Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR

THANH HOA DEPARTMENT OF EDUCATION &TRAINING

DONG SON OFFICE OF EDUCATION AND TRAINING

INITIATIVE IN TEACHING EXPERIENCE

TOPIC
SOME EXPERIENCES ABOUT LANGUAGE GAMES IN
ORDER TO TEST, CONSOLIDATE VOCABULARIES
AND GRAMMAR

Written by: Nguyen Thi Hue
English teacher at Dong Minh Secondary School
The initiative experience of subject: English

INDEX
CONTENT
A. Introduction.
B. Problem solving.

DONG SON NĂM 2019

Page
1
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I. Basis reality (Reality).

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II. Basis of theory.

3

III. Language games.

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1.Where am I/ are we/ is he/?etc.

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2. What I already know about English.

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3. This is .... (Big Ben).

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4. My numbers.

5

5. My inventory.

5

6. Talking about time.

6

7. Games exercises of color.

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8. What you can do in Enlgish?

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9. Sentence starters.

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10. What there is in my bag today?

7

11. Pattern puzzle.

8

12. Sentence relay.

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13. Coffee-pot.

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14. Uncle Fred’s suitcase.

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15. Now you know.

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16. Have you seen my sheep?

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17. Who am I?

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18. Wolves and lamps.

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IV. The tested results

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C. Conclusions and recommendations

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D. References

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E. A list of innovation initiatives has been rated by the evaluation
committee of the education and training department, the education and
training department and the higher level ranked c or higher

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A. INTRODUCTION
I. THEORICAL BACKGROUND

When discussing the role of self-learning, former General Secretary Do
Muoi said: “Self-learning, self-training is the development path throughout the
life of each person, in our country's current social and economic conditions as
well as in the future, it is also valuable traditions of Vietnamese people and Viet
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Nam nation . The quality and efficiency of education is enhanced when creating
the learners’ innovative capacity, when changing the educational process into the
process of self-education. The scale of education has been extended when there
is a movement of the entire study population”(From a letter to the scientific
research seminar to develope self-studing, self-training on June 1 1998).
In developed society, the role of education is more important, as the
driving force for development and social progress. Education must train the
younger generation to be dynamic, creative, have enough knowledge, capacity
and ability to adapt to social life, to develop society. For this, younger
generation must have special power is the ability to self-learning, selfenhancing, self-improvement and these abilities must be formed from the school
levels. Thus, we can help learners form their self-learning skills, self-study,
continuously improve understanding of culture, Science and Technology,

modernize their intellectual capital to become citizens, workers with full
preparation step into life.
Currently, the education sector has been constantly innovating teaching
methods in schools and junior secondary schools. Modernizing methods
associates with the practice, accords with the students in order to promote
students’ positive potential and initiative in the process of obtaining knowledge.
Every year there are many workshops on new teaching methods, active learning
is applied widely to deliver the most effective learning for students from grade
Ministry of Education and Training, Department of Education and Training and
Education and Training. And most recently is the workshop “Improving the
quality of English teaching in high schools and junior high schools.”
In fact, students in secondary schools learn a lot of subjects so the
investment of time for each subject will be limited. Therefore, if a student does
not have the proper learning methods he can not get good grade in learning, but
it takes a long time.
In actual teaching, I found in the process of learning and practicing
English, students have to face many difficulties, not their inability to acquire
new knowledge that they have no effective methods in learning English.
Learning a foreign language requires learners to be passionate, flexible,
responsive and especially he must have self- study ability.
In the twenty first century with the integration with the open-door policy,
the English as a foreign language has been and will be many Vietname due to
communication needs, learning and research.
Nowadays, learning English is widely available everywhere. But how to
learn better English. Basically target foreign language teaching in general and in
particular for English to change. Programs and textbooks for junior high school
with the goal of helping students grasp the basic knowledge of modern English
practice, have the skills to use English as a communication tool, simultaneously
forming and developing the skills of thinking.

