Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR

INDEX INDEX CONTENT Page A Introduction 1 B Problem solving 3 I Basis reality (Reality) 3 II Basis of theory 3 III Language games 3 1 Where am I are we is he?etc 3 2 What I already know about Engli. SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR

THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING INITIATIVE IN TEACHING EXPERIENCE TOPIC SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR Written by: Nguyen Thi Hue English teacher at Dong Minh Secondary School The initiative experience of subject: English INDEX CONTENT A Introduction B Problem solving DONG SON NĂM 2019 Page I Basis reality (Reality) II Basis of theory III Language games 1.Where am I/ are we/ is he/?etc What I already know about English This is (Big Ben) My numbers 5 My inventory Talking about time Games exercises of color What you can in Enlgish? Sentence starters 10 What there is in my bag today? 11 Pattern puzzle 12 Sentence relay 13 Coffee-pot 10 14 Uncle Fred’s suitcase 10 15 Now you know 10 16 Have you seen my sheep? 11 17 Who am I? 11 18 Wolves and lamps 12 IV The tested results 12 C Conclusions and recommendations 13 D References 14 E A list of innovation initiatives has been rated by the evaluation committee of the education and training department, the education and training department and the higher level ranked c or higher 15 A INTRODUCTION I THEORICAL BACKGROUND When discussing the role of self-learning, former General Secretary Do Muoi said: “Self-learning, self-training is the development path throughout the life of each person, in our country's current social and economic conditions as well as in the future, it is also valuable traditions of Vietnamese people and Viet Nam nation The quality and efficiency of education is enhanced when creating the learners’ innovative capacity, when changing the educational process into the process of self-education The scale of education has been extended when there is a movement of the entire study population”(From a letter to the scientific research seminar to develope self-studing, self-training on June 1998) In developed society, the role of education is more important, as the driving force for development and social progress Education must train the younger generation to be dynamic, creative, have enough knowledge, capacity and ability to adapt to social life, to develop society For this, younger generation must have special power is the ability to self-learning, selfenhancing, self-improvement and these abilities must be formed from the school levels Thus, we can help learners form their self-learning skills, self-study, continuously improve understanding of culture, Science and Technology, modernize their intellectual capital to become citizens, workers with full preparation step into life Currently, the education sector has been constantly innovating teaching methods in schools and junior secondary schools Modernizing methods associates with the practice, accords with the students in order to promote students’ positive potential and initiative in the process of obtaining knowledge Every year there are many workshops on new teaching methods, active learning is applied widely to deliver the most effective learning for students from grade Ministry of Education and Training, Department of Education and Training and Education and Training And most recently is the workshop “Improving the quality of English teaching in high schools and junior high schools.” In fact, students in secondary schools learn a lot of subjects so the investment of time for each subject will be limited Therefore, if a student does not have the proper learning methods he can not get good grade in learning, but it takes a long time In actual teaching, I found in the process of learning and practicing English, students have to face many difficulties, not their inability to acquire new knowledge that they have no effective methods in learning English Learning a foreign language requires learners to be passionate, flexible, responsive and especially he must have self- study ability In the twenty first century with the integration with the open-door policy, the English as a foreign language has been and will be many Vietname due to communication needs, learning and research Nowadays, learning English is widely available everywhere But how to learn better English Basically target foreign language teaching in general and in particular for English to change Programs and textbooks for junior high school with the goal of helping students grasp the basic knowledge of modern English practice, have the skills to use English as a communication tool, simultaneously forming and developing the skills of thinking In the process of learning a foreign language, the vocabulary is the most important - it is the bricks to build up the house of language How to remember and use the English they have learned to always question often appears to students, and labor is a weariness of the learners At the junior high students in grades 6-7 had to capture and use good vocabulary teachers have adopted test