Skkn techniqes of using new language games in teaching grade 10 english lessons effectively

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Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks to all the leaders of Thanh Hoa Education and Training Department for organizing this seminar and for giving me the precious chance to do it. Second, I am very grateful to all the teachers of English at Leviettao Upper Secondary School for offering me useful advice in realizing my ideas. Last but not least, I would like to thank you very much for your presence and observation. Your comments and advice would be highly appreciated. Thank you very much! Page1 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” A- PREFACE I. REASONS FOR CHOOSING THE THEME 1-Basis of theory: Nowadays, objectives of education are to focus on developing students’ initiative, activity and creativeness to enable them to realize and solve the problems. To achieve these objectives, there’s nothing rather than to reform teaching methods. This is an indispensable issue and a sound policy of our Party and State. Teaching in reformed methods has given teachers the chances to make good use of controlling, guiding, suggesting, and organizing activities effectively. On the other hand, it has helped students to make full use of centered roles-they are able to study hard, apprehend their awareness and knowledge actively and creatively so as to have great understanding and passion for English. Students’ initiative, activity and creativeness are more important in teaching foreign language because no one can use means of foreign language in communication better than students’ communication abilities. One of the main methods in teaching foreign language is Communicative Approach; communication is regarded as both aims and aids of teaching (teaching in communication, by communicating, and to communicate). To teach English more and more interestingly, effectively and communicatively, every teacher must do their best, master their professional abilities, study without cease and apply active and suitable teaching methods. Throughout years’ time of teaching English in the period of general education renovation, I have myself thought that it is necessary to reform methods of organizing activities in teaching often to motivate students. I have positively realized that only by new language Games can we interest students in English lessons. These new language Games can be considered to be new activities or techniques which are suitable for the students’ psychology. The new language Games strongly do delight either learners or teachers when they have skillfully used old games. Besides, they can raise the teaching quality. In these Games, we can unexpectedly happen to realize students’ talents because they are equal to students, easy to play, suitable for the whole class even weak students. Furthermore, the students who hardly prepare the lessons might have high scores in the games because quick-wittedness and intelligence are much more important than understanding about everything. The sense of equality, atmosphere of excitement, feeling of the games in students’ reach, spirit of solidarity, the factors of which help students to ignore their shyness which prevents them from speaking freely and actively. This has a great influence on teaching results. Students have chances to use the linguistic data and even they can see that they are using their vocabulary, grammatical structures… Moreover, they feel satisfied when they know they can do as well as others. However, learning a foreign language is not only to play Games but it is to communicate more naturally. Games in teaching the language can result in the friendly communication between teachers and students, among students and good discussions about any topics. All of the reasons are important factors to improve the teaching qualities and effects. Page2 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” English is a language and it is a foreign language so it is too difficult for students, especially rural students to learn although they have been learning for several years. It would be too boring for teachers to teach and for students to learn English if teachers didn’t reform teaching methods to interest students. I have been thinking of how to change the methods but whatever new methods teachers may use, weak students will become bored, passive and inactive if teachers don’t interest them effectively. It is the reasons above that have been urging me to choose the theme: “Techniques of using new language Games in teaching Grade 10 English lessons effectively” for my own Seminar on methodology without cease. 2. Basis of practice a- Achievements Thanhhoa Education and Training Department has focused on teaching and learning English for recent years. We have organized many English advanced exams for teachers and students. Annually, we have a lot of conferences and workshops to reform teaching methods. We usually have discussions about professional knowledge. We have been trying to apply new methods to teaching flexibly and skillfully. Students are more hard-working, interested in English. Therefore, teaching and learning English has been enhanced effectively. b- Some reasons for the disadvantages of teaching and learning English at high schools English is one of the most important subjects at schools but it is not easy enough for any students to learn. Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning. They have their puzzle in understanding and applying their knowledge to practice. Many students haven’t understood the significances of English at the age of the International integration. Some students learn English for their curiosity but when they have difficulties, they let things run. Some students lack their basic knowledge from the junior high schools. Therefore, students have no sense, no mood, no motivation to learn English effectively and actively. c- Facilities and teaching aids To meet the demands for education reform, facilities of the school are becoming better and better. However, students would be more interested and active if we had a lab or a computer room for learning. Moreover, teaching aids are supplied quite enough but if only we had large pictures for the lessons, our lessons would be more exciting and interesting d- For teachers Being a teacher of the foreign language, realizing a new method of teaching is a big problem. Personally, I see that many teachers haven’t given students any chances to practice vocabulary, grammar.., if there, they just check one or two students before the lesson mechanically, which makes students bored and passive. On the other hand, when teaching, teachers haven’t made full use of the students’ activities and creativeness so the lessons are usually boring. e- For students Page3 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” Since education reform, students have loved learning English but mainly advanced students. And weak students who understand the lesson slowly learn passively. They wait for the teacher’s or other students’ answers. Many of them have no opportunities or they don’t dare to practice speaking English in class. They are afraid they speak incorrectly. Many can not read, speak, listen and write, even they ignore paying attention to the lessons or taking any notes or doing any homework. In fact, we can see these students have no love for English… Therefore, the teaching qualities of English do not live up to our expectations. Following is the convey on the quality of English of 3 classes: 10A, 10B, 10D at the beginning of the first term in school year 2012-2013. classes Number of students 10A 10B 10D Total 42 46 45 133 listening Well mastered and applied Q % 18 42.8 20 43.5 22 48.8 60 45.1 classes Number speaking of Well Badly students mastered mastered 10A 10B 10D Total 42 46 45 133 and applied Q % 16 38.0 18 39.1 18 40.0 52 39.0 and applied Q % 26 62.0 28 60.9 27 60.0 81 61.0 Badly mastered and applied Q % 24 57.2 26 56.5 23 51.2 73 54.9 reading Well mastered and applied Q % 20 47.6 21 45.6 23 51.2 64 48.4 Language focus Well mastered and applied Q % 22 52.4 24 52.2 26 57.8 72 54.0 Badly mastered and applied Q % 20 47.6 22 47.8 19 42.2 61 46.0 Badly mastered and applied Q % 22 52.4 25 54.4 22 48.8 69 51.6 writing Well mastered and applied Q % 19 45.2 22 47.8 21 46.6 62 46.6 Badly mastered and applied Q % 23 54.8 24 52.2 24 53.4 71 53.3 ( * Note: Q : Quantity ) From the tables of the statistics above, we can see that the rates of the students who didn’t master the knowledge and those who applied all the skills weakly are rather high. It has shown that students didn’t master the methods of learning English and they weren’t hard-working, active and creative in applying the knowledge the teacher guided them to communicate. II- AIMS OF THE RESEARCH From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English. Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method of learning in which they can work for both study and pleasure . This method gives them the feeling of delight and easiness when they learn English lessons through some new language Games which are considered to be the new teaching techniques in place Page4 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” of the old one that students are too familiar to and bored with. These new language Games , in fact, are competitions. They require students’ quick decisions such as: How to act?, What to speak? How to win the games? Wanting to solve those questions makes students’ thoughts quicker, more sensitive and intelligent because they must make use of their intellectual abilities for pleasure and excitement. Thanks to this way, students are naturally absorbed in the lessons. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. They can willingly apply the knowledge the teacher expects, which has worried them for ages. Throughout years’ time of teaching English for different students, especially students of the Old Semi-state school where there are much more weak students than advanced ones, I would like to present some abilities of techniques of using new language Games for some Grade 10 English lessons. Also, I would like to exchange my own initiative experiences and methods of teaching for the colleagues so that we can find out new and interesting methods in the period of education socialization our Party and State laid down. III- OBJECTS OF THE RESEARCH -Teachers at between junior and senior high schools -Undergraduates. -Advanced students. IV-METHODS OF THE RESEARCH -Using the text-book to apply to each lesson and section. -Using references to improve. -Pictures and other materials. B- CONTENTS AND RESULTS I. CONTENTS 1. What is a Game? "A game is an activity with rules, a goal and an element of fun. There are two kinds of games: Competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal. The emphasis in the games is on successful communication rather than on correctness of language." (Toth, 1995) 2. Why to Use Games Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. * Games are fun and children like to play them. Through Games students experiment, discover, and interact with their environment. Page5 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” * Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many students between thirteen and nineteen years old, especially the high school students, language learning will not be the key motivational factor. Games can provide this stimulus. * The Game context makes the foreign language immediately useful to the students. It brings the target language to life. * The Game makes the reasons for speaking plausible even to reluctant students. * Through playing Games, students can learn English the way they learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. *Games stimulate the students so they look forward to class * Even shy students can participate positively. 3. 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 I observe, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do. Games ought to be at the heart of teaching foreign languages. I suggest 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 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. 4. How to Choose Games? * A Game must be more than just fun. * A Game should involve "friendly" competition. * A Game should keep all of the students involved and interested. * A Game should encourage students to focus on the use of language rather than on the language itself. * A Game should give students a chance to learn, practice, or review specific language material. *A Game should focus on the certain aims of certain stages in a lesson, but not only for fun. 5. How to Organize Classes? *Think ahead. If you mix up the rules or get confused, the students will rebel. The class can fail over blame. Rehearse Games yourself or with friends before class. *Distinguish noise from chaos. To prevent noise, make students sit near the teacher and explain clearly what they are going to do. 6. Some Advice *Games should be regarded as supplementary activities. The whole syllabus should not be based on Games only - even for young learners. *When choosing a Game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. Page6 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” *Once the Game has begun, the teacher should not interrupt to correct mistakes in language use. *The teacher should not compel an individual to participate. Some learners may not want to participate due to personal reasons. Forcing students to participate usually does not have successful results. *A Game which looks wonderful on the paper may not work in the actual classroom setting. If it is tiring or boring, it should be stopped. *Give clear instructions. Unless the learners know what he is expected to do and how to do it, the aim cannot be achieved, and the Game cannot be played. *When giving instructions to beginners, a few words in the mother tongue would be the quickest way to make everything clear. More English exposure is needed at a later stage. *Games are best set up by demonstration rather than by lengthy explanation. *When using Games, teachers should be good at controlling the class and careful with chaos and noise. *It is very important not to play a game for too long. *Teacher should prepare the materials in sufficient quantities. *Teacher should "check" answers at the end of an activity. *Making sure everyone participates. It is best to stop a game at its peak (5 – 7 minutes). 