IMPROVING THE QUALITY OF ENGLISH TEACHING WITH THE VOLUMECOMBINING GAMES IN READING COMPREHENSIVE SKILLS

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CAM THUY EDUCATION AND TRAINING DEPARTMENT THE INITIATIVE OF EXPERIENCE THE NAME OF SUBJECT IMPROVING THE QUALITY OF ENGLISH TEACHING WITH THE COMBINING GAMES IN READING COMPREHENSIVE SKILLS Executor: Tran Ngoc Son Position: Teacher Work unit: Cam Van secondary school Experience initiatives in the field: English THANH HOA 2021 APPLENDIX Contents Page PART 1: INTRODUCTION 1-2 PART 2: CONTENTS Rationale The state of problems 3-5 The measures taken to solve the problem - 16 Effect of initiative experience Part CONCLUSION References 2 17 18 - 19 20 INTRODUCTION: 1.1 The reason to choose the topic: In the current strong international integration trend, more than ever, English is considered as the most common language, is a particularly useful means for communication, economic and cultural exchange v v all over the world For our country, learning English has been focused at all levels of education This shows the full awareness and determination of all levels of education managers in equipping the future owners of this key language Using English well in communication is the goal towards teaching and learning English in all grades In fact, after completing the study program, most of the students of your school in general, and the students of junior high school in particular, have a common comment: I lost my roots, I can not communicating in English, glad I passed English subject, I mainly learned grammar, learned to have, It is true that learning English at school has not brought interest to students, teaching hours are boring, boring, thinking approaches and curriculum are simply cramming and memorizing With the above awareness, as well as finding out the practical situation of teaching English at junior high school, I have researched and boldly chose the topic: “Improving the quality of language teaching By integrating games into reading comprehension skills, creating excitement for students” 1.2 Research purposes: - Find out the most effective and diversified methods for teaching and learning English in the school not to be boring - In order to create excitement and joyful atmosphere for students of junior high school in English lessons, helping them to love English more and more - Besides, giving teaching methods, attractive, interesting, creating a feeling for children to "playing while learning", attract students to focus in English class, as well as help them She improved significantly in skills: listening, speaking, reading and writing under the pilot English program - Promoting the activeness, initiative and creativity of students 1.3 Research subjects In this topic, I choose to research the following basic solutions to basic students - the majority object, apply tricks and games effectively in teaching periods, create fun excitement, love English maximum for students I have conducted research within the junior high school level - two grade at the Junior high School, where I am working 1.4 Research Methods - Observation method: The performers self-explore, research, conduct and attend class visiting time of colleagues to collect information related to the use of teaching games to create excitement and passion learn English for students - Experimental method: Teachers teach experimentally according to each specific purpose and requirement - Investigation method: The teacher sets out a number of requirements for testing and evaluation CONTENTS OF THE INITIATIVE OF EXPERIENCE 2.1 Theoretical basis of the initiative of experience: In recent years, in order to improve the quality of teaching and learning, the requirements of education require innovating teaching methods in all subjects and levels of education Therefore, English in general and English at secondary level in particular also need to have stronger innovations, promoting students' activeness and creativity, student-centered Therefore, in order for students to learn English well, each teacher must know to make them interested in learning by engaging them in learning activities, helping them to acquire knowledge and the ability to use language in easy communication; consolidate and deepen knowledge firmly; giving them passion and excitement in learning From there, train them to become active, confident and creative people ready to adapt to the innovations that happen every day 2.2 Current situation of the problem before applying the initiative: In fact, practising English skills for students, teachers have to deal with many difficulties, especially practising reading comprehension skills - The English curriculum in schools is still heavy in theory Teaching English has too much grammar and writing skills, and the pilot program is more knowledgeable than the old textbook program - With the characteristics of students in rural mountainous areas, their parents are all working in agriculture, so they not have much time to pay attention to their children's studies, so their studies are also influenced by seasonal work family affairs Some families not care about their learning results, consider the study unnecessary, so they often