APPLYNG SOME GAMES TO MOTIVATE THE 11TH FORM STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH SCHOOL

THANH HOA EDUCATION & TRAINING DEPARTMENT
LE LOI HIGH SCHOOL

EXPERIENCE INITIATIVES

APPLYING SOME GAMES TO MOTIVATE THE 11TH FORM
STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH
SCHOOL

Teacher’s full name: Trịnh Thị Hoan
Job title : Teacher
The field of the experience initiative: Foreign language

THANH HOA, YEAR 2017


TABLE OF CONTENTS
ACKNOWLEDGEMENTS ……………………………………………..
A. INTRODUCTION …………………………………………………..
I. Reason for choosing the study ………………………………………..
1. Basis of theory ………………………………………………………...
2. Basis of practice ……………………………………………..………...
2.1. For teachers …………………………………………………………
2.2. For students …………………………………………………………
II. Objectives of the study ……………………………………………….
III. Scope of the study …………………………………………………..
IV. Methods of the research ……………………………………………..
V. The new features in the experience initiatives……………………….
B. CONTENTS AND RESULTS ………………………………………
I. Contents ………………………………………………………………..
1. About games ………………………………………………………….

2. Why use games in class ? ……………………………………………..
3. When to use games? ………………………………………………….
4. How to choose games? ……………………………………………….
5. Important things to consider when using games in the classroom ……
6. Suggested games to teach speaking in the new textbook for grade 12...
II. Results ………………………………………………………………...
C. RECOMMENDATIONS …………………………………………...
D. CONCLUSIONS …………………………………………………….
E. REFERENCES………………………………………………………

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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 indebted to all the colleagues at Le Loi high school for
providing me a lot of useful advice and ideas which are the most needed for this
research.
I also offer my regards and blessings to all of my family members who have
supported me during the completion of the research.
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.

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A. INTRODUCTION
I. Reason for choosing the study
1. Basis of theory:
It cannot be denied that nowadays English has become an international
language that takes an important role in the social life of the world. It is
considered as a tool of communication has been playing an important part in
acquiring cultural, scientific and technical knowledge, for collecting worldwide

information and carrying out international exchange and cooperation.
Because of its importance, recent years, English has been taught in almost
schools in Vietnam. Since 2006 new English textbooks for students at grade 10, 11,
12 have been officially used in Vietnam. Speaking skill is one of the four language
skills (listening, speaking, reading, and writing) which the new English textbooks
require students to master. According to Ur (1996, 120), of all the four skills,
speaking seems intuitively the most importan [8]. “In practice, however, many
learners feel frustrated as they find that speaking in a foreign language is a complex
matter. It is because speaking involves many factors. The ability to speak fluently
presupposes not only knowledge of language features, but also the ability to
process information and language “on the spot” (Harmer, 2001)”[1]. In learning
speaking skill, the students often find some problems. The common problem is that
their native language causes them difficult to use the foreign language. Other
reason is because of motivation lack to practice the second language in daily
conversation. They are also too shy and afraid to take part in the conversation.
Many techniques including games can be applied because this technique is
effective to use in teaching speaking. “Games, which are task-based and have a
purpose beyond the production of correct speech, serve as excellent communicative
activities (Saricoban & Metin 2000). Games offer students a fun-filled and relaxing
learning atmosphere. After learning and practicing new vocabulary, students have
the opportunity to use language in a non-stressful way (Uberman 1998). While
playing games, the learners' attention is on the message, not on the language.
Rather than pay attention to the correctness of linguistic forms, most participants
will do all they can to win. In a game-oriented context, anxiety is reduced and
speech fluency is generated, thus communicative competence is achieved”.[3]
With many years of experience in teaching English at high school, I have
realized that motivation is one of the key factors that determine students’ success or
failure in language learning. For teaching and learning speaking skill, the great
impact of motivation is not an exception. It is undeniable that if the students are
motivated, especially from the warm- up stage, their speaking will be completed

more successfully and their difficulties in speaking will no longer exist.

