(SKKN 2022) SOME LANGUAGE GAMES HELP STUDENTS IN CLASS 5d STUDY ENGLISH WELL

THANH HOA EDUCATION AND TRAINING DEPARTMENT SAM SON EDUCATION AND TRAINING OFFICE EXPERIMENTAL INITIATIVE SOME LANGUAGE GAMES HELP STUDENTS IN CLASS 5D STUDY ENGLISH WELL The implementer: Nguyen Thi Luong Position: Teacher School: Quang Chau Primary School Subject: English THANH HÓA NĂM 2022 TT CONTENT PAGE OPENING 1.1 The reason for selecting topic 1.2 The purpose of researching this topic 1.3 Object of researching this topic 1.4 Methods of researching of this topic CONTENT 2.1 Theoretical basic 2.2 Real state of the problem 2.3 Solutions Advantages of games in teaching a language 2.3.1 2.3.1 Games create an enjoyable environment 2.3.1.2 Games provide active learner – centered learning 2.3.1.3 Games are highly motivating 2.3.1.4 Games promote co-operation and competition 2.3.1 Games stimulate students’ creativeness Rules of designing and organizing language 2.3.2 games 2.3.2 Design games in English lessons 2.3.2 The structure of language games 2.3.2 How to organize games Some games that applied in teaching and 2.3.3 learning English 2.3.3 Game 1: Whisper 2.3.3 Game 2: Word Jumble Race 7 7 7 2.3.3 2.3.3 2.3.3 2.3.3 2.3.3 2.3.3 2.4 Game 3: Hangman Game 4: Pictionary Game 5: The mime Game 6: Bees find words Game 7: Noughts and crosses Game 8: Car racing The efficiency of the research CONCLUSION AND RECOMENDATION 3.1 Conclusion 3.2 Recommendation 3.2.1 To the leaders 3.2.2 Acknowledgments REFERENCES 11 11 12 13 14 14 15 15 16 16 16 17 OPENING 1.1 The reason for selecting topic Nowadays, English plays a very important role in many fields, even in education because of international intergration trend English is a communication tool and a key that leads to the human treasure On the other hand, application of information technology widely that made learning English become necessary Therefore, it is the second language, a compulsory subject of many countries around the world This need for global English learning has shown that English is extremely important and essential for economic and social development at the national level as well as for every individual in the society Teaching English for primary students has been cared specially by not only their teachers, their parents but also the education sector English becomes one of the most important subjects at school Especially in educational reform situation like nowadays, teaching English according to the communicative approaches is supported by many people Young learners have many chances to communicate with their friends, their teachers in order to practice language and take part in real situations actively and positively At present, elementary education is implementing a comprehensive educational goal for students to develop the personality of the person responding to the demands of the times In the subjects of the elementary program, it has a specific content to shape the personality and to develop the intellect of students in a comprehensive way English contributes the development of intellectual and intellectual capacity, social understanding of students Therefore, the introduction of English programs in primary school curriculum has been implemented for many years to provide the basis for students to grasp the trend of the time in the coming time and create momentum for their development Students think that language is a difficult and boring subsject, especially English because it is quite new and it needs a strange way to remember the new words and structures If the teacher wants to have a successful lesson at class, she must solve these tasks, then help students have a good inspiration ad passion and the students feel exciting in learning English In this writting I would like to share some teaching experiences that I have tried on applying at classes in my school This helps students enjoy English more through some games The name of my innovation is: “Some language games help students in class 5D study English well” 1.2 The purpose of researching this topic At present, English isn’t a new but quite difficult subject in elementary school, most students and parents are not really interested Vocabulary is an important and indispensable factor in language used for communicative activity So, mastering numbers vocabulary is necessary In English we can not develop the skills such as: listening, spkeaking, reading and writing without literacy vocabulary 6 The main objective of this study is to apply some language games in the lessons to involve students in learning English well Exchanging and sharing some experiences in applying some language games to teach English for primary students 1.3 Object of researching this topic Explore the present situation of teaching English at Primary School and suggesting some games to help students study English well Research Time: School Year 2021-2022 Research Location: Quang Chau Primary School Research Object: "Some language games help students in class 5D study English well” The respondents of the research: With this research I focused on the students in grade 5, especially the students in class 5D 1.4 Methods of researching this topic To research a topic, people often choose many different methods With this topic I used the following methods: - Theoretical research method: I read the conducting material issues related to my