How to use some useful language games in teaching english at high school

TABLE OF CONTENTS CONTENTS Section 1: INTRODUCTION PAGE 1.1 REASON FOR CHOOSING THE STUDY 1.2 AIMS OF THE STUDY: 1.3 Object of the study 1.4 Method of the study 1.5 Significance of the study: Section 2: CONTENT OF THE STUDY 2.1.Theoritical background 2.2 Real situation before applying the study 2.3.Experienced initiatives used to solve the problem 2.3.1 Who am I? 2.3.2 If I 2.3.3 Slap the Board 2.3.4 Kim's game 2.3.5 Tongue Twisters 2.3.6 Circle 2.3.7.Game: Change places if… 2.3.8 Hangman 2.3.9 Crossword puzzle 2.3.10 Noughts and Crosses 2.3.11.Word Jungle 2.3.12 Bingo have been 5 10 11 11 13 14 16 17 Section 3: resultS of THE researcH AND PROPOSAL 17 3.1.the result of researching 17 3.2 PROPOSAL: 18 Section 4: REFERENCES 20 Section 1: INTRODUCTION 1.1 REASON FOR CHOOSING THE STUDY Each subject has its own unique and specific teaching methods For the teaching of Foreign Language in general and English in particular, the teaching method should be a top priority In order to have a good quality English class, giving students an inspiration when learning lessons, the teacher must really have unique and attractive methods Teaching is an artistic process of stimulation, direction and guidance Teaching is not just the imparting of knowledge but a process of creating a relationship between the teacher, the learner and the teaching material Usually people learn only: 10% of what they READ, 20% of what they LISTEN to, 30% of what they SEE, 50% of what they LISTEN AND SEE, 80% of what they said, 90% of what they SPEAK AND DO, that is when they DISCOVER THEM Through the direct teaching process, I found that in addition to the knowledge and style of a foreign language teacher, the teaching method is also a very important factor in attracting students to enjoy and focus on the subject Currently, there are many new teaching methods that have been being applied in the process of teaching foreign languages in high schools These are the methods that are good, easy to use and have contributed to improve the quality of the subject As a teacher, you may be very annoyed when you look down at the classroom every time you see your students not focus on their lessons Maybe from objective reasons such as climate, seasonal weather can also be subjective, such as because the lecture is not vivid, the teacher is not good, students are bored, like to talk or simply hunger coming So some English games will complement your foreign language teaching and will easily re-enter your learning excitement without having to use the "Eternal Hymns "Or threats of punishment." The teacher will skillfully them at the beginning of the class or at the end of the class to create excitement For myself I noticed the use of language games in teaching and learning English is really effective Students feel excited to learn English through these language games Learning Foreign Language requires an enjoyable language games to help us this Language teachers and learners should not think that playing language games is a waste of learning time Even with the mother tongue, a lot of progress will be made through the use of language games Students will learn foreign languages very well through language games Language games help change the atmosphere of the class and make lessons less stressful and easier to understand, sometimes helping learners remember and absorb knowledge deeply Folk have a saying " A Bad Beginning Makes a Bad Ending "; Perhaps this teaching is really necessary every day and in every lecture of our teachers in general and teachers of English in particular Therefore, in this study, I would like to present some experiences of applying games in some lessons of English textbook 10, 11 and 12 For the reasons mentioned above , I would like to present below language games that I have used in the teaching process I think these are games that are very easy to apply because of their simplicity but they are very effective 1.2 AIMS OF THE STUDY: The aims of this study are - To introduce some English games in teaching English at high school - To show how to organize games effectively and how to deal with initial problem that may arise - To create excitement and enhance leaning English for students 1.3 Object of the study: This subject is concerned with way of using some language games as well as effectiveness on teaching English 1.4 Method of the study Reading reference books, discussing with other teachers, aplying in teaching, observing and drawing out experiences 1.5 Significance of the study: This study may provide insights into process of learning English for students It helps to motivate the students’ desire for learning English, and make them more self-confident and active in listening and speaking activities It also give some suggestions for other teachers in teaching grammar lessons Section 2: CONTENT OF THE STUDY 2.1.Theoritical background Although compared to other subjects English is still quite new to most high schools in Vietnam, but in the world it has developed for a long time