Using games in teaching warm up activities for non major english students to improve their english language

Contents
PART I: INTRODUCTION
1. Rationale
2. Aims of the study
3. Research Subjects
4. Method of study
5. Participants
PART II: DEVELOPMENT
1. An overview of using games in teaching English
1.1. What is a game
1.2. The advantages of using Games in teaching English
1.3. Major issues of the English teaching
2. Applying games to teach
2.1.Game: Slap the Board
2.1.1. The aim of the game
2.1.2. The general steps
2.2. Game: "If I ..."
2.2.1. The aim of the game:"If I.."
2.2.2. The general steps
2.3. Game: Kim’s game
2.3.1. The aim of the game Kim’s game
2.3.2. The general steps
2.4. Game hangman
2.4.1. The aim of the game
2.4.2. General Steps
2.5. Game: Number matching
2.5.1. The aim of the game
2.5.2. General Steps
2.6. Game: Lucky number
2.6.1. The aim of the game
2.6.2. General Steps

2.7. Compared to the amount of the initial survey
2.8. Effectiveness of the study for educational activities,
colleagues and the school
PART III: CONCLUSION
1. Summary of the main findings
2. Conclusion
3. Recommendations
REFERENCES

page
1
1
1
1
1
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6

6
7
7
7
9
9
9
10
10
10
12
13
14
14
15
15
16


PART ONE: INTRODUCTION
1. Rationale

Nowadays English has become an international language because it is
widely used in many parts of the world. In the tendency of integration of the
global economy, English is one of the effective communicative tools for
everybody. The role of English is considered to be very important in the fields of
economics, politics, science, culture and education. Especially, Vietnam’s
official membership of WTO on 7th November 2006 opened a new door for
integrating into the world economy, and more and more people want to learn
English for communicating with foreign partners, tourism, study tours, etc. In

VN, English is taught at school for students of different levels. It is a fact that
students usually have difficulty in mastering their English language, which
forces teachers to find out different ways to better their English lesson.
According to some researchers Mr Numan, Mrs Bernard James., Mr
Chistopher Brumfit, using games in the pre-teaching stage helps students and
teachers complete their lesson in an effective way. So, the writers try to offer
them such games as: chairs game, guessing game, Hangman, lucky numbers,
Noughts and Crosses Rub out and remember, Slap Board, Square Word,
Networks, game Kim...).
When teaching non – major English students at Nhu Xuan High School, I
found out that using games is very important in teaching English and it also has
significant effects on the students’ skills. If students do not have chances to
apply games into English lessons, they can not understand them perfectly.
2. Aims of the study

The major aims of the study are:
- to improve the quality of the lessons
- to help students understand themes and memorize new words, structures
more easily
- To contribute a small part to the improvement of teaching and learning at
Nhu Xuan high school
3. Research subjects

This subject will help students interested in accessing new words,
structures to improve their little skills now
4. Method of study

- Research in the teaching of English at Nhu Xuan High School.
- School year 2016 - 2017
- Grade 11A1, 11A8, 12B5, 12B7

2


- Using hangman game, If I...game, lucky number game; using questions
to promote students’ answers
- Using comparison in percent before and after studying to assess the
quality of teaching and study
5. Participants

The subjects chosen for the research include students in class 11A1,
11A8,12B5, 12B7 of Nhu Xuan High School with the survey questionnaires,
and 7 teachers who are currently teaching English. Their experience of teaching
English varied from one year to 20 years. The research was carried out during
the first term of the academic year 2016 – 2017 at Nhu Xuan High School.

3


PART TWO: DEVELOPMENT
1. An overview of using games in teaching english
1.1 .What is a game?