research needs - Learning experience from my colleagues attend the colleagues’ lesson to follow their good method - Experimental matching method - Observation method CONTENT 2.1 Theoretical basic When teaching foreign languages in general and in particular of English, teachers have to impart students to recognize the smallest and the first factors to be established a language, it is the word Teachers themselves always want their students to remember as many words as possible so that they can drill other skills well But the majority of primary school children are afraid of memorizing vocabulary as they not only requires perseverance , hard working but also time-consuming Memorizing vocabulary is not merely to memorize how to read, how to write, but also to remember the semantics and usage as well So, how to get students interested in this job? It requires teachers to have the teaching methods and testing vocabulary techniques that suit students and the procedure must be always diversify and flexibility With primary pupils who get their first exposure to English, unavoidable initial difficulties such as: how to write and how to read In grade 5, students have to learn and memorize more words, more difficulties in reading and writing, longer structures, so students are afraid of learning vocabulary So creating the students’ learning habits is extremely important and teachers should be top priority Any languages in the world, to communicate, it requires us to have a large amount of vocabulary Because vocabulary is an indispensable component in the language used for communication activities Thus, master the number of learned words to use is very important In English, we can not train and develop the four skills of listening, speaking, reading and writing of students without being based on the foundation of vocabulary Indeed, if there is no necessary word, students can not listen, speak, read and write well, even if they have mastered structures Following the current distribution programs, there are two lessons per week for English in primary schools, and there are new words in almost lessons To teach vocabulary well, lessons must be more vivid and teachers have to make pictures, maps for illustration, enabling students to easily remember words and draw attention to their subject or focus on lessons For the students, besides a number of children who study actively, there are many students learn only to cope with their teachers They can not remember the words for a long time and use the words effectively There have been many difficulties for teacher of English because students can not be helped to study at home by their parents Also, the ways students learn vocabulary is also need to be concerned, students often learn vocabulary by reading words in English and try to remember that in Vietnamese, they write in their notebooks is just to the deal with their teachers, not self-consciously check, to inculcate new words Therefore, they are forgetful and easily confused these words with other words As a result, many students get bored and forget the words So teachers need to pay attention to this mentality of students 2.2 Real state of the problem In school year 2021 - 2022 at Quang Chau pimary school, I teach English for grade I realize that students are often bored with revising the vocabulary and structures When I start the new lessons, students usually learn inactively Most of the students feel ashamed when they speak in English So, the learning quality is not very good I have made a survey with pupils in class 5D by doing a test at the beginning of the first term within fifteen minutes to survey and classify the pupils before I applying some language games in teaching English * Test 15 minutes Question 1: Task Listen and tick the correct pictures There is one example Example: Where you live? A B C 8 What’s Laura’s address? A B C B C Where did Tony live? A What’s May’s house like? A B C Where does Garry live? A B C Question 2: Circle the odd one out A dog B cow C pig D string A fifteen B twenty C one hundred D time A carrot B rice C noodle D bread A once B twice C three time D every day Question 3: Reorder the words in each sentence works/ hospital/ a/ in /Tu’s father/ people/ How/ your/ many/ there/ in/ are/ family? After doing test, I had a survey about students’ inspiration of studying Question: Do you like doing these exercises? Tick (√) in the box  like  don’t like  hesitate And here are the results I obtained: The following chart will show the result: * Knowledge: Class Total 5D 40 Excellent Number % 12 30 Satisfied Number % 20 50 Unsatisfied Number % 20 Like Number % 15 37,5 Dislike Number % 18 45 Hestitate Number % 17,5 * Attitude: Class Total 5D 40 According to the survey result, I have classified the students and immediately applied some games in teaching English which I accumulated over the years to improve the teaching and learning quality * Remarks after test: Base on the result, I realized that: Almost students don’t have an interest in learning English because of its own difficulties Apart from studying at school, they are not able to study themshelves at home Moreover, the higher they study, the harder it is so they don’t feel interested in this subject 2.3 The solutions 2.3.1 Advantages of games in teaching a language 2.3.1.1 Games create an enjoyable environment In many