methods such as: Rubout and remember, ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where etc The type of test is quite common, consistent and effective but how can students be more engaged, to avoid boring repetition, the teachers have to change the way to check regularly gives the students are more interested in their lessons while playing while being able to inculcate the vocabulary and structures they have learned Precisely because of these reasons that I have explored in the study and practice of language games to help students feel comfortable and more confident in class Especially all three objects can participate enthusiastically Recognizing the importance and necessity of fostering a sense of selfstudy for students, in the teaching process I have to pay attention to measures to improve the learning spirit of the students to help them have the self-learning approach to deliver effective learning The experience has been reflected in the theme: “SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR” II PRACTICAL BACKGROUND Desire is too large, but by knowledge, methods and experience is still limited and the performance is too low (limited to grades 6-7), certainly this study has many flaws need was added The content of the subject refers only to the steps of each game and the results So I always hope to receive feedback to complete this study and more complete III RESEARCH METHODS Research documents Fact- finding Consult colleagues Statistical revi B PROBLEM SOLVING I BASIS REALITY (REALITY) All language games are a goal oriented, language games can help learners to participate in activities with other people and to solve the problems they made expanding the language and forging skills training heard During school hours teachers give the language game, students will have many opportunities to discuss, yet is their main motivation is the children weak and poor Teachers in this section apply methods “delayed correction” should students not proved embarrassing when mistakes Classroom atmosphere more lively, vocabulary not only be strengthened but also be expanded greatly when they practice II BASIS OF THEORY In fact, in teaching and learning a foreign language, the students will learn more effectively if they are learnt in an atmosphere of learning fun, relaxation and have more opportunities to communicate in the context of the real world The use of language games in teaching a foreign language can increase motivation for the students, one of the decisive factors for the students to get success in their language learning At the same time, the teachers can help and encourage the students to learn and maintain their interest in learning In addition, language games also help the teachers create the context in which language practice is very useful and easy The students would like to participate in the games, they have to understand what the others are saying So, in this theme, I want to mention some games organized to test and consolidate the vocabularies and grammar for the students in class 7A at Dong Minh secondary school III LANGUAGE GAMES 1- WHERE AM I/ ARE WE/ IS HE?ETC Language : - Yes - no questions - Vocabulary - location - A student imagine, define himshelf in somewhere.Write into the paper or talk to teacher know The other students will guess by asking Yes/No questions It is not difficulf for students to do, teacher should ask students to discuss each other about where they are Example: You have to be somewhere in the school You have to be some where in the town You have to be some where in the picture (if there is a map of city) - If students are crestfallen with conducting games, teacher may be people quiz answer questions’s students as model.Then choose other student to quiz Some questions : - Are you on a bus going to ? (No, I'm not on a bus) - Are you in the school canteen ? (No, I'm not in the school canteen) - Are you asleep in front of your desk ? (No, I 'm not asleep in front of my desk) 2- WHAT I ALREADY KNOW ABOUT ENGLISH Language: a- Titles of English films or American films and books b- Explanations (in Vietnamese or English) c- Translate (into Vietnamese) Steps: - Teachers ask students to tell some names known in English movies they 've seen in weeks or months, the names of the bands they know - Then they are translated into Vietnamese him type (depending on the level of the students) - Then you can tell your comment in the form sentences and vocabulary that they have learned (example: like, think, boring, interesting… ) Ex: Unit - English - Period 68 3- THIS IS… (BIG BEN) Language: - Talk about, introducing well-known buildings, school,cities - Questions: Where is this? /the building? Who are they? - Similar this game students can revise a lot of sentences and vocabularies, questions (What, Where, Who) 4- MY NUMBERS: Language: - How to say age, weight, height, measurement, sizes, telephone number, house number, date of birth Order Number Age Height Weight Shoe size Tel number House number Clothes size Date of birth - Base on this table, students ask each other to find out who have the number coincides