(Internet sources)
First, we should know what exactly a language game is. According to
Toth (1995) “a game is an activity with rules, a goal and an element of fun.
There are two kinds of game: competitive games, in which players or teams to
be first to reach the goal, and co- operate games, in which players or teams work
together toward a common goal. The emphasis in the game is on successful
communication rather than on correctness of language” [2]. Obviously, language

games help learners know how to use the language instead of just thinking about
learning the correct forms ( Lee 1979)[]
1.2. The advantages of using Games in teaching English
Many experienced scholars have argued that games are not just timefilling activities but have a great educational value. It is used to be thought that
games are only used for warm- up activities or when there is some time left at
the end of a lesson. Nevertheless, games can do more than that
Games have a lot of advantages. “Firstly, I want to emphasize that games
help students to reduce stress during their studying. Games make them funny,
happy, interesting and comfortable when they are played games, which will help
students concentrate on the lesson and learn better. Moreover, pupils will
remember English words, structures according to games the most effectively
In addition, games help students to interact with other members in the
class. In fact, games create the opportunity for them to make friends with other
members in the class. They become friendly and have a close-knit relationship.
After playing games, they will learn experiences, share knowledge and exchange
skills with their friends, which makes children learn well.

4


Furthermore, when the students are played games they will have the
chance to increase the cooperation. They will cooperate with your friends to try
their best to win the games. In addition, at the end of game, the children have the
opportunity to evaluate other groups, which rises the cognitive ability of
children.
To sum up, games are very effective in teaching English for non- major
English. Being an English teacher it is very necessary for you to use games in
teaching English for students in the future”[1].
1.3. Major issues of the English teaching
Nhu Xuan district is a mountainous area. It is considered a poor district.

As the school has 1250 students, but the quality is not very high.
Teachers used simple method, they often give new words, structures and
ask students read and learned by heart at home.
Results before using games in teaching
School year: 2015-2016
Class
10A1
10A8
11B5
11B7

Number
of
students
40
38
38
35

Good
Rather
Amoun (%) Amoun (%)
t

t

0
0
0
0

0.0
0.0
0.0
0.0

8
9
10
12

20.0
23.7
26.3
34.3

Average
Amoun (%)
t

22
24
22
19

55.0
63.2
57.9
54.3

Weak
Amoun (%)
t

10
5
6
5

25.0
13.2
15.8
14.3

You can see the above table, good students accounted for zero percent for
four classes in term of being interested in learning English, the weak students
accounted for high percent ( from 13 to 25).
2. Applying games to teach
2.1.Game: Slap the Board

(Internet sources)
5


2.1.1. The aim of the game:
It helps students to understand and remember new words
2.1.2. The general steps:
For unit 1: Home Life – Language Focus ( English12)
Teacher’s activities & content
Students’ activities

Warm up: (5’)
Two teams of Ss from 2 sides go
Divide the whole class into two teams to the board
Have Ss play a game called Slap the
board, Write down some words on the Play the game
board: looks, doors, knives, texts, kids,
flights, leftovers, rules, secrets, chores, Listen
boys, parents, enjoys [4].
Listen and open the textbooks

knives
doors

flights
leftovers
secrets

rules
parent
s
Read aloud the words

Introduce the way to distinguish the
pairs /s/ and /z/
Introduce the new lesson

2.2. Game: "If I ..."
2.2.1. The aim of the game:"If I.."
It helps students understand condition one sentence easily
2.2.2. The general steps:

For unit 8: The story of my village ( English 10)
6


Teacher’s activities & content

Students’ activities

Divide the class into two equal Each team member will take out a
teams, each team member will take small piece of paper to write on their
out a small piece of paper to write on dreams.
their dreams.
The first team writes whole
sentences in English begin with the
words "If I ..."

Do the instruction

Team A
The second one writes whole Student A: If I am good at English,...
sentences in English begin with the Student B: If I am famous for singing
letter "I will.." Beneath each sentence contest, …
must enroll to vote or write a pair,
which means most funny, witty as well
Team B
as worst sentences
Student C: I will pass the exams
Student D: I will be an English teacher
After writing, the paper will be put
in 2 hats, a section containing "If I ..."

and a section containing "I will ...".
Choose a best sentence that winner:
“If I am good at English, I will be an
English teacher”
2.3. Game: Kim’s game
2.3.1. The aim of the game Kim’s game:
It helps students understand or realize exact jobs
2.3.2. The general steps:
For Unit 6: FURE JOBS – Speaking ( English 12)

(Internet sources)
7


Teacher’s activities & content
Have Ss play the game called Kim’s
Game.
Explain the rule of the game Post the
poster on the board containing some
jobs: Doctor, farmer, taxi-driver,
policeman, teacher, worker, footballer,
nurse, manager, waiter…..
Put the poster down the table and
give Ss one minute to discuss the
answers
Call on four members
from four groups to go to the board
and write their answers
Repost the poster to check the
answers

Announce the winners,
comment and introduce the speaking
lesson

Students’ activities
Listen to T’s instruction
Look at the poster and try to remember
Discuss to write down as many songs
as possible Four representatives go to
the board and write in limited time
Look a the poster and check
Listen and open the textbooks

2.4. Game hangman
2.4.1. The aim of the game
It helps students easily to understand and remember the new word in the
reading lesson
2.4.2. General Steps
For unit 5: Computer - Reading English 10

(Internet sources)

8


Teacher’s activities & content

Students’ activities

Divide the class into two teams and Work in teams

prepare for two different groups of 2
teams, which team has more than the
correct answer will win; or you can
divide the class into four teams, teams
and quiz each other buffet from (team 1
word- puzzle team 2, Team 2 wordpuzzle Team 3, Team 4 word- puzzle
team 3, team 4 word- puzzle team 1).
Suggests letters of the words
Picture 1: _ _ _ _ _ _ _ _
Picture 2: _ _ _ _ _
Picture 3: _ _ _ _ _ _ _
Picture 4: _ _ _ _ _ _ _ _
Picture 5: _
Picture 6: _ _ _ _ _ _ _ _ _
Picture7: D _ I_ S_C
Picture 8: _ _ _ _ _ _ _

Look at the picture and try to guess all
new words
Work in groups
Group A: guessing word for Picture7
C - false
Group B: guessing word for Picture7
D -- true
I- true
S
true
C true
DISC: Group B won

Check groups’ answers
Expected answer:
Picture 1:
COMPUTER
Picture 2:
MOUSE
Picture 3:
PRINTER
Picture 4:
KEYBOARD

Picture 5:
CPU
Picture 6:
PLOPPY DISK
Picture 7:
DISC
Picture 8:
SPEAKER

9


2.5. Game: Number matching

(Internet sources)
2.5.1. The aim of the game
It helps students easily to remember the vocabulary, grammatical
structures: because of, in spite of
2.5.2. General Steps

For unit 7: The mass media

( Language focus – English 10)

Teacher’s activities & content
Students’ activities
Divide the class into two teams: Team A Work in teams
and team B
Ask each team to choose 5 couples
Choose 5 couples
Ask couples in two teams to come the
black- board and stand on two sides
Number two teams: Team A:1- a, 2-b, 3c,4- d, 5- e
Team B: 1- a, 2- b, 3- c,
4- d, 5- e
Students in
numbers
1. Because the cold
weather
In spite of the cold
weather
2.Because of the

Come to the board to do this exercise
Expected answer:
1- c, d
2- a
3- g
4- h

Students in
letters
a. We could not
see what was
going on
b. We had to
cancel
appointment
c We kept the
10


large crowds
In spite of the large
crowds

3 Because of the
meat shortage
In spite of the meat
shortage
4 Because of his
illness
In spite of his
illness

fire burning all
day
d We all wore
shorts
e They enjoy

living there
f The council
demolished it
g We have
managed to get
some beef
h He kept fire
burning all day
I We managed to
go to class

2.6. Game: Lucky number

(Internet sources)
2.6.1. The aim of the game is helped students to understand the new word
in reading lesson easily
2.6.2. General Steps
+ For unit 1: Daily routine - Reading - English 10
Teacher’s activities & content

