skkn techniqes of using new language games in teaching grade 10 english lessons effectively

Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”

ACKNOWLEDGEMENTS
First of all, I would like to express my sincere 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.
Second, I am very grateful to all the teachers of English at Leviettao 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.

Thank you very much!

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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”

A- PREFACE
I. REASONS FOR CHOOSING THE THEME
1-Basis of theory:
Nowadays, objectives of education are to focus on developing students’
initiative, activity and creativeness to enable them to realize and solve the
problems. To achieve these objectives, there’s nothing rather than to reform
teaching methods. This is an indispensable issue and a sound policy of our Party
and State. Teaching in reformed methods has given teachers the chances to make
good use of controlling, guiding, suggesting, and organizing activities effectively.
On the other hand, it has helped students to make full use of centered roles-they
are able to study hard, apprehend their awareness and knowledge actively and
creatively so as to have great understanding and passion for English.

Students’ initiative, activity and creativeness are more important in
teaching foreign language because no one can use means of foreign language in
communication better than students’ communication abilities. One of the main
methods in teaching foreign language is Communicative Approach;
communication is regarded as both aims and aids of teaching (teaching in
communication, by communicating, and to communicate). To teach English more
and more interestingly, effectively and communicatively, every teacher must do
their best, master their professional abilities, study without cease and apply active
and suitable teaching methods.
Throughout years’ time of teaching English in the period of general
education renovation, I have myself thought that it is necessary to reform methods
of organizing activities in teaching often to motivate students. I have positively
realized that only by new language Games can we interest students in English
lessons. These new language Games can be considered to be new activities or
techniques which are suitable for the students’ psychology. The new language
Games strongly do delight either learners or teachers when they have skillfully
used old games. Besides, they can raise the teaching quality. In these Games, we
can unexpectedly happen to realize students’ talents because they are equal to
students, easy to play, suitable for the whole class even weak students.
Furthermore, the students who hardly prepare the lessons might have high scores
in the games because quick-wittedness and intelligence are much more important
than understanding about everything. The sense of equality, atmosphere of
excitement, feeling of the games in students’ reach, spirit of solidarity, the factors
of which help students to ignore their shyness which prevents them from speaking
freely and actively. This has a great influence on teaching results. Students have
chances to use the linguistic data and even they can see that they are using their
vocabulary, grammatical structures… Moreover, they feel satisfied when they
know they can do as well as others. However, learning a foreign language is not
only to play Games but it is to communicate more naturally. Games in teaching
the language can result in the friendly communication between teachers and

students, among students and good discussions about any topics. All of the
reasons are important factors to improve the teaching qualities and effects.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
English is a language and it is a foreign language so it is too difficult for
students, especially rural students to learn although they have been learning for
several years. It would be too boring for teachers to teach and for students to learn
English if teachers didn’t reform teaching methods to interest students. I have
been thinking of how to change the methods but whatever new methods teachers
may use, weak students will become bored, passive and inactive if teachers don’t
interest them effectively.
It is the reasons above that have been urging me to choose the theme:
“Techniques of using new language Games in teaching Grade 10 English
lessons effectively” for my own Seminar on methodology without cease.
2. Basis of practice
a- Achievements
Thanhhoa Education and Training Department has focused on teaching and
learning English for recent years. We have 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. Some students
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.
e- For students
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
Since education reform, students have loved learning English but mainly
advanced students. And weak students who understand the lesson slowly 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 or taking any notes or doing any
homework. In fact, we can see these students have no love for English…
Therefore, the teaching qualities of English do not live up to our expectations.
Following is the convey on the quality of English of 3 classes: 10A, 10B, 10D at
the beginning of the first term in school year 2012-2013.
classes Number
of
students

