Designing the game “obstacle race – vượt chướng ngại vật”- Version of road to olympia at warm - up section for reading English 10 at tho xuan 5 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
THO XUAN 5 HIGH SCHOOL
EXPERIENCE INITIATIVE
DESIGNING THE GAME “ OBSTACLE RACE – VƯỢT CHƯỚNG NGẠI VẬT”- VERSION OF ROAD TO OLYMPIA AT WARM- UP SECTION FOR READING ENGLISH 10 AT THO XUAN 5 HIGH SCHOOL
The author: Lê Viết Mạnh
Job position: Teacher
Experience initiative about: English
THANH HOÁ NĂM 2019
TABLE OF CONTENTS
Pages
1. HEADING
2
1.1. Choice argument.
2
1.2. The purpose of the topic. 
3
1.2.1. For the students
3
1.2.2. For the Teachers
3
1.3. Research subjects.
3
1.4. Research Methods.
3
1.5. The topic offers a new solution.
4
2. CONTENT	
4
2.1. Rationale 
4
2.2. Reality
5
2.3 Apply some actions in the "warm-up" section to some specific lessons
5
2.4 Means of conducting games
2.5 Introduce lessons using the "Obstacle Race" game in Reading lesson
5
5
2.6. Describe the content of the initiative with lesson plans (see Appendix 2)
13
2.7. The result of reserchinh
13
3. SECTION CONCLUSION AND RECOMMENDATION
14
3.1. Conclusion.
14
3.2. On the teacher's side:
3.3. On the students side:
3.4. Proposal.
14
14
14
4. REFERENCE
5. APPENDIX
16
17
1. HEADING
1.1. Choice argument. 
	In recent years, learning foreign languages ​​in general and English in particular in high schools have been paid much more attention especially when foreign language is compulsory in the National High School exam. When English has confirmed its role and importance in schools and at all levels, it is important to improve the quality of teaching and learning. So how to improve the effectiveness of teaching and learning is an essential need not only for learners but especially for those who are directly teaching English. We all know that learning English is just learning a language. To master the language, learners must practice four basic skills: Listening, Speaking, Reading and Writing. If they learn these four skills well, they will have easy access to computing, science and technology, and will be very convenient to communicate. Special reading comprehension skills are one of the basic skills that are emphasized in the teaching and learning of foreign languages. It determines whether the learner understands the content of the article or not. So if students have the ability to read English well, they can read books, newspapers and materials written in English with content appropriate for their age and level, helping them learn. Students have the opportunity to improve their English. In a reading comprehension, the teacher not only helps students understand the language in each paragraph, but also has to apply flexible techniques to match the specific content of each lesson to inspire. Have fun for students and create activities that help students practice better.
In the English program, warm-up is an important step in implementing a Reading lesson. In fact, this step only takes 5-7 minutes but has an "opening" role so it can affect the whole class. Opening a good lesson will give learners a good attitude, get excitement and focus on new lessons more easily. Teachers can apply a variety of methods to guide the lesson to suit their students.
Adopt the current status of teaching and learning awareness of grade 10 students in English 10 program at Tho Xuan 5 high school by using questionnaires for students and teachers (see table 1.2- Appendix 1 attached). Facing the requirements of the subject and the difficulties of the students, being a teacher who directly teaches the subject, I always think about how to achieve the highest efficiency in teaching methods me. The use of games to guide seems to be no stranger to both students and teachers. Therefore, I found a new game to avoid the boredom of repeating too many old games and helping students learn to read more effectively. From there, they became interested in English and gradually improved the quality of the subject. It is for these reasons that I boldly choose reading comprehension skills to make a topic "Designing the game" Obstacle Race - vượt chướng ngại vật "- version of Road to Olympia at the Warm-up section for Reading English 10 at Tho Xuan 5 High School".
1.2. The purpose of the topic.
1.2.1. For the students [1], [2].
In this topic, I mainly focus on the basic subjects of grade 10 and show students how to learn and enjoy learning English, through a number of steps. In the learning process, students not only understand effective and appropriate methods, but also apply them to do many different ways of learning lesson accurate and confident doing exercises.
1.2.2. For the Teachers [3], [4]
Find out the most effective methods to stimulate students' interest before each lesson, help students access lessons that are fun and exciting. Besides, teachers also draw from valuable experiments in making appropriate lesson plans for different learners in each lesson
1.3. Research subjects.
	- The lessons in the high school English program and the innovation of teaching methods at Tho Xuan 5 High School are the basic language of the initiative.
	- Active teaching techniques.[9]
	- Active teaching methods. [1]
	- Actually teaching English at Tho Xuan 5 High School from the school year 2018 – 2019 to the present.
