Applying a variety of language games and teaching techniques in reading periods of english 10, national foreign language project 2020

As we all know, English is a popular language in the world, and it is also the way leading to international integration. Therefore, in 2008, the Prime Minister approved the project entitled “Teaching and Learning Foreign Language in the National Education System, Period 2008 2020 with the aims of “Completely change teaching and learning method in national education system with the aim that most of the young graduated from vocational school, college and university can use foreign language indecently, confidently in communication, learning and working in integrated, multilanguage, muticultural environment by 2020; make foreign language the strong point of Vietnamese” From 2013 – 2014, Binh Dinh Department of Education and Training carried out teaching and learning using the new textbook set of English National Foreign Language Project 2020 which has completely new content and format for grade 10. The lesson contents are more diversified. The format is more beautiful with vivid photos. This is both benefit and difficulty for teachers in teaching process because teachers have to spend more time researching the lesson for not demo teaching for the new textbook, no other reference except for teacher’s book, not much discussing or exchanging experience between teachers in same location because there are very few schools carry out this. With the new textbook, new teaching method must be used. Students play the centeredrole who actively study, discover and create new thing while teachers are just motivators. Therefore, beside good knowledge, English level of C1, teachers must be creative in teaching process to make an easy, effective learning time which attract students’ attention and help them work well in class.Being a teacher assigned to first teach the new textbook of English 10, I also faced with many challenges in teaching time. In which, the skill catching me a lot of attention is Reading because of numerous vocabularies and informative contents.Therefore, students have difficulty understanding the content of the reading passage if they cannot master the meaning of new words. As a result, they easily get bored. So, how to help students learn new words fast to master main idea of the reading passage to develop their language ability and apply well in similar lessons? Being aware of this urgent problem, I have a great desire to study to make students learn Reading lessons effectively. That is the reason why I choose the topic “Applying a variety of language games and teaching techniques to create motivation and develop language ability for students in Reading periods of English 10, National Foreign Language Project 2020” for my initiative after many times discussing with my colleagues, referring books and changing teaching method.The initiative includes 3 parts for each Reading lesson:1.Language Games applied in the Postreading in class2. Teaching technique to summarize the text:3.Further exercises to reinforce students’ knowledge

Topic:

Applying a variety of language games and teaching techniques to create motivation and develop language ability for students in Reading periods of English 10, National Foreign Language Project 2020

TABLE OF CONTENTS

Page

2. Signification and effect of the new solution 3

2 Measures for implementing and time to create the solution 5

2.2 Time to create the solution 6

II. The description of the initiative’s solution 7

Reference 53

A INTRODUCTION

I Rationale:

1.Background and the reason for study:

As we all know, English is a popular language in the world, and it is also theway leading to international integration Therefore, in 2008, the Prime Ministerapproved the project entitled “Teaching and Learning Foreign Language in the

National Education System, Period 2008 - 2020 with the aims of “Completely change teaching and learning method in national education system with the aim that most of the young graduated from vocational school, college and university can use foreign language indecently, confidently in communication, learning and working in integrated, multi-language, muti-cultural environment by 2020; make foreign language the strong point of Vietnamese”

From 2013 – 2014, Binh Dinh Department of Education and Training carriedout teaching and learning using the new textbook set of English National ForeignLanguage Project 2020 which has completely new content and format for grade 10.The lesson contents are more diversified The format is more beautiful with vividphotos This is both benefit and difficulty for teachers in teaching process becauseteachers have to spend more time researching the lesson for not demo teaching forthe new textbook, no other reference except for teacher’s book, not much discussing

or exchanging experience between teachers in same location because there are veryfew schools carry out this With the new textbook, new teaching method must beused Students play the centered-role who actively study, discover and create newthing while teachers are just motivators Therefore, beside good knowledge, Englishlevel of C1, teachers must be creative in teaching process to make an easy, effectivelearning time which attract students’ attention and help them work well in class

Being a teacher assigned to first teach the new textbook of English 10, I alsofaced with many challenges in teaching time In which, the skill catching me a lot ofattention is Reading because of numerous vocabularies and informative contents