10A
10B
10D
Total

42
46
45
133

listening
Well
mastered
and
applied
Q
%
18 42.8
20 43.5
22 48.8

60 45.1

classes Number
speaking
of
Well
Badly
students mastered mastered

10A
10B
10D
Total

42
46
45
133

and
applied
Q
%
16 38.0
18 39.1
18 40.0
52 39.0

and
applied

Q
%
26 62.0
28 60.9
27 60.0
81 61.0

Badly
mastered
and
applied
Q
%
24 57.2
26 56.5
23 51.2
73 54.9

reading
Well
mastered
and
applied
Q
%
20 47.6
21 45.6
23 51.2
64 48.
4

Language focus
Well
mastered
and
applied
Q
%
22 52.4
24 52.2
26 57.8
72 54.0

Badly
mastered
and
applied
Q
%
20 47.6
22 47.8
19 42.2
61 46.0

Badly
mastered
and
applied
Q
%

22 52.4
25 54.4
22 48.8
69 51.6

writing
Well
mastered
and
applied
Q
%
19 45.2
22 47.8
21 46.6
62 46.6

Badly
mastered
and
applied
Q
%
23 54.8
24 52.2
24 53.4
71 53.3

( * 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
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
language Games which are considered to be the new teaching techniques in place
of the old one 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? Wanting 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 abilities of techniques

of using new language Games for some Grade 10 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. Why to Use Games
Language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the target
language. Well-chosen games are invaluable as they give students a break and at
the same time allow students to practice language skills. Games are highly
motivating since they are amusing and at the same time challenging. Furthermore,
they employ meaningful and useful language in real contexts. They also
encourage and increase cooperation.
* Games are fun and children like to play them. Through Games students

experiment, discover, and interact with their environment.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
* Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many students between thirteen
and nineteen years old, especially the high school students, language learning will
not be the key motivational factor. Games can provide this stimulus.
* The Game context makes the foreign language immediately useful to the
students. It brings the target language to life.
* The Game makes the reasons for speaking plausible even to reluctant students.
* Through playing Games, students can learn English the way they learn their
mother tongue without being aware they are studying; thus without stress, they
can learn a lot.
*Games stimulate the students so they look forward to class
* Even shy students can participate positively.
3. When to Use Games?
*Games are often used as short warm-up activities or when there is some time left
at the end of a lesson. Yet, as I observe, a game "should not be regarded as a
marginal activity filling in odd moments when the teacher and class have nothing
better to do. Games ought to be at the heart of teaching foreign languages. I
suggest that Games be used at all stages of the lesson, provided that they are
suitable and carefully chosen.
*Games also lend themselves well to revision exercises helping learners recall
material in a pleasant, entertaining way. All authors agree that even if Games
resulted only in noise and entertained students, they are still worth paying
attention to and implementing in the classroom since they motivate learners,
promote communicative competence, and generate fluency.

4. How to Choose Games?
* A Game must be more than just fun.
* A Game should involve "friendly" competition.
* A Game should keep all of the students involved and interested.
* A Game should encourage students to focus on the use of language rather than
on the language itself.
* A Game should give students a chance to learn, practice, or review specific
language material.
*A Game should focus on the certain aims of certain stages in a lesson, but not
only for fun.
5. How to Organize Classes?
*Think ahead. If you mix up the rules or get confused, the students will rebel. The
class can fail over blame. Rehearse Games yourself or with friends before class.
*Distinguish noise from chaos. To prevent noise, make students sit near the
teacher and explain clearly what they are going to do.
6. Some Advice
*Games should be regarded as supplementary activities. The whole syllabus
should not be based on Games only - even for young learners.
*When choosing a Game, the teacher should be careful to find an appropriate one
for the class in terms of language and type of participation.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
*Once the Game has begun, the teacher should not interrupt to correct mistakes in
language use.
*The teacher should not compel an individual to participate. Some learners may
not want to participate due to personal reasons. Forcing students to participate
usually does not have successful results.

*A Game which looks wonderful on the paper may not work in the actual
classroom setting. If it is tiring or boring, it should be stopped.
*Give clear instructions. Unless the learners know what he is expected to do and
how to do it, the aim cannot be achieved, and the Game cannot be played.
*When giving instructions to beginners, a few words in the mother tongue would
be the quickest way to make everything clear. More English exposure is needed at
a later stage.
*Games are best set up by demonstration rather than by lengthy explanation.
*When using Games, teachers should be good at controlling the class and careful
with chaos and noise.
*It is very important not to play a game for too long.
*Teacher should prepare the materials in sufficient quantities.
*Teacher should "check" answers at the end of an activity.
*Making sure everyone participates. It is best to stop a game at its peak (5 – 7
minutes).
7.There are many advantages of using Games in the classroom:
*Games are a welcome break from the usual routine of the language class.
* They are motivating and challenging.
* Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
* Games provide language practice in the various skills- speaking, writing,
listening and reading.
*They encourage students to interact and communicate.
*They create a meaningful context for language use.
8. How and when to apply new language Games to teaching some Grade 10
English lessons effectively
8.1-Using Games in Warm-up stage to check, revise vocabulary or grammatical
structures or lead students to the new lessons :
Game: Number matching
-Aims: To check or revise vocabulary, grammar or structures which have pairs of

words, or clauses….or lead students to the new lessons in Warm-up stage.
-Time allowed: 5-7 minutes.
-Material preparation: Teacher should prepare a table of words, phrases or clauses
in advance and stick it on the board.
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B and asks each team
to choose 5 or 6 couples.
+Teacher asks couples in the 2 teams to come to the board and stand on 2 sides.
+Teacher numbers each member of 2 teams: Team A-1a,2b,3c,4d,5e,6f
Team B-1a,2b,3c,4d,5e,6f.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
+Teacher shows couples in the 2 teams the pairs of words, phrases or clauses.
+Teacher asks couples to find and match each other in each team. The couple who
have the perfect match will score one point for their team.
+Teacher translates the meaning of the words, phrases or clauses each couple
matched. Then teacher corrects
+Teacher sums up: The team having more points will win the game.
* For example: English 10 ( Basic curriculum) ( page 81)
Unit 7: The mass media - Lesson 5: Language focus ( Exercise 3)
-Aims: To lead students to the new lesson in pre-teaching Grammar stage: Uses of
Phrases “Because of” and “ In spite of”.
-Time allowed: 7 minutes.
-Material preparation: I prepare a table of phrases and clauses (exercise 3) in
advance and stick it on the board.
-Steps:
+I divide the class into 2 teams: Team A and Team B and ask each team to choose

5 couples (for 5 sentences).
+I ask couples in the 2 teams to come to the board and stand on 2 sides.
+I number each member of 2 teams: Team A: 1-a,2-b,3-c,4-d,5-e
Team B: 1-a,2-b,3-c,4-d,5-e.
Students in Numbers

1. Because of the cold weather
.
In spite of the cold weather
.
2. Because of his illness
.
In spite of his illness
.
3. Because of the large crowds
.
In spite of the large crowds
.
4. Because of the meat shortage
.
In spite of the meat shortage
.
5. Because of the bad condition of the
house
.
In spite of the bad condition of the
house

Students in Letters

a. We could not see what was going
on.
b. He had to cancel the
appointment.
c. We kept the fire burning all day.
d. He managed to come to
school.
e. There were enough seats for
everyone.
f. We all wore shorts.
g. They enjoyed living there.
h. Everyone is living on beans.
i. The council demolished it.
j. We have managed to get
some beef.

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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
+I show couples in the 2 teams the pairs of phrases and clauses:
+I ask couples to find and match each other in their own team.
+The couple who have the perfect match will score one point for their team.
+I translate the meaning of the words, phrases or clauses each couple matched.
+I correct the answers.
+I sum up: The team having more points will win the game.
 Students 1 go with c + f, 2 with b + d, 3 with a + e, 4 with h + j, 5 with i +
g.

