Applying some games and techniques in language focus to develop students communication skills at vinh loc high school

The English language curriculum developed in the context of communication, language knowledge phonetics, grammar, vocabulary is a necessary tool for developing and developing communicati

1 INTRODUCTION

1.1 Rationale of choosing the theme

Today learning English is very important because it is the only language that truly links the whole world together English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion English is the dominant business language and it has become almost a necessity for people to use English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English Its importance in the global market place therefore cannot be understated, learning English really can change people’s life Many of the world’s top films, books and music are published and produced in English Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding Most of the content produced on the internet is in English So knowing English will allow people to access an incredible amount of information which may not be otherwise available!

In addition, English is one of the most popular languages, used by many different countries in the world The English language curriculum developed in the context of communication, language knowledge (phonetics, grammar, vocabulary) is a necessary tool for developing and developing communication skills Forming communication skills is the ultimate goal of the teaching process

Throughout the years of innovation in high school English teaching, most

of our teachers have explored and have had a certain amount of experience in active teaching English During the teaching and observation sessions of my colleagues, I noticed that most of the students were initially interested in and actively learning the skills, especially reading skills However, they are very discouraged in using the language knowledge that the teacher introduced in the practice Whereas the purpose of the exercise is to enable students to use language knowledge correctly, that language knowledge becomes a necessary means of forming and developing communication skills Language Focus is developed to reinforce and develop students' language competencies, to train to summarize or refine the language focus introduced in the skills classes Therefore, students should practice how they can develop communication skills through Language Focus

Many teachers still require students to practice language focus (especial grammar) in the Language focus lesson by: Doing exercises in the textbook then

on the board record the answer and correct the error As the reality shows often cause a tedious, boring, not conducive environment for learning

Therefore, teachers need to understand the intentions, requirements and objectives of each lesson, each item so that one can teach the right side of the lesson, on the other hand can use the textbook creatively Suitable for students

With the help of the Principe, the contributions of my colleagues, the search

through the media, I applied "some games and techniques for practicing structure" to teach in the Language focus and to some extent obtained

relatively positive results, students use better language They do not think that language training is boring or impractical anymore, whereas it is very exciting, proactive, positive, and effective in learning That motivates their learning motivation Help them enjoy learning English more and use language knowledge to communicate

1.2 The aims of the study

The application of "some games and techniques for practicing structure" in

the language focus to develop communication skills for students

1.3 The objective of study.

- Applying the language focus practice section for students at classes 12C11, 12C12

1.4 The methods of study.

- Observation method (via observation time)

- Method of summarizing experience

- Experimental methodology

- Mathematical statistical methods

1.5 New points of experience innovation.

Applying "some games and teaching techniques for practicing structure " as: *Picture Drill

* Word cue drill

*Lucky number

*Substitution Boxes

* Noughts and Crosses

*Pelmanism

- Use the techniques of substitution

*Basic substitution

*Single-word prompts

*Picture promts

*Free substitution

- Presenting the structure implicitly

2 DEVEPOPMENT

2.1 Set the problem

2.1.1 theoretical basic

Implementing Resolution No.40/2000/Tenth National Assembly; Directive No 14/2001 / CT-TT of the Prime Minister on renewing the program

of general education.Instruction No 40-CTTW on June 15, 2004 by the secretariat on building and improving the quality of teachers and educational administrators, from 2006 to 2007 school year, Ministry of Education and Training The general education program, promulgated by the Minister of Education and Training 16/2006 / Decision Ministry of Education and Training

on June 5, 2006, states: "It is necessary to bring positive and creative play to students’ learning activities, It is suitable with the characteristics of subjects, characteristics of students, conditions of each class; Self-study method, ability to cooperate; practice skills to apply knowledge into practice; Affect emotions, bring joy, excitement and responsibility to students

In general education, English is built in the direction of communication Forming communication skills is the ultimate goal of the teaching process; Language knowledge such as phonetics, grammar, vocabulary introduced in the Language focus course is seen as a necessary means to form and develop communication skills, not the ultimate goal of the process study

Moreover, teaching instead of taking "Teaching" centered on taking

"Learning" at the center In the organizational approach, the learner - the object

of the "teaching" activity and the subject of the "learning" activity - is attracted

to the learning activities organized and directed by the teacher, through It explores what is unclear, not yet passively absorbing the knowledge that has been arranged by the teacher

That is why teachers need to understand the intentions, requirements, goals

of each lesson, each item so that one can teach the right part of the lesson, on the other boldly and creatively in the design of the exercises Both the right focus of the article, while attracting active students, actively participate in the process of training language knowledge Students can then apply that knowledge into the process of communication Activities will make the classroom noisier, but noisy

2.1.2 Actual situation

This form of communication skills is the ultimate goal of the teaching process Language knowledge is the means by which language skills are developed and developed, and the linguistic knowledge is introduced in the language So how can we teach and learn the linguistic knowledge, especially the following? When introducing grammar knowledge, how should students practice to enable them to use them in specific communication situations in order to meet the goals of the instructional process?

