(SKKN 2022) How to programme Powerpoint interactive games with triggers to teach effectively grade 10 English lessons in multi-level classes

THANH HOA EDUCATION AND TRAINING DEPARTMENT DONG SON I UPPER SECONDARY SCHOOL SEMINAR ON ENGLISH TEACHING METHODOLOGY HOW TO PROGRAMME POWERPOINT INTERACTIVE GAMES WITH TRIGGERS TO TEACH EFFECTIVELY GRADE 10 ENGLISH LESSONS IN MULTI-LEVEL CLASSES? Written by: Lê Đình Xơ Position: English teacher Seminar on methodology: English THANH HOA, 2022 INDEX Contents Acknowledgements Introduction 1.1 Reasons for choosing the theme 1.2 Aims of research 1.3 Objects of research 1.4 Methods of research Contents: 2.1 Basic of theory 2.2 Basic of practice 2.2.1 Achievements 2.2.2.Some reasons for the disadvantages of teaching and learning English at high schools 2.2.3 For teachers 2.2.4 For students 2.3 Strategies applied to solve the situation 2.3.1 What are Triggers? 2.3.2 What is a language Game? 2.3.3 Salient features of Games designing on MS Power Point with Triggers 2.3.4 How to use Triggers on the MS PowerPoint in designing “Lucky numbers” Game in details? 2.3.4.1 Ways of conducting the game  LUCKY NUMBERS 2.3.4.1a Name of the game: “Lucky numbers” 2.3.4.1b Contents of the game 2.3.4.1c Ways of organizing groups 2.3.4.1d Rules of the game 2.3.4.1e Ending of the game 2.3.4.1f Steps of design the game 2.3.4.1f.1 Designing common “Lucky numbers”(“Lucky stars”…) game 2.3.4.1f.2 Designing “Lucky numbers”(“stars”,…) game on the MS Power Point 2.3.4.2 Applying the game “Lucky numbers” to teaching some parts in 10 Grade English lessons (Basic curriculum) * For example: Unit 7: The mass media - Lesson 2: Speaking (Task 3) (Page 76)  NOUGHTS AND CROSSES 2.3.4.3 Ways of conducting the game 2.3.4.3a Name of the game: “Noughts and Crosses” 2.34.3b Contents of the game 2.3.4.3c Ways of organizing groups 2.3.4.3d Rules of the game 2.3.4.3e Ending of the game 2.3.4.3f Steps of design the game 2.3.4.3f.1 Designing common “Noughts and Crosses” game 2.3.4.3f.2 Designing “Noughts and Crosses” game on the MS Power Point 2.3.4.4 Applying the game “Noughts and Crosses” to teaching some parts in 10 Grade English lessons (Basic curriculum) * For example: Unit 12: Music - Lesson 5: Language focus - Exercise ( page 131) 2.4 Results Conclusions and petitions 3.1 Relevant lessons 3.2 Conclusions Pages 2 3 3 4 4 6 6 6 6 7 7 10 10 12 12 12 12 12 12 13 13 13 13 15 15 17 19 19 19 3.3 Petitions 20 Supplements - References ACKNOWLEDGEMENTS First of all, I would like to express my heartfelt thanks to all the leaders of Thanh Hoa Education and Training Department for organizing this seminar and for giving me the precious chance to it Secondly, I am very grateful to all the teachers of English at Dong Son I Upper Secondary School for offering me useful advice in realizing my ideas Last but not least, I would like to thank you very much for your presence and observation Your comments and advice would be highly appreciated all in all Thank you very much! Page 1 INTRODUCTION 1.1 REASONS FOR CHOOSING THE THEME It’s common knowledge that the more developed the society becomes, the stronger demands to widen international relations there are; therefore, it is indispensable for us to learn one foreign language For this reason, English has been regarded as a main subject at schools So, to make learning environment exciting plays an important role How can an English teacher give students new and interesting lessons which motivate students? There are many methods to express this idea but the most impressive one is designing Games in lessons, which teachers have been using for ages However, to meet the factual demand, teachers must have modern lessons with information technology This makes a lot of teachers worried and confused Therefore, many teachers have a lot of difficulties because they either design simple lessons which now hide, now appear or they plan lessons with exciting sounds of music or clips of video or activities of games on the Microsoft PowerPoint which attract, interest and motivate students; and especially, English teachers have difficulties in using advanced effects on the Microsoft PowerPoint, such as techniques of using Trigger or programming objects… As a teacher of English, throughout years’ time of teaching English in the period of general education renovation, I myself have met a lot of difficulties in applying information technology to the interactive lessons, especially making games However, I have ceaselessly been studying by myself, learning passionately from other colleagues, books, Internet to raise my standard As a result, I have become skillful to have interesting lessons with such beautiful and professional games that my students and colleagues have appreciated highly so far And, I would like to share my experiences in designing lessons on the Microsoft PowerPoint, especially difficulties in making games to improve the quality of teaching English effectively It is the reasons above that have been urging me to choose the theme: “How to programme PowerPoint interactive Games with Triggers to teach effectively Grade 10 English lessons in multi-level classes?” for my own Seminar on methodology without cease This methodology seminar, which is related to applying the Games: “Lucky numbers” and “Noughts and Crosses” to basic English textbook interactively, mentions the contents, the ways to design and to carry out the games, especially, games designed on the MS PowerPoint and some examples applied to 10 Grade English lessons 1.2 AIMS 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, exactly “Lucky numbers” and “Noughts and Crosses” on the Page MS Power Point, which are considered to be the new teaching techniques in place of the old ones (students played games on black board) 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? 