-The purpose of research is to discover answer to questions through the application of scientific procedures. The main aim of research is to find out the truth which is hiddend and which has not been discovered as yet. Through this research I mention two maintasts:
- Understanding the actual situation of students Pay attention to the process of excited students' excitement through brief, easy-to-understand questions to guide students into the lesson
	- Apply my research to teaching practices, then compare, contrast the implementation of a topic. And teachers evaluate and conclude the effectiveness of topic.
1.4. Research Methods. 
1.4.1. Describe the game "obstacle course" - version of Road to Olympia in the introduction.
	The road to Olympia is quite familiar to the students so when referring to this version of the game, the students are not surprised with the way to play, on the contrary, they are very excited because they can experience the game right at the class learn.
1.4.2. Game rules.
	Basically, the game rules are almost identical to the rules of the obstacle course in the Road to Olympia. However, this is a game in the introduction, so the playing time is very limited (5-7 minutes). Therefore, teachers need to design simple questions to help students find quick answers but still do not make the game less attractive.
	This game has 4 horizontal rows - it is also 4 suggestions regarding obstacles that students must find. The teacher gives a hidden picture (which is an important hint related to the obstacle) divided into 5 parts: 4 corners equivalent to 4 horizontal rows and a middle cell. The middle pane is also an open question for the most important part of the picture.
	Students have the right to choose any 4 questions in the 4 corners, and try to find the keyword that is also the topic of the lesson, especially the number 5 will be opened when no one can guess the topic.
1.5. The topic offers a new solution.
Depending on the student and the lesson content, teachers can choose different types of play such as big group play, small group or individual.
Teachers can design diverse forms of questions and diverse skills (especially focusing on listening and vocabulary skills).
+ Fill in the blank	+ Catch the word
+ Translate in Vietnamese / English	+ Find a hidden word in the puzzle
+ Listen to the tape and answer
+ .
Teachers need to ask simple questions and the difficulty is to avoid too much riddles that take time. Because of the simple question, teachers have to give time to limit 10 seconds / 15 seconds to think and answer.
Particularly question 5 and image after 5 questions is the final suggestion and must be clear for students to give correct answers.
	The scope of study for a research paper is usually one of the first sections to the project. It sets out the scope of my work and limitations, so I mainly focus on two aspects:
	+ It’s about effective methods to teach Unit 2: School talk, Unit 7: the mass media in English book 10 .Through this lesson, students know how to acquire reading skill.
	+ I apply my search to students in grade 10 such 10 B2, 10B3 and 10B4 at Tho Xuan 5 high school.
	+ from the method apply for a lesson lesson, we can apply to read method for most most lesson in the general languages.
2. CONTENT
2.1. Rationale [4], [5], [6]
One of the factors that create the success of a lesson is the student's motivation. Success and satisfaction are two main factors to maintain motivation. If students feel they have achieved something worthy of their own efforts dear, they will be ready to participate in the next activities. Use the game to start a lesson is a way to create an engine at the same time as an activity effective communication with students. They not only inspire the learners and teachers, but also create opportunities for students to communicate and motivate learning students actively participate in the next activities of the lesson.	
2.2. Reality [1]
	Clearly, the activities to start a lesson have a huge role to play teaching process. Both teachers and students like games encountered many difficulties when using it.
- Some students do not like to sit in class.
- Teachers find it difficult to find ways to engage students in the lesson.
-Some students have no motivation.
-No time to review vocabulary, topics, grammar.
- Students are not focused.
-No more time to prepare teaching aids.
here are still many difficulties when teachers use games such as noise, equipment and supplies for games, managing school hours, cultural elements ... All must be viewed Consider carefully to have an interesting and rewarding lesson. [8]
2.3. Apply some actions in the "warm-up" section to some specific lessons 
2.4. Means of conducting games:
Method 1: Use Microsoft PowerPoint software to design games [13]
Method 2: Using teaching aids. [9]
Preparing utensils include: Picture frame (40cm x 30cm), blue cardboard (2 sheets), yellow cardboard (1 sheet), each unit picture painting.
2.5 Introduce lessons using the "Obstacle Race" game in Reading lesson [1]
After disseminating game rules, teachers organize games. Classes can be divided into 2 groups or played individually. After reading the questions, students will have 10 seconds to think and answer because these are quite simple questions. [2]
a. Unit 2: School talk [12]
The teacher divided the class into 2 large groups to play, after the instructor instructed the rules, the teacher took the role of a supervisor and a jury. Teachers for students in turn choose questions 1,2,3,4 according to each team. The team that finds the right and fastest topic is the winner.