Hence, there are countless experiences that we can learn from in other countries Many references to English teaching methods also introduce some popular games that are applicable in all parts of a lesson, such as Chain game, Guessing Game, Hangman, Lucky Numbers, Noughts and Crosses, Rub out and Remember, Slap the Board… These games can be considered as effective tutors for many English teachers of all grades Through the process, it can be clearly seen that the atmosphere in the classroom is much more vibrant In the process of teaching, attending hours, learning experiences, and researching textbooks, I have noticed many types of games that can match each specific lesson in English 10, English textbooks 11 and English 12 Since then, I have boldly composed some lessons with popular games such as Slap the Board, Hangman, Word Square, Networks, Kim's Game In order to compose lessons with games, in addition to applying my experiences in university study, reading related reference books, and learning from colleagues, I also actively exploit information online There are some very useful websites for English teachers, such as britishcouncil.org, englishclub.com, onestopenglish.com, tienganhonline.com, hocngoaingu.net, globaledu.com.vn 2.2 Real situation before applying the study From applying new teaching methods, language games have become main activity in teacher ’s lesson plans Some teachers have paid attention and prepared careful games They know how to make the class time pleasant and comfortable so they create excitement and motivate learrning English for their students However , some others are not aware much of the importance of language games, they still think that these games waste time and make class noisy, students stressful - Some students not really love the subject, as well as not understand the correct purpose of learning English and learning with coping methods - Distributing the program with limited time, teachers have little opportunities to expand lessons as well as conduct games to create a lively atmosphere Moreover, for students at Le Van Huu high school, they have approached new teaching method but they seem embarrasing when they take part in the games From those reasons ,the study “How to use some useful language games in teaching English at high school “ has been conducted with the hope to make teachers and students have a good chance to practise English 2.3.Experienced initiatives have been used to solve the problem Below, I would like to present some of the games I usually use in some lessons in English 10, 11 and 12 Each section will have general implementation steps and specific steps when performing in a specific lesson I would like to present the general description of the game's features and the specific part for each lesson in English 2.3.1.Game: Who am I? a) Procedure - In this game, the teacher will prepare a number of cards corresponding to the number of students in the class - On each card, there will be a name of a famous character in the world The teacher will place each of these cards on the back of each student one by one - Students are placed in a situation where they are attending a party and have to go around asking guests at the party for information related to them, based on which to guess which celebrity they are ? - Once they know who they are, Students are allowed to take off their name tag on their back and stick it on their chest - The students then continued their conversation during the party until they all stuck their name tags on their chests b) Specific to the lesson Unit 3: PEOPLE with BACKGROUND –Speaking Teacher’s activities & content - Have Ss play a game called Who am I, Students’ activities  Students go around and ask - Stick name cards on the backs of students their friends questions such as - + where was I born? + where am I from? + what is my job? - Announce the winner - From their friends’answers , Students guess who they are 2.3.2.Game: “If I…” a Procedure: - Divide the class into equal teams, members of each team will take out a small piece of paper to write on their dream If the number of men and women is quite relative, a male and female faction will be divided Usually the girls are more romantic, so they will write “If I…” while the rest will be coldly ended by the boyfriends Team A will be the team of people who write all English sentences starting with the meaningful "If I " and team B will be the team of people who write all English sentences starting with the letter "I will… ” Below each sentence, you must write names to choose which pair has the best, the most meaningful or the funniest, and the worst After the writing is finished, the papers will be put into hats, one containing the “If I…” and the other with the “I will…” part - The teacher will take turn to draw sheets in parts and then read it aloud to everyone If it is good, then leaving it for the inner round does not make sense, then disqualify In the end, the whole class will choose the best "If I , I will " sentence to award If there are many good sentences then it will be decided by