not prepare lessons or look up words that they not know yet Many students still not take the trouble to learn, or just learn to deal with, subjectively leading to loss of roots, poor learning In addition, besides some students who are passionate about and love to learn English, there are still a large number of students who not like to study, are bored with learning because they have not found joy and excitement in learning Losing interest in learning causes them to lose motivation to study - Teachers have many efforts in applying teaching methods in the direction of positively optimizing students' activities, but can only apply to some lessons, lessons and parts born The reason is that the content of the textbook program is overloaded, the number of students in a class is limited, the learning capacity of the students is still limited, because some teachers are less willing to invest in teaching periods, and are less interested in finding All teaching methods are suitable for each target student, so the quality and effectiveness of the subject are not really as expected Many active teaching activities have only been used formally and have not been invested, properly prepared and implemented according to the correct process, so they have not achieved high efficiency 2.3 Implementation measures: From the practice of teaching English above, I offer some game activities to help students improve their Reading comprehension skills better a The concept of the game: The game is a natural and necessary activity to satisfy the diverse entertainment needs of people The game is an educational and entertaining means for each individual to be trained, creating an atmosphere of practice can be playful and vibrant In addition, the game is also an effective practical education in educating students “Game teaching method means that teachers provide and organize for students to play games with intellectual content associated with the lesson content Thereby, students exploit their own experience capital to play and to learn Consequently, students acquire scientific knowledge, attitudes and action skills (mind and limbs) after finishing the game ” (Teaching and teaching methods in the school -Phan Trong Ngo) Learning games are games with content associated with students' learning activities, through games that help students acquire new knowledge or consolidate knowledge, practice skills The game in teaching and learning in English reading comprehension is a learning game, which expands and consolidates the learned knowledge, training students' reading comprehension skills In addition, the game also plays a role in creating interest in learning, and improving children's beliefs and feelings For students, English will become lively, attractive, practical and help them love this subject more b Game construction and design process Step 1: Prepare the game - Researching documents: Programs, textbooks, ( documents to study) Reference book system: books, newspapers, educational magazines - Practical research in classrooms: Find out which students in weak classes are in any knowledge circuit, to choose games accordingly, to help them consolidate their knowledge to understand the lesson firmly Step 2: Select the game: The choice of learning games must meet the requirements of the teaching purpose The games must set students learning tasks corresponding to the teaching content Each game should have a specific role in the learning process Therefore, to meet the requirements of teaching the subject, the game system must be selected so that it has a variety of topics and rich gameplay Based on the form, the way of playing and the rules of the game, the games can be replaced flexibly, giving teachers the opportunity to organize games suitable for their students In order for them to feel: "Learning is fun and fun to learn" Choosing the game must ensure the following factors: age, fit; when used in the lesson process and in the curriculum + Play the game before playing (Warm up) This way has the advantage of stimulating students' interest in learning + Perform the game while reading (While - reading) This method has the advantage of practicing, practicing, and checking students' reading comprehension + Play the game after completing a reading comprehension (Post - reading) In this way, students will be systematized knowledge vividly and effectively Step 3: Build and design the game - Design of learning games often through the following steps: + Purpose: Clearly state the purpose of the game to practice and consolidate knowledge and skills? + Furniture for games + Stating the rules of the game Number of participants + Stating how to play, how to calculate points + Playing time Step 4: How to play - Introduce the game, guide how to play, popularize the rules of the game - Play game - Received, learn from experience and summarize the game Teachers or students with important accounts receive the status of each team's participation in the game, the team's bad work to learn from experience - The referee announces the results of each team and individual and gives the winner the prize (if any) - A student or teacher reiterates knowledge and skills in a lesson that the game can