Some games in the post reading stage to motivate the 11thgrade students at hau loc 4th upper secondary school to learn vocabulary

However, students can remember vocabulary easily via games withoutlooking up a dictionary or learn in a mechanical way.. After teaching new content to the class, provide students with a

THE TABLE OF CONTENTS

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1 Opening of the theme:

1.1 The reason to choose the theme

1.2 The purpose of researching

1.3 The research subject

1.4 The research methodology

2 The contents of the experience initiative

2.1 The rationale of the experience initiative

2.2 Current status of the problem before applying the experience initiative

2.3 The experience ideas in solving problem

2.4 The effect of the experience initiative for education training activities

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1 OPENING OF THE THEME.

1.1 THE REASON TO CHOOSE THE THEME.

The trend of globalization in all fields around the world has given foreignlanguages in general, and English in particular a big role in recent years This iswhy English become a compulsory subject in the curriculum at all educationallevels and in the national high school exams of our country Therefore, creating alively and interesting learning environment plays an important role in teaching andlearning in high schools This environment is a means and also the purpose of theteaching process In order to teach and learn English well, many teaching methodshave been studied and applied Using games that is one of the methods has beenwidely practiced in the country and over the world as useful solution with a view torelieving stress and improving leaners’ motivation

However, this method does not always yield the desired success because alarge number of games cause as much density of practice as more conventional drillexercises So how can a teacher bring students interesting lessons that stimulatestudents to be eager to learn English? In order to apply the game effectively,teachers need to pay attention to many factors such as timing of application,selection of games, appropriate process Furthermore, each lesson not only deepensknowledge but also helps students always be impressed and remember its colorfulpicture and vivid sound so that students will easily remember the lesson whenprompted If games are amusing, challenging, intriguing and surprising, lessons areclearly meaningful to them Thus, the meaning of the language they listen to, read,speak and write will be more vividly experienced and, therefore, betterremembered What’s more, they are eager to wait for the next lesson After a longlesson, students want to let their hair down The way to make the most impressivething is to choose and design the appropriate games integrated into the lessons,especially in the post teaching stage is necessary

For the reasons mentioned above, I would like to express some effective andexciting games that I have designed in the teaching process Moreover, those abovereasons urged to me find the best way to encourage students to learn English.That’s why I choose the theme “SOME GAMES IN THE POST READING

STAGE TO MOTIVATE THE 11 TH GRADE-STUDENTS AT HAU LOC 4 TH UPPER SECONDARY SCHOOL TO LEARN VOCABULARY”

1.2 THE PURPOSE OF RESEARCHING

Games and fun activities are a vital part of teaching English as a foreignlanguage The primary purpose of this study is to explore the effectiveness of usingsome games in teaching vocabulary to students in grade 11th at Hau Loc 4th Uppersecondary school

This study helps students to remember vocabulary better Traditionally,vocabulary is not seen as a particular subject by students to learn, but they aretaught in the speaking, listening, reading and writing lessons It is not easy to recallthe words However, students can remember vocabulary easily via games withoutlooking up a dictionary or learn in a mechanical way

From the above fact background shows the teachers who teach students athigh schools recognize to help students reduce anxiety, increase positive feelingsand improve self-confidence In fact, students have to encounter unfamiliar wordswhile learning a second language, so they feel a high level of stress They even feelfear of being punished and criticized when we make mistakes Nevertheless, gamesare always enjoyable and interesting and they play games freely

Especially, another important purpose associated with the study is thatstudents are motivated to learn the language when they in a game It is obvious thatgames are always exciting, attractive and competitive Whether we are teachingadults or children, games will liven up our lesson and ensure that students willleave the classroom wanting more Students are easy to get absorbed in thecompetitive aspects of the games Moreover, they try harder at games than in othercourses

This study is conducted to help 11th grade-students of Hau Loc 4th Uppersecondary school to inquire vocabulary easily Furthermore, it helps studentsindulge in learning English

1.3 THE RESEARCH SUBJECT.

- Students at Hau Loc 4th Upper secondary school

- Grade 11 consists of 120 students (3 classes: 11A6, 11A8, 11A9)

