How to use some useful language games in teaching english at high school

In order to have a good quality English class, giving students an inspiration when learning lessons, the teacher must really have unique and attractive methods.. Through the direct teach

TABLE OF CONTENTS

CONTENTS PAGE

Section 1: INTRODUCTION 3

Section 2: CONTENT OF THE STUDY 4

2.2 .Real situation before applying the

2.3.Experienced initiatives have been

2.3.1 Who am I?

2.3.2 If I

2.3.3 Slap the Board

2.3.4 Kim's game

2.3.5 Tongue Twisters

2.3.6 Circle

2.3.7.Game: Change places if…

2.3.8 Hangman

2.3.9 Crossword puzzle

2.3.10 Noughts and Crosses

2.3.11.Word Jungle

2.3.12 Bingo

5 6 7 8 9 10 11 11 13 14 16 17

Section 3: resultS of THE researcH AND PROPOSAL 17

3.1.the result of researching 17

3.2 PROPOSAL: 18

Section 4: REFERENCES 20

Section 1: INTRODUCTION 1.1 REASON FOR CHOOSING THE STUDY

Each subject has its own unique and specific teaching methods For the teaching of Foreign Language in general and English in particular, the teaching method should

be a top priority In order to have a good quality English class, giving students an inspiration when learning lessons, the teacher must really have unique and attractive methods

Teaching is an artistic process of stimulation, direction and guidance Teaching is not just the imparting of knowledge but a process of creating a relationship between the teacher, the learner and the teaching material Usually people learn only: 10%

of what they READ, 20% of what they LISTEN to, 30% of what they SEE, 50% of what they LISTEN AND SEE, 80% of what they said, 90% of what they SPEAK AND DO, that is when they DISCOVER THEM

Through the direct teaching process, I found that in addition to the knowledge and style of a foreign language teacher, the teaching method is also a very important factor in attracting students to enjoy and focus on the subject Currently, there are many new teaching methods that have been being applied in the process of teaching foreign languages in high schools These are the methods that are good, easy to use and have contributed to improve the quality of the subject

As a teacher, you may be very annoyed when you look down at the classroom every time you see your students do not focus on their lessons Maybe from objective reasons such as climate, seasonal weather can also be subjective, such as because the lecture is not vivid, the teacher is not good, students are bored, like to talk or simply hunger coming So some English games will complement your foreign language teaching and will easily re-enter your learning excitement without having to use the "Eternal Hymns "Or threats of punishment." The teacher will skillfully do them at the beginning of the class or at the end of the class to create excitement

For myself I noticed the use of language games in teaching and learning English is really effective Students feel excited to learn English through these language games

Learning Foreign Language requires an enjoyable language games to help us do this Language teachers and learners should not think that playing language games

is a waste of learning time Even with the mother tongue, a lot of progress will be made through the use of language games Students will learn foreign languages very well through language games Language games help change the atmosphere of the class and make lessons less stressful and easier to understand, sometimes helping learners remember and absorb knowledge deeply Folk have a saying " A Bad Beginning Makes a Bad Ending "; Perhaps this teaching is really necessary every day and in every lecture of our teachers in general and teachers of English in

particular Therefore, in this study, I would like to present some experiences of applying games in some lessons of English textbook 10, 11 and 12 For the reasons mentioned above , I would like to present below language games that I have used in the teaching process I think these are games that are very easy to apply because of their simplicity but they are very effective

1.2 AIMS OF THE STUDY:

The aims of this study are

- To introduce some English games in teaching English at high school

- To show how to organize games effectively and how to deal with initial problem that may arise

- To create excitement and enhance leaning English for students

1.3 Object of the study:

This subject is concerned with way of using some language games as well as effectiveness on teaching English

1.4 Method of the study

Reading reference books, discussing with other teachers, aplying in teaching, observing and drawing out experiences

1.5 Significance of the study:

This study may provide insights into process of learning English for students It helps to motivate the students’ desire for learning English, and make them more self-confident and active in listening and speaking activities It also give some suggestions for other teachers in teaching grammar lessons

Section 2: CONTENT OF THE STUDY

2.1.Theoritical background

Although compared to other subjects English is still quite new to most high schools

in Vietnam, but in the world it has developed for a long time Hence, there are countless experiences that we can learn from in other countries Many references to English teaching methods also introduce some popular games that are applicable in all parts of a lesson, such as Chain game, Guessing Game, Hangman, Lucky

Numbers, Noughts and Crosses, Rub out and Remember, Slap the Board… These games can be considered as effective tutors for many English teachers of all grades Through the process, it can be clearly seen that the atmosphere in the classroom is much more vibrant

