APPLYNG SOME GAMES TO MOTIVATE THE 12TH 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 12TH 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 2016


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
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. RELEVANT LESSONS
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. As Ur states of all the four skills, speaking seems
intuitively the most important. 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). 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.
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 successful 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 12 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. 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.
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 12 English speaking lessons in English
textbook 12 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 12 th form students at Le Loi
high school during the school year 2015- 2016.
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.
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)
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.
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
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.
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6. They create a meaningful context for language use.
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. A game should not be regarded as a marginal activity filling
in odd moments when the teacher and class have nothing better to do. Games ought
to be at the heart of teaching foreign languages. I suggest that games be used at all
stages of the lesson, provided that they are suitable and carefully chosen.
- Games also lend themselves well to revision exercises helping learners recall
material in a pleasant, entertaining way. All authors agree that even if games
resulted only in noise and entertained students, they are still worth paying attention
to and implementing in the classroom since they motivate learners, promote
communicative competence, and generate fluency.
4. How to choose games?
- A game must be more than just fun.
- A game should involve "friendly" competition.
- A game should keep all of the students involved and interested.
- A game should encourage students to focus on the use of language rather than on
the language itself.
- A game should give students a chance to learn, practice, or review specific
language material.
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. When giving
instructions to beginners, a few words in the mother tongue would be the quickest
way to make everything clear. More English exposure is needed at a later stage.
- 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.
- Ensure that shy or quiet students are not alienated and have an opportunity to take
part.
- When using games, teachers should be good at controlling the class and careful
with chaos and noise.
- Teacher should prepare the materials in sufficient quantities.
- 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.
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6. Suggested games to teach speaking in the new textbook for grade 12.
Within the scope of this study, I do not have the attempt to cover all the
speaking lessons in the new textbook for the 12 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 helping teachers of English at this level 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. Home Life – B. Speaking ( page 15 )
Game: Miss you most
▪ Aims: To lead students to the new lesson to talk about family
▪ Time allowed: 4 minutes
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams: Team A and team B
2. I write on the blackboard the question: When you leave your home for university
next year, what or who will you miss most?
3. One student in each team takes turn to answer the question using the words that

start with the letter in the alphabet A, B, C …Each student should give one answer
and other students in group may help if necessary. Then I correct the answers.
4. After 5 seconds, this group having no answer will have loose their turn and that
group will have chance to answer. One point for a correct answer.
5. I sum up: The group having more points will win the game.
For example:
Student from team A: When I leave my home, I’ll miss my aunt most.
Student from team B: When I leave my home, I’ll miss my bed most.
Student from team A: When I leave my home, I’ll miss my cat most.
Student from team B: When I leave my home, I’ll miss my dog most.
Unit 2. Cultural Diversity – B. Speaking ( page 22, 23, 24 )
Game: HOW MUCH DO YOU KNOW ABOUT THIS?
▪ Aims: To practise speaking about features of culture at the end of the lesson.
▪ Time allowed: 5 minutes.
▪ Material preparation: 8 pictures
▪ Steps:
1. I divide the class into 8 groups, and ask each team to choose a representative.

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2. I ask groups to take 8 pictures. Each picture gives a suggestion about a feature
of culture which is mentioned in Task 1 and Task 2.
3. Groups’ duty is to observe and then express their understanding about the
custom and the culture in that picture.
4. After the limited time, I invite the representative of each group to present the
discussion in front of the class and other groups may ask some questions.
PICTURES
1.

5.

2.

6.

3.

7.

4.

8.

Keys : The features of culture in the pictures
1. People go shopping once a week
2. Lovers hold hand and kiss in public.
3. Children sleep in their own bedrooms.
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4. Three generations live under the same roof.
5. People ask questions about age.
6. People celebrate their birthdays.
7. Christmas is a national holiday .
8. Marriage is based on love.
Unit 3: Ways of Socializing – B. Speaking (page 32 , 33, 34 )
Game: POSITIVE OR NEGATIVE?
▪ Aims: To lead students to the new lesson
▪ Time allowed: 4 minutes