raising your hand to evaluate the players For example: Teacher choses sheets in caps already Read sheet “If I am a bird” Read sheet “I will be a monkey!” This sentence, even though the meaning "If I were a bird, I would be a monkey" could be eliminated, but if it was possible to reach the finals, it also had a bit of fruit and humor b) Specific to each lesson This game is used when teaching Language Focus conditional sentences ( Conditional sentences) in units (English 10), unit (English 11) and unit (English 12) 2.3.3.Game: Slap the Board a) Procedure: - Teacher writes some English words on the board (can be new words or words that need to be sounded) Call two groups to the board, each with four to five students, and ask the two groups to stand evenly apart from the board - Teacher reads aloud any English word on the board (or Vietnamese equivalent word application) - Take turns, students in two groups run to the board, find and tap the read word The team with more people who can tap the called word faster will be the winner Here's an example from Reading 10 – Conservation Run-off Destroy law dam constant defence rapid circulation b) Specific to each lesson Unit 1: A DAY IN THE LIFE OF - Language Focus Teacher’s activities & content supply frequent Students’ activities + Have Ss play a game called Slap the board, + Write down some number on the board: 13, 30, + teams of Ss from sides go 14, 40, 15, 50, 16, 60, 80, 18, 90, 19 to the board + Read aloud the numbers +Play the game + Introduce the way to distinguish the pairs+Listen to the teacher -teen /i:/ and –ty /i/  Unit 13: FILMS AND CINEMA – Language Focus (English 10) Teacher’s activities & contents Students’ activities + Write on the board some words containing the sound / f / and / v / + Look at the board Fan, van, finish, fine, vine, enough, Stephen, village, vain, faint, feel, veal + Ask Ss to play the game Slap the Board: + Play the game + Control the game: read aloud the words  Unit 14: THE WORLD CUP – Speaking (English 10) Teacher’s activities & contents Students’ activities - Have Ss play the game Slap the Board: -Have Ss listen and repeat after T reading the names of these countries Germany, German, England, Italy, Mexico, Mexican , Chile, Argentina, Spain, France, French, Netherlands, Sweden, Swedish, Uruguay,  Listen to T’s instruction Brazil, Czechoslovakia Japan, Korea, Hungary and play the game 2.3.4.Game: Kim's game a Procedure: - Divide the class into groups - Have students look at objects, pictures, or words in a short time Ask students not to write but to memorize - Save objects, drawings, or erase words - Call groups' representatives on the board to write down the names of objects, pictures or words just seen - The group that remembers the most wins b Specific to each lesson Unit 5: TECHNOLOGY AND YOU – Speaking (English 10) Teacher’s activities & contents Students’ activities + Have Ss play a game called Kim’s Game Explain the rule: T shows on the screen the pictures of some modern inventions with the name under each The class will be divided into groups; Ss will have to look at the screen and try to remember all the names of these inventions +3 Ss go to the board and their tasks as required (they are not allowed to write anything down when the pictures are shown) After 1’ that the pictures are not shown, members from groups will go to the board and write all the names they can remember under time pressure The group having more correct names will be the winners +Others complete their answers in the previous lesson +Some take turns to stand up and give remarks + Show the pictures again to check the answers + Comment and introduce the new lesson +Listen to T’s comments Set of pictures: Radio set Home phone Cellphone Fax machine Computer Rice cooker Air conditioner 2.3.5.Game:Tongue Twisters a) Procedure: - This game is often applied to sound practice, called "tongue twisters " - Teacher prepares a phrase, or one to two English sentences, in which most of the words containing sounds need to be practiced in the lesson Teacher should rewrite the phrase or sentence on the board for the students to see - Teacher reads the sentence sample or plays the tape (if possible) for students to listen to the sample - The representatives of the groups will stand up and reread that "tongue twisting" sentence The group that repeats the most correctly will win b) Specific to each lesson The above steps can be applied to all Tongue Twisters activities, so below, please just give the material for the activity in each article, not write the implementation steps of each article anymore:  Unit 3: PEOPLE’S BACKGROUND – Language Focus (English 10) / 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 14: THE WORLD CUP – Language Focus (English 10) / 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 2.3.6.Game:Circle The continuous grammar lessons made both teachers and students feel depressed and tired In such situations games are used as a way to change the atmosphere in the classroom Circle game can be a great help when it comes to encouraging the whole