teaching.Games are a welcome break from the usual routine of the language class;Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning;They encourage students to interact and communicate; They create a meaningful context for language use; Games lower anxiety especially when played in small groups; Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game; Many games can be played in small groups, thereby developing their interpersonal skills; Games involve students in active learning; They can encourage students to draw on analysis, synthesis, evaluation; They foster a more positive attitude toward the classroom experience – more attention, better attendance, better participation; They improve retention, decision-making skills, and comprehension of general principles.Games can be a very worthwhile teaching element A successful game is successful because of the reason that it is based on specific time allocation, it has clear relevance to the material, there

is appropriateness to all members of the class, and ultimately, the enjoyment of the learners is increased through their active engagement with the language

- Learn the content of the 10-year high school English program and the requirements

to be met for each lesson in the English 10 textbook

- Surveying the actual situation, the current status of English teaching at the school; Analyze and evaluate practical problems to see the weaknesses, limitations and weaknesses of English teaching activities in high schools in the area;

2 The reality basis of the topic

As an English teacher for many years, I have noticed that there are many weak students in this subject, only a few students speak and write quite fluently Since then,

it has made me ponder, think a lot and try to find out the causes, thereby fixing the situation, increasing the number of quite good students and limiting the number of weak students in the subject Through the fact, I found that one of the reasons why the number of students is so weak is that their families are still facing many difficulties, they still help support their families after school Their work is still limited and incomplete, they do not have dictionaries, reference books, video tapes, and machines

to support them with listening, speaking, and practice skills The school still faces many difficulties in terms of facilities such as sand machines, pictures, etc But the reason they mentioned the most when asked for their opinion was that they felt uninterested in the subject, that the subject was difficult, they did not have an environment to communicate daily, so they quickly forgot , which leads to slow acquisition and uneven learning power It is from this fact, in order to promote, motivate and stimulate students' curiosity, I think that each teacher needs to research and apply games to suit the content of the lesson, contributing to the direction of learning students into the content of the lesson and desire to learn English

To do that well, each teacher needs to understand the role of the game, which is:

- Create a comfortable atmosphere in class

- Effective support in creating excitement, interest in learning, comfort in every class

- Support student brainstorming

- Support in reviewing new words, setting up sentences

- Support in training students' listening and speaking skills

Acting as a means of guidance and suggestions through questioning and answering between teachers and students, towards the topic of the lesson

Chapter 2: Games and steps to organize language games in in warm-up activities

of the Getting Started lessons - English Textbook 10 – Global Success

Propose games for each lesson and steps to take to attract students' learning activities

in high schools with the highest efficiency, contributing to improving the quality of teaching in schools

There are many factors to create a more successful learning English "Warming up Activities in teaching Getting started English 10" is one of those factors Starting an English school by students participating in the game bring the campaign will inspire, make sense of comfort and cheer to step into a new lesson

Steps for each activity

UNIT 1 – FAMILY LIFE

Lesson 1: Getting started – OUR FAMILIES

GAME: LET’S RACE!

Type : Groupwork

Objectives: To introduce the unit topic (Family life);

To introduce some vocabulary and the grammar points to be learnt in the unit

Teaching aids: - Video link:

group then goes to the board and writes the names of the chores

Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board

T confirms the correct answers

Expected outcomes: Review Ss‟ vocabulary about the household chores and get them

ready for the lesson

Clean/Mop the floor

Clean the toilet

Do the laundry /

wash the clothes

Clean the house/things

Dust the wardrobe/ clean the

closet

Vacuume the floor

Lead sts into new lesson: T: We are going to study unit 1 “ Family life” - getting

started- To know more about the family and the household chores

UNIT 2 – HUMAN AND THE ENVIRONMENT Lesson 1: Getting started – GO GREEN CLUB

VIDEO WATCHING Type : Groupwork

Objectives: To activate students‟ knowledge on the topic of the unit

- To create a lively atmosphere in the classroom

- To lead into the new unit

Teaching aids: Video link:

https://www.youtube.com/watch?v=WfGMYdalClU

- Board, chalk, projector

Time: 5 minutes

Procedure :

T divides Ss into 4 groups and gives instructions: Watch the clip and take notes what the man has done One person from each group then goes to the board and writes the names of the actions

Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board

T confirms the correct answers

- checks and corrects if there are any spelling mistakes

- confirms the winner

Leads in the lesson: Our environment is being seriously destroyed, at your age you can take some simple actions to help save the environment One of them is taking part

in Go Green clubs

Expected outcomes: Review Ss‟ vocabulary about the way man destroys the environment and get them ready for the lesson

He has:

+ killed animals for food, for clothing and even for fun;

+ destroyed forests to make room for factories, buildings or urban areas

+ released a lot of oil, waste into the sea and on the land

2 He has made the earth a huge landfill, an unlivable place and in the end he has been killed by aliens

UNIT 3 – MUSIC Lesson 1: Getting started – A TALENTED ARTIST

GAME: WHO IS WHO?

Type : Group work

Objectives: To create a friendly and lively atmosphere in the classroom

- Leading to getting started lesson: MUSIC - A TALENTED ARTIST

Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any),

PowerPoint slides, computer or laptop

Time: 5-7 minutes

Procedure

• Devide class into 2 teams competes with each other

• Each team/ in turn has chance to answer the question Giving correct answer at the first cue, the team will get mark 20, the second cue – mark 10

Who is he?

He is the king of pop music

Michel Jackson

Harry potter

Bui Xuan Phai

Ask Ss a question to lead to the lesson: Are they talented artists?

UNIT 4 – FOR A BETTER COMMUNITY Lesson 1: Getting started – VOLUNTEERING IN THE COMMUNITY

GUESING GAME Type: Groupwork

Objectives: - To activate students‟ knowledge on the topic of the unit

- To create a lively atmosphere in the classroom

- To lead into the new unit

Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any),

PowerPoint slides, computer or laptop

Time: 5-7 minutes

Procedure

- Divide the class into 2 groups

- Look at the screen and write down all the activites in the pictures

- The representative of each group random goes to the board to write as many as possible

- The winner will be the one who have more right answers