with themselves - Students are able to revise numbers by this game 5- MY INVENTORY: Language: - Numbers, name of personal belongings - I own (number,name of articles) - Plural nouns - Teacher asks students to list what they have and how many: Personal belongings (books, pens ) clothes,shoes, recreational toys (cameras, cassettes ) - Students start by guess words “I have /I own ) - After that they can talk to their partner following the structures in order to remember nouns they learned 6- TALKING ABOUT TIME: Language: - Talking about the time, adjectives - Teacher asks students to draw a clock and paste into paper - Teacher asks student to list adjectives they learned - Teacher writes on the board the model: At o'clock I feel And asks student to complete the sentences by Example: At ten o'clock I feel hungry - Students make and write their sentences into sheets, after that teacher can choose several ways: - First: Call students who have completed earliest their sentences and read aloud.Then other students take turns reading their sentences in order of the day now, from the time of the first sentences Example: the first sentence :at ten o'clock I feel hungry, then students who make sentence at one o’clock will read their sentence and in turn to nine hours for a full day - Second: Ask students to ask each other to find out who else to feel yourself in the same time of day - Third: Ask students to work in groups and self arranged in a logical order of the day now Example: happy-hungry - sleepy - Forth: Students learn from each other in a fixed time range(5- 10 minutes) then compare to see who has more than one answer most of their friends - This exercise could multate: Instead of talking about the time of day students can speak their feelings in each month of the year Example : In(month)I feel sad/happy/cold/hot/excited/ and I go to the dancing/meet friends/stay indoors/ go to the seaside/ watch TV/ 7- GAMES EXERCISES OF COLOR: a What color: - Teacher prepares some words associated with colors Example: : stop -> red go > green sky -> blue leaves -> green - Teacher reads prepared words, students listen and write colorful words that correspond to those words b All about me - Teacher writes on the board or suggets mined in students some words concerning themselves such as: eyes, hair, skin, shoes, shirt, schoolbag, pen, etc Students will describe the color, using model: “My (hair) is (black)” 8- WHAT YOU CAN DO IN ENGLISH: Language: - can - ability - Teacher asks students to write down what they can in English start with: I can… Example : I can count to 100; I can spell my name; I can tell the time; I can sing - Then students exchange in pairs or in groups about what they in English, compare what they do, what they not but their partner do… - Teacher ask and request students what they hae mentioned - From this exercise can be repeated after some time for them to add what they have just done, can using structure in the past tense Example: Last month I couldn't tell the colors in English, now I can 9- SENTENCE STARERS Language: - Consolidating leant language-tense - Teacher writes one word or phrase start with: This weekend ` Our class - Then ask students to complete the sentence - Next ask students to homeworks: thought out the start word then complete the relating to them following sentence true facts, following report to class - Teachers can diverify exercises by students talk about eents or tasks at different times, it depends on the level of class This is a way to practise tenses in English, it is very good for students to learn, because students must use tense suit to the start sentence 10- WHAT THERE IS IN MY BAG TODAY Language : - There is; there are; have you (got)? - Vocabulary - A student has a shoolbag, quiz your classmates or your team see that something.The other guess Student A: What's in my bad today? What have I got in my bad today? The other student guess: Example: There's a mirror/ a handkerchief/ money/ some sweets/ a toy/ a photograph, etc Student A will affirm right or wrong by saying: yes, there's a or no, there isn't a and stretched out of their view then ask other student some questions about that object What colour is it ? Is it a big or small ? Do you like ? etc - Students can prepare some pictures and toys to make the games becoming more excited : - Students can say: There's a yellow car / a bottle/a flowerpot There's ahouse /a tree/ a man with a stick/ etc 11- pattern puzzle: Also many regular charades tables, we can use the following table toys sample: (Form is fixed circle, the letters in the circle as an example, a puzzle that can change according to your requirement) The implementation group will write words that some or all of the letters in the picture with the conditions necessary to have letters in the middle circle (in this placement is the letter A) in from each word appears only once in each from Teachers will be provided for time / topic for any game Which group write most words will be the winner 12- SENTENCE RELAY: This game is based on the principle relay in sports The class is divided into