Students’ activities
11


Explain the rule: In eight of the 8 box, Listen to the rule
I will have one or two cells are
fortunate not to answer questions that
still reward (bonus, gift or applause is
due to teachers).
The remaining cells are students

selected questions are then answered
any questions (questions related to the
lesson)
Answer the questions
Elicit from Ss what kind of question
used to talk about your A day in the life Expected answer:
of..
• I often get up at 5.30
• What time do you often get up?
• I usually have breakfast at 6.00
• What time do you go to school?
• I have breakfast at home with
• What time do you have
my family
breakfast?
• I usually have lunch at 11.30
• What time do you have a bath?
• I usually have dinner at 6.30
• What time do you go to bed?
• I often have breakfast and go to
• Lucky number
school
• What do you often do in the
• I often learn my lesson and play
evening?
football with my friends
•

What do you often do in the
afternoon?

• I often have dinner and watch
news or films

• Lucky number

• A present

•

•

What time do you usually go to
bed?

I usually go to bed at 11.00

+ For unit 9: Undersea World – Reading- English 10

(Internet sources)
Teacher’s activities & content
Students’ activities
12


Explain the rule: In eight of the 8 box,
I will have one or two cells are Pay attention to the rule
fortunate not to answer questions that
still reward (bonus, gift or applause is
due to teachers). The remaining cells

are students selected questions are then
answered any questions (questions
related to the lesson)
Elicit students to look at the map and Look at the map and give the
give the Vietnamese names for the Vietnamese names
oceans on the map

•
•
•
•
•
•

Expected answer:
• Pacific Ocean: Thái Bình Dương
What does the Pacific Ocean
(Đại dương lớn nhất thế giới)
mean?
• Atlantic Ocean: Đại Tây Dương
What does the Atlantic Ocean
(Đại dương lớn thứ nhì trên thế
mean?
giới)
What does the Indian Ocean
• Indian Ocean: Ấn Độ Dương
mean?
(Đại dương phía đông Phi châu
What does the Artic Ocean
và phía Nam châu Á)

• Artic Ocean: Biển Bắc Cực
mean?
What does the Antarctic Ocean
• Antarctic
Ocean(Southern
mean?
Ocean): Vùng biển quanh Nam
Lucky number
cực và Antarctica
2.7. Compared to the amount of the initial survey
Result before applying games to teach
School year: 2015-2016

Class
10A1

Number
of
students
40

Good
Rather
Amoun
(%)
(%)

Amoun
t

t

0

0.0

8

10A8

38

0

0.0

9

11B5

38

0

0.0

10

11B7

35

0

0.0

12

20.
0
23.
7
26.
3
34.

Average
Amoun (%)
t

22
24
22
19

55.
0
63.
2
57.

9
54.

Weak
(%)

Amoun
t

10

25.0

5

13.2

6

15.8

5

14.3
13


3

3

Results after applying the research in teaching
School year: 2016-2017
Class
11A1

Number
of
students
40

Good
Amoun (%)
t

Rather
Amoun (%)
t

4

10.0 14

11A8

38

1

2.6

10

12B5

38

4

10.5 16

12B7

35

2

5.7

20

35.
0
26.
3
42.
1
57.
1

Average
Amoun (%)

Weak
Amoun (%)

20

2

5.0

1

2.6

1

2.6

0

0.0

t

26
27
15

50.
0
68.
4
71.
1
42.
9

t

The above tables disclosed that the good students accounted 0 percent after
applying the research in teaching helps students interested in increased 1% to
4%, rather students accounted from 8-12 percent increased 10-20 percent and
bad students decreased just 1 -2%.
2.8. Effectiveness of the study for educational activities, colleagues
and the school
Through the study of methods to help students interested in all new lesson
as soon as the game on I realized that English is not boring and hard like a long
time it was thought by each class of students to be examined break, to relax after
stressful periods other. Each lesson has the game to help students more
interested, motivated and vitality. Through students have found it more effective
lessons.
And it is easy to see the effectiveness of this right in the learning
outcomes of the children from the rate of excellent and good students are
increasing and the rate of weak students no more.
This experience initiative has good effect to the education movement in
local school and it suits rural students and the facilities of the school.