class to participate in lessons Currently, in English learning, pair activities and group activities are very popular Activities like this increases the amount of time the students speak and also increase the quality of their speech One-word story: Each student adds one word to form a group story a, Procedure: - The teacher may start by giving the first word and in a circle, with each student adding the next word, not to repeat the words used by the previous student - The teacher stresses the importance of fixing and deviating correct phrases while students work on the game The story can be developed in many different forms Some groups may need a teacher to decide on punctuation and begin a new sentence b) Specific to each lesson Unit 1: A DAY IN THE LIFE OF… – Language Focus (English 10) The teacher comes up with the first word, THREE, and asks each student to come up with words that contain the /i:/ and/ i /sounds The students must ensure that the sentences are grammatically correct and meaningful Ex: Three sleepy sheep and a bee see Bill kick a big tin under the kitchen sink Unit 4: SPECIAL EDUCATION… - Language Focus (English 10) The teacher comes up with the first word, PAUL, and asks each student to come up with the words that contain the /ɔ /and /ɔ:/ sounds The students must make sure that the sentence is meaningful and correct in terms of grammatical structures 10 Ex: Paul wants to call his daughter not to pour water on the floor and watch out the dog 2.3.7.Game: Change places if… This is an activity in which the teacher stands in the center, while the students gather in a closed circle a) Procedure: - The number of seats is always less than the number of participating students - Depending on the knowledge the teacher wants to reinforce, the teacher will say "Change places if …… you're wearing trainers." - Students wearing sneakers must get up, and move to another seat and the teacher can sit in one of the empty seats - The participant without a seat must stand in the middle and give the next order The game goes on like that "Change places if you …… like pizza" (Those who love to eat pizza, move places) b) Specific to each lesson Unit 8: THE STORY OF MY VILLAGE - Language Focus (English 10) Unit 5: HIGHER EDUCATION - Language Focus (English 12) Games can get some students excited for unwanted classroom noises, so it's best to use the game at the end of class in reinforcement 2.3.8.Game: Hangman a) Procedure: - Teacher suggests the number of words to guess by the number of dashes on the board - Ask students to guess the words in the word - If students guess incorrectly, teacher makes a brick (according to the order in the figure) - Students guess incorrectly times then lose, teacher answers words 11 Just as the general implementation steps above, this game has no competition between teams So, during the implementation process, most of the teachers made some modifications to increase the appeal of the game For example, the teacher could divide the class into teams and prepare different groups of words for teams, the team with more correct answers wins; Or you can divide the class into teams, for the teams to choose their words and quiz each other (Team is for Team 2, Team for Team 3, Team for Team 4, and Team for Team 1) Letting students control the game is also a method to increase the initiative for students, while reducing the workload in class for teachers b) Specific to each lesson  Unit 6: AN EXCURSION – Listening ( English 10) Teacher’s activities & contents Students’ activities  + Have Ss play the game called HANGMAN  +Listen to the rule + Divide the class into team, each will have to deal with words in the topic Camping activities, they are: FISHING, DANCING, TAKING PHOTOGRAPHS, PLAYING THE GUITAR +Explain the rule of the game: each team will take turns to guess what activity is according the number of letters provided by T, if after times the letters are guessed without finding out the name of the city, that team will be hanged! The team finding out the answers more quickly will be the winners + Carry out the game + Play the game + Listen and textbooks open + Announce the winners Unit 12: ASIAN GAMES – Reading (English 11) Teacher’s activities & contents Students’ 12 + Have Ss play the game called HANGMAN + Divide the class into team, each will have to deal with activities + Listen to the rule words in the topic sports, they are: BADMINTON, WATER POLO, VOLLEYBALL, BASKETBALL + Explain the rule of the game: each team will take turns to guess the sport according the number of letters provided by T, if after times the letters are guessed but the team cannot find out the name of the sport, that team will be hanged! The team finding out the answers more quickly will be the winners + Carry out the game + Announce the winners +Play the game 2.3.9.Game: Crossword puzzle Learn words by playing a crossword puzzle In order for reading lessons and vocabulary to be less dry and boring, sometimes teachers create crossword exercises as a form of "learning while playing" a) Procedure: The teacher can let students play in groups, groups take turns choosing from the rows and giving correct answers b) Specific to each lesson Unit 6: AN EXCURSION - Speaking (English 10), I let them play the following crossword exercises in groups of students to check vocabulary that they learned in Reading class ACROSS not long ago 4.make s.b s.th by giving them good reasons for doing it 8.A Buddhist temple 9.the light and the heat of the sun DOWN 2.become less worried 3.a special event 5.a journey for pleasure 6.the act of allowing 7.an outdoor fire in the campground 13 Keys: ACROSS :1.recently DOWN : 2.relax 4.persuade 8.pagoda 3.occasion 5.trip 9.sunshine 6.permission 7.campfire 2.3.10.Game:Noughts and Crosses a) Procedure: - Draw cells on the board, each cell contains word (or a drawing) For example : Supermarket Sournenir shop School Post office Bookstore Movie theater Hotel Street Village - Divide students into groups, one group is Noughts (0) and the other group is Crosses (X) - The two groups take turns to choose words from the boxes and make sentences with that word For example There is a post office near my house - The group that can get a correct sentence will get a "0" or an "X" - The group with three "0" or three "X" on a horizontal, vertical, or diagonal row will win b) Specific to each lesson Unit 1: A DAY IN THE LIFE OF - Writing (English 10) Teacher’s activities & contents Students’ activities + Warm the Ss up by having them play a game called Noughts and Crosses: divide the class into +Each side will be a groups: group Noughts and Crosses + Hang the poster below on the table 14 At first Before Then In the end Since then After that After As soon as Until Till While At that time One day When Finally Therefore +Look at the poster + Ask Ss to choose word by word in the cells and make sentences with each word A correct sentence gets one or X The group with or X vertically, horizontally, or diagonally first will be the winner The sentences must be grammatically correct and make sense + After finding out the winner, stop the activity and give feedback +The groups take turns to choose word by word to make sentences Listen to T’s feedback Unit 2: SCHOOL TALK – Language Focus (English 10) When Why Who Which What Where Where How What Questions: 1.What you in your freetime? 2.What is your favourite sport? How often you watch TV? 4.Where you usually go on a Sunday? Who you often spend your freetime with? Why you morning execises everyday? Where you go on holiday? Where you have freetime? Which sport you prefer football or swimming? 2.3.11.Game: Word Jungle: Exercise to find words in the square a) Procedure: Tell students to find the words they have learned (horizontally, vertically, or diagonally) 15 This way they can review the words they have learned or become familiar with some new words through a game This game can be applied in the Warm-up section b) Specific to each lesson : Unit 7: ECONOMIC REFORMS - Listening (English 12), I let them play the word finding exercise in groups of students W C I O O N E X P S O L U T O I R O T N S Z R Y T S D F G D L C P K F A Y X U R A N L A Z Y N Q S U N W X V Q N V G P G D B S T O P G A O Z G O V E R N M E N T Keys: Export Drug Say Government stop island Lazy Solution Note:When doing this type of exercise, teachers should limit the topic to students because the language is actually very large and vast To make the class more lively and encourage students to learn, teachers can divide the class into groups and can reward the group for finding the most words in the fastest amount of time 2.3.12.Game: Bingo a) Procedure: - Prepare cards, each with 16 words and the position of words is scrambled differently in each plate - Similar to how to play bingo of Vietnamese people, Teacher gives each student a card - Teacher reads aloud word for word (avoid re-reading already read words) - Students listen to and cross check boxes - The first student to complete a horizontal row or a vertical row on the crossword will shout "Bingo" - The student will re-read the words in the row under the supervision of the teacher and then he is declared the winner b) Specific to each lesson: Revision (Unit 1-2-3-4-5-6-7-8)Languague focus (English 10) BINGO 16 bad part food boot bed feet pet fat boat beat paid bird bit but fit put bit but part bird pet boot fit beat beat bed boat bit BINGO foodBINGO part feet bed bad bit boat fat fat but boat bed paid put paid put BINGO paid pet put part bird bad fit food BINGO bad boot food pet feet bird beat fit boot feet fat but pet beat boot part paid boat fat bad put bed feet bit BINGO bird but fit food fat paid beat pet boot put bad bed Section bir 3: resultS of THE researcH food d AND PROPOSAL part fit 3.1.resultS of THEbit researcH feet but boat: After months of applying the new ideas , I conducted the school survey and got some encouraging result as in the following tables: When the above methods have not been applied Class total like Dislike because it is difficult 11B3 40 15 (37,5 %) 25(62,5 %) 11B10 39 15 ( 38,5 %) 24(61,5 %) 11B6 42 16 ( 38,1 %) 26( 61,9 %) 12C7 42 15( 35,7%) 