USING LANGUAGE GAMES TO MOTIVATE STUDENTS OF GRADE 7 IN LEARNING ENGLISH

TABLE OF CONTENTS
Part
A
I
II
III
IV
B
I
II
III
IV
C
I
II

Contents
Introduction
The reasons for choosing the topic .
The purpose of research.
The object of research:
Researching method:
Content
Theoretical basis of the topic
The status of the research problem
The solutions to the problem
Effectiveness of experence initative.
Conclusion and suggestion
Conclusion
Suggestion

page
2-3
2
2
3
3
3-15
3
3-4
4-15
15
15-16
15-16
16


Part A : Introduction
I.The reasons for choosing the topic.
Today Viet Nam has become a member of the Association of South East
Asian Nations, the economic integration and the WTO, so English assumes as a
more important part as a mean of international communication than ever . As a
result, learning English is gaining more and more attention from society,
especially the younger generation. However, there are also students who learn
English for no purpose at all. They only learn to cope with the required
curriculum at school .Due to the lack of clear goals and motivation, students feel
that learning English is boring and difficult to get high marks. Moreover,
English as well as other subjects needs to have accumulated knowledge from
previous lessons ,from which students will be able to acquire and comprehend
the next lesson. If students don’t have accumulated knowledge, they will learn
English passively and vapidly.

Through the process of direct teaching, I find that in addition to the
knowledge and the style of a foreign language teacher, teaching method is also a
very important factor to have a good quality English class, having good
methods helps teachers give students excitement when learning the
lessons.There are now many new teaching methods that have been applied in the
teaching of foreign languages at secondary schools. These are good methods,
easy to use and have contributed to improving the quality of the course. As a
teacher, you must be very upset when you look at your class your students are
lazily and tiredly focused on their lectures. It can be from objective reasons
such as climate, seasonal weather or it can also be from subjective reasons such
as the lecture isn’t lively , students are tired of learning and like talking ... or
simply hunger is coming. So some English games will complement your foreign
language teaching and will make it easy to get back into your class
again.Students are excited about learning English through the games. They help
change the atmosphere in the classroom and make the lessons less stressful and
easier to understand, sometimes they help the learners remember and acquire
deep knowledge.The games are usually skillfully performed at the beginning or
at the end of the lesson to give students excitement and reduce their tiredness.
All the aboved- mentioned reasons and factors have inspired for me to
conduct a topic titled "Using language games to motivate students of grade 7
in learning English ”
II.The purpose of research.
- Research how to use language games to motivate students in learning
English at secondary school.
- Help students learn more quickly and retain the learned materials better in a
stress-free and comfortable environment and in order to improve the quality of
English classes
III. The object of research
2

- The ways of using language games to motivate students in learning
English and the students in gade 7 at Yen Truong secondary school.
IV.Researching method:
- The method of researching documents, the method of investigation , the
method of discussing and exchanging with other teachers, the method of
observing and drawing out experiences.

3


B. Content
I.Theoretical basis of the topic
As we all know, learning English is a trend of the current technological
development. However, English is a foreign language, not a mother tongue, so
teaching English is a difficult task, and so that students absorb and use English
in real life is a harder task. This requires the foreign language teachers to equip
themselves with modern and advanced teaching methods which are suitable for
the needs of the subject and the learners today. We all know that If we want the
students to study any subject well, we need to make them love study that subject
and the students only love that subject if the teachers create excitements in
learning for the students. From this point of view, I think that the organization
of the games in each lesson is small, but it is the games which help students to
focus on the lesson,create the comfort, reduce the stress of students.Since then,
students are more interested in learning and learn better. There are many
different kinds of games . They are widely applicable depending on the form of
the lesson. Moreover, it is also a positive activity in the new teaching method of
English. Therefore, every teacher needs to study and apply the games into each
lesson in order to create excitement for the students, reduce stress and tiredness
for the subject as we have seen in so many students in recent years. Language