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All the above-mentioned reasons have inspired me to choose the theme
“APPLYNG SOME GAMES TO MOTIVATE THE 11 TH FORM STUDENTS IN
SPEAKING LESSONS AT LE LOI HIGH SCHOOL”.
2. Basis of practice
2.1. For teachers
Motivation is essential to success in most fields of learning. The importance of
motivation in speaking has been drawing attention of many researchers and
educators. Learners often complain that they cannot think of anything to say and
they have no motivation to express themselves. Rivers (1968) believes that the
learners have nothing to express maybe because the teacher had chosen a topic
which is not suitable for him or about which he knows very little.[ 6]
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.
In conclusion, from about discussion it can be learnt that among the
factors affecting student’s motivation, teacher’ teaching method, especially the
games used in their teaching, should be put into consideration.
2. 2. For students
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 speak, 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
II. Objectives of the study
The objectives of this research is to simplify the tasks and to present some
abilities of using games for some grade 11 English speaking lessons in English
textbook 11 to have effective lectures and develop student’s speaking skill.
III. Scope of the study
This study mainly focuses on the effects of using games to increase
motivation in speaking periods in the textbook for the 11 th form students at Le Loi
high school during the school year 2016- 2017.
IV. Methods of the research
- Using the text- book to apply to each lesson and section.
- Using references to improve.
- Pictures and other materials.
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- Discussing with other teachers,
- Observing and drawing out experiences.
V. The new features in the experience initiatives.
My research is basically based on the last one completed last year. However,
there are some innovations:
- Various games or activities were designed at suitable level with the 11 th grade
students’ English proficency. Therefore, they are easier for students to conduct.
- In this theme, I apply more pictures, which create students a lot of good
opportunities for brainstorming, memorizing and imagining . It’s lively and
funny pictures that delight and motivate students in English speaking lessons.
They are used as precious teaching materials for teachers as well.
B. CONTENTS AND RESULTS

I. Contents
1. About games
"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) [5]
“Games can be used at any stage of the lesson once the target language has
been introduced and explained. They serve both as a memory aid and repetition
drill, and as a chance to use language freely. They can also serve as a diagnostic
tool for the teacher, who can note areas of difficulty and take appropriate remedial
action.” [4]
2. Why use games in class ?
“Games are used as methods or techniques to involve students in learning.
Well-chosen and designed games are invaluable as they give students a break and at
the same time allow learners to practise language skills. The benefits of games
range from cognitive aspect of language learning to more co-operative group
dynamics and as a result games are highly motivating since they are amusing and at
the same time challenging. Ersoz (2000) states that games can be used to give
practice in all language skills and they can be used to practice many types of
communication.
Huyen (2003) identifies the advantages of using games to learn vocabulary in
the classroom: a) Games add relaxation and fun, so the learners retain words more
easily. b) Games involve friendly competition, so it keeps learners interested and
motivated. c) Vocabulary games bring real world context to the classroom. Mei
(2000) emphasizes similar points by saying that it encourages active learning, as
well as collaboration and interactivity. Interactive learning techniques also hold

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memory, performance and social benefits. Kim (1995) states more general
advantages of using games in the classroom and they include:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.”[2]
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. As Lee observes, a game “ should not be regarded as a
marginal activity filling in odd moments when the teacher and class have nothing
better to do(1979:3). Games ought to be at the heart of teaching foreign languages.
Rixon suggests 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.” [7]
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.” [2]
5. Important things to consider when using games in the classroom.
- “Choose suitable games (depending on the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings).
- The way students perceive a game depends on the actual design and
implementation of the game.
- Give clear instructions, give clear rules and give clear time limits.
- Rather demonstrate than explain.
- There must be a clear purpose and achievable goals.
- Clear objectives and goals must match the difficulty level of the game and ability
level of the students.
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- Ensure that shy or quiet students are not alienated and have an opportunity to take
part.
- Debriefing, or the evaluation of results/ events in the game, is crucial to the
game’s success.
- It must still be fun, but still help the students to learn.” [2]
6. Suggested games to teach speaking in the new textbook for grade 11.
Within the scope of this study, I do not have the attempt to cover all the
speaking lessons in the new textbook for the 11 th form. I just only suggest here
some typical speaking games which can be used in the process of teaching speaking
skill with a view to help teachers of English at this level to apply them in their
speaking classes. I hope that through these games, students can understand the
lesson better as well as finish the tasks with more effective results.
Unit 1. Friendship - B. Speaking (page 15, 16, 17)
Game 1: CATEGORISING
▪ Aims: To arrange words in the same topic
▪ Time allowed: 5 minutes

