Some games and techniques for practicing structure

1. INTRODUCTION
1.1. Rationale of choosing the theme. 
	Today learning English is very important because it is the only language that truly links the whole world together. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion. English is the dominant business language and it has become almost a necessity for people to use English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English. Its importance in the global market place therefore cannot be understated, learning English really can change people’s life. Many of the world’s top films, books and music are published and produced in English. Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding. Most of the content produced on the internet is in English. So knowing English will allow people to access an incredible amount of information which may not be otherwise available!
 In addition, English is one of the most popular languages, used by many different countries in the world. The English language curriculum developed in the context of communication, language knowledge (phonetics, grammar, vocabulary) is a necessary tool for developing and developing communication skills. Forming communication skills is the ultimate goal of the teaching process.
 Throughout the years of innovation in high school English teaching, most of our teachers have explored and have had a certain amount of experience in active teaching English. During the teaching and observation sessions of my colleagues, I noticed that most of the students were initially interested in and actively learning the skills, especially reading skills. However, they are very discouraged in using the language knowledge that the teacher introduced in the practice. Whereas the purpose of the exercise is to enable students to use language knowledge correctly, that language knowledge becomes a necessary means of forming and developing communication skills. Language Focus is developed to reinforce and develop students' language competencies, to train to summarize or refine the language focus introduced in the skills classes. Therefore, students should practice how they can develop communication skills through Language Focus. 
 Many teachers still require students to practice language focus (especial grammar) in the Language focus lesson by: Doing exercises in the textbook then on the board record the answer and correct the error. As the reality shows often cause a tedious, boring, not conducive environment for learning.
     Therefore, teachers need to understand the intentions, requirements and objectives of each lesson, each item so that one can teach the right side of the lesson, on the other hand can use the textbook creatively Suitable for students
       With the help of the Principe, the contributions of my colleagues, the search through the media, I applied "some games and techniques for practicing structure" to teach in the Language focus and to some extent obtained relatively positive results, students use better language. They do not think that language training is boring or impractical anymore, whereas it is very exciting, proactive, positive, and effective in learning. That motivates their learning motivation. Help them enjoy learning English more and use language knowledge to communicate.
1.2. The aims of the study
The application of "some games and techniques for practicing structure" in the language focus to develop communication skills for students.
1.3. The objective of study.
 - Applying the language focus practice section for students at classes 12C11, 12C12
1.4. The methods of study.
 - Observation method (via observation time)
      - Method of summarizing experience.
      - Experimental methodology.
      - Mathematical statistical methods
1.5. New points of experience innovation.
 Applying "some games and teaching techniques for practicing structure " as: *Picture Drill
 * Word cue drill
 *Lucky number
	 *Substitution Boxes
	 * Noughts and Crosses
 *Pelmanism 
- Use the techniques of substitution
 *Basic substitution
 *Single-word prompts
 *Picture promts.
 *Free substitution
- Presenting the structure implicitly
2. DEVEPOPMENT
2.1. Set the problem
2.1.1. theoretical basic 
Implementing Resolution No.40/2000/Tenth National Assembly; Directive No. 14/2001 / CT-TT of the Prime Minister on renewing the program of general education.Instruction No. 40-CTTW on June 15, 2004 by the secretariat on building and improving the quality of teachers and educational administrators, from 2006 to 2007 school year, Ministry of Education and Training The general education program, promulgated by the Minister of Education and Training 16/2006 / Decision Ministry of Education and Training on June 5, 2006, states: "It is necessary to bring positive and creative play to students’ learning activities, It is suitable with the characteristics of subjects, characteristics of students, conditions of each class; Self-study method, ability to cooperate; practice skills to apply knowledge into practice; Affect emotions, bring joy, excitement and responsibility to students.
In general education, English is built in the direction of communication. Forming communication skills is the ultimate goal of the teaching process; Language knowledge such as phonetics, grammar, vocabulary introduced in the Language focus course is seen as a necessary means to form and develop communication skills, not the ultimate goal of the process. study.
