Measures to improve 6th grade studentsinterest in english lessons through some traditional folk games

1 “Measures to improve 6th grade students’interest in English lessons through some traditional folk games.” INTRODUCTION 1.1 The reason for choosing the topic In recent years, the reality of education quality has always been a topical issue of interest to many levels of education management, teachers as well as parents Especially, from 2020, the program of replacing textbooks for grade and grade has been left, leaving many questions for researchers, education managers, and many concerns for teachers, students and parents From the reality of the quality of education, major campaigns have been launched and implemented Experimental education programs are studied and implemented in many localities; The innovation of teaching methods is carried out deeply and widely in each educational institution and is considered one of the important solutions in improving the quality of education However, changing the quality of education has not been synchronized and clear There are many factors that affect the quality of education, in which the implementation of innovative teaching methods towards learners has a particularly important role One of the important highlights in the learner-centered teaching method is the teaching of using games; By teaching through games will create a lively atmosphere in the classroom, help students be more active in performing tasks and comprehending knowledge, enhance communication, exchange, cooperation and help Students' interactions help students to form and practice their academic and life skills, while enabling teachers to work as mentors and counselors for students With the merits of games teaching, learning through games is very suitable for the characteristics of English in general and teaching English in secondary schools, because this is a heavy vocabulary, difficult to grammar, right associated with communication Concerned about how students can actively and interestingly implement the task of learning comprehension knowledge, meet the subject's listening, speaking, reading and writing skills, especially communication skills In fact that, we have used foreign games in our lessons such as : Bingo,slap the board,noughts and crosses ,lucky numbers or matching,and so on…Because these games are used many times,students can feel boring.Thus, I wonder which other games will help lessons become more exciting As we know Viet Nam is rich in traditional fold games In personal belief that although our life is becoming more modern,the value of tradition is never out of date It would be better and more necessary If we can preserve and bring into the nation’s culture in morden life During my teaching, I learned to apply some traditional folk games in teaching and achieved important results through every study Each school has different conditions so there will also be different ways in the process of organizing games activities in teaching English But I also boldly present some measures to organize traditional folk games in my own English teaching at secondary schools to help improve students’interest through the topic: “Measures to improve 6th grade students’interest in English lessons through some traditional folk games.” 1.2 Research purposes The study is aimed at finding the ways in helping and encouraging students study English better by using traditional folk games for students of grade at secondary school effectively with the textbook English 1.3 Researching object Some experiences in improving 6th students’interest in learning English effectively by using traditional folk games " (New English Textbook) " 1.4 Research Methodology The writer did some steps to this research, they are as follows; 1.4.1 Researching method to construct the theoretical basic 1.4.2.Surveying method the reality relating to the problem 1.4.3 Method of collecting the data through the test and posttest; 1.4.4 Method of analyzing the data; 1.5 New points of my experience initiative: The research will be useful to students, teachers and researchers in the field of English language teaching and learning: students can not only enjoy taking part in classroom task more but also preserve and bring into the nation’s culture in morden life.; teachers can understand more about the traditional folk games and use them to make more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research 3 2.CONTENT 2.1 The theoretical foundation of the experience In the past years, the more modern the life is,the more the traditional folk games has been affected These games has been ignored or disappeared because of appearance of new games These new games are modern games with hitechnology which have made people addicted especially young generations These new games may replace traditional folk games or make them be in risk of being lost.Besides, these modern games are unsuitable for Viet Namese people’culture as well as physical condition Therefore, recently our government and citizents have cared in preserving and bringing into the nation’s culture in morden life much more And it would be better If we try our best to make the nation’s culture better in modern life In foreign language teaching, this view is more and more correct Apart from using foreigner games such as bingo,hang man…… traditional folk games in English lessons plays an important role The traditional folk games such as:’ Oan tu ti”, “blindman’s bluff”… , will help to improve students ‘interest are effective and useful These games can be used to review or learn new words, grammar , listening …….Students will be interest in learning English and It helps students be more active