games, the activities of pair work, group work and the whole class work aim to give students the chance to work together or be involved to score as many points as possible Most students have scoring points At the same time, they are naturally motivated to revise or to acquire previous or new knowledge with pleasure Furthermore, to win a game or to solve the problem, students have to share their knowledge, ideas that are contributed by each player The task of the teacher is to encourage all students to enjoy games fully In fact, some individuals in class may have known opportunities to participate in the game, but that does not mean they not enjoy the asuming atmosphere That is to say, through games played in classroom, an enjoyable atmosphere has occurred without controlling 2.3.1.2 Games provide active learner – centered learning Games are learner – centered and personal, which is important because students learn in individual ways To reach the objective of the game, there is a 10 communication between individuals This means that students have to discuss together before their group has a final result Learners will manage and discuss until they achieve their objectives By this way, learners have to speak or write in order to express their own point of view or give information That is to say that game brings learners chances to communicate to each other free, even inhibited learners are drawn into this kind of class activities In addition, teachers no longer control what learners have to say He drops his role as director of games and becomes a monitor and language informant 2.3.1.3 Games are highly motivating A game is a source of motivation, interest and a game often considered as the first step to draw student’s attention to an EFL environment It is often overlooked as a means of class control “Motivation and interest in play have a key role in maintaining a natural mutually respected code enjoyment of discipline of control” In most of the game, an element of competition between individual learners or teams is a strongly motivating factor, which stimulates students to join the game It is the most important reason to explain why all students are immensely happy or absorbed in playing games Secondly, few learners can concentrate on long intensive practice without any change, and even fewer will actually benefit from learning in such an intensive way in the long run, esp for students’ group Using language games is one of the best ways to create relaxing and interesting lesson in order to maintain students’ motivation Another point is that when learners are given a chance to play a game, they are encouraged to choose their partner This does not only create a friendly working atmosphere but also motivate them to help each other The weaker learners will be helped to gain confidence or to express their ideas by being guided by the more capable ones Consquently, all learners will feel happier and more motivated in taking part in games 2.3.1.4 Games promote co-operation and competition “Co-operation and competition are essential motivation in learning English…” That is true because games encourage group support, not merely competition between individuals and groups Students enjoy competitive games and these can serve as a motivation for successful participation However, in competition, too much value is given to “winning”, which leads to the fact that more capable students will receive much praise at the expense of weaker ones in the class It is therefore extremely important to provide co-operative as well as competitive games within the classroom Games require students to interact in role - playing, arguing and debaying, using language in a variety of contexts depending on the type of games used 11 This clearly increase student - student communication, which promotes cooperation and competition, which is essential motivation in learning 2.3.1.5 Games stimulate students’ creativeness Being in a new foreign language situation, students will often happily play with friends, using gestures and new key words as a form of communication The game itself provides the main content and form of communication And through this communication, students can bring out reactive activities in the classroom, especially in the games like: drawing games, guessing games, creation with concepts (making a sentence with a concept) and so on 2.3.2 Rules of designing and organizing language games Language games include the rules and the contents of the lesson Students play games and revise what they have learned They have more chances to practice languages and improve the skills Language games change the students’ form of activities and help them achieve the knowledge actively and positively To be more effective in English lessons, organizing and designing games must be sure according to these rules: 2.3.2.1 Design games in English lessons Organizing games to teach and learn English in general as well as English in primary school in particular that have to base on contents of lessons, time condition However, each teacher has to prepare the lessons carefully to organize games more effectively - Games have an educational meaning - Games aim to reinforce and inculcate the contents of the lesson - Games are suitable for the age, psychology and level of students as well as the infrastructure conditions of the school - Forms