SKKN using language games in teaching grade 10 english lessons effectively

THANH HOA EDUCATION AND TRAINING DEPARTMENT TRIEU SON 1 UPPER SECONDARY SCHOOL EXPERIENCE INITIATIVE USING LANGUAGE GAMES IN TEACHING GRADE 10 ENGLISH LESSONS EFFECTIVELY Writer: Lê Thị

THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON 1 UPPER SECONDARY SCHOOL

EXPERIENCE INITIATIVE

USING LANGUAGE GAMES IN TEACHING GRADE 10

ENGLISH LESSONS EFFECTIVELY

Writer: Lê Thị Ngọc Hà Position: Teacher

Subject: English

THANH HOA, YEAR 2021

TABLE OF CONTENTS

1 INTRODUCTION ……… ………… 1

1.1 Rationale for the choosing the topic ……… 1

1.2 Purposes of the research……… 1

1.3 Objects of research……… ………… 2

1.4 Methods of the research……… …… 2

2 CONTENT……… ……… 2

2.1 Basis of theory……… ……… 2

2.2 Basis of practice……… ……… 2

2.2.1 Advantages……… ……… 2

2.2.2 Disadvantages……… ……… 3

2.3 Solutions……… ……… 3

2.3.1 Overview of language games……… 3

2.3.1.1 The definition of language games ……… 3

2.3.1.2 Role of games in language teaching and learning……… 3

2.3.1.3 How to organize a game ……… 3

2.3.2 Types of language game used in in a number of lessons in

English textbooks 10……… ………

3 2.3.2.1 Slap the Board……… ………… 4

2.3.2.2 Kim’s game……… ……… 5

2.3.2.3 Hangman ……… ……… 6

2.3.2.4 Who am I? ……… ……… 7

2.3.2.5 “If I…”……… ……… 8

2.3.2.6 Crossword puzzle……… ……… 9

2.3.2.7 Noughts and crosses……… …… 11

2.3.2.8 Jumber words……… ……… 12

2.3.2.9 Lucky number……… ………… 13

2.4 Experimental results……… ……… 14

3 CONCLUSION AND PROPOSAL……… 15

3.1 Conclusion……… ……… 15

3.2 Proposal……… ……… 15

1 INTRODUCTION

1.1 Reasons for choosing the topic

Nowadays, objectives of education are to focus on developing students’ initiative, activity and creativeness to enable them to realize and solve the problems To achieve these objectives, there’s nothing rather than to reform teaching methods This is an indispensable issue and a sound policy of our Party and State Teaching in reformed methods has given teachers the chances to make good use of controlling, guiding, suggesting, and organizing activities effectively On the other hand, it has helped students to make full use of centered roles-they are able to study hard, apprehend their awareness and knowledge actively and creatively so as to have great understanding and passion for English

To teach English more and more interestingly, effectively and communicatively, every teacher must do their best, study without cease and apply active and suitable teaching methods.Throughout years’ time of teaching English, I have myself thought that it is necessary to reform methods of organizing activities in teaching often to motivate students I have positively realized that by using language Games can we interest students in English lessons These new language Games can be considered to be new activities or techniques which are suitable for the students’ psychology In these Games, we can unexpectedly happen to realize students’ talents because they are equal to students, easy to play, suitable for the whole class even weak students The sense

of equality, atmosphere of excitement, feeling of the games in students’ reach, spirit of solidarity, the factors of which help students to ignore their shyness which prevents them from speaking freely and actively Moreover, they feel satisfied when they know they can do as well as others

It is the reasons above that have been urguing me to choose the theme:

“Using language Games in teaching Grade 10 English lessons effectively”

for my own Seminar on methodology without cease

1.2 Purposes of research.

From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method

of learning in which they can work for both study and pleasure This method gives them the feeling of delight and easiness when they learn English lessons through some new language Games which are considered to be the new teaching techniques in place of the old one that students are too familiar to and bored with These new language Games , in fact, are competitions They require students’ quick decisions such as: How to act?, What to speak? How to win the games? Wanting to solve those questions makes students’ thoughts quicker, more sensitive and intelligent because they must make use of their intellectual abilities for pleasure and excitement Thanks to this way, students are naturally

absorbed in the lessons Games are highly motivating because they are amusing

and interesting They can be used to give practice in all language skills and be used to practice many types of communication They can willingly apply the knowledge the teacher expects, which has worried them for ages

