Skkn using language games in teaching grade 11 english lessons effectively

MẪU A THANH HOA EDUCATION AND TRAINING DEPARTMENT TRIEU SON 1 UPPER SECONDARY SCHOOL EXPERIENCE INITIATIVE USING LANGUAGE GAMES IN TEACHING GRADE 11 ENGLISH LESSONS EFFECTIVELY Writer Lê Thị Ngọc Hà P[.]

THANH HOA EDUCATION AND TRAINING DEPARTMENT TRIEU SON UPPER SECONDARY SCHOOL EXPERIENCE INITIATIVE USING LANGUAGE GAMES IN TEACHING GRADE 11 ENGLISH LESSONS EFFECTIVELY Writer: Lê Thị Ngọc Hà Position: Teacher Subject: English THANH HOA, YEAR 2022 skkn TABLE OF CONTENTS INTRODUCTION …………………………………… ………… 1.1 Rationale for the choosing the topic ……………………………… 1.2 Purposes of the research………………………………………… 1.3 Objects of research…………………………………… ………… 1.4 Methods of the research…………………………………… …… 2 CONTENT…………………………………… …………………… 2.1 Basis of theory…………………………………… ……………… 2.2 Basis of practice…………………………………… …………… 2.2.1 Advantages…………………………………… ……………… 2.2.2 Disadvantages…………………………………… …………… 2.3 Solutions…………………………………… …………………… 2.3.1 Overview of language games…………………………………… 2.3.1.1 The definition of language games …………………………… 2.3.1.2 Role of games in language teaching and learning…………… 2.3.1.3 How to organize a game …………………………………… skkn 2.3.2 Types of language games used in a number of lessons in English textbooks 10…………………………………… …………… 2.3.2.1 Slap the Board…………………………………… ………… 2.3.2.2 Kim’s game…………………………………… …………… 2.3.2.3 Crossword puzzle …………………………………… ……… 2.3.2.4 Noughts and crosses …………………………………… …… 11 2.3.2.5 Jumber words ……………………………… ……………… 12 2.3.2.6 Lucky number ……………………… ……… … ……… 13 2.4 Experimental results ………………… …… 14 CONCLUSION AND PROPOSAL……………………………… 16 3.1 Conclusion…………………………………… ………………… 16 3.2 Proposal…………………………………… …………………… skkn 17 INTRODUCTION 1.1 Reasons for choosing the topic Nowadays, objectives of education are to focus on developing students’ initiative, activity and creativeness to enable them to realize and solve the problems To achieve these objectives, there’s nothing rather than to reform teaching methods This is an indispensable issue and a sound policy of our Party and State Teaching in reformed methods has given teachers the chances to make good use of controlling, guiding, suggesting, and organizing activities effectively On the other hand, it has helped students to make full use of centered roles-they are able to study hard, apprehend their awareness and knowledge actively and creatively so as to have great understanding and passion for English To teach English more and more interestingly, effectively and communicatively, every teacher must their best, study without cease and apply active and suitable teaching methods.Throughout years’ time of teaching English, I have myself thought that it is necessary to reform methods of organizing activities in teaching often to motivate students I have positively realized that by using language Games can we interest students in English lessons These new language Games can be considered to be new activities or techniques which are suitable for the students’ psychology In these Games, we can unexpectedly happen to realize students’ talents because they are equal to students, easy to play, suitable for the whole class even weak students The sense of equality, atmosphere of excitement, feeling of the games in students’ reach, spirit of solidarity, the factors of which help students to ignore their shyness which prevents them from speaking freely and actively Moreover, they feel satisfied when they know they can as well as others It is the reasons above that have been urguing me to choose the theme: “Using language Games in teaching Grade 11 English lessons effectively” for my own Seminar on methodology without cease 1.2 Purposes of research From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method of learning in which they can work for both study and pleasure This method gives them the feeling of delight and easiness when they learn English lessons through some new language Games which are considered to be the new teaching techniques in place of the old one that students are too familiar to and bored with These new language Games , in fact, are competitions They require students’ quick decisions such as: How to act?, What to speak? How to win the games? Wanting to solve those questions makes students’ thoughts quicker, more sensitive and intelligent because they must make use of their intellectual abilities for pleasure and excitement Thanks to this way, students are naturally absorbed in the lessons Games are highly motivating because they are amusing skkn and interesting They can be used to give practice in all language skills and be used to practice many types of communication They can willingly apply the knowledge the teacher expects, which has worried them for ages Throughout years’ time of teaching English for different students, especially students of Trieu Son upper school where there are much more weak students than advanced ones, I would like to present some abilities of using language Games for some Grade 11 English lessons effectively Also, I would like to exchange my own initiative experiences and methods of teaching for the colleagues so that we can find out new and interesting methods in the period of education socialization our Party and State laid down 1.3 Objects of research The study focuses speciffically on using language games in teaching grade 11 english I applied this experience initiative for teaching students at Trieu Son upper school They are students of classes 11C3, 11C4 and 11C6 1.4 Methods of the research - Using references to improve - Discussing with other teachers - Using the text-book to apply to each lesson and section - Applying the study in teaching process CONTENT 2.1 Basis of theory English is one of the most important subjects at schools but it is not easy enough for any students to learn Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning They have their puzzle in understanding and applying their knowledge to practice Many students haven’t understood the significances of English at the age of the International integration Some students learn English for their curiosity but when they have difficulties, they let things run Some students lack their basic knowledge from the junior high schools Therefore, students have no sense, no mood, no motivation to learn English effectively and actively 2.2 Basis of practice 2.2.1 Advantages Thanhhoa Education and Training Department has focused on teaching and learning English for recent years They have organized many English advanced exams for teachers and students Annually, we have a lot of conferences and workshops to reform teaching methods We usually have discussions about professional knowledge We have been trying to apply new methods to teaching flexibly and skillfully Students are more hard-working, interested in English Therefore, teaching and learning English has been enhanced effectively skkn 2.2.2 Disadvantages Since education reform, students have loved learning English but mainly advanced students And weak students who understand the lesson slowly learn passively They wait for the teacher’s or other students’ answers Many of them have no opportunities or they don’t dare to practice speaking English in class They are afraid they speak incorrectly Many can not read, speak, listen and write, even they ignore paying attention to the lessons or taking any notes or doing any homework In fact, we can see these students have no love for English…Therefore, the teaching qualities of English not live up to our expectations 2.3 Solutions 2.3.1 Overview of language games 2.3.1.1 The definition of language games In the Oxford Advanced learner’s dictionary of current English by A.S Hornby (2005) [1] game is an activity or a sport with rules in wchich people or team compete against each other It means that students play games for sake, for fun, for the competitive ambition A language games mostly involve in developing and improving language skills Greenal (1984) [2] has defined games as one kind of activity which is used to consolidate language 2.3.1.2 Role of games in language teaching and learning Games have been advocated for assisting language learning Games not only motivate learners and create a friendly atmosphere, they are aimed at developing all language skills Consequently, games can motivate, promote learners' interaction, improve their acquisition and increase their achievement 2.3.1.3 How to organize a game Teacher need to estimate the time of game before running a game Lewis and Bedson(1999) [3] sussested that games should last from five to twenty minutes When starting a games, teacher should tell students the rules of game 2.3.2 Types of language game used in in a number of lessons in English textbooks 11 In the process of teaching, class observation, learning experiences, and research document books, I have noticed a lot of games can shape to suit each specific articles in English textbooks 11 Since then, I have prepared some more boldly with popular games like Slap the Board, Hangman, jumber words, lucky number, Kim's Game To compose the section all games, in addition to applying the experience gained in the course of study at university, reading related references, and learned colleagues, I also actively exploited online information Here, I would like to present some of the games I've ever used in a number of lessons in English textbooks 11 Each part will have the usual steps in general and the specific steps to perform in a specific lesson Each game is usually controlled in time duration from minutes - minutes and teachers can apply to start lessons, check the vocabulary of all students or consolidate skkn 2.3.2.1 Slap the Board General steps: [4] - Teacher writes down some words on the board (either new words or the words need pronouncing) - Teacher divides the class into groups - The teacher then has a student from each team come up to the board - Teacher calls out groups on the board (1 student from each team come to the board), asks groups to stand from the board an equal distance - Teacher reads the English words on the board (or the corresponding Vietnamese words) - Students of groups run to the board, search and slap the word read in turn The group The group that has many people slapping the words faster will be the winner - Here's an example to check vocabulary - Section A: Reading- unit 10: NATURE IN DANGER (English 11.) Pollutan t Interferenc