In the process of teaching, attending hours, learning experiences, and researching textbooks, I have noticed many types of games that can match each specific lesson

in English 10, English textbooks 11 and English 12 Since then, I have boldly

composed some lessons with popular games such as Slap the Board, Hangman, Word Square, Networks, Kim's Game In order to compose lessons with games,

in addition to applying my experiences in university study, reading related reference books, and learning from colleagues, I also actively exploit information online There are some very useful websites for English teachers, such as

britishcouncil.org, englishclub.com, onestopenglish.com, tienganhonline.com, hocngoaingu.net, globaledu.com.vn

2.2 Real situation before applying the study.

From applying new teaching methods, language games have become main activity

in teacher ’s lesson plans Some teachers have paid attention and prepared careful games They know how to make the class time pleasant and comfortable so they create excitement and motivate learrning English for their students However , some others are not aware much of the importance of language games, they still think that these games waste time and make class noisy, students stressful

- Some students do not really love the subject, as well as do not understand the correct purpose of learning English and learning with coping methods

- Distributing the program with limited time, teachers have little opportunities to expand lessons as well as conduct games to create a lively atmosphere

Moreover, for students at Le Van Huu high school, they have approached new teaching method but they seem embarrasing when they take part in the games

From those reasons ,the study “How to use some useful language games in teaching English at high school “ has been conducted with the hope to make

teachers and students have a good chance to practise English

2.3.Experienced initiatives have been used to solve the problem

Below, I would like to present some of the games I usually use in some lessons in English 10, 11 and 12 Each section will have general implementation steps and specific steps when performing in a specific lesson I would like to present the general description of the game's features and the specific part for each lesson in English

2.3.1.Game: Who am I?

a) Procedure

- In this game, the teacher will prepare a number of cards corresponding to the number of students in the class

- On each card, there will be a name of a famous character in the world The teacher will place each of these cards on the back of each student one by one

- Students are placed in a situation where they are attending a party and have to go around asking guests at the party for information related to them, based on which to guess which celebrity they are ?

- Once they know who they are, Students are allowed to take off their name tag on their back and stick it on their chest

- The students then continued their conversation during the party until they all stuck their name tags on their chests

b) Specific to the lesson

Unit 3: PEOPLE with BACKGROUND –Speaking

Teacher’s activities & content Students’ activities

 - Have Ss play a game called Who am I,  Students go around and ask

-

+ where am I from?

+ what is my job?

- Announce the winner - From their friends’answers ,

Students guess who they are

2.3.2.Game: “If I…”

a Procedure:

- Divide the class into 2 equal teams, members of each team will take out a small piece of paper to write on their dream If the number of men and women is quite relative, a male and female faction will be divided Usually the girls are more romantic, so they will write “If I…” while the rest will be coldly ended by the boyfriends Team A will be the team of people who write all English sentences starting with the meaningful "If I " and team B will be the team of people who write all English sentences starting with the letter "I will… ” Below each sentence, you must write names to choose which pair has the best, the most meaningful or the funniest, and the worst

After the writing is finished, the papers will be put into 2 hats, one containing the

“If I…” and the other with the “I will…” part

- The teacher will take turn to draw 2 sheets in 2 parts and then read it aloud to everyone If it is good, then leaving it for the inner round does not make sense, then disqualify In the end, the whole class will choose the best "If I , I will "

sentence to award If there are many good sentences then it will be decided by raising your hand to evaluate the players

For example: Teacher choses 2 sheets in 2 caps already Read sheet 1 “If I am a bird” Read sheet 2 “I will be a monkey!” This sentence, even though the meaning

"If I were a bird, I would be a monkey" could be eliminated, but if it was possible

to reach the finals, it also had a bit of fruit and humor

b) Specific to each lesson

This game is used when teaching Language Focus conditional sentences

( Conditional sentences) in units 8 (English 10), unit 7 (English 11) and unit 5 (English 12)

2.3.3.Game: Slap the Board

a) Procedure:

- Teacher writes some English words on the board (can be new words or words that need to be sounded) Call two groups to the board, each with four to five

students, and ask the two groups to stand evenly apart from the board

- Teacher reads aloud any English word on the board (or Vietnamese equivalent word application)

- Take turns, students in two groups run to the board, find and tap the read word The team with more people who can tap the called word faster will be the winner Here's an example from Reading 10 – Conservation

Run-off law constant defence supply

Destroy dam rapid circulation frequent

b) Specific to each lesson

Unit 1: A DAY IN THE LIFE OF - Language Focus

Teacher’s activities & content Students’ activities

+ Have Ss play a game called Slap the board,

+ Write down some number on the board: 13, 30,

14, 40, 15, 50, 16, 60, 80, 18, 90, 19

+ 2 teams of Ss from 2 sides go

to the board

+ Introduce the way to distinguish the pairs -teen /

 Unit 13: FILMS AND CINEMA – Language Focus (English 10)