▪ Material preparation: 24 word cards with different adjectives of physical
characteristics and personalities, 2 large papers, glue.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams: Team A and team B
2. I hang 2 large papers with 2 columns: physical characteristics and personalities
on the blackboard.Then I deliver word cards.
3. I ask students to stick word cards into the appropriate column as quickly as
possible. One word can be put in 2 columns.
4. I sum up: The group finishing the task in the shortest time and having more
correct word cards will win the game.
Answer key:
height
tall
short
medium

PHYSICAL CHARACTERISTIC
build
face
hair
slim
fat
big
small
(medium)

oval
square

straight
wavy
curly
dark
fair
(short)

General
appearance
charming
attractive
good-looking

PERSONALITIES
helpful
easy-going
optimistic
honest
reliable
generous
kind

Game 2 : WHAT’S HE/SHE LIKE?
▪ Aims: To choose the suitable adjectives in task 2 (page 16 ) to describe a person
▪ Time allowed: 5 minutes
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▪ Material preparation: 9 sentences describing someone’s personalities.
▪ Organization: The whole class

▪ Steps:
1. I ask students to discuss the meaning of the words in task 2 at page 16.
2. I read 9 sentences aloud and ask students to choose a word that is suitable with
that personality. I let students write 9 words into their notebooks.
3. After reading twice, I ask some students to write their answers on the blackboard.
4. I comment and give answers.
Teacher’s speaking
9 sentences describing the personalities
1. Maria is ready to help you.
2. Tom is willing to give money to his friend.
3. Jack is friendly and polite
4. Linda is so aware of what other people thinks or feels.
5. Paul doesn’t talk much about his own success.
6. Jim always tells the truth and never cheats.
7. Susan shows sympathy for other people’s problems
8. Daisy likes to welcome guests and is friendly to visitors.
9. David only says what he thinks or feels

Student’Answers
1. helpful
2. generous
3.pleasant
4. caring
5. modest
6. honest
7. understanding
8. hospitable
9. sincere

Unit 2. Personal Experiences – B. Speaking ( page 25, 26 )

Game 1: Find someone who……
▪ Aims: To practise ‘present perfect’ and ‘past simple’ in communicative way
▪ Time allowed: 5 minutes.
▪ Material preparation: handouts
▪ Organization: The whole class
▪ Steps:
1. I distribute the handouts to the class.
2. Students go around the class interviewing as many students as possible about
their experiences. If someone answers “Yes” to the questions, they write the name
of that person on the sheet.
3. I ask students to try to get many “Yes” answers as possible.
4. I require students to use ‘present perfect’ and ‘past simple’ when conducting the
interviews.
5. After the students’ interviews, I ask the students the questions in this format “
Who has ever seen a lion?”. The students look at their sheets and if someone said
“Yes”, they should say, for example: “ An has seen a lion”. If no one in the class
has , then the answer is “ No one has ever seen a lion”
6. As a follow up and in order to get more dialogue going, I get the class to ask An
follow up questions, for example: “ Where did you see a lion?”, Can you tell us
how you feel?, “Were you scared?”.
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Handouts
Find someone who…..
“ Have you ever…?
Yes ( Write names)
No
see a lion (not on TV)
be to Africa

witness an armed robbery
date someone on the internet
see a football match ( not on TV)
eat pizza
drive a truck
look after a very old person
write a love letter
Unit 3: A party – B. Speaking (page 35, 36 )
Game: BRAINSTORMING
▪ Aims: To revise the vocabulary on the topic party
▪ Time allowed: 5- 10 minutes
▪ Material preparation: No
▪ Organization: group works
▪ Steps:
1. I divide the class into 7 groups
2. I write the key words relating to the topic party on the blackboard. Each group is
given a key word: occasion, place, food, drink, game, music, gift.
3. I ask groups to find as many words as possible for each key word.
4. After 3 minutes, I invite a representative of each group to write the words on the
blackboard.
5. I check the answer. This group can add the words to other groups.
Suggested answers
birthday
end –of- term
farewell
(party)