in performing tasks and comprehending knowledge, enhance communication 2.2 Situation of the problem before applying experience initiatives 2.2.1 Advantages My school is one of the best schools in Tho Xuan district with a lot of outstanding achievements Teaching and learning English are more and more attached here 2.2.1.1 About the teachers of English At my school, there are two English teachers aged from 37 to Both of us were trained at Hong Duc university Everyone has been teaching English for over 10 years We are all young, enthusiastic, active, creative and willing to devote to teaching career Both of us can apply new teaching method, the information technology, teaching aids to teaching skillfully We are also familiar with the techniques of teaching and eliciting vocabulary 2.2.1.2 About the students All of the students have learnt English for years at primary schools Most of them are obedient and dutiful They also know how important the English is and they are also familiar with the different ways of studying and using vocabulary 2.2.2 Disadvantages 4 Besides the advantages above,many students don’t like or even though they are afraid of learning English 2.2.2.1 About the teachers Some teachers still face a number of difficulties in the implementation of certain operations, teaching techniques of each lesson, each stage of the lesson or the combination of the teaching techniques Some teachers are still afraid of using or even not use teaching aids proficiently for the lesson (For example: laptop, projector, cassette, CD, ) In lessons, some teachers not use the different techniques or methods They often use old ways or old games which are used again again which have made students bored and have difficulty in understanding the lessons 2.2.2.2 About the students Although all of the students have learnt English for years at primary schools, they are different from levels A number of them are only good at grammar, not at speaking, reading, writing and listening Futher ,A lot of students aren’t interested in learning English Besides,They don’t pay attention to their lessons.Moreover,they become less confident and passive to participate in classroom activities even though they are afraid of taking part in these acitivities.Consequently, the way to improve their interest in learning is very important to make sure that they will be more active in performing tasks and comprehending knowledge, enhance communication 2.2.2.3 Specific survey In the process of teaching, I have been given the duty to teach grade With the awareness of researching and studying the situation of students’ learning the subject and learning from experience, right since the beginning of the school year, I outlined a specific plan and method to actively investigate the situation of students’ learning in my classes Though the investigation , I realized that most students are not fond of performing tasks and comprehending knowledge, even afraid of joining in classroom activities Determining advantages and disadvantages, at the beginning of school year 2019-2020 I took a small survey about their interest in learning English for grade students And I obtained the following results Table 1: Survey Results of grade School year 2019-2020(9/2019) dislike normal like adore Class Total SL % SL % SL % SL % 6A 34 14 41,1 11 32,3 17,6 9,0 2.3 The solutions used to solve the problem: From the above result, I have been thinking, researching in order to make the work better, help students enjoy learning English and improve quality of teaching the subject I would like to present some measures as follows 2.3.1.The game “blindman’s bluff” 2.3.1.1 The Steps of playing the game : Step1 : Teacher can use the game to help students to review vocabulary in topics Step 2:Teacher prepares some things about the topic such as school things, toys, ….in a box Step :Teacher call a student and cover his/her eyes and choose a thing Step 4: An other ask him “ what is it” Step 5: He/she has to touch the thing ,guess and then answer “It’s………….” 2.3.1.2.Example : Unit : My new school Teacher can use the game in unit – Getting started ( Exercise 3) to check vocabulary after teaching school things or review vocabulary at the biginning of a lesson 6 2.3.2.The game’’oan tu ti ‘’ 2.3.2.1 The steps of playing the game : Step :Teacher can use the game in many cases +use to find out which team is the first beginner + use to compete to write vocabulary or sentences We can play the game following guide : Step : Student will work in groups of or students standing into two rows Step :Each pair wil play “oan tu ti” the winner will write the work on their board Step 4: Teacher will check which team writes well is the winners 2.3.2.2 Example: Unit 6: Our Tet holiday Teacher can use the game in Unit 6: -A closer look 2(Exercise 3) for student to write sentences “what should/shouldn’t you at Tet ?” 