Tài liệu Skkn games in teaching grammar- grade 10

Games in teaching Grammar – Grade 10 GAMES IN TEACHING GRAMMAR- GRADE 10 PART I: REASONS FOR CHOOSING THE TOPIC Recently, teaching English has improved in method in the light of the communicative, learner-centered approach which is adaptable to required objectives and helps students have many opportunities to communicate in English. However, at many high schools, teaching English still has not developed students’ ability, activeness and motivation. For many years, versions of a claim that students remember “10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, and 90% of what they do” have been widely circulated among educators. The source of this claim, however, is unknown and its validity is questionable. It is an educational urban legend that suggests a willingness to accept assertions about instructional strategies without empirical support. A lot of new teaching methods have been applied in teaching foreign languages in secondary schools. As a teacher you are really annoyed when your students do not concentrate on your lectures. It may be objective reasons such as climate and weather or subjective ones as the lectures are not interesting enough. Therefore, games are very useful and effective. They encourage being active, people like to win and they include some physical activities when participants stand up and move around. As an English teacher, I really want to clarify the topic here with my knowledge to analyze, understand the situation of teaching and learning English at high school; the application of games in teaching English at the school. Thanks to it, I Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 will find out lessons, experience for myself and make a small contribution to enhancing the effectiveness in teaching this subject. "A good beginning makes a good ending." The saying is true for the TEFL classroom as well. Use effective warmers to start your interesting TEFL classes and grab students’ attention. So in this writing, I present some experience in applying educational games in teaching grammar grade 10. PART II : REAL SITUATION BEFORE THESE SOLUTIONS ARE CARRIED OUT 1. Advantageous conditions - Parents and students are aware of the importance of acquiring a foreign language. - Some students show a special interest in learning English. - English is one of core subjects, which are compulsory in final examinations at certain stages of the school education system. This will encourage students to invest more time in studying it. 2. Difficulties - Some students are not really interested in learning English. - Teachers do not have enough time to apply educational games in teaching in order to motivate the students. PART III: CONTENT Since motivation is not only a vital but also a highly complex factor determining more or less successful language learning, it is necessary to examine approaches to motivation in learning in order to bring about better insights into it. Learners’ motivation can change overtime and effect on their language learning. Various studies have found that motivation is strongly related to success in language learning. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 There is an interesting movement towards teaching English with games. It creates students’ motivation in learning English. Just imagine when coming in class, the teacher announces that it's time for a grammar lesson with games and instead of moans and whining, the teacher and the students get smiles and excitement. Students may wish to play games purely for fun. Teachers, however, need more convincing reasons. “Teachers need to consider which games to use, when to use them, how to link them up with the syllabus, textbook or programme and how, more specifically, different games will benefit students in different ways (Khan, J.1996)”. The key to a successful language game is that the rules are clear, the ultimate goal is well defined and the game must be fun. Most classes should start with a “warm-up” activity to help the students relax and settle into the class. The warm-up is often a game, just to start things on a “fun” level. The basic idea is to let the class play, have a couple laughs and some fun right at the very beginning – work them very hard in the middle – and finish up the class with some fun. Following this process, where the class begins and ends with anxietyreducing activities or games, we should find the students more motivated for their next class.  ILLUSTRATION  Circle Teacher gives a word and each student in groups gives one word to make a full sentence.  Unit 1: A DAY IN THE LIFE OF… – Pronunciation Teacher gives the first word: THREE and asks students to give words containing the sound /i:/ or /I /. Ex: Three sleepy sheep and a bee see Bill kick a big tin under the kitchen sink. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 Unit 3: SCHOOL TALKS - Grammar Teacher gives the first words (The) and asks students to give words to make complete sentence having To infinitive or Gerund Ex: The manager asked me to finish the report by lunchtime.  