Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons

ACKNOWLEDGEMENTS
First of all, I would like to express my heartfelt thanks to all the leaders of Thanh Hoa Education and Training Department for organizing this seminar and for giving me the precious chance to do it.
	Secondly, I am very grateful to all the teachers of English at Le Viet Tao Upper Secondary School for offering me useful advice in realizing my ideas.
	Last but not least, I would like to thank you very much for your presence and observation. Your comments and advice would be highly appreciated all in all.
Thank you very much!
A- PREFACE 
I. REASONS FOR CHOOSING THE THEME
1-Theoretical basis:
It’s the common knowledge that the more developed the society becomes, the stronger demands to widen international relations there are; therefore, it is indispensable for us to learn one foreign language. For this reason, English has been regarded as a main subject at school. So, to make learning environment interesting plays an important role in teaching and studying. How can an English teacher give students new and interesting lessons which motivate them? Each lesson not only engraves on students’ memory but also helps them remember forever and have a deep impression on colours, images, and sounds, which makes students remember the lesson more easily. There are many methods to present this idea but the most impressive one is designing Games in lessons, which teachers have been using skillfully for ages. 
However, to meet the factual demand, teachers must turn a lesson in traditional teaching methods into a lesson in modern ones which are applied with information technology. This makes a lot of teachers worried and confused. In fact, most of the teachers have only been able to make their own lessons on the Microsoft PowerPoint simply or basically but not skillfully since the campaign of the Minister of the Education and Training for applying information technology to making lesson plans. Therefore, many teachers have a lot of difficulties because they either design the contents of simple lessons which now hide, now appear instead of the blackboard or they plan lessons with exciting sounds of music or clips of video or activities of games on the Microsoft PowerPoint which attract, interest and motivate students, which many teachers have been studying; and especially, English teachers have difficulties in using advanced effects on the Microsoft PowerPoint, such as techniques of using Trigger or programming objects
In order that teachers can design beautiful, interesting and exciting games on the shown slides which can have a professional interaction between teachers and students to present teachers’ ideas and attract students’ curiosity, we need to be patient and prepare carefully and have some advanced techniques, which not all teachers can do. As a matter of fact, some teachers have some technical mistakes when they design some games or they make the games so simply that students argue or become bored 
As a teacher of English, throughout years’ time of teaching English in the period of general education renovation, I myself have met a lot of difficulties in applying information technology to the interactive lessons, especially making games. However, I have ceaselessly been studying by my self, learning from other colleagues, books, Internet passionately to raise my standard. As a result, I have become skillful to have interesting lessons with beautiful and professional games my students and colleagues have appreciated highly so far. And, I would like to share my experiences in designing lessons on the Microsoft PowerPoint, especially difficulties in making games to teach English effectively. 
 It is the reasons above that have been urging me to choose the theme: 
“Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons” for my own Seminar on methodology without cease. This methodology seminar, which is related to applying the Games: “Lucky numbers” and “Noughts and Crosses” to English textbook interactively, mentions the contents, the ways to design and carry out the games, especially, games designed on the MS PowerPoint and some examples applied to 11 Grade English lessons. . 
2. Practical basis
a- Achievements
Thanhhoa Education and Training Department has focused on teaching and learning English for recent years. We have carried out the 29th instruction on “Applying and developing information technology in education and training will basically change the renovation of the contents, curriculums, methods in teaching, learning and administrating education”. Especially, in the school year 2008-2009, we performed the 55th instruction 2008/CT-BGDDT on 30th September, 2008 on reinforcing teaching, training and applying information technology in education branch between 2008 and 2012 with the topic: “Strongly apply information technology, renew financial management and establish friendly schools, active students”. We have also organized many English advanced exams for teachers and students. Annually, we have a lot of conferences and workshops to reform teaching methods. We usually have discussions about professional knowledge. We have been trying to apply new methods to teaching flexibly and skillfully. Students are more hard-working, interested in English. Therefore, teaching and learning English has been enhanced effectively.
b- Some reasons for the disadvantages of teaching and learning English at high schools
English is one of the most important subjects at schools but it is not easy enough for any students to learn. Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning. They have their puzzle in understanding and applying their knowledge to practice. Many students haven’t understood the significances of English at the age of the International integration. Some students learn English for their curiosity but when they have difficulties, they let things run. Others lack their basic knowledge from the junior high schools. Therefore, students have no sense, no mood, no motivation to learn English effectively and actively.
c- Facilities and teaching aids
To meet the demands for education reform, facilities of the school are becoming better and better. However, students would be more interested and active if we had a lab or a computer room for learning. Moreover, teaching aids are supplied quite enough but if only we had large pictures for the lessons, our lessons would be more exciting and interesting.
d- For teachers 
Being a teacher of the foreign language, realizing a new method of teaching is a big problem. Personally, I see that many teachers haven’t given students any chances to practice vocabulary, grammar.., if there, they just check one or two students before the lesson mechanically, which makes students bored and passive. On the other hand, when teaching, teachers haven’t made full use of the students’ activities and creativeness so the lessons are usually boring.