of games must be abundant - Games must interest and encourage students 2.3.2.2 The structure of language games - The name of games - The purpose of games - Preparation: Describing objects that used in games - How to play: Rules for the players, the winner - Quantity of players: individual or group 2.3.2.3 How to organize games - Time: 5-7 minutes - How to play: tell the name of game, give instructions and rules - Try to play: aims to instruct and emphasize the rules - Carry out: Students take part in games and the teacher is a referee - Give remarks after playing games - End of playing games: the winner, the looser 2.3.3 Some games that applied in teaching and learning English 12 In order to have an effective organization in a language game, teacher must have good preparation before starting the lesson A language game should have requirements, they are: - Having educational sense - Consolidating the contents of the lesson - Being siutable for students’ abilities - Have an abudant format with the good preparation - Raise the inspirations and passion in learning English I would like to introduce some language games in English lessons that I have applied at my school 2.3.3.1 Game 1: Whisper In Unit 2: I always get up early How about you? Lesson 2: Part 1, 2, - Page 14) (English – Book 1) I used this game to warm up the lesson - Purpose: helps students revise vocabularies about adverbs of frequency: always, usually, often, sometimes, never and verbs of daily activities: brush my teeth, morning exercise, watch TV, cook dinner, get up early… , revise model sentence: “What you do….? I always/ usually….” as well as practice speaking - Preparation: no objects - Time: minutes - Quantity of players: groups - How to play: I prepare some sentences that are tested Divide class into groups Each group has or students and makes a line I call students of each group to go to the board and whisper one sentence for each After hearing, students return to their line and whisper for the second student and so on The last person will read the sentence aloud The group reads the correct sentence with their pronunciation, they will give one point If the group reads the sentence incorrectly, they won’t give any point The game will be continued and will end if time is up In the end, I totalize the scores and report the winner 13 2.3.3.2 Game 2: Word Jumble Race In Unit 5: Where will you be this weekend? Lesson 2: Part 1, 2, - Page 32) (English – Book 1) I used this game to warm up the lesson This is a great game to encourage team work and bring a sense of competition to the classroom No matter how old we are, we all love a good competition and this game works wonders with all age groups It is perfect for practicing tenses, word order, reading & writing skills and grammar - Purpose: helps students revise vocabularies about activities at Ha Long Bay, revise model sentences: “What will you at Ha Long Bay? I think I’ll/ I don’t know I may….” as well as practice speaking - Preparation: some colorful word cards - Time: minutes - Quantity of players: teams - How to play: This game requires some planning before the lesson I wrote out a number of sentences that have prepared at home, using different colors for each sentence Then I cut up the sentences into words so I have a handful of words I suggest having sentences for each team I put these sentences into boxes, keeping each seperate I split class into teams and call three members of each team go to the board to play Teams must now put their sentences in the correct order The winning team is the first team to have all sentences correctly ordered I explore think caves swi m I the thin k build beach I’ll on I’ll sea sandcastles the in I’ll the 2.3.3.3 Game 3: Hangman In Unit 6: How many lessons you have today? Lesson 1: Part 1, 2, - Page 41) (English – Book 1) I used this game to warm up the lesson This classic game is a favorite for all students but it can get boring quite quickly This game is best used for minutes at the start to warm the class up or minutes at the end if you’ve got some time left over It works no matter how many students are in the class 14 - Purpose: helps students revise vocabularies about school subjects - Preparation: some words about school subjects: Science, Art, Music, Maths, English, Vietnamese, English, IT, PE - Time: minutes - Quantity of players: individuals - How to play: I give students a subject about the stories I think of a word of this subject and write the number of letters of that word on the board using dashes to show many letters there are Ask students to suggest a letter If it appears in the word, write it in all of the correct spaces If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man Ex: S C I E N G E L N I C S E H 15 2.3.3.4 Game 4: Pictionary In Unit 9: What did you see at the zoo? Lesson 3: part 1, 2, - Page 62) (English – Book 1) I used this game to warm up the lesson This is another game that works well with any age group; children love it because they can get creative in the classroom, teenagers love it because it doesn’t feel like they’re learning, and adults love it because it’s a break from the monotony of learning a new language - even though they'll be learning as they play Pictionary can help students practice their vocabulary and it tests to see if they’re remembering the words you’ve been teaching - Purpose: helps students revise vocabularies about the names of the animals at the zoo - Preparation: some words about the names of the animals at the zoo: crocodile, python, lion, tiger, monkey… - Time: minutes - Quantity of players: groups - How to play: Before the class starts, I prepared a bunch of words and put them in a bag I split the class into groups and draw a line down the middle of the board After that, I give one team member from each team a pen and ask them to choose a word from the bag Tell the students to draw the word as a picture on the board and encourage their team to guess the word The first team to shout the correct answer gets a point The student who has completed drawing should then nominate someone else to draw for their team Repeat this until all the words are gone, make sure you have enough words that each student gets to draw at least once! 2.3.3.5 Game 5: The mime In Unit 10: When will Sports Day be? Lesson 3: part 1, 2, - Page 68) (English – Book 1) I used this game to warm up the lesson Miming is an excellent way for students to practice their verbs It's also great for teachers with minimal resources or planning time, or teachers who want to break up a longer lesson with something more interactive It's adaptable to almost any language point that you might be focusing on This game works with any age group, although you will find that adults tire of this far quicker than children To keep them engaged, relate what they will be miming to your groups' personal interests as best as possible - Purpose: helps students revise verbs about activities on Sports Day - Preparation: some verbs about activities on Sports Day: play basketball, play football, play badminton, play table tennis, play volleyball, play chess… - Time: minutes - Quantity of players: teams - How to play: Before the class, write out some actions and put them in a bag Split the class into two teams Bring one student from each team to the front of the class and one of them choose an action from the bag Have both students 16 mime the action to their team The first team to shout the correct answer wins a point Repeat this until all students have mimed at least one action 2.3.3.6 Game 6: Bees find words In Unit 11: What’s the matter with you? Lesson 1: part 1, 2, - Page 8) (English – Book 2) I used this game to end up the lesson - Purpose: reinforce the knowledge, memorize the words and use model sentence - Preparation: flowers with different colours Write the words of health problems on the flowers - Time: minutes - Quantity of players: teams Team Sun Team Moon stomach ache headache sore throat SUN fever toothache flu - Stick 10 pictures on 10 bees Team Sun Team Moon cold MOON cough backach e earache 17 - How to play: Divide the class into teams Each team has students Teacher divides the board into parts Each board has a flower and different bees Students have to give the bees to the suitable words Two teams make two lines and will play when they hear “Start” The game continues until the last person The team which is fast and correct, they will win 2.3.3.7 Game 7: Noughts and crosses In Unit 13: What you in your free time? Lesson 2: part 4, 5, - Page 21) (English – Book 2) I used this game to end up the lesson - Purpose: revise the content of the lesson, help students practice listening and speaking by asking and answering: What you in your free time? What does your father in his free time? What does your mother in her free time? - Preparation: Teacher prepares one frame that consists of squares on the board Write one word in each square - Time: minutes - Quantity of players: teams go fishing once a week surf the Internet go shopping your mother your uncle Akiko How often free time - How to play: Divide the class into teams One team has “Nought” (0) and the other has “Crosses” (X) Each team will give a question and will write Nought or Crosses in the square if the question is correct The team which has Nought and Crosses in the same line, they will win After each question of this team, the other will answer and give one point if they answer correctly If the teams has no Noughts (0) or Crosses (X) in the same line, there will base on the answers The team which has more correct answers, they will win 2.3.3.8 Game 8: Car racing 18 In Review 3: (English – Book 2) Page 36, 37 I used this game to end up the lesson - Purpose: help students revise vocabulary effectively - Preparation: extra board - Time: minutes - Quantity of players: racers - How to play: First, racers (ex: racer starts with “hit” and racer starts with “run”) If racer goes first with “hit”, racer will go on with one word starts with “t” (take) to make (hit – take) On contrary, if racer goes first with “run”, racer will go on with the word starts with “r” (ride) The game will continue until racers make one zig zag like this (hit – take – end – draw – write…) The car racing will finish when one racer gives wrong word or doesn’t find next word Racer hit ride end grape write no teach engineer kite Racer run take egg draw eleven eat orange check room 2.4 The efficiency of the research During my experimental teaching process, I see that the quality and result are increased considering The students have more self-confidence to speak in English They are excited to take part in the language games They are more interested in learning English The result of