SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT THIỆU HÓA SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI APPLYING GAMES IN TEACHING LANGUAGE FOCUS GRADE 10 Người thực : Nguyễn Thị Thu Chức vụ : Giáo viên Đơn vị cơng tác : Trường THPT Thiệu Hóa SKKN thuộc lĩnh vực (mơn): Tiếng Anh THANH HỐ NĂM 2019 TABLE OF CONTENTS INTRODUCTION 1.1 Reason for choosing the topic 1.2 Aims of the study 1.3 Scope of the study 1.4 Methodology of the study .3 1.5 Significance of the study CONTENTS 2.1 Theoretical background of the study 2.2 Practical background of the study 2.3 Applying games in teaching Language focus Grade 10 .7 2.4 Results 17 CONCLUSION AND SUGGESTIONS 18 3.1 Conclusion 18 3.2 Suggestions……………………………………………………………… 19 INTRODUCTION 1.1 Reason for choosing the study In recent years, English language has been paid more and more attention in Vietnam because its significance has been recognized in many aspects of life The study of English is now obligatory in most schools, usually starting from sixth grade However, Vietnamese parents, who want to equip their children with adequate knowledge of English as it may contribute to their success in the future, often have their children exposed to English language since their early ages Among all necessary aspects of English language, grammar is often regarded as one of the most crucial part for the proper use of English In order to communicate efficiently in English, learners should have sufficient grammar knowledge base (McKay, 1987) Nevertheless, it is stated in Nedomová’s thesis (2007) that many teachers find it difficult to explain theoretical concepts of grammar to their young students As a result, students are passively taught in a traditional way That is the reason why students usually forget what they have learnt in a short time Therefore, the teachers should find an appropriate and effective method to teach grammar for young learners Using games in teaching English grammar is one recommended tool because games provide an enjoyable and relaxed learning environment for students and help them to be more creative and communicative (Yolageldili & Arikan, 2011) Hence, this research was initiated with the concern of whether games should be used in teaching English grammar to learners The purpose of this research is to investigate the benefits of using games in English grammar teaching for children and how to use games in language classroom The research will take a look at (1) the reasons of using games as a teaching method for young learners; (2) advantages of using games in language teaching and (3) the application of games in teaching English grammar Grammar always plays a significant role in teaching and learning English However, it is not easy to motivate students, especially young students in learning grammar Therefore, teachers should find a more appropriate teaching method to help young learners help young learners know more about the language rules and are able to use them correctly It is a matter of fact that finding the most suitable and closest materials is not easy and many teachers finds it rather difficult to apply games effectively in this problem Therefore, instead of using , they choose traditionally designed exercises in the text book to save their time and effort Basing on these facts, I forcefully integrated games in teaching grammar for students with the aim of helping many teachers and students in teaching and learning reading comprehension those mentioned reading texts That why I choose the theme “Applying games effectively for teaching grammar for students Grade 10 ” Using games is one of the proper teaching methods which may be applied to teach grammar for young learners In order to apply it effectively, teacher should understand the benefits of using games in English grammar teaching for children and how to use games inlanguage classroom Some issues regarding the use of games to be investigated inthis research are the reasons of using games as a teaching method for younglearners; advantages of using games in language teaching and the application of games in teaching English grammar 1.2 Aims of the study The purposes of this research is to simplify the tasks and use strategies in teaching grammar for students Grade 10 to have effective lectures and improve student's learning result 1.3 Scope of the study This study is conducted among students in class 10D at Thieu Hoa high school during the school year 2018 - 2019 a 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 b Difficulties: - Some students are not really interested in learning English - Teachers not have enough time to apply educational games in teaching in order to motivate the students 1.4 Methodology of the study Reading reference books, discussing with other teachers, applying in teaching, observing and drawingout experiences 1.5 Significance of the study This study may provide insights into the process of learning grammar for the students It motivates the students’ desire for learning English, and make them more confident and active in skills' activities It also gives some suggestions for other teachers for teaching grammar CONTENTS 2.1 Theoretical background of the study There have been various ways of defining grammar - a very common and familiar term in