Techniques of using games in teaching english lessons for grade 12 at quang xuong 4 high school

A-PREFACE
I. REASONS FOR CHOOSING THE THEME
1-Basis of theory:
Students’ initiative, activity and creativeness are more important in
teaching foreign language because no one can use means of foreign language in
communication better than students’ communication abilities. One of the main
methods in teaching foreign language is Communicative Approach;
communication is regarded as both aims and aids of teaching (teaching in
communication, by communicating, and to communicate). To teach English
more and more interestingly, effectively and communicatively, every teacher
must do their best, master their professional abilities, study without cease and
apply active and suitable teaching methods.
Throughout years’ time of teaching English in the period of general
education renovation, I have myself thought that it is necessary to reform
methods of organizing activities in teaching often to motivate students. I have
positively realized that only by new language Games can we interest students in
English lessons. These new language Games can be considered to be new
activities or techniques which are suitable for the students’ psychology. The new
language Games strongly do delight either learners or teachers when they have
skillfully used old games. Besides, they can raise the teaching quality. In these
Games, we can unexpectedly happen to realize students’ talents because they are
equal to students, easy to play, suitable for the whole class even weak students.
Furthermore, the students who hardly prepare the lessons might have high scores
in the games because quick-wittedness and intelligence are much more
important than understanding about everything. The sense of equality,
atmosphere of excitement, feeling of the games in students’ reach, spirit of
solidarity, the factors of which help students to ignore their shyness which
prevents them from speaking freely and actively. This has a great influence on
teaching results. Students have chances to use the linguistic data and even they
can see that they are using their vocabulary, grammatical structures… Moreover,
they feel satisfied when they know they can do as well as others. However,

learning a foreign language is not only to play Games but it is to communicate
more naturally. Games in teaching the language can result in the friendly
communication between teachers and students, among students and good
discussions about any topics. All of the reasons are important factors to improve
the teaching qualities and effects.
English is a language and it is a foreign language so it is too difficult for
students, especially rural students to learn although they have been learning for
several years. It would be too boring for It is the reasons above that have been
urging me to choose the theme: “Techniques of using Games in teaching
English lessons for grade 12 at Quang Xuong 4 high school” for my initiative
experiences.
2. Basis of practice
1


a- Achievements
Annually, we have a lot of conferences and workshops to reform teaching
methods. We usually have discussions about professional knowledge. We have
been trying to apply new methods to teaching flexibly and skillfully. Students
are more hard-working, interested in English. Therefore, teaching and learning
English has been enhanced effectively.
b- Some reasons for the disadvantages of teaching and learning English at
high schools
English is one of the most important subjects at schools but it is not easy
enough for any students to learn. Some students, especially the students who
have no sense, no mood and no patience in learning can’t keep up with the new
methods of learning. They have their puzzle in understanding and applying their
knowledge to practice. Many students haven’t understood the significances of
English at the age of the International integration. Some students learn English
for their curiosity but when they have difficulties, they let things run. Some

students lack their basic knowledge from the junior high schools. Therefore,
students have no sense, no mood, no motivation to learn English effectively and
actively.
c- Facilities and teaching aids
To meet the demands for education reform, facilities of the school are becoming
better and better. However, students would be more interested and active if we
had a lab or a computer room for learning. Moreover, teaching aids are supplied
quite enough but if only we had large pictures for the lessons, our lessons would
be more exciting and interesting
d- For teachers
Being a teacher of the foreign language, realizing a new method of
teaching is a big problem. Personally, I see that many teachers haven’t given
students any chances to practice vocabulary, grammar.., if there, they just check
one or two students before the lesson mechanically, which makes students bored
and passive. On the other hand, when teaching, teachers haven’t made full use of
the students’ activities and creativeness so the lessons are usually boring.
e- For students
Since education reform, students have loved learning English but mainly
advanced students. And weak students who understand the lesson slowly learn
passively. They wait for the teacher’s or other students’ answers. Many of them
have no opportunities or they don’t dare to practice speaking English in class.
They are afraid they speak incorrectly. Many can not read, speak, listen and
write, even they ignore paying attention to the lessons or taking any notes or
doing any homework. In fact, we can see these students have no love for
English.Therefore, the teaching qualities of English do not live up to our
expectations. Following is the convey on the quality of English of 3 classes:
12A, 12B, 12E at the beginning of the first term in school year 2015-2016.
2

