Using games in warm up activity to develop speaking skill for 10th form students = (sử dụng trò chơi trong hoạt động khởi động lớp để phát triển kỹ năng nói cho học sinh lớp 10)

VINH UNIVERSITY FOREIGN LANGUAGES DEPARTMENT …………000………… USING GAMES IN WARM - UP ACTIVITY TO DEVELOP SPEAKING SKILL FOR 10th FORM STUDENTS (SỬ DỤNG TRÒ CHƠI TRONG HOẠT ĐỘNG KHỞI ĐỘNG LỚP ĐỂ PHÁT TRIỂN KỸ NĂNG NÓI CHO HỌC SINH LỚP 10) GRADUATION THESIS FIELD: TEACHING METHODOLOGY Supervisor : Nguyễn Thị Tường, M.A Student : Dương Thị Tài Linh Class : K49A - Anh Vinh, May 2012 VINH UNIVERSITY FOREIGN LANGUAGES DEPARTMENT …………000………… DƯƠNG THỊ TÀI LINH USING GAMES IN WARM-UP ACTIVITY TO DEVELOP SPEAKING SKILL FOR 10th FORM STUDENTS (SỬ DỤNG TRÒ CHƠI TRONG HOẠT ĐỘNG KHỞI ĐỘNG LỚP ĐỂ PHÁT TRIỂN KỸ NĂNG NÓI CHO HỌC SINH LỚP 10) GRADUATION THESIS FIELD: TEACHING METHODOLOGY Vinh, May 2012 ACKNOWLEDGEMENTS For the completion of this work, I have been fortunate to receive invaluable contributions from many people for whom I am grateful including my teachers and my friends First, I especially should like to express my deepest gratitude to my lecture, Mrs Nguyễn Thị Tường, M.A who helps me with her precious knowledge, assistance and gave me valuable advice, guidance, suggestions and support so that I can finish this thesis I would also like to extend my sincere thanks to all teachers in foreign languages department of Vinh University for their lectures and advice which are very useful for me to finish the study Finally, My warmest thanks are due to my loving family and my friends for their encouragement, love and support to my process of writing the thesis Although the study has been done with all my attempts, my limitations of ability and knowledge may cause of mistakes in the study Therefore, I would like to receive any remarks and comment from anyone of my study Vinh, May 2012 Duong Thi Tai Linh ABSTRACT This study is conducted in an attempt to investigate "using games in warm –up activity to develop speaking skill for 10th form student" at Dan Toc Noi Tru Tinh high school in Thanh hoa city, Thanh Hoa In order to achieve the desired aims, the author has conducted a survey research using questionnaire and class observation With the result, speaking is an important skill and using games in warm –up activity make teaching and leaning more effective and interesting TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLE v LIST OF FIGURES vi PART: I INTRODUCTION 1 Justification of the Study Aims and Objectives of the Study Methods of the Study Scope of the Study Format of the Study PART II: INVESTIGATION CHAPTER 1: THEORETICAL BACKGROUND 1.1 Speaking 1.1.1 Natural Speaking 1.1.2 The Roles of the Teacher in Developing Speaking Activities 1.2 Games 1.2.1 Definition of Game 1.2.2 The Roles of Games in Language teaching or learning process 1.2.3 Significance of Games in Teaching Speaking 1.2.4 Procedures and Categories of Games 1.3 Warm-up Activity 13 1.3.1 Definition 13 1.3.2 The Purposes of Warm-up Activities 13 1.3.3 Principles of Using Warm - up Activities to Develop Speaking Skill 16 CHAPTER 2: THE SURVEY 18 2.1 Research Setting 18 2.2 Textbook 18 2.3 Participants and their Background 19 2.3.1 The Teachers 19 2.3.2 The Students 20 2.4 Description of the Survey 20 2.4.1 Questionnaires from the Teachers 20 2.4.2 Questionnaires from the Students 21 2.4.3 Classroom Observation 22 2.5 Preliminary Results and Data Analysis 22 2.5.1 Results of Questionnaires from Teachers 23 2.5.2 Results of Questionnaires from Students 29 2.5.3 Results of Classroom Observation 34 CHAPTER 3: SOME SUGGESTED GAMES USED IN WARM - UP ACTIVITY TO DEVELOP SPEAKING SKILL 35 3.1 Suggestions of Using Games in Warm - up Activity to Develop Speaking Skill 35 3.2 Some Suggested Games Used in Warm - up Activity to develop Speaking Skill 36 3.3 Some Samples Applied in "Tieng Anh 10" (The New Textbook) 40 PART III : CONCLUSION 52 Recapitulation 52 Suggestions for Further Study 53 REFERENCES APPENDIX LIST OF TABLES Table 1: Data collected from survey questionnaires for Teachers 23 Table 2: Data collected from survey questionnaires for Students 29 LIST OF FIGURES Figure 1: Self-evaluation of teachers’ English speaking proficiency 24 Figure 2: The importance of speaking skill between other skills 24 Figure 3: Teachers’ opinion on the difficulties of teaching speaking skill 25 Figure 4: Teacher’ opinion about students’ interest in speaking activities 25 Figure 5: Teachers’ opinion on using games in warm- up activity to develop speaking skill 26 Figure 6: Teachers’ opinion on students’ participation games in warm up activity 26 Figure 7: Teachers’ opinion on necessity of games in warm - up activity 27 Figure 8: Reasons of games’ necessity 27 Figure 9: Teachers attitudes towards difficulties on using games 28 Figure 10: Students’ opinion on English learning 29 Figure 11: Students’ evaluation on the importance of speaking skill between others 30 Figure 12: Students’ interest in speaking skill 30 Figure 13: Students’ opinion on the difficult level of speaking skill 31 Figure 14: Students’ confidence when speaking in front of class 31 Figure 15: Students’ evaluation on the teachers’ using game in warm - up 32 Figure 16: Students’ participation in games 33 Figure 17: Students’ felling when taking part in games in warm - up activity 33 PART I: INTRODUCTION Justification of the Study Nowadays, English is considered as one of the most popular language for everyone in the world For national aspect, English is the bridge to cement ties between the countries It helps to overcome management of language and culture to narrow the gaps and helping them understand each other better In Viet Nam, English is an advantage when considering the recruitment industry Therefore, learning and proficiency English are becoming more and more necessary and popular for everyone, especially students who are the future owners of the country As the demand to learn English grows, English has been made a compulsory subject in Vietnam secondary school Moreover, it has been made one of the six national examinations that students have to pass in order to get the Secondary School Education certificate In spite of the great significance of English in the new social context, English teaching, in many ways, failed to help learners communicate effectively The old textbook used in schools put much concentration on grammar and vocabulary while neglecting the role of communicating English Fortunately, the situation has changed since the new English textbook for secondary school was recomposed in 2006 The new English textbook has brought about new teaching approach - the communicative approach to secondary school The new one covers all four English skills: listening, speaking, reading, and writing In learning speaking skill, the students often find some problems The problem frequently found is that their native language causes them difficult to use the foreign language Other reason is because of motivation lack to practice the second language in daily conversation They are also too shy Teachers prepares a piece of paper with the word “conservation” Teacher asks one students to go to the board and gives him/her the paper Teacher asks other students to ask the student yes/no questions to guess what the word is Teacher can model some questions The questions can be: + Is the word a verb? + Is it a noun? + Does it begin with “C”? Teacher asks students to take turns to ask question The winner is the one who can guess the word correctly in the shortest period of time Then, teacher introduces new lesson Part B: Speaking Name of game: finding differences Materials: pictures Classroom management: Pair work Time: minutes Procedure: Teacher shows two pictures of kinds of the zoo (zoo of traditional and of the new kind) Teacher asks students to work in pairs to discuss: “ What are diffirences between two pictures?” The teacher can give some suggestions: + Which picture have more number of houses? + In which picture are the animals more free to run? + Whether animals in 1st or 2nd picture are more happy? Teacher asks some students to present the differences between two pictures Sample 8: UNIT 11: NATIONAL PARKS Part B: Speaking Name of game: “tam that ban” game Materials: pictures of animals Classroom management: pair work Time: - minutes Procedure: Teacher divides class into two big groups of four and then chooses five members from each group Teacher tells them the game’s rule: T numbers to at the students Two 1st students will look at the picture and remember names of animals and then come back the sit and talk to nd one, the 2nd talk to 3rd and so on Two last students will go to the board and write down all the words they hear Which group have more correct answers and pronunciation will be the winner Teacher calls one student from each group to read out the words in the board Teacher gives feedback on students’ answers and introduces new lesson PART III: CONCLUSION Recapitulation This study is done with the purpose of seeking the effective warm -up activities to develop students’ speaking skill And the things the author used to make warm - up activity more useful are games that were selected carefully in this thesis with the aim of developing students’ speaking skill Firstly, this thesis deals with the literature review that has been made in the hope of demonstrating the scope of the study theoretically in terms of speaking, speaking activities, definition of games, its significance and types as well as purposes of warm - up in developing speaking skill Secondary, The author conducted the survey that presented the research design of the study with the overview of the survey and description the participants The findings from the data analysis show that despite students’ awareness of the importance