Teacher’s activities & contents Students’ activities

+ Write on the board some words containing the 2

Fan, van, finish, fine, vine, enough, Stephen,

village, vain, faint, feel, veal

+ Ask Ss to play the game Slap the Board: + Play the game

+ Control the game: read aloud the words

 Unit 14: THE WORLD CUP – Speaking (English 10)

Teacher’s activities & contents Students’ activities

- Have Ss play the game Slap the Board:

-Have Ss listen and repeat after T reading the names of

these countries

Germany, German, England, Italy,

Mexico, Mexican , Chile, Argentina, Spain,

France, French, Netherlands, Sweden, Swedish,

Uruguay, Brazil, Czechoslovakia Japan, Korea,

Hungary.  Listen to T’s instructionand play the game

2.3.4.Game: Kim's game

a Procedure:

- Divide the class into groups

- Have students look at objects, pictures, or words in a short time Ask students not

to write but to memorize

- Save objects, drawings, or erase words

- Call groups' representatives on the board to write down the names of objects, pictures or words just seen

- The group that remembers the most wins

b Specific to each lesson

Unit 5: TECHNOLOGY AND YOU – Speaking (English 10)

Teacher’s activities & contents Students’ activities

+ Have Ss play a game called Kim’s Game Explain the

rule: T shows on the screen the pictures of some modern

inventions with the name under each The class will be

+3 Ss go to the board and

do their tasks as

divided into 4 groups; Ss will have to look at the screen

and try to remember all the names of these inventions required

(they are not allowed to write anything down when the

pictures are shown) After 1’ that the pictures are not

shown, 4 members from 4 groups will go to the board

and write all the names they can remember under time

pressure The group having more correct names will be

the winners

+Others complete their answers in the previous lesson

+Some take turns to stand

up and give remarks + Show the pictures again to check the answers

+ Comment and introduce the new lesson

+Listen to T’s comments

Set of pictures:

Cellphone Radio set

Fax machine Rice cooker

.

2.3.5.Game:Tongue Twisters

a) Procedure:

- This game is often applied to sound practice, called "tongue twisters ".

- Teacher prepares a phrase, or one to two English sentences, in which most of the words containing sounds need to be practiced in the lesson Teacher should rewrite the phrase or sentence on the board for the students to see - Teacher reads the sentence sample or plays the tape (if possible) for students to listen to the sample

- The representatives of the groups will stand up and reread that "tongue twisting" sentence The group that repeats the most correctly will win

b) Specific to each lesson

The above steps can be applied to all Tongue Twisters activities, so below, please just give the material for the activity in each article, not write the implementation steps of each article anymore:

 Unit 3: PEOPLE’S BACKGROUND – Language Focus (English 10)

/ e / and / æ /

How many cans can a cannibal nibble if a cannibal can nibble cans?

How many berries could a bare berry carry if a bare berry could carry berries?

Unit 14: THE WORLD CUP – Language Focus (English 10)

/ g / and / k /

How many cookies could a good cook cook if a good cook could cook cookies?

A good cook could cook as much cookies as a good cook who could cook cookies

2.3.6.Game: Circle

The continuous grammar lessons made both teachers and students feel depressed and tired In such situations games are used as a way to change the atmosphere in the classroom

Circle game can be a great help when it comes to encouraging the whole class to participate in lessons

Currently, in English learning, pair activities and group activities are very popular Activities like this increases the amount of time the students speak and also increase the quality of their speech

One-word story: Each student adds one word to form a group story

a, Procedure:

- The teacher may start by giving the first word and in a circle, with each student adding the next word, not to repeat the words used by the previous student

- The teacher stresses the importance of fixing and deviating correct phrases while students work on the game The story can be developed in many different forms Some groups may need a teacher to decide on punctuation and begin a new sentence

b) Specific to each lesson

Unit 1: A DAY IN THE LIFE OF… – Language Focus (English 10)

The teacher comes up with the first word, THREE, and asks each student to come

up with words that contain the /i:/ and/ i /sounds The students must ensure that the sentences are grammatically correct and meaningful

Ex: Three sleepy sheep and a bee see Bill kick a big tin under the kitchen sink

Unit 4: SPECIAL EDUCATION… - Language Focus (English 10)

The teacher comes up with the first word, PAUL, and asks each student to come up with the words that contain the /ɔ /and /ɔ :/ sounds The students must make sure that the sentence is meaningful and correct in terms of grammatical structures