2.3.3 The game “cuop co’ 2.3.3.1 The steps of playing the game The game can be used to review vocabulary or structures Step :Students work in groups of five or six standing a line Step 2: Each student has to stand in a row from 1st to 6th 7 Step 3:When teacher calls one number, the student Who is an owner of the number will go to take a flag in the circle -There is a word or stucture Which need reviewing 2.3.3.2 Example: Unit :My neighbourhood We can play the game in Unit 4- A closer look to review comparative For instance, teacher call “good” student has to find and take the flag with word “better” 2.3.4 The game “cua cap” Teacher can use the game to review vocabulary or structure 2.3.4.1 The steps of playing the games Step 1: Students work in groups Step 2: Teacher put some card with words or letters which are mictured on a table 8 Step 3: Ask students of each group to use two fingers as legs of a crap in oder to take the words to make a sentence or letters to make a word Step : The team which can make more sentences or words will be winners 2.3.4.2 Example : Unit 12 :Robots Teacher can use the game in Unit 12: - Looking back ( Exercise ) give some cards with words so that students take them to make full sentences using the stucture with”will be able” 2.3.5 The game “nhay bao bo” ( bag Jumping) Teacher is able to practice students’listening skill by using this game 2.3.5.1.The steps of playing the game Step 1: Students will play the game in two groups Each student of a group has to stand in a bag and hold the bag by their hands Step :Teacher will read sentence or short conversation Step :Students will jump with the bag toward the end in order to find key word for teacher’s exercise 9 2.3.5.2 Example : Unit : Sports and games Teacher can use the game in Unit : A closer look1 in order to help students to improve listening skill in exercise 2.3.6 The game ‘tron tim” (Hide and seek) Teacher can use the game to help stdudents remember new words in their class 2.3.6.1 The steps of playing the games : Step 1:Students can sit down at their place Step :Teacher sticks some flash cards on the board Step :Teacher asks students to closer their eyes and then teacher take a flash card to hide Step 4:Teacher counts loudly “five,ten, fifteen,twenty open your eyes and find” Step 5: Students open their eyes and find out the lost thing or lost word Step :Teacher calls a student to give a answer.If it is true,he/she will be the winner 2.3.6.2 Example : Unit 11: Our green world The game can be used in Unit 11:A closer look 1(English 6) (Exercise 2) Teacher will stick some pictures about water,plastic bottle,paper,can,… on the board.After that,students play the game to review vocabulary about the things 10 2.3.7.The game ‘Ca sau len bo” Teacher can use the game so as to help students review irregular verbs in grade 2.3.7.1 The steps of playing the game Step Teacher calls five or six students standing a line Step 2.Teacher can use the stage as a bank of pond/lake and the rest of the class used as pond/lake Step 3.Teacher call a word and students have to define that the word is present form ,students will stant into the pond/lake And the opposite place, If the word is the past form, students will be able to jump onto the bank.If student isn’t in the right place,he/she will become “a prisoner”and will be punished 2.3.7.2.Example : Unit : Sports and games We can play the game in Unit – A closer look so that students will have a chance to review and distinguish the present and past of verbs 11 2.3.8.The game “nhay lo co”(hop) Teacher can use the game in order to help students to review vocabulary or improve listening skill 2.3.8.1 The steps of playing the game : Step Teacher will make a map with numbers from one to ten as an obstacle sothat stuidents will hop through these obstacles to the end in order to take the card which is required by teacher Step If students take correct cards and their leg isn’t on the land when they hop,they will become winners.finally, they will receive a gift 2.3.8.2.Example : Unit 7: Television We can play the game in Unit – A closer look (Exercise ) in order to students vocabulary about television Teacher gives clues: “It’s a thing which we use it to change the channel from distance What is it ?” Student will hop through the obstacles to find out the card with the picture of remote control and return 12 2.3.9 The game “Di ca kheo “(Stilt walking) Students will be able to review vocabulary or listening skil by playing the game 2.3.9.1.The steps of playing the game Step 1.Students will work in groups of five or six Step Teacher puts some flash cards at one side and students will have to stand far from the cards Step 3.Teacher call loudly a word which students will take Step 4.Stdudents of each group will try their best to walk stilts to the end in order to take the correct cards which teacher ask Step 5.The group with more cards will win 2.3.9.2.Example: Unit 10: Our house in the future We can play the game in Unit 10– Looking back (Exercise ) in order to students vocabulary about house in the future Teacher calls: “Let’s find all the house things in the future” + Students will walk stilts and find correct words + The group which can find more words in three minutes will be winner 13 2.3.10 The game “U… u” Students will be able to review vocabulary or listening skill by playing the game 2.3.10.1.The steps of playing the game Step 1.Students will work in groups of four or five Step Teacher puts some flash cards at one side/things and students will have to stand far from the cards/things Step 3.Teacher call loudly a word which students will take Step 4.Students of each group will try their best to run toward to the end in order to take the correct cards/things which teacher ask When student run in order to take the cards /things ,they have to keep the sound “U”.If the sound is interrupted,the sthudent will be lost Step A student of other group have to find the way to catch the competitor as well as he/she can Step 6.The group with more cards/ more things will win 2.3.10.2.Example: Unit 9: Cities of the world We can play the game in Unit – A closer look (Exercise 2) so that students will have a chance to review the vocabulary about city/food/people/building/weather 14 Teacher calls: “Let’s find all words about the city ” + Students of tearm A will try to run quickly and find correct words.They remember to make a sound “u” + The students of team B will prevent members of team B from taking correct cards or things + The group which can find more words in three minutes will be winner 2.4 Results after applying the research in teaching In the year 2019 - 2020, I have applied these initiatives in teaching the students of class 6A at my shool and I myself realized that using traditional folk games of teaching according to the above contents is very suitable for the new textbook program, the application has achieved very positive results, Specifically - Students are interested in the subject, the learning atmosphere is lively, the students are more proactive in performing their tasks and acquiring knowledge, enhancing communication, exchanging, cooperating and helping each other's students thereby help students form and practice their academic and life skills - As a result, their four skills are much better and they are interested in learning the subject more, which motivates me much in my teaching career This is also the reason leading to the relatively positive result of the school year 2019-2020 in the classes that I am teaching Hopefully, my own small experience will help 15 colleagues enrich their experiences in improving students’interest in learning not only English but also other languages At the end of school year 2019 -2020, I continued taking a test for the grade students And the results are as follows: Table 2: Survey Results of grade School year 2019-2020(5/2020) Class 6A total 34 dislike normal like adore SL % SL % SL % SL % 11,8 20,5 15 44,1 23,5 Reconciliation between Table and Table I see that the quality has increased significantly, the number of dislike of students reduce, the number of like and interest of students increase, learning attitude of the children is very good The English classes are very fun Many students not only read aloud, clearly but also have very nice reading voice and apply the knowedge the have learnt better adore Increase 14,5 % like Increase 26,5 % normal Decrease 11,7 % dislike Decrease 30,7 % 16 CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion In short, at the secondary school level, making students more interested in learning English through traditional folk games plays an important role to help students be more active in performing tasks and comprehending knowledge, enhance communication and help students fully develop their language knowledge and skills However, playing traditional folk games should be varied, more flexible and enjoyable Therefore, with this innovative experience I hope to make small contribution to help teachers and students in my school in particular, and at numerous schools in general overcome the difficulties in studying English and making learning more efficiently In my opinion, there are no methods or techniques that show absolute usefulness for the teaching unless the teacher can stimulate his/ her students and arose student’s interest in learning And what I hope to in this research is teaching better and finding the success in educating Due to the short time as well as limited knowledge of the author on this matter, the subject can not avoid limitations which need adding and commenting 3.2 Suggestions Considering the results obtained in this study and discussions in the previous parts, there are several suggestions that the writer would like to present 3.2.1 To the teachers of English Teachers of English are expected to the following things - Use games ,especially traditional folk games in lesson in order tomotivate and make students interested in studying English - Create more relaxed atmosphere in the process of studying and taking part in classroom activities students get bored and make them interested in studying English lessons 3.2.2 To the students The students are suggested to the following things - Pay attention to the teacher’ explanation about the lesson and participate in the knowledge of studying through playing some traditional folk games - Find the extra study actively to support their abilities, especially in learning learning English - Practice their language in written and oral communication; 17 - Like the English language as one of the important subjects in the school and be active students * I hereby declare that this research is due to the experience I myself have written, copy from nobody I sincerely thank you! THE LEADER OF SCHOOL 'S Tho Xuan, Marth 27th 2021 CONFIRMATION The writer 18 TABLE OF CONTENTS CONTENTS - INTRODUCTION 1.1.The reason for choosing the topic 1.2.Research purposes 1.3.Researching object 1.4.Research Methodology 1.5.New points of my Experience initiative CONTENT 2.1 The theoretical foundation of the expenrience 2.2.Situation of the problem before applying experience initiatives 2.2.1 Advantages 2.2.2 Disadvantages 2.3.The solutions used to solve the problem: 2.3.1.The game “blinddman’sbluff” 2.3.2.The game “Oan tu ti “ 2.3.3.The game “cuop co” 2.3.4.The game “cua cap” 2.3.5 The game “nhay bao bo” (bag Jumping) 2.3.6 The game “tron tim “ (Hide and seek) 2.3.7 The game “ca sau len bo” 2.3.8 The game “nhay lo co “ (hop) 2.3.9 The game “Di ca kheo”(stilt walking) 2.3.10.The game “U….u….” 2.4 Results after applying the research in teaching CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion 3.2 Suggestions PAGE 2 2 3 3 5 6 10 11 12 13 14 16 16 16 19 REFERENCE BOOKS Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Teacher book, new text book published by The Ministry of Education and Training Phương pháp dạy tiếng Anh Trung học sở (Nguyễn Hạnh Dung) English language teaching Methodology of The Ministry of Education and Training The collection of 100 traditional folk games(Nguyễn Hùng) The collection of 100 trditional folk games (Đặng Thanh Nghị ) 20 Introduction to orgnize traditional folk games Appendix Teaching plan of an experimental teaching period UNIT 1: MY NEW SCHOOL Period Lesson 1: Getting started Date of planning: 24/ 8/ 2019 I Objectives: By the end of the lesson, ss will be able to listen and read for specific information about a special day then practice listening and speaking with the lexical items related to the topic "My New School" II Language content - Vocab: School lexical items - Grammar: The simple present, the present progressive 21 III Teaching aids - Materials: Ss’ books, text books, tape & radio IV Procedures: Activity 1: Warm up.(5’) Objectives : - Help students to get used to the topic of the lesson - Ask sts to play traditional folk game “blindman’s bluff” 2.Method and techniques: - Use game Classroom organization: - individual and whole-class Teaching aids: - Teacher: laptop and TV, textbook, - Students: Ss' books, notebooks, and their preparation Teacher’s and Ss’ activities Target language * Play the game “blindman’s bluff” Step1 : Teacher can use the game to help students to review vocabulary in topics Step 2:Teacher prepares some things about the topic such as school thing in a box Some students play the game Step :Teacher call a student -Each of them tries to guess a school thing and cover his/her eyes and when they touch choose a thing Step 4: An other ask him “ what is it” Step 5: He/she has to touch the thing ,guess and then answer “It’s………….” Activity 2: Presentation(15’) Objectives : - Help students to learn the students some new words about school things 2.Method and techniques: - recall Classroom organization: - individual and whole-class Teaching aids: - Teacher: laptop and TV, textbook,pictures, - Students: Ss' books, notebooks, and their preparation 22 Teacher’s and Ss’ activities Target language Teacher shows the picture on P.6 then raises some questions - Teacher explains the word “special” and asks “Why is it a special day?” - Teacher presents the new words - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab - How many people are there in the picture? - What is Phong doing? - What are the children going to do? 1.Vocabulary: -be excited (adj): phấn chấn -wear (v) mặc -Uniform (n) : đồng phục -smart (adj) : bảnh bao, nhanh chí -calculator(n): máy tính -compass(n) : compa - rubber : cục tẩy * Checking vocab: Recall - Repeat in chorus and individually - Copy all the words Activity 3: Practice: (20’) Objectives : - Guide the students to exercises 2.Method and techniques: - Communication method Classroom organization: - Individuals, pair work, group work Teaching aids: - Teacher: laptop and TV, textbook, - Students: Ss' books, notebooks, and their preparation Teacher’s and Ss’ activities * Set the sences: ? Look at the picture on page ? Who are they? ? What is Phong doing? ? Who are Vy and Duy? Target language Listen and read - Answer the questions individually - They are Phong, his Mum, Vy and Duy - He is having breakfast - They are Phong's schoolmates 23 ? Why is it a special day for them? - We are going to listen and read a dialogue about Phong, Vy and Duy's special day - Play the recording twice ? Listen and read then check your answer for the last question ? Run through the statements ? Work individually ? Share answers with your partner - Teacher gerts feedback ? Refer back to the conversation to find the expression ? Practise saying them ? What they mean - Teacher explains ? Role play the short conversation - Divide the class into four groups ? Create short role-plays with the expressions in groups - Have some pairs role play in front of the class ? Look at part p7 then listen to the poem * Comprehension questions: a Who is the poem about? b Who is going back to school? c What does he have? ? Which words can we replace - Because it is their fisrt day a the new school a True or False (1a P7) Key: T T F F T b Find the expressions in the conversation Check what they mean Key: used ot express surprise (nagative) "You'll find out used to invite sb in used to say "yes/alright" c Role play (1c P7) Group1: create short role-play with: "Oh, dear" Group2: create short role-play with: "You'll see" Group3: create short role-play with: "Come in" Group1: create short role-play with: "Sure" Listen and read the poem (2 P7) Key: a It's about Nam b His friend is c He has nice shoes, new pens - Nam, nice shoes, new pens - Write the poem and read aloud 24 to make a new one about your partner? ? Work in pairs and write a poem about your partner - Have some students read their poem aloud ? Run through all the words given ? What are these words about? ? Match each word with a sutable pictures - Play the record ? Listen and repeat then check your matching Listen and match (3 P7) - They are about school things Key: 1- b 6- i 10- h 2- e 7- f 3- j 8- a 4- d 9- g Activity 4: Consolidation and homework: (5’ ) 4.1: Consolidation (3') - consolidate the lesson 4.2: Homework (2') Teacher’s and Ss’ activities Target language - Ask Ss to: - Do the tasks at home + learn by heart the new words + redo exercises into their notebooks + prepare the next lesson" A closer look 5-c ... secondary schools to help improve students’interest through the topic: ? ?Measures to improve 6th grade students’interest in English lessons through some traditional folk games. ” 1.2 Research purposes... ways in the process of organizing games activities in teaching English But I also boldly present some measures to organize traditional folk games in my own English teaching at secondary schools to. .. To the teachers of English Teachers of English are expected to the following things - Use games ,especially traditional folk games in lesson in order tomotivate and make students interested in