LANGUAGE GAMES

TRANG 1 VINH UNIVERSITY FOREIGN LANGUAGE DEPARTMENT ===    === NGUYÔN THÞ THANH B×NH DEVELOPING SPEAKING SKILL THROUGH USING LANGUAGE GAMES FOR THE 10 TH FORM STUDENTS AT SAM SON HIGH[r]

categories often overlap. Therefore, different linguists use different ways toclassify language games. According to Hadfield (1987), “language games can bedivided into two further categories: Linguistic games and communicative games.Linguistic games f[r]

language material.*A Game should focus on the certain aims of certain stages in a lesson, but notonly for fun.5. How to Organize Classes? *Think ahead. If you mix up the rules or get confused, the students will rebel. Theclass can fail over blame. Rehearse Games yourself or with friend[r]

+ Develop students’ language ability in a broad range of fields.+ Help students learn English effectively and use it as a means of communication totalk about specific situations of suggested topics.+ Make teachers love their work more.By Tran Thi Lap from Quang Trung High SchoolPage5Initiativ[r]

Ket-noi.com diễn đàn công nghệ, giáo dụcIt can be seen that the two kinds of motivation do not exclude each other.Most learners are motivated by a mixture of integrative and instrumental reasons.In later research studies, Crook’s and Schmidt (1991), and Gardner andTremblay (1994) explored four other[r]

TYPES OF COHESIVE DEVICES In this thesis, we adopt the division of cohesive devices by Halliday and Hasan 1976, which can be illustrated by the graph below: Reference Grammatical cohesio[r]

they can be used to supportlanguagelearning in any language,or in a range of languageso many of the gamesmaterialsare ready made,easily portable and ready to be used any.whereo the photocopiablematerialscan be cut up, enlarged,coloured,etc. to suit individual learning needs.templatesare provi[r]

therefore to teach effective functional writing rather than creative self-expression. Andrew Little (1991) suggested a few initial guiding principles to note: • Writing should be as close as possible to genuine functional use of language, as opposed to the traditional set-piece classroom comp[r]

Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”(* Note: Q : Quantity )From the tables of the statistics above, we can see that the rates of thestudents who didn’t master the knowledge and those who applied a[r]

Using Games to Promote CommunicativeSkills in Language LearningChen, I-JungThis article considers the reasons why games serve as excellent communicative activities.The use of games can be a powerful language learning tool. On the surface, the aim of alllanguage [r]

with English Henemann series including games, puzzles and quizzes for beginners and pre-intermediate learners. What is more important, games create meaningful contexts for language practice. Initially, students have to make sure that they understand the rules of the game. This r[r]

Comment: /Activity, game: One takes out a paper and reads the topic (which others donot see). For example: animal. He/She chooses one animal and says: "I(don’t) like d..." The other guess: "Dancing?" "Diving?" "Disco?" "Dogs?"Whoever guesses is the next one to take a paper out of the box.ANIMALS, PL[r]

11Action Games: Platform Games■Designing the Game■Building the Class■Modifying the GameSOURCE FILEShttp://flashgameu.comA3GPU11_PlatformGame.zipSide-scrolling games, also called platform games, first appeared in the early 1980s, andsoon became the standard way to produce[r]

High evaluation No games suitable Bloom identified six levels of knowledge within the cognitive domain, from the simple recall or recognition of facts, at the lowest level, to increasingly more complex and abstract mental levels, with the highest order classified as evaluation. The taxon-omy[r]

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Games : internet/ computer Games : internet/ computer gamesgames Musical instruments: Guitar/ Musical instruments: Guitar/ piano/ saxophone…piano/ saxophone… Sports: Football/ tennis/ golf …Sports: Football/ tennis/ golf … What are the things that What are the things that people of[r]