Unit 4: SPECIAL EDUCATION… – Pronunciation Teacher gives the first word: PAUL and asks students to give words containing the sound : và . Ex: Paul wants to call his daughter not to pour water on the floor and watch out the dog.  TWENTY QUESTIONS The teacher gives a picture of a famous person Students in turn make questions.  Unit 2: SCHOOL TALKS - Grammar (WH - Questions) The teacher gives a picture of a famous person. (Michael Jackson) The teacher can ask the students to work in groups of 4. In 5 minutes, the group make more questions will be the winner. Ex: What is his name? Where is he from? What is his job? Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10  DETECTIVE GAME The teacher copies and cuts up one set of cards for each group, shuffles them and places them face down in the middle of the group. Students have to arrange the cards to make a story.  Unit 3: PEOPLES BACKGROUND - Grammar (English 10) The teacher copies and cuts up one set of cards (a murder story)for each group, shuffles them and places them face down in the middle of the group. Students have to arrange the cards to make a full story (they practice past tenses). An old lady was found dead in her living room. She had been hit on the head and jewellery worth five thousand pounds had been stolen from the house. The murder occurred between seven and ten oclock in the evening. One of the principal suspects is Annie Hudson, the district nurse, who has the key to the old lady’s house, and who lives ten minutes walk away. The cards contain details of Annie’s movements that evening. The groups’ task is to read them and try to work out if she could have committed the murder or not. Students should turn over one card at a time from the pile and discuss the probable sequence of events. After the groups have finished, let them compare their findings.  Tongue Twisters Teaching English pronunciation is an area of language teaching that many English teachers avoid and students might initially be shy about their pronunciation. By using fun, silly activities, it creates a more relaxed, effective atmosphere than strict practice. - Write some English tongue twisters on the board or on pieces of paper to distribute to students. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 - Ask them to read the tongue twisters aloud. Then faster. Then three times in a row. Here are some examples: a) Examples  Unit 3: PEOPLE’S BACKGROUND – Language Focus (English 10) / e / and / æ / How many cans can a cannibal nibble if a cannibal can nibble cans? How many berries could a bare berry carry if a bare berry could carry berries?  Unit 10: CONSERVATION – Language Focus (English 10) / b/ and / p / If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?  Unit 14: THE WORLD CUP – Language Focus (English 10) / g / and / k / How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies  CHANGE SEAT IF… This Game can be used at the end of the class after the students learn Conditional sentence (type 1); so that your students go home with a smile on their faces; or you can play this game when you want to notice your students focus fading. Unit 8: THE STORY OF MY VILLAGE - Grammar Procedure To play this all you have to say is, Change Seats if... + you have black hair + you have a sister + you like to eat hamburgers + you are sitting beside a boy Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 + your favorite color is red + you like to do homework + you don't like to do homework! if whatever you said is true about any student in the class , they must Change Seats with one of the other students who also has to switch his/her seat. This is one of the best Games to play with your class and every student will really be happy to play it; and while you are playing this game you are also improving the students listening skills.  If I… This Game can be used at the end of the class after the student learn Conditional sentences (type 1, 2, 3).  Unit 8: THE STORY OF MY VILLAGE Grammar (English 10) Unit 9: UNDERSEA WORLD Grammar (English 10)  Unit 11: NATIONAL PARKS Grammar (English 10) Procedure - Divide the class into 2 groups. - One group make sentences beginning with IF I…. . The other will finish the sentences. - The students put their paper into 2 hats one with IF I… , another with I. At the end of the sentences the students have to write their names. The winner will be the pair has the most interesting sentence, the most meaningful sentence,... Ex: Teacher takes 2 pieces of paper 1. If I am a bird 2. I will be a monkey!  NOUGHTS AND CROSSES - Draw a noughts and crosses grid on the board. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 - Supermarket Sournenir shop School Post office Bookstore Movie theatre Hotel Street Village Divide the class into 2 groups : one is Noughts (0) and one is Crosses (X)  Unit 2: SCHOOL TALK - Grammar (WH- questions)  Unit 12: MUSIC - Grammar (WH- questions) When Why Who Which What Where Where How Why - Divide the class into two teams, and label the teams noughts or crosses. - Each team has to make a question correctly before they can place their symbol into an appropriate place on the board. - The winning team is the one who gets a line of three of their symbols on the grid. Ex 1.What do you do in your free time? 2.What is your favourite sport? 