27(64,3%) After applying the above methods Class total like Dislike because it is difficult 11B3 40 30 (75 %) 10 ( 25 %) 11B10 39 26 ( 66,7 %) 13 (33,3%) 11B6 42 30 (71,4 %) 12(28,6%) 12C7 42 32 (76,2%) 10(23,8%) 17 Through the process of applying new teaching methods to teaching the subject, specifically applying language games created by my seniors in the same field, I have drawn some lessons from my own experience such as: - In the process of applying familiar games, it is necessary to have measures to change or modify suitable for each lesson and for each student object to avoid boredom - It is important to prepare carefully for sound solving strategies for games that can cause a lot of noise If not, even though it is possible for students to become the center and subject of the learning process, the teacher loses control of the lesson time After each lesson in the application of the above language games, there are some new experiences to be drawn, but the above are the main lessons to be shared 3.2 PROPOSAL: The effective achievement of education "Learn but Play - Play but Learn" ensures safety, solidarity, real fun for participants, sometimes it is even more difficult to tell an interesting story or to teach in class Therefore, teachers who want to achieve the highest efficiency must have an enthusiastic heart, have an understanding of psychology and physiology of each age, must constantly study, practice and improve the experience of using games as work educational tools in the career "One hundred years of cultivating people" for the country Obviously, there is no denying the advantages of using familiar language games to launch students into new lessons, so I hope that the teachers of the subject will pay more and more attention to this part to increase the actively take the initiative for students in learning English To increase the efficiency and promote the advantages of these games, I have some recommendations as follows: - In group activities, English teachers exchange experiences in using games in warm-up; In addition, you can assign tasks to each member to compose this part in each specific article, then share with other members in the group to increase the composing efficiency - If possible, the school helps organize an extra-curricular English session in which the sections actively use popular language games so that students can gradually get used to these forms; From there they can apply these games themselves in a school environment - Some games used in English have almost the same effect as when applied to other subjects, not only in the warm-up but also in some activities in the main content of the lesson Therefore, if possible, it is expected that teachers of other subjects can refer to English games (which have been printed into books in many documents for English teachers) to consider and make appropriate changes fit into your subject - With English subject a few noisy minutes in class is inevitable, but it is a useful noisy minute But in my work , this noise will affect other classes because 18 sometimes when playing games, students' psychology is very sensitive and active, sometimes they can not control themselves, sometimes laugh very loudly, clap hands… Thus, teachers must be really active game owners, solve all unexpected situations to expect to play the game effectively According to my subjective opinion, I think language games should be more applied and created to suit the students that I teach Due to the writer ́ s limited ability,this small convey is only conducted in Le Van Huu high school and the study that I present will inevitably avoid the irrationalities With all the effort ,the writer looks forward to the understanding, evaluation and receive contructive commens from colleagues Thanh Hoa, May 15, 2021 SCHOOL LEADER’S CONFIRMATION COMMITMENTS DO NOT COPY Writer Dang Thi minh Hanh REFERENCES Games to teach English (Harold S Madren) - Oxford University Press 2003 BridgeTEFL: Teaching English With Games (2007) Some websites teaching English: http://www.teachingenglish.org.uk/ http://www.teachernet.gov.uk/,http://www.britishcouncil.org, http://www.globaledu.com.vn, http://www.ila.com,… English textbook 10 (Ministry of Education and Training) - Education Department English Textbook 11 (Ministry of Education and Training) Education Publishing House English Textbook 12 (Ministry of Education and Training) - Education Publishing House ICT ESD - Education Publishing House (2008) 19 ... study are - To introduce some English games in teaching English at high school - To show how to organize games effectively and how to deal with initial problem that may arise - To create excitement... when they take part in the games From those reasons ,the study ? ?How to use some useful language games in teaching English at high school “ has been conducted with the hope to make teachers and... http://www.ila.com,… English textbook 10 (Ministry of Education and Training) - Education Department English Textbook 11 (Ministry of Education and Training) Education Publishing House English Textbook 12 (Ministry