(Skkn mới nhất) 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

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