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In the process of learning a foreign language, the vocabulary is the most
important - it is the bricks to build up the house of language. How to remember
and use the English they have learned to always question often appears to
students, and labor is a weariness of the learners . At the junior high students in
grades 6-7 had to capture and use good vocabulary teachers have adopted test
methods such as: Rubout and remember, ordering, matching, jumbled words,
wordsquare, gapfill, subsituation, what and where etc.
The type of test is quite common, consistent and effective . but how can
students be more engaged, to avoid boring repetition, the teachers have to
change the way to check regularly gives the students are more interested in their
lessons while playing while being able to inculcate the vocabulary and structures
they have learned .
Precisely because of these reasons that I have explored in the study and
practice of language games to help students feel comfortable and more confident
in class. Especially all three objects can participate enthusiastically.
Recognizing the importance and necessity of fostering a sense of selfstudy for students, in the teaching process I have to pay attention to measures to
improve the learning spirit of the students to help them have the self-learning
approach to deliver effective learning. The experience has been reflected in the
theme: “SOME EXPERIENCES ABOUT LANGUAGE GAMES IN ORDER
TO TEST, CONSOLIDATE VOCABULARIES AND GRAMMAR”.
II. PRACTICAL BACKGROUND
Desire is too large, but by knowledge, methods and experience is still
limited and the performance is too low (limited to grades 6-7), certainly this
study has many flaws need was added . The content of the subject refers only to
the steps of each game and the results. So I always hope to receive feedback to
complete this study and more complete.
III. RESEARCH METHODS

1. Research documents
2. Fact- finding
3. Consult colleagues
4. Statistical revi

B. PROBLEM SOLVING
I. BASIS REALITY (REALITY)

All language games are a goal oriented, language games can help learners
to participate in activities with other people and to solve the problems they made
expanding the language and forging skills training heard. During school hours

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teachers give the language game, students will have many opportunities to
discuss, yet is their main motivation is the children weak and poor.
Teachers in this section apply methods “delayed correction” should
students not proved embarrassing when mistakes . Classroom atmosphere more
lively, vocabulary not only be strengthened but also be expanded greatly when
they practice.
II. BASIS OF THEORY

In fact, in teaching and learning a foreign language, the students will learn
more effectively if they are learnt in an atmosphere of learning fun, relaxation
and have more opportunities to communicate in the context of the real world.
The use of language games in teaching a foreign language can increase
motivation for the students, one of the decisive factors for the students to get
success in their language learning. At the same time, the teachers can help and

encourage the students to learn and maintain their interest in learning. In
addition, language games also help the teachers create the context in which
language practice is very useful and easy. The students would like to participate
in the games, they have to understand what the others are saying. So, in this
theme, I want to mention some games organized to test and consolidate the
vocabularies and grammar for the students in class 7A at Dong Minh secondary
school.
III. LANGUAGE GAMES
1- WHERE AM I/ ARE WE/ IS HE?ETC

Language : - Yes - no questions
- Vocabulary - location
- A student imagine, define himshelf in somewhere.Write into the paper
or talk to teacher know. The other students will guess by asking Yes/No
questions. It is not difficulf for students to do, teacher should ask students to
discuss each other about where they are.
Example: You have to be somewhere in the school
You have to be some where in the town
You have to be some where in the picture
(if there is a map of city)
- If students are crestfallen with conducting games, teacher may be people
quiz answer questions’s students as model.Then choose other student to quiz.
Some questions :
- Are you on a bus going to ...? (No, I'm not on a bus)
- Are you in the school canteen ? (No, I'm not in the school canteen)
- Are you asleep in front of your desk ? (No, I 'm not asleep in front of my desk).
2- WHAT I ALREADY KNOW ABOUT ENGLISH

Language:
a- Titles of English films or American films and books

b- Explanations (in Vietnamese or English)
c- Translate (into Vietnamese)
Steps:
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- Teachers ask students to tell some names known in English movies they
've seen in weeks or months, the names of the bands they know.
- Then they are translated into Vietnamese him type (depending on the
level of the students).
- Then you can tell your comment in the form sentences and vocabulary
that they have learned (example: like, think, boring, interesting…..)
Ex: Unit 8 - English 7 - Period 68

3- THIS IS…..(BIG BEN)

Language:
- Talk about, introducing well-known buildings, school,cities....
- Questions:
Where is this? /the building?
Who are they?...
- Similar this game students can revise a lot of sentences and
vocabularies, questions (What, Where, Who).
4- MY NUMBERS:

Language: - How to say age, weight, height, measurement, sizes,
telephone number, house number, date of birth.
Order

Number

1. Age
2. Height
3. Weight
4. Shoe size
5. Tel number
6. House number
7. Clothes size
8. Date of birth
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- Base on this table, students ask each other to find out who have the
number coincides with themselves.
- Students are able to revise numbers by this game.