games will contribute to make English become more lively, more attractive and
more practical . They also make English become a "language" in its true sense.
This is the foundation for the application of new teaching methods to improve
the quality of teaching and learning English.
II.The status of the research problem
1. Advantages
- Most parents and students are aware of the importance of teaching and
learning foreign languages (especially English).
- Some children are particularly interested in the subject and have good
sense of learning.
- Due to the development of information technology in teaching, it is
easier to innovate the method and excite students.
2. Disadvantages
- Some students are not really interested in the subject, nor do they grasp
the true purpose of learning English . They only learn to cope . Some students,
especially the weak students who are lack of the sense of learning, lack of
patience in learning can’t keep pace with new learning methods. They are still
confused in applying knowledge in real life.
-There are also many foreign language classes in which students feel
depressed, tired and difficult to absorb knowledge, even for good students .
- Distribution of the program with limited time fund, so teachers have few
conditions to expand the lesson as well as conduct the games to create a lively
atmosphere.
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- Through attending the colleagues’lessons, I feel that many lessons are
not creative . Sometimes they hesitate to collect and innovate their teaching
methods, although they still know that their students are tired of learning or they
learn ineffectively because their teaching methods are not convincing enough

and they don’t create excitement for their students. When talking about applying
language games, there are different opinions.Some teachers think that language
games are time-consuming, useless and not helpful to the lessons. Many
teachers also organize language games to inspire their students but they don’t
know how to organize them successfully. Many teachers say they can not
manage the class when playing the game because it is very noisy.
* The survey result of students about the level of interest in English at the
beginning of the school year before applying the topic.
order class

1
2
3

Number
The level of interest in English
of Ss
like
%
like %
normal %
hate/
very
afraid
much
7A
36
6
16,7 8
22,3

11
30,
11
5
7B
34
4
11,8 6
17,6
11
35,
13
3
7A+7B 70
10
14,3 14 20
22
31,4 24

%
30,5
38,2
34,3

III.The solutions to the problem
From that fact, as a person directly teaches English, I have tried to think, to
find the ways to improve the quality of the subject. Understanding the mind and
physiology of the students, I have changed the learning method so that the
children can both learn and play in a lesson .I often create the soft, comfortable
learning atmosphere through language games .This is considered as new

teaching tips used to replace old tricks that the students are so familiar and
boring.In fact, these language games are language contests, always require
decisions: How do you act? Say what? How to win? Desiring to solve those
questions will make the children more responsive and sensitive because they
will mobilize their intellect, try to apply the knowledge the teacher expects to do
without coercion. - which they have a long-standing concern. This create a
cheerful and exciting atmosphere. And so, all of them are attracted to the lesson
naturally. This method I have applied in the course of my teaching and obtained
very positive results. So I boldly presented my practical experience to colleagues
to exchange and learn from one another to improve the quality of the lessons,
with the ultimate goal is to make students more passionate with English subject.
- When organizing language games I usually pay attention to these some
important issues
1. Appropriate situations to use or not to use games in language teaching
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1.1 When to use games
There are a number of situations, in which using a game or a fun activity
may be of a great help in both developing good conditions for language
acquisition itself, as well as helping to improve or create learning environment
and overall positive atmosphere in the class.
Some of such situations are described hereby.
- Vocabulary – it is usually difficult to learn and live the new words,
which the on-going process of studying process requires. It is then useful to
introduce games as an opportunity to re-use the desired vocabulary. During a
game, repetition of the target words can be executed repeatedly. The students get
personally involved, therefore, in addition to avoiding boredom as it often
happens when repeating words; it is also more likely the vocabulary will get
internalized.