language teaching and learning Grammar can be seen as "the study and practise of the rules by which words change teir forms and are combined into sentences" from The Longman Dictionary of Contemporary English (quoted in Harmer: 1987, p 1) There are two concentrated basis elements: the rules of grammar and the stydy and practice of the rules Similarly, Harmer (1988) defines grammar as "the way in which words change themselves and group together to make sentences The grammar of a language is what happens to words when they become plural or negative, or what word order is used when we make questions or join two clauses to make one sentence" (p 1) As for Murcia (1988), grammar is "a subset of those rules which govern the configurations that the morphology and syntax of a languge assume"verySince motivation is not only a vital but also a highly complex factor determi (p 16) Acoording to Fromkin and Rodman (1998), "The sounds and sound patterns, the basic units of meaning such as words and the rules to comnine them to form new sentences constitute the grammar of a language " (p 14) I am in favour of Widdowson (1990) with the claim that "grammar is not just a collection of sentence patterns sinifying nonsense" (p 81) For Thornbury (1999), grammar is not just the rules on how to combine words at the sentence of level, but it also takes into account the role of context in which a sentence is made He says that "when we process language we are not only trying to infer the speaker's (writer's ) intention" (p 6) Huges and McCarthy (1998) view grammar as discourse not as sentence and coined the sterm discourse grammar There is an interesting movement towards teaching English grammar 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 anxiety-reducing activities or games, we should find the students more motivated for their next class Why Use Games in Class Time? * Games are fun and students like to play them Through games students experiment, discover, and interact with their environment (Lewis, 1999) * Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language For many students, language learning will not be the key motivational factor Games can provide this stimulus (Lewis, 1999) * The game context makes the foreign language immediately useful to the children It brings the target language to life (Lewis, 1999) * The game makes the reasons for speaking plausible even to reluctant students (Lewis, 1999) * Through playing games, students can learn English the way students learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot * Even shy students can participate positively * How to Choose Games (Tyson, 2000) * 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 From 'Creative Games for the Language Class' by Lee Su Kim 'Forum' Vol 33 No 1, January - March 1995, Page 35 "There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning This is a misconception It is possible to learn a language as well as enjoy oneself at the same time One of the best ways of doing this is through games." 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.' 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." 2.2 Practical background of the study At Thieu Hoa high school, it is undoubtedly that students, especially weak students, are afraid of speaking English They seldom practise speaking English, even some common greeting sentences There are several reasons to explain for this fact Firstly, majority of students here come from farmer's families So that they can't afford to register English courses at the English center This prevents them from using English naturally Secondly, students are afraid of pronuncing words wrongly as well as making mistakes while building sentences They don't make sure about there grammar and pronuciation As a result, they will don't like speaking English as a habit Lastly, students don't have chance to communicate with native speakers I mean that they are mainly taught by Vietnamese teachers In adition, students are uasually affected by thier mother tongue Therefore, it is difficult for them to learn English and use it as correctly and naturally as native speakers According to a research on techniques of teaching English grammar and vocabulary in Secondary school in two last decades, different teachers use different methods to help students understand the lessons better To a certain extent, these methods can fulfil the aim of helping students understand and know thoroughly the contents of the lessons Nonetheless, how will the class be if these methods are applied in all the lessons? Will the students find it interesting to learn whereas they can find the exact answers for the tasks in many reference books? The results of the lesson will change if the teacher use games in teaching language focus The lessons will be fun and exciting and students will feel relaxed pay much attention to the lessons I have already used some games in teaching pronunciation and grammar I myself find it very useful to help students learn more effectively They are: Circulation, Twenty Questions, Detective games, Noughts and Crosses, Tongue Twisters, Reported speech soccer, Mining game, Bringing me something, The Jewel game, 2.3 Applying games in teaching Language focus Grade 10 CIRCULATION Aim: Help students to practise using