7.There are many advantages of using Games in the classroom: *Games are a welcome break from the usual routine of the language class. * They are motivating and challenging. * Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. * Games provide language practice in the various skills- speaking, writing, listening and reading. *They encourage students to interact and communicate. *They create a meaningful context for language use. 8. How and when to apply new language Games to teaching some Grade 10 English lessons effectively 8.1-Using Games in Warm-up stage to check, revise vocabulary or grammatical structures or lead students to the new lessons : Game: Number matching -Aims: To check or revise vocabulary, grammar or structures which have pairs of words, or clauses….or lead students to the new lessons in Warm-up stage. -Time allowed: 5-7 minutes. -Material preparation: Teacher should prepare a table of words, phrases or clauses in advance and stick it on the board. -Steps: +Teacher divides the class into 2 teams: Team A and Team B and asks each team to choose 5 or 6 couples. +Teacher asks couples in the 2 teams to come to the board and stand on 2 sides. +Teacher numbers each member of 2 teams: Team A-1a,2b,3c,4d,5e,6f Team B-1a,2b,3c,4d,5e,6f. Page7 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” +Teacher shows couples in the 2 teams the pairs of words, phrases or clauses. +Teacher asks couples to find and match each other in each team. The couple who have the perfect match will score one point for their team. +Teacher translates the meaning of the words, phrases or clauses each couple matched. Then teacher corrects +Teacher sums up: The team having more points will win the game. * For example: English 10 ( Basic curriculum) ( page 81) Unit 7: The mass media - Lesson 5: Language focus ( Exercise 3) -Aims: To lead students to the new lesson in pre-teaching Grammar stage: Uses of Phrases “Because of” and “ In spite of”. -Time allowed: 7 minutes. -Material preparation: I prepare a table of phrases and clauses (exercise 3) in advance and stick it on the board. -Steps: +I divide the class into 2 teams: Team A and Team B and ask each team to choose 5 couples (for 5 sentences). +I ask couples in the 2 teams to come to the board and stand on 2 sides. +I number each member of 2 teams: Team A: 1-a,2-b,3-c,4-d,5-e Team B: 1-a,2-b,3-c,4-d,5-e. Students in Numbers 1. Because of the cold weather . In spite of the cold weather . 2. Because of his illness . In spite of his illness . 3. Because of the large crowds . In spite of the large crowds . 4. Because of the meat shortage . In spite of the meat shortage . 5. Because of the bad condition of the house . In spite of the bad condition of the Students in Letters a. We could not see what was going on. b. He had to cancel the appointment. c. We kept the fire burning all day. d. He managed to come to school. e. There were enough seats for everyone. f. We all wore shorts. g. They enjoyed living there. h. Everyone is living on beans. i. The council demolished it. j. We have managed to get some beef. Page8 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” house +I show couples in the 2 teams the pairs of phrases and clauses: +I ask couples to find and match each other in their own team. +The couple who have the perfect match will score one point for their team. +I translate the meaning of the words, phrases or clauses each couple matched. +I correct the answers. +I sum up: The team having more points will win the game.  Students 1 go with c + f, 2 with b + d, 3 with a + e, 4 with h + j, 5 with i + g.  After students understand the meanings of the sentences above, we can ask them to give the form and uses of the phrases “Because of” and “In spite of”. * (Note: We can do the same in Exercise 1_Unit 1_Language focus, page 19, 20; in Exercise 3_Unit 2_Language focus, page 31) 8.2- Using Games in Post reading or listening stage to summarize the ideas. Game: Paper planes of numbers -Aims: To summarize the ideas of the text in Post reading or listening stage. -Time allowed: 7-9 minutes. -Material preparation: Teacher should ask students to prepare some papers and make planes of paper. -Steps: (After reading or listening) +Teacher divides the class into 8 or 10 groups of 5 (depending on the number of students in the class) +Teacher asks students to copy the numbers in the reading or listening to their paper planes and then draw the turns to fly (throw) the planes. +Teachers gives the instructions that the first group can fly (throw) their first plane to any other groups they like. If the plane lands at any group, this group will open it to read the number in it. This group will give a sentence in the reading or listening which includes this number. If the group don’t answer or answer incorrectly, they will have no points and no chance to throw the plane to others. If they answer correctly, they will have one point and fly the plane to others. If the plane lands at no groups, it will be thrown again. +Teacher asks students to take turn to throw their planes until there’s no numbers left. Then teacher corrects the answers. -Teacher sums up: The group having the most points will win the game. * For example: English 10 (Basic curriculum) ( page 142, 143) Unit 14: The World Cup - Lesson 1: Reading (After you read) Page9 