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 in mixed-ability classes where there are much more weak students than advanced ones, I would like to present “How to programme PowerPoint interactive Games with Triggers to teach effectively Grade 10 English lessons in multi-level classes?” Also, I would like to exchange my own initiative experiences and methods of teaching with 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 - Teachers at between junior and senior high schools - Undergraduates and advanced students - Period of teaching English in Grade 10 at high schools - Strategies applied to teach English to Grade 10 students in mixed-ability classes 1.4 METHODS OF RESEARCH - Using the text-book to apply to each lesson and section - Using references to prove - Pictures and other materials - Investigating, surveying situations CONTENTS 2.1 BASIS OF THEORY It’s the common knowledge that the more developed the society becomes, the stronger demands to widen international relations there are; therefore, it is indispensable for us to learn one foreign language For this reason, English has been regarded as a main and compulsory subject at schools since 2009 and it has greatly direct influences on students’ results of General Certificate of Secondary Education, Entrance exams and future jobs Learning English well at school will help students to get further success in their own career afterwards as well as to contribute to the industrialization and modernization of our country Therefore, it is essential for a teacher to have his own strategies, techniques, enthusiasm and passion so as to find the best teaching methods in improving students’ study However, it is not easy for an English teacher to choose what strategies and techniques to teach English for his multi-level class where there are both advanced and hardworking students and weak and lazy ones As we know, English is too difficult for most students to learn, especially, weak rural students Page find it more difficult Nevertheless, teachers should make full use of information technology to make lessons easier We have carried out the 29th instruction on “Applying and developing information technology in education and training will basically change the renovation of the contents, curriculums, methods in teaching, learning and administrating education” Especially, in the school year 2008-2009, we performed the 55th instruction 2008/CT-BGDDT on 30th September, 2008 on reinforcing teaching, training and applying information technology in education branch between 2008 and 2012 with the topic: “Strongly apply information technology, renew financial management and establish friendly schools, active students” 2.2 BASIS OF PRACTICE 2.2.1 Achievements Thanh Hoa Education and Training Department has focused on teaching and learning English for recent years We have organized many English advanced exams for teachers and students Annually, we have a lot of conferences and workshops to reform teaching methods We have been trying to apply new methods to teaching flexibly and skillfully In the last few years, we have carried out reduced curriculum of Ministry of Education and Training Students are more hard-working, interested in English Therefore, teaching and learning English has been enhanced effectively 2.2.2 Some reasons for the disadvantages of teaching and learning English at high schools 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 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 Others lack their basic knowledge from the junior high schools Therefore, students have no sense, no mood, no motivation to learn English effectively and actively 2.2.3 For teachers Being a teacher of the foreign language, realizing a new method of teaching is a big problem Personally, I see that many teachers haven’t given students any chances to practice vocabulary, grammar , if there, they just check one or two students before the lesson mechanically, which makes students bored and passive Most teachers have a sense of the importance and benefit of applying information technology to design plans as well as inserting games into English lessons, which need a lot of pictures, sounds and video clips to illustrate the language used However, many teachers have hesitated to use their power point lesson plans so far because they think it takes them a lot of time to prepare Some teachers prepare their lessons well but there are no projectors to show Others are afraid that students are absorbed in playing games without taking notes so they don’t get any knowledge and make noise This prevents teachers from designing games for English lessons on Power Point In addition, some teachers know little about information technology and Internet Besides, most important, teachers Page agree they usually meet difficulties in designing interactive games They don’t know how to and who to ask 2.2.4 For students Since education reform, students have loved learning English but mainly advanced students And weak students who slowly understand the lesson 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, 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 not live up to our expectations Following is the survey on the quality of English among classes: 10A1 and 10A6 at the beginning of the first term in school year 2021-2022 Listening Reading Well Number mastered Classes of and students 10A1 Number 10A6 of Total classes students 10A1 39 10A6 44 Total 83 Badly mastered and applied Q % 32 82.1 Well mastered and Applied Applied Q % Q % 39 17 20 Speaking Language focus5 44 8Badly 18.2 36Well81.8 10 Well Badly22.7 83 36 68 163 18 43 mastered mastered mastered mastered and and and and Applied applied Applied applied Q % Q % Q % Q % 17 32 82.1 10 25 29 74.4 9 20 35 79.6 11 25 33 75.0 16 38 67 161.7 21 50 62 149 Badly mastered and applied Q % 31 79.5 Writing 34 Well 77.3 Badly 65 165.8 mastered mastered and and applied applied Q % Q % 20 31 79.5 20 35 79.6 17 40 66 159.1 (* Note: Q: Quantity) As can be seen from the tables of the statistics above, the rates of the students who didn’t master the knowledge and those who applied all the skills weakly are rather high It has shown that students didn’t master the methods of Page learning English and they weren’t hard-working, active and creative in applying the knowledge the teacher guided them to communicate These data have proved that the number of students in a class is not equivalent and has dissimilar levels 2.3 STRATEGIES APPLIED TO SOLVE THE SITUATION 2.3.1 What are Triggers? Triggers are the buttons which allow us to use the objects themselves on the same slide to control animation for other objects instead of using the mouse, Next or Enter key and which help us to be more flexible and proactive during presentations We can also use Triggers to create special effects for PowerPoint such as to press the clock buttons, activate the magic hat rotation, flip or open the crossword and many other great applications in PowerPoint 2.3.2 What is a language Game? A language game is an activity with rules, a goal and an element of fun There are two kinds of games: Competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal The emphasis in the games is on successful communication rather than on correctness of language 2.3.3 Salient features of Games designing on MS Power Point with Triggers In the restriction of the theme, I would like not to discuss the uses of the games in English lessons any more but I am eager to express my experiences of how to design some popular games on MS Power Point with Triggers to teach English at high schools First, in comparison with the effects of other softwares, Power Point has outstanding with its form and technology application to make lesson plans Second, when designing games on Power Point, most of us use techniques of “Trigger” and “Visual basic” supported by Power Point Therefore, only MS Office in our computer is alright Third, newness “interaction depending on the objects” is one of the effects on Power Point This is not a new issue but it is new and strange for teaching Fourth, the experience I would like to share is the topic many teachers who is unskilled can consider and use it to motivate students to learn English more effectively, especially weak students Following is two popular games I am looking forward to presenting They were carried on successfully and effectively in Grade 10 English lessons 2.3.4 How to use Triggers on the MS PowerPoint in designing “Lucky numbers” Game in details?  LUCKY NUMBERS 2.3.4.1- Ways of conducting the game 2.3.4.1a Name of the game: “Lucky numbers” (Teachers can conduct similarly for other names, such as “Lucky stars”, “Lucky flowers”, “Lucky pictures”, “Lucky animals”, “Lucky singers” ) 2.3.4.1b Contents of the game All tasks in the text book as WH questions, sentence making 2.3.4.1c Ways of organizing groups Page Teachers can divide the class into 2, 3, groups (it depends on the number of students) Each group appoints a leader who can choose the numbers (stars, pictures ) and ask other students to discuss and give the answers 2.3.4.1d Rules of the game Teachers can give more or lucky numbers (stars, pictures ) Each group can choose one time in turns, time allowance can be 10 or 20 seconds If the time is over, this group can’t have the answers, or give incorrect answers, the other can answer the question They choose the numbers (stars, pictures ) in turns Each correct answer is one point If the group opens the lucky numbers (stars, pictures ), they have one point without having to answer the question 2.3.4.1e Ending of the game When they finish answering the question, the group having the most (more) points without making mistakes will win the game 2.3.4.1f Steps of design the game 2.3.4.1f.1 Designing common “Lucky numbers”(“Lucky stars”…) game The teacher writes numbers, colours… and “lucky numbers” (lucky colours…) on the extra-board or pieces of papers and asks the leaders of the groups to choose them Groups must the requests as prepared on each numbers, colours they get to have scores If they choose the “Lucky numbers” (“colours”…), they will still have scores without doing the requirements 2.3.4.1f.2 Designing “Lucky numbers”(“Lucky stars”, “Lucky pictures”…) game on the MS PowerPoint Teachers should carry out the game “Lucky numbers” on the following steps: (Picture 1) First, notice that whatever forms we design, we should programme skillfully so that students choose any boxes, they will disappear or have a symbol after chosen, which lets students know that box has been chosen in order to avoid mistakes and arguments In fact, this happened to some teachers who are unfamiliar with Triggers Therefore, to as the Picture 1, I carry out designing as follows: For example, in the Picture 1, I have questions and numbers (2 lucky numbers) The game can be designed on the same slide or slides hyperlinked (I use hyperlinked slides This means slides contain questions and answers, slides are lucky numbers and slide is the master slide When students Page +Step 2: Designing other slides: (slides containing questions and lucky numbers) which are linked to the master slide Notes: Each question together with their answers and lucky numbers are designed separately For example, Picture is a slide “Lucky number” We can it as follows: Click the left mouse to the master in the list of slides on the left of the screen, Click the left mouse press Enter to create other new blank slides (as Picture 10) (they depend on how many boxes the game has) In the blank slides, we can make some slides with questions and “lucky numbers” We programme these slides in the same ways Picture 10 as that in the master slide (Picture and 3) Picture Picture 12 Picture 11 Click here For instance, when we create some new slides (as Slide 4, picture 11), choose Slide Show, select Action Buttons and then click the button “reverse” as the arrow in the Picture 11 And there is a table Action Settings (Picture 12) We can link it to the master slide by choosing Hyperlink to  slide… look for the number of the master slide OK Therefore, when showing, if we want to return to the master slide so that students can choose the numbers, just press the button we have programmed Notice that slides containing questions must be given effects in order that the questions will appear before their answers in the next click Avoid the case that questions and their answers appear at the same time We can make other new slides in the same ways as above Page 10 2.3.4.2 Applying the game “Lucky numbers” to teaching some parts in 10 Grade English lessons (Basic curriculum) - Aims: To practice vocabulary, grammatical structures, especially to solve the questions in Tasks of Reading; Speaking; Listening; Writing; Language focus and Test yourself - Time: 7-10 minutes (it depends on the questions) - Teaching aids: Chalks, black board, extra-board, hard covers, or Power Point - Steps: + First, teacher should let students comprehend and answer the questions smoothly in pairs And then, teacher divides the class into teams and starts the games so as to check students’ asking and answering + Teacher gives the rules of the game: Each team can choose and answer the questions in turns After 10 seconds, the team having the correct answer will score point; those who can’t answer the questions or have incorrect answer will have no points and the other will give the answer The team choosing the “Lucky number” will have point without giving the answer + Teacher gives the numbers, controls the activity and asks teams to select the numbers And the leaders give the answers + Teacher corrects the answers and decides on the scores + Teacher consolidates: The team having more scores will win the game * For example: English 10 (Basic curriculum) (page 76) (The lesson for the examination of the best provincial level teachers) Unit 7: The mass media - Lesson 2: Speaking (Task 3) - Aims: Answering the questions in order to consolidate the lesson about The mass media - Time: minutes - Teaching aids: Power Point (3 numbers for questions and for “Lucky”) - Steps: + First, teacher should let students comprehend and answer the questions smoothly in pairs And then, teacher divides the class into teams and starts the games so as to check students’ asking and answering + Teacher gives the rules of the game: Each team can choose and answer the questions in turns After 10 seconds, the team having the correct answer will score point; those who can’t answer the questions or have incorrect answer will have no points and the other will give the answer The team choosing the “Lucky number” will have point without giving the answer + Teacher gives the numbers, controls the activity and asks teams to select the numbers And the leaders give the answers + Teacher corrects the answers and decides on the scores + Teacher consolidates: The team having more scores will win the game Page 11 Picture Picture 13 13a + Teacher gives the numbers and asks teams to select them (Picture 13) Then teams asked their members to give the answers For example, students choose number 4, press 4, we will have Picture 13a First, click the mouse for the questions After 10 seconds, students will have their answers