3. How often do you watch TV? 4.Where do you usually go on a Sunday? 5. Who do you often spend your free time with? 6. Why do you morning exercises everyday? 7. Where do you go on holiday? Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 8. Where do you have free time? 9. Which sport do you prefer football or swimming?  RELATIVE CLAUSES Divide the students into two teams, the noughts and the crosses, and give out a worksheet like the one in the photo. It consists of the nine squares of the noughts and crosses diagram, each containing the photo of an object or a person that the students will not know in English, but will be able to describe within the limits of the grammar (relative clauses ) and vocabulary that they have already learnt.  REPORTED SPEECH SOCCER The teacher can choose some students to play the games  Unit 8: THE STORY OF MY VILLAGE - Grammar The teacher can flip over a quotation card and the student whose turn it is reads Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 the quote and reports what was said, heard, read, or thought. For example, if the card says it's a beautiful day then the student will say: He/she said that it was a beautiful day. Every card has been designed so that the student can easily identify the pattern that is required Ex: . . . said that . . . . . . thought that . . . If the student correctly reports what was in the quotation, the soccer ball advances one space (one player) closer to the opposing net. If the student makes even the slightest mistake then the ball moves one space closer to his or her own net.  MIMING GAME: Students use their bodies to convey the meaning of an action or an expression which the others have to guess. It can involve all the members of class at the same time Teacher can divide the students into small groups. One of the students in the group has to mime and the other groups have to guess. Unit 6: AN EXCURSION - Grammar ( The Present Progressive) Students stand in front of the class and mime actions. The other students must guess what the student is doing: She's driving a car, He's opening an umbrella in the rain, etc…  BRING ME SOMETHING.... Comparative and Superlative adjectives are a very important part of learning English. While grammar lessons and exercises are beneficial, we all know it is important to get the students communicating and using the structures in realistic Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 situations. Unit 16: HISTORICAL PLACES - Grammar I like to play a game where they search the class to find an item I have requested. The students are in groups, and I stand in front of the class. As an example, I ask for something smaller than a pencil. The first group to bring me an item that fits the request gets a point. Other examples include: + Something bigger than the textbook + Something older than the desk + Something newer than a new notebook + Someone better looking than the teacher (That always gets some laughs)  THE JEWEL GAME This game promotes the development of memory and observation skills. a) Preparation - Divide the class into small groups. Make sure that all desks are cleared and no student has pen or paper to write anything down. - Flashcards or pictures. - Show flashcards or pictures to the silent class for 60 seconds. After that each group must write down the verbs followed by infinitive or gerund as they can remember . - The students try to remember what they have just read. b) Examples  Unit 2: SCHOOL TALKS – Grammar ( Gerund - Infinitive)  Unit 12: MUSIC – Grammar ( Infinitive) Teacher’s activities & contents  Have Ss play the game. Explain the rule of the Teacher : Nguyễn Ngọc Khánh Vân Students’ activities  Listen to T’s instruction Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 game  Post the poster on the board containing some  Look at the poster and try verbs followed by gerund: to remember Verbs Followed by a Gerund admit advise appreciate avoid can't help complete consider delay deny detest dislike enjoy escape excuse finish forbid get through have imagine mind miss permit postpone practice quit recall report resent resist resume risk spend (time) suggest tolerate waste (time)  Discuss to write down as many songs as possible  4 representatives go to the board and write in limited time  Put the poster down the table and give Ss 1’ to  Look a the poster and discuss the answers check  Call on 4 members from 4 groups to go to the board and write their answers  Repost the poster to check the answers  Announce the winners.  