	After students find the keyword, the teacher leads to the new lesson:
1
2
3
4
5
6
THEME: 
CROSSWORD:
Question 1: A person who is studying in a school (7 letters)
Answer: student
Question 2: A person has job is teaching, especially in school (7 letters)
Answer: teacher
Question 3: Look at the picture. What is this? (4 letters)
Answer: bike
Question 4: Fill in the blank (7 letters)
English is my favorite - - - - - - -
Answer: subject
Question 5: Listen to the tape. Which word do you listen? (6 letters)
Answer: School
Images after 5 questions:
Answer:
S
T
U
D
E
N
T
T
E
A
C
H
E
R
B
I
K
E
S
U
B
J
E
C
T
Subject answer: 
s
c
h
o
o
l
b. Unit 7: THE MASS MEDIA [12], [13]
The teacher divides the class into 4 groups (6 students) to play, after teachers instruct the rules of playing and distributing writing boards and chalk for each group. The teacher in turn opens questions 1,2,3,4. The teams answer the questions and look at the picture to find the right and fastest topic.
After students find the keyword, the teacher leads to the new lesson.
THEME: 
1
2
3
4
5
6
7
8
9
CROSSWORD:
Question 1: there are 6 - - - - - - - - on national TV our (8 letters)
Answers: channels
Question 2: Translate "Time" into English (4 letters)
Answer: news
Question 3: Look at the picture. What is this? (2 letters)
Answer: TV
Question 4: Find a hidden word in the puzzle. (8 letters)
A
L
M
Z
X
C
L
R
H
K
N
J
E
V
P
T
I
N
T
E
R
N
E
T
I
J
B
F
J
K
I
W
G
H
P
K
L
J
G
F
Answer: Internet
A
L
M
Z
X
C
L
R
H
K
N
J
E
V
P
T
I
N
T
E
R
N
E
T
I
J
B
F
J
K
I
W
G
H
P
K
L
J
G
F
Question 5: Listen to the tape. Which word do you listen?
Answer: mass media
Images after 5 questions:
Answer:
C
H
A
N
N
E
L
S
N
E
W
S
T
V
I
N
T
E
R
N
E
T
Subject answer:
m
a
s
s
m
e
d
i
a
After students find the keyword, the teacher leads to the new lesson
c. Unit 9: UNDERSEA WORLD [12], [9]
This is a unit about the ocean world so teachers should design games in Microsoft Powerpoint software to have more vivid images and attract students. The procedure is exactly the same as in the previous lessons.
THEME: 
1
2
3
4
5
6
7
8
CROSSWORD:
Question 1: Catch the word. Look at the pictures and guess: ( 8 letters)
+	= ?
Answer: starfish
Question 2: Catch the word. Look at the pictures and guess: ( 6 letters)
+	 = ?
Answer: seabed
Question 3: a ship can travel underwater ( 9 letters)
Answer: submarine
Question 4: Look at the world map and answer the question
“Ocean” – What does it mean? ( 8 letters)
Answer: Đại dương
Question 5: Listen to the tape. Which word do you listen?
Answer: undersea
Image after 5 questions:
Answer:
S
T
A
R
F
I
S
H
S
E
A
B
E
D
S
U
B
M
A
R
I
N
E
Đ
Ạ
I
D
Ư
Ơ
N
G
U
N
D
E
R
S
E
A
Answer the topic: 
fter students find the keyword, the teacher leads to the new lesson
d. UNIT 12: MUSIC [12]
This is a very interesting topic and suitable for the age of students. Therefore, teachers should choose to design this game on Microsoft Powerpoint software to take advantage of this strength to wrap students in their lessons. The procedure is exactly the same as in the previous lessons.
THEME: 
1
2
3
4
5
CROSSWORD:
Question 1: Watch the video and answer the question:
What kind of music do you watch?	=> - - - - music ( 4 letters)
Nguồn:	 https://www.youtube.com/watch?v=RzrKCbdMDQ0
Answe: FOLK
Question 2: is a musical instrument that usually has 6 strings (6 letters)
Answer: GUITAR	
Question 3: a person whose job is singing ( 6 letters)
Answer: SINGER
Question 4: What’s the name of this band (3 letters)
Answer: EXO
Question 5: Listen to the tape and give the name of the song ( 13 letters)
Answer: HAPPY BIRTHDAY
Images after 5 questions:
Answer:
F
O
L
K
G
U
I
T
A
R
S
I
N
G
E
R
E
X
O
m
u
s
i
c
Answerthe topic 
After students find the keyword, the teacher leads to the new lesson
2.6. Describe the content of the initiative with lesson plans (see Appendix 2)
UNIT 2: SCHOOL TALKS [13]
UNIT 9: UNDERSEA WORLD [12], [11]
2.7. The result of reserchinh
I conducted experiments at Tho Xuan 5 High School (in the school year 2016-2017) and selected 2 classes of equivalent learning capacity, level in which an experimental class (class 10B2) and a control class (10B3) . These are the two classes with the standard and ability to study normal English subjects and initially not interested in this subject, so it is quite suitable to conduct research.
