(Skkn 2023) using some language games in warm up activities to motivate the 10th grade students in teaching “getting started” lessons of english textbook 10 in yen thanh high schools

TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.” MINISTRY OF EDUCATION AND TRAINING NGHE AN DEPARTMENT OF EDUCATION AND TRAINING BAC YEN THANH HIGH SCHOOL THE EXPERIENCE OUTLINE TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.” Subject: Researcher and implementing the topic: Group: ENGLISH LÊ THỊ THANH HƯƠNG FOREIGN LANGUAGE YÊN THÀNH – 2023 Số điện thoại: 0975678977 TABLE OF CONTENTS Order I Content Page INTRODUCTION Rationale 3-4 Researching purposes Research scope: Research mission: 5 Researching methodology a Theoretical research: b Observational investigation: c Pedagogical experience: II CONTENT Chapter 1: The theoretical background and the reality basis of the topic: 1.1 The theoretical background of the topic 6-7 1.2 The reality basis of the topic 7-8 Chapter 2: Games and steps to organize language games in in warm-up activities of the Getting Started lessons English Textbook 10 – Global Success 2.1 Unit - LET’S RACE! 2.2 Unit - VIDEO WATCHING 12 2.3 Unit - WHO IS WHO? 13 2.4 Unit - GUESING GAME 17 2.5 Unit - GUESING GAME 20 2.6 Unit - VIDEO WATCHING 24 2.7 Unit – TRIVIA – GUESS THE LOGO 25 2.8 Unit – MATCHING GAME 26 2.9 Unit - KIM’S GAME 30 III 32 THE RESULTS OF SURVEYS ON URGENCY AND FEASIBLITY OF PROPOSED SOLUTIONS IN THE TEACHING EXPERINCE Survey purpose The content and method of surveys 32 Survey subject 32 Survey results on the urgency and feasibility of the proposed 33 32 solutions IV CONCLUSION 34 Conclusion 34-35 Recommendation and proposals 36 V REFERENCE 37 PART I INTRODUCTION Rationale In teaching and learning English, a fun learning atmosphere with lots of opportunities to communicate in real contexts will motivate learners to be more interested and active Using LANGUAGE GAMES in teaching English can be considered as one of the effective methods to encourage and increase students' interest in learning and is the first step to attract their attention On the other hand, LANGUAGE GAMES are also used by teachers as a means of classroom control In fact, LANGUAGE GAMES in teaching English often promote learning motivation for students because of the requirement for the activeness and initiative of the players Furthermore, for most LANGUAGE GAMES, competition between players and teams is always an incentive for players to participate This is also the most important reason why most students are interested and engaged in games LANGUAGE GAMES are often flexibly applied in teaching English to develop the four skills of listening, speaking, reading, and writing as well as improving pronunciation, vocabulary development, and grammar reinforcement for students The importance and usefulness of games in foreign language learning has become more and more vital in the current world Basic lesson activities such as written exercises and chapter translations tend to be tedious after a while In order for the teacher to invent motivating and fun language learning experiences for students, games can be used to link the spare time of the pupils to learning By using games in foreign language learning students can learn grammar, vocabulary and oral skills unconsciously in a supervised situation Ideally the students would acquire various skills and knowledge concerning that said language – the terms “learn” and “acquire” are used correspondingly here Thus the intention of this thesis is to study how useful and why games can be so educational in language learning The theory part focuses on the actual reasons behind playing board games in a language class, especially why games are so effective in language lessons In the analysis section the intention is to study the character and usefulness of board games that are already much used in language classrooms but also to investigate video games and their more advanced possibilities By researching the games‟ advantages and disadvantages according to their strengths, weaknesses, opportunities and threats, the reader should notice what sort of games are and could be used in language learning, but also when and how they are the most useful Researching purposes Implement teaching and learning in accordance with the English program of the upper secondary school, which is compiled in the direction of communication, considering the formation and development of communication skills: Listening Speaking - Reading - Writing as the ultimate goal of the teaching process Teaching and learning English in high schools aims to help students have the ability to use English as a communication tool at a basic level and relatively proficient in the forms of Listening, Speaking, and Reading - Writing, progressing to the formation of the ability to use English easily and effectively in ordinary communication Stemming from the above facts, anyone who teaches English needs to think about how to find the best teaching methods to create interest in learning for learners and get the best results Help learners acquire basic knowledge about the subject, form and develop skills to apply in real life And more than that, we are even happier when students love it passionately, and well in the subject we teach By doing so, teachers have achieved their educational goals So how to achieve this goal? This is a question that not only me but many other colleagues worry a lot about I think you guys also have a lot of solutions to accomplish this task Since then, I have boldly come up with ideas and experiences: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH SCHOOLS.” Research scope: Teaching high school students to expose themselves to English under the new textbook program – Tieng Anh 10 – Global Success – the new general educational curriculum Focusing on warm-up activities of the Getting Started lessons for grade 10th students in Yen Thanh High Schools Research mission: The thesis focuses on clarifying the following issues: - To get the general information on the use of language games in teaching to motivate students to - To list the games used in each lesson and identify the procedures that English teachers use in implementing language games in Warm-up activities of the Getting Started Lessons - To identify the major problems faced by English teachers in implementing language games in classes Researching methodology a Theoretical research: Researching, analyzing and synthesizing documents on the legal basis, educational documents, psychology, journals, books, newspapers, and special reference journals related to the research problem b Observational investigation: Investigate and survey reality; Interviews with high school English teachers c Pedagogical experience: Organize experimentation of the topic into practice to consider the feasibility and effectiveness of the topic as well as continue to supplement and complete Part II CONTENT Chapter 1: The theoretical background and the reality basis of the topic The theoretical background of using games in warm-up activity Games help the teacher to create contexts in which the language is useful and meaningful Even though games are often associated with fun, we should not lose sight of their pedagogical value, particularly in foreign language teaching and learning Games are effective as they create motivation, lower students‟ stress, and give language learners the opportunity for real communication According to J Haldfield [1], “a game is an activity with rules, a goal and an element of fun.… Games should be regarded as an integral part of the language syllabus” This definition highly evaluates the importance of games in teaching It shows that games serve not only as an „amusing activity‟, but also as a technique to carry out many pedagogical tasks Classifying games into categories can be difficult because categories often overlap J Hadfield [1] proposes two ways of classifying language games First, language games are divided into two types: linguistic and communicative games Linguistic games focus on accuracy, such as supplying the correct antonym Communicative games presuppose successful exchange of information and ideas J Hadfield also offers to classify language games into many more categories: sorting, ordering, or arranging, information gap games, guessing, search games, matching games, labeling, exchanging games; board, role play games According to W Lee [2], games can be classified into ten categories: structure games which provide experience of the use of particular patterns of syntax in communication; vocabulary games in which the learners‟ attention is focused mainly on words; spelling, pronunciation games; number games; listen-and-do games; games and writing; miming and role play; discussion games Let‟s discuss some of the common advantages of using games in foreign language teaching and learning Games promote learners’ interaction.Interaction comprises the nature of classroom pedagogy and classroom behavior Pair or group work is one of the main ways to scores.” [3].In brief, games prove to be a useful tool in language teaching 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.Let's summarize why we should use games in language teaching.Games are a welcome break from the usual routine of the language class;Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning;They encourage students to interact and communicate; They create a meaningful context for language use; Games lower anxiety especially when played in small groups; Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game; Many games can be played in small groups, thereby developing their interpersonal skills; Games involve students in active learning; They can encourage students to draw on analysis, synthesis, evaluation; They foster a more positive attitude toward the classroom experience – more attention, better attendance, better participation; They improve retention, decision-making skills, and comprehension of general principles.Games can be a very worthwhile teaching element A successful game is successful because of the reason that it is based on specific time allocation, it has clear relevance to the material, there is appropriateness to all members of the class, and ultimately, the enjoyment of the learners is increased through their active engagement with the language - Learn the content of the 10-year high school English program and the requirements to be met for each lesson in the English 10 textbook - Surveying the actual situation, the current status of English teaching at the school; Analyze and evaluate practical problems to see the weaknesses, limitations and weaknesses of English teaching activities in high schools in the area; The reality basis of the topic As an English teacher for many years, I have noticed that there are many weak students in this subject, only a few students speak and write quite fluently Since then, it has made me ponder, think a lot and try to find out the causes, thereby fixing the situation, increasing the number of quite good students and limiting the number of weak students in the subject Through the fact, I found that one of the reasons why the number of students is so weak is that their families are still facing many difficulties, they still help support their families after school Their work is still limited and incomplete, they not have dictionaries, reference books, video tapes, and machines to support them with listening, speaking, and practice skills The school still faces many difficulties in terms of facilities such as sand machines, pictures, etc But the reason they mentioned the most when asked for their opinion was that they felt uninterested in the subject, that the subject was difficult, they did not have an environment to communicate daily, so they quickly forgot , which leads to slow acquisition and uneven learning power It is from this fact, in order to promote, motivate and stimulate students' curiosity, I think that each teacher needs to research and apply games to