and interest of speaking skill, most students find difficult when learning speaking In the other words, They find speaking activities challenging According to Dan Toc Noi Tru Tinh’s students, there are many reasons make them not confident when speaking such as inhibition (shy, nervous), difficult requirements, poor pronunciation, lacking of grammatical knowledge or vocabulary, etc Thus they show their unwillingness to raise their voice Using games in warm - up activity is tested whether they can improve students’ motivation, create funny and interest or not For students’ attitudes, perspectives and preferences, games used in warm - up activity are applicable as a motivator to help students like to join in class’ activities and speak English more Finally, some suggested games can use in warm –up activity to develop speaking skill as well as some samples applied in “Tieng Anh 10” are given The author hopes that the findings and suggestions in this study will be sort of supplementary information for those who are interested in using games in warm - up activity Suggestions Although the study has accomplished the objectives set at the beginning, it can not avoid some limitations Due to the shortage of time, limit of author’s knowledge and experiences as well as the scope of the study, the study can not cover all the aspects of the matter Thus, there are a lot of things left for further studies The subjects of the survey analysis are teachers and students at Dan Toc Noi Tru Tinh high school so that the learning condition as well as the other factors concerning learning and teaching process may different from others areas Therefore, the further studies may be carried out on using games to develop other skills as listening, reading, or writing or other areas such as vocabulary or pronunciation to find out real factor that would be able to help students develop their English study Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated REFERENCES Byrne, D (1976) Teaching Oral Speaking Longman group U.K Limited Bygate, M (1997) Speaking, Oxford University Press Carrier, M & the others (1985) Take games and activities for the language leaning UK: Thomas Nelson and Sons David, K & Hollowell, J (1989) Inventing and playing games in the English classroom Oxford: Oxford University Press Ersoz, A (2000) Six games for EFL/ ESL classroom The Internet TESL Journal, Vol VI, No 6, retrieved from http: //iteslj.org/lessons/ Ersoz-Games.html Gibbs, G (1987) Dictionary of gaming, Modeling and Stimulation E & FN Spon Ltd, London Jones, A (1998) 104 Activities That Build Rec Room Press Hadfiel, J (1990) Intermediate communication games Nelson press Lam, N.T.V.& Phuong, N.D (2007) Language teaching Methodology Practice Vinh University Lee, W.R (1979) Language teaching games and contests Oxford: Oxford University Press McCallum, G.P.(1980) 101 Word Games Oxford: Oxford University Press Minh, N.T.& Trang, L.Q (2008) Thiet ke bai giang Tieng Anh Ha Noi publisher Steve, S (1998) Games that teach Pfeiffer Ur, P (1996) A course in Language Teaching Cambridge: CUP Van, H.V (2006) Tieng Anh 10 GD publisher Wright, A.; Betteridge, D & Buckly, M (1983) Games for language learning Cambridge University Press Websites: http://forum.teachingenglish.edu.vn/default.aspx?g=posts&t=1178 http://voices.yahoo.com/class-warm-ups-english-as-second-languagestudents 605115.html http://www.eslhq.com/forums/esl-forums/teaching-esl/warm-up-activity10710/ http://www.paaljapan.org/conference2011/ /pdf/ /G3-2.pd http://roml700.unc.edu/documents/warmup.pdf http://baigiang.violet.vn/present/show/entry-id/ http://khoaanh.hcm.edu.vn/projects/tolt2001/4LA http://edu.go.vn/pages/hoc-tructuyen/ElearningDetail.aspx?docid=2005&sid=0 APPENDIX SURVEY QUESTIONAIRE (For Teachers) This questionnaire was designed for the research into "USING GAMES IN WARM-UP ACTIVITY TO DEVELOP SPEAKING SKILL FOR 10 FORM STUDENTS” at Dan Toc Noi Tru Tinh high school This is not a test, so there is no “right” or “wrong” answer It would highly appreciate if you could read the questions carefully and answer all the questions honestly and completely QUESTIONS Please give out your choice which you think the most suitable for you For some questions, more than one answer is acceptable Self evaluate your speaking English proficiency: a Good b Fairly good c Average d Weak How important you think speaking skill is? a As important as other skills b More important than other skills c Less important than other skills d Not important at all How you find teaching speaking? a Very difficult b Difficult c Normal d Easy Are your students interested in speaking activities? a Very interested in b Not really interested in c Quite interested in d Bored with How often you use GAMES in warm - up activity in teaching speaking? a Always b Sometime c Rarely d Never How often your students take part in games? a Always b Sometime c Rarely d No Your