Applying some games and techniques in language focus to develop students communication skills at vinh loc high school

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
1


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


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.
3


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..........
4


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.
5


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
- The teacher prepares about 4 verbs:

listen

go
play

watch

- Teacher gets axamples and gets the class to repeat
Example:

go

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
6


- 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

7


- 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 house…etc.
* 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
8


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

,
.

.
3. If/ they/ study/ hard,/ they/
pass/ the exam/ last year.

5. If/ I/ know/ Korean, I/
translate/ this document

4. If/ he/ get up/ early
yesterday/ he/ not/ go/ to
school late.

6. If/ you/ not/ show/ your
identify card, you/ not/ get
into/ the examination exam.

- Teacher introduces picture by picture quickly.
- The teacher gives a picture to the class.

9


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).
10


1
2

3

If we had had your address,

If you don’t send the
application form on time,
If the test weren’t too
difficult,

6

You won’t be able to take
the entrance examination.

7

The thieves wouldn’t have
broken into the house.

8

We would have sent you a
Christmas card

4

If you don’t show identify
card,

9

You won’t be able to get
into the examination room

5

If John had installed an
alarm,

10

I could do it.

- 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 :
1

8

* Students flip two cards with two matching clauses:
If we had had your
address,

We would have sent you a
Christmas card

* 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).
For example: * Group B chooses two numbers:
and
6
3
* Students flip two cards with two matching clauses:
If the test weren’t too
difficult,

You won’t be able to take
the entrance examination.

11


* 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 overturned.
- Which team more points than the winning team.
*Suggested answers:
1- 8
2-6
3 - 10
4- 9
5-7
Illustration
Example 3

UNIT 4 : SCHOOL EDUCATION SYSTEM
Period : 28 - Part E : Language focus ( passive voice )
( English textbook 12 basic)
* I will teach passive voice in the following ways.
3.1. Presenting the passive voice implicitly
T: Today I am going to teach you about active and passive voice sentences. I
will you some examples to help you understand this. For instance, we can say
“The child broke the window.” (active)
or
“ The window was broken by the child.”( passive)
or simply. “ The window was broken”
T axplains examples then asks: Can you see any other differences between the
sentences?
Sts: Yes, the second sentence has the word “by” in it
T: Good. Any other differences?
Sts: The second and third sentences have “was” but the first one doesn’t.
T: Yes, Now , here are a couple more examples of active and passive sentences.
Active: The man beat the dog
Passive: The dog was beaten by the man
Active: My mother gave me thid book.
Passive: This book was given to me by my mother
Teacher says: Here is another active sentence. Try to change it into passive.
“ The boy caught the ball.”
3.2. Use the game Noughts and Crosses
- Introducing the formula of passive voice:

Be + V(pp)

- Prepairing some pictures( 9 pictures) and drawing 9 squares on the board, with
each square is a picture( with the average student, the teacher should provide

them with suggestions).
Ex:
12


1. Flowers/ water/ everyday

2. The house/ build/ in 2010
.

3.The floor/ not/ clean/ yet

4. the house/ paint/ now

5. English/ will/ speak/at the conference 6.Football /play/ now

7.Shakespea’stragedies/ translate/8.A new primary / just build/in my village
into many languages
13


9.“Remeo and juliet / write/ in 1605
- Teacher makes a sample sentence using any picture in the squares:

Flowers are watered everyday.
The teacher divides the students into two groups: one group is Noughts (O) and
one group is Crosses (X)
- The teacher gives the members of each group a discussion of the pictures
about 2 minutes.
Then, the two groups select the pictures in the box, passing the sentence in

passive form with the verb short.
- The group that makes the right choice will get an "O" or an "X" for example
one
* Noughts group choose the picture five:

4. the house/ paint/ now
Students make the sentence: “ The house is being painted now .”
14


* So the Noughts (O) get a O
1

2

3

4

5

6

O
7

X
8

9

Group Crosses ( X) Pick the picture three

5. English/ will/ speak/ at the conference
Students make the sentence:
=>
English will be spoken at the conference.
* So the group Crosses ( X ) gets one X
- The groups continue to select pictures and set sentences.
- A team with three "O" or three "X" on a horizontal, vertical or diagonal line
wins.
*Suggested answers:
1. Flowers are watered everyday.
2. The house was built in 2010.
3. The floor hasn’t cleaned yet.
4. The house is being painted now.
5. English will be spoken at the conference.
6. Football is being played now.
7. Shakespear’s tragedies have been translated into many languages.
8. A new primary has just been built in my family.
9.“Remeo and juliet”was written in 160
* Sometimes I use the other games as: “lucky number”....to teach in some of my
lessons, I realized that these lessons used the games are very interesting,
students like to learn and more active, more exciting class atmosphere.

15


2.3. FINDINGS AND DISCUSSION
UP to now, I have applied "Some games and teaching techniques for

practicing structure" to teach in the Language focus with point "Learning to
play" Play to learn "and obtained relatively satisfactory results in school
year:2018-2019 at the class 12C11 and 12C12. The result after applying the
research in teaching.

Class

12C11
(41hs)

Before using games in writing After using games in writing skill
skill.
Excellent Good Fair Poor Excellent good Fair
poor
(%)
(%) (%) (%)
(%)
(%)
(%)
(%)
2hs
5%
0 sts

12C12
(39hs)

8sts
20%
7sts

18%

12sts 19sts
29% 46%
15sts 17sts
38% 44%

7sts

12sts

19sts

3sts

17%

29%

47%

7%

4sts

13sts

17sts

5sts

10%

33%

44%

13%

Through the research, I noticed that:
* Students change their attitudes toward learning the language (especially
grammar). They are very excited because they have been learning, playing,
arguing comfortably, without pressure, and are highly effective.
* From a picture, real objects students can put a lot of different sentences.
Therefore, it will promote students' initiative and creativity to their linguistic
knowledge
* Exercises are associated with real objects and pictures, which help them to
connect with reality better so that they can apply their grammatical knowledge
to communicate the contents of the communication. Specific situations in study
and in real life to serve life.
Forms of group training, pairs (integrated in games, techniques) help children
practice more, make use of time; Teach children how to learn from each other;
Encourage the students to say, the shy children have the confidence to voice
their opinions
3. CONCLUSION
In conclusion, using games and teaching techniques are efficient ways to
teach English in the classroom. These ways I get the best results in the
classroom. they arise students’ motivation. Games prepare students for life and
they acquire positive social attitudes. Games teach sharing, helping each other
and working as a team. A student learns by doing, living, trying and imitating.

So this kind of learning is lasting. During games, some feelings such as the
pleasure of winning and the ambition of losing may arise. These give to the
16


teacher an idea about student’s character. So games are must-have activities for
hardworking teachers.
Above are some of my small experiences drawn in the teaching process,
the topic may be limited. I look forward to the comments of colleagues and
superiors.

The Headmaster’s identification

Thanh Hoa, the twenty-fifth of May, 2019
I ensure that this study has been written by
me
The writer

Vu Thi Ha

17