- Lack of interest – this is a common situation in teen-age classes, where
the students are often not motivated enough to take the learning process
seriously. In such cases, it can help to employ games and fun activities, where
they need the target language in order to succeed.
- Tiredness – it is a matter of fact that students do not always come into
the language class in their best condition. They may have just written an
exhausting exam, have difficulties at home, or it is simply ‘one of the days’. In
such cases, it is very difficult for anyone to perform their best, including
language students. The teacher should be aware of that. Games may be used as a
tool to overcome the crisis and yet bring an educational benefit, too.
- The students do not co-operate – there may be classes where the
students are not very close to each other, do not feel comfortable when asked to
co-operate on an activity. A game has a great potential bringing the students
together. The reason is that such activity is not viewed as extremely serious; the
students can relax and find a way to communicate better. This skill is then also
transferred to other activities too, and, needless to say, other subjects may also
benefit from the newly learned communication skill, especially if the students
are required to work on projects or otherwise as teams.
-Time left – short games or fun activities may serve as time fillers, for
instance at the end of a lesson, when all planned work has been finished. This
way the time remaining is not ‘wasted’, it is used for the language practice too.
Regular use of short games at the end of lessons also motivates the students to
work harder and have their work finished earlier, in order to save time for an
enjoyable activity.
1.2 When not to use games
Although it was advised in this paper many times to use games and fun
activity as they are of a great help to the whole teaching/learning process, there
may be also situations, where a game may not answer its purpose and the
teacher’s educational aim. Some of such situations are outlined hereby.
6

- Students have not built the bases of vocabulary needed for the
particular game – if the students lack the knowledge which the game requires.
It then becomes stressful even though the game would otherwise be an enjoyable
activity.
-Too little time available – a game should be planned carefully time-wise as
well as content-wise. It is of help if the teacher dedicates more time to the game
than seems to be necessary. It creates anxious feeling if the game must be ended
before finishing the tasks because the time runs out.
- Students are overexcited and misbehaving – they need to calm down, a
kinetic game may not be the right answer.
- Students do not co-operate with the teacher during the lesson – in such
case, it is advised to stop using the enjoyable activities, as a restoration of
discipline tool: ‘Teachers can make it clear that some of the more enjoyable
activities which students like to do will only be used when the class is
functioning properly.
2. How to organize a game?
-Timing: The teachers need to estimate the time of game before running a
game. Lewis and Bedson (1999) suggested that games should last from five to
twenty minutes including preparation, presentation, game playing and post
playing. It is important not to play a game for too long, students will lose their
interest. It is best to stop a game at its speak.
- Level of the games: Level of the games is another factor that the teachers
should take into consideration when using language games in speaking lessons.
Therefore, the teachers need to pay careful attention to the difficult level of the
games. Part of the appeal of games lies in the challenge, but if the challenge is
too great, some students may become discouraged. The teacher should also pay
attention to the heterogeneity of the games. It means that the games should allow
chance for both the bright and not-very- bright students. The chosen and adapted

games should be relevant to the content of the lesson. It should be noted that
even the most appropriate games will become meaningless if they are used
repeatedly in different speaking lessons. Therefore, it is advisable that the
teachers should exploit a variety of language games.
- Classroom language: When starting a game, the teacher should tell the
students the rules of the games. It is not of the key factors that lead to the
students’success in playing games. However, it is not simply enough to read out
the rules of a new game or to hand out a written copy of the rules. Each game
will need a proper introduction, which means an explanation-not just a readingof the rules. When giving instructions, a few words in mother tongue are
sometimes necessary as it would be quickest way to make everything clear. It is
a waste of time to throw students unprepared into an activity that they have not
yet fully grasped: things will go wrong very quickly and the teachers will then
have to spend more time trying to repair the situation. The teachers also need to
demonstrate a short part of the game in which they actually make use of the
7


language or the skill that the game is designed to practise, and then gradually
gets students joining in as according to many mothodologists, games are best set
up by demonstration rather than by lengthy explaination. Moreover, it is
advisable that teachers make their demonstration as lively and appealing as
possible so that students are motivated to join the game.
- Classroom management: Language games would be very enjoyable and
rewarding if they are handed in the right way. The way in which games are
organized varies a great deal basing on specific purposes and particular game.
Some games are played in pairs or in groups, some in teams and some with the
whole class playing against the teacher.
The information of groups and pairs should initially be based on students’
immediate neighbors to avoid noise and disruption. Thus, in pair work and
group work, students choose the ones next to them, behind them or in front of