 Moreover, teaching instead of taking "Teaching" centered on taking "Learning" at the center. In the organizational approach, the learner - the object of the "teaching" activity and the subject of the "learning" activity - is attracted to the learning activities organized and directed by the teacher, through It explores what is unclear, not yet passively absorbing the knowledge that has been arranged by the teacher.
        That is why teachers need to understand the intentions, requirements, goals of each lesson, each item so that one can teach the right part of the lesson, on the other boldly and creatively in the design of the exercises. Both the right focus of the article, while attracting active students, actively participate in the process of training language knowledge. Students can then apply that knowledge into the process of communication. Activities will make the classroom noisier, but noisy
2.1.2. Actual situation
This form of communication skills is the ultimate goal of the teaching process. Language knowledge is the means by which language skills are developed and developed, and the linguistic knowledge is introduced in the language. So how can we teach and learn the linguistic knowledge, especially the following? When introducing grammar knowledge, how should students practice to enable them to use them in specific communication situations in order to meet the goals of the instructional process? 
 A Language Focus section of the English-language textbook (Basic-CTE) is conducted as following diagram.
 Pronunciation
Language Focus Presentation
	 Controlled pratice 
	Grammar	 Practice 
 	 Free practice	 
 Production 
 	 A Language Focus within 45 minutes, the practice only takes about 15 to 20 minutes.
	Usually, many teachers, after the introductory stage, still require students to practice their language focus (especially grammar) in the Language focus lesson by: Doing the exercises in the textbook and then on the board record the pay Words and fixes.
Example UNIT 5 : HIGHER EDUCATION
 Period: 34- Part E : Language focus (conditional sentences)
 (English textbook 12 basic)
After introducing the formula of Conditional sentences:Conditional sentences type 1:If + S + V/V(s/es)......., S+ will/ can + V(bare inf).....
Conditional sentences type 2:If + S + V(past simple)...,S+ would/could+ V(bare inf)....
Conditional sentences type 3:If + S + V(past perfect)...,S+ would/could have+ V(pp)....
The teacher guides students to practice the structure within 15 to 20 minutes .
* If you practice in a traditional method, it will look like this
* The teacher asks the students to do the following exercises (pages 59-61 English textbook 12 basic):
Exercise 1: Complete the sentences using conditional sentence type 1.
1.If you fail the GCSE examihnation,.......................
2. You won’t be able to get into the examination room if.................
3. If you don’t send the application form on time,.......................
4. If you don’t have a referece letter,...................
5.Unless you show your identify card,...............
Exercise 2:Express these situation using conditional sentence type 2.
1. She doesn’t have a car. She doesn’t go out in the evening.
2. Sarah doesn’t study hard. She hates school.
3. I can’t do the test. It is too difficult
4. Peter doesn’t read alot. He can’t find the time
5. I can’t translate this. I don’t speak Korean.
6. They don’t travel far alot. They are afraid of flying
Exercise 3:complete the sentences with the correct form of the verbs in brackets..........
1. If you had sent the application on time , they might.......(call) you for an interview. I can’t understand why you din’t.
2.If John( install)........... an alarm, the thieves wouldn’t have broken into his house.
3. I make a film with him if I had been a famous director, but I was not.
4. If you had told me earlier, I( give)........ it to you.
5. We would have sent you a Christmas card if we(have)......your address.
With the traditional practice of the above, I find that:
- Students often do exercises in the form of coping, dependence, sometimes too much abuse of reference books makes children lazy thinking, not creative.
- The classy, ​​boring classroom atmosphere leads to students who are not interested in active teaching.
- They do not know how to use their linguistic knowledge to express their communication in real life situations in order to serve their lives.
   Therefore, the formation and development of communication skills for children are difficult.
2.2. Solve the problem.
    To overcome the limitations of traditional practice, this type of exercise does not meet the communication goal of teaching English. Because linguistic knowledge is seen as a means, not a means of communication. Is the ultimate destination of the learning process.