 After students understand the meanings of the sentences above, we can ask
them to give the form and uses of the phrases “Because of” and “In spite of”.
* (Note: We can do the same in Exercise 1_Unit 1_Language focus, page 19,
20; in Exercise 3_Unit 2_Language focus, page 31)
8.2- Using Games in Post reading or listening stage to summarize the ideas.
Game: Paper planes of numbers
-Aims: To summarize the ideas of the text in Post reading or listening stage.
-Time allowed: 7-9 minutes.
-Material preparation: Teacher should ask students to prepare some papers and
make planes of paper.
-Steps: (After reading or listening)
+Teacher divides the class into 8 or 10 groups of 5 (depending on the number of
students in the class)
+Teacher asks students to copy the numbers in the reading or listening to their
paper planes and then draw the turns to fly (throw) the planes.
+Teachers gives the instructions that the first group can fly (throw) their first
plane to any other groups they like. If the plane lands at any group, this group will
open it to read the number in it. This group will give a sentence in the reading or
listening which includes this number. If the group don’t answer or answer
incorrectly, they will have no points and no chance to throw the plane to others. If
they answer correctly, they will have one point and fly the plane to others. If the
plane lands at no groups, it will be thrown again.
+Teacher asks students to take turn to throw their planes until there’s no numbers
left. Then teacher corrects the answers.
-Teacher sums up: The group having the most points will win the game.
* For example: English 10 (Basic curriculum) ( page 142, 143)
Unit 14: The World Cup - Lesson 1: Reading (After you read)
-Aims: To summarize the ideas of the text in Post reading stage.
-Time allowed: 9 minutes.
-Material preparation: I ask students to prepare some papers and make planes of

paper.
-Steps: ( After reading)
+I divide the class into 6 groups of 7
+I ask students to copy the numbers (2002; 1904; 1930; 13; 17; 32) in the
Reading to their paper planes and then draw the turns to fly ( throw) the planes.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
+I ask the first group to fly (throw) their first plane to any other groups they like.
If the plane lands at any group, this group will open it to read the number in it.
This group will give a sentence in the Reading which includes this number.
For example, they receive the plane with the number 2002, they must give the
sentence: “ the final game of the 2002 World Cup tournament attracted more
than one billion viewers” ( line 4, 5 paragraph 1)
If the group don’t answer or answer incorrectly, they will have no points and no
chance to throw the plane to others. If they answer correctly, they will have one
point and fly their own plane to others. If the plane lands at no groups, it will be
thrown again.
+I ask students to take turn to throw their planes until there’s no numbers left.
+I correct the number students take out from the Reading.
-I sum up: The group having more points will win the game.
 Group’s answers:
2002: the final game of the 2002 World Cup tournament attracted more than one
billion viewers ( line 4, 5 paragraph 1)
1904: 1904, FIFA, the governing body for football, was set up( line 1- para 2)
1930: it was not until 1930 that the first World Cup was held.( line 2, 3, para 2)
13: Only 13 teams took part in the first tournament.( line 3,4, para 2)
17: By 2002, the world had witnessed 17 World Cup tournaments .(line 6 para2)

32: National football teams must now compete in elimination games within their own
regions before becoming one of the 32 finalists.(line 7, 8, para 2)

After

students finish playing the Game, it is they who summarize the
Reading text without any boredom and reluctance.
* ( Note: We can do the same in Unit 1_Reading, page 12, 13 ; Unit
3_Reading, page 32, 33; Unit 7_Reading, page 74, 75; Unit 1_Listening, page
16, 17 ; Unit 10_Listening, page 107, 108 ; Unit 14_Listening, page 147,148).
8.3- Using Games in Pre-writing stage to present the suggestions for ideas or
structures.
Game: Sentence Arranging (like : Jumbled sentence game )
-Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing
stage.
-Time allowed: 5 – 7 minutes
-Material preparation: Teacher should prepare some pieces of paper or some
extra-boards in the large or small size depending on the content the teacher needs
to suggest for the writing lesson.
-Steps:
+Teacher prepares some sentences he/she needs to suggest and writes down each
jumped word on the pieces of the paper (or extra-boards).
+Teacher divides the class into 2 teams: Team A and Team B.
+Teacher calls students in each team to come to the board (the number of students
the teacher calls depends on the sentences the teacher prepared: Example, there
are 5 jumped sentences, teacher calls 5 students in each team)
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Lê Đình Xô_The Teacher of English of Le Viet Tao High School

Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
+Teacher jumps the words in each sentence. And then gives each student one
jumped sentence.
+Within limited time (for example, 30 seconds) , these students finish putting the
correct orders of the words in each sentence so that these sentences are perfect.
+The team having the fast and correct sentences will have 2 points.
+Teacher corrects and sums up: The team having more points will win the game.
(Note: This game can be used to check or revise grammatical structures in
Warm-up stage in Language focus sections )
* For example: English 10 (Basic curriculum) ( page 137, 138)
Unit 13: Films and cinema - Lesson 4 : Writing
-Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing
stage (before students do the task 1).
-Time allowed: 6 minutes
-Material preparation: I prepare 8 pieces of paper in the large size.
-Steps:
+I prepare 8 sentences I need to suggest for the Writing lesson about Education
system in Vietnam and write each jumped word on the pieces of the paper and
stick them on the board (as shown). 1
2
3
4
5
6
7
8
1. “Tom and Jerry“/ is/ film/ The.
2. cartoon/ “Tom and Jerry“/ film/ is/ the.
3. about/ “Tom and Jerry“/ a/ is/ fight/ mouse/ between/ a/ cat/ the/ and.
4. made/“Tom and Jerry“/was/ Holly wood/ in.

5. is/“Tom and Jerry“/based/an/ on/ story/ untrue.
6. film/ characters/ the/ of/ the/ Tom/ are/ Jerry/ and.
7. mouse/ a/ Jerry/ Tom/ clever/ a/ is/ and/ silly/ is/ cat.
8. has/“Tom and Jerry“/ a/ ending/ happy.
+I divide the class into 2 teams: Team A and Team B.
+I call 5 students in each team to come to the board.
+I jump the words in each sentence. And then give each student one jumped
sentence.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
+Within limited time ( for example, 45 seconds) , these students finish putting the
correct orders of the words in each sentence so that these sentences are perfect.
+I correct and sum up: The team having the fast and correct sentences will win
the games.
Teams’ answers:
1. The film is “Tom and Jerry“ .
2. “Tom and Jerry“ is the cartoon film.
3. “Tom and Jerry“ is about the fight between a mouse and a cat.
4. “Tom and Jerry“ was made in Holly Wood.
5. “Tom and Jerry“ is based on an untrue story.
6. The characters of the film are Tom and Jerry.
7. Tom is a silly cat and Jerry is a clever mouse.
8. “Tom and Jerry“ has a happy ending.

After students finish playing the Game, we can use these answers as the
suggestions for ideas and grammatical structures to write a paragraph on the
film they have seen.

Note: ( We can do the same in Unit 1_Writing, page 17,18; Unit 2_Writing,
page 27, 28; Unit 3_Writing, page 37, 38; Unit 4_Writing, page 50, 51 ; Unit
5_Writing, page 58, 59; Unit 6_Writing, page 69; Unit 9_Writing, page 100 ;
Unit 11_Writing, page 117, 118; Unit 12_Writing, page 129).
8.4- Using Games in Warm-up stage or in Language focus to practice or check
vocabulary or grammatical structures.
Games: Relay
-Aims: To check or practice vocabulary such as verb form or word formations
(nouns, adjectives, adverbs, comparison of adjectives and adverbs…) and phrasal
verbs or adjectives… in Warm-up stage or Language focus lessons.
-Time allowed: 5-7 minutes.
-Material preparation:
+Teacher should prepare the words he/she needs to check or practice such as
adjectives, verbs, prepositions…These words should be written on the 2 different
pieces of plastic (or 2 extra-boards) (so that we can be economical and use in
other classes) and teacher hangs them on the black board. Each piece of plastic is
divided 2 columns (Teacher can ask students to do the task in the other column)
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B.
+Teacher calls the representatives of 2 teams to come to the board. These students
are asked to stand in 2 rows.
+Teacher gives the instructions that he/she will say a word or phrase in
Vietnamese , and in turn, each student in 2 teams will write the words on the right
column as required.
+After finishing writing words on the column of the piece of plastic, this student
quickly hands the whiteboard marker (or the chalk) over to the next student in the
team and, in turn, finishing all the words given. One point for the correct answer.
-Teacher corrects and sums up: The team having more points will win the game.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School

Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
(Note: Teacher can draw the tables of words on the board instead of extra-boards)
* For example: English 10 (Basic curriculum) ( page 89)
Unit 8: The story of my village - Lesson 5: Language focus (Exercise 1)
-Aims: To check and practice adjectives and adverbs in Reported speech in
Production-stage (after students do the exercise 1) in Language focus lessons.
-Time allowed: 6 minutes.
-Material preparation:
+I draw 2 tables of words on the board. Each table is divided into 2 columns. The
table A, which includes 10 verbs is for team A; the table B, which includes 10
prepositions is for team B
-Steps:
+I divide the class into 2 teams: Team A and Team B.
+I call the representatives of 2 teams to
Direct
Indirect
come to the board. These students are
asked to stand in 2 rows.
this
+I give the instructions that I will say a
these
word or phrase in Vietnamese , and in turn,
here
now
Direct
Indirect
today
there

yesterday
that night
last week
before
ago
that
tomorrow
the week before
tonight
those
each student in 2 teams will write the
the next day
words on the right column as required.
then
Team A
the day before
Team B
that day

+After finishing writing a word on the right column, this student quickly hands
the chalk over to the next student in the team and, in turn, finishing all the words
given. One point for the correct answer.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
-I correct and sum up: The team having more points will win the game.
 When I say:
“này”: Team A should write: that; Team B should write: this.

“những ...này”: Team A should write: those;
Team B should write: these.
“đây”: Team A should write: take there; Team B should write: here.
“bây giờ”: Team A should write: then ;
Team B should write: now.
“hôm nay”:Team A should write: that day; Team B should write: today.
“hôm qua”:Team A should write: the day before;Team B should write:
yesterday.
“tuần trước”: Team A should write: the week before; Team B should write: last
week.
“trước đây”: Team A should write: before; Team B should write: ago.
“ngày mai”:Team A should write: the next day; Team B should write:
tomorrow.
“tơí nay”: Team A should write: that night; Team B should write: tonight.

After students finish playing the Games, they can practice and revise the
structures of some adjectives and adverbs in the reported speech they have
learnt.
(Note: This game can be used in Warm-up stage or Grammar Presentationstage in Language focus lessons to practice or revise the grammatical
structures)
* (Note: We can do the same in Unit 1_Language focus, page 19, 20; Unit
2_Language focus, page 30, 31; Unit 3_Language focus, page 39, 40 ; Unit
5_Language focus, page 60, 61; Unit 7_Language focus, page 80, 81; Unit
10_Language focus, page 111 ; Unit 13_Language focus, page 139, 140, 141)
8.5- Using Games in Warm-up stage to present specific language functions or
suggestions for ideas in Speaking lessons.
Question and Answer Game
-Aims: To help some specific language functions or suggestions for ideas in
Warm-up stage in Speaking lessons.
-Time allowed: 8-10 minutes.