suit the content of the lesson, contributing to the direction of learning students into the content of the lesson and desire to learn English To that well, each teacher needs to understand the role of the game, which is: - Create a comfortable atmosphere in class - Effective support in creating excitement, interest in learning, comfort in every class - Support student brainstorming - Support in reviewing new words, setting up sentences - Support in training students' listening and speaking skills Acting as a means of guidance and suggestions through questioning and answering between teachers and students, towards the topic of the lesson Chapter 2: Games and steps to organize language games in in warm-up activities of the Getting Started lessons - English Textbook 10 – Global Success 10 It has a screen It has a mouse A computer/ laptop 25 T leads in the lesson: Technological inventions have brought a lot of benefits to our lives We are going to find out more about these inventions: what they are and how they facilitate your studies UNIT – GENDER EQUALITY Lesson 1: Getting started – EQUAL JOB OPPORTUNITIES VIDEO WATCHING Type : Group work Aims: To activate Ss‟ knowledge on the topic of the unit - To create a lively atmosphere in the classroom Leading to the topic of the lesson: EQUAL JOB OPPORTUNITIES Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any), PowerPoint slides, computer or laptop Video link: https://www.youtube.com/watch?v=Q-PhxmlKR0c Time: 5-7 minutes Procedure: - T guides Ss to play the game - T divides Ss into groups and gives instructions: Watch the clip and take notes what the man has done One person from each group then goes to the board and writes the names of the actions - Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board - T confirms the correct answers - checks and corrects if there are any spelling mistakes - confirms the winner - T leads in the lesson: Which jobs are usually done by men or women? Although there are traditionally male and female jobs, you think all jobs can be performed by both men and women? In this lesson we will find out how young people these days discuss gender equality in choosing their jobs 26 UNIT – VIETNAM AND INTERNATIONAL ORGANISATIONS Lesson – Getting started – VIETNAM AND INTERNATIONAL ORGANISATIONS Trivia – Guess the logo Type : Groupwork - Objectives: To activate Ss‟ knowledge on the topic of the unit - To create a lively atmosphere in the classroom - To lead into the new unit Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any), PowerPoint slides, computer or laptop Time: minutes Procedure : T shows Ss some logos of international organisations Ss play in two teams and guess which organisations have those logos Ss discuss what they know about those organisations e.g What you know about …? What is its goal or role? Is Viet Nam a member of it? Expected outcomes: A B C 27 D E F A United Nations Children’s Fund (UNICEF) B World Trade Organization (WTO) C United nations (UN) D World Health Organization (WHO) E Food and Agriculture Organization (FAO) F World Wildlife Fund (WWF) T leads in the lesson and tells Ss that the answer will be announced later when they read a text UNIT – NEW WAYS TO LEARN Lesson – Getting started – NEW LEARNING ACTIVITIES GAME: MATCHING Type : Groupwork Objectives: - To stir up the atmosphere and activate students‟ knowledge on the topic new learning activities - To set the context for the listening and reading part - To enhance students‟ skills of cooperating with teammates Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any), PowerPoint slides, computer or laptop Time: minutes 28 Procedure : T asks Ss to log into the game and answer the questions in the game The student with the most correct answers wins the game T declares the winner of the game T shows on the slide again words and lets students guess the theme of lesson today: NEW LEARNING ACTIVITIES T gives relevant comments on the students‟ answers T confirms the correct answers Expected outcomes: Review Ss‟ vocabulary about the learning activities and get them ready for the lesson 29 Groupwork Pairwork Experiment Debate Presentation Project Outcome: Learning activities Pictures 30 Groupwork Pairwork Presentation 31 Debate Project Experiment Lead-in: “These days, we have experienced a number of new learning activities and apply them in studying Our lesson today is about New learning activities UNIT – PROTECTING THE ENVIRONMENT Lesson – Getting started - A PRESENTATION ON THE ENVIRONMENT KIM’S GAME What you see in the following pictures? 32 Name all of them in minute Type : group work Aims: To activate students‟ knowledge on the topic of the unit - To create a lively atmosphere in the classroom - To lead into the new topic A PRESENTATION ON THE ENVIRONMENT Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any), PowerPoint slides, computer or laptop Time: 5-7 minutes Expected answer: Vehicle exhaust - Pesticides Chemical fertilizers - Deforestation - Exhaust smoke Trash T leads in the lesson: Environmental protection is the practice of protecting the natural environment by individuals, organizations and governments Its objectives are to conserve natural resources and the existing natural environment and, where possible, to repair damage and reverse trends As students, at your age, you can take some simple actions to help save the 33 environment effectively T shows the mind map and briefs students on some key points of environmental problems, solutions and practical actions PART III THE RESULTS OF SURVEYS ON URGENCY AND FEASIBLITY OF PROPOSED SOLUTIONS IN THE TEACHING EXPERINCE Survey purpose For the purpose of the study, we have conducted two surveys for teachers of English in some high schools in Nghe An and students in three classes which were applied three approaches in implementing project- based learning and teaching The purpose of the surveys is to determine whether it is urgent and feasible when educators applied three proposed solutions in the teaching experience Another survey for students was also made to determine and examine students‟ perceptions and their interest in LANGUAGE GAMES in warm-up activities in Bac Yen Thanh high school The content and method of surveys 2.1.Survey content The surveys focused on two main issues: 1) Are the proposed solutions really urgent for the current research problem? 2) Are the proposed solutions feasible for the current research problem? The detail questions are shown in the appendix below 2.2 Survey method and rating scale The method used for the survey is exchange by using questionnaire by Google Form, with a four - level rating scale( corresponding to a score from to 4): Not urgent; A little urgent; Urgent and Very urgent Not feasible; A little feasible; Feasible; Very feasible We have used Microsoft Excel to analyze the results 3.Survey subject We have done surveys for teachers of English and students in class 10A6, 10A7 in the school year 2022- 2023 N0 Subject Number 34 English teachers at high schools in Yen 30 Thanh district Survey results on the urgency and feasibility of the proposed solutions At the end of the study, the data collected has been analyzed and the results have been documented The two following tables show the levels of urgency and feasibility of proposed solutions applied in the implementation 4.1 The urgency of the proposed solutions N0 Solutions How urgent is using langauge games in warm- Parameters X Level 70% Very urgent up activities in teaching “Getting started” lessons in Tieng Anh 10 – Global Success 4.2 The feasibility of the proposed solutions N0 Solutions Parameters 35 How feasible is using langauge games in warm-up activities in teaching “Getting X Level 85% Very feasible started” lessons in Tieng Anh 10 – Global Success Part IV CONCLUSION Conclusion Issues achieved in the process of implementing the topic In the process of teaching at Bac Yen Thanh High School, I realized that these games have created a useful way for children to learn These games are very appropriate and effective when starting a new lesson In particular, when applying language games to lectures, I noticed that students loved the class more, and the class atmosphere was more exciting Students have the opportunity to practice English more With the games that I have presented, it is necessary to prepare, arrange an appropriate and flexible time With English subject, a few minutes of noise in class is inevitable, but it 36 is a good noise This noise will affect other classes because sometimes when playing games, students' psychology is very sensitive and hyperactive, sometimes they can't control themselves laughing loudly, clapping… So the teacher must really be the active game owner, handling all the unexpected situations that may happen to be able to perform the game effectively In my subjective opinion, I think language games should be applied and created more to suit the students they teach During the teaching process, I directly applied the forms of both playing and checking for appropriate lessons Each game is associated with the progress of the lesson Combined with common tricks to keep students interested as well as effective in lessons The following is a chart comparing the survey results of two classes 10A6, 10A7 in school-year: 2022-2023 The results show that the number of quite good students has increased significantly Learning English to practice listening, speaking, reading and writing skills is a long, hard and difficult job for students Therefore, teachers must be fully aware of innovation in teaching methods, and must constantly strive to learn, exchange and improve their professional skills The teacher, in addition to the task of imparting knowledge, also has to consider and find ways to make the English class more attractive, interesting and attractive because this is a highly specific subject to attract students' interest Studying enthusiastically, firmly grasping knowledge, applying knowledge well, self-inquiring and creative, forming the habit of working independently and autonomously, aiming for the communication purpose of the subject, meeting the innovation requirements of the students General education 2018 under the direction of teachers This is the foundation for building the working style of the Vietnamese generation in the current period of industrialization and modernization of the country and the current international integration period The language games that I present will certainly inevitably contain many inaccuracies and deficiencies because the framework of an empirical initiative does not allow it 37 Looking forward to the research, evaluation and suggestions of colleagues so that the students' foreign language learning becomes more and more qualitative Recommendations and proposals: In the process of implementing the topic, I cannot avoid problems that I suggest leaders at all levels pay more attention to, which are: Consolidate function rooms with projectors, projectors, and teaching aids available for teaching and learning English at each high school Create funds to purchase video tapes with rich content about cultural practices, celebrities, festivals or study countries of the UK and USA so that teachers and students can improve more about the knowledge that they are being taught and are learning or replacing some old equipment (tape, radio, ) that has broken down The above are my own practical thoughts and actions in improving the quality of English language teaching Shortcomings are inevitable, I hope to receive suggestions from colleagues in the school, in the district so that this initiative can be more complete and widely used 38 V REFERENCES David K & Hollowell J., Inventing and Playing Games in the English Classroom, Oxford University Press, 1989 Avedon, E.M & Sutton-Smith, B (1971) Games as Structure In E.M Avedon & B Sutton-Smith (Eds.), The Study of Games (pp 401-407) New York: John Wiley & Sons Azarmi, S (2011) The use of authentic games in English language teaching Ekev Academic Review, 15(47), 411-422 39