Classes Number
of
students

Listening

12A

42

Well
mastered
and
applied
Q
%
18 42.8

12B

46

20

12E

45

22

Total

133

60

43.
5
48.8
45.
1

Classes Number
Speaking
of
Well
Badly
students mastered mastered

12A

42

and
applied
Q
%
16 38.0

12B

46

18

12E

45

18

Total

133

5
2

39.
1
40.
0
39.
0

and
applied
Q
%
26 62.0

28
27

60.
9
60.0

81

61.0

Badly
mastered
and
applied
Q
%
24 57.
2
26 56.
5
23 51.
2
73 54.
9

Reading
Well
mastered
and

applied
Q
%
20 47.
6
21 45.
6
23 51.
2
64 48.
4

Language focus
Well
Badly
mastered mastered
and
and
applied
applied
Q
%
Q
%
22 52. 20 47.
4
6
24 52. 22 47.8
2
26 57.8 1 42.

9
2
72 54. 61 46.
0
0

Badly
mastered
and
applied
Q
%
22 52.4
2
5
22

54.4

6
9

51.6

48.8

Writing
Well
mastered
and

applied
Q
%
19 45.
2
22 47.8

Badly
mastered
and
applied
Q
%
23 54.8
24

52.2

21

24

53.4

71

53.3

62

46.
6
46.
6

II- AIMS OF THE RESEARCH
From the matter of fact, as a teacher, I have endlessly been considering
and researching for the methods to improve the quality of teaching English.
Knowing that the students’ psychophysiology is doing what they enjoy, liking
new things, indulging in pleasures rather than study, I give them a new method
of learning in which they can work for both study and pleasure . This method
gives them the feeling of delight and easiness when they learn English lessons
through some new language Games which are considered to be the new teaching
techniques in place of the old one that students are too familiar to and bored
with. These new language Games , in fact, are competitions. They require
students’ quick decisions such as: How to act?, What to speak? How to win the
games? Wanting to solve those questions makes students’ thoughts quicker,
more sensitive and intelligent because they must make use of their intellectual
abilities for pleasure and excitement. Thanks to this way, students are naturally
absorbed in the lessons. Games are highly motivating because they are amusing
and interesting. Also, I would like to exchange my own initiative experiences
and methods of teaching for the colleagues so that we can find out new and
3


interesting methods in the period of education socialization our Party and State
laid down.
III- OBJECTS OF RESEARCH
- Techniques of using games in teaching English language.
- Results gained by students before and after using games in teaching.

IV-METHODS OF RESEARCH
-Using the text-book to apply to each lesson and section.
-Using references to improve.
-Pictures and other materials.
B- CONTENTS AND RESULTS
I.CONTENTS
1.What is a Game?
"A game is an activity with rules, a goal and an element of fun. There are two
kinds of games: Competitive games, in which players or teams race to be the
first to reach the goal, and co-operative games, in which players or teams work
together towards a common goal. The emphasis in the games is on successful
communication rather than on correctness of language." (Toth, 1995)
2.Why to Use Games
Language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the target
language. Well-chosen games are invaluable as they give students a break and at
the same time allow students to practice language skills. Games are highly
motivating since they are amusing and at the same time challenging.
Furthermore, they employ meaningful and useful language in real contexts.
They also encourage and increase cooperation.
- Games are fun and children like to play them. Through Games students
experiment, discover, and interact with their environment.
- Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many students between
thirteen and nineteen years old, especially the high school students, language
learning will not be the key motivational factor. Games can provide this
stimulus.
- The Game context makes the foreign language immediately useful to the
students. It brings the target language to life.
- The Game makes the reasons for speaking plausible even to reluctant students.

- Through playing Games, students can learn English the way they learn their
mother tongue without being aware they are studying; thus without stress, they
can learn a lot.
4


- Games stimulate the students so they look forward to class
- Even shy students can participate positively.
3.When to Use Games
- Games are often used as short warm-up activities or when there is some time
left at the end of a lesson. Yet, as I observe, a game "should not be regarded as a
marginal activity filling in odd moments when the teacher and class have
nothing better to do. Games ought to be at the heart of teaching foreign
languages. I suggest that Games be used at all stages of the lesson, provided that
they are suitable and carefully chosen.
- Games also lend themselves well to revision exercises helping learners recall
material in a pleasant, entertaining way. All authors agree that even if Games
resulted only in noise and entertained students, they are still worth paying
attention to and implementing in the classroom since they motivate learners,
promote communicative competence, and generate fluency.
4.How to Choose Games
- A Game must be more than just fun.
- A Game should involve "friendly" competition.
- A Game should keep all of the students involved and interested.
- A Game should encourage students to focus on the use of language rather than
on the language itself.
- A Game should give students a chance to learn, practice, or review specific
language material.
- A Game should focus on the certain aims of certain stages in a lesson, but not
only for fun.