graduation
promotion
Occassion

house- warming (party)
wedding anniversary

Halloween
restaurant

New Year
Christmas
Coffee shop
classroom

Rock –n- Roll

hip - hop

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pop

Place

canteen

Music

classical music
beach
ice-cream

park

chocolate

jazz

folk music

home

biscuits

Coca cola

beer

coffee
wine

soup

fruits
tea
Food

Drink

chicken
sandwiches

beefsteak
bread
draw

Fanta

curry

mineral water

dancing contest

jewerlry

milk
doll

fruit juice
souvernir

quiz
Game

Gift

book

flowers
singing contest

clothes

toy

handbag

cards

Unit 4: Volunteer work – B. Speaking (page 49, 50 )
Game : DESCRIBE THE PICTURES
▪ Aims: To warm up and to lead the new lesson.
▪ Time allowed: 7 minutes
▪ Material preparation: some sets of 9 pictures about different kinds of activities
related to volunteer work
▪ Organization: group works
▪ Steps:
1. I divide the class into small groups of 4 - 5 students and give each group a set of
pictures.
2. Students are required to describe the activity in each picture in one sentence
only.
3. After 3 minutes, I invite some groups to present their discussion in front of the
class.

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4. Which group finishes first and has the most correct and meaningful sentences
will be the winner.
PICTURES

1.

2.

3.

4.

5.

6.

7.

8.

9.

Suggested answers:
1. The student is teaching the poor children.
2. The students are taking part in directing the traffic.
3. The medical students are examining the old people.
4. The students are repairing the old houses.
5. The students are taking part in a Blood Donation activity.
6. The student is helping a woman to cross the road.
7. The students are building the road.
8. The students are helping the examinees during the University entrance exam period.
9. The students are playing games with the disadvantaged children.

Unit 6. Competitions – B. Speaking (page 69, 70 )

Game: - ING CATALOGUES
▪ Aims: To warm up the lesson and to present illustrative activities of
Competitions.
▪ Time allowed: 5 minutes
▪ Material preparation: large papers, black markers, glue
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 groups.
2. I write – ING and 2 columns : Noun/ Gerund and Adjective on the board.

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3. I ask students to write words ending in –ING form in 2 columns as many as
possible in their papers.
3. After 3 minutes, the groups stick their papers on the blackboard.
4. I mark and lead to the new lesson: “These nouns or gerunds ending in - ING are
forms of Competitions”
Suggested answer:
Noun/Gerund
painting
drawing
teaching
running
swimming
walking
jumping
jogging
saying
joking

reading
speaking

Adjective
boring
interesting
exciting
tiring
annoying
embarrassing
thrilling
fascinating
frustrating
appealing
irritating
moving

Unit 7. World Population – B. Speaking (page 83)
Game 1: PICTURE DESCRIPTION
▪ Aims: To warm up the lesson
▪ Time allowed: 6 minutes
▪ Material preparation: A picture
▪ Organization: group works
▪ Steps:
1. I show students the picture and ask them two questions:
+ What can you see in the picture?
+ What does the picture tell you?
2. I elicit answers from students and comment.
3. I introduce the topic of the speaking lesson: overpopulation / population
explosion.

The picture

Suggested answers for the questions:
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1. In the picture, the Earth looks like an old , tired man with too many people on his head,
shoulders and arms.
2. The picture tells us that the earth may not properly accomodate too many people. We are
facing overpopulation.

