Applying some language games in language focus part to create excitement and enhance learning english for grade 10 students

CONTENT CONTENT PART I: INTRODUCTION I Reason for choosing the study II Aims of the study III Objects of the study IV Methods of the study .3 PART II: CONTENT I Theoretical back ground II Real situation of teaching and learning English at Tho Xuan high school III Some language games applied in teaching “language focus” part - English 10 (basic) .5 1.Circle 2.Twenty Questions Tongue twisters Find The Other Halves 5.Noughts And Crosses 6.Reported Speech Soccer 10 b Miming Game .11 8.Bring Me Something 12 The Jewel Game .12 10 Find someone who? 13 11.Table Completion .14 12 Lucky Animal 15 IV Result 16 PART III: CONCLUSION AND SUGGESTIONS 17 I Conclusion .17 II Suggestions 18 REFERENCE .19 PART I: INTRODUCTION I Reason for choosing the study Recently, teaching English has improved in method in the light of the communicative, learner-centered approach which is adaptable to required objectives and helps students have many opportunities to communicate in English However, at many high schools, teaching English still has not developed students’ ability, activeness and motivation, especially teaching grammar I agree with Mario Rinvolucri (1984: 3): “Grammar is perhaps so serious and central in learning another language that all ways should be searched for which will focus student energy on the task of mastering and internalizing it One way of focusing this energy is through the release offered by games.” Games in general and grammar games in particular are very useful in teaching and learning English grammar because it not only encourages, but improves and teaches students’ ability in using English fluently as well Therefore, I think this study is necessary and the result of using games in teaching grammar will bring many practical benefits to the students As an English teacher, I really want to clarify the topic here with my knowledge to analyze, understand the situation of teaching and learning English at high school; the application of games in teaching English at the school Thanks to it, I will find out lessons, experience for myself and make a small contribution to enhancing the effectiveness in teaching this subject So in this writing, I present the study entitled: "Applying some language games in " Language focus " part to create excitement and enhance learning English for grade 10 students" II Aims of the study The aims of this study are: - To introduce some language games in “language focus” - To show how to organize games effectively and how to deal with initial problems that may arise - To create excitement and enhance learning English for students III Objects of the study This subject is concerned with ways of using some language games as well as their effectiveness on teaching grammar IV Methods of the study Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences PART II: CONTENT I Theoretical back ground There is an interesting movement towards teaching grammar with games It creates students’ motivation in learning English, especially English grammar Just immage when coming in class the teacher annouces that it is time for grammar lesson with games instead of moans and whinning, the teacher and the students get smiles and excitemment Arif Saricoban and Esen Metin, authors of "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom They say, "Games and problem-solving activities have apurpose beyond the production of correct speech, and are examples of the most preferable communicative activities." They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning Additionally, games have the advantage of allowing the students to "practice and internalize vocabulary, grammar and structures extensively." They can this through repeated exposure to the target grammar and because students are often more motivated to play games than they are to deskwork Plus, during the game, the students are focused on the activity and end up absorbing the grammar subconsciously Aydan Ersoz, author of "Six Games for the ESL/EFL Classroom" also explains more reasons why games work for teaching grammar Learning a language requires constant effort and that can be tiring, but Ersoz outlines two good reasons why games should be included in the classroom: * Games that are amusing and challenging are highly motivating * Games allow meaningful use of the language in context Students may wish to play games purely fo fun Teacher, however, need more convincing reasons “ Teacher need to consider which games to use, when to use them, how to link them up with the syllabus, textbook and programme and how, more specially, different games with benifit student in different ways” (Khan, J,1996) The key to a sucessful language games is that the rule is clear, the ultimate goal is well designed and the game must be fun II Real situation of teaching and learning English at Tho Xuan high school From applying new English teaching methods, "language games" have been become main activity in teachers' lesson plans Some teachers have paid attention and prepared careful game They know how to make the classtime pleasant and comfortable so they create excitement and motivate