c The conditions for doing this teaching activity are: - In order to organize a learning game with results, the teacher needs to note the student's opinion and validity, and then choose the game accordingly The game must be easy to play, not beyond the children's thinking; Exciting and attracting many players Teachers should respect each child's opinion, educating members must summarize in class what the group has achieved; motivate and encourage group time - Need enough work space for the game - Tables and chairs must be convenient for the arrangement of learning games - Modern means such as computers, projectors, TV screens, video tapes if any, are very good for this activity - Teachers need to prepare lessons carefully, anticipate situations that will happen, prepare well teaching aids and materials to support students' learning activities such as study cards, quills , flower,… 2.4 Group of games to practice Reading comprehension skills: a The group of games should be done before entering the lesson, helping students review vocabulary related to the Reading comprehension lesson * Kim's game: This is a good game to help students quickly remember what they were seen through This game can be used to check old cards or lead to new cards Students memorize given words or pictures Teacher can show students a short video about words (phrases, activities) or pictures that will appear in lesson within minute Then teacher asks students to repeat the words in the video Teachers can use pictures in textbooks to create videos Example: When teaching Unit 3: Community service (Skills - Reading) English - Student's book donating books cleaning up beaches planting trees visiting the elderly donating blood giving lessons to street children *Prepare: - Teacher prepares a slide show with pictures related to the lesson content (Community service.) *Proceed: - Teacher divides the class into teams - Teacher shows videos containing pictures of some volunteer activities, ask students to look closely and memorize the pictures within minute - Teacher takes pictures, asks groups to take turns on the board to write down the names of those pictures in English within minutes - Teacher asks the whole class to stop writing when the time is up - Teacher replay pictures or words and check with the whole class, the team who can write the most correct words is the winner - Comment on the spirit of the game and have a reward for the winner * Crossword puzzle: This game is not only used to test vocabulary but also to test students' social knowledge This is also the game used to introduce the topic of the new card Students work in pairs or in small groups based on suggestions to flip open letters, from which they guess the key words The questions suggested to students should be questions related to the old lesson and questions related to reality and social knowledge Example: When teaching Unit Vietnamese food and drink (Skills - Reading) o b f a Purpose: p b r e a d m e l e t t p e p p e r f l o u r a n a n a c o o k i n o n i o n n d w o o d s a l p l e s e g o i i c h l t a + Check some learned vocabulary: apple, banana, sandwich, salt, food, cooking oil, pepper, floor, onion, omelette) 10 impossible Sometimes they can also cause students to understand the lesson more or remember longer words that were introduced earlier The applicable games are: * Lucky numbers / stars / flowers / pictures This game is to check students' reading comprehension, which is done in Whilereading stage Example: Unit Music and Arts (Skills 1- Reading) Team A Team B The teacher asks questions to integrate with the game: 1, What are the puppets made of? 2, When did water puppetry begin? 3, Luckey number 4, Who are the puppets controlled by? 5, Where does a water puppet show take place? 6, Luckey number 7, What are water puppet shows normally about? - Prepare: + Teachers have prepared a number of questions and answers to follow the lesson content 13 - Time: minutes - Proceed: + Teacher draws a board of squares and writes in it any numbers, in which corresponding to those numbers are questions that students have to answer, the rest are lucky Each lucky number is a point of 10 and there are no questions + Teacher divides the class into teams and gives names to the teams, each team assigns a leader to decide which team has the right to choose first + In the team will discuss to decide which number to choose, if you choose to win a question with a question, then one of you read the question from another friend in the team and answer correctly, the team will get 10 points, if wrong then the other team have the right to reply + Turn to the other team to select the box, if you choose the lucky box, you will not have to answer the question and will be applauded, meaning that you will receive a lucky score of 10 points + End the game: Adding points to the team with more points wins * Matching: This is a game that is commonly used in advanced training This game helps students practice expanding new words according to the predetermined content - Teacher writes down sentences (maybe questions) or phrases to be checked for students in columns The other column is the related sentence (the answer), or the pictures