Some attractive games for the grammar of unit 8,10,12,13,14,15 english 10

1 Introduction 1.1 Rationale of the topic Although English is extremely helpful and essensial for students in their future, the quality of English, as well as Students’ interest of learning English, is still low in Vinh Loc high school Most students don’t spend as much time on English as on Maths, Physics, Chemistry, Biology In English lessons, they don’t give their ideals to support for lessons eagerly Especially when they learn the grammar of every unit because It is rather difficult and boring – no pictures, no games This part, however, is very important It helps students to master the whole grammar of a unit, which contributes success to their tests or coming examinations During my teaching and carrying out extensive research into this problem, I found it necessary to provide more games and also extra practice for teachers and students when teaching and learning this part For all the reasons, I would like to conduct my research on the topic: “Some attractive games for the grammar of unit 8,10,12,13,14,15- English 10 (basic curriculum) ” 1.2 Aims of the study The main aims of the research are: - To provide teachers and students with some interesting and helpful games so that teachers can apply them to the part of Language Focus in order to make these lessons more interesting and more effective - To hope to provide reference materials for any teachers or students who intend to master the language of English or want to make their English more natural and more fluent - To help students to realize their talent and abilities through each activity - To help students be more interested in the lesson and work effectively and dynamically within a group - To improve my teaching skills and fulfill my career passion 1.3 The object of the study The objective of the study is some useful games that can be used in teaching the grammar and the ways we organise the class of English inside and outside the classroom We can play these games in pairs, in groups and in teams The games can be applied to unit 8,10,12,13,14,15 in English 10 and to any kinds of students from low intermediate to advanced 1.4 Method of the study I have been conducting this research basing on: - Investigating and testing on my reality of the long-time process of daily teaching at school - Observing and analizing students’ habit and situations of learning english - Studying and exchanging my experience with my colleagues - Exchanging and speaking to many kinds of students to find out solutions for this prolem - Collecting games from a variety of kinds of other material sources 1.5 What’s new in this Experience Initiative - Only focusing on some attractive games, not all “ten games” - Applying those games to a few specific units of English 10 such as Unit 8, 10,12, 13, 14, 15, Not all units of levels: English 10, English 11, English 12 - Detailed lessonplans for the game application will also be introduced and guided in this innovative Experience Content 2.1 Real situation Some advantages and disadvantages in performing the topic 2.1.1 Advantages - The school has been equipped with good technology equipment such as projectors and computers - Training environment is very friendly - My colleagues have given me much support - With student-centered philosophy and ability to inspire the love of learning from the students, I myself always try to learn, update new knowledge and develop my profession to devote myself more thoroughly for the education 2.1.2 Disadvantages - Not many students are keen on the grammar of the language - The number of students in each class is quite large (over 40 students/class) - Students have quite far difference of knowledge and learning attitude - Within limited time, I not have enough time to extend, explore the lessons in details and focus more on the topics that students are interested in 2.2 Problem solving In order to make our lessons of grammar interesting and effective, I always try my best to use one game in each lesson to draw students’ attention In this initiative experience, I would like to mention some fascinating games that I have applied in order to stimulate my students’ interest in learning the grammar of every unit 2.2.1 Some attractive games for the grammar part Game no.1: FIRST AND LAST Goals: -To practice forming sentences, and to review initial and final phonemes; - To practice listening comprehension Materials: None Level: Low intermediate- advanced Group size: Four or more Content: Have a student say a sentence Have another student use the last letter of the last word of the that sentence as the first letter of a new sentence Have the students continue taking turn forming sentences But require that sentences must use the structure they have learnt E.g When teachers organise this game, Students may give these sentences: - Student 1: I will go to the cinema with you if I have free time - Student 2: Emily will pass the exams if she works harder next term - Student 3: Mary will come if she promises - Student 4: Shall we go shopping if we finish our homework? - applications: This game can be used when we teach these lessons: + Unit 8: Celebrations (English 10, basic curriculum, page 89 ) E Language Focus - Applying to Reported speech: statements like this: S+ say + (that) + clause S+ tell + (O) + (that) + clause - Applying to Conditional Sentence Type S + will/ shall + V(inf) + if + S + V(s/es) + Teacher’s activities Students’ activities * After the presentation of Reported Speech : Statements T organises Game : Fisrt and Last - listen to the teacher - Devides the class into groups of - work in groups of 8students - Tells sts the rule of the game Student says sentence Student reports sentence and says sentence Student reports sentence and says sentence Student reports sentence and says his sentence Student reports sentence and say sentence5 Student 6………… Student 7: ………… - Do as T says Eg: - Student 1: “I study at Kim Lien High School.” - Student 2: She said she studied at Kim Lien High School “I like English most.” - Student 3: He said he liked English most “I have five classes a week.” - Student 4: She said she had five classes a week “I don’t go to school by bus.” Student 8: reports sentence and says sentence Student 1: Reports the sentence -T goes around the class and gives help - The winner will be the group which has got correct sentences most - Do as the same with Coditional Sentence Type in Exercise (page90basic curriculum English 10) - Student 5: He said he didn’t go to school by bus “We have to go to school from Monday to Saturday” - Student 6: She said they had to go to school from Monday to Saturday “I’m going to HO Chi Minh city soon.” - Student 7: He said he was going to HCM city soon “I can’t go out with you because I have too much to do.” - Student 8: She said that she couln’t go out with me because she had too much to “The trip will be very interesting.” - Student 1: He said the trip would be very interesting - exercise in groups of or -Student 1: If I don’t go out so much, I’ll more homework - Student 2: If I more homework, I’ll pass my exam - Student 3: If I pass my exam, I’ll go to medical college - Student 4: If I go to medical college, I’ll study medicine - Student 5: If I study medicine, I’ll become a doctor - Student 6: If I become a doctor, I’ll be able to cure diseases and help sick people -> This game can be flexibly used in these lessons: + Unit : E Language Focus – English 10, basic curriculum, (Page 101) S+ would/ could/ should + V(inf)+ .if + S+ V-ed/ PP1 + + Unit 11: E Language Focus – English 10, basic curriculum, (Page 118) S+ would / + have + V-ed/ PP2+ if + S + had + V-ed/PP2+ Game No.2: WHAT IS IT? Goals: To practice some stuctures Materials: Some appliance and a bag Level All students Group size: Around to 10 students Each student plays the rest Content: - Teacher prepares a thing and put it in a dark bag so that noone can see it - Have student to guess what the thing is by asking yes/ no questions or tag questions, or even Wh- question Example: - Is this a pen? - Can I read it? - It is blue, isn’t it? - Where was it made?/ What is it used for ? - Keep doing that until students can guess What the thing is - Ask students take turns go to the board and the same with another things (Teachers should choose the familiar things) Applications: - This game can be used effectively when we teach the following lesson: + Unit 12: Music (English 10, basic curriculum, page 124 ) E Language Focus - Wh- questions Teacher’s activities Students’ activities Wh-question : - review the list Wh-question - When : time - where : the place - why : the reason - what time: time - what … for: the purpose ………………………………… - After the presentation, T prepares some familiar things: a light bult; a CD, a radio, a cell phone - T distributes one thing to the leader of each group Only the leader knows, noone eslse in the group knows what the thing is They must put the questions for the thing to find out what it is - Listen to the teacher and give answers -Work in groups - Make questions - T gives a model first - T puts a light bult in a dark bag and ask sts to make questions to ask him /her to find out what it is T - T asks sts the same with the other things: a radio, a CD, - S1: Is it white? T : Yes,it is - S2: When was it invented? T: in1845 - S3: What is it used for? T: to lighten the dark place - S4: How much is it? T: depends its size and its type - S5: Who invented it? T: Thomas Edison - S6- Is it a light bult? T: Yes, that’s right - listen to T - play the game in groups Game No.3: MARCHING SENTENCES Goals: To practice forming sentences Materials: Typewriter paper or large cardboard cards (all the same size) Level: Low intermediate - advanced Group size: or more (students) Content: Write several sentences of four to ten words each Then copy each word from a sentence onto a piece of typewriter paper or piece of cardboard of about the same size, using the felt tip marker so that the word can be read from a distance Put all the words for a sentence into a large envelope, marking the number of the words in the sentence on the face of the envelope Do this for each sentence To begin the game, call to the front of the class one student for each word in the sentence Hand a word to each student, and tell the students to form themselves into a sentence that can be read by the class Remind them that as they face the class, the student with the first word will be on the right and the one with the last word will be on the left Check the students telling those who are not in their correct sentence possitions to rearrange themselves but not tell them how to so Tell the students when they have formed a correct sentence Then begin a new sentence with a new group of students Example: Walk I tomorrow the will to bank big -> Students’ form: I will walk to the big bank tomorrow applications: - This game can be applied to any structures in oder to help students quickly remember the structure they have learnt in the lesson Unit 13: Films and Cinema (English10, basic curriculum, page 132 ) E Language focus + It is/ was not until .that Teacher's activities Students' activities * It is/was not until that : - Give examples so that sts can see the use as well as the form of this structure: E.g: Mary didn't know how to make cakes until I taught her = It was not until I taught Mary that she knew how to make cakes I did not start to learn English - Read the examples - Pay attention to the underlined parts - Tell the T that the second sentences are more emphatic until 1995 = It was not until 1995 that I started to learn English - Ask sts to read the examples and tell the teacher which sentences are more emphatic - Organise the Game : Marching senetnces for the sts while they are doing Exercise - Copy each word from a sentence onto a piece of typewriter paper or piece of cardboard - Put all the words for a sentence into a large envelope, marking the number of the words in the sentence on the face of the envelope It that was not became she a teacher until 1990 that 30 was he knew to how swim It he not they learn not to that began English It 1980 was until - Hand a word to each student, and tell the students to form themselves into a sentence - Check the students telling those who are not in their correct sentence possitions to rearrange themselves but not tell them how to so - Tell the students when they have formed a correct sentence - Play the game in groups - When they face the class, the student with the first word will be on the right and the one with the last word will be on the left Students’ form: It was not until 1990 that she became a teacher It was not until he was 30 that he knew how to swim 3.It was not until 1980 that they began to learn English -> This game can be flexibly used in these lessons: + S + be + Vpp/ed + prep + (Unit 10: Conservations ( English 10, basic curriculum) + S1 + V + short Adj/ Adv- ER + THAN + S2 + S1 + V + MORE + long Adj/ Adv + THAN + S2 (Unit16: Historical Places ( English 10, basic curriculum ) + IF + S+ V(simple present) + O , S + Will/ Shall + V + O + IF + S + V ( simple past) + O , S + Would/ Could / Should + V + IF + S + V (Perfect Past) + O , S + Would /Could + have + PP + O Game No.4: AS YOU LIKE IT Goals: To review forming and to practice manipulating related sentence elements To practice imaginative use of language Materials: Sentences with interchangeable parts prepared by the teacher Level Low intermediate – advanced Group size: Any member Content: - This game can be played as a team competition or with the whole group Teacher write an easily varied sentence on the board and show or elicit a number of possible variations Example: Silly Sally and crazy Jack told a story + Variations: Silly and crazy Sally told Jack a story Crazy and silly Jack told Sally a story Jack told Sally a crazy and silly story Silly and crazy Jack ` Sally told a story - Next write another sentence variation and have the students work to change it in as many ways as possible Give a point for each correct variation - When teachers feel that the student have had enough time, stop them, and check the variations then begin another round with a new sentence - Teachers may construct the sentences so as to focus on a particular grammar point or part of speech For very basic students, assign simple sentences with one or two varations Sentences for advanced students should lend themselve to multiple variations Here are some additional sample sentences increasing order of difficulty Although it rained a lot, we enjoyed our vacation The woman who was sick with the horrible cold was taken to see the doctor in the warm hospital office We play baseball and football everyday We play soccer every morning, and they play hockey every evening Do you hunt birds, tigers or giant elephants? The bad woman drove the friendly man to the haunted house Tim’s toy train is next to the pencil and Frank’s case Fearless battalion men are attacking the angry enemy air force The quiet dog is kept in the little garden where the pretty flower grows 10 Tell mother that Jack the butcher will call to ask whether to bring the meat on Saturday or Sunday night applications: This game can be played when we teach Relative clauses, Adverbial clauses of concession, Reported speech,Cleft Sentences + Unit 15: Cities ( English 10, basic curriculum, page156 ) E Language Focus - S1 + be + adj-ER + than + S2 - S1 + be + more + long ADJ + than + S2 - S + be + the + short ADJ –EST + - S + be + the most + long ADJ + Teacher’s activities Students’ activities * Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts EX1,EX2 and EX3 a Comparatives and superlatives: - Listen to the T - Firstly ask sts to look at the examples - Look at the examples and revise the comparative and superlative - One st tells the T the comparative and form of the adjectives superlative form of the adjectives: E.g: My house is smaller than your house Adj Comparatives Superlatives My house is the smallest in this Short adjs .- er the .- est street long longer the longest Exercise is more difficult than hot hotter the hottest exercise Exercise is the most difficult in this Long adjs more the most book expensive more expensive the most - Ask sts to tell the T the comparative and ex superlative form of the adjectives - Listen to the S and give remarks - Notes: Irregular adjs good => better => the best bad => worse => the worst - Listen to the rules of the game far => further/farther => the carefully furthest/farthest -After the presentation, the T will organise Game : As you like it - Play the game in groups of - write some sentence variations and have the students work to change it in as many + Variations for Sentence 1: ways as possible A Waterlemon is much sweeter than a * A lemon is much less sweet than a 10 lemon My sister is younger than I am The exam is easier than I thought waterlemon * A lemon is much sourer than a waterlemon * A waterlemon is not as sour as a lemon * A lemon is not much as sweet as a waterlemon - Give a point for each correct variation - Focus on the stucure of comparative and superlative form -When teachers feel that the student have + Variations for Sentence 2: had enough time, stop them, and check the variations then begin another round with a * I am older than my sister is new sentence * I am not younger than my sister is * I am not so young as my sister is * My sister is not as old as I am * My sister is not older than I am + Variations for Sentence 3: * The exam is not as difficult as I thought * The exam is not more difficult than I thought * I thought the exam would be more difficult than it is * I thought the exam would not be as easy as it is 11 Game No.5: FIND SOMEONE WHO Goals: To practice asking and answering some structures Materials: None Level: All students Group size: About – 10 students Content E Teacher draw this table on the board Name Swim Drive Draw Read Play football Mai X Hoa X Linh X Phương X Nam X - Ask students with names on the board Example: Can you swim? -> Teacher marks the result on the board by a cross - Similarly, Ask students to draw a table, work in groups and investigate the people in their group - Teacher goes around and observes students’ activities - Ask students to report the result of their group Example: In my group, Mai can swim, Hoa can drive Applications: - This game can be used when we teach the lessons which have verbs as Like, will/ shall, may, must, need, have to, … + Unit 14: The World Cup (English 10, basic curriculum, page 142 ) E Language focus - Future simple Teacher’s activities Students’ activities 12 * Will: making predictions - Give an example so that sts can remember the use of will E.g: A: I like that car very much but I don't have enough money to buy it B: Ask Jack for some money, please He is rich and generous I'm sure he will lend you some - Ask sts to read the examples and tell the teacher the use of will in this situation * Will: making offer - Give an example so that sts can revise the use of will: E.g: A: I'm so tired but I still have a lot of work to B: Oh, I will help you to finish it -After the presentation , T will organise the Game : Find someone who - T draws this table on the board Name Will Will not lend me lend some money Mai X Hoa X - go to the board and answer the T’question - listen to T - answer the T’ question - give some example - copy down - Work in groups - draw a table and investigate the people in their group - T gives out a situation in Exercise 2: “You’ll ask your friend to lend you - report the result of their group some money to buy some books.” Name Will Will not lend me - T asks Sts to make questions to ask lend some money for your friends and mark the result on Mai X the board by a cross Hoa X Lan X - T goes around and observes students’ Nhung X activities Phuc X - T asks students to report the result of their group Group1: In my group, Mai will lend me some money Lan will lend me some money Nhung will lend me some However, Hoa will not lend me her money because she has no money Nhung will not lend me money because she also has to buy some 13 books for herself Group 2: Name Minh Long Tuan Hong Oanh Will lend Will not lend some money X X me X X X Group 2: In my group, Minh will not lend me some money because he also need money to buy a new T-shirt Long won’t lend me his money because he has already lent Tam his money Oanh wil not be able to lend me some because She has spent all her money on English Speaking CDs But Tuan and Hong will lend me money Group 3: ……………… Game No.6: HIGH CARD DRAW Goals: To practice giving commands and following instructions Materials: A deck of playing cards Level: All students Group size: Around - 10 students Content: Demonstrate high card draw to the students by dealing a card to one student and one to yourself Turn the cards over and explain that the person with the higher card is the winner Give the loser a command that he or she must perform For example: + Open the door! + Let me look at your notebook! + Lend me your pen! Teacher can probably think of examples that are particularly appropriate for the group of students But of course the commands should be reasonable and possible to carry out 14 Next, have the players sit in a circle Select one student as the dealer Give him or her deal one card clockwise to each player The dealer then plays each player seperately, drawing a new card each time If the dealer wins, he or she gives a command or instruction to the other player If the dealer loses, then the other player gives a command or instruction for the dealer to carry out Applications: This game can be played when we teach Commands, suggestions, instructions to students + Unit 9: Undersea World (English 10, basic curriculum,page 94 ) + Unit 14: The World Cup (English 10, basic curriculum, page 142) 2.2.2 Evaluating the results of the study * Findings of the study After a trial period in some classes at Vinh Loc High School (mainly class 10A3 and 10A1), I noticed that the students made a considerable progress They are more interested in learning the Grammar part * Specific findings The results of students’ interest for The Grammar part of the school year 2016-2017 + Control class 10A1, total:40 students + Experiment class 10A3, Total: 44 students 10A1 10A3 Like very much Like very much Like Like Do not like 25 much Do not like 20 17 much Dislike 11 Dislike 2.2.3 The effectiveness of the study in comparison with the previous methods The research results above show that doing the researches not only helps the students understand the lessons well and stimulate students’ interest of leraning English, particularly the part of Grammar To achieve this requires the teacher to invest time, effort and intelligence to discover treasures of knowledge It is also necessary for the teachers to select proper methods so that they can promote the students’ proactive ability in learning English Conclusions and Recomendations Conclusions: Knowledge is like an endless ocean The English teaching methods are plentiful and flexible, depending on many factors Therefore, the teachers should find themselves the most appropriate way to achieve the best result but not be mechanical and rigid Although this is only my private experience as a result of my teaching everyday, I hope it will be beneficial to other teachers and students Beside, it reminds me not to stop learning and studying to find out new teaching methods and interesting activities so that I can achieve the best effects 15 This is my personsal study, so some mistakes are unavoidable I hope to get any comments from kind-hearted colleagues so as that my research will be better 3.2 Recomendations: - English is a rather difficult subject so Teachers should integrate games into English lessons to make them more enjoyable - High schools should organise outdoor sessions for students to have opportunities to meet and talk to foreingers, which will motivate students’ love for English - High schools need to be well equipped with audio-visual equipment to better serve teaching and learning THE CONFIRMATION OF THE HEADMASTER Thanh Hoa, May 22th 2017 I hereby declare that this is my experience initiative and that no parts of the initiative have been copied or reproduced by me from any other’s work without acknowledgement Writer Le Thi Huong 16 17 ... on some attractive games, not all “ten games? ?? - Applying those games to a few specific units of English 10 such as Unit 8, 10, 12, 13, 14, 15, Not all units of levels: English 10, English 11, English. .. the words for a sentence into a large envelope, marking the number of the words in the sentence on the face of the envelope Do this for each sentence To begin the game, call to the front of the. .. like to mention some fascinating games that I have applied in order to stimulate my students’ interest in learning the grammar of every unit 2.2.1 Some attractive games for the grammar part Game