A Language Focus section of the English-language textbook (Basic-CTE)

is conducted as following diagram

Pronunciation

Language Focus Presentation

Controlled pratice

Grammar Practice

Free practice

Production A Language Focus within 45 minutes, the practice only takes about 15 to 20 minutes Usually, many teachers, after the introductory stage, still require students to practice their language focus (especially grammar) in the Language focus lesson by: Doing the exercises in the textbook and then on the board record the pay Words and fixes Example UNIT 5 : HIGHER EDUCATION Period: 34- Part E : Language focus (conditional sentences) (English textbook 12 basic) After introducing the formula of Conditional sentences: The teacher guides students to practice the structure within 15 to 20 minutes * If you practice in a traditional method, it will look like this Conditional sentences type 1:If + S + V/V(s/es) , S+ will/ can + V(bare inf)

Conditional sentences type 2:If + S + V(past simple) ,S+ would/could+ V(bare inf)

Conditional sentences type 3:If + S + V(past perfect) ,S+ would/could have+ V(pp)

* The teacher asks the students to do the following exercises (pages 59-61 English textbook 12 basic): Exercise 1: Complete the sentences using conditional sentence type 1. 1.If you fail the GCSE examihnation,

2 You won’t be able to get into the examination room if

3 If you don’t send the application form on time,

4 If you don’t have a referece letter,

5.Unless you show your identify card,

Exercise 2:Express these situation using conditional sentence type 2. 1 She doesn’t have a car She doesn’t go out in the evening 2 Sarah doesn’t study hard She hates school 3 I can’t do the test It is too difficult 4 Peter doesn’t read alot He can’t find the time 5 I can’t translate this I don’t speak Korean 6 They don’t travel far alot They are afraid of flying Exercise 3:complete the sentences with the correct form of the verbs in brackets

With the traditional practice of the above, I find that:

- Students often do exercises in the form of coping, dependence, sometimes too much abuse of reference books makes children lazy thinking, not creative

- The classy, boring classroom atmosphere leads to students who are not interested in active teaching

- They do not know how to use their linguistic knowledge to express their communication in real life situations in order to serve their lives

Therefore, the formation and development of communication skills for children are difficult

2.2 Solve the problem.

To overcome the limitations of traditional practice, this type of exercise does not meet the communication goal of teaching English Because linguistic knowledge is seen as a means, not a means of communication Is the ultimate destination of the learning process

So in order for students to develop communication skills in Language Focus, I

have applied "Some games and teaching techniques for practicing structure

" to design appropriate exercises that help students to practice Language knowledge, both developed communication skills

The application of "some games and teaching techniques for practicing structure " to teach language training for the Language Focus course in basic English textbooks.

Using games and teaching techniques in the practice will attract all students to participate in the exercises, students will learn more actively, more active, classroom atmosphere is no longer tedious and tense, bored again

The diagram shows that the language training step consists of two parts:

The first part of the training section is a controlled practice The trick most

commonly used here is drills In this section students learn through repetition, copying to form habits This step is very short, only about 5 minutes

Some of the techniques that I usually use in my teaching process

*Picture Drill

* Word cue drill The second part of the exercise is free practice: In this section, students use

suggested words to form structured sentences, or do homework assignments Preparatory or in the textbook, in the form of groups or pairs Teachers come in groups to help them

1 If you had sent the application on time , they might (call) you for an

interview I can’t understand why you din’t

2.If John( install) an alarm, the thieves wouldn’t have broken into his house

3 I make a film with him if I had been a famous director, but I was not

4 If you had told me earlier, I( give) it to you

5 We would have sent you a Christmas card if we(have) your address

Here are some games that I usually use in my teaching process

*Lucky number

*Substitution Boxes

* Noughts and Crosses *Pelmanism

In general, the purpose of the training step is to help students utilize new language knowledge accurately, through a process that goes from the practice of guided practice to free practice You can transport Use the knowledge learned in specific situations to form and develop communication skills for students

Based on the games, teachers can design exercises that match the content

of each lesson, each student object Here are some examples I have used in teaching at Vinh Loc High School

Illustration

Example 1

UNIT 1: HOME LIFE and UNIT 2: CULTURAL

Period :7 + 12 – Part E : Language Focus ( Review of tense)

( 12th grade english basic)

1.1 Use the technique Word cue drill

- The teacher prepares about 4 verbs:

- Teacher gets axamples and gets the class to repeat

Example:

T: I went to the cinema last night

Sts: I went to the cinema last night

T: I was going to the cinema at 8 oclock last night

Sts: I was going to the cinema at 8 oclock last night

- Students give sentences to other verbs

1.2 Use the techniques of substitution

- Teacher gives prompts ( a sentence, a phrase, a word or a picture) and gets the

students to give examples

go

play

listen

go

watch

- For examples about the present continuous tense with the following techniques

1.2.1 Basic substitution

- T gives verbs : see/ drink/ write/ cook and Sts practice with these verbs.

ex: T: seeing a film

Ss: I am seeing a film

T: drinking beer

Sts: I am drinking beer

T: writing a letter

Ss: I am writing a letter

1.2.2 Single-word prompts

ex: T: a letter

Ss: I am writing a letter

T: a song

Ss: I am singing a song

1.2.3 Picture promts.

The teacher shows the class a picture and gets them to say the example

ex: The teacher shows students picture 1 and stusents will say:They are playing football

T continues showing picture 2,3 students will say: They are waching TV/ He

is cutting the grass

1.2.4 free substitution

The students make up their own sentences using the structure learnt

ex: I am driving a car

1.3 Use the game substitution boxes

- Teacher on board a frame box filled with words

- The words in the box are matched together to form many sentences that the verb is divided into different places

Example: Mary is washing the dishes now

- Teachers divide the class into 2 or 4 groups (depending on the number of students in the class to divide the group)

Groups discuss each other: Use words in the box to put together sentences (as many sentences as possible) One word can be used multiple times

The teacher then asks the two teams to write their discussion results up on the board for a certain time (eg, within 5 minutes) The group members turn to write

- The group that writes the most correct sentences is the winning team

=>Possible sentences:

* The present simple tense : * The present continuous tense:

-Peter and Mary wash the dishes every day - They are washing the dishes

- Peter and Mary often go fishing every week

-Peter goes finging everyday - Peter is washing the dishes -Mary washes the dishes every day -I am reading books

- Peter often washes the dishes - Mary is reading a book now -Peter goes finging everyday

-They sweep the house every day

- Peter often sweeps the house ,………etc

* The past perfect tense: * The future simple tense:

-Peter had swept the house -Peter will go fishing next week -Peter and Mai had washed the dishes - They will read books

-They had read books - I will sweep the house

-I had swept the house,…etc -Mary will sweep the house…etc

* The present perfect continuous tense :

- Peter has been going fishing all day

- They have been reading books all day

- I have been sweeping the house.,etc

washes all day wash I read often go Every fishing will next sweep the house the dishes been washed am

Week Mary is now

Washing and Peter are Had a book(s) reading

Illustration

Example 2 UNIT 5: HIGHER EDUCATION Period: 34 - Part E: Language focus ( conditional sentences ) (12th grade English basic)

2.1 Using Picture drill: - The teacher prepares a number of paintings and vocabulary related to conditional types 1,2,3

,

- Teacher introduces picture by picture quickly - The teacher gives a picture to the class 1 If/ it/ be/ fine/ tomorrow/, they/ go swimming 2 If / I/ be/ a bird, I/ fly / everywhere 3 If/ they/ study/ hard,/ they/ pass/ the exam/ last year

4 If/ he/ get up/ early yesterday/ he/ not/ go/ to school late

5 If/ I/ know/ Korean, I/

translate/ this document

6 If/ you/ not/ show/ your identify card, you/ not/ get into/ the examination exam.

- Teacher reads aloud sample (2 times):

If I were a bird, I would fly everwhere.

- The student asks the students to read sample sentences 2 times

- Teacher asks 2-3 students to read sample sentences

- The teacher continues the steps with the other pictures:

If it is fine tomorrow, they will go swimming

- Students work in pairs to make sentences with the remaining paintings (Teacher hangs the remaining paintings up on the board)

*Suggested answers:

1.If it is fine tomorrow, they will go swimming

2.If I were a bird, I would fly everwhere.

3 If They had studied hard, they would have passed the axam last year.

4 If he had got early yesterday, he wouldn’t have gone to school late.

5 If I knew Korean, I could translate this document

6 If you do not show your identify card, you won’t be able to get into the

examination exam.

2.2 Use the Pelmanism game.

- The teacher prepares 10 cards with cover (or paper)

+ On the one hand the teacher hits numbers 1-10

On the other hand, the teacher writes the propositions of conditional types 1,2,3 (From conditional clause 1-5, clause 6-10)

2 If / I/ be/ a bird, I/ fly / everywhere

1 If/ it/ be/ fine/ tomorrow/, they/

go swimming