5.How to Organize Classes
- Think ahead. If you mix up the rules or get confused, the students will rebel.
The class can fail over blame. Rehearse Games yourself or with friends before
class.
- Distinguish noise from chaos. To prevent noise, make students sit near the
teacher and explain clearly what they are going to do.
6.Some Advice
- Games should be regarded as supplementary activities. The whole syllabus
should not be based on Games only - even for young learners.
- When choosing a Game, the teacher should be careful to find an appropriate
one for the class in terms of language and type of participation.

5


- Once the Game has begun, the teacher should not interrupt to correct mistakes
in language use.
- The teacher should not compel an individual to participate. Some learners may
not want to participate due to personal reasons. Forcing students to participate
usually does not have successful results.
- A Game which looks wonderful on the paper may not work in the actual
classroom setting. If it is tiring or boring, it should be stopped.
- Give clear instructions. Unless the learners know what he is expected to do and
how to do it, the aim cannot be achieved, and the Game cannot be played.
- When giving instructions to beginners, a few words in the mother tongue
would be the quickest way to make everything clear. More English exposure is
needed at a later stage.
- Games are best set up by demonstration rather than by lengthy explanation.
- When using Games, teachers should be good at controlling the class and
careful with chaos and noise.

- It is very important not to play a game for too long.
- Teacher should prepare the materials in sufficient quantities.
- Teacher should "check" answers at the end of an activity.
- Making sure everyone participates. It is best to stop a game at its peak.
7. Advantages of using Games in the classroom:
- Games are a welcome break from the usual routine of the language class.
- They are motivating and challenging.
- Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
- Games provide language practice in the various skills- speaking, writing,
listening and reading.
- They encourage students to interact and communicate.
- They create a meaningful context for language use.
8. How and when to apply new language Games to teaching some Grade 12
English lessons
8.1-Using Games in Warm-up stage to check, revise vocabulary or grammatical
structures or lead students to the new lessons :
6


Game: Number matching
-Aims: To check or revise vocabulary, grammar or structures which have pairs
of words, or clauses….or lead students to the new lessons in Warm-up stage.
-Time allowed:5-7 minutes.
-Material preparation: Teacher should prepare a table of words, phrases or
clauses in advance and stick it on the board.
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B and asks each team
to choose 5 or 6 couples.
+Teacher asks couples in the 2 teams to come to the board and stand on 2 sides.

+Teacher numbers each member of 2 teams: Team A-1a,2b,3c,4d,5e,6f
Team B-1a,2b,3c,4d,5e,6f.
+Teacher shows couples in the 2 teams the pairs of words, phrases or clauses.
+Teacher asks couples to find and match each other in each team. The couple
who have the perfect match will score one point for their team.
+Teacher translates the meaning of the words, phrases or clauses each couple
matched. Then teacher corrects
+Teacher sums up: The team having more points will win the game.
* For example: English 12( Basic curriculum) ( page 145,146,147)
Unit 13: The 22nd SEA Games - Lesson 5: Language focus ( Exercise 1)
-Aims: To lead students to the new lesson in pre-teaching Grammar stage:
Double comparison for “ comparative + and + comparative”.
-Time allowed: 7 minutes.
-Material preparation: I prepare a table of phrases and clauses (exercise 1)in
advance and stick it on the board.
-Steps:
+I divide the class into 2 teams: Team A and Team B and ask each team to
choose 6 couples( for 6 sentences).
+I ask couples in the 2 teams to come to the board and stand on 2 sides.
+I number each member of 2 teams: Team A: 1-a,2-b,3-c,4-d,5-e,6-f
Team B: 1-a,2-b,3-c,4-d,5-e,6-f.
+I show couples in the 2 teams the pairs of phrases and clauses:
Students in Numbers
Students in Letters
1.Travelling is becoming
a. more and more nervous
2.As I waited for my interview, I b. bigger and bigger
became
3.That hole in your pullover is getting
c. more and more talkative

4.As the conversation went on, he d. more and more expensive
became
5.The suitcase seemed to get
e. better and better
6.Her English is improving; it’s getting f. heavier and heavier as I carried it
upstairs
7