Therefore, students have difficulty understanding the content of the readingpassage if they cannot master the meaning of new words As a result, they easily getbored So, how to help students learn new words fast to master main idea of thereading passage to develop their language ability and apply well in similar lessons?Being aware of this urgent problem, I have a great desire to study to make studentslearn Reading lessons effectively That is the reason why I choose the topic

“Applying a variety of language games and teaching techniques to create motivationand develop language ability for students in Reading periods of English 10, NationalForeign Language Project 2020” for my initiative after many times discussing with

my colleagues, referring books and changing teaching method

The initiative includes 3 parts for each Reading lesson:

1 Language Games applied in the Post-reading in class

2 Teaching technique to summarize the text:

3 Further exercises to reinforce students’ knowledge

.2 Signification and effect of the new solution:

The language games is to consolidate vocabulary in class This helps studentsfeel motivated and remember new words easily With wide range of new words,they can get good results in studying reading and other sub-skills

The designing activities to summarize lesson content based on teachingtechniques once again help students review vocabulary and systematize contentabout lesson topic This improves students’ language ability and their creation

Other homework helps students know a variety of reading comprehension types,train their reading skill to be able to apply well in reading tasks in the GeneralCertificate of Secondary Education (GCSE)

+ Design homework in two ways: Help students to systematize knowledge in a logicaland scientific way and provide further exercises to develop students’ language ability.+ Teach and observe my colleagues’ teaching in class

+ Get feedback from students

+ Evaluate the results and performance in class

2.1.Time to create the solution:

+ Academic Year 2014-2015: Research textbooks and workbooks carefully, consultwith my colleagues about the new textbook scheme and orientate towards teachingReading periods effectively

+ Academic Year 2015-2016: Complete the initiative and teach as experiments

B CONTENT

I.Aims and objectives:

The aims of designing language games and new teaching techniques are:

+ Improve the quality of teaching and learning foreign languages as required by theNational Foreign Language Project 2020

+ Develop interesting study atmosphere in the classroom in order to enhance students'activeness in English language learning through language games

+ Improve students’ ability to work individually or in groups and enable students topractice active learning

+ Consolidate vocabulary, summarize lesson content and improve readingcomprehension skills for students

+ Promote the central role of the learners

+ Develop students’ language ability in a broad range of fields

+ Help students learn English effectively and use it as a means of communication totalk about specific situations of suggested topics

+ Make teachers love their work more

II The description of the initiative’s solution:

1 Describing new points of the solution:

Language games and teaching techniques for homework designed are as follow:

+ Language games: These games created a useful way of learning because theyenhance students' activeness in learning English Note that the game is designedwithin the limited time (4 - 5 minutes) with quick activities

+ Drawing mind map: Mind map is a memory aid to review notes as well as a solobrainstorming tool that gives students an overview of the issues and helps them toremember information in a logical way Especially, Mind maps are a useful andcreative way to help students to organize knowledge in their own ways, so it keepsstudents active by finding new ways to express the same points

+ Completing a table: For the lesson having facts, events or complex and difficultcontent, the teacher asks students to read the text again, complete the suggestedtable and talk about lesson content

+ Completing a chart: Students are asked to complete a chart to summarize thetext

+ Describing pictures: The teacher provides students with some pictures andinformation relating to the text of all the TV programs, volunteer work so thatstudents have opportunities to consolidate what they have learned That the teacheruses the pictures in checking up the previous lesson will attract all studentsbecausing of creating the activitive and memorable learning condition

+ Gap - filling: Students are expected to do exercises of filling the gaps to practicereading comprehension skill

+ Matching: The teacher gives further exercises relating to vocabularies ormatching words with their definitions so that students have a chance to applywords in the context and reinforce knowledge

+ Discussion: The teacher exposes some questions and asks students to work ingroups to do the teachers’ given requirements, and then talk in front of the class inthe checking up the previous lesson

Following are some specific activities for Reading period of new English 10:

II The description of the initiative’s solution:

1 Describing new points of the solution:

Language games and teaching techniques for homework designed are as follow:

+ Language games: These games created a useful way of learning because theyenhance students' activeness in learning English Note that the game is designedwithin the limited time (4 - 5 minutes) with quick activities

+ Drawing mind map: Mind map is a memory aid to review notes as well as a solobrainstorming tool that gives students an overview of the issues and helps them toremember information in a logical way Especially, Mind maps are a useful andcreative way to help students to organize knowledge in their own ways, so it keepsstudents active by finding new ways to express the same points

+ Completing a table: For the lesson having facts, events or complex and difficultcontent, the teacher asks students to read the text again, complete the suggestedtable and talk about lesson content

+ Completing a chart: Students are asked to complete a chart to summarize thetext

+ Describing pictures: The teacher provides students with some pictures andinformation relating to the text of all the TV programs, volunteer work so thatstudents have opportunities to consolidate what they have learned That the teacheruses the pictures in checking up the previous lesson will attract all studentsbecausing of creating the activitive and memorable learning condition

+ Gap - filling: Students are expected to do exercises of filling the gaps to practicereading comprehension skill

+ Matching: The teacher gives further exercises relating to vocabularies ormatching words with their definitions so that students have a chance to applywords in the context and reinforce knowledge

+ Discussion: The teacher exposes some questions and asks students to work ingroups to do the teachers’ given requirements, and then talk in front of the class inthe checking up the previous lesson

UNIT 1: FAMILY LIFE

 Background to apply new solution :

The text is about the enormous benefits that come to a

family when husbands and children share the housework

When families share household chores, it is good for them as individuals and goodfor all the relationships within the family

Language game applied in the Post – reading is designed to give students a chance

to revise vocabularies effectively

Students are asked to draw mind map to summarize the content of the text

 Language game applied in the Post – reading:

GAME : WORDS OUT OF……

+ Skills: WRITING

+ Time: FLEXIBLE

* Procedure:

- The teacher writes about 14 letters on the board

- The teacher tells the rule: Students work individually and use these letters tocreate vocabularies in the text that they have learned Use each letter only once

Student might suggest words like:

VULNERABLE, ENORMOUS, BENEFIT, FINANCE, SOCIABLE, CRITICAL,TEND, HOMEMAKER, DIVORCE,RELATIONSHIP, ILLNESS, PSYCHOLOGIST,ATMOSPHERE, OVERALL

 Teaching technique to summarize the text:

 Drawing mind map:

There are different specific requirements of drawing mind map, depending onlevels of students For example, students are asked to draw mind map bythemselves, or match the suggested model with vocabularies Maybe the teacherprovides students with complete mind map so that they can take notes in theirnotebooks When checking up the previous lesson, the teacher asks students todraw their mind map and describe as much as possible

NOTE : This requirements apply to all the other mind map mentioned in theinitiative

 Further exercises to reinforce students’ knowledge:

 Labelling the pictures:

KEYS:

do the laundry : 12 go shopping : 4 make the bed: 11

do the dusting : 14 sweep : 13 do the dishes : 9

cook : 8 walk the dog: 3 look after the children :5 hang the clothes : 1 mop floors : 6 strolling with baby : 2 vacuum : 10 take out the rubbish: 7

 Make a weekly chore schedule:

Making a weekly chore schedule enables students to know how to balance betweenstudying and doing housework It also helps students to build self - reliance andresponsibility because of “many hands make light work”

UNIT 2: YOUR BODY AND

YOU

 Background to apply new solution :

In the lesson, students can know about acupuncture – one

of the oldest medical treatments in the world Today, a lot

of people use acupuncture as a reliable alternative to

modern medicine In the lesson, students are asked to complete the table to give asummary of the origin, basic idea, technique of acupuncture and so on

 Language game applied in the Post – reading:

GAME : RING THE WORD

- Hangs worksheet in which vocabularies are included

- Instructs the rule of the game: After the teacher reads the word, the student whofirst circles the word will get 10 points The team getting more points will be thewinner

Suggested words :

ACUPUNCTURE, EASE, AILMENTS, ACUPOINTS, PRECAUTION,ALTERNATIVE, TREATMENT, PROOF, PROMOTE, ENHANCE, PRACTICE,ROOT, MEDICAL, HARMONY, BALANCE, YIN AND YANG, PAIN,COMPLICATED, INVOLVE, NEEDLE, PRESSURE, STIMULATE, HEALING,FUNCTION, ORIGINALLY, SIDE EFFECT, SORENESS, SLIGHT BLEEDING,DISCOMFORT, SESSION, INNER, RECOMMEND, RELIABLE, STEADILY,ESTIMATE

 Teaching technique to summarize the text:

 Completing the table:

ACUPUNTURE Known as (1) ………

Originated (2) ………

Basic idea (3) ………

Effect (4) ………

Technique (5) ………

Why to be effective (6) ………

How many acupoints (7) ………

Common side effect (8) ………

Who shouldn’t take (9) ………

Why more people use (10)………

KEYS:

(1): One of the oldest medical treatments in the world

(2): In China

(3): Promoting harmony between humans and the world them and balance between yin and yang

(4): Ease pain and treat from simple to complicated ailments

(5): Placing hair-thin needles in various pressure points ( called acupoints)

(6): Promote the body’s natural healing capabilities and enhance its fuctions

(7): More than 2000 nowadays

(8): Soreness, slight bleeding, or discomfort

(9): Those who have electrical or electronis medical devices inside them

(10): Acupunture is considered as a reliale alternative to modern medecine

 Further exercises to reinforce students’ knowledge:

 Labelling pictures:

1 2 3 4

5 6 7 8

KEYS:

1 balance 2 acupuncture 3 needles 4 acupoints

5 yin and yang 6 soreness 7 discomfort 8 (slight) bleeding

 Multiple choice:

1 _ originated in China over 2,500 years ago Its practice is rooted in the idea

of promoting harmony between yin and yang

A Acupuncture B Acupoints C Aromatherapy D Acupressure

2 The most common side effects with acupuncture are soreness, slight bleeding, or _

A comfort B comfortable C discomfort D discomfortable

3 its general safety, acupuncture isn’t for everyone

A Despite of B Although C In spite of D Though

4 this survey, there are many young people tried acupuncture

A According to B Based to C Because of D In spite of

 Reading supplement: Just for those who need further information about

acupuncture

DO’S AND DON’TS FOR BEFORE AND AFTER ACUPUNCTURE

Acupuncture is a fairly new modality and many people aren’t sure how to preparefor a treatment or what they should do afterward There are some guidelines to helpyou make the most of the magic needles

Before Acupuncture Treatment

First of all, don’t come hungry Have a snack or light meal before your treatment It

goes without saying that it’s best to avoid alcohol or recreational drugs before

treatment However, you should take your prescription medicines on schedule.

Acupuncture is a relaxing experience Wear clothing that is comfortable and that

will give the acupuncturist easy access to your elbows and knees

Tell your acupuncturist if your are sleep deprived or exceptionally stressed or overworked This helps us decide what treatment is best for you

After Acupuncture Treatment

After acupuncture, you may resume your normal activities Going back to work is

fine If you are tired and have the opportunity to nap, do so Try not to eat a heavymeal after treatment, and avoid alcohol

There should be no problem with exercise, but keep it easy Walk or jog instead of

running, or do three miles instead of ten Have a leisurely swim instead of trying tobreak your record at laps If you work out in a gym, do a lighter routine

Do not use ice after acupuncture Acupuncture gets the circulation flowing and

your blood moving If you need to ice an area, wait a few hours after acupuncturebefore applying it

You can get physical therapy, chiropractic or massage the same day you get acupuncture People who come for muscular pain and trigger points will especially

benefit from acupuncture followed by a massage Combining acupuncture withmassage is also effective for other problems, including minor injuries, arthritispain, headaches, and stress

UNIT 3: MUSIC

 Background to apply new solution :

The text provides students with information about Idol –

the most successful entertainment formats in the world

as well as in Vietnam It has complex figures, but its

content is quite simple To broaden students’ knowledge, I have students look atsome suggested pictures, list the names and have brief introduction about the TVshows

 Language game applied in the Post – reading:

GAME: LUCKY NUMBER

+ Skills: LISTENING, SPEAKING

- Explains the rule:

+ Each team will choose any number and do as required

+ The time for each question is 10 seconds Student who has right answer will get

10 points for the team If not, the other team can answer to get points

+ If you choose “Lucky number”, you will have 10 points without answering

+ Each team will take turns to choose the number and answer The team havingmore points will be the winner

4 TRUE OR FALSE: Vietnam Idol is a franchised programme

5 ANSWER THE QUESTION: When did American Idol begin?

6 LUCKY NUMBER

7 FILL IN THE GAP: The first season of Vietnam Idol on May 23, 2007

8 FILL IN THE GAP: is an event which people talk about

 Teaching technique to summarize the text:

 Telling the names and giving brief introduction the TV shows:

Picture 1 : POP IDOL – It is one of the most successful entertainment formats

ever launched 2001 is the year that Pop Idol was first launched in the UK

Picture 2 : AMERICAN IDOL – It began in 2002 and quickly became the most

popular entertainment series in American with viewers in the hundreds of millions

Picture 3 : VIETNAM IDOL – It is part of the Idol franchise created in the UK by

Simon Fuller The first season of Vietnam Idol aired in 2007 Its process includes:auditions, semi-finals, and finals The final contestants perform live on stage to atelevision audience The contestants receiving the fewest viewers’ votes areeliminated from the competition

Picture 4 : WHO WANTS TO BE A MILLIONAIRE? – Winners on this show

will get a chance to be a millionaire First, they must answer a series of generalknowledge questions Each time the amount of money increases – the prize startsoff small but gets bigger and bigger

Picture 5 : THE VOICE KID – It is a reality television singing competitionfranchise Contestants are aspiring singers drawn from public auditions It isstructured as three phases: blind auditions, battle rounds and live performanceshows From these three, one will be named "The Voice Kid"—and will receivethe grand prize of money and a recording contract

Picture 6 : VIETNAM’S GOT TALENT – Its aim is to discover, encourage and celebrate excellence in the arts Its process includes: precast, judge audition, semi-finals and finals

 Further exercises to reinforce students’ knowledge:

I Add two letter to any place of each word to form another word with its

definition given.

1 TENT  ……… an exceptional ability

2 PROAM  ……… something that people watch on TV

3 SING  ……… a song, often from a full – length album or compactdisc

4 FORM  ……… the general design of something

5 ON  ……… a short piece of music with words you sing

6 EAT  ……… large in amount, size or degree

7 EVE  ……… one of the competitions in a music program

8 ALUM  ……… a collection of pieces of music recorded

9 SO  ……… a theatre performance that includes singing

10 POLAR  ……… liked or enjoyed by a large number of people

11 DO  ……… a person that is loved and admired very much

12 IT  ……… a series of names when they are written

13 CORD  ……… a thin round plastic on which music is recorded

14 ILL  ……… an ability to do sth well through training

II There are words about music Tick (√ ) the correct column for each of the

words The first one has been done as an example

- Type of music: Folk music, Opera, Musical ping pong, Dangdut, Jazz, Pop music

- Instruments: Flutes, Mono chord, Electric guitar, Violin, Trumpet, Organ, Drum

- Artist: Singer, Composer, Pianist, Flautist, Violinist

UNIT 4: FOR A BETTER COMMUNITY

 Background to apply new solution :

It is obvious to see that people do volunteer work for a

wide variety of reasons They volunteer because of the

personal benefits that volunteering on their character Or

they want to gain experience in a broad range of fields

Others think that they are very fortunate to live the way they do and want to dosomething useful to society Through drawing mind map, students can generalizethe text and see clearly the benefits of doing volunteer work Mind map makesobjectives of the lesson clear to students and educates them to do volunteer work to

contribute to bettering the society It also conveys the meaningful message “ Some

of the happinest people in the world are those who help to bring happiness to others”.

Furthermore, students are asked to look at the pictures and describe kinds ofvolunteer work students usually do to help people

 Language game applied in the Post – reading:

GAME : ONE- TWO - …FIVE

+ Skills: IDENTIFYING AND SPEAKING

+ Time: FLEXIBLE

+ Materials needed: WORKSHEET, COLOR PENS

* Procedure:

- Hangs the worksheet which contains vocabularies in the text

- Asks students to look at the worksheet and try to remember the words as much aspossible

- After 1 minute, the teacher has 5 students go to the board These students arecalled “ One – Two – Three – Four – Five” Note that the students do not see thewords on the worksheet

- Explain the rule:

+ The teachers says any number out loud The student who has the name of thenumber will read one word on the worksheet To make sure that each word canonly be read one time, teachers use color pen to mark the words that the studentshave read

+ Within 5 seconds, if students do not read as required, they will be eliminatedfrom the game The last student will be the winner

EXTENDEDDEVOTEDPAYING JOBRANGEPERSONALSOCIAL WORKOPPORTUNITY

A PAID JOBCAREERAWARE OFTRY OUT

 Teaching technique to summarize the text:

 Drawing mind map:

 Further exercises to reinforce students’ knowledge:

 Describing the pictures:

KEYS: Picture 1 The students are teaching the children to read and write.

Picture 2: The students are taking care of the disadvantaged children

Picture 3: The students are helping the examinees during the University

entrance exam period

Picture 4: The students are helping the villages to build the road

Picture 5: The students are taking care of the families of martyrs

Picture 6: The students are taking part in a Blood Donation activity

Picture 7: The students are directing the traffic

Picture 8: The students are collecting the rubbish

Picture 9: The medical students are examining the old people

Picture 10: The students are helping the old people to cross the road.

Picture 11: The students are helping people in remote and mountainous areas

Picture 12: The students are helping farmers to harvest crops

 Gap-filling:

volunteer homeless handicapped disadvantaged

needy charity donate remote

1 The learning conditions of children in a _ mountainous village are really bad

2 Do you agree with the saying “ _ begins at home”?

3 Last year, the Ministry of Education set up a nationwide educational programme for economically children

4 A group of business in the local area _ ten million VND to this charity organisation last Tet holiday

5 Last summer holiday, a group of volunteer students came to help _ people

in the area because these people didn’t have enough food to eat

6 In all buildings, we should improve facilities for people who are physically _

7 In our city, there are thousands of _ people without a roof over their heads, warm clothes, or food to eat

8 Our charity organisation is relying on _ to run the office and answer phone calls

KEYS: 1 remote 2 Charity 3 disadvantaged 4 donated

5 needy 6 handicapped 7 homeless 8 volunteers

UNIT 5: INVENTIONS

 Background to apply new solution :

Through imitating nature, people has invented better,

stronger, safer tools and devices to make up for what they

cannot do Some greatest inventions are listed as examples, so completing thetable helps students to summarize the text logically

 Language game applied in the Post – reading:

GAME : FAST WORDS

+ Skills: LISTENING AND WRITING

+ Time: FLEXIBLE

* Procedure:

- Divides the board into four sections

- Divides the class into 4 teams The first player of each team takes a chalk to write

- Explains the rule:

+ The teacher says "Letter I" and the first player of each team will write many words beginning with the letter “I” as much as possible (Note that students can only write these words mentioned in the text such as inspiration, invention, imitate, and etc

+ When the first player finishes their writing, the second player continues to play Thenthe teacher says the next letters as "letter S", "letter D", "letter T" Students take turn to

go to the board to write The team that writes more words will be the winner

SHAPE SCIENTIST SOURCE SELF-CLEANING STRONG

DISTANCEDESIGNDEVELOPDEFINITELYDEVICES

TOURISMTRADETRAVELTECHNOLOGYTHANKSTRY