Second, click the mouse again for the answer keys Teacher decides on the scores and press the button to return to the master slide so that students can choose the other Picture numbers 13b Number Picture 13c For example, students choose number 1, press 1, we will have Picture 13b, a “Lucky number” Students don’t have to answer the questions but they get one point Then press the button to return to the master slide so that students can choose the other numbers Number (Picture14) We can other numbers similarly When students have chosen numbers, numbers boxes will be marked with cross symbols automatically The Picture 14 is when students choose up the numbers + Teacher corrects students’ answers and decides on the scores The team having the more scores will win the game Page 12 + Press the button to link to other slides of the lesson  We can it similarly in the Task 2, – Unit 1: Reading, page 14; Task – Unit 1: Speaking, page 15; Task – Unit 2: Reading, page 24; Task – Unit 2: Listening, page 26; Task – Unit 3: Reading, page 34; Task – Unit 4: Speaking, page 47; Task – Unit 6: Reading, page 64; Task – Unit 6: Listening, page 68; Task – Unit 7: Reading, page 75; Task – Unit 7: Listening, page 78; Task 2,3 – Unit 8: Reading, page 84; Reading – Test yourself C – page 92; Task – Unit 9: Reading, page 96; Task – Unit 9: Listening, page 98; Task – Unit 11: Reading, page 114; Task – Unit 11: Listening, page 116; Listening, Writing – Test yourself D – page 121; Task – Unit 12: Reading, page 126; Task – Unit 12: Listening, page 128; and Exercises in Language focus lessons  NOUGHTS AND CROSSES 2.3.4.3 Ways of conducting the game 2.3.4.3a Name of the game: “Noughts and Crosses” 2.34.3b Contents of the game All tasks in the text book as WH questions, sentence making 2.3.4.3c Ways of organizing groups Teachers can divide the class into groups Each group appoints a leader who can choose the numbers and ask the members to discuss and give the answers 2.3.4.3d Rules of the game Teachers can give more or lucky numbers Each group can choose one time in turns, time allowance can be 10 or 20 seconds If the time is over, this group can’t have the answers, or give incorrect answers, the other can answer the question They choose the numbers in turns until there are no numbers left Both groups must think carefully in order to choose three successive numbers The group having successive numbers will win the game The group not having successive numbers will only get one point for one correct answer The group choosing “Lucky number” will have one point without having to answer the question Each correct answer is one point If the group opens the lucky numbers (stars, pictures ), they have one point without having to answer the question 2.3.4.3e Ending of the game The group having successive numbers will win the game or when they finish answering the question, the group having more points without making mistakes will win the game 2.3.4.3f Steps of design the game 2.3.4.3f.1 Designing common “Noughts and Crosses” game The teacher writes numbers and “lucky numbers” on the extra-board or pieces of papers and asks the leaders of the groups to choose them Groups must the requests as prepared on each numbers they get to have scores If they choose the “Lucky numbers”, they will still have scores without doing the requirements Page 13 2.3.4.3f.2 Designing “Noughts and Crosses” game on the MS Power Point Teachers should carry out designing the game “Noughts and Crosses” mainly the same as doing “Lucky numbers” on the following steps: + Step1: Designing the master slide: Create boxes or any forms which we can insert numbers (Picture 15) (Picture15) * Open MS Power Point 2003, from Power Point, open Slide Show, choose Action Buttons and click the square as the arrow in the Picture 16 We can draw the squares as we like and then there is a hyperlink table Action Settings (Picture17) We can link to any slides containing questions or “lucky numbers” by choosing Hyperlink to  slide  look for the slides containing questions or “lucky numbers” OK After drawing and linking the boxes, we number them Click the right mouse into boxes, choose Add Text and write numbers on them Do it in turns from number to Picture 16 Click here Picture 17 Picture 18 * Design the symbols  and  so that students can recognize that the boxes have been chosen and they can modify the two groups’ scores ( is for Group A and  is for Group B) Open Drawing, choose AutoShapes  Basic Shapes  click  and  From Drawing, fill  and  with colours Next, put  and  onto numbers Now give effects to  and  as follows: Page 14 For instance, we creat effect to  and  in the box number (as Picture 18) + Click the left mouse into the symbol , choose Slide Show  Custom Animation  Add Effect  Entrance  Penwheel  OK.(as Picture 19) At the effect of , which we have been made, click as direction and choose Timing (Picture 20) Click here Picture 19 Picture 20 Click here Picture 21 From Timing, click Trigger Choose Start effect on click of And then look for the address we need to link For example, we are programming the symbol  for group B, we will choose “B” OK (Picture 21) We the same for other  symbols Picture 21 Click here + Click the left mouse into the symbol  and move it to the symbol  We create effect to  similarly to  above * At the master slide, we should programme a button to press it when students choose all the numbers This button will link to any slides having the contents we are going to present The symbol can be taken from: Slide Show  Action Buttons We can it as follows (Picture 22): After drawing the button, click the right mouse into it and choose Action Settings  Hyperlink to  Slide… look for the slide we need to link to  OK When presenting, just press this button, it will link to the slide we want Page 15 Picture 22 +Step 2: Designing other slides: We can design other slides of “Noughts and Crosses” the same as the ones of “Lucky numbers”, presented above (On the page and 10) Click right mouse here 2.3.4.4 Applying the game “Noughts and Crosses” to teaching some parts in 10 Grade English lessons (Basic curriculum) - Aims: This is noughts and crosses game most students can play Therefore, using this game will help weak students have chances to choose the numbers and concentrate interestingly on learning English, especially, practicing vocabulary, grammatical structures and solving questions in Tasks of Reading; Speaking; Listening; Writing; Language focus and Test your self (It is suitable for the tasks containing or more questions) - Time: 10 - 15 minutes (it depends on the questions) - Teaching aids: Chalks, black board, extra-board, hard covers, or Power Point - Steps: + First, teacher should let students comprehend and answer the questions smoothly in pairs And then, teacher divides the class into teams (Team A and Team B) and gives them a symbol ( for A, and  for B) and starts the games so as to check students’ asking and answering + Teacher gives the rules of the game: Each team can choose and answer the questions in turns After 10 seconds, the team having the correct answer will score point; those who can’t answer the questions or have incorrect answer will have no points and the other will give the answer The team choosing the “Lucky number” will have point without giving the answer (There might be no lucky numbers It depends on the questions of the task However, there must be at least numbers) The group having successive numbers will win the game The group not having successive numbers will only get one point for one correct answer + Teacher gives the numbers, controls the activity and asks teams to select the numbers And the leaders give the answers + Teacher corrects the answers and decides on the scores Page 16 + Teacher consolidates: The team having successive numbers or more scores will win the game * For example: English 10 (Basic curriculum) ( page 131) Unit 12: Music - Lesson 5: Language focus Exercise - Aims: Make questions to the underlined words of the answers to practice grammar: WH-questions - Time: 14 minutes - Teaching aids: Power Point (8 numbers for questions and number for “Lucky”) - Steps: + First, teacher should let students read the answers and make questions smoothly in pairs And then, teacher divides the class into teams (Team A and Team B) and gives them a symbol ( for A, and  for B) and starts the games so as to check what students have done + Teacher gives the rules of the game: Each team can choose and answer the questions in turns After 10 seconds, the team having the correct answer will score point; those who can’t answer the questions or have incorrect answer will have no points and the other will give the answer The team choosing the “Lucky number” will have point without giving the answer (There might be no lucky numbers It depends on the questions of the task However, there must be at least numbers) The group having successive numbers will win the game The group not having successive numbers will only get one point for one correct answer + Teacher corrects the answers and decides on the scores + Teacher consolidates: The team having successive numbers or more scores will win the game Picture 23 Picture 23a Number + Teacher gives the numbers and asks teams to select them (Picture 23) Then teams asked their members to give the answers For example, students choose number 4, press 4, we will have Picture 23a, a “Lucky number” Students don’t have to answer the questions but they get one point Then, press the button to return to the master slide so that students can choose the other numbers At the master slide, one important thing to is press A or B so that  or  will appear For instance, team A has chosen number 4, we will press A at the master slide in order that  will appear and vice versa Page 17 Picture 23b For example, students choose number 9, press 9, we will have Picture 23b, a number for a question First, click the mouse for the questions After 10 seconds, students will have their answers Second, click the mouse again for the answer keys Teacher decides on the scores and press the button to return to the master slide so that students can choose the other numbers At the master slide, one important thing to is press A or B so that  or  will appear For instance, team B has chosen number 9, we will press B at the master slide in order that  will appear and vice versa We can the same for other numbers Picture 24 Picture 25 + When students have chosen a number, teacher should press A or B so that  or  will appear Picture 24 is