teams, teachers, judges, began signaled for the teams at the same time turn runs on the board, write one word then run about, pollinating next to you on the next table continued from that of the last word will make a complete sentence means The misspelled words, incorrect grammar or illegible will be deleted immediately and is not grading Each team members interpolations can be written before or after what was written on the board, likewise, games players can apply for when writing a whole paragraph or a completed story Now each member will write a sentence instead of a word, so that the succession question means, forming a good story Teachers can rely on the circumstances of the class to the detailed rules for content articles In case the article is too long not conducive for writing on the board, can be written on a sheet of paper that passed through groups In each group will exchange their posts up to the whole class to see and grading 10 13- COFFEE- POT: Language: - brush up vocabulary This is a popular practical vocabulary games base on principles from the last guess asking questions, a student think of something, the other ask questions, which is not limitted 11 Example: -Where you keep your(coffee-pot) ? - Is your (coffee-pot) big? - What is your (coffee pot) made of ? - What colour is your (coffee pot) ? - Can we cat your (coffee-pot)? - Can we see your (coffee -pot) in this room ? - Do you wear your (coffee -pot) ?etc - Objects that students can think about is anything such as: schoolbag, pen, pencil, shoes, hat, bike etc even though it is the moon, post office etc 14- UNCLES FRED’S SUITCASE: Language: Vocabulary-memorizing game - The class is separated into groups sitting in a fixed rings - Teacher introduces the games We are going to pack uncle fred's suitcase - One student in team will start with a sentence: I packed uncle fred's suitcase with (Example: “I packed uncle fred'd suitcase with sports shoes”) the next person will repeat that sentence and add one more object (Example: “ ”and a toothpaste) given objects are not reused So on until the last of the circle During practise, members each team can suggest to their partner the sentence may be forgotten - After the last complete the sentence, teacher ask groups to read aloud their completed sentences “I packed uncle fred's suitcase with etc” - In order to change, teacher can use the rule of this game to make similar games, instead the content “pack uncle Fred’s suicase (I packed uncle fred's suitcase ) of the other sentences Example: “I am here to ” and fill in activities such as: “have fun”, “learn”,”listen to”, “dance'' etc - Teacher asks students to change their position and draw who is the start person 15- NOW YOU KNOW This is used for object games relatively well, speaking freely or get acquainted, to know the level of the student - The first teacher introduces the game: I'm going to tell you something about myself Look The teacher took out some prepared material and said: This is a photograph of my husband, so now you know that I'm married And this is my motorbike key You know that I come to school by motorbike and what is this? It a small book So you know what I like ? (students guess) etc 12 Just like that the teachers will give some hints as material for students to guess the understanding of teachers, such as family, friends, hobbies, jobs, events or activities that occur during the week, in May, last year, adolescent birth etc Students can ask more detailed questions related to issues like understanding: - How long does it take you to go to school by motorbike? - How often you go to the cinema? - What film did you see? Did you enjoy it? etc Then turn similar student-teacher, introduces himself by some animals brought or have prepared, and so will the exchange student, was asked more about their peers through extracurricular games 16– HAVE YOU SEEN MY SHEEP? Class stand in a circle, a circle of students standing outside called “IT” This student went around the circle, clapped on the shoulder one you any questions and ask: “Have you seen my sheep?” (or dog, cat, goat, Teddy bear etc?), respondents would respond with questions, - What is it wearing? or - How is it dressed ? “IT” At that time, any one you described within, example: : - It is wearing a green pullover, brown sandals Even when people are aware that describe themselves as alluded to run around outside the ring to escape from “IT” If “IT” catch it before you run out of the ring to its location, you will continue to “IT” 17- WHO AM I ? This game is suitable for the early stages of the classroom, when students begin to know each other through talking in English Teachers will depend on the student audience to pick out the familiar celebrities, not difficult to guess the class, for example; actors, singers, historical characters, the characters in children's stories, folklore etc The name of the character will be written out of the second sample, teachers and organizers will secretly paste the form into the back of the paper that you participate in, then people will go to see their character names are pasted what are, for