+I ask couples to find and match each other in their own team.
+The couple who have the perfect match will score one point for their team.
+I translate the meaning of the words, phrases or clauses each couple matched.
+I correct the answers.
+I sum up: The team having more points will win the game.
Students in 1 go with d, 2 with a, 3 with b, 4 with c, 5 with f, 6 with e
After students understand the meanings of the sentences above, we can ask
them to give the form of Double comparison “ comparative + and +
comparative”
* Note: We can do the same in Exercise 3_Unit 13_Language focus, page 147;
in Exercise 2_Unit 7_Language focus, page 82,83; in Exercise 1_Unit
16_Language focus, page 182.
8.2- Using Games in Post reading or listening stage to summarize the ideas.
Game: Paper planes of numbers
-Aims: To summarize the ideas of the text in Post reading or listening stage.
-Time allowed: 7-9 minutes.
-Material preparation: Teacher should ask students to prepare some papers and
make planes of paper.
-Steps: ( After reading or listening)
+Teacher divides the class into 8 or 10 groups of 5( depending on the number of
students in the class)

+Teacher asks students to copy the numbers in the reading or listening to their
paper planes and then draw the turns to fly ( throw) the planes.
+Teachers gives the instructions that the first group can fly ( throw) their first
plane to any other groups they like. If the plane lands at any group, this group
will open it to read the number in it. This group will give a sentence in the
reading or listening which includes this number. If the group don’t answer or
answer incorrectly, they will have no points and no chance to throw the plane to
others. If they answer correctly, they will have one point and fly the plane to
others. If the plane lands at no groups, it will be thrown again.
+Teacher asks students to take turn to throw their planes until there’s no
numbers left. Then teacher corrects the answers.
-Teacher sums up: The group having the most points will win the game.
* For example: English 12(Basic curriculum) ( page 139,140)
Unit 13: The 22nd SEA Games - Lesson 1: Reading(After you read)
-Aims: To summarize the ideas of the text in Post reading stage.
-Time allowed: 9 minutes.
8


-Material preparation: I ask students to prepare some papers and make planes of
paper.
-Steps: ( After reading)
+I divide the class into 10 groups of 5
+I ask students to copy the numbers ( 22nd; 2003; 11; 32; 444; 158; 90;55;2; 1)
in the Reading to their paper planes and then draw the turns to fly ( throw) the
planes.
+I ask the first group to fly ( throw) their first plane to any other groups they
like. If the plane lands at any group, this group will open it to read the number in
it. This group will give a sentence in the Reading which includes this number.
For example, they receive the plane with the number 1, they must give the

sentence: “ The Men’s Football team won a silver medal” ( line 11, 12
paragraph 2)
If the group don’t answer or answer incorrectly, they will have no points and no
chance to throw the plane to others. If they answer correctly, they will have one
point and fly their own plane to others. If the plane lands at no groups, it will be
thrown again.
+I ask students to take turn to throw their planes until there’s no numbers left.
+I correct the number students take out from the Reading.
-I sum up: The group having more points will win the game.
Group’s answers:
22nd: The 22nd Southeast Asian Games were held in Vietnam.( line 1, para 1)
2003: The 22nd Southeast Asian Games were held in Vietnam from the 5th to 13th
December 2003.( line 1,2- para 1)
11: Athletes from 11 participating countries.( line 1, para 2)
32: Athletes from 11 participating countries competed 32 sports.( line 1, para 2)
444: 444 gold medals were won.(line 2 para2)
158: Vietnam won 158 gold medals.(line 5, para 2)
90: Thailand ranked second with 90 golds.(line 6,7- para 2)
55: Indonesia was third with only 55 golds.(line 7, para 2)
2: Singapore and Vietnam were the two nations which had participants who
were
Presented with the most outstanding athlete title in the Swimming and Shooting
events.(line 8,9,10- para 2)
8.3- Using Games in Pre-writing stage to present the suggestions for ideas or
structures.
Game: Sentence Arranging (like : Jumbled sentence game )
-Aims: To present the suggestions for ideas, grammar, structures in Pre-writing
stage.
-Time allowed: 5 – 7 minutes

9


-Material preparation: Teacher should prepare some pieces of paper or some
extra-boards in the large or small size depending on the content the teacher
needs to suggest for the writing lesson.
-Steps:
+Teacher prepares some sentences he/she needs to suggest and writes down each
jumped word on the pieces of the paper( or extra-boards).
+Teacher divides the class into 2 teams: Team A and Team B.
+Teacher calls students in each team to come to the board( the number of
students the teacher calls depends on the sentences the teacher prepared:
Example, there are 5 jumped sentences, