Using language game to improve speaking skills for grade 10 students at nong cong 3 hingh school

However, it is not easy to master speaking skills,there are many problems in learning speaking skills such as: the limitedopportunities for students to speak in class; teachers have not

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NONG CONG No3 UPPER – SECONDARY SCHOOL

THANH HOA, 2017APPENDIX

TABLE OF CONTENTS PAGES PART I: INTRODUCTION

I Reasons for choosing the reseach

II Aims of the reseach

III Scopes of the reseach

IV Reseaching methods

PART II: DEVELOPMENT

3.1.3 While- speaking stage

3.1.3.1 Noughts and crosses

IV THE RESULTS OF THE RESEACH

PART III CONCLUSION AND SUGGESTIONS.

PART I INTRODUCTION

I REASONS FOR CHOOSING THE RESEACH

Nowadays, the trend of international integration of the country, language is

an important issue, being in all sectors, all professions and all areas of interest

As an international language is widely available in most countries around theworld, English plays an indispensable role in communication and research in allfields Therefore, the teaching and learning of foreign languages, especiallyEnglish, nowadays becoming increasingly urgent and is a compulsory subject inthe curriculum at all educational levels of our country

In the four skills of learning English, Lightbrown M.P,(1990) defines thatspeaking is a language skills that developed in child life, which is produced bylistening skill, and at that period speaking skills are learned [1]

Speaking is crucial and decides our idea to how convey to have bestcommunicative purpose In teaching and learning English, speaking hasnecessary and important position Speaking helps learners to read better, tolisten more effectively and write more accurately Speaking is surely the mosteffective means of communication (Ur, 1996)[2]

It is widely accepted that one of the main purposes of studying English is touse it for communication Being able to speak English is an important criterion

to assess a learner of English However, it is not easy to master speaking skills,there are many problems in learning speaking skills such as: the limitedopportunities for students to speak in class; teachers have not used manyspeaking activities for students to participate in speaking; the lack of variation ofteaching techniques used by the teacher in class; teacher found it difficult tocontrol the class In reality, visual aids, use songs, use group work and pair workect… has been applied in speaking lessons However they have not brought asmuch efficiency as expected Therefore, using games in teaching speaking skills

is an important role in modern English than ever before In language teaching,applying language games is an important factor creating more opportunities andinterest to encourage students to speak

For the above reasons, I decided to carry out a research on the title “usinglanguage games to improve speaking skills for grade 10 students at Nong CongIII High school” with the hope that it will be of some help to improve students inleaning English speaking skills I hope this research will be effective forstudents in learning English speaking skills

II AIMS OF THE RESEARCH

On the basis of surveying students’ ability of speaking English at NongCong III High School, I have given feasible solutions including innovatingmethods of teaching speaking skill and ways of evaluating students’

communicating comprehension with the aim of helping them get communicativetarget of learning a language.

III SCOPES OF THE RESEACH

Games are often used in language teaching However, this thesis only focus

on the games to develop speaking skills Especially to improve speaking skills

of the grade 10 students at Nong Cong III High School, the researcher intends toinvestigate the current situation of teaching and learning speaking skill, thenapply some language games in teaching speaking skills in grade 10 at NongCong III High School, finally to make some suggestion for improving speakingskills for students through using language games activities

IV RESEACHING METHODS

In order to realize the above aims of the study, qualitative and quantitativemethods are mainly used The data collected for the study come from threesources: The questionnaires bring me the overview of both English speakingteaching and learning by teachers of English and students at Nong Cong III HighSchool; the classroom observation, we can see what the participants do incomparison with theoretical base of the study and an interview of teachers aregoing to be used to collect information and evidence for the study

In addition, synthesis material of speaking and giving some suggestions forstudents to improve English speaking skills through language games activities

PART II: DEVELOPMENT I.Theoretical background

In line with Kim, Leesu (1995) also believe that through playing games,

students can learn English as the way the children learn and say their mother language without being aware they are studying [3]; thus without stress, the students can learn a lot in learning the target language.Green,S.(1984) write that games can help the teacher to create contexts in which the language is useful andmeaningful[4]

After a long time teaching at Nong Cong III high school, I can completelyaffirm that using games in speaking lesson is perfectly effective because gamescan greatly enrich the learning and teaching process

II Practical background

I have carried out the survey of real situations of teaching and learning thepart- pronuonciation, intonation and rhythm in language focus classes skill inclass 10B2 and 10B5 (the school year: 2016- 1017) and I have got the followingresult:

Before applying innovative techniques

(According to the figures at the beginning of

the school- year 2016 – 2017)

From the above survey, it points out that teaching and learningpronouciation, intonation, rhythm in laguage focus classes at Nong Cong IIIHigh School are ineffective and rather limited Students are not fond of learninghow to pronouce They can not be able to communicate in English They arestill passive learners in speaking lessons Therefore, it is extremely necessary tomodernize the methods of teaching language focus classes, especially innovativepronuonciation techniques need applying well and flexibly, at the same time usevarious forms of testing which motivate students to become better listeners

3.1.1.1 Mapped dialogue

Unit 2: School talk

Type of games: Mapped dialogue Classroom management: Pair works Teaching aid: handouts Time: 5- 7 minutes

B Hi, Lan, How are you?

A I’m fine Thanks And you?

B I’m fine Let’s go somewhere for a drink

A Sorry……… (2)

B Oh yes Bye

A Bye See you later

Ask students to work in pairs

Each pair has to make a conversation based on the information on the boardAfter 2 to 3 minutes, call some pairs to practice about conversation

Possible dialogue:

A Hello, Hong

B Hi, Lan, How are you?

A I’m fine Thanks And you?

B I’m fine Let’s go somewhere for drink

A Sorry I’m busy I must go out with my mother now

B Oh yes Bye

A Bye See you later

3.1.1.2 Sorting, arranging game

Unit 13: Films and cinema

Type of game: Sorting, arranging game Classroom management: Pair works

Teaching aids: film posters and handouts Time: 5-7 minutes

3.1.1.3 Cross – word

Unit 14: The World Cup

Type of games: Cross- word Classroom management: Whole class Teaching aid: handouts Time: 5- 7 minutes

Procedure:

Teachers prepare a cross- word which has the key word “world cup”(teachers can use a sub- board or a PowerPoint presentation).Teacher divides theclass into tow teams to answer eight questions in eight horizontal to find out thekey word in the vertical

Who can answer the key word will be the winner

1 The person who wins in a competition?

2 Who is considered the biggest football player every age?

3 The person who fails in a competition?

4 The city has Big Ben Tower?

5 Which country is called the hometown of football?

6 Who is the head of a football team?

7 Where are football matches taken place?

8 Which national team does Cristiano Ronaldo play for?

3.1.2 Pre- speaking stage

This stage is carried out before students actually speak The pre-speakingactivities are aimed at preparing students with everything necessary forspeaking They also involve thought and reflection, and provide opportunitiesfor students to plan and organize for speaking Normally, pre-speaking stageoften lasts from five to fifteen minutes depending on each lesson

After 7 minutes ask students talk about their activities

Teachers can give some examples:

The activity’s Lan was take place in a day from morning to night

1 At 6 o’clock Lan gets up after her mother called

2 At 6.30 a.m Lan has a breakfast with her mother

3 Then she goes to school by bus at 7 o’clock

4 She plays football with her friends

5 She gets home at 11 o’ clock

This is a typical day of Lan

Then asked students write the activities, the teacher asks each person stand

up to read about their activities

3.1.2.2 Matching

Unit 2: School talk

Type of games: Matching Classroom management: Group work

Teaching aid: 1 big sheet of paper and 10 pieces of expressions

Time: 5 minutes

Preparation: prepare a big sheet of paper with 10 movable pieces of

expression which are put in random, use magnets to hang on board

Starting a conversation Closing a conversation

Good morning.\ Hi Great I’ll see you tomorrow

Sorry I’ve got to go Talk to you later Hello How are you?

Well, it’s been nice meeting you Hello What are you doing?

How’s everything at school? Catch you later?

Goodbye See you later? Hi How is school?

Procedure:

- Three tables will be a group So there will be 4 groups in total

- Students will discuss in groups to put sentences to the right columns

- The fastest group can go to the broad and match

- Teacher will check and give the key

3.1.2.3 Net works

Unit 3: People’s background

Type of games: Net works Classroom management: Group work

Teaching aid: card Time: 15 minutes

Procedure:

The teacher divides the class into groups of eight students (two rows oftables) The teacher asks students to work in groups to write about their topicThe teacher wrote on the board from the network

After teacher asks students work in group then students in each on theboard and write the information on topic

Then teacher asks students use information on this topic to talk about thistopic

For example:

Bother/ sister

School work

Secondary school

The students can talk about the topic such as:

Family: In my family, there are four people They are father, mother,brother and me

My father is a doctor and my mother is a teacher

…………

3.1.2.4 Role – play

Unit 14: World Cup (speaking task 1)

Type of games: Role- play Classroom management: Group work

Teaching aid: handout Time: 7- 10 minutes

Procedure:

The teacher asks students to name four national football teams in thephotos on page in the textbook They are: The English national football team(photo1), the French national football team (photo 2), the Italian nationalfootball team (photo 3) and the German national football team (photo 4)

Then the teacher divides the class into 4 groups namely: The Englishteam’s fans, the French team’s fans, the Italian team’s fans and the Germanteam’s fans respectively The teacher will take turns to read the questions toeach group and the students in each group are supposed to answer them Onepoint is given for each correct answer And if all the members in one group fail

to give correct answer, the other groups can score points by raising their hands

to answer the questions The winner is the one that gets the highest point

Finally, the teacher can call the representatives from four groups to talkabout their favorite teams, using the information they have gained via the quiz.They are encouraged to add some further information that they know to the talk

People s ’s

background

Experience

Education

World Cup quiz for each national football team

Questions for the English team’s

fans

1 How many World Cup tournaments

has England participated in up to

2006?

2 How many times has England won

the trophy up to 2006?

3 Who was the captain of the English

team in World Cup 2006?

4 Who was the top scorer in English

team in World Cup 2006?

5 Who was the head coach of the

English team in World Cup 2006?

Questions for the German team’s fans

1 How many World Cup tournamentshas German participated in up to 2006?

2 How many times has Germany wonthe trophy up to 2006?

3 Who was the captain of the Germanteam in World Cup 2006?

4 Who was the top scorer in Germanteam in World Cup 2006?

5 Who was the head coach of theGerman team in World Cup 2006?

Questions for the Italian team’s fans

1 How many World Cup tournaments

has Italy participated in up to 2006?

2 How many times has Italy won the

trophy up to 2006?

3 Who was the captain of the Italian

team in World Cup 2006?

4 Who was the top scorer in Italian

team in World Cup 2006?

5 Who was the head coach of the

Italian team in World Cup 2006?

Questions for the French team’s fans

1 How many World Cup tournamentshas France participated in up to 2006?

2 How many times has France won thetrophy up to 2006?

3 Who was the captain of the Frenchteam in World Cup 2006?

4 Who was the top scorer in Frenchteam in World Cup 2006?

5 Who was the head coach of theFrench team in World Cup 2006?

3.1.2.5 Labeling games

Unit 9: Undersea world (speaking task2)

Type of games: Labeling games Classroom management: Whole class

Teaching aid: pictures Time: 7 minutes

Procedure:

The teacher prepares a set of pictures of sea problems (See the picturesabove) Then the teacher gives out one by one and asks students to tell what it isabout The students raise their hands to describe the pictures and the teacher willwrite these ideas on the board Then the teacher states that they are some threats

to the health of the oceans They are: Oil is spilled from tankers (picture 1);whales and sharks are still hunted for food, medicine and other products (picture2); explosives are used to catch fish and other sea animals (picture 3); beachesare filled with plastic bags, pieces of glass and cigarette butts (picture 4) Theteacher requires students to discuss the consequences that might occur and offersome possible solutions to these problems

3.1.3 While-speaking stage

This stage is the main part of a speaking lesson in which students uselanguage input provided in pre-speaking stage to express personal feelings,

ideas, or viewpoints, to converse and discuss or to describe one event, to tell astory, etc…Time spent on this stage is nearly twenty to thirty minutes.

3.1.3.1 Noughts and crosses

Teacher works one sample sentences with students using a word in any ofthe boxes

For example: Tiger is an animal may suffer from dangerous diseases

Then teacher divides the class into two teams One team is Nought (O) and oneteam is Cross (X)

Two teams respectively collected words from the box and put sentences.Public teams set of correct answers will be an “O” of “X”

Public teams has 3 “O” or “X” on the on a horizontal, vertical, diagonal isthe winner

3.1.3.2 Chain story

Unit 11: Nation parks

Task 3(While- speaking)

Type of games: chain story Classroom management: Pair works

Teaching aid: handouts Time: 12 minutes

Preparation: Prepare handouts: one for Nga and the other for Nga’s s friend

Nga’s friend Nga