Kinh nghiệm dạy ngữ pháp trong tiết a closer look 2 tiếng anh 7

PHÒNG GIÁO CATALOGUE DỤC VÀ ĐÀO TẠO THỌ XUÂN TRƯỜNG THCS Contents  Page 1 2 2 2 16 INTRODUCTION 1.1.Reason for choosing the topic 1.2.Research purpose 1.3 Research object 1.4 Research Methods applied 1.5 Personal creations SÁNG KIẾN KINH NGHIỆM THE CONTENT OF THE EXPERIENCE 2.1.Theoretical basis of the experience initiative 2.2.Problem situation before applying experience initiative 2.3 The solution was used to solve the problem TÊN ĐỀ TÀI for educational 2.4 The effectiveness of the experience initiative activities, with myself, my colleagues and theCHƠI schoolĐỂ KHUYẾN KHÍCH “KINH NGHIỆM SỬ DỤNG TRÒ CONCLUSION AND RECOMMENDATION 16 HỌC SINH NÓI TRONG KỸ NĂNG - TIẾNG ANH 6”16 3.1 Conclusion 3.2 Recommendation 17 * Reference document Người thực hiện: Đỗ Thị Hịa Chức vụ: Giáo viên Đơn vị cơng tác: Trường THCS SKKN thuộc lĩnh vực: Tiếng Anh INTRODUCTION Thọ Xuân, năm 2021 1.1 Reason for choosing the topic Nowadays, English assumes as a more and more important part as a means of international communication than ever Therefore, in some recent years, the focus of teaching has been promoting oral skills in order to respond to the Students’ needs for effective communication However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking in particular does not come up to the study aims In spite of teachers’ efforts to provide students with opportunities to develop their communicative skills, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many secondary schools in Vietnam At my school, for most students they find speaking especially important yet most challenging one It has been proved that some students got into a habit of learning “mute English” which obviously harmful to a language learner It also seems to the writer that the techniques exploited during a speaking activity such as: role plays, simulations, discussions… are not really effective Therefore, it is a necessity to find a supplementary technique used in teaching speaking Games can help teachers to create contexts in which the language is useful and meaningful It can be realized that the common tendency of these methodology writers is that teachers should be more active in using classroom activities to help students recycle lexical items One of the most recommended activities is games According to them, games are highly motivating, competitive and fun They also bring a relaxed atmosphere and create more opportunities for students to practise With games, students will enjoy themselves, be stimulated and get involved in speaking As a result, they can learn new lexical items faster and remember better With so many advantages, games seem to be an effective way in teaching and learning a foreign language in general and speaking in particular All the aboved- mentioned reasons and factors have inspired for me to conduct a research titled " Experiences in Using games to motivate the students in speaking skills in “skills 1” lesson - English 6” 1.2.Research purpose - How to motivate students to speaking English in classroom - In order to improve the quality of speaking classes, the study limits itself to the study on using language games to motivate the students to speak -The purpose of testing the effectiveness of using games to motivate the students in speaking skills in “skills 1” lesson - English - Providing some suggestions and implications for the improvement of speaking teaching at secondary school by using games in addition to other techniques 1.3 Research object 1.4 Research Methods applied Researching in the process of teaching English at secondary school This subject is concerned with ways of using games to motivate the students in speaking skills in “skills 1” lesson - English 1.5 Personal creations Reading reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences II THE CONTENT OF THE EXPERIENCE 2.1 Theoretical basis of the experience initiative Education is in the process of reforming, replacing textbooks, which means using new methods in the process of teaching and learning In fact, there are many methods to practice communication skills and experience in using English However, many teachers often use teaching methods, which support the content designed in the textbooks, less creative in designing more lesson content, not much interest for students, especially not creating opportunities for students to experience actually In order to successfully implement the new textbook program in general and the 6th grade – English books in particular, the training of skills 1needs to be paid special attention to practical speaking skills and experience, including teaching creative experience with the subject Using games to motivate the students in speaking skills in “skills 1” lesson - English 6” 2.2 Problem situation before applying experience initiative In fact, many teachers who teach English of the foreign language projects , have not focused on the application of knowledge to activities in daily life ,yet Students only focus on learning the languages available in the current program but not acknowledging that applying the knowledge they’ve learned into the real life is extremely important In comparison with the current English program, in the new English program, students learn about food, presenting the names of ingredients, how they are prepared, and the meaning of those dishes Since then, the implementation of