Most teachers have a sense of the importance and benefit of applying information technology to design plans as well as inserting games into English lessons, which need a lot of pictures, sounds and video clips to illustrate the language used. However, many teachers have hesitated to use their PowerPoint lesson plans so far because they think it takes them a lot of time to prepare. To design a meticulous lesson with wonderful illustrations on slides in each lesson is the only thing most of the teachers avoid or don’t want to think of. Some teachers prepare their lessons well but there are no projectors to show. Others are afraid that students are absorbed in playing games without taking notes so they don’t get any knowledge and make noise. This prevents teachers from designing games for English lessons on PowerPoint. In addition, some teachers know little about information technology and Internet. Besides, most important, teachers agree they usually meet difficulties in designing interactive games. They don’t know how to do and who to ask. 
e- For students 
Since education reform, students have loved learning English but mainly advanced students. And weak students who slowly understand the lessons learn passively. They wait for the teacher’s or other students’ answers. Many of them have no opportunities or they don’t dare to practice speaking English in class. They are afraid they speak incorrectly. Many can not read, speak, listen and write; even they ignore paying attention to the lessons, taking any notes or doing any homework. In fact, we can see these students have no love for EnglishTherefore, the teaching qualities of English do not live up to our expectations. Following is the survey on the quality of English between 3 classes: 11B, 11D and 11E at the beginning of the first term in school year 2016-2017. 
classes
Number
of
students
Listening
Reading
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Q
%
Q
%
Q
%
Q
%
11B
40
17
42.5
23
57.5
19
47.5
21
52.5
11D
38
20
52.6
18
47.4
20
52.6
18
47.4
11E
43
20
46.5
23
53.5
20
46.5
23
53.5
Total
121
57
47.1
64
52.8
59
48.7
62
51.2
classes
Number
of
students
Speaking
Language focus
writing
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Q
%
Q
%
Q
%
Q
%
Q
%
Q
%
11B
40
15
37.5
25
62.5
18
45.0
22
55.0
17
42.5
23
57.5
11D
38
19
50.0
19
50.0
22
57.9
16
42.1
19
50.0
19
50.0
11E
43
18
41.9
25
58.1
20
46.5
23
53.5
18
41.9
25
58.1
Total
121
52
42.9
59
48.7
60
49.5
61
50.4
54
44.6
67
55.3
(* Note: Q : Quantity )
From the tables of the statistics above, we can see that the rates of the students who didn’t master the knowledge and those who applied all the skills weakly are rather high. It has shown that students didn’t master the methods of learning English and they weren’t hard-working, active and creative in applying the knowledge the teacher guided them to communicate. 
II- AIMS OF THE RESEARCH 
From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English. Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method of learning in which they can work for both study and pleasure. This method gives them the feeling of delight and easiness when they learn English lessons through some new language Games, exactly “Lucky numbers” and “Noughts and Crosses” on the MS Power Point 2003, which are considered to be the new teaching techniques in place of the old one (students played games on black board) that students are too familiar to and bored with. These new language Games, in fact, are competitions. They require students’ quick decisions such as: How to act? What to speak? How to win the games? To solve those questions makes students’ thoughts quicker, more sensitive and intelligent because they must make use of their intellectual abilities for pleasure and excitement. Thanks to this way, students are naturally absorbed in the lessons. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. They can willingly apply the knowledge the teacher expects, which has worried them for ages.
Throughout years’ time of teaching English for different students, especially students of the Old Semi-state school where there are much more weak students than advanced ones, I would like to present some “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”. Also, I would like to exchange my own initiative experiences and methods of teaching for the colleagues so that we can find out new and interesting methods in the period of education socialization our Party and State laid down.
III- OBJECTS OF THE RESEARCH
-Teachers at between junior and senior high schools
-Undergraduates.
-Advanced students.
IV-METHODS OF THE RESEARCH
-Using the text-book to apply to each lesson and section.
-Using references to improve.
-Pictures and other materials.
	 B- CONTENTS AND RESULTS
I. CONTENTS
1. What is a Game? 
"A game is an activity with rules, a goal and an element of fun. There are two kinds of games: Competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal. The emphasis in the games is on successful communication rather than on correctness of language." (Toth, 1995) 
2. Some notes for Games organization
When organizing Games, teachers should pay attention to the following problems:
F Classroom noise: There are 40 – 45 students in each class so when teachers organize games unskillfully and students compete with each other, they will make a lot of noise and disturb other classes, and students’ answers are unclear. Therefore, teachers should control the class well to avoid chaos.
F Some students’ inactiveness: Due to activities in groups, students who are lazy and weak do not want to take part in the games. So, teachers should go around, observe and encourage them to work.
F Time waste: In some cases, students can’t give the answers, teachers should help students or correct the questions professionally. If the time for the games is too long, it will delay other activities. 