are not in order of words, sentences in the other column - Ask students to match the words and sentences in columns together (can match sentences with pictures) - Then the teacher checks the students' results 14 Example: Unit 10: Sources of Energy (Skills - Reading) 15 A B - oil natural gas solar coal wind Prepare: 16 + Teacher writes words about natural disaster into column (create, drive, generate, turn, heat) The other column is a picture of energy sources in an unordered order of words in the other column - Time: minutes - Proceed: + Teacher divides the class into teams + Ask the students of two teams to match the words with the pictures in columns + Then the teacher checks the students' results and corrects them The team that has more than one correct share, that team wins c The group of games should be done after completing the lessons, helping students review knowledge circuits related to the Reading Comprehension lesson (post- reading) * Word Jumble Race This game is used to check the content of reading comprehension for students The teacher prepares paper cards (can use a cardboard or wall calendar to do), the size of which is large or small depends on the content to be checked Teachers prepare a number of review questions and write each word of these sentences on a card or card (depending on the student's level, teachers can prepare long or short, difficult or easy sentences) Divide the class into groups A and B Depending on the number of words in each sentence, the teacher should call the number of students in each group to the front of the class (for example, if a sentence has words, call students) The teacher shuffles the words from the sentence before handing out the number of students called to the board, one word per child Within a given amount of time (eg 30 seconds), these students have to bring their word forward and organize themselves in teams to come up with a complete and correct sentence The team that is arranged correctly and fastest will be given a score by the teacher (the score depends on the teacher's rules) The team with more points wins Example: Unit 7: Traffic (Skills - reading) where look go when seatbelt Always you you carefully 17 fasten Always drive signals obey Strictly the Walk street before right or front Don’t in at traffic crossing turn Give you your a the left cayrry zebra across a you passenger signal of - Prepare: + Teacher writes down some sentences in the comprehension text and then cuts them into words + Place each trimmed sentence into a hat, cup or any other container and separate them - Time: minutes - Proceed: + Teacher divides the class into groups of students + The teams will have to arrange the words in their sentences in the correct order The winner is the first team to complete their sentences correctly * Noughts and Crosses: This is a game often used in reinforcement practice when students have completed the tasks of exercises in textbooks This game helps students practice expanding new words and learned content Example: Unit 2: Health (Skills - Reading) 18 Questions: 1, What is a caloria? 2, Is Dr Dan Law a diet expert? 3, What happens when we have too many calories? 4, What is a healthy number of calories per day? 5, Which activity uses a lot of calories? 6, How many calories should we have a day to stay in shape? 7, If we eat too many, what happen to you? 8, Why people listen to Dr Law’s advice? 9, Do we use a lot of calories on watching TV? - Prepare: + Teacher prepares a box on the board like a checkerboard game Enter a number in each box of the box - Time: minutes - Proceed: + Teacher divides the class into teams One team uses the symbol "Nought" (O) and the other team uses "crosses" (X) - Each side will take turns to choose a number and answer the question behind each box With each correct answer, the teacher asks the team to enter "nought" or "crosses" The first team to score (O) or (X) on the same row will be the winner d Experimental pedagogy Through the experience of economical teaching, I find that the application of games into teaching lessons for reading comprehension helps students to progress in learning The children were fascinated by the fun active games Therefore, they are more interested in the subject and maybe all will learn better The number of students participating in learning activities increased even more Tools result is: 19 * Before using the games on teaching: Class 7A 7B Total number of students 41 33 The percentage of students enthusiastic students HS : 12,2% HS : 6% The percentage of The percentage of students students not speaking making a occasionally statement 12 HS: 29,3% 24 HS: 58,5% 10 HS: 30,3% 21 HS: 63,6% Half a year implementing solutions mentioned above, the situation has changed positively, many students are eager to participate in building quality all students in the class I was assigned to teach achieve concrete results as follows: * After using the games on teaching: Class Total number of students The percentage of students enthusiastic students The percentage of The percentage of students students not speaking making a occasionally statement 7A 41 10 HS : 24,4% 25 HS: 60,9% HS: 14,7% 7B 33 HS : 21,2% 22 HS: 66,7% HS: 12,1% - The teacher also discovered intelligence, positivity and dynamism in some of the class children Passion, interest and love for the subject which is considered "dry" have been increased markedly Obviously, "Learning for fun" is very rewarding CONCLUSIONS AND RECOMMENDATIONS 3.1 Advantages and limitations of measures of using games in teaching reading comprehension: a Advantages: - Students enjoy playing games that teachers give related to the lesson content, promoting maximum positivity of students in activities in the class Besides, it helps children feel relaxed, comfortable without stress during the lesson With the motto "play but learn, learn and play", it can be said that English is gradually 20 regaining its performance, it is no longer boring for students, their learning quality has been improved markedly - They have gradually formed about: communication skills, interaction skills among individuals in the class Skills to exchange information, present and receive information, and seek information Responsible working skills in a collaborative environment Ability to coordinate with others to complete work, enjoy learning, practice agility, openness, self-absorption, systematic consolidation of knowledge, enhanced communication Next in class Having an attitude of cooperation in work, self-responsibility in each game, respect for the work of others, with others towards a common operational goal, joy is also a common joy , failure is also common to know how to put the interests of the collective above the individual - Teachers have a lot of progress in creating a joyful, exciting and exciting atmosphere in English lessons, acquire the best skills in organizing organized teaching activities with learning games to teach students in lessons such as providing new knowledge, exercises, practice practice b Limit: + If you overuse the game too much, it can lead to loss of time + A game can bring many different results for different types of students Therefore, games with high stereotypes are often less effective for students with high intelligence and well, but useful for the average student In contrast, games that require a lot of intelligence can negatively affect the average and weak students + Easy to get bored on the topic of play c Ability to widely deploy the measure: The method of using a number of games in teaching English reading comprehension is not only applicable to grade English but also has the ability to replicate in all grades with different subjects in school Thereby, it is necessary to make it more permanent, it is also necessary to organize more games to attract students to English lessons in particular and subjects in general 3.2 Recommendation: The school needs to equip better classroom facilities such as student desks and chairs for convenience when organizing group activities with more mobility 21 The Rector Board should have guidance in implementing the skill of organizing teaching activities through this learning game Applying the topic and replicating in the whole school and other subjects, learning and playing activities Encourage teachers who have innovative experiences in teaching practice, organize lectures, seminars, seminars for reference teachers to learn from each other in their professional fields In the process of implementing the topic, there will definitely be many shortcomings We wish you all your comments to make my solution more complete Cam Van, May 18th 2021 confirmation of the principal I hereby declare this initiative is my experience wrote Do not copy of other person If wrong I take full responsibility WRITER Pham Thanh Phuong Tran Ngoc Son REFERENCES General education - Materials for regular refresher courses in English for junior high school - 2014 Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed ; Washington, DC: Center for Applied Linguistics, 198) Articles on the internet Grade English textbooks and textbooks Some other documents 22 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trần Ngọc Sơn 23 Chức vụ đơn vị công tác: Giáo viên trường THCS Cẩm Vân TT Cấp đánh giá xếp loại Tên đề tài SKKN Method of improving quanlity of weak students in English language Cấp tỉnh Kết đánh giá xếp loại C Năm học đánh giá xếp loại 2015 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN NHÀ TRƯỜNG 24 Xếp loại: TM HỘI ĐỒNG KHOA HỌC NHÀ TRƯỜNG Chủ tịch 25 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HUYỆN CẨM THỦY Xếp loại: TM HỘI ĐỒNG KHOA HỌC PHÒNG GD&ĐT Chủ tịch 26 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH THANH HÓA Xếp loại: TM HỘI ĐỒNG KHOA HỌC SỞ GD&ĐT Chủ tịch 27 ... finding out the practical situation of teaching English at junior high school, I have researched and boldly chose the topic: ? ?Improving the quality of language teaching By integrating games into... Theoretical basis of the initiative of experience: In recent years, in order to improve the quality of teaching and learning, the requirements of education require innovating teaching methods in all subjects... practice skills The game in teaching and learning in English reading comprehension is a learning game, which expands and consolidates the learned knowledge, training students' reading comprehension skills