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” -Aims: To summarize the ideas of the text in Post reading stage. -Time allowed: 9 minutes. -Material preparation: I ask students to prepare some papers and make planes of paper. -Steps: ( After reading) +I divide the class into 6 groups of 7 +I ask students to copy the numbers (2002; 1904; 1930; 13; 17; 32) in the Reading to their paper planes and then draw the turns to fly ( throw) the planes. +I ask the first group to fly (throw) their first plane to any other groups they like. If the plane lands at any group, this group will open it to read the number in it. This group will give a sentence in the Reading which includes this number. For example, they receive the plane with the number 2002, they must give the sentence: “ the final game of the 2002 World Cup tournament attracted more than one billion viewers” ( line 4, 5 paragraph 1) If the group don’t answer or answer incorrectly, they will have no points and no chance to throw the plane to others. If they answer correctly, they will have one point and fly their own plane to others. If the plane lands at no groups, it will be thrown again. +I ask students to take turn to throw their planes until there’s no numbers left. +I correct the number students take out from the Reading. -I sum up: The group having more points will win the game.  Group’s answers: 2002: the final game of the 2002 World Cup tournament attracted more than one billion viewers ( line 4, 5 paragraph 1) 1904: 1904, FIFA, the governing body for football, was set up( line 1- para 2) 1930: it was not until 1930 that the first World Cup was held.( line 2, 3, para 2) 13: Only 13 teams took part in the first tournament.( line 3,4, para 2) 17: By 2002, the world had witnessed 17 World Cup tournaments .(line 6 para2) 32: National football teams must now compete in elimination games within their own regions before becoming one of the 32 finalists.(line 7, 8, para 2) After students finish playing the Game, it is they who summarize the Reading text without any boredom and reluctance. * ( Note: We can do the same in Unit 1_Reading, page 12, 13 ; Unit 3_Reading, page 32, 33; Unit 7_Reading, page 74, 75; Unit 1_Listening, page 16, 17 ; Unit 10_Listening, page 107, 108 ; Unit 14_Listening, page 147,148). 8.3- Using Games in Pre-writing stage to present the suggestions for ideas or structures. Game: Sentence Arranging (like : Jumbled sentence game ) -Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing stage. -Time allowed: 5 – 7 minutes Page10 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” -Material preparation: Teacher should prepare some pieces of paper or some extra-boards in the large or small size depending on the content the teacher needs to suggest for the writing lesson. -Steps: +Teacher prepares some sentences he/she needs to suggest and writes down each jumped word on the pieces of the paper (or extra-boards). +Teacher divides the class into 2 teams: Team A and Team B. +Teacher calls students in each team to come to the board (the number of students the teacher calls depends on the sentences the teacher prepared: Example, there are 5 jumped sentences, teacher calls 5 students in each team) +Teacher jumps the words in each sentence. And then gives each student one jumped sentence. +Within limited time (for example, 30 seconds) , these students finish putting the correct orders of the words in each sentence so that these sentences are perfect. +The team having the fast and correct sentences will have 2 points. +Teacher corrects and sums up: The team having more points will win the game. (Note: This game can be used to check or revise grammatical structures in Warm-up stage in Language focus sections ) * For example: English 10 (Basic curriculum) ( page 137, 138) Unit 13: Films and cinema - Lesson 4 : Writing -Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing stage (before students do the task 1). -Time allowed: 6 minutes -Material preparation: I prepare 8 pieces of paper in the large size. -Steps: +I prepare 8 sentences I need to suggest for the Writing lesson about Education system in Vietnam and write each jumped word on the pieces of the paper and stick them on the board (as shown). 1 2 3 4 5 6 7 8 1. “ Tom and Jerry” / is/ film/ The. 2. cartoon/ “ Tom and Jerry” / film/ is/ the. 3. about/ “ Tom and Jerry” / a/ is/ fight/ mouse/ between/ a/ cat/ the/ and. 4. made/“ Tom and Jerry” /was/ Holly wood/ in. 5. is/“ Tom and Jerry” /based/an/ on/ story/ untrue. 6. film/ characters/ the/ of/ the/ Tom/ are/ Jerry/ and. Page11 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” 7. mouse/ a/ Jerry/ Tom/ clever/ a/ is/ and/ silly/ is/ cat. 8. has/“ Tom and Jerry” / a/ ending/ happy. +I divide the class into 2 teams: Team A and Team B. +I call 5 students in each team to come to the board. +I jump the words in each sentence. And then give each student one jumped sentence. +Within limited time ( for example, 45 seconds) , these students finish putting the correct orders of the words in each sentence so that these sentences are perfect. +I correct and sum up: The team having the fast and correct sentences will win the games. Teams’ answers: 1. The film is “ Tom and Jerry” . 