the English program project poses a requirement for teachers to have orientation measures to organize creative experience activities for students so that the knowledge they’ve learnt is linked to practice 2.3 The experience solution was used to solve the problem 2.3a Purpose of the solution Successful research, implementation of this topic will help students feel more interested in acquiring knowledge because they understand that acquiring knowledge is closely related to their experience, experiencing the knowledge that they have learned in practice Therefore, students have the opportunities to improve their own skills Through this topic, teachers will know how to help students apply the knowledge they’ve learned to practical life, while increasing the ability to organize educational activities through using game in speaking skills 2.3b Content and how to implement the solution What are language games? Language games can be used in language classes So what are games and what are language games? First of all, what are games? Games are forms of entertainment derived from a set of artificial rules, typically with a known goal to be reached Games can be in the form of physical activities, mental, or a mixture of the two So, what are the language games? Language games mean games related to language If games help to improve different aspects such as intellectual ability, patience, then language games help to develop language skills When playing these language games, students not only have fun but can also practise English enjoyably, which helps to motivate students Types of language games: * Guessing games These are a variation on information gap games One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing The other participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of * Search games These games are yet another variant on two-way information gap games, with everyone giving and seeking information Find Someone Who is a well known example Students are given a grid The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs * Matching games As the name implies, participants need to find a match for a word, picture, or card For example, students place 30 word cards, composed of 15 pairs, face down in random order Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory This is also known as the Pelmanism principle, after Christopher Louis Pelman, a British psychologist of the first half of the 20th century * Labeling games These are a form of matching, in that participants match labels and pictures * Sorting, ordering, or arranging games For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store * Information gap games In such games, one or more people have information that other people need to complete a task For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing Information gap games can involve a one-way information gap, such as the drawing game just described, or a two-way information gap, in which each person has unique information, such as in a Spot-the-Difference task, where each person has a slightly different picture, and the task is to identify the differences * Exchanging games In these games, students barter cards, other objects, or ideas Similar are exchanging and collecting games Many card games fall into this category, such as the children’s card game Go Fish: http://www.pagat.com/ quartet/gofish.html * Board games Scrabble is one of the most popular board games that specifically highlights language * Role play games The terms role play, drama, and simulation are sometimes used interchangeably but can be differentiated (Kodotchigova, 2002) Role play can involve students playing roles that they not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful * Some common other games: Shark attack, Hang man, Word square Cross word puzzle, Pelmanism, Kim’s games, Lucky Numbers ,Noughts and Crosses Procedures of games: Most games in play Game with English have four stages: The rules of the Game The best way of getting over how a game is played and what rules must be followed is not to explain but to play a trial round introducing the rules at appreciate moments Choosing sides The games in Play Games with English can be played in one of the following four ways: Individual v individual Here each person in the group plays against each other Small team v small team Here the group is divided up into a number of teams with two or three players in each team Team A v.Team B here the group is divided into two teams You v the group Here you (or individual students in turn) play against the rest of the group Some games are best played individual v individual In other games you can be more flexible, varying the way the different games are played If the students organize themselves into teams, make sure that not all best students end up in the same team Some games involve team discussion Stress to your students that the working language should be English Playing the Game In some of the games in Play Games With English players are eliminated gradually from the game until only one player (the winner) remains It is sometimes best to play these games by giving each player two or three “live” or chances When the last “life” is lost the player is eliminated Try to involve players who are eliminated in helping you run the game so that they have something to Correction while the game is being played, correction of mistakes should be as unobtrusive