14

PART III: CONCLUSION
1. Summary of the main findings
We can see that it is necessary to use games in teaching because games
help the teacher to create contexts in which the language is useful and
meaningful. Even though games are often associated with fun, we should not
lose sight of their pedagogical value, particularly in foreign language teaching
and learning. Games are effective as they create motivation, lower students’
stress, and give language learners the opportunity for real communication.
Games promote learners’ interaction. Interaction comprises the nature of
classroom pedagogy and classroom behavior. Pair or group work is one of the
main ways to increase cooperation. Many games can be played in pairs or in
small groups, thereby providing an opportunity to develop their interpersonal
skills such as the skill of disagreeing politely or the skill of asking for help. In
the classroom learners will definitely participate in the activities. Therefore, in
groups or in pairs, they are more willing to ask questions, communicate and
discuss topics with their partners and think creatively about how to use foreign
language to achieve their goals. The competition in the games gives students a
natural opportunity to work together and communicate with each other a lot.
Games improve learners’ language acquisition. Thanks to the motivation
and interaction created by games, students can acquire knowledge faster and
more effectively than by other means. Games can stimulate and encourage
students to participate in the activity since they naturally want to win. Apart
from having fun, students are learning. They acquire a new language. Students
begin to realize that they have to use the language if they want others to
understand what they are saying.
Furthermore, games can lower anxiety. In the easy, relaxed atmosphere
which is created by using games, students remember things faster and better.
The meaning of the language students listen to, read, speak and write in

will be more vividly experienced in a game and, therefore, they will better
remember the language they learn.

15


Games increase learners’ achievement. Games can involve all the basic
language skills, i.e., listening, speaking, reading, and writing, and a number of
skills are often involved in the same game.
Games can motivate learners, promote learners’ interaction, and improve
learners’ acquisition. As a result, games can increase learners’ achievement,
which means that learners’ test results, ability of communication, knowledge of
vocabulary, or other language skills can improve.
2. Conclusion
Through the process of applying new teaching methods in the teaching
departments, namely the application of the language games were predecessors in
the same field so creative, I draw some lessons.
In the process of applying the familiar game, need to take measures to
change or modification to suit each lesson and each object to avoid boredom.
3. Recommendations
In Vietnam, it is normal that there are 40 to 50 students in a language
classroom at high school. This makes the teachers meet many difficulties in
conducting a language lesson. However, the situation can not be changed in a
short period of time so the teacher should get over all these difficulties by
making sure that the classroom facilities are comfortable enough before the
Choosing techniques is the day – to – day business of every English
teacher. Games play a very important role in lessons because if the teacher
conducts this stage successfully, the classroom atmosphere will change and also
the students’ performance will be much better. Therefore, the teacher should
make sure that the following things are done perfectly.

First of all, preparation is necessary for English teacher with a list in
details of activities prepared with useful language knowledge, good time
management for each activity, effective visual aids usages and clear instructions
giving. One more thing is that the teacher should know how to motivate the
students by changing the activities day by day or take care of the quiet students
in the class by using different games in teaching
THE CONFERMATION OF THE
HEADMASTER

Thanh Hoa, May 10, 2017
I declare that this is my writting, do not copy
the content of other people.

Written by:

16


LE THI THUONG

REFERENCES
[1].

Abbott,G. & Wingard,P.et.al. (1981) The teaching of English as
International Language. Collins Sons and Co Ltd-Glassgow.

[2].

According to Toth (1995): Definition of games in teaching.

[3].

Internet sources.

[4].

Oxford Dictionary.

17