e Rare Affect Extinct Co-exist Endangere d Effort Consequenc e Specific lesson Unit 8: CELEBRATIONS – Section E: Language Focus (English 11) WARM UP - Teacher has students play the game “Slap the Board” - Teacher explains the rule of the game - Teacher divides the class into groups: Group A and group B - Teacher writes on the board some words containing the sounds / fl /- / fr /- /θr/ fly fry thrive threaten flower frozen afraid flu fruit through overflo w overthro w - Teacher calls out groups on the board (each team sends one student) - Teacher controls the game: read aloud the words in Vietnamese - Representatives of groups search and slap the word read in turn skkn - Teacher checks and announces the winners - Teachers introduces the the way to distinguish the pairs / fl /- / fr /- /θr/ - Teachers introduces the new lesson 2.3.2.2 Kim’s game General steps [5] - Divide class into many groups - Have student look at objects, paintings, or words in a short time Ask students not to write them down, only remember them in mind - Put objects, paintings away, or rub out the word - Call out the representatives of the groups on the board to write the names of objects, paintings or the words The group that remembers the most is the winner Specific lesson Unit 8: CELEBRATIONS – Section A: Reading (English 11) - Teacher has students play the game called Kim’s Game - Teachers show on the screen the pictures of some festivals with the name under each CHRISTMAS MID-AUTUMN TEACHERS’DAY LUNAR NEW YEAR/ TET HOLIDAY skkn VALETINE’S DAY WOMEN’S DAY -The class will be divided into two groups Students will have to look at the screen and try to remember all the names of these activities They are not allowed to write anything down when the pictures are shown After 1’that the pictures are not shown, four memember from groups will go to the board and write all the names they can remember under time pressure The group having more correct names will be the winner - Teacher shows the pictures again to check the answers - Teacher announces the winners - Teacher comments and introduces the new lesson Unit 12: THE ASIAN GAMES – Section B: Speaking (English 11) - Teacher has students play the game called Kim’s Game - Teachers show on the screen the pictures of some sports with the name under each Bodybuilding wushu Billiards skkn Weightlifting shooting boxing cycling Wrestling Basketball -The class will be divided into four groups Students will have to look at the screen and try to remember all the names of these activities They are not allowed to write anything down when the pictures are shown After 1’that the pictures are not shown, four memember from groups will go to the board and write all the names they can remember under time pressure The group having more correct names will be the winner - Teacher shows the pictures again to check the answers - Teacher announces the winners - Teacher comments and introduces the new lesson Unit 13: HOBBIES– Section B: Speaking (English 11) - Teacher has students play the game called Kim’s Game - Teachers show on the screen the pictures of some hobbies with the name under each Playing footall Play chess Watching T.V skkn Fishing Reading books walking swimming Playing guitar Listening to music -The class will be divided into four groups Students will have to look at the screen and try to remember all the names of these activities They are not allowed to write anything down when the pictures are shown After 1’that the pictures are not shown, four memember from groups will go to the board and write all the names they can remember under time pressure The group having more correct names will be the winner - Teacher shows the pictures again to check the answers - Teacher announces the winners - Teacher comments and introduces the new lesson 2.3.2.3 Crossword puzzle : [6] Learning words by playing crosswords In order to teach Reading and vocabulary lessons less boring, sometimes teachers need create the crossword exercises as a form of "learning by playing" Organization: Teachers can let students play in groups, the groups select the words in across or down in turn Then teachers give the correct answer Specific lesson: Unit 12: THE ASIAN GAMES - Section B: Speaking (English 11) I divide class into groups of I let the groups play the crossword exercise below: skkn Handout: ACROSS You kick a black and white ball You need a racket and a net You throw the ball into a net DOWN A sport you play in an ice rink You need a glove and a bat A winter sport Answer H S O C C T O C K E E E R R N N B A I S E Y B B A S K E T B A K L I L L L skkn Unit 7: POPULATION – Section A: Reading - Teacher divides the class into small groups of - students Then teacher distributes the following crossword puzzle handouts for students to in their own groups Which group finishes first and has all the correct answers will be the winner - Teacher introduces the topic lesson Crossword an are of public land in a town or a city where people go walk, play and relax the noun of “ poor” attractive without being very beautiful without a job although able to work a group of students who are taught together ( of men) attractive feeling that you would like to sleep or rest not knowing how to read or write not young 10 the synonym of “ country” Can you key find out the key word kidden in the crossword? 10 10 skkn Answer: P A R K O V E R T Y P U R N E E T M T P Y L O C L A S S H A T N I D R S E O D M E I L L I T E R O N L A D T I O N P Y E D A T E Teacher introduces the topic of the lesson 2.3.2.4 Noughts and crosses General steps [7] Draw crosswords on the board in which contain word (or a drawing) For example: Candle Couple Couple Celebrate Anniversary Couple Celebrate Milestone Adult - Teacher divides class into groups: a group is Noughts (0) and a group is Crosses (X) - groups choose the word in turns, then make a sentence with this word Eg: There is a post office near my house - The group that makes a correct sentence has a “0” or a “X” - group that has three "0" or three "X" on horizontal, vertical, or diagonal will win Specific lesson Unit 10: NATURE IN DANGER – Section C: Listening (English 11) WARM-UP - Teacher puts a grid on the board with nine words which students have learnt from the previous lessons - Teacher hangs the poster below on the table 11 skkn pollutant endangered extinct prohibit Co-exist worsen destruction protect interference - Teacher tells students the rules of the game: - Students works in pairs, ONE of the students copies the grid in his/her book - One student is”noughts”(O) and the other is “ crosses (X) - One student starts She/He chooses a word and makes a sentence with it If the sentence is correct, she puts her mark (“O” or”X”) in that square - The first student to get three-in-a row (across, down, or diagonally) win Unit 13: HOBBIES – Section E: Language focus (English 11) PRODUCTION - Teacher puts a grid on the board with nine words / expressions My dog Her best friend Mai Their sister in the library This sunday his wife at home My mother - Teacher tells the rules of the game: + Students work in pairs One student copies the grid in his / her book + One student is “ noughts” (“O”) and the other is “ crosses” (“X”) + One student starts She/ He chooses a word and makes a cleft sentence with it If the sentence is correct, she/ he puts her mark(“O” or “X”) in that square + The first student to get three –in- a row(across, down, or diagonally) wins - After finding out the winner, teacher stops the activity and gives feedback 2.3.2.5 Jumber words: General steps [8] - Teacher writes a scrambled word on the board - Teacher divides the class into small groups - Teacher asks students to rewrite the letters to make good words - The group which finishes the task first with the most correct words will be the winner Specific lesson Unit 6: COMPETITION - Section E: Listening (English 11) WARM UP 12 skkn - Teacher divides the class into two groups of or - Teacher gives each group one card containing 10 words whose letters are jumbled and asks students to rearrange the letters to make good words - The group which finishes the task first with the most correct words will be the winner The card: tohamam conpahim sifihn nurning renurn 8.centadis chiatelt storp crae 10 Cirang Answer: tohamam  marathon Conpahim  champion sifihn  finish nurning  running renurn  runner centadis distance chiatelt  athletic Storp  sport crae  race 10 Cirang  racing Unit 11: SOURCES OF ENERGY- Section B: Speaking (English 11) WARM UP - Teacher divides the class into two groups of or - Teacher gives each group one card containing words whose letters are jumbled and asks students to rearrange the letters to make good words - The group which finishes the task first with the most correct words will be the winner The card: gyener Larso cleanur werpo inwd Getheomal teah Answer: gyener  energy larso  solar cleanur  nuclear werpo  power inwd  wind Gertheomal teah  geothermal heat 2.3.2.6 Word Jungle : General steps Teacher shows a Word Jungle and ask students to find out the words learnt and related a spcific theme.( on horizontal, vertical, or diagonal) I often use this game in Warm-up Teacher divide class into the groups or to play the game Specific lesson 13 skkn 2.3.2.7 Lucky number General steps - Teacher divides class into teams - Teacher draws crosswords numbered from to - Teacher explains the rule of the game: There are lucky numbers in the numbers The Other numbers contain questions Each team will choose any number in the number in turns If choose the lucky number, they don’t need answer any question but have 10 marks (10 marks for each number) If not the lucky number, they have to answer a question and it’s a correct answer that bring them 10 marks, but it’s a wrong answer that doesn’t bring them any mark and other team will answer (If both team can’t answer the question correctly, the answer will be given after the game by teacher) Specific lesson Unit 8: CELEBRATIONS – Section A: Reading (English 11) Task 3: Answer the following questions - Teacher has Ss play the game called “LUCKY NUMBER” - Teacher divides the class into team: team A and team B - Teacher explains the rule of the game: There are number from to each team will choose each number they like This number can be a lucky number or a question If this is a lucky number, they have 10 marks without question If this is a question, they have to answer it And if their answer