as possible, as otherwise the game will quickly stop being a game and turn into a grammar lesson Follow up The purpose of this stage is to relate the game to the more serious business of learning a language This is especially useful for those students who think that if they have been enjoying themselves speaking English they can not really have been learning anything Mistakes made during the game can be corrected and any important new vocabulary which was introduced can be written up The role of games in teaching English - Games provide a context for meaningful communication Even if the game involves discrete language items, such as a spelling game, meaningful communication takes place as students seek to understand how to play the game and as they communicate about the game: before, during, and after the game - Games add interest to what students might not find very interesting - This meaningful communication provides the basis for comprehensible input, what students understand as they listen and read, interaction to enhance comprehensibility, e.g., asking for repetition or giving examples, and comprehensible output, speaking and writing so that others can understand - The emotions aroused when playing games add variety to the sometimes dry, serious process of language instruction - The variety and intensity that games offer may lower anxiety and encourage shyer learners to take part, especially when games are played in small groups - Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game - Games are student-centered in that students are active in playing the games, and games can often be organized such that students have the leading roles, with teachers as facilitators -Many games can be played in small groups, thereby providing a venue for students to develop their skills in working with others, such as the skill of disagreeing politely and the skill of asking for help Other advantages of games played in groups include: +The team aspect of many games can encourage cooperation and build team spirit +Although many games involve competition, this is not necessarily the case + In most games, everyone has a turn, encouraging everyone to take a turn, rather than letting others all the talking and other actions, and discouraging one or two people from shutting out others - As many games can be played outside of class, they provide a means for students to use the language outside of class time - Games can connect to a variety of intelligences ….e.g., - Games played with others involve interpersonal intelligence - Games involving drawing connect with visual/spatial intelligence - Games often have a hands-on element, such as cards, spinners, or pieces, which connect with bodily/kinesthetic intelligence To achieve the above-mentioned benefits some thought needs to be given to when and how to use games When to use games Games are often used as short warm-up activities or when there is some time left at the end of a lesson Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1979:3) Games ought to be at the heart of teaching foreign languages Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen” “Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency” “Games have been shown to have advantages and effectiveness in learning vocabulary in various ways First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily Second, games usually involve friendly competition and they keep learners interested These create the motivation for learners of English to get involved and participate actively in the learning activities Third, vocabulary games bring real world context into the classroom, and enhance Students’ use of English in a flexible, communicative way” “Therefore, the role of games in teaching and learning vocabulary cannot be denied However, in order to achieve the most from vocabulary games, it is essential that suitable games is chosen Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account” How to organize a game? -Timing: The teachers need to estimate the time of game before running a game Lewis and Bedson (1999) suggested that games should last from five to twenty minutes including preparation, presentation, game playing and post playing It is important not to play a game for too long, students will lose their interest It is best to stop a game at its speak - Level of the games: Level of the games is another factor that the teachers should take into consideration when using language games in speaking lessons Therefore, the teachers need to pay careful attention to the difficult level of the games Part of the appeal of games lies in the challenge, but if the challenge is too great, some students may become discouraged The teacher should also pay attention to the heterogeneity of the games It means that the games should allow chance for both the bright and not-very- bright students The chosen and adapted games should be relevant to the content of the lesson It should be noted that even the most appropriate games will become meaningless if they are used repeatedly in different speaking lessons Therefore, it is advisable that the teachers should exploit a variety of language games - Classroom language: When starting a game, the teacher should tell the students the rules of the games It is not of the key factors that lead to the students’success in playing games However, it is not simply enough to read out the rules of a new game or to