the words they have already learn to make a long sentence as well as help them to memorise the lesson Procedure: Teacher divides the class into small groups Then gives each group a word and each student in groups gives one word to make a full sentence Students have minutes to complete their own sentences Teachers will call the last student of each group to speak aloud his/her sentence The group which has longer sentence will be winner Applying this game to some lessons 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 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 O: và Q Ex: Paul wants to call his daughter not to pour water on the floor and watch out the dog TWENTY QUESTIONS Aim: Help students to make questions with words given This game is very usueful for students in practising questions with Wh-questions Procedure: Teacher divide the class into four groups Then the teacher gives a picture of a famous person to the whole class 10 Students in each group take turns to make questions about him/her In five minutes, the group which has more questions will win Applying this game in teaching Unit 2: SCHOOL TALKS - Grammar (WH Questions) The teacher gives a picture of a famous person (Michael Jackson) Ex: What is his name? Where is he from? What is his job? DETECTIVE GAME Aim: Help students to practise past tenses Procedure: Teacher divide the class into four groups 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 in three minutes The group which has got the correct answers in the shortest time will be the winner 11 Applying this game in teaching 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 TWISTER Aim: 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 Students will have chance to practise sounds they have just learned Procedure: - Write some English tongue twisters on the board or on pieces of paper to distribute to students Ask them to read the tongue twisters aloud Then faster Then three times in a row Here are some examples: She sells sea shells on the sea shore A proper copper coffee pot 12 Around the rugged rocks the ragged rascal ran Red lorry, yellow lorry, red lorry, yellow lorry A big black bug bit a big black bear - Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? Examples: Applying this game in teaching in some lessons: 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… Aim: 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 Procedure: Teacher ask the first student from each table in the middle to play this game, then students can take turns To play this all you have to say is, Change Seats if + you have black hair 13 + you have a sister + you like to eat hamburgers + you are sitting beside a boy + your favorite color is red + you like to homework + you don't like to 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 The student who don't act as the speaker said will lose and become the speaker This Game can be used at the end of the class after the student learn Conditional sentences (type 1, 2, 3) in the following units: 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 groups - One group makes sentences beginning with IF I… The other will finish the sentences - The students put their paper into 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 pieces of paper If I am a bird I will be a monkey! 14 NOUGHTS AND CROSSES: Aim: Help students practise making sentences with the words they have already learned Procedure: Draw a noughts and crosses grid on the board Supermarket Sourvenir shop School Post office Bookstore Movie theatre Hotel Street Village Street Village - Divide the class into groups : one is Noughts (0) and one is Crosses (X) Applying in teahing 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 you in your free time? 2.What is your favourite sport? How often you watch TV? 4.Where you usually go on a Sunday? 15 Who you often spend your free time with? Why you morning exercises everyday? Where you go on holiday? Where you have free time? Which sport 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 Aim: Help students to practise reported speech Procedure: The teacher can choose some students to play the games 16 Teacher speaks a sentence and then ask student to change it into reported speech Applying in teaching Unit 8: THE STORY OF MY VILLAGE - Grammar The teacher can flip over a quotation card and the student whose turn it is reads 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: Aim: 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 Procedure: 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 The groups which has more correct answers will win Applying in teaching Unit 6: AN EXCURSION - Grammar ( The Present Progressive) 17 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 Aim: 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 situations Procedure: Applying in teaching 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 Aim: This game promotes the development of memory and observation skills Procedure: 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 Example: Applying in teaching Unit 12: MUSIC – Grammar ( Infinitive) 18 Teacher’s activities & contents: Students’ activities: - Have Ss play the game Explain the rule - Listen to T’s instruction of the game - Post the poster on the board containing - Look at the poster and try to some verbs followed by gerund: remember Verbs Followed by a Gerund - Discuss to write down as Admit appreciate avoid many songs as possible can't help complete consider - Four representatives go to delay deny detest the board and write in limited dislike enjoy escape time excuse finish forbid - Look a the poster and check get through have imagine mind miss permit postpone practice quit recall report resent resist resume risk spend (time) suggest tolerate - Put the poster down the table and give Ss 1’ to discuss the answers - Call on members from groups to go to the board and write their answers - Repost the poster to check the answers - Announce the winners 19 2.4 Results of applying games in teaching Language focus Grade 10 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 -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 -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 here also occupies rather high rate (25%) Marks – 10 8–9 7–8 6–7 5–6 Under Use grammar games Numbers of % Not use grammar games Numbers of students % students (10D) 10 21 10 (10H) 21 47 21 0 13 17 13 33 45 CONCLUSION AND SUGGESTIONS 3.1 Conclusion: - Grammar games help teachers combine 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 - 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, the grammar games sometimes cause difficulties to teachers and students: 20 + Using grammar games loses a lot of time, so the teachers 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 3.2 Suggestions: The point is to learn and to take something away from the session Think of games like interactive lessons Contrary to popular belief, it’s completely possible for a grammar-focused ESL game to be both fun and educationally sound If you’re not sure about which kind of grammar-based games are suitable for the ESL classroom, you can ask yourself the following questions: - Does the grammar game practice any skills? If yes, which ones? - What’s the purpose of the game? - What kind of game is it? Is it a strategy game? A communicative grammar game? - Does the grammar game mesh with the learners’ ages? - Is the game the right fit for your learners’ levels? - Are all learners involved in the grammar game? Does it require maximum student involvement? - Do your students enjoy the game? Additionally, you can also ask yourself: - What specific grammar points you plan to introduce or practice through this ESL grammar game? - Is it possible to maintain absolute control over your class while playing this particular game? - Do you need any special materials to play this grammar game? If you do, can they be easily obtained? 21 - How will you be able to maintain student progress and keep your learners on track when playing this particular game? - How long you need to play this game? - At which point of the lesson will you incorporate your grammar game? - Are the rules clear? How will you successfully explain the game without too much TTT (teacher talking time)? At the end of the day, every learner of English (or any other language) wants to have a fun language learning experience Many learners dread grammar and just the mention of the irregular past participles and passive voice may be enough to make them run and hide Like in any type of ESL learning situation, things need to be changed up a bit and games can definitely be overused Use them sparingly and at the right times to either introduce a point or to reinforce, but not for both If you’ve been against using games to teach ESL grammar, you ought to give it a shot You’ll not only motivate them, but you’ll also encourage your learners to use English more authentically 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 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? 22 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 Thank You! Thanh Hóa, ngày 20 tháng 05 năm 2019 Xác nhận Thủ trưởng đơn vị Tôi xin cam đoan là SKKN viết, khơng chép nội dung người khác Người viết: Nguyễn Thị Thu REFERENCES Some materials are used during the study: - Games to teach English (Harold S Madren) - Oxford University Press 2003 23 - Bridge TOEFL: Teaching English With Games (2007) - How to improve students’ communicative skills - Masaryk University 2007 - Intermediate Communication Games (Hadfield, J ) - Thomas Nelson and Sons Ltd 1990 - Using Games in Teaching English to Young Learners ( Lin Hong) - The Grammar Activity Book Cambridge University Press Một số website giảng dạy Tiếng Anh: http://www.teachernet.gov.uk/,http://www.britishcouncil.org , http://www.globaledu.com.vn, http://www.ila.com, … - SGK Tiếng Anh 10 (Bộ Giáo Dục và Đào Tạo)-NXB Giáo Dục ICT ESD – Nhà xuất Giáo dục (2008) 24 ... Detective games, Noughts and Crosses, Tongue Twisters, Reported speech soccer, Mining game, Bringing me something, The Jewel game, 2.3 Applying games in teaching Language focus Grade 10 CIRCULATION... in teaching and learning reading comprehension those mentioned reading texts That why I choose the theme Applying games effectively for teaching grammar for students Grade 10 ” Using games is... (2) advantages of using games in language teaching and (3) the application of games in teaching English grammar Grammar always plays a significant role in teaching and learning English However,