▪ Material preparation: red and yellow chalks.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams and write on the blackboard 24 adjectives
randomly.
2. Students’ duty is to circle the adjectives in positive meanings with red chalks
and the adjectives in negative meanings with yellow chalks.
3. I read an adjective loudly, one student in each group comes to the blackboard to
circle the adjective that they have heard with suitable chalks. In order for students
not to make a noise, I ask students to raise their hands, then I invite the person who
has raised his/her hand the fastest.
4. After 3 minutes, I sum up and present the adjectives in positive meanings and the
adjectives in positive meanings.
5. I lead students to the new lesson: We use the adjectives in positive meanings to
give compliments.
The adjectives written on the blackboard and keys:
Positive:
beautiful, pretty, interesting, terrific, wonderful, good, decent,
lovely, fashionable, tidy, slim, perfect.
Negative:
terrible, ugly, noisy, tiring, boring, unhappy, wrong, unreliable,
messy, mean, skinny, exhausted.
Unit 4: School Education System – B. Speaking (page 47 )
Game : EDUCATION DICTATION
▪ Aims: To check or practice vocabulary about school education system at the end
of the lesson.
▪ Time allowed: 5 minutes
▪ Material preparation: 8 sentences, each sentence has a missing word.
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▪ Organization: groupworks
▪ Steps:
1. I divide the class into 4 teams, and ask each team to prepare a pen and a piece of
paper in order for the secretary of each team to write the answer in it.
2. I read aloud 8 sentences which have the content concerning about school
education system, each sentence has a missing word. I read the missing word by the
word “education”. Teams’ duty is to find a suitable word or number to replace the
word “education”.
3. Then I collect the papers which have the answers in them and summarize.
4. The team having more correct answers will be the winner.
8 sentences:
1. When I was five years old, I was sent to education by my parents.
2. In our country, it is education for children between the ages of six and fourteen
to go to school.
3. Many children below the age of four go to education school.
4. Children between the ages of education and 17 go to Upper – Secondary school.
5. A young child studies education 1 to 5 in a primary school.
6. Before entering Upper – Secondary school, children have to spend education
years at a Lower Secondary School.
7. The highest grade in our general education system is the education .
8. When finishing Upper – Secondary school, students have to take a national
examination for the education.
Keys
1. kindergarten
2. compulsory
3. nursery
4. 15
5. grades
6. 4

7. twelfth
8. GCSE
Unit 5: Higher Education – B. Speaking (page 55 ,56)
Game : BUSY TIME
▪ Aims: To consolidate the application process to tertiary study in Viet Nam in
certain months in post-speaking stage.
▪ Time allowed: 5minutes
▪ Material preparation: a circle consists of 12 numbers which show 12 months
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 groups and the circle is placed in front of the class.
2. I ask the first group to dial the circle. If the hand points at any month, this group
will talk about the works that they will do in that month to go to university.
3. One point for a good idea. The group having more points will win the game.
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Keys:
Month
October
November
December
January
February
March
May
June
July
August
September

Work
Learn for first semester at high school
Do 15- minute and one-period tests
Learn for first semester at high school
Do 15- minute and one-period tests
Take first semester examination
Get first semester results
Start second semester
Attend meetings introducing universities
Choose the favourite university or college
Fill in the application form
Send the application form
Take the GCSE examination
Get the GCSE result
Take the entrance examination to the University of …..
Get the entrance examination results
Get a letter of acceptance from the university
Go to university as a university student
Unit 6. Future jobs – B. Speaking (page 65, 66, 67 )

Game: COMPLETE THE WORDS
▪ Aims: To warm up the lesson and to revise the words about jobs.
▪ Time allowed: 8 minutes
▪ Material preparation: handouts
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams and hand the handouts.
2. There are 17 words in the handouts, each word has a letter which is from the
vertical keyword: Choose the right job. Teams’duty is to read the clues to find out

the right words concerning jobs in a row. The dashes show the number of letters of
each word. Some of them are two-word.
3. After 5 minutes, I collect the sheets of three groups who complete the fastest and
remark in front of the class.
4. The team having the most correct answers will be the winner.

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Sheet 1
1.
    C    
2.
   H     
3.
 O  
4.
   O 
5.
 S       
6.
        E 
7.
   T     
8.
    H 
9.
 E
10.
  R  

11.
      I    
12.
    G    
13.
 H        
14.
 T    
15.
J        
16
 O    
17.
    B 



Sheet 2
Clues:
1. He can arrest criminals.
2. He designs houses, buildings,…
3. He prepares foods in a restaurant.
4. He operates the controls of an aircraft.
5. He travels into space.
6. He drives a taxi. ( two words)
7. He plays football professionally.
8. She teaches in a school.
9. He cures animals when they are ill.
10. He works in a farm.
11. He connects, repairs electrical equipment.

12. She takes group of tourists around the city.
13. He takes photographs.
14. He/She is studying at a school.
15. He writes articles for some newspapers.
16. He works in a factory.
17. He repairs things like water pipes in your house.