opinion on necessity of games in speaking activities? a Very necessary b Necessary c Not necessary d Your own ……………………………………………………… ideas: The reasons why games is necessary in speaking activities: a Encouraging the students to speak b Simulating the students' motivation c Having the students get out inhibition (shy) d Creating the great fun in speaking classes e All above f Others: ………………………………………………………………… The difficulties you think teachers will have to deal with when conducting games in warm – up activity? a Large class size b Time limitation d Lack of material + uneven participation c Great noise e All above 10 Can you suggest some games to develop speaking skill in warm- up activity? ……………………………………………………………………………… ……………………………………………………………………………… ………… THANK YOU VERY MUCH FOR YOUR HELP! SURVEY QUESTIONNAIRE (For Students) This survey questionnaire is designed for the search into "USING GAMES IN WARM-UP ACTIVITY TO DEVELOP SPEAKING SKILL FOR 10 FORM STUDENTS " at Dan Toc Noi Tru Tinh high school Your cooperation in answering the following questions is highly appreciated This is for the study purpose only and you can be sure that you will not be identified in any discussion of the data QUESTIONS Please circle the letter a, b, c, or d that is right for you For certain number of questions, you can circle more than one How long have you been learning English? a 1-2 years b 3-4 years c 5-6 years d More than years Do you like learning English? a Very much b Not much c As much as other d Not at all How important you think speaking skill are? a As important as other skills b More important than other skills c Less important than other skills d Not important at all How you find speaking skill? 4.1 a Very interesting 4.2 a Very difficult b Interesting b Difficult c Normal c Normal d Boring d Easy Do you find confident when speaking in front of the class? a Yes b A little c Not really d No If you are not confident, why? a Nothing to say b Inhibition c Requirements are too difficult d Others: …………………………………………………………………… Does your teacher use games in warm – up activity in speaking class? a Yes b No or not sure (If yes, how often does she/he use? .) How often you take part in games activity in warm - up? a Always b Sometime c Rarely d Never What you find when take part in games activity? a Very useful b Interesting c Funny d Bored and less useful 10 Do you think games will help you develop speaking skill? a Yes b No c Why/ why not? 11 Can you suggest some games to develop speaking skill in warm- up activity? ……………………………………………………………………………… ……………………………………………………………………………… ………… THANK YOU VERY MUCH FOR YOUR HELP! PHIẾU ĐIỀU TRA (Học sinh) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu “việc sử dụng trò chơi hoạt động khởi động lớp để phát triển kỹ nói” cho học sinh khối 10 trường THPT Dân Tộc Nội Trú Tỉnh Chân thành cảm ơn cộng tác em! Hãy khoanh tròn vào dáp án a, b, c, d em thấy phù hợp với Bạn chọn nhiều đáp án đưa quan điểm riêng Bạn học Tiếng Anh bao lâu? a 1-2 năm b 3-4 năm c 5-6 năm d năm Bạn có thích mơn Tiếng Anh khơng? a Rất thích b Khơng thích c Thích mơn khác d Khơng thích ( tí nào) Bạn nghĩ kỹ nói Tiếng Anh quan trọng nào? a Quan trọng kỹ khác b Quan trọng kỹ khác c Không quan trọng kỹ khác d Khơng quan trọng tí Bạn nghĩ nói Tiếng Anh nào? 4.1 a Rất thú vị 4.2 a Rất khó b Thú vị b Khó c Bình thường c Bình thường d Chán d Dễ Bạn có thấy tự tin nói Tiếng Anh trước lớp khơng? a Có, tự tin b Có chút tự tin c Khơng thật thấy tự tin d Không thấy tự tin Nếu bạn cảm thấy khơng tự tin, theo bạn ngun nhân sao? a Khơng có để nói b Ức chế ( xấu hổ, thẹn ngại…) c Yêu cầu giáo đưa q khó d Ngun nhân khác: ………………………………………………………… Giáo viên bạn có thường sử dụng trò chơi hoạt động khởi động “warm - up” in học nói Tiếng Anh khơng? a có b khơng khơng ( Nếu có: có thường xun khơng: …….) Bạn có thường tham gia vào trò chơi khởi động (warrm - up ) không? a Thường xuyên b Đôi c Hiếm d Không Bạn có nghĩ trị chơi giúp bạn phát triển tốt kỹ nói khơng? a Có b Khơng c Tại có/ khơng: ……………………………………………………… 10 Bạn cảm thấy tham gia vào trò chơi? a Rất hưu ích a Thú vị b Vui vẻ c Chán khơng hưu ích cho 11 Bạn gợi ‎Ý vài trị chơi hữu ích sử dụng khởi đơng (warm-up) đẻ phát kỹ nói ? ……………………………………………………………………………… ……………………………………………………………………………… ………… Xin chân thành cảm ơn! ...VINH UNIVERSITY FOREIGN LANGUAGES DEPARTMENT …………000………… DƯƠNG THỊ TÀI LINH USING GAMES IN WARM- UP ACTIVITY TO DEVELOP SPEAKING SKILL FOR 10th FORM STUDENTS (SỬ DỤNG TRÒ CHƠI TRONG HOẠT ĐỘNG KHỞI... mainly on using games in warm ? ?up activity to develop speaking skill for 10th form students Only the most necessary knowledge about speaking skill and some games used to practice and develop speaking. .. suggested games can be used in warm- up activity to develop students? ?? speaking skill 3 Methods of the Study For the aim to develop speaking skill through games in warm -up, in the course of writing