2. “ Tom and Jerry” is the cartoon film. 3. “ Tom and Jerry” is about the fight between a mouse and a cat. 4. “ Tom and Jerry” was made in Holly Wood. 5. “ Tom and Jerry” is based on an untrue story. 6. The characters of the film are Tom and Jerry. 7. Tom is a silly cat and Jerry is a clever mouse. 8. “ Tom and Jerry” has a happy ending. After students finish playing the Game, we can use these answers as the suggestions for ideas and grammatical structures to write a paragraph on the film they have seen. Note: ( We can do the same in Unit 1_Writing, page 17,18; Unit 2_Writing, page 27, 28; Unit 3_Writing, page 37, 38; Unit 4_Writing, page 50, 51 ; Unit 5_Writing, page 58, 59; Unit 6_Writing, page 69; Unit 9_Writing, page 100 ; Unit 11_Writing, page 117, 118; Unit 12_Writing, page 129). 8.4- Using Games in Warm-up stage or in Language focus to practice or check vocabulary or grammatical structures. Games: Relay -Aims: To check or practice vocabulary such as verb form or word formations (nouns, adjectives, adverbs, comparison of adjectives and adverbs…) and phrasal verbs or adjectives… in Warm-up stage or Language focus lessons. -Time allowed: 5-7 minutes. -Material preparation: +Teacher should prepare the words he/she needs to check or practice such as adjectives, verbs, prepositions…These words should be written on the 2 different pieces of plastic (or 2 extra-boards) (so that we can be economical and use in other classes) and teacher hangs them on the black board. Each piece of plastic is divided 2 columns (Teacher can ask students to do the task in the other column) -Steps: +Teacher divides the class into 2 teams: Team A and Team B. Page12 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” +Teacher calls the representatives of 2 teams to come to the board. These students are asked to stand in 2 rows. +Teacher gives the instructions that he/she will say a word or phrase in Vietnamese , and in turn, each student in 2 teams will write the words on the right column as required. +After finishing writing words on the column of the piece of plastic, this student quickly hands the whiteboard marker (or the chalk) over to the next student in the team and, in turn, finishing all the words given. One point for the correct answer. -Teacher corrects and sums up: The team having more points will win the game. (Note: Teacher can draw the tables of words on the board instead of extra-boards) * For example: English 10 (Basic curriculum) ( page 89) Unit 8: The story of my village - Lesson 5: Language focus (Exercise 1) -Aims: To check and practice adjectives Direct Indirect and adverbs in Reported speech in this Production-stage (after students do the exercise 1) in Language focus lessons. these -Time allowed: 6 minutes. here -Material preparation: now +I draw 2 tables of words on the board. today Each table is divided into 2 columns. The yesterday table A, which includes 10 verbs is for last week team A; the table B, which includes 10 ago prepositions is for team B tomorrow -Steps: tonight +I divide the class into 2 teams: Team A and Team B. +I call the representatives of 2 teams to Direct Indirect come to the board. These students are there asked to stand in 2 rows. +I give the instructions that I will say a that night word or phrase in Vietnamese , and in before turn, each student in 2 teams will write the that words on the right column as required. the week before Team A those Team B the next day then the day before that day Page13 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” +After finishing writing a word on the right column, this student quickly hands the chalk over to the next student in the team and, in turn, finishing all the words given. One point for the correct answer. -I correct and sum up: The team having more points will win the game.  When I say: “này”: Team A should write: that; Team B should write: this. “những ...này”: Team A should write: those; Team B should write: these. “đây”: Team A should write: take there; Team B should write: here. “bây giờ”: Team A should write: then ; Team B should write: now. “hôm nay”:Team A should write: that day; Team B should write: today. “hôm qua”:Team A should write: the day before;Team B should write: yesterday. “tuần trước”: Team A should write: the week before; Team B should write: last week. “trước đây”: Team A should write: before; Team B should write: ago. “ngày mai”:Team A should write: the next day; Team B should write: tomorrow. “tôí nay”: Team A should write: that night; Team B should write: tonight. After students finish playing the Games, they can practice and revise the structures of some adjectives and adverbs in the reported speech they have learnt. (Note: This game can