5- MY INVENTORY:

Language: - Numbers, name of personal belongings.
- I own (number,name of articles)
- Plural nouns
- Teacher asks students to list what they have and how many: Personal
belongings (books, pens...) clothes,shoes, recreational toys (cameras, cassettes...)
- Students start by guess words “I have....../I own....)
- After that they can talk to their partner following the structures in order
to remember nouns they learned.
6- TALKING ABOUT TIME:

Language: - Talking about the time, adjectives
- Teacher asks students to draw a clock and paste into paper.

- Teacher asks student to list adjectives they learned.
- Teacher writes on the board the model:
At............o'clock I feel................
And asks student to complete the sentences by
Example: At ten o'clock I feel hungry
- Students make and write their sentences into sheets, after that teacher
can choose several ways:

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- First: Call students who have completed earliest their sentences and
read aloud.Then other students take turns reading their sentences in order of the
day now, from the time of the first sentences.
Example: the first sentence :at ten o'clock I feel hungry, then students who
make sentence at one o’clock will read their sentence and in turn to nine hours
for a full day
- Second: Ask students to ask each other to find out who else to feel
yourself in the same time of day.
- Third: Ask students to work in groups and self arranged in a logical
order of the day now.
Example: happy-hungry - sleepy...
- Forth: Students learn from each other in a fixed time range(5- 10
minutes) then compare to see who has more than one answer most of their friends.
- This exercise could multate: Instead of talking about the time of day
students can speak their feelings in each month of the year.
Example : In(month)I feel sad/happy/cold/hot/excited/... and I go to the
dancing/meet friends/stay indoors/ go to the seaside/ watch TV/...
7- GAMES EXERCISES OF COLOR:

a. What color:
- Teacher prepares some words associated with colors
Example: : stop-------------> red
go----------------> green
sky---------------> blue
leaves-----------> green
- Teacher reads prepared words, students listen and write colorful words
that correspond to those words..
b. All about me
- Teacher writes on the board or suggets mined in students some words
concerning themselves such as: eyes, hair, skin, shoes, shirt, schoolbag, pen,
etc... Students will describe the color, using model: “My (hair) is (black)”.
8- WHAT YOU CAN DO IN ENGLISH:

Language: - can - ability
- Teacher asks students to write down what they can do in English start
with: I can….
Example : I can count to 100; I can spell my name; I can tell the time; I
can sing ...
- Then students exchange in pairs or in groups about what they do in
English, compare what they do, what they do not do but their partner do….
- Teacher ask and request students do what they hae mentioned.
- From this exercise can be repeated after some time for them to add what
they have just done, can using structure in the past tense.
Example: Last month I couldn't tell the colors in English, now I can.
9- SENTENCE STARERS

Language:
- Consolidating leant language-tense
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- Teacher writes one word or phrase start with:
This weekend...
`
Our class...
- Then ask students to complete the sentence.
- Next ask students to do homeworks: thought out the start word then
complete the relating to them following sentence true facts, following report to class.
- Teachers can diverify exercises by students talk about eents or tasks at
different times, it depends on the level of class. This is a way to practise tenses
in English, it is very good for students to learn, because students must use tense
suit to the start sentence.
10- WHAT THERE IS IN MY BAG TODAY

Language : - There is; there are; have you (got)?
- Vocabulary
- A student has a shoolbag, quiz your classmates or your team see that
something.The other guess.
Student A: What's in my bad today?
What have I got in my bad today?
The other student guess:
Example: There's a mirror/ a handkerchief/ money/ some sweets/ a toy/ a
photograph, etc...
Student A will affirm right or wrong by saying: yes, there's a... or no, there
isn't a ........ and stretched out of their view then ask other student some questions
about that object.
What colour is it ?
Is it a big ......or small....?
Do you like ? etc

- Students can prepare some pictures and toys to make the games
becoming more excited :
- Students can say:
There's a yellow car / a bottle/a flowerpot...
There's ahouse /a tree/ a man with a stick/ etc...
11- pattern puzzle:

Also many regular charades tables, we can use the following table toys sample:

(Form 5 is fixed circle, the letters in the circle as an example, a puzzle that
can change according to your requirement)
The implementation group will write words that some or all of the letters
in the picture with the conditions necessary to have letters in the middle circle
(in this placement is the letter A) in from each word appears only once in each

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from. Teachers will be provided for time / topic for any game. Which group
write most words will be the winner.

12- SENTENCE RELAY:

This game is based on the principle relay in sports. The class is divided
into teams, teachers, judges, began signaled for the teams at the same time turn
runs on the board, write one word then run about, pollinating next to you on the
next table continued from that of the last word will make a complete sentence
means. The misspelled words, incorrect grammar or illegible will be deleted
immediately and is not grading. Each team members interpolations can be
written before or after what was written on the board, likewise, games players

can apply for when writing a whole paragraph or a completed story . Now each
member will write a sentence instead of a word, so that the succession question
means, forming a good story. Teachers can rely on the circumstances of the class
to the detailed rules for content articles. In case the article is too long not
conducive for writing on the board, can be written on a sheet of paper that
passed through groups. In each group will exchange their posts up to the whole
class to see and grading.

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13- COFFEE- POT:

Language: - brush up vocabulary
This is a popular practical vocabulary games base on principles from the
last guess asking questions, a student think of something, the other ask
questions, which is not limitted.
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Example:
-Where do you keep your(coffee-pot) ?
- Is your (coffee-pot) big?
- What is your (coffee pot) made of ?
- What colour is your (coffee pot) ?
- Can we cat your (coffee-pot)?
- Can we see your (coffee -pot) in this room ?
- Do you wear your (coffee -pot) ?etc
- Objects that students can think about is anything such as: schoolbag,
pen, pencil, shoes, hat, bike etc even though it is the moon, post office etc.

14- UNCLES FRED’S SUITCASE:

Language: Vocabulary-memorizing game
- The class is separated into groups sitting in a fixed rings.
- Teacher introduces the games.
We are going to pack uncle fred's suitcase
- One student in team will start with a sentence: I packed uncle fred's
suitcase with (Example: “I packed uncle fred'd suitcase with sports shoes”) the
next person will repeat that sentence and add one more object.
(Example: “...”and a toothpaste) given objects are not reused. So on until
the last of the circle. During practise, members each team can suggest to their
partner the sentence may be forgotten.
- After the last complete the sentence, teacher ask groups to read aloud
their completed sentences.
“I packed uncle fred's suitcase with ....................etc”.
- In order to change, teacher can use the rule of this game to make similar
games, instead the content “pack uncle Fred’s suicase (I packed uncle fred's
suitcase..) of the other sentences. Example: “I am here to ...” and fill in activities
such as: “have fun”, “learn”,”listen to”, “dance''...etc
- Teacher asks students to change their position and draw who is the start
person.
15- NOW YOU KNOW

This is used for object games relatively well, speaking freely or get
acquainted, to know the level of the student.
- The first teacher introduces the game:
I'm going to tell you something about myself. Look
The teacher took out some prepared material and said: This is a
photograph of my husband, so now you know that I'm married. And this is my
motorbike key. You know that I come to school by motorbike and what is this? It a small book. So you know what I like ? (students guess) etc.

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Just like that the teachers will give some hints as material for students to
guess the understanding of teachers, such as family, friends, hobbies, jobs,
events or activities that occur during the week, in May, last year, adolescent birth
etc. Students can ask more detailed questions related to issues like
understanding:
- How long does it take you to go to school by motorbike?
- How often do you go to the cinema?
- What film did you see? Did you enjoy it? etc ...
Then turn similar student-teacher, introduces himself by some animals
brought or have prepared, and so will the exchange student, was asked more
about their peers through extracurricular games.
16– HAVE YOU SEEN MY SHEEP?

Class stand in a circle, a circle of students standing outside called “IT” .
This student went around the circle, clapped on the shoulder one you any
questions and ask: “Have you seen my sheep?” (or dog, cat, goat, Teddy bear
etc?), respondents would respond with questions,
- What is it wearing?
or
- How is it dressed ?
“IT”
At that time, any one you described within, example: :
- It is wearing a green pullover, brown sandals.
Even when people are aware that describe themselves as alluded to run
around outside the ring to escape from “IT”. If “IT” catch it before you run out
of the ring to its location, you will continue to do “IT”.

17- WHO AM I ?

This game is suitable for the early stages of the classroom, when students
begin to know each other through talking in English.
Teachers will depend on the student audience to pick out the familiar
celebrities, not difficult to guess the class, for example; actors, singers, historical
characters, the characters in children's stories, folklore etc.
The name of the character will be written out of the second sample,
teachers and organizers will secretly paste the form into the back of the paper
that you participate in, then people will go to see their character names are
pasted what are, for example:
- Am I a man ?
- Am I a still alive today ?
- Am I a pop star ?
- Do I live here in Viet nam ?
- Was I asking ?
- Am I a character in a story?etc
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After each person has to guess his name on the back was a time will be
allowed to dial his name stickers on the front chest.
18- WOLVES AND LAMPS

This game fits the extracurricular hours because very funny and a lot of
noise.
The class is divided into groups, sitting next to the cluster group in circle.
Each group turns round its representatives elected disguised as “coyotes” to
“scare” the other group. Each one “wolf” to “sheep” (the group) will pretend to
fear. If no one answers the question of wolves would be given a prisoner inside.

After a period of “shepherd” (teachers) will “chase” the wolves away and take
“prisoners” returned to the sheep (his group). Which group catches more
“prisoners” will win .
The content of the wolf can ask varied:
- Puzzles spell.
- Puzzles from
- Puzzles from the question of structure
- Quiz questions about general knowledge.
IV. THE TESTED RESULTS

In this school year, I have been teaching English in class 7A. In every
period of teaching, I always use these games to test and consolidate vocabularies
and grammar for the students. I found that these language games have provided
the students with the comfortable and effective way of learning English not only
in the classroom but also in anywhere. The students feel excited and they are
eager to wait for English classes. They can understand the lessons more deeply
and more naturally. They either speak English in the class or outside the school
confidently. Based on the results of the students’ learning, I have the results of
testing of the students in class 7A at Dong Minh secondary school in this school
year as the followings: (Total students :35)
Ability
Excellent
Good
Average
Bad

Early year
Number
Percentage
1

6
10
18

2,86
17,14
28,57
51,43

Late year
Number
Percentage
7
12
13
3

20
34,29
37,14
8,57

C. CONCLUSIONS AND RECOMMENDTIONS
Through teaching practice, take time to visit the classroom experiences of
my colleagues found that the survey results vocabulary exercises achieved quite
satisfactory, the following statistics will prove that, the total number of students
achieved good or excellent.
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I found that putting the game into the test language vocabulary or
structure are suitable, especially the study of all grade 7 and 8, the teacher can
use the game appropriate for your requirements unit.
Of course want to play effectively, both teachers and students are
carefully prepared before class that is an important step.
When students practice the class teacher should cover well, encourage
them to participate in games by dividing teams, or groups so that they have a
sense of emulation.
- Teachers should evaluate to point to after school.
- The teacher's instructions must be clear, concise, check instructions
before performing.
- If the game is difficult to model teacher
- Want to make a good game, the attitude of teachers is essential to have
fun, close to the children create a harmonious atmosphere in the classroom so
that they feel more confident.
Through practical teaching myself, my colleague learned some language
games that the reference books cited possible good use for curriculum subjects
of English Middle School Career Best grades 7 and 8. My written invovled not
very full, I will continue to study all vocabulary section for students in grades 7.
We hope the additional notes and of all colleagues.
The confirmation of Head- Master

Dong Son, 5th March in 2019
I assure this is my experience
Initiative, not copying the contents
other people.
The writer
Nguyễn Thị Huệ

research papers

1- Guidelines June 1984 David Crable
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2- Language teaching issues in Mutilingual environment in South East Asia
3- Teacing methodolagy - Nguyen Hanh Dung
4- Documents of ELTTP methodology course skills
5- Homework 6-7
6- Hutchinson J (1994) hotlineseries, OXFORD :OUP
7- Broughton Get all- teaching English as a foreign language
8- English online

E. A LIST OF INNOVATION INITIATIVES HAS BEEN RATED
BY THE EVALUATION COMMITTEE OF THE EDUCATION
AND TRAINING DEPARTMENT, THE EDUCATION AND
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TRAINING DEPARTMENT AND THE HIGHER LEVEL RANKED
C OR HIGHER.
Teacher’s name: NGUYEN THI HUE
School: Dong Minh secondary school.

TT

1

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Tên dề tài SKKN

Using several
techniques to promote
the 8th graders speak
English in an active
way
Improve the quality of
teaching reading for
students in grade 6

Năm học
Cấp đánh giá Kết quả đánh
đánh giá xếp
xếp loại
giá xếp loại
loại

Cấp huyện

B

2017

Cấp huyện

B

2018

17