- 120 students of classes took part in the survey

- After the research, teacher finds the change of students’ competence in graspingvocabulary as well as becoming really interested in studying English

1.4 THE RESEARCH METHODOLOGY.

For having full and exact data to answer the question that is mentioned, I have

to combine three research methods:

- Observing students to take part in activities such behaviors, verbal reaction andfeelings to understand how much the games stimulate them

- Analyzing and comparing the number of students taking exams through exercisesrelating to vocabulary before and after the research

- Using questionnaire such as:

1 Have you enjoyed language games?

2 How much do you enjoy language games?

3 How do you find language games?

4 Are you willing to play the language games in the classroom?

2 THE CONTENT OF THE EXPERIENCE INITIATIVE.

2.1 THE RATIONALE OF THE EXPERIENCE INITIATIVE.

This list of some language games every teacher should know will help studentsget to indulged in learning English Having these up your sleeve before steppinginto the classroom will ensure your lessons run smoothly, and, should things get alittle out of control, you’ll be able to pull back the attention of the class in no time

Here is the rationale of the experience initiative

* Based on the methods of teaching vocabulary

- Understanding methods of teaching vocabulary thoroughly is necessary for eachteacher In this study, I especially pay attention to checking techniques forvocabulary, which is related to my experience initiative After teaching new content

to the class, provide students with a game that will consolidate their understandingand make connections with what they already

* Based on techniques of teaching steps

- Besides, teacher grasps some basic principles for simple reading strategies:

pre-reading activities, while-pre-reading activities, and post-pre-reading activities Those abovesteps are very necessary for teaching reading comprehension, and may helpstudents read the text more effectively

* Based on background of games

- Language games mean games related to language When collecting games,

teachers have to note what language need only be understood by the players whatlanguage must be used by them If teachers can create games in the classroom andthe language is appropriate, then they are useful Whenever a game is to beconducted, the number of students, proficiency level, cultural context, timing,learning topic, and the classroom settings are factors that should be taken intoaccount

* Based on techniques to design and organize games.

- Teachers acquire how to design games It means teachers are good at using visualmaterials as well as making power-point lesson plans Moreover, teachers knowhow to organize games Games are normally introduced in the following:

- Explanation by the teacher to the class about how to play a game and its rule

- Demonstration of parts of the game by the teacher and one or two players

- Trial by a group or a pair in front of the class

- Inform the winner

- Teachers have to control students’ noise

* Based on motivation

- Motivation is generally defined as an abstract concept used to describe the

willingness of a person to expand to reach a particular goal According to Yiltanliarand Caganaga (2019) using a game for language learners is a kind ofencouragement by supporting them hinder their negative feelings like fear,hesitation, anxiety by creating a flexible and warm learning environment for them

2.2 CURRENT STATUS OF THE PROBLEM BEFORE APPLYING THE EXPERIENCE INITIATIVE.

Vietnamese students in general, as well as students of Hau Loc 4th Uppersecondary school in particular, also have many difficulties in using English Theyare afraid of using English that causes difficulties in studying My students comefrom different secondary schools, some students knew English quite well but someknew English a little, which lead to imbalance in knowledge when they go to Uppersecondary school Besides, the lack of the attention from their families about theirstudying makes teacher encounter difficulties in helping students study and developtheir skills in studying English as well as using English in some fields In addition,many students might be reluctant to play games I also acknowledge that studentsare often so anxious to learn English in order to pass examinations or to improvetheir employment prospects that they look on games as unnecessary

In fact, many teachers are hesitant to use these language games because theythink language games are time-consuming Because it will take a long time toprepare for a lecture, design the content and the form of the game to suit the content

of the lesson Teachers think that the lesson is too long, not enough time for them

to organize games Some people say games only reduce tense but they are notreally useful They are confused when designing or organizing games Manyteachers say they do not control students because playing games make so muchnoise.