hand out a written copy of the rules Each game will need a proper introduction, which means an explanation-not just a readingof the rules When giving instructions, a few words in mother tongue are sometimes necessary as it would be quickest way to make everything clear It is a waste of time to throw students unprepared into an activity that they have not yet fully grasped: things will go wrong very quickly and the teachers will then have to spend more time trying to repair the situation The teachers also need to demonstrate a short part of the game in which they actually make use of the language or the skill that the game is designed to practise, and then gradually gets students joining in as according to many mothodologists, games are best set up by demonstration rather than by lengthy explaination Moreover, it is advisable that teachers make their demonstration as lively and appealing as possible so that students are motivated to join the game - Classroom management: Language games would be very enjoyable and rewarding if they are handed in the right way The way in which games are organized varies a great deal basing on specific purposes and particular game Some games are played in pairs or in groups, some in teams and some with the whole class playing against the teacher The information of groups and pairs should initially be based on students’ immediate neighbors to avoid noise and disruption Thus, in pair work and group work, students choose the ones next to them, behind them or in front of then as partners It is important that they can maintain face to face contact where sitting comfortably as it makes activities a lot easier In short, the teacher must decide in advance how to organize the class so that, as Carrier (1985) stated: “the setting up a game can be carried out as quickly and smoothly as possible.” 10 *SAMPLE GAMES USED IN TEACHING SPEAKING Speaking in skills Speaking activity is often a short and fun game which the teacher can use with his students The purpose of speaking activities is to stimulate the student’s minds before studying a lesson speaking should last about five to ten minutes UNIT 2: My home lesson Skills (English 6) Type of games: Matching games Classroom management: Group work Material : Pictures and cards Time:8 minutes Procedure: The teacher divides the class into groups of four or five students The teacher gives each groups a set of pictures of competitions and cards containing the names of the competitions Students work in groups and quickly match each competitions with their name Which group finishes first and has the correct answers will be the winner Then the teacher asks students; Do you like taking part in competitions like these? Which competitions you like to win? Pictures: Cards: Card 1: Ant room Card 2: Tiger room Card 3: Kangaroo room Card 4: Bear room Card 5: Dog room Card 6: Elephant room Card 7: Cat room Card 8: Eagle room 11 Card 9: Termite room Pre-speaking stage This stage is carried out before students speak The pre-speaking activities are aimed at preparing students with everything necessary for speaking They also involve thought and reflection, and provide opportunities for students to plan and organize for speaking Normally, pre-speaking stage often lasts from five to fifteen minutes depending on each lesson Unit 5: NATURALWORNDER OF THE WORLD Lesson - Skills (CLASS 6) Type of games: Labeling game Material : Picture Procedure: Class management: Whole class Time: minutes Ha Long bay Hue citadel Tam Coc Hung Kinh Temple The teacher prepares a set of pictures of four places such as: Ha Long bay,Hue citadel, Hung King Temple and ask students to match the pictures with the name of cards And then let them tell about the students’ Like to visit, favorite Place,……,……… Using some questions : 12 UNIT 8: SPORT AND GAMES Lesson skills ( CLASS 6) Type of games: Guessing games Class management: Group work Material: Picture and questions Time: 5-7 minutes Procedure: Teacher divides students into two groups: A and B and then teacher tells the rule of the game: One member from each group will go and stand in front of the class with their backs facing the board Teacher will write a word/ expression which describes a sport and was learnt from the previous lesson on the board Other students from each group have to ask questions relative the word by using their actions, face expressions, and sounds so that their representative can guess the word The student with the quickest and correct answer will get point for their group Students take turn to be the representative After some turns, the group with more points will be the winner 13 *.APPLYING THE RESEARCH IN TEACHING UNIT 10: OUR HOUSES IN FUTURE Lesson 5: Skill I Objectives: By the end of this lesson, students can read for specific information about future houses and appliances; Talk about houses in the future(type, location, surroundings, appliances) II Language Focus: Vocabulary: the lexical items related to “Our houses in the future” Structures: Will + V for the future and might + V for future possibility III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Teacher’s Activities Activity 1: - SS look at the picture and discuss with a partner - T calls some SS to give their answers Ss’ Activities - T-Whole class Content * Presentation: –Look at the picture and discuss with a partner What type of house you think it is? Where you think the house is? What can you see around the house? What can you see in the house? * Practice:  Reading 14 Not Activity 2: : - SS read the text quickly then check their ideas - T sets a strict time limit to ensure that SS will read quickly for the main information Activity 3: SS work individually -Ask Ss to reread the text again and match the phrases in A with correct ones in B - Individual work 2- Quickly read the text Check your idea from Match the phrases in A with correct ones in B - Individual work - Pair-work Activity 4: - T sets a longer time limit for SS to reread the text T asks SS to note and underline where they find the information that helps them answer the questions SS compare the answers with his/ her partner before discussing them as a class - T calls some SS to answer the questions - SS work in pairs to ask and answer the questions again Activity 5: - Pair -work - SS draw a picture of their future house, then describe their houses with their partners Their partners will draw the house they describe Finally, they compare their pictures - Group-work Activity 6:Playgame - SS work in groups Group1:Draw the appliances in their future room Group :Guess which is room and talk about them to the group - T gets feedback – Let some SS to talk in front of the class 15 1+ a, e, c ,h Read the text and ask and answer the questions On the ocean There will be a swimming pool in front and a large flower garden behind the house No They will the housework ( clean the floor, cook meals, wash clothes, water the flowers and feed the dogs and cats) * Production:  Speaking Draw a picture of your future house, then describe the houses with your partners Your partners will draw the house you describe Work in groups Group1:Draw the appliances in your future room Group :Guess which is room and talk about them to the group *Homework: - Prepare the next lesson: (Skill 2) 2.4 The effectiveness of the experience initiative for educational activities, with myself, my colleagues and the school After conducting the design-based teaching as above, I realized that the majority of students were more interested in lessons, knew how to apply knowledge about name of room, places,sports and especially their speaking skills improved students feel more confident to communicate in English Thanks to this practical application, students’“Using games to motivate the students in speaking skills in “skills 1” lesson - English 6”English speaking skill is improved significantly According to statistic results when applyingusing games to motivate the students in speaking skills in “skills 1” lesson - English 6” During the three consecutive school years 2017 - 2018; 2018 - 2019; 2019 - 2020, I have obtained satisfactory results : School year Grade Number of students 2017 – 2018 Numbe r % 2018 – 2019 Numbe r % 2019 – 2020 Number % 50 19 65.0 27 90.0 The above results show that using games to motivate the students in speaking skills in “skills 1” lesson ”.experience teaching method enables the number of students who can speak fluenly increase year by year This is a big success in teaching and learning process CONCLUSION AND RECOMMENDATION 3.1 Conclusion In conclusion, learning english through games is one effective and interesting way that can be applied in any classrooms The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence 30 15 16 Language games are used to motivate students in speaking classes and are applicable as a motivator in speaking skills lessons Moreover, in order to make the study more practical , some suggestions on using language games as well as a variety of language games applied in all stages of a speaking lesson have also been mentioned It is hoped that the study will prove worthwhile to those who want to motivate students in speaking classes and who are concerned about the problem 3.2 Recommendation 3.2a For Education and Training Department: Organize more specialized topics about innovative teaching methods so that teachers can have more opportunities to exchange and share experiences together 3.2b For school leaders: Creating facilities to support teaching activities and creative experiences to help the students understand the lessons better 3.2c For teachers of English: Strengthen research, reserve colleagues in their teaching process to apply creative teaching and learning methods more effectively Sincerely thank you! Xác Nhận Hiệu trưởng Tho Xuan, March24th 2021 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác (Ký ghi rõ họ tên) 17 *REFERENCES Lưu Qúy Khương (2006), A practical course for teaching English as a foreign language Lee, W.R (1979), Language teaching games and contests, Oxford: Oxford University Press Lewis, G and Bedson, G (1999), Games for children, Oxford University Presss Rixon, S.(1981), How to use games in language teaching, London: Macmillan Publishers 18 19 ... 2. 3b Content and how to implement the solution What are language games? Language games can be used in language classes So what are games and what are language games? First of all, what are games?... two So, what are the language games? Language games mean games related to language If games help to improve different aspects such as intellectual ability, patience, then language games help... The variety and intensity that games offer may lower anxiety and encourage shyer learners to take part, especially when games are played in small groups - Games can involve all the basic language