3. Some salient features of Games designing on MS Power Point
In the restriction of the theme, I would like not to discuss the uses of the games in English lessons any more but I am eager to express my experiences of how to design some popular games on MS PowerPoint to teach English at high schools. In comparison with the effects of other soft wares, Power Point has outstanding with its form and technology application to make lesson plans. Second, when designing games on PowerPoint, most of us use techniques of “Trigger” and “Visual basic” supported by PowerPoint. Therefore, only MS Office in our computer is alright. Third, newness “interaction depending on the objects” is one of the effects on PowerPoint. This is not a new issue but it is strange for teaching. Fourth, the experience I would like to share is the topic many teachers who is unskilled can consider and use it to motivate students to learn English more effectively, especially weak students. Following is two popular games I am looking forward to presenting. They were carried out successfully and effectively in Grade 11 English lessons.
{ 	LUCKY NUMBERS 
I.1- Ways of conducting the game
1.1. Name of the game: “Lucky numbers”
(Teachers can conduct similarly for other names, such as “Lucky stars”, “Lucky flowers”, “Lucky pictures”, “Lucky animals”, “Lucky singers”....)
2.1. Contents of the game
All tasks in the text book as WH questions, sentence making....
3.1. Ways of organizing groups
	Teachers can divide the class into 2, 3, 4 groups (it depends on the number of students). Each group appoints a leader who can choose the numbers (stars, pictures...) and ask other students to discuss and give the answers.
4.1. Rules of the game
	Teachers can give more 2 or 3 lucky numbers (stars, pictures...). Each group can choose one time in turns, time allowance can be 10 or 20 seconds. If the time is over, this group can’t have the answers, or give incorrect answers, the other can answer the question. They choose the numbers (stars, pictures...) in turns. Each correct answer is one point. If the group opens the lucky numbers (stars, pictures...), they have one point without having to answer the question.
5.1. Ending of the game
When they finish answering the question, the group having the most (more) points without making mistakes will win the game.
6.1. Steps of design the game
6.1.a. Designing common “Lucky numbers”(“Lucky stars”) game
The teacher writes numbers, colours and “lucky numbers” (lucky colours) on the extra-board or pieces of papers and asks the leaders of the groups to choose them. Groups must do the requests as prepared on each numbers, colours they get to have scores. If they choose the “Lucky numbers” (“colours”), they will still have scores without doing the requirements 
6.1.b. Designing “Lucky numbers”(“Lucky stars”, “Lucky pictures”) game on the MS Power Point 2003.
Teachers should carry out the game “Lucky numbers” as the following steps:
 (Picture 1)
First, notice that whatever forms we design, we should programme skillfully so that students choose any boxes, they will disappear or have a symbol after chosen, which lets students know that box has been chosen in order to avoid mistakes and arguments. In fact, this happened to some teachers who are unfamiliar with Trigger. Therefore, to do as the Picture 1, I carry out designing as follows: For example, in the Picture 1, I have 3 questions and 5 numbers (2 lucky numbers). The game can be designed on the same slide or slides hyperlinked (I use hyperlinked slides. This means 3 slides contain 3 questions and answers, 2 slides are lucky numbers and 1 slide is the master slide. When students choose the different numbers, hyperlink will run to slides which contain questions or “lucky” of those numbers), then teacher returns to the master slide so that students can continue choosing the numbers. Concretely:
+Step1: Designing the master slide: Create boxes or any forms which we can insert numbers 
Picture 3
Picture 2
Click here
* Open MS Power Point 2003, from Power Point, open Slide Show, choose Action Buttons and then click the square as the arrow in the Picture 2. We can draw the squares as we like and then there is a hyperlink table Action Settings (Picture 3). We can link to any slides containing questions or “lucky numbers” by choosing Hyperlink to à slideà look for the slides containing questions or “lucky numbers” àOK. After drawing and linking the boxes, we number them. Click the right mouse into boxes, choose Add Text and write numbers on them. Do it in turns from number 1 to 5.
* Design the symbols Ð so that students can recognize that the boxes have been chosen.
Open Drawing, choose AutoShapes à Basic Shapes à click Ð. From Drawing, fill Ð with colours. Next, put 5 Ð onto 5 numbers. Now give effects to Ð as follows:
Picture 4
For instance, we creat effect to Ð in the box number 1 (as Picture 4). Click the left mouse into the symbol Ð, choose Slide Show à Custom Animation à Add Effect à Entrance à Penwheel à OK.(as Picture 5). At the effect of Ð, which we have been made, click as direction and choose Timing (Picture 6)
Click here
Picture 6
Picture 5
Click here
* From Timing, click Trigger. Choose Start effect on click of. And then look for the address we need to link. For example, we are programming the symbol Ð of the box number 1, we will choose “1”( The symbol Ð of the box number X, we will choose “X”)
We do the same for other boxes.
Picture 7
* At the master slide, we should programme a button to press it when students choose all the numbers. This button will link into any slides having the contents we are going to present. The symbol can be taken from: Slide Show à Action Buttons. We can do it as follows (Picture 8): 
After drawing the button, click the right mouse to it and choose Action Settings à Hyperlink to à Slideà look for the slide we need to link to à OK.
When presenting, just press this button, it will link to the slide we want.
Picture 8
Click here
+Step 2: Designing other slides: (slides containing questions and lucky numbers) which are linked to the master slide.
Notes: Each question together with