To find out the appropriate way to solve those problems, teachers must workhard and find the best way to attract students and help them study better Below aresome ways that I used to help my students to solve those problems and help themstudy better and get better marks in doing vocabulary exercises in general andespecially in tests

2.3 THE EXPERIENCE IDEAS IN SOLVING PROBLEM.

One of the difficulties that most of teachers encounter while using the games

is the time taken Usually games held in the classroom do not take much time,which only takes 3 minutes to 5 minutes, or 7 minutes In Vietnam, classroomscontain the large number of students Therefore, using language games in groups or

in pairs is suitable and effective for all the students in the class to practice thelanguage is a controversial issue This shows that the selection of appropriatelanguage games is very important, which helps the students overcome the difficulty

in learning English

Games can be also found to give practice in all the skills such as reading,writing, listening and speaking There are literally hundreds, probably thousands, ofgames that you can play with your students Language games are used to testvocabulary, practice conversing, learn tenses - the list is endless

2.3.1 There are some useful techniques to apply games in teaching language skills

* Time selection

- Games can be used to warm up the class before your lesson begins,during the lesson to give students a break when you’re tackling a toughsubject, or at the end of class when you have a few minutes left to kill

* Game selection

Games can be obtained from many sources, but not all of them apply to theclassroom I designed games so that they were modified to suit the actualsituation, the needs, interests and concerns of students as well as related tocontent of the lesson I used software such as powerpoint, Google forms, as aresult, the games designed very richly proceed through tools as computers,smartphones, tablets Teachers should choose wisely about which games can

be used for learning most effectively What’s more, to choose a suitablegame, I considered some important factors as age, the language level,

background It is absolutely essential that the learners are totally familiarwith the games they are asked to play

* Process of applying games

I regularly conduct a game in 3 steps as follows:

The first step: Before playing, giving instructions

First, introduce the purpose of the game Second, explain the rules of thegame, the maximum amount of time Third, provide a sample game forstudents to imitate if they don’t understand it well

To ensure success, all instructions in this phase should be clear, concise,precise and as simple as possible Teachers should let students play in groups

or teams because working in groups or teams definitely create competitiveatmosphere If there is to be challenge between groups, they should be ofmixed ability If there is to be no such challenge, the teacher might choosegroups according to ability

The second step: While playing games

Teachers should control as little as possible to create comfortable atmospherefor students, which enable them to take advantage of the opportunity toparticipate actively in the game Teachers go around to observe andencourage them to take part in groups Even teachers may participate inactivities with students if necessary

The third step: Finishing games

Teachers declare the winner and prize, then give feedback and comments.The main point here is to bring out the best for students and show them thatall they have done and experienced with interesting language

2.3.2 There are some useful lessons to apply games in teaching language skills

In every period of teaching process, I often have the students play a variety

of games In this study, I would like to introduce some following languagegames I find most effectively in motivating my students are applied in thepost reading stage with aim at stimulating students to learn English Somegames conducted are really appropriate with the post reading stage such as

“Slap the board”, “Who is the millionaire?”, “Name poem”, “Hot seat,Nodding and shaking chairs”, “Crossword puzzle”, ‘Miming game”, “Thetied and blind men game”, “Tongue Twisters”, “I spy” McCallum (1980, p ix) also supposed that games automatically stimulate student interest, a properly introduced game can be one of the highest motivating techniques.

Indeed, here are some games that I have taught in Units of the 11th gradeEnglish textbook make students become motivated and willing to learn

Unit 1: Friendship

Part A: Reading (Period 2)

After you read: Game: Name poem

Objectives:

- By the end of the games, students consolidate some words related to the lesson

Time: 5 - 7 minutes

Procedure:

- Ask students to work in groups of 5

- Give the rule: Each group uses classmates’ names to write an acrostic poem on asheet of the paper and draw your friends they describe You have to use theadjectives beginning with the letters of the name to describe your friends’personality or quality A group writes more poems and draw well will be thewinners

Model: Tien is my friend

Unit 8: Celebrations

Part A: Reading (Period 42)

After you read: Miming game:

Unit 12: The Asian games

Part A: Reading (Period 74)

After you read: Crossword puzzles

Objectives:

- By the end of the games, students consolidate some words related to the lesson

Time: 5 minutes

Procedure

- Teacher prepares a slide about crossword puzzles

- Declare the rule of the game: For each correct answer to the crossword, studentswill get 1 point If the answer is not right, the other group has the chance to say theword and score the point Each group has only 10 seconds to make a guess Eachgroup can also make a guess at the vertical word, but only when it is that group’s