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Keys
1. policeman
5. astronaut
9. vet
12. tour guide
16. worker

2. architect
6. taxi driver
10. farmer
13. photographer
17. plumber

3. cook
7. footballer
11. electrician
14. student

4. pilot
8. teacher

15. journalist

Unit 10. Endangered Species – B. Speaking (page 109, 110)
Game: CLASSIFICATIONS
▪ Aims: To lead students to Task 2 (page 110)
▪ Time allowed: 5- 8 minutes
▪ Material preparation: handouts
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams and hand the handouts in which have 21 phrases
and numbers.
2. Teams’duty is to classify these phrases and numbers into 7 different topics and
name them.
3. After 5 minutes, I ask 2 groups to write their answers on the blackboard.
4. I and other students read the answers and remark.
5. I give the final keys and the team having more correct answers will be the
winner.
6. I lead students to Task 2.
Handouts
grass

illegal hunting

1.2 to 1.5 m

only about 6,000

65 to 300 kg

about 15 to 17 years

75 to 160 kg

some animals

small area of India

grassland

3 to 4 m

about 60 years

habitat destruction
1,4 to 2,8 m

about 40 years
about 700,000

bamboo

bamboo forest

1,000 to 3,000 kg
trading

about 17,000

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Keys
1. Habitat: small area of India, grassland, bamboo forest
2. Population: about 700,000, only about 6,000, about 17,000.
3. Height: 1.2 to 1.5 m, 3 to 4 m, 1,4 to 2,8 m
4. Weight: 65 to 300 kg, 1,000 to 3,000 kg, 75 to 160 kg
5. Food: grass, some animals, bamboo.
6. Life span: about 15 to 17 years, about 40 years, about 60 years.
7. Reason for decline: illegal hunting, habitat destruction, trading.
Unit 11. Books – B. Speaking (page 122 )
Game: WHAT CAN YOU DO WITH A BOOK?
▪ Aims: Warm up the lesson by checking the last lesson.
▪ Time allowed: 4 minutes
▪ Material preparation: Some objects in the class and some punishing cards.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams : Team A and team B.
2. I give the question: What can you do with….?
3. One student of each group takes turn to answer without pauses. If a student of
this group doesn’t give the answer, he or she will get a punishing card.
4. The game continues until time is up
5. The team having less punishing card will win the game.
For example:
Teacher: What can you do with a blackboard?
A student from team A: I can write on it.
A student from team B: I can look at it.
A student from team A: I can clean it
A student from team B: I can……
Teacher: No answer? I’m afraid team B gets a card, a punishing card. Now
another question: What can you do with a book?

A student from team A: I can read it
A student from team B: I can buy it
A student from team A : I can taste it
A student from team B: I can swallow it
A student from team A : I can borrow it
A student from team B: I can lend it.
A student from team A : I can cover it
A student from team B: I can chew it.
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Unit 12: Water sports – B. Speaking (page 131, 132 )
Game: WHAT’S THE SPORT?
▪ Aims: To consolidate the vocabulary about sports at the end of the lesson.
▪ Time allowed: 7 minutes
▪ Material preparation: handouts.
▪ Organization: group works
▪ Steps:
1. I ask students to close the books.
2. I divide the class into 7- 8 groups of 6 (depending on the number of students in
the classroom) and deliever cards. Each student in a group will choose 2 cards.
3. In a card, there are 5 words that relate to a sport. Students’ duty is to give the
correct name of a sport. One point for one correct answer. If this student doesn’t
give the correct name, another student in his or her group can help, and that student
will get 1 point.
4. After 5 minutes, groups give the name of the person who gets the most points in
the group.
5. I check the answers .
Handouts
ride, wheels, pedals,

bicycle, handlebar
1.……………………
dive, pool, float, crawl
4……………………….
table, bat, net, ball, serve
7……………………….
sword, mask, fight, slash

boat, team, river, oars

ring, hit, referee, gloves

2………………………..
court, ball, net,
racket, serve
5……………………….
pool, goal, net,
arms, punch
8…………………….
board, sail, wave,
wind, surface
11……………………..

3……………………….
ball, kick, goal,
foot, referee
6……………………..
lead, finishing line,
start, run
9………………………

mask, fins, air tank,
sea, wet suit
12……………………….

10…………………….
Keys
1. cycling
2. rowing
5. tennis
6. football
9. athletics
10. fencing
12. scuba – diving

3.boxing
7. table tennis
11. windsurfing

4. swimming
8. water polo

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Unit 13. The 22nd Sea Games – B. Speaking (page 141, 142 )
Game: UNDERSTANDING YOUR TEAMATES
▪ Aims: To warm up the lesson
▪ Time allowed: 4 minutes
▪ Material preparation: no need
▪ Organization: group works