the end of the first semester and the mid-second semester term test of the school year 2021-2022 shows the increase in the percentage of students who are unsastified as well as who dislike learning English Comparing with the result survey at the beginning, I find that the recent result is better than the old one Following is the result I have achieved in class 5D in the end of the first semester and the mid-second semester after I apply my innovation In the end of the first semester of school year 2021 – 2022: * Knowledge: Class Total Excellent Satisfied Unsatisfied Number % Number % Number % 5D 40 15 37,5 20 50 12,5 * Attitude: 19 Class Total 5D 40 Like Number % 20 50 Dislike Number % 15 37,5 Hestitate Number % 12,5 In the mid-second semester of school year 2021 – 2022: * Knowledge: Class Total 5D 40 Excellent Number % 18 45 Satisfied Number % 20 50 Unsatisfied Number % Like Number % 25 62,5 Dislike Number % 12 30 Hestitate Number % 7,5 * Attitude: Class Total 5D 40 CONCLUSION AND RECOMMENDATION 3.1 Conclusion 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 tough subject, or at the end of class when you have a few minutes left to kill There are literally hundreds, probably thousands, of games that you can play with your students These games are used to test vocabulary, practice conversing, learn tenses - the list is endless This list of ten games every teacher should know will help get you started and feeling prepared Having these up your sleeve before stepping into the classroom will ensure your lessons run smoothly, and, should things get a little out of control, you’ll be able to pull back the attention of the class in no time Using techniques to teach and test vocabulary helps students remember vocabulary more easily, and get more interested in the subject Each game helps children focus on learning and communicate better Then helps them study actively Each game is an opportunity for students to exchange and consolidate knowledge and cause students’ excitement in learning Organizing language games is very indispensable in English lessons But the teacher shouldn’t abuse them Only from to languages game should be used in each lesson for – mins The teacher has well – preparation for teaching plans and chooses the games for each content of the lessons In teaching process, each teacher must combine knowledge content with language practice forms appropriately and efficiently 3.2 Recommendation 3.2.1 To the leaders 20 To enhance the capacity of teachers in teaching English, the leaders should organize the training courses for the English teachers regularly Through the training courses, teachers have the opportunity to exchange and learn their experiences For the leaders of the department, I would like to suggest to providing with equipments such as projectors, tape which serve for more effective teaching and learning For the headmaster of the school, I would like to suggest buying references, dictionaries for English teachers and students Constantly fostering teacher’s professional ability of teaching method to help teacher exchange methods and choose the appropriate teaching methods for their students 3.2.2 Acknowledgments I am grateful the experts of Sam Son Education and Training Office, my colleagues at Quang Chau Primary School, for providing helpful comments for the research Headmaster’s signature Sam Son, March 29th 2022 I guarantee this initiative is written by me without copying content from others Written by Nguyen Thi Luong REFERENCES Doff, A (1988) Teaching English: Cambridge University Press English Language Teacher Training Project: The Methodology Course Book one & two Forseth, R (1994) Methodology Hand book for English Teachers Harmer, J (1991) The Practice of English Language Teaching New York: Longman Publishing 21 An English Teaching Guide For Vietnamese Teacher: Ha noi University Press Nunan, D (1991) Language Teaching Methodology London Prentice Teaching Grammar and Vocabulary Internet source: Website: http:// ww w google com.vn Vietnamese Educational Publisher - Tieng Anh – Book (2009) Ministry of Education and Training 10 Vietnamese Educational Publisher - Tieng Anh – Book (2009) Ministry of Education and Training 11 Case, Doug.1990 English Puzzles – 50 Puzzles and Games for Practicing Your English Volumes:1,2,3,and M & A Thomson Ltd, East Kilbride, Scotland 12 Davis, K & Hollowell, J.1989 Inventing and Playing Games in the English Classroom, Oxford University Press, Oxford 13 Granger, Collin and John Plumb.1980 – 1981 Play games with English Book 1, Book Thomson Litho Ltd, East Kilbridge, Scotland 14 Lewis, Gordon and Bedson, Gunther.1999.Games for Children, Oxford University Press, Oxford 15 Nguyễn Quốc Hùng MA 2016 Kỹ thuật dạy tiếng Anh Đại học Quốc gia Hà Nội 22 ... on applying at classes in my school This helps students enjoy English more through some games The name of my innovation is: ? ?Some language games help students in class 5D study English well? ?? 1.2... The main objective of this study is to apply some language games in the lessons to involve students in learning English well Exchanging and sharing some experiences in applying some language games. .. organizing and designing games must be sure according to these rules: 2.3.2.1 Design games in English lessons Organizing games to teach and learn English in general as well as English in primary