example: - Am I a man ? - Am I a still alive today ? - Am I a pop star ? - Do I live here in Viet nam ? - Was I asking ? - Am I a character in a story?etc 13 After each person has to guess his name on the back was a time will be allowed to dial his name stickers on the front chest 18- WOLVES AND LAMPS This game fits the extracurricular hours because very funny and a lot of noise The class is divided into groups, sitting next to the cluster group in circle Each group turns round its representatives elected disguised as “coyotes” to “scare” the other group Each one “wolf” to “sheep” (the group) will pretend to fear If no one answers the question of wolves would be given a prisoner inside After a period of “shepherd” (teachers) will “chase” the wolves away and take “prisoners” returned to the sheep (his group) Which group catches more “prisoners” will win The content of the wolf can ask varied: - Puzzles spell - Puzzles from - Puzzles from the question of structure - Quiz questions about general knowledge IV THE TESTED RESULTS In this school year, I have been teaching English in class 7A In every period of teaching, I always use these games to test and consolidate vocabularies and grammar for the students I found that these language games have provided the students with the comfortable and effective way of learning English not only in the classroom but also in anywhere The students feel excited and they are eager to wait for English classes They can understand the lessons more deeply and more naturally They either speak English in the class or outside the school confidently Based on the results of the students’ learning, I have the results of testing of the students in class 7A at Dong Minh secondary school in this school year as the followings: (Total students :35) Ability Excellent Good Average Bad Early year Number Percentage 10 18 2,86 17,14 28,57 51,43 Late year Number Percentage 12 13 20 34,29 37,14 8,57 C CONCLUSIONS AND RECOMMENDTIONS Through teaching practice, take time to visit the classroom experiences of my colleagues found that the survey results vocabulary exercises achieved quite satisfactory, the following statistics will prove that, the total number of students achieved good or excellent 14 I found that putting the game into the test language vocabulary or structure are suitable, especially the study of all grade and 8, the teacher can use the game appropriate for your requirements unit Of course want to play effectively, both teachers and students are carefully prepared before class that is an important step When students practice the class teacher should cover well, encourage them to participate in games by dividing teams, or groups so that they have a sense of emulation - Teachers should evaluate to point to after school - The teacher's instructions must be clear, concise, check instructions before performing - If the game is difficult to model teacher - Want to make a good game, the attitude of teachers is essential to have fun, close to the children create a harmonious atmosphere in the classroom so that they feel more confident Through practical teaching myself, my colleague learned some language games that the reference books cited possible good use for curriculum subjects of English Middle School Career Best grades and My written invovled not very full, I will continue to study all vocabulary section for students in grades We hope the additional notes and of all colleagues The confirmation of Head- Master Dong Son, 5th March in 2019 I assure this is my experience Initiative, not copying the contents other people The writer Nguyễn Thị Huệ research papers 1- Guidelines June 1984 David Crable 15 2- Language teaching issues in Mutilingual environment in South East Asia 3- Teacing methodolagy - Nguyen Hanh Dung 4- Documents of ELTTP methodology course skills 5- Homework 6-7 6- Hutchinson J (1994) hotlineseries, OXFORD :OUP 7- Broughton Get all- teaching English as a foreign language 8- English online E A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY THE EVALUATION COMMITTEE OF THE EDUCATION AND TRAINING DEPARTMENT, THE EDUCATION AND 16 TRAINING DEPARTMENT AND THE HIGHER LEVEL RANKED C OR HIGHER Teacher’s name: NGUYEN THI HUE School: Dong Minh secondary school TT Tên dề tài SKKN Using several techniques to promote the 8th graders speak English in an active way Improve the quality of teaching reading for students in grade Năm học Cấp đánh giá Kết đánh đánh giá xếp xếp loại giá xếp loại loại Cấp huyện B 2017 Cấp huyện B 2018 17 ... I assure this is my experience Initiative, not copying the contents other people The writer Nguyễn Thị Huệ research papers 1- Guidelines June 1984 David Crable 15 2- Language teaching issues... results of the students’ learning, I have the results of testing of the students in class 7A at Dong Minh secondary school in this school year as the followings: (Total students :35) Ability Excellent... organized to test and consolidate the vocabularies and grammar for the students in class 7A at Dong Minh secondary school III LANGUAGE GAMES 1- WHERE AM I/ ARE WE/ IS HE?ETC Language : - Yes - no