the one that students have chosen up all the numbers Team B has points so they are winners Picture 25 is the one that students haven’t finished the numbers yet but team B is still the winner because they have uccessive numbers + Press the button to link to other slides to continue the lesson + Teacher corrects students’ answers and decides on the scores The team having the more scores will win the game  We can it similarly in: Task – Unit 1: Speaking, page 15; Task – Unit 2: Listening, page 27; Task – Unit 3: Speaking, page 35; After you read Page 18 – Unit 4- Reading, Page 44; Task – Unit 4: Listening, page 49; Task – Unit 4: Writing, page 50; Task – Unit 5: Speaking, page 56; Task – Unit 5: Writing, page 59; After you read – Unit 6: Reading, page 65; Task – Unit 7: Reading, page 75; Task – Unit 8: Listening, page 87; Task and After you read – Unit 9: Reading, page 96; Task – Unit 13: Listening, page 137; Task – Unit 13: Writing, page 138; Task 2,3 – Unit 14: Speaking, page 145, 146,147; Grammar – Test yourself A, Page 42 and Exercises in Language focus lessons 2.4 RESULTS Since I applied these methods to English teaching at the beginning of the school year 2021 - 2022, I have realized most students have worked harder, expressed more ideas, become more active and got more interested in the lessons In the lessons designed with these games, I have been keen on teaching English; students have had chances for both learning and relaxing, therefore, most of them have effectively taken part in the activities of the lessons I can see almost students have understood the lessons and had ability of practicing teacher’s requests In group activities, students have felt more self-confident and they can Number of classes students 10A1 10A6 Total help one and Speaking Well mastered and Applied Q % 33 84.6 Language focus Badly Well mastered mastered and and applied Applied Q Listening % Q % 39 6Well15 34Badly 87.1 Number mastered4 mastered Classes 44 37of 79.6 7and 20 37 and75.0 students Applied4 applied 83 70 164 Q % 35 71 Q 162.1 % 10A1 39 34 87.1 12.9 10A6 44 38 81.8 18.2 Total 83 72 168.9 11 31.1 Writing Badly Well mastered mastered and and applied applied Q % Q % Reading Well 12 33 Badly 84.6 mastered mastered and25 37 and 79.6 Applied applied 12 37 70 Q % Q 164.% 32 82.0 218.0 36 77.3 22.7 68 159 15 40.7 Badly mastered and applied Q % 15.4 20.4 35.8 another especially had more satisfactory results despite the fact that they are the students of mixed-ability classes After using the techniques of games, I had the following results of the survey from the class: 10A1 and 10A6 at the end of the school year 2021 - 2022 Page 19 (* Note: Q: Quantity) As shown from the table of statistics above, we can see that the qualities of the subject have changed dramatically in all skills They are far higher and better than those at the beginning of the school year 2021-2022 Especially, there were best students in the exam for the Best Students in this early May Up to now, there have been enough evidences to affirm that some interactive games on The MS PowerPoint have resulted in great influence on teaching Grade 10 English lessons From my point of view, if we use these Games on Power Point widely in other classes or grades, I have strong belief that we will also be successful CONCLUSIONS AND PETITIONS 3.1 RELEVANT LESSONS To have good results in teaching English, teachers should be responsible and enthusiastic; enjoy teaching; love students; prepare lessons carefully; define exact focuses, aims and objectives of lessons; know how to use suitable methods in certain lessons flexibly in accordance with students’ abilities and levels Besides, teachers should usually use new techniques instead of out-of-date ones in order for students not to feel bored Teachers should renew Tasks in the textbook but make them easy for students to On the other hand, teachers should know how to use and take advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real things… and teachers should also create beautiful teaching aids to motivate students to learn and help them to practice their listening, speaking, reading and writing skills In addition, teachers should look for and pick up information related to the lesson about culture, country…to introduce to students so that they can understand the lessons more easily and remember longer 3.2 CONCLUSIONS I have owed the ideas of the “How to programme PowerPoint interactive Games with Triggers to teach effectively Grade 10 English lessons in multilevel classes?” I have mentioned above to the process of teaching, searching, and thinking for ages Those are based on the Ministry of Education and Training’s policy of reforming methods of teaching-learning By way of conclusion, there Page 20 are many methodologies of teaching English, and each teacher has her/his own methodology of teaching but the characteristics of teaching through language Games are the same in any languages The final purpose of every English teacher is to help students to be good listeners, speakers, readers, and writers in any languages From the satisfactory results mentioned above, I have been encouraged to express my ideas bravely This methodology is about how to stimulate students to learn Grade 10 English lessons actively, positively and effectively through two language Games “Lucky numbers” and “Noughts and Crosses” Actually, after successfully applying this scientific solution in my 10th Grade, I would like it to be applied school wide to improve the quality of the subject I will continue the study to supplement the deficits and to take advantages of the solutions and popularize them all over Hoang Hoa district and Thanh Hoa province Personally, I have been wondering if it is regarded as a perfect and effective methodology, therefore, I would like teachers to contribute your sincere ideas so that we will have the most perfect and suitable methods of teaching English in accordance with the education reform of Ministry of Education and Training 3.3 PETITIONS Throughout this research, I would like to give some ideas to improve the quality of English, and to allow the topic to be applied effectively in the practice of teaching students, I would recommend: - For Thanh Hoa Department of Education and Training: + should organize more training sessions to share teaching experiences of the subject, give English language teachers chances to organize extra-curricular activities “enjoy learning English” for students and take courses on methods of teaching English for students, especially the ones in mixed-ability classes - For the school: + should add more books on methods of teaching English for students with multiabilities to the library and pay attention to supplying teaching materials such as speakers, cassettes, discs, pictures + should have a plan to classify students right from grade 10 to foster good students and support the weak students so that the level of each student in each class is equivalent - For teachers: + should conduct surveys on the quality of the student's knowledge and learning attitudes to make a lesson plan which is appropriate for the students in each class + should constantly innovate methods and apply modern techniques to improve the quality of teaching - For parents: To achieve high academic results, parents: Page 21 + should remind their children to study diligently, to prepare enough learning materials, to have good mood in learning and to be persistent, active, hardworking, brave , confident in classroom activities Above is my own experience of applying effective strategies to teach English to Grade 10 students in mixed-ability classes Although the results of the study and the actual situation have improved considerably, teachers must spend a lot of time and effort To finish this theme, I have been trying my best to put a lot of care and attention into it However, I am certain that this methodology has inevitable shortcomings I am myself looking forward to getting the sincere feedbacks from leaders, teachers, and colleagues for this initiative to continue being applied to my next classes more and more perfectly Thank you very much! LEADER’S CONFIRMATIONS Thanh Hoa, May, 19th 2022 (Xác nhận thủ trưởng đơn vị) I strongly ensure this is my own work ………………………………………… Writer ………………………………………… ………………………………………… ………………………………………… Lê Đình Xơ SUPPLEMENTS REFERENCES Kelly, A.V Mixed Ability Classes 1978 London: Harper & Row Publishers Ur, P A Course in Language Teaching: Theory and Practice 1996 Great Britain: Cambridge University Press David Cross Practical handbook of language teaching Penny Ur A course in language teaching - Practical and Theory Cambrige university press Adrian Doff, Teach English 1997 Cambridge University Press English language teaching training protect The Methodology Course English language Teaching Methodology 2003 by Ministry of Education and Training, Jeremy Harmer, How to teach English – 2002 Oxford University Press Page 22 Teachers book, text book Grade 10 2007 by Ministry of Education and Training Internet at the web: www.englishclub.com/teaching-tips/teaching-multi-level classes.htm 10 How to use Triggers in Powerpoint Internet at the web: https://slidehunter.com/using-triggers-in-powerpoint DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Đình Xơ Chức vụ đơn vị công tác: Giáo viên tiếng Anh trường THPT Đông Sơn I Cấp đánh giá xếp loại TT TÊN ĐỀ TÀI SKKN (Ngành giáo dục cấp Huyện/ Tỉnh, Tỉnh…) Ứng dụng số trị chơi ngơn Cấp ngành ngữ phần mềm MS Powerpoint 2003 để dạy Tiếng Kết đánh giá xếp loại (A,B C) Năm học đánh giá xếp loại C 2019-2010 Page 23 Anh 10 Techniques of using new language games in teaching Grade 10 English lessons effectively Effective strategies applied to teach English to Grade 12 students in mixed-ability classes Cấp ngành B 2012-2013 Cấp ngành C 2020-2021 * Liệt kê tên đề tài theo thứ tự năm học, kể từ tác giả tuyển dụng vào Ngành thời điểm Page 24 ... been urging me to choose the theme: ? ?How to programme PowerPoint interactive Games with Triggers to teach effectively Grade 10 English lessons in multi-level classes? ” for my own Seminar on methodology... Grade 10 2007 by Ministry of Education and Training Internet at the web: www.englishclub.com/teaching-tips/teaching -multi-level classes. htm 10 How to use Triggers in Powerpoint Internet at the... the lessons more easily and remember longer 3.2 CONCLUSIONS I have owed the ideas of the ? ?How to programme PowerPoint interactive Games with Triggers to teach effectively Grade 10 English lessons