▪ Steps:
1. I divide the class into 2 teams : Team A and team B.
2. One student in team A stands in front of the class and mime an action about
different kind of sports so that the others in her/his team can guess the name of that
sport. One point for one correct answer.
3. After that, team B continues the game.
4. Each team mimes 4 actions alternately.
5. The team having more points will win the game
Unit 15. Women in society – B. Speaking ( page 165, 166)
Game: AGREEING AND DISAGREEING
▪ Aims: To practice speaking sentences with “should” at post – speaking stage.
▪ Time allowed: 4 minutes
▪ Material preparation: 16 pictures
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams.
2. I hang the pictures on the board . One set of pictures are numbered from 1 to 8,
the other can be written with the letters from A to H. Each image is covered by a
paper written with a number or a letter.
3. One group choose a number and a letter . Then I open the picture .
4. Two students in the group stand up, the first person makes a sentence about
housework
5. The other student expresses the agreement or disagreement and uses a sentence
suggested in the remaining card.
6. The game continues until all the cards are opened.
For example
Teacher: Group 1, please.
Student: We choose picture 2 and C, teacher.
Teacher: Here you are.
Student 1: I think married women should stay at home and cook for the family.

Student 2: Well, I don’t quite agree. I think she should go shopping sometimes
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HOUSEWORK PICTURES
1.
2.

3.

4.

5.

7.

8.

6.

RESPONSE PICTURES
A.
B.

C.

D.

E.

G.

H.

F.

Suggested answers
1. Sweep the floor.
2. Cook for the family.
3. Wash clothes and hang them out.
4. Do the ironing.
5. Clean the windows.
6. Water the plants.
7. Teach children.
8. Do the washing up.

A. Be relaxed.
B. Have a hobby such as painting.
C. Go shopping.
D. Go out to the theatre.
E. Walk with the dog.
F. Go swimming.
G. Sing a song sometimes.
H. Go dancing sometimes.
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Unit 16. The Association of SouthEast Asian Nations – B. Speaking ( page 175,
176, 177)
Game: WHICH COUNTRY IS IT?

▪ Aims: To know more about the emblems of some Asian countries.
▪ Time allowed: 5 minutes
▪ Material preparation: picture handouts
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams and hand the handouts which have 8 emblems of
the ASEAN countries.
2. Team’s duty is to observe and find out which country it is.
3. After 5 minutes, I call 3 any groups to stick the answers on the
board.
4. I check the answers. The group having more correct answers will win the
game.
Handouts
1.
5.

2.

6.

3.

7.

4.

8.

Keys.
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1. Laos
2. The Philippines
3. Brunei
4. Malaysia
5. Indonesia
6. Singapore
7. Cambodia 8. Thailand
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: 12A6, 12A8, 12A9; I see that students are more
motivated 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

12A6

12A8

12A9

At the beginning of the
school-year 2015-2016

At the end of the schoolyear 2015-2016

18/44

30/44

(49.9 %)

(68.1 %)

16/42

32/42

(38.0 %)

(76.1 %)

19/43

33/43

(44.1 %)

(76.7 %)

C. RELEVANT LESSONS

To have good results in teaching English, teachers should be
responsible and enthusiastic; enjoy teaching; love students; prepare lessons
carefully; define exact focuses, aims and objectives of lessons; know how to use
suitable methods in certain lessons flexibly in accordance with students’ abilities.
Besides, teachers should usually use new techniques instead of out-ofdate ones in order for students not to feel bored.
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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.
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!

COMMENTS AND ASSESSMENTS OF THE
THE SCIENCE COUNCIL
The chairman of Le Loi high school

Tho Xuan, May 25th , 2016.
I hereby declare that this research is
due to the experience I myself have
written, do not copy from anybody.
I sincerely thank you.
The writer

Lê Thị Huyền

Trịnh Thị Hoan

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E. REFERENCES
1. Ersoz, A. (2000). Six Games for the EFL/ESL Classroom in The Internet TESL
Journal, Vol. VI, No.6.
2. Harmer, J. 1984. The Practice of English Language Teaching. London:
Longman.
3. Hadfield, J (1996). Elementary communication games. Longman: Addison
Wesley Longman Ltd.
4. Huyen, N.T.T. & Nga, K.T.T. (2003). Learning Vocabulary through games in
Asian EFL Journal . December 2003.
5. Kim, L.S. Creative Games for the Language Class . 'Forum' Vol. 33 No 1,
January - March 1995, Page 35.

6. Mei, Y.Y. (2000). Using Games in an EFL Class for Children in Daejin
University. ELT Research Paper.
7. Nunan, D. ( 1991). Language Teaching Methodology. New Jersey: Prentice Hall
International.
8. Saricoban, A. and Metin, E. 2000. Songs, verse and games for teaching
grammar. The Internet TESL Journal 6 .
9. Toth, M. (1995). Children’s games. Oxford: Heineimann Publishers.
10. Uberman, A. 1998. The use of games: for vocabulary presentation and
revision. English Teaching Forum 36.
11. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
12. Van, H.V. (2006). Tiếng Anh 12 .Education Publishing House.

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