    So in order for students to develop communication skills in Language Focus, I have applied "Some games and teaching techniques for practicing structure " to design appropriate exercises that help students to practice Language knowledge, both developed communication skills
     The application of "some games and teaching techniques for practicing structure " to teach language training for the Language Focus course in basic English textbooks.
         Using games and teaching techniques in the practice will attract all students to participate in the exercises, students will learn more actively, more active, classroom atmosphere is no longer tedious and tense, bored again
    The diagram shows that the language training step consists of two parts:
 The first part of the training section is a controlled practice. The trick most commonly used here is drills. In this section students learn through repetition, copying to form habits. This step is very short, only about 5 minutes. 
 Some of the techniques that I usually use in my teaching process.
	 *Picture Drill 
 	 * Word cue drill
The second part of the exercise is free practice: In this section, students use suggested words to form structured sentences, or do homework assignments. Preparatory or in the textbook, in the form of groups or pairs. Teachers come in groups to help them.
       Here are some games that I usually use in my teaching process. 
	*Lucky number
	*Substitution Boxes
	* Noughts and Crosses
 *Pelmanism
	 In general, the purpose of the training step is to help students utilize new language knowledge accurately, through a process that goes from the practice of guided practice to free practice. You can transport Use the knowledge learned in specific situations to form and develop communication skills for students.
           Based on the games, teachers can design exercises that match the content of each lesson, each student object. Here are some examples I have used in teaching at Vinh Loc High School.
Illustration 
Example 1
 UNIT 1: HOME LIFE and UNIT 2: CULTURAL
 Period :7 + 12 – Part E : Language Focus ( Review of tense) 
 ( 12th grade english basic)
1.1. Use the technique Word cue drill
listen
- The teacher prepares about 4 verbs:
go
watch
play
 - Teacher gets axamples and gets the class to repeat
go
 Example:
T: I went to the cinema last night.
Sts: I went to the cinema last night.
T: I was going to the cinema at 8 oclock last night
Sts: I was going to the cinema at 8 oclock last night
..................
- Students give sentences to other verbs.
1.2. Use the techniques of substitution
- Teacher gives prompts ( a sentence, a phrase, a word or a picture) and gets the students to give examples
- For examples about the present continuous tense with the following techniques.
1.2.1. Basic substitution
- T gives verbs : see/ drink/ write/ cook and Sts practice with these verbs.
ex: T: seeing a film
 Ss: I am seeing a film
 T: drinking beer
 Sts: I am drinking beer
 T: writing a letter
 Ss: I am writing a letter
1.2.2. Single-word prompts
ex: T: a letter
 Ss: I am writing a letter
 T: a song
 Ss: I am singing a song
1.2.3. Picture promts.
The teacher shows the class a picture and gets them to say the example.
ex: The teacher shows students picture 1 and stusents will say:They are playing football
T continues showing picture 2,3.....students will say: They are waching TV/ He is cutting the grass.
1 2 
3 4 
1.2.4. free substitution
The students make up their own sentences using the structure learnt
ex: I am driving a car.
1.3. Use the game substitution boxes 
- Teacher on board a frame box filled with words
- The words in the box are matched together to form many sentences that the verb is divided into different places. 
 Example: Mary is washing the dishes now.
washes all day wash I
 read often go
 Every fishing will 
 next sweep the 
house the dishes been washed am
 Week Mary is now 
Washing and Peter are
Had a book(s) reading
- Teachers divide the class into 2 or 4 groups (depending on the number of students in the class to divide the group)
  Groups discuss each other: Use words in the box to put together sentences (as many sentences as possible). One word can be used multiple times.
The teacher then asks the two teams to write their discussion results up on the board for a certain time (eg, within 5 minutes). The group members turn to write.
- The group that writes the most correct sentences is the winning team.
=>Possible sentences:
 * The present simple tense : * The present continuous tense:
-Peter and Mary wash the dishes every day. - They are washing the dishes.
- Peter and Mary often go fishing every week
 -Peter goes finging everyday. - Peter is washing the dishes.
-Mary washes the dishes every day. -I am reading books. 
- Peter often washes the dishes. - Mary is reading a book now.