be used in Warm-up stage or Grammar Presentationstage in Language focus lessons to practice or revise the grammatical structures) * (Note: We can do the same in Unit 1_Language focus, page 19, 20; Unit 2_Language focus, page 30, 31; Unit 3_Language focus, page 39, 40 ; Unit 5_Language focus, page 60, 61; Unit 7_Language focus, page 80, 81; Unit 10_Language focus, page 111 ; Unit 13_Language focus, page 139, 140, 141) 8.5- Using Games in Warm-up stage to present specific language functions or suggestions for ideas in Speaking lessons. Question and Answer Game -Aims: To help some specific language functions or suggestions for ideas in Warm-up stage in Speaking lessons. -Time allowed: 8-10 minutes. -Material preparation: Teacher should prepare a piece of paper in large size (or an extra-board) then write down the lists of questions on it (Teacher takes these questions from the very tasks of speaking in the textbook; even teacher should prepare making his/her own questions to help students). Page14 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” -Steps: +Teacher divides the class into 8- 10 groups of 5 (depending on the number to students in the classroom) +Teacher gives students the list of questions (if this section has its questions). Teacher asks groups to make the questions from the suggestions (if this section has no questions but it has its suggestions) then teacher corrects by giving students his/her own questions. +Teacher asks groups to prepare the answer and draw the turns. +Teacher gives the instructions that the first group can ask any questions in the list to any groups they like. The answer must be made within a specified amount of time (the teacher decides the time according to the class level). If the answer is correct and given within the time period (for example, time is estimated by teacher’s footsteps), the answering group receives a point and this group can take turns to ask any other groups. If the answer is incorrect or not found within the time period, this group gets no point and the other groups can take turn to answer this question. In turns, groups use up the questions in the list. +Teacher corrects and sums up: The group having the most points will win the game. (Note: This game can be used to develop reading skill through scanning or intensive strategies in while-reading stage in Reading lessons). * For example: English 14 (Basic curriculum) ( page 145, 146) Unit 14 : The world cup - Lesson 2 : Speaking -Aims: To help some specific language functions or suggestions for ideas in Warm-up stage in speaking lessons. -Time allowed: 10 minutes. -Material preparation: I prepare an extra-board then write down the list of 5 questions on it (I prepared making my own questions, based on the example on the page 167, to help students). -Steps: +I divide the class into 10 groups of 4. +I ask groups to make the pairs of questions to the information in the table about the world cup (page 167) in groups based on the example under the table, then I correct by giving students my own questions. 1.-When was the first world cup held? 2.-Where was the first world cup held? 3.-Which teams played in the final match? 4.-Which team became the champion? 5.-What was the score of the match? +I ask groups to prepare the answer and draw the turns. +I give the instructions that the first group can ask any pairs of questions in the list to any groups they like. The answers must be made within a specified amount of time (I decide the time according to the class level). If the answers are correct and given within the time period (for example, 5 footsteps), the answering group receives a point and this group can take turn to ask any other groups. Page15 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” 1.- (The first world cup was held) in 1930 2.- (The first world cup was held) in Uruguay 3.- Uruguay and Argentina 4.- Uruguay? 5.- 4-2 (four to two)? If the answers are incorrect or not found within the time period, this group gets no point and the next group can take turn to answer this pair of questions. In turns, groups use up the questions in the list. +I correct and sum up: The group having the most points will win the game. After finishing playing the Game, students finish the task 1. So we can ask students to do the task 2 easily. * (Note: We can do the same in Unit 1_Speaking, page 14, 15; Unit 3_Speaking, page 34, 35; Unit 4_Speaking, page 47, 48; Unit 5_Speaking, page 56 ; Unit 7_Speaking, page 76; Unit 10_Speaking, page 106, 107; Unit 12_Speaking, page 126, 127; Unit 13_Speaking, page 134, 135; Unit 15_Speaking, page 159, 160). II- RESULTS In this method, I realized most students worked harder, expressed more ideas, became more active and interested in the lessons and especially had more satisfactory results despite the fact that they are the students of Leviettao, the Old Semi-State school. After using these new language Games, I have had the following results of the convey from