-Material preparation: Teacher should prepare a piece of paper in large size (or an
extra-board) then write down the lists of questions on it (Teacher takes these
questions from the very tasks of speaking in the textbook; even teacher should
prepare making his/her own questions to help students).
-Steps:
+Teacher divides the class into 8- 10 groups of 5 (depending on the number to
students in the classroom)
+Teacher gives students the list of questions (if this section has its questions).
Teacher asks groups to make the questions from the suggestions (if this section
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
has no questions but it has its suggestions) then teacher corrects by giving
students his/her own questions.
+Teacher asks groups to prepare the answer and draw the turns.
+Teacher gives the instructions that the first group can ask any questions in the
list to any groups they like. The answer must be made within a specified amount
of time (the teacher decides the time according to the class level). If the answer is
correct and given within the time period (for example, time is estimated by
teacher’s footsteps), the answering group receives a point and this group can take
turns to ask any other groups. If the answer is incorrect or not found within the
time period, this group gets no point and the other groups can take turn to answer
this question. In turns, groups use up the questions in the list.
+Teacher corrects and sums up: The group having the most points will win the
game.
(Note: This game can be used to develop reading skill through scanning or
intensive strategies in while-reading stage in Reading lessons).
* For example: English 14 (Basic curriculum) ( page 145, 146)

Unit 14 : The world cup - Lesson 2 : Speaking
-Aims: To help some specific language functions or suggestions for ideas in
Warm-up stage in speaking lessons.
-Time allowed: 10 minutes.
-Material preparation: I prepare an extra-board then write down the list of 5
questions on it (I prepared making my own questions, based on the example on
the page 167, to help students).
-Steps:
+I divide the class into 10 groups of 4.
+I ask groups to make the pairs of questions to the information in the table about
the world cup (page 167) in groups based on the example under the table, then I
correct by giving students my own questions.
1.-When was the first world cup held?
2.-Where was the first world cup held?
3.-Which teams played in the final match?
4.-Which team became the champion?
5.-What was the score of the match?
+I ask groups to prepare the answer and draw the turns.
+I give the instructions that the first group can ask any pairs of questions in the
list to any groups they like. The answers must be made within a specified amount
of time (I decide the time according to the class level). If the answers are correct
and given within the time period (for example, 5 footsteps), the answering group
receives a point and this group can take turn to ask any other groups.
1.- (The first world cup was held) in 1930
2.- (The first world cup was held) in Uruguay
3.- Uruguay and Argentina
4.- Uruguay?
5.- 4-2 (four to two)?
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School

Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
If the answers are incorrect or not found within the time period, this group gets no
point and the next group can take turn to answer this pair of questions. In turns,
groups use up the questions in the list.
+I correct and sum up: The group having the most points will win the game.

After finishing playing the Game, students finish the task 1. So we can ask
students to do the task 2 easily.
* (Note: We can do the same in Unit 1_Speaking, page 14, 15; Unit
3_Speaking, page 34, 35; Unit 4_Speaking, page 47, 48; Unit 5_Speaking,
page 56 ; Unit 7_Speaking, page 76; Unit 10_Speaking, page 106, 107; Unit
12_Speaking, page 126, 127; Unit 13_Speaking, page 134, 135; Unit
15_Speaking, page 159, 160).

II- RESULTS
In this method, I realized most students worked harder, expressed more
ideas, became more active and interested in the lessons and especially had more
satisfactory results despite the fact that they are the students of Leviettao, the
Old Semi-State school.
After using these new language Games, I have had the following results of
the convey from the 3 class: 10A, 10B, 10D at the end of the school year 2012
2013:
classes Number listening
of
Well
Badly
students mastered mastered

10A
10B
10D
Total

42
46
45
133

and
applied
Q
%
31 73.8
34 73.9
35 77.7
100 75.1

classes Number speaking
of
Well
Badly
students mastered mastered
and
applied
Q
%

and

applied
Q %

and
applied
Q %
11 26.2
12 26.1
10 22.3
33 24.9

reading
Well
mastered
and
applied
Q
%
32 76.1
35 76.0
36 80.0
103 77.4

Badly
mastered
and
applied
Q %
10 23.9
11 24.0

9 20.0
30 22.6

Language focus

writing

Well
mastered
and
applied
Q
%

Well
mastered
and
applied
Q
%

Badly
mastered
and
applied
Q %

Badly
mastered
and

applied
Q %
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
10A
10B
10D
Total

42
46
45
133

32
34
36
102

76.1
73.9
80.0
76.6

10
12

9
31

23.9
26.1
20.0
23.4

33
35
37
105

78.5
76.0
82.2
79.0

9
11
8
28

21.5
24.0
17.8
21.0

31
33

35
99

73.8
71.7
77.7
74.
4

11
13
10
3
4

26.2
28.3
22.3
25.6

( * Note: Q : Quantity )
As shown from the table of statistics above, we can see that the qualities of
the subject have changed dramatically in all skills. They are much higher and
better than those at the beginning of the school year 2012-2013. Up to now,
there’s been enough evidence to affirm that new language Games have resulted in
much effect in teaching English. From my point of view, if we use these new
language Games widely in other classes or grades, I have strong belief that we
will also be successful.

C- RELEVANT LESSONS

To have good results in teaching English, teachers should be
responsible and enthusiastic; enjoy teaching; love students; prepare lessons
carefully; define exact focuses, aims and objectives of lessons; know how to use
suitable methods in certain lessons flexibly in accordance with students’ abilities.
Besides, teachers should usually use new techniques instead of outof-date ones in order for students not to feel bored.
On the other hand, teachers should know how to use and take
advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real
things…and teachers should also create beautiful teaching aids to motivate
students to learn and help them to practice their listening, speaking, reading and
writing skills.
In addition, teachers should look for and pick up information related
to the lesson about culture, country…to introduce to students so that they can
understand more easily and remember longer.
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”

D- CONCLUSIONS
I have owed the ideas of the “Techniques of using new language Games
in teaching Grade 10 English lessons effectively” I have mentioned above to the
process of teaching, searching, and thinking for ages. Those are based on the
Ministry of Education and Training’s policy of reforming methods of teachinglearning. To sum up, there are many methodologies of teaching English, and each
teacher has her/his own methodology of teaching but the characteristics of
teaching through language Games are the same in any languages. The final
purpose of every English teacher is to help students to be good listeners, speakers,
readers, and writers in any languages. This methodology is about how to stimulate
students to learn Grade 10 English lessons actively, positively and effectively
through new language Games. Personally, I have wondered if it is regarded as the

perfect and effective methodology, therefore, I would like teachers to contribute
your sincere ideas so that we will have perfect and suitable methods of teaching
English in accordance with the education reform of Ministry of Education and
Training.
Thank you very much!
LEADER’S CONFIRMATIONS

Thanh Hoa, May, 19 th 2013
I strongly ensure this is my own work
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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”
Writer

Lê Đình Xơ

Comments of The Scientific Council at Leviettao high school
(Ý kiến nhận xét của Hội đồng khoa học trường THPT Lê Viết Tạo)

REFERENCES
1. How to use language games to teach English - by Andrew Wright, David
Betteridge and Michael Buckby Cambridge University Press, 1984.
2. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
3. Practical handbook of language teaching (David Cross)
4. A course in language teaching - Practical and Theory (Penny Ur), Cambridge
university press

5. Adrian Doff, Teach English - Cambridge University Press - 1997
6. (English language teaching training protect), The Methodology Course
7. English language Teaching Methodology

by Ministry of Education and

Training, 2003
8. Jeremy Harmer, How to teach English - Oxford University Press - 2002
9. Teachers book, text book Grade 10 by Ministry of Education and Training,
2007.
10. Hadfield, J (1996). Elementary communication games. Longman: Addison
Wesley Longman Ltd.

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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School


Seminar on methodology: “Techniques of using new language GAMES in teaching Grade 10 English lessons effectively”

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Lê Đình Xơ_The Teacher of English of Le Viet Tao High School