Game 2: CHAIN SOLUTIONS
▪ Aims: To practise speaking the solutions to the problems of overpopulation in
Task 3.
▪ Time allowed: 5 minutes
▪ Material preparation: No
▪ Organization: group works
▪ Steps:
1. I divide the class into groups of 6 students.
2. I write the heading “Solution to the problems of overpopulation” on the
blackboard and explain useful language in Task 3.
3. I let students work in groups. One student starts with “To solve the problems of
overpopulation….”
4. Other students in the groups can add the words or phrases to complete the
sentences.
4. When a sentence is finished, the students makes a new one by using new verbs
and ideas .
5. I call some groups to present in front of the class and ask others to comment.
6. I give feedback on students’ presentations and correct the mistakes.
Example:

Student 1: To solve the problems of overpopulation, …….
Student 2: To solve the problems of overpopulation, the government should carry out……..
Student 3: To solve the problems of overpopulation, the government should carry out population
education programmes.............
Student 4: To solve the problems of overpopulation, the government should carry out population
education programmes or family planning programmes.
Student 5: To solve the problems of overpopulation, …….
Student 6: To solve the problems of overpopulation, we should use……..
Student 1:To solve the problems of overpopulation, we should use birth control methods.
Student 2: To solve the problems of overpopulation, …….

Unit 8. Celebration – B. Speaking (page 93, 94 )
Game 1: NAME THE FESTIVALS OR HOLIDAYS
▪Aims:To revise the names of the festivals or holidays and the vocabulary related to
them.
▪ Time allowed: 5 minutes
▪ Material preparation: 2 sets of holiday pictures
▪ Organization: group works
▪ Steps:

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1. I divide the class into 2 teams : Team A and team B, distribute each team a set of
holiday pictures and ask students to arrange the pictures in the appropriate topics
of holidays.
3. Students stick the pictures in the corresponding columns on the board and give
the heading of the festivals or holidays in each column.
4. I check with the whole class
5. I ask students to give the name of each picture.

HOLIDAY PICTURES.
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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16.

17.

18.

19.

20.

21.

22.

23.

24.

Key:
1.Thanksgiving : Picture number 10, 15
2.Valentine’s day: Picture number 5, 16, 20
3. New Year: Picture number 14, 22
4. Mid – Autumn: Picture number 1, 11, 21
5. Independence Day: Picture number 8, 23
Game 2: INTERVIEWING

6. Christmas: Picture number 2, 9, 13
7. Easter: Picture number 3, 18
8. Teacher’s day : Picture number 7, 19
9. Women’s day: Picture number 6, 12, 24
10. Halloween: Picture number 4, 17

▪ Aims: To practise interviewing about festivals or holidays in a year.
▪ Time allowed: 10 minutes
▪ Material preparation: 2 sets of speaking cards
▪ Organization: pair works
▪ Steps:
1. I divide the class into pairs. Then I distribute the sets of speaking cards for
them.
2. Set 1 which has 2 sides : side A and side B is delivered to the first pair. Student A
gets student A card, student B gets student B card.
3. I give the second pair Set 2. Student C gets student C card, student D gets
student D card.

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4. Student A uses cues in the side A of set 1 to make questions and student B uses
suggestions in the side B of set 1 to answer. Then they change the role, student B
asks and student A responses.
5. After finishing the questions in the set 1, student A and student B exchange set 2
and continue practising the second time. Other pairs do the same.
6. When students have finished, I call some pairs to act out the dialogue and give
comments.
SPEAKING CARDS FOR PAIR WORK
Set 1

STUDENT A
Side A
You are a foreign student in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival
- reason for this celebration
- when it is celebrated
- who is involved
- special customs
STUDENT A’s RESPONSE GUIDE
Side B
- Teachers’s day
- Honour the importance of teachers in our society
- November 20
- Students and teachers, young and old
Give flowers, send wishes, visit teachers
Set 1
STUDENT B
Side A
You are a foreigner working in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival
- purpose of celebrating the festival
- when it happens
- who participates in
- any special traditions
STUDENT B’s RESPONSE GUIDE
Side B
- Vietnamese Women’s day
- Honour the role of women in family and in society

- October 20
- Women in your home, in your workplace
- Give flowers, send wishes, organize a small party
Set 2
STUDENT C
Side A
You are a foreigner working in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival
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- purpose of celebrating the festival
- when it happens
- who participates in
- any special traditions
STUDENT C’s RESPONSE GUIDE
Side B
- Lunar New Year
- Set the old year out and the new year in
- Between 19th January and 20th February on the Western calendar
- Adults and children
- Visit relatives and friends , go to the pagoda, play traditional games, eat special foods,
give ‘lucky money’ to children
Set 2
STUDENT D
Side A
You are a foreign student in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival

- reason for this celebration
- when it is celebrated
- who is involved
- special customs
STUDENT D’s RESPONSE GUIDE
Side B
- Mid- Autumn Festival
- Celebrate the largest and brightest full moon of the year
- 15th day of the 8th lunar month of th chinese calendar
- All people , especially children of all ages
- Eat moon cakes, watch lion dance, carry brightly-lit lanterns

Unit 10: NATURE IN DANGGER – B. Speaking (page 118 )
Game: ANIMAL SQUARE
▪ Aims: To revise vocabulary of animals
▪ Time allowed: 7 minutes
▪ Material preparation: animal square handouts , coloured pens, glue
▪ Organization: group works
▪ Steps:
1. I divide the class into 5 - 6 groups (depending on the number of students in the
classroom) and deliever animal square handouts .
2. I ask students to find out 26 names of animals in the square horizontally,
vertically and diagonally by circling those words.
3. After 4 minutes, I call a representative of each group to stick their answers on the
blackboard. The groups having the most names of animals will be the winner
4. I provide feedback.
5. I ask the winner to say which ones are being endangered and threatened and
what they are killed or poached for. Other groups can add their ideas.
Animal square
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Find out 26 names of animals in this square.

B
U
T
T
E
R
F
L
Y
F

S
E
T
C
A
T
X
U
T
I

H
L
I
O

N
I
H
R
O
S

E
E
G
W
O
L
F
G
R
H

horizontal

E
P
E
R
A
B
B
I
T
O

P
H
R
F
O
X
D
R
O
R

C
A
M
E
L
E
A
A
I
S

S
N
A
K
E
E
X

F
S
E

O
T
A
R
B
E
Z
F
E
A

vertica

D
O
G
O
A
T
B
E
E
L
diagonal

Key

Across:

1. sheep
2. elephant
3. tiger
4.cow
5. giraffe
6. tortoise
7. fish
8. horse
9. seal
Down:
10. butterfly
11. cat
12. lion
13. wolf
14.rabbit
15. fox
16. ox
17. camel
18. snake
19. dog
20.goat
21. bee
Up:
22. rhino
23.rat
24.zebra
Diagonal: 25. deer
26. bear

- Endangered animals are tigers, rhinos, elephants,bears, cheetahs, pandas. Tiger bones and other
parts of this animal are used in some traditional medicines. Rhino horns are crushed to form a
powder which is used to cure fever. Elephants are killed for their ivory tucks.

Unit 12 The Asian Games – B. Speaking (page 139, 140)
Game: NAME THE SPORTS
▪ Aims: To revise the names of sports at Asian Games
▪ Time allowed: 5-7 minutes
▪ Material preparation: picture handouts, glue
▪ Organization: group works
▪ Steps:
1. I put students into 4 teams and distribute the handouts.
2. I ask teams to give the suitable names of sports with the pictures.
3. After that, I call on each team to stick their answers on the board
5. The team having more correct answers will win the game
Picture handouts
1.

2.

3.

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4.

5.

6.

7.

8.

9.

10.

11.

12
.

13.

14.

15.
INCLUDEPICTURE
"tterstoc
k.com/display_pic_with_lo
go/1643711/401641156/sto
ck-vector-gymnastics-cutemulticultural-girls-setvector-illustration401641156.jpg" \*
MERGEFORMAT

16.

17.

18.

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19.

Key
1. basketball
5. athletics
9. wushu
13. volleyball
17. rugby
21. mountain biking

20.

2. football
6. boxing
10. hockey
14. shooting
18. table tennis

21.