Throughout years’ time of teaching English for different students, especially students of Trieu Son 1 upper school where there are much more weak students than advanced ones, I would like to present some abilities of using language Games for some Grade 10 English lessons effectively Also, I would like to exchange my own initiative experiences and methods of teaching for the colleagues so that we can find out new and interesting methods in the period of education socialization our Party and State laid down

1.3 Objects of research.

The study focuses speciffically on using language games in teaching grade 10 english

I applied this experience initiative for teaching students at Trieu Son 1 upper school They are students of classes 10C3, 10C4 and 10C6

1.4 Methods of the research

- Using references to improve

- Discussing with other teachers

- Using the text-book to apply to each lesson and section

- Applying the study in teaching process

2 CONTENT

2.1 Basis of theory

English is one of the most important subjects at schools but it is not easy enough for any students to learn Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning They have their puzzle in understanding and applying their knowledge to practice Many students haven’t understood the significances of English at the age of the International integration Some students learn English for their curiosity but when they have difficulties, they let things run Some students lack their basic knowledge from the junior high schools Therefore, students have no sense, no mood, no motivation to learn English effectively and actively

2.2 Basis of practice

2.2.1 Advantages

Thanhhoa Education and Training Department has focused on teaching and learning English for recent years They have organized many English advanced exams for teachers and students Annually, we have a lot of conferences and workshops to reform teaching methods We usually have discussions about professional knowledge We have been trying to apply new methods to teaching flexibly and skillfully Students are more hard-working, interested in English Therefore, teaching and learning English has been enhanced effectively

2.2.2 Disadvantages

Since education reform, students have loved learning English but mainly advanced students And weak students who understand the lesson slowly learn passively They wait for the teacher’s or other students’ answers Many of them have no opportunities or they don’t dare to practice speaking English in class They are afraid they speak incorrectly Many can not read, speak, listen and write, even they ignore paying attention to the lessons or taking any notes or doing any homework In fact, we can see these students have no love for English…Therefore, the teaching qualities of English do not live up to our expectations

2.3 Solutions

2.3.1 Overview of language games

2.3.1.1 The definition of language games.

In the Oxford Advanced learner’s dictionary of current English by A.S Hornby (2005) [1] game is an activity or a sport with rules in wchich people or team compete against each other It means that students play games for sake, for fun, for the competitive ambition

A language games mostly involve in developing and improving language skills Greenal (1984) [2] has defined games as one kind of activity which is used to consolidate language

2.3.1.2 Role of games in language teaching and learning.

Games have been advocated for assisting language learning Games not only motivate learners and create a friendly atmosphere, they are aimed at

developing all language skills Consequently, games can motivate, promote learners' interaction, improve their acquisition and increase their achievement

2.3.1.3 How to organize a game.

Teacher need to estimate the time of game before running a game Lewis and Bedson(1999) [3] sussested that games should last from five to twenty minutes When starting a games, teacher should tell students the rules of game

2.3.2 Types of language game used in in a number of lessons in English textbooks 10.

In the process of teaching, class observation, learning experiences, and research document books, I have noticed a lot of games can shape to suit each specific articles in English textbooks 10 Since then, I have prepared some more boldly with popular games like Slap the Board, Hangman, jumber words, lucky number, Kim's Game

To compose the section all games, in addition to applying the experience gained

in the course of study at university, reading related references, and learned colleagues, I also actively exploited online information

Here, I would like to present some of the games I've ever used in a number of lessons in English textbooks 10 Each part will have the usual steps in general and the specific steps to perform in a specific lesson Each game is usually controlled in time duration from 5 minutes - 7 minutes and teachers can apply to start lessons, check the vocabulary of all students or consolidate

2.3.2.1 Slap the Board

- Teacher writes down some words on the board (either new words or the words need pronouncing)

- Teacher divides the class into 2 groups

- The teacher then has a student from each team come up to the board

- Teacher calls out 2 groups on the board (1 student from each team come to the board), asks 2 groups to stand from the board an equal distance

- Teacher reads the English words on the board (or the corresponding

Vietnamese words)

- Students of 2 groups run to the board, search and slap the word read in turn The group The group that has many people slapping the words faster will be the winner

- Here's an example to check vocabulary- Section A: Reading- unit 10:

Conservation (English 10)

Specific lesson

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

WARM UP

- Teacher has students play the game “Slap the Board”.

- Teacher explains the rule of the game.