SIMON SAYS “Listen carefully to the articles”  Unit 13: FILMS AND CINEMA – Grammar ( Articles) When teaching articles, teacher often gives the rules of articles briefly and then asks students to do some gap filling exercises. SIMON SAYS is a well- known game where students only do an action if the instructions are preceded by the words “Simon says…” and otherwise stay still. There is a fairly well known variation on this where Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 students only do the action if the instructions are grammatically and logically correct, and this can easily be adapted to practice articles with instructions they should copy like “Look at the teacher”, “Point at the tallest student” and “Wink at a student”, and ones they shouldn’t like “Touch the student” (because they don’t know which one). PART IV: ANALYZING RESULT The table below expresses clearly the difference in the students’ understanding of the lessons with and without grammar games. In fact, after some lessons with grammar games, the number of students who get marks 6 -7 occupies 40% while after some lessons not having grammar games, this number of students is 10%. Moreover, the number of students who get marks 7 -10 only occupies 25% in lessons without grammar games compared with 40% of the students get these marks in the other lessons. The number of students who get marks under 5 here also occupies rather high rate (25%). Marks Use grammar games Numbers of students (12A9,10A3) 4 10 18 32 12 4 9 – 10 8–9 7–8 6–7 5–6 Under 5 Not use grammar games % Numbers of students % 5 12.5 22.5 40 15 5 (12A7, 10A2) 2 4 14 8 32 20 2.5 5 17.5 10 40 25 PART V: CONCLUSION AND SUGGESTIONS I. Conclusion - Grammar games help teachers combine 4 skills: listening, speaking, reading and writing during giving the games and form the habit to play them. Therefore, teachers only need to prepare a little, they can make class atmosphere lively and effectiveness of learning high because both teachers and students are familiar to the way to play games. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 - During the game, most students feel interested, ready to cooperate to take part in the game. When playing the games, students express their motivation. Moreover, students can revise the old structure and learn new one without being nervous or tired. - Although benefits and effectiveness of grammar games are proved, theygrammar games sometimes cause difficulties to teachers and students. + using grammar games loses a lot of time, so the teachers do not have enough time to teach all content of the lesson. + The class is crowded, so there are many difficulties both teachers and students including multi level learning and noise. In summary, learning grammar though games is a method both effective and attractive, and can apply in any classes. II. Suggestions Lin Hong, author of "Using Games in Teaching English to Young Learners", explains that not all games are going to work to teach the students language skills. If the game is simply for fun and not linked to educational goals it may not be the best use of your time. It is possible to have a fun game that is educationally sound, however. To find out if the game is educationally sound, think about these questions posed by Hong:  Which skills do the games practice?  What type of game is it and what is its purpose?  Does the difficulty level of the game mesh with the students' ability level?  Does the game require maximum involvement by the students?  Do the students like it? Do you like it? These suggestions will help teachers to overcome difficulties in using grammar games and get used to teaching grammar with games in order to develop students’ motivation and understanding of the lesson. Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 Bien Hoa , May 20th , 2012 Teacher Nguyễn Ngọc Khánh Vân TABLE OF CONTENTS Page PART I: INTRODUCTION……………………………………………….. 1 Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 PART II: REAL SITUATION BEFORE THESE SOLUTIONS ARE CARRIED OUT………………………………….………………………………………...2 PART III: CONTENT………………………..…………………………….. 2 CIRCLE......................................................................................................3 TWENTY QUESTIONS……………………………………………………3 DETECTIVE GAME ………………………………………………. 4 Tongue Twisters…………………………………………...………. 5 CHANGE SEAT IF ……………………………………………………….6 IF I … …… …………………………………………………..7 Noughts and Crosses.…………………………………………….. 7 REPORTED SPEECH SOCCER ………………………………………… 9 MIMING………………………………………………………..……… 10 BRING ME SOMETHING………………………………………..……… 10 THE JEWEL GAME …. ………………………………………..……… 12 SIMON SAYS… 13 ……………………………………..……… PART IV: ANALYSING RESULT ……………………………………… 13 PART V: CONCLUSION AND SUGGESTIONS ……………………… 13 REFERENCE 1. Games to teach English (Harold S. Madren) - Oxford University Press 2003 Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school Games in teaching Grammar – Grade 10 2. Bridge TOEFL: Teaching English With Games (2007) 3. How to improve students’ communicative skills - Masaryk University 2007 4. Intermediate Communication Games. (Hadfield, J. ) - Thomas Nelson and Sons Ltd. 1990 5. Using Games in Teaching English to Young Learners ( Lin Hong) 6. The Grammar Activity Book. Cambridge University Press. ISBN 0 521 575796 7. Một số website giảng dạy Tiếng Anh: http://www.teachingenglish.org.uk/ http://www.teachernet.gov.uk/,http://www.britishcouncil.org http://www.globaledu.com.vn , http://www.ila.com, … 8. SGK Tiếng Anh 10 (Bộ Giáo Dục và Đào Tạo)-NXB Giáo Dục 9. ICT 4 ESD – Nhà xuất bản Giáo dục (2008) Teacher : Nguyễn Ngọc Khánh Vân Nguyen Huu Canh high school ,