-Peter goes finging everyday. ....................
-They sweep the house every day
- Peter often sweeps the house ,etc
* The past perfect tense: * The future simple tense:
-Peter had swept the house . -Peter will go fishing next week.
-Peter and Mai had washed the dishes. - They will read books.
-They had read books. - I will sweep the house.
-I had swept the house,etc. -Mary will sweep the houseetc.
* The present perfect continuous tense :
- Peter has been going fishing all day. 
- They have been reading books all day .
- I have been sweeping the house.,etc 
Illustration 
Example 2
UNIT 5: HIGHER EDUCATION
 Period: 34 - Part E: Language focus ( conditional sentences )
 (12th grade English basic) 
 2.1. Using Picture drill:
  - The teacher prepares a number of paintings and vocabulary related to conditional types 1,2,3.
2. If / I/ be/ a bird, I/ fly / everywhere
1. If/ it/ be/ fine/ tomorrow/, they/ go swimming
.
4. If/ he/ get up/ early yesterday/ he/ not/ go/ to school late.
3. If/ they/ study/ hard,/ they/ pass/ the exam/ last year.
 , 
 . .
6. If/ you/ not/ show/ your identify card, you/ not/ get into/ the examination exam.
.
5. If/ I/ know/ Korean, I/ translate/ this document
.
- Teacher introduces picture by picture quickly.
- The teacher gives a picture to the class. 
2. If / I/ be/ a bird, I/ fly / 
everywhere
 - Teacher reads aloud sample (2 times):
 If I were a bird, I would fly everwhere.
- The student asks the students to read sample sentences 2 times.
- Teacher asks 2-3 students to read sample sentences.
- The teacher continues the steps with the other pictures:
 1. If/ it/ be/ fine/ tomorrow/, they/ go swimming
If it is fine tomorrow, they will go swimming. 
- Students work in pairs to make sentences with the remaining paintings (Teacher hangs the remaining paintings up on the board).
*Suggested answers:
1.If it is fine tomorrow, they will go swimming. 
2.If I were a bird, I would fly everwhere.
3. If They had studied hard, they would have passed the axam last year.
4. If he had got early yesterday, he wouldn’t have gone to school late.
5. If I knew Korean, I could translate this document
6. If you do not show your identify card, you won’t be able to get into the 
examination exam.
 2.2. Use the Pelmanism game.
- The teacher prepares 10 cards with cover (or paper).
+ On the one hand the teacher hits numbers 1-10
On the other hand, the teacher writes the propositions of conditional types 1,2,3. (From conditional clause 1-5, clause 6-10).
You won’t be able to take the entrance examination.
6
 If we had had your address,
1
 If you don’t send the application form on time,
 2
The thieves wouldn’t have broken into the house.
7
We would have sent you a Christmas card
If the test weren’t too difficult,
3
8
4
9
You won’t be able to get into the examination room
If you don’t show identify card,
10
5
I could do it.
If John had installed an alarm,
- Teachers paste the cards on the board (1-5 stickers on one side, 6-10 on one
side), showing students the numbered face.
- Divide the class into two groups A and B.
- In turn, each group chooses two numbers (some in columns 1-5, some in columns 6-10).
- Flip the two student cards selected. If they match, the group will get points (the teacher asks the students to explain why they match). 
For example * groups A choose two number : 
8
1
* Students flip two cards with two matching clauses: 
We would have sent you a Christmas card
 If we had had your address,
 * These two clauses match together into one conditional sentence type 3 .
                  * So group A will get one point
- Flip the two selected cards, if they do not match, then overturn the same and do not score (teacher asked the students explain why not match).
6
3
 For example: * Group B chooses two numbers: and
 * Students flip two cards with two matching clauses:
You won’t be able to take the entrance examination.
 If the test weren’t too difficult,
* These two clauses do not match (because the conditional verb is divided in the form of the third conditional, the verb of the main clause being divided in the form of the first conditional. These two clauses are not synonymous).
* Turn cards face down, and group B does not score
-Continue the game until all the cards are overt