Applying games in teaching language focus grade 10

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 hiện	: Nguyễn Thị Thu
Chức vụ	: Giáo viên
Đơn vị công tác	: Trường THPT Thiệu Hóa
SKKN thuộc lĩnh vực (môn): Tiếng Anh
THANH HOÁ NĂM 2019
TABLE OF CONTENTS
1. INTRODUCTION	1
1.1. Reason for choosing the topic	2
1.2. Aims of the study	2
1.3. Scope of the study	3
1.4. Methodology of the study	3
1.5. Significance of the study	3
2. CONTENTS	3
2.1. Theoretical background of the study	3
2.2. Practical background of the study	6
2.3. Applying games in teaching Language focus Grade 10	7
2.4. Results	..17
3. CONCLUSION AND SUGGESTIONS 	..18
3.1. Conclusion	..18
3.2. Suggestions....19 	
1. 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 do 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.	
2. 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: 
1. Games are a welcome break from the usual routine of the language class. 
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing, listening and reading. 
5. They encourage students to interact and communicate.
6. 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
1. 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.
2. 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 3 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
1. Aim: Help students to make questions with words given. This game is very usueful for students in practising questions with Wh-questions.
2. Procedure:
Teacher divide the class into four groups.
Then the teacher gives a picture of a famous person to the whole class.
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
1. Aim: Help students to practise past tenses.
2. 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.
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
1. 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. 
 2. 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
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 
1. 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.
 2. 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
+ you have a sister
+ you like to eat hamburgers
+ you are sitting beside a boy
+ 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. 
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