is correct, they will have 10 marks but if their answer is wrong, they don’t have any mark and the other team will answer the question The team having more marks will be the winner - Questions: When is Tet holiday in Vietnam? =>It’s sometime between 19th January and 20th February on the Western calendar How long did Tet preparations and celebrations last in the past? =>They lasted for months in the past What streets look like before Tet? =>They are decorated with coloured lights and red banners What people to prepare for Tet? =>They often buy gifts, clean and decorate their houses and cook traditional foods What is banh chung made from? =>It is made from sticky rice, green beans and fatty pork What is mut? =>It is candied fruit such as sugared apples, plums or tomatoes 14 skkn What are some popular activities at Tet ? =>Some popular activities at Tet are visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc Lucky number Unit 16: THE WONDERS OF THE WORLD World Section A: Reading (English 11) - Teacher has Ss play the game called “LUCKY NUMBER” - Teacher divides the class into team: team A and team B - Teacher explains the rule of the game: There are number from to each team will choose each number they like This number can be a lucky number or a question If this is a lucky number, they have 10 marks without question If this is a question, they have to answer it And if their answer is correct, they will have 10 marks but if their answer is wrong, they don’t have any mark and the other team will answer the question The team having more marks will be the winner - Questions: Task 2: Answer the following questions Where is the Great Pyramid of Giza situated and when was it built? =>It is situated on the west bank of the River Nile and was built around the year 2560B.C How high and large was the Great Pyramid of Giza? =>It was about 147 metres high on a base of 230 meters square What was the purpose of this huge stone pyramid? =>The propose of this huge stone pyramid was to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial champers from the weather and from thieves who might try to steal the treasures and belongings there How did the people of ancient Egypt build the Great Pyramid? =>It is though that ancient Egyptians used straight or spiral ramps or huge weight arms to lift and placed the blocks of stone According to the passage, what is the boat believed to have been used for? =>The boat is believed to have been used to carry the body of Khufu in his last journey on the earth before being buried inside the pyramid Lucky number 2.4 Experimental results  At that time the lessons weren’t taught with the language games 15 skkn Classes Number of Like students Not like 11C3 39 12 (30.8%) 27 (69.2%) 11C4 46 19 (41.1%) 27 (58.9%) 11C6 40 12 (30.0%) 28 (70.0%)  At that time the lessons were taught with the language games Classes Number of Like students Not like 11C3 39 33 (84.6%) (15.4%) 11C4 46 39 (84.8 %) (15.2%) 11C6 40 33 (82.5%) (17.5%) CONCLUSION AND PROPOSAL 3.1 Conclusion I have owed the ideas of the “Using language Games in teaching Grade 11 English lessons effectively” 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 To sum up, there 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 This methodology is about how to stimulate students to learn Grade 11 English lessons actively, positively and effectively through new language Games Personally, I have wondered if it is regarded as the perfect and effective methodology, therefore, I would like teachers to contribute your sincere ideas so that we will have perfect and suitable methods of teaching English in accordance with the education reform of Ministry of Education and Training 3.2 Proposal I would like to propose that all the good and effective experience initatives should be widely applied in teaching at schools The schools ought to organize 16 skkn meetings and conferences at which teachers are able to exchange their teaching experiences and knowledge to enhance the quality of education Young teachers should be constantly fostered their professional abilities and given more interest to help them develop their best proficiency Sincerely thank you! THE CONFIRMATION OF THE HEADMASTER Thanh Hoa, May 24th 2022 I hereby declare that this my experience initiative and no parts of the initiative have been copied or reproduced by me from any other’s work without acknowledgement Writer Lê Thị Ngọc Hà REFERENCES The Oxford Advanced learner’s dictionary of current English by A.S Hornby (2005) [1] English language Teaching Methodology by Ministry of Education and Training, 2003 [2] 17 skkn ... of the ? ?Using language Games in teaching Grade 11 English lessons effectively? ?? I have mentioned above to the process of teaching, searching, and thinking for ages Those are based on the Ministry... defined games as one kind of activity which is used to consolidate language 2.3.1.2 Role of games in language teaching and learning Games have been advocated for assisting language learning Games. .. is the reasons above that have been urguing me to choose the theme: ? ?Using language Games in teaching Grade 11 English lessons effectively? ?? for my own Seminar on methodology without cease 1.2 Purposes