- Teacher divides the class into 2 groups: Group A and group B

- Teacher writes on the board some words containing the 2 sounds / f / and / v /

- Teacher calls out 2 groups on the board (each team sends one student)

- Teacher controls the game: read aloud the words in Vietnamese

- Representatives of 2 groups search and slap the word read in turn

law supply Run-off constan

t

defence

dam rapid destroy frequen

t

Circulatio n

enough Stephe

n

village vain faint

veal feel

- Teacher checks and announces the winners.

- Teachers introduces the the way to distinguish the pairs / f / and / v /

- Teachers introduces the new lesson

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

WARM UP

- Teacher writes on the board some words:

- Students listen to teacher’s instruction and play the game

- Teacher has Ss listen and repeat after teacher reading the names of theses

countries

2.3.2.2 Kim’s game

- Divide class into many groups

- Have student look at objects, paintings, or words in a short time Ask students not to write them down, only remember them in mind

- Put objects, paintings away, or rub out the word

- Call out the representatives of the groups on the board to write the names of objects, paintings or the words The group that remembers the most is the

winner

Specific lesson

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

- Teacher has students play the game called Kim’s Game

- Teachers show on the screenthe pictures of some modern invention with the

name under each

Italy German Mexico

Brazil Mexican

Uruguay

Swedish Argentina

Chile

Hungary

Korea

Netherlands Czechoslovakia French

-The class will be divided into four groups Students will have to look at the

screen and try to remember all the names of these inventions They are not

allowed to write anything down when the pictures are shown After 1’that the pictures are not shown, four memember 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 winner

- Teacher shows the pictures again to check the answers.

- Teacher announces the winners

- Teacher comments and introduces the new lesson

air conditioner

washing machine

Computer computer

General steps [6]

- Teacher suggests the number of letters of word

to guess corresponding to the number of row of

dashes on the board

- Teacher asks students to guess the letters in word

- If wrong, teacher draws one row (in order in

picture)

- If students guess 8 wrong times, they will get

lost Then teacher gives answer

2.3.2.3 Hangman

Just as the general steps as above, this game without the competition between the teams So most of the teachers have modified to increase the appeal for the game For example, the teacher can divide the class into two teams and prepare

2 different group words for the 2 teams, the team that has the correct answer more will win; or may divide the class into four teams, a team choose the words and other team guess the words (Team 1 against Team 2 , team 2 against teams

3, Team 3 against Team 4 and team 4 against team 1) Let students control the game themselves is also a method to increase the initiative for students, while reducing teacher's work on classes

Specific lesson

Unit 6: AN EXCURSION – Section C: Listening ( English 10)

- Teacher has Ss play the game called HANGMAN

- Teacher divides the class into 2 teams and draws each team of them a gallows

on the board:

- Each will have to deal with 2 words in the topic Camping activities, they are:

7

1

3

8

6 4 2

5

7

1

3

8

6 4 2

5

7

1

3

8

6 4 2

5

FISHING, DANCING, TAKING PHOTOGRAPHS, PLAYING THE GUITAR

- Teacher explains the rule of the game: each team will take turns to guess what

activity is according the number of letters provided by T, if after 8 times the letters are guessed without finding out the name of the city, that team will be hanged! The team finding out the answers more quickly will be the winners

- Teacher carries out the game

- Teacher announces the winners

- Students listen to the rule

2.3.2.4 Who am I?

General steps

In this game, the teacher will prepare a number of cards corresponding to the number of students in class On each card there will have the name of a famous character in the world Teacher will stick a card on the back of each student Students will be placed in the situation: they are participating in a party and have to go around to ask guests in banquet for the information related to themselves Relying on them to guess who his famous character is? When he knows who he is, he is allowed to peel the card with his name on the back and stick it to his chest Then the other students continue the conversation in the party until all they stick their card in the chest

Specific lesson

Unit 3: PEOPLE’S BACKGROUND – Section B: Speaking

- Teacher Has Students play a game called “Who am I”

- Teacher sticks name cards on the backs of students

- Teacher announces the winner

- Students go around and ask their friends questions such as:

+ Where was I born?

+ When was I born?

+ Where do I come from?

From their friends’ answers , students guess who they are

2.3.2.5 “If I…”

General steps

- Divide the class into two equal teams: each member of the teams will prepare

a small piece of paper to write their dreams

- Team A will be the team of people who write all sentences in English

beginning with the words "If I ." and Team B will be the team of people who write all sentences in English beginning with the words "I would " Beneath each sentence these students must write their names to choose a pair who write a complete conditional sentences the most meaningful, funniest as well as the worst conditional sentence After writing, the paper will be put in two hats: a hat contains the sheet with "If I " and a hat contains the sheet with "I would "