the 3 class: 10A, 10B, 10D at the end of the school year 2012 2013: classes Number listening of Well Badly students mastered mastered 10A 10B 10D Total 42 46 45 133 classes Number speaking and applied Q % 31 73.8 34 73.9 35 77.7 100 75.1 and applied Q % 11 26.2 12 26.1 10 22.3 33 24.9 reading Well mastered and applied Q % 32 76.1 35 76.0 36 80.0 103 77.4 Language focus Badly mastered and applied Q % 10 23.9 11 24.0 9 20.0 30 22.6 writing Page16 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” Well of students mastered 10A 10B 10D Total 42 46 45 133 and applied Q % 32 76.1 34 73.9 36 80.0 102 76.6 Badly mastered and applied Q % 10 23.9 12 26.1 9 20.0 31 23.4 Well mastered and applied Q % 33 78.5 35 76.0 37 82.2 105 79.0 Badly mastered and applied Q % 9 21.5 11 24.0 8 17.8 28 21.0 Well mastered and applied Q % 31 73.8 33 71.7 35 77.7 99 74.4 Badly mastered and applied Q % 11 26.2 13 28.3 10 22.3 34 25.6 ( * Note: Q : Quantity ) As shown from the table of statistics above, we can see that the qualities of the subject have changed dramatically in all skills. They are much higher and better than those at the beginning of the school year 2012-2013. Up to now, there’s been enough evidence to affirm that new language Games have resulted in much effect in teaching English. From my point of view, if we use these new language Games widely in other classes or grades, I have strong belief that we will also be successful. C- RELEVANT LESSONS To have good results in teaching English, teachers should be responsible and enthusiastic; enjoy teaching; love students; prepare lessons carefully; define exact focuses, aims and objectives of lessons; know how to use suitable methods in certain lessons flexibly in accordance with students’ abilities. Besides, teachers should usually use new techniques instead of outof-date ones in order for students not to feel bored. On the other hand, teachers should know how to use and take advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real things…and teachers should also create beautiful teaching aids to motivate students to learn and help them to practice their listening, speaking, reading and writing skills. Page17 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” In addition, teachers should look for and pick up information related to the lesson about culture, country…to introduce to students so that they can understand more easily and remember longer. D- CONCLUSIONS I have owed the ideas of the “Techniques of using new language Games in teaching Grade 10 English lessons effectively” I have mentioned above to the process of teaching, searching, and thinking for ages. Those are based on the Ministry of Education and Training’s policy of reforming methods of teachinglearning. To sum up, there are many methodologies of teaching English, and each teacher has her/his own methodology of teaching but the characteristics of teaching through language Games are the same in any languages. The final purpose of every English teacher is to help students to be good listeners, speakers, readers, and writers in any languages. This methodology is about how to stimulate students to learn Grade 10 English lessons actively, positively and effectively through new language Games. Personally, I have wondered if it is regarded as the perfect and effective methodology, therefore, I would like teachers to contribute your sincere ideas so that we will have perfect and suitable methods of teaching Page18 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” English in accordance with the education reform of Ministry of Education and Training. Thank you very much! LEADER’S CONFIRMATIONS Thanh Hoa, May, 19 th 2013 I strongly ensure this is my own work Writer Lê Đình Xô Comments of The Scientific Council at Leviettao high school (Ý kiến nhận xét của Hội đồng khoa học trường THPT Lê Viết Tạo) REFERENCES 1. How to use language games to teach English - by Andrew Wright, David Betteridge and Michael Buckby Cambridge University Press, 1984. 2. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great Britain: Cambridge University Press. 3. Practical handbook of language teaching (David Cross) 4. A course in language teaching - Practical and Theory (Penny Ur), Cambridge university press 5. Adrian Doff, Teach English - Cambridge University Press - 1997 6. (English language teaching training protect), The Methodology Course 7. English language Teaching Methodology by Ministry of Education and Training, 2003 8. Jeremy Harmer, How to teach English - Oxford University Press - 2002 Page19 Lê Đình Xô_The Teacher of English of Le Viet Tao High School Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively” 9. Teachers book, text book Grade 10 by Ministry of Education and Training, 2007. 10. Hadfield, J (1996). Elementary communication games. Longman: Addison Wesley Longman Ltd. Page20 Lê Đình Xô_The Teacher of English of Le Viet Tao High School
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