then as partners. It is important that they can maintain face to face contact where
sitting comfortably as it makes activities a lot easier.
In short, the teacher must decide in advance how to organize the class so that, as
Carrier (1985) stated: “the setting up a game can be carried out as quickly and
smoothly as possible.”
3. Procedures of games:
Most games in play Game with English have four stages:
- The rules of the Game
The best way of getting over how a game is played and what rules must be followed
is not to explain but to play a trial round introducing the rules at appreciate moments.
- Choosing sides
The games in Play Games with English can be played in one of the following
four ways:
Individual v. individual Here each person in the group plays against each other.
Small team v. small team. Here the group is divided up into a number of teams
with two or three players in each team.
Team A v.Team B here the group is divided into two teams.
You v. the group Here you (or individual students in turn) play against the rest of
the group.
Some games are best played individual v. individual. In other games you can be
more flexible, varying the way the different games are played. If the students
organize themselves into teams, make sure that not all best students end up in
the same team.
-Playing the Game
In some of the games in Play Games With English players are eliminated
gradually from the game until only one player (the winner) remains. It is
sometimes best to play these games by giving each player two or three “live” or
chances. When the last “life” is lost the player is eliminated. Try to involve
players who are eliminated in helping you run the game so that they have
something to do.

8


Correction while the game is being played, correction of mistakes should be as
unobtrusive as possible, as otherwise the game will quickly stop being a game
and turn into a grammar lesson.
- Follow up
The purpose of this stage is to relate the game to the more serious business of
learning a language. This is especially useful for those students who think that if they
have been enjoying themselves speaking English they can not really have been
learning anything. Mistakes made during the game can be corrected and any
important new vocabulary which was introduced can be written up.
4. Some sample games are used to create excitement for students in learning
English.
Depending on the content and purpose of each lesson, each student's level
we can apply different types of games for each stage of a different lesson. From
the beginning of a lesson (Warm up), introducing materials, practice, revision,
testing, expansion ... we can apply language games at any step flexibly, naturally
and effectively.and each game often lasts from 3 to 7 minutes. Now I would like
to introduce some specific games I often apply at the beginning or the end of
the lessons in English 7.
Example 1:
UNIT 2: Personal information
Period 12: B. My birthday ( B6,7,8)
Type of games: Lucky number
Classroom management: Group work
Material : Projector
Time:5 minutes
Stage : Warm up
Procedure:

- Write 10 numbers on the board or prepare on the projector
- Tell the students each number is for a question but four of them are
lucky number. If students choose a lucky number, they don’t need to answer any
question but they get 2 points and they can choose another number .If their anser
is correct they will get one point.
-Devide the class into 2 teams . The teams take turn to choose the
numbers and answer the questions and the team getting higher mark is winner
1.What is your name?
2.Lucky number
3.Where do you live?
4.Lucky number
5.Who do you live with?
6.How old are you?
7.What is your telephone number?
8.Lucky number
9.Lucky number
10.How far is it from your house to school?
9


Example 2
UNIT 16: People and places
Period 100: B. Famous people (B 2,4)
Type of games: Who am I?
Classroom management: pair work
Material :
Time:5-7 minutes
Stage : Warm up
Procedure:
- Teacher will prepare some cards corresponding to the number of

students in the class. each card will bear the name of famous people in Vietnam
or in the world such as : Thomas Edison, Hans christian Andersen,Pele,
Romario, Michchael Jordan…….
-Teacher will stick each of these cards in the back of each student.
Students will be placed in a situation where they are attending a party and have
to go around asking the guests at the party information related to themselves,
and they will base on the guests’answers to guess who they are.
- Once the student knows who he/she is, he/she is allowed to peal the card
and stick them back into your chest. Then the students continued the
conversation at the party until all of the cards are sticked in front of their chests.
The questions may be
Ex: - Where was I born?
- Where am I from?
- What is my job?
- Am I a soccer player?..........
- From their friends’answers , students guess who they are.
Example 3
UNIT 11: KEEP FIT, STAY HEALTHY
Period 70: B. What was wrong with you? ( B4)
Type of games: Guessing games
Class management: Group work
Material: Pens, paper
Time: 5-7 minutes
Stage : Warm up
Procedure:
Teacher divides students into two groups: A and B and then teacher tells
the rule of the game: One member from each group will go and stand in front of
the class with their backs facing the board. Teacher will write a word/ expression
which describes common illness and was learnt from the previous lesson on the
board. Other students from each group have to explain the word by using their

actions, face expressions, and sounds so that their representative can guess the
word. The student with the quickest and correct answer will get 1 point for their
group. Students take turn to be the representative. After some turns, the group
with more points will be the winner.
Example 4
UNIT 5 : Keep fit, stay healthy
Period 31 B. It’s time for recess
Type of games: Word square
Class management: Group work
10