Experimental methods: Experimental classes using experimental lesson plans (similar to lesson plans - see appendix 2) are designed lesson plans that use "Obstacles" in the Warm-up section ; The control classes use lesson plans designed according to current teaching, do not use the "Obstacle" game in the Warm-up section.
The tests used to evaluate both experimental and control groups are similar in content and scales. Looking at the semester I transcript of the classes 10B2 and 10B3 (see Appendix 3), there can be a clear difference in the percentage of students between the two grades.
The number of students with average and good grades increases clearly and students become more interested in English.
he table compares the average score of semester I of grade 10B2 and grade 10B3
Class / Size
Least
Weak
medium
Rather
Great
amount
Rules
amount
Tĩ lệ
amount
Rules
amount
Rules
amount
Rules
10B2
(25)
0
0%
1
4%
14
56%
8
32%
2
8%
10B3
(23)
0
0%
1
4.36%
19
82.6%
3
13.04%
0
0%
3. SECTION CONCLUSION AND RECOMMENDATION
3.1. Conclusion.
The initiative can be applied in teaching new entry in the 10, 11, and 12 English programs. This initiative can also be applied to all students of different schools in the province. table of Thanh Hoa province, as well as other provinces. In addition, it can be widely applied in many subjects and in many different fields. Moreover, this game can also be a good suggestion for extracurricular activities at school
3.2. On the teacher's side:
Fully implement the lesson process.
Do the work of designing lesson plans and prepare more school supplies. Spend time reading articles and reference materials on appropriate teaching methods for each student. Build questions in the game to suit students.
Give more feedback and reviews.
Need to persistently apply active teaching methods in combination with traditional methods.
	Create a friendly and open learning environment for students to be proactive and actively cooperate in learning. Combine with the class teacher, organize an encouragement group, attract children to active activities in learning, build self-learning consciousness for students.
	When playing, teachers need to identify all students equally. No bias or deliberately arresting someone.
	Avoid organizing games when you do not have enough knowledge or knowledge about the content of questions and teaching aids.
	Combine with many other games and many other methods to avoid boredom for students.
3.3. On the students side:	
	Students need to see the lesson and prepare a new lesson before class.
	Follow the instructions and instructions of the teacher and understand the rules of the game.
	Students need to show confidence and determination to win.
3.4. Proposal.
	The methods applied in teaching English have obtained positive results. However, there are restrictions in my topic I don’t realize. Therefore, I look forward to hearing the comments from colleagues, especially the teachers who teaches English to make my topic more complete and more widely applied, I sincerely thank!
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hóa, ngày 28 tháng 5 năm 2019
Tôi xin cam đoan đây là SKKN của mình viết, không sao chép nội dung của người khác.
(Ký và ghi rõ họ tên)
Lê Viết Mạnh
4. REFERENCE
[1].“Dạy và học tích cực-Một số phương pháp và kĩ thuật dạy học”
Bộ GD và ĐT – Dự án Việt–Bỉ
[2]. “ ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr. Than Trong Lien Nhan, Hue University of Foreign Languages
[3]. “English language Teacher Training Project” - NXB Giáo dục 
[4]. “English Language Teaching Methodology” - Ministry of Education and Training - Hue University , Ha noi 2003.
[5].Http/ Reading method.com
[6]. Mann, M & Taylore-Knowles, S. (2003). Reading skills for First Certificate. Macmillan Publishers Ltd.
[7]. “Methodology Handbook” - (Ron Forseth; Carol Forseth; Tạ Tiến Hùng và Nguyễn Văn Độ)
[8]. Milada Broukal, (2002) – Introduced and annotated by Le Huy Lam. 
[9]. “Phương pháp dạy tiếng Anh trong trường phổ thông” Nguyễn Hạnh Dung - NXB Giáo Dục năm 1998
[10]. TOEFL reading flash. Ho Chi Minh publisher.
[11]. “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn)
[12]. TIẾNG ANH 10 
[13]. Website: www.thuvienbaigiang.violettructuyen
[14]. Website: www.teachingenglish.org.uk.
DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