3. tennis
4. weightlifting
7. wrestling
8. fencing
11. bodybuilding

12. karatedo
15. gymnastics
16. billiards
19. swimming
20. cycling

Unit 16. The wonders of the world – B. Speaking ( page 181, 182)
Game: FACTS AND OPINIONS
▪ Aims: To practise giving facts and opinions of a topic.
▪ Time allowed: 5 minutes
▪ Material preparation: No
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams A , B, C, D and give 2 topics: (1) Your hometown
and (2) Your school.
2. Team A and B make sentences expressing facts and opinions for topic 1.
3. Topic 2 is for team C and D .
4. After that I call on some students to report their answers in front of the class.
5. I check the answers. The group having more correct sentences will win the
game.
Suggested answers
1.Tho Xuan District is located 50km to the West of Thanh Hoa city. (F)
2. It is believed that Tho Xuan District will develop rapidly its society and economy in 5 years’
time. (O)
3. Our school has more than 1000 students.
(F)
4. Le Loi high school is considered to be the biggest school in our district. (O)

II. Results
Within the scope of my school only, I have applied all these games during

my speaking lessons. Surprisingly, such games have brought about good results
after each period. I have also carried out a small survey to get students’ opinions
about this teaching method. Students increasingly desire speaking lessons, they
become creative and active. More important, they hope that similar games will be
applied in their classes so that each speaking lesson is no longer a challenge for
both teachers and students. Personally, after using these games when teaching
speaking at three classes: 11A3, 11A4, 11A7; I see that students are more motivated
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and their speaking skills have much more improved, compared with those of at the
beginning of the school-year. The following table will give more details about this
result:
The number of students desire speaking lessons
Classes

11A3

11A4

11A7

At the beginning of the
school-year 2016-2017

At the end of the schoolyear 2016-2017

17/43

31/43

(39,5 %)

(72 %)

20/42

30/42

(47,6 %)

(71,4 %)

19/44

33/44

(43.1 %)

(75 %)

C. RECOMMENDATIONS
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 out-ofdate 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.
D. CONCLUSIONS
As mentioned before, this writing has been finished as a result of my own
experience in teaching. In fact, there are many different ways in modifying teaching
materials in order that they become more appropriate for students in each level.

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Therefore, these speaking Games are provided in the hope of making a contribution
to the teaching methods that many other teachers have suggested.
In summary, I have tried to the best of my ability, with the help of my
colleagues as well as my students, to complete this writing. However, due to the
lack of essential documents and limitation of my knowledge, mistakes are
unavoidable. To get a better and more efficient study, surely the researcher in the
coming time with the future research there will be a similar one which overcomes
these weaknesses. Therefore, the writer would highly appreciate all the remarks,
comments and suggestions from teachers, colleagues and readers as well.
Thank you very much!

E. REFERENCES
[1] . Tran Phuong An . A study on using role play to motivate the 10th form
students in speaking lessons at lao cai boarding upper secondary school, Lao
Cai province –an experiment. M.A thesis.
[2] . Anne-Louise de Wit. Teaching Tips - Using Games in the English Second or
Foreign Language classroom. Article View, May 2012.

[3] . Chen, I- Jung. Using Games to Promote Communicative Skills in Language
Learning. The Internet TESL Journal.
[4] . Hadfield, J. (1999). Beginners’ communication games. Longman.
[5] . Toth, M. (1995). Children’s games. Oxford: Heineimann Publishers.
[6] . Nguyen Hoang Tuan & Tran Ngoc Mai. Factors affecting students’ speaking
performance at Le Thanh Hien High School. Asian Journal of Educational
Research Vol. 3, No. 2, 2015 ISSN 2311- 6080
[7]. Uberman, A. The use of games: for vocabulary presentation and
revision. English Teaching Forum Vol 36 No 1, January - March 1998 Page 20.
[8] . Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
[9] . Hoang Van Van (2006). Tiếng Anh 11. Education Publishing House.
[10] . Trinh Thi Hoan, the teacher of English of Le Loi high school, Tho Xuan
district, Thanh Hoa province. “Applying some games to motivate the 12th form
students in speaking lessons at Le Loi high school” - Experience initiatives of
school year 2015- 2016.
Websites:
1. />Page 23


2. />3. />4. />5. o/tin-giai-tri/sinh-vien-tinh-nguyen-tiep-suc-mua-thi-nhap-vien-vi-say-nang

(XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ)

Thanh Hóa, ngày19 tháng 5 năm
2017.
Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung của
người khác.
(Ký và ghi rõ họ tên)

Trịnh Thị Hoan

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