Material: Extra board or projector
Time: 5 minutes
Stage : Warm up
Procedure:
- Put the chart on the board minutes
- Devide class into two teams
- Have students go to the board and circle the words they find then write
down in the column of their team. The team that has more words will win the
game.
-Ask students to find 10 words about recess activities of Vietnamese
students
P
H
L
N
S
C
U

L
I
M
O
R
H
S

A
K
E
P
T
A
E

Y
P
L
Q
A
T
L

C
L
O
D
L

T
B

A
A
R
R
K
V
R

T
Y
P
I
K
S
A

C
T
M
N
W
X
M

H
E
L

K
Y
Z
Y

O
N
N
I
S
O
A

R
E
A
D
D
C
L

S
O
C
C
E
R
P

Ex:

-Across: play catch, chat, drink, talk
……………………………………………………………………….
Example 5
UNIT 13 : Keep fit, stay healthy
Period 80: A. Sports ( A1,2)
Type of games: miming
Class management: Group work
Material: card boards, pieces of paper
Time: 5 minutes
Stage : Conclusion
Procedure
- Divide the class into 2 teams.
- Each team sends a friend to the front of the class to perform actions that
have been prepared by the teacher in advance (possibly by painting or writing
the action on a piece of paper or cardboard).
- Teacher gives performer to see an action about sport such as : play
soccer , play baseball, plat basketball…….. (not to be seen by the group).
- Performers are not spoken in words but only by gestures so that the
group can understand and answer what you are doing.
- If the team can not answer, then other team can win the right to answer
and score
- After the game, the teacher sums up which team has more correct
answers wín the game.
Example 6
UNIT 9 : At home and away
Period 59: B. Neighbors ( B3,4)
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Type of games: chain game

Class management: Group work
Material:
Time: 5 minutes
Stage : Conclusion
Procedure
- Divide the class into groups of about 8-10 students to practice the model
sentences of the past simple tense.
- The first student in the group repeated the teacher's words and added
another
- The second student repeats the words of the first student and adds
another
- The third student repeats the second student's sentence and adds another.
Go on until you come back to the first student in the group. The group that
echoed and added the most complete idea won.
Ex:
Teacher: Yesterday I watched TV.
S1
: Yesterday I watched TV, I did the homework.
S2
: Yesterday I watched TV, I did the homework, I played sports..
…………………………………………………………………
Example 7 UNIT 10 : Health and hygiene
Period 61: A. Personal hygiene ( A1)
Type of games: Car racing
Class management: Group work
Material: extra board or projector
Time: 5 minutes
Stage : Conclusion
Procedure
- Teachers can do on the board or prepare on the extra board. Line three

lines to create two parallel races and split the races into equal rectangles
(students can do on the scrap paper) .Depending on the time left you can draw
many different race lines
- First, two "racers" (eg, the number one writes "kite" and the second
writes "bat") then draw and the next person will write the words with the first
letter is the last word of the opponent, if the first one is preceded by the letter
"E" in the beginning (eg, "English" in the next box, because the word "fine" has
the last letter "e" .Then do the same with other words .The race will end when a
racer is "blown tire" ( it means he writes wrong word), or run out of gas (can not
find the next word anymore) . The teacher may be referee, score and divide the
class into two teams or two individuals on either side. Teachers may apply this
game at the beginning or the end of the lessons.
Racer I

fine

time

help

Racer
II

visit

English eat

thin

near

end

red

ever game

pen

name

ruler

drive

dog

ring
12


5.Applying the research in teaching one period
UNIT 11 : KEEP FIT , STAY HEALTHY.
Period 66 - Lesson 1 : A- A check – up ( A 1 )
I.Objectives :
By the end of the lesson , Ss will be able to understand the content of the
dialogue and give the requests and the reponses .
II. Language contents
1.Vocabulary :
-Medical check – up - To measure

-Medical record
- To weigh
-Height - Weight
-Temperature - To take one’s temperature -Scales
2.Grammar :
- The structure : Would you + V ?
- Review the simple present tense
III. Preparation:
Textbook , projector, cards
IV.Teaching process :
1.Class organization:
2.Oral test: Answer : what do you have to do to keep your teeth healthy?
3.New lesson:
T’s Activities

Ss’ Activities

I.Warm up :
*Have students play a game “pelmanism”
- Listen to the teacher’s
- Prepare 12 cards with number ( from 1 to explanation and play game
12) on one side and the verbs (6 in present
simple and six in past simple) on the other
-Stick 12 cards on the board so that the
students can only see the numbers, make
sure the words are mixed up.
- Devide the class into two teams and ask
students to choose the numbers, turn the
cards over. If they match ( ex: give – gave)
that team gat one mark . If not turn the

card over again and ask the next team to
continue
- Go on until all the cards are turned over
- The team that has more marks win the
game
*The words in the cards are : give, tell,
take, have, be, leave, told, had, gave, left,
took, was-were
II. Presentation
- The teacher introduce: In the last lesson , - Listen to the teacher.
13


we learned about personal hygience, teeth
protection. In the following lesson, we will
continue discussing topic on health
- Ask students to look at the picture and
answer
? Who are they in the picture?
? where are they?
? What do you think they are doing?
1. Vocabulary
-Ask Ss to look at the picture and guess :
Where are they ?
What are they doing ?
-Introduce the situation of the lesson , then
explain some new words to Ss
+ Medical check- up ( n ) ( example)
+ Medical record ( n ) ( realia)
+ Height ( n ) ( explain)

+ To measure ( v ) ( mime)
+ To weigh ( v ) ( picture)
+ Temperrature ( n ) (example)
+ To take one’s temperrature (mine)
+ Scales ( n ) (picture)
-Have Ss read new words in chorus and
individually
* Checking up: Slap the board
-Call 2 teams of students to the front of the
class and make sure they stand at an aqual
distance from the board
- Call out one word in Vietnamese, the 2
students must run forward and slap the
correct word on the board . The one who
slaps first will get one mark.
- Go on until students have slapped all the
words . The team which has more marks
will win the game.
2. Structure :
- Give situation and introduce new
structure
Ex :Would you open your mouth , please ?
=> Would you + V ?
- Ask Ss to give some examples
-Have Ss guess the content of the dialogue
and order the sentences .

- Answer the questions

-Look at the picture and answer the

questions .
-Listen to the teacher, guess the
meanings and copy down .

-Read new words in chorus and
individually
-Play a game : Slap the board

- Listen and take note

- Give examples
-Guess the order of the sentences .
14


-Call on some Ss to give their predictions
in front of the class .
III. Practice
-Ask Ss to look at the books and listen to
the tape then check their order .
-Ask them to read the dialogue again and
give the answers .
-Correct and give the correct answers :
1.f 2.d 3. c 4. g 5. e 6. a 7. h 8. b
- Ask Ss to write the correct answer in the
notebooks.
- Have Ss work in pairs reading the
dialogue .
- Call on some pairs to practice reading in
front of the class .

-Correct their pronunciation .
IV.Production:
Comprehension questions :
-Have Ss play a game : Lucky numbers
-Give 10 numbers from one to ten on the
table on the projector. Tell the students that
each number is for a question but four of
them are lucky numbers. A lucky number,
students will get 2 marks without
answering any questions. For other
numbers, students have to answer the
questions . If their answer is correct, that
team will get two points, if it is incorrect,
the other team will anser and gets only one
mark for their correct answer.
1.What were the students of QT school
doing ?
2.Lucky number
3.Who was doing the medical check – up ?
4.What did the nurse do ?
5. Lucky number
6. Lucky number
7.What was Hoa’s temperature ? Was it
normal?
8.What was her height ?
9.What was her weight ? How heavy was
she ?
10. Lucky number

-Give the predictions in front of the

class .
-Look at the books and listen to the
tape .
-Read the dialogue and check the
predictions .
-Write the correct answers .
- Work in pairs .
-Practice in front of the class .

-Play a game : 2 groups take part in
the game .

* Answer key for the questions
1.They were having a medical
check-up.
2.Hoa was doing the medical check
up.
3.She took Hoa’s temperature,
measured her and weighed her.
4.It’s 37 °C . Yes, it is
5.She was one meter 45
centimeters tall.
6.She was 40 kilos.

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V.Consolidation :
- Ask Ss to use the structure : Would you + - Make five sentences
V ? to make 5 sentences .

- Remind main knowledge of the lesson
- Listen to the teacher
VI.Homework:
-Learn by heart new words .
- Listen and take note
-Do exercise A1, at page 67 in workbook .
-Prepare partA 2, 3 .
IV. Effectiveness of experence initative.
So far after the application of the game into the lessons, the results have
been considerably improved .Most of the students are no longer afraid of
learning English and the number of the students who likes learning English has
increased significantly. they have done the works well and had very positive
signs.
This is the survey result of students about the level of interest in English at
the end of the school year after applying the topic.
order class

1
2
3

Number
The level of interest in English
of Ss
like
%
like %
normal %
hate/
very

afraid
much
7A
36
10
27,8 16 44,4
7
19,
3
5
7B
34
9
26, 15 44,1
6
20,6 4
5
7A+7B 70
19
27,1 31 44,3
13
18,6 7

%
8,3
8,8
8,6

Through the survey we can confirm the importance of using the game in the
lesson. In order to be able to use the game effectively, teachers must absorb the

lesson, lecture, research reference books, documents related to the lesson to
select the game suitably . Teachers must have passion and responsibility

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C. Conclusion and suggestion
I. Conclusion
After the application of the game to the lessons , I find that using games in
teaching English is very important and neccesary. It is one of the effective
solutions that motivate students to actively participate in learning, researching,
brainstorming the leson
They create situations, contexts, make the practice of the students become
meaningful, exciting, help students focus on fast acquisition, contribute to
improving the quality of learning of students and the teaching result of the
teachers. Thus, the use of the game not only creates a fun atmosphere for the
class but it is also a scientific and creative wizard of the teacher. The teacher
must know how to integrate the games to suit the topic stimulate the passion for
learning, research in each student. We need to look at games as a useful
activities in learning and teaching English.
Beside that, the teachers also need to prepare to deal with the games that can
cause a lot of noise. Otherwise, although it is possible for students to become the
center and subject of the learning process, the teacher loses the control of the
class.
II. Suggestion
In the process of implementation we inevitably have some problems that
need to be solved to improve the quality of teaching and learning by leaders at
all levels such as :
- Build the function rooms with projector lights, projectors available for
teaching and learning English at each junior high school.

- Reduce the number of students in a classroom.
The issues that I present here are just a small, subjective opinion of my own in
using the games in English classes in grade 7 at junior high school, if there is
anything unsuitable, I look forward to receiving the comments of colleagues
I sincerely thank you

The headmaster’s confirmation
……………………………………
………………………………
……………………………
……………………………………
……………………………………
……………………..
……………………………………
…

I pledge that I myself wrote this experience
initative, not copy the content of the others
Yen Truong, April 16th 2017

Trịnh Thị Thường
17


REFERENCES
1.English teaching methods in high school ( Nguyễn Hạnh Dung)
2.A practical course for teaching English as a foreign language( Lưu Quý
Khương ).
3.Games for children, Oxford University Presss.
4.How to use games in language teaching, London: Macmillan Publishers

Rixon, S.(1981),.

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DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI
ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Trịnh Thị Thường
Chức vụ và đơn vị công tác: Giáo viên Trường THCS Yên Trường
TT Tên đề tài SKKN
Some experiences
teaching conversation
grade 6 students

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
of Cấp phòng Loại A
for

Năm
học
đánh giá xếp
loại
2015-2016

19