learning English for their students However, some others are not aware much about the importance of language games They still think that these games waste time and make class noisy Thus, instead of having better preparation for language games, they often explain the grammar rules and ask students to exercises This makes students stressful and the classtime boring Moreover, for students at Tho Xuan high school, they have approached new teaching methods, but they seem to be embarrassing when they take part in To know exactly about this problem, I have investigated 90 students in classes 10A and 10A6 by asking them the following questions: Please tick your choice in the square to answer the question: Do you like playing games in “language focus” lessons? A Very like C Normal B Like D Dislike Why (don't) you like warm-up activities in English lesson? And I get the bellow result: Total 90 students very like No % 10 like No % 11.1 15 Normal No % 16.7 25 27.8 Dislike No % 40 44.4 As can be seen from the result that most of good students are interested in language games while lower students are shy because they have no ability to take part in Student's level of understanding is unequal in a class to cause difficulty for teachers to choose activities which are suitable for whole class Many activities can be applied well in this period but they also are boring in the other ones Lots of games make good students excited while bad students could not participate in And vice versa, some activities attract lower students but make good ones bored Besides, my school is located in half-plain and pure agricultural area so students `have less chance to communicate in foreign language in daily life They are so shy to speak as well as express ideas, thought in language games so they seem not to want to take part in From those reasons, the study entitled "Applying some language games in "language focus" part to create excitement and enhance learning English for grade 10 students" has been conducted with the hope to make teachers and students more aware of the importance of language games in teaching and learning grammar III Some language games applied in teaching “language focus” part - English 10 (basic) Circle a Procedure - T divides class in to group of 4-5 - T gives a word and asks Ss to make a full sentence - each student in groups gives one word to make a full sentence b Applying Unit 1: A DAY IN THE LIFE OF… – Pronunciation Teacher gives the first word: THREE and asks students to give words containing the sound /i:/ or /I / Ex: Three sleepy sheep and a bee see Bill kick a big tin under the kitchen sink Unit 3: SCHOOL TALKS - Grammar Teacher gives the first words (The) and asks students to give words to make complete sentence having To infinitive or Gerund Ex: The manager asked me to finish the report by lunchtime Unit 4: SPECIAL EDUCATION… – Pronunciation Teacher gives the first word: PAUL and asks students to give words containing the sound Ο: và Θ Ex: Paul wants to call his daughter not to pour water on the floor and watch out the dog Twenty Questions a Procedure - T divides class into three teams - T gives some pictures on the board and asks Ss to make questions about them - Students in each team make questions and write on the board in minutes - Which team has more right questions will be the winner b Applying Unit 2: SCHOOL TALKS - Grammar (WH - Questions) Unit 12: MUSIC- Grammar (WH - Questions) The teacher gives a picture of a famous person ( My Tam singer) The teacher can ask the students to work in groups of In minutes, the group make more questions will be the winner Ex: What is her name? Where is she from? What is her job? Tongue twisters a Procedure - T writes some English tongue twisters on the board or on pieces of paper to distribute to students - T asks them to read the tongue twisters aloud Then faster Then three times in a row b Applying Unit 3: PEOPLE’S BACKGROUND – Language Focus / e / and / æ / How many cans can a cannibal nibble if a cannibal can nibble cans? How many berries could a bare berry carry if a bare berry could carry berries? Unit 10: CONSERVATION – Language Focus / b/ and / p / If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? Unit 14: THE WORLD CUP – Language Focus / g / and / k / How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies Find The Other Halves Aims: practice conditional sentence type a Procedure - T divides class into groups of 4-5 students - T hangs on pieces of paper on the board and delivers the other ones to groups - Ss read the sentences in pieces of paper carefully and then couple with pieces of paper on the board to make meaningful sentences in the fastest time - Each group chooses a representative to run quickly to the board to couple pieces of paper Which group complete fastest with more answers will be the winner - T checks answers b Applying Unit 8: THE STORY OF MY VILLAGE (Grammar ) Unit 9: UNDERSEA WORLD (Grammar) Unit 11: NATIONAL PARKS (Grammar) Ex: Teacher takes pieces of paper If I have much money I will buy a new dress If I I have will buy much a new bike money If I hadn’t dress my If I I were would parents a failed wouldn’t marry the final have a been exam so sad Princess Prince Noughts And Crosses a Procedure - Divide the class into groups : one is Noughts (0) and one is Crosses (X) - Each team has to make a question correctly before they can place their symbol into an appropriate place on the board - The winning team is the one who gets a line of three of their symbols on the grid b Applying Unit 2: SCHOOL TALK - Grammar (WH- questions)’ Unit 12: MUSIC - Grammar (WH- questions) Ex When Why Who Which What Where Where How Why 1.What you in your free time? 2.What is your favourite sport? How often you watch TV? 4.Where you usually go on a Sunday? Who you often spend your free time with? Why you morning exercises everyday? Where you go on holiday? Where you have free time? Which sport you prefer football or swimming? UNIT 5: TECHNOLOGY AND YOU – Gramar ( Relative Clauses) Divide the students into two teams, the noughts and the crosses, and give out a worksheet like the one in the photo It consists of the nine squares of the noughts and crosses diagram, each containing the photo of an object or a person that the students will not know in English, but will be able to describe within the limits of the grammar (relative clauses ) and vocabulary that they have already learnt Reported Speech Soccer a Procedure - T can choose some students to play the games - T can flip over a quotation card - Ss whose turn it is reads the quote and reports what was said, heard, read, or 10 thought - If the student correctly reports what was in the quotation, the soccer ball advances one space (one player) closer to the opposing net If the student makes even the slightest mistake then the ball moves one space closer to his or her own net b Applying Unit 8: THE STORY OF MY VILLAGE - Grammar For example, if the card says it's a beautiful day then the student will say: He/she said that it was a beautiful day Every card has been designed so that the student can easily identify the pattern that is required Ex: said that thought that b Miming Game a Procedure - Teacher can divide the students into small groups - Students use their bodies to convey the meaning of an action or an expression which the others have to guess - One of the students in the group has to mime and the other groups have to guess b Applying Unit 6: AN EXCURSION - Grammar ( The Present Progressive) Students stand in front of the class and mime actions The other students must guess what the student is doing: She's driving a car We are writing some letters He's opening an umbrella in the rain, etc… 11 Bring Me Something a Procedure - T divides class into group of 4-5 - T asks Ss to put some school objects on the table - T stands in front of class and makes request - Ss listen and bring the teacher items that fit the request b Applying Unit 16: HISTORICAL PLACES - Grammar –( making comparison) Example: - something smaller than a pencil - Something bigger than the textbook - Something older than the desk - Something newer than a new notebook - Someone better looking than the teacher (That always gets some laughs) The Jewel Game This game promotes the development of memory and observation skills a Procedure - T divides the class into small groups Make sure that all desks are cleared and no student has pen or paper to write anything down - T prepares some flashcards or pictures - T shows flashcards or pictures to the silent class for 60 seconds After that each group must write down the verbs followed by infinitive or gerund as they can remember - The students try to remember what they have just read b Applying Unit 2: SCHOOL TALKS – Grammar ( Gerund - Infinitive) Unit 12: MUSIC – Grammar ( Infinitive) 12 Teacher’s activities & contents Students’ activities - Have Ss play the game Explain the rule of the• Listen to T’s instruction game - Post the poster on the board containing some verbs• Look at the poster and try followed by gerund: to remember Verbs Followed by a Gerund Delay finish permit advise deny forbid postpone resume get practice risk quit spend board and write in limited recall (time) time appreciate detest avoid dislike through can't help enjoy have resist • Discuss to write down as admit many songs as possible • representatives go to the complete escape imagine report suggest • Look a the poster and consider excuse mind resent tolerate miss waste (time) - Put the poster down the table and give Ss 1’ to discuss the answers - Call on members from groups to go to the board and write their answers - - Repost the poster to check the answers - Announce the winners 10 Find someone who? a Procedure 13 check - Prepare a two-column table with Yes/No questions and Name - Let Ss go around the class and ask other Ss some Yes/ No questions - If the answer is YES, write his/ her name in the table - The winner is the first one who completes the Name column b Applying UNIT 4: SPECIAL EDUCATION- Gramar (used to… ) Did you use to cry at night? go to bed late? be afraid of ghost? eat a lot of ice scream? Name 11 Table Completion a Procedure - Ask Ss to work in groups and give each group a table containing 10 words - Tell Ss to complete the table following the instruction - The group which completes the table first and has more correct words will be the winner b Applying Unit 3: PEOPLE BACK GROUND –Grammar ( the past simple and past perfect) - T ask Ss to use the correct form of verbs to complete the table Verb infinitive Take Past form Past participle met left broke Come gone got been 14 Do Unit 16: HISTORICAL PLACES- Grammar ( comparative and superlative) - T asks SS to use correct form of adjectives and adverbs to complete the table Adj/ adv Good comparative superlative cheaper The most dangerous worse far The biggest More intelligent The least Many/much 12 Lucky Animal a Procedure - Divide the class into two groups - Tell Ss they have nine pictures of animals , three of which are lucky animals Each group in turn chooses the pictures and makes a sentence with the cues given If the group has a correct answer or a lucky animal , they earn one point If the group can’t give the correct answer , get no point , the other group can answer The group with more points wins the game b Applying Unit 10 : CONSERVATION- Grammar ( passive voice) Lucky animal Say this sentence in the passive "People speak English everywhere" Say this sentence in the active "Cartoons are liked by most children" Lucky animal Lucky animal 15 Say this sentence in the passive "We not use things carefully." Say this sentence in the active "Are candies liked by the children?" Say this sentence in the passive "Mr Han teaches Maths" (same as 8) * Cues Pictures IV Result 16 All above things are some language games which I applied for grade 10 students at Tho Xuan high school After applying those activities, I see that students' learning English have been improved The table below expresses clearly the change in the students’ behavior in language games: Total very like 90 students No 30 like % No 33.3 40 normal % No 44.4 15 dislike % No 16.7 % 5.5 (10A5,10A6 ) In fact, after some lessons with language games, students seem to be more excitement as well as indulging in learning English Lots of shy students are more confident They begin speaking English together in the classtime Almost students are interested in participating in games This makes them more active and more enthusiasm to take part in learning activities Thus, their learning result has been clearly increased in comparison with the beginning semester Learning result in 2014-2015: (before applying study) Total 90 students excellent No % 3,3 good Fair No % No No 15 16,7 30 33,3 (11A1,11A2) Learning result in 2015-2016: (after applying study) Total 90 students (105,10A6) excellent good No % No % 10 11,1 30 33,3 Fair No 40 bad No 42 bad % No 44,5 10 % 46,7 % 11,1 PART III: CONCLUSION AND SUGGESTIONS I Conclusion Grammar games help teachers combine skills: listening, speaking, reading and writing during giving the games and form the habit to play them Therefore, teachers only need to prepare a little, they can make class atmosphere lively and 17 effectiveness of learning high because both teachers and students are familiar to the way to play games During the game, most students feel interested, ready to cooperate to take part in the game When playing the games, students express their motivation Moreover, students can revise the old structure and learn new one without being nervous or tired In summary, learning grammar though games is a method both effective and attractive, and can apply in any classes II Suggestions It can be said that teaching English by new methods at high school especially at schools which is located in pure agricultural area is very difficult However, teacher can apply new methods effectively if they really have love with teaching career and always study suitable teaching methods for each student, gradually solve difficulties of this subject Through this writing, I want to share my little experience about using some new language games to stimulate students to learn English with the other teachers I really hope that it is a useful reference to help teacher have the most effective lessons ` XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh hoá, ngày 25 tháng 05 năm 2016 Tôi xin cam đoan là SKKN viết, không chép nội dung người khác Người viết LÊ THỊ HOA 18 REFERENCE Sách giáo khoa Tiếng anh 10, NXB Giáo dục Việt Nam Thiết kế hoạt động dạy & học Tiếng anh 10, Kiều Hồng Vân- Cao Thị Thu Hương- Cao Hồng Liên, NXB Giáo dục Thiết kế bài giảng tiếng anh 10, Trần Thị Ái Thanh- Hồ Thị Tân Hoa- Huỳnh Thạnh- Trần Thị Diệu Hòa, NXB Đại học Quốc gia Hà Nội Phương pháp giảng dạy Tiếng Anh trường phổ thông – Nguyễn Hạnh Dung Tài liệu bồi dưỡng giáo viên cốt cán môn Tiếng Anh THPT – 2003 Methodology handbook for English teachers in Viet Nam Teach English by Adrian Doff Harmer, J( 1991), How to teach English, London- Long man Press 19 20 ... entitled: "Applying some language games in " Language focus " part to create excitement and enhance learning English for grade 10 students" II Aims of the study The aims of this study are: - To introduce... language games so they seem not to want to take part in From those reasons, the study entitled "Applying some language games in "language focus" part to create excitement and enhance learning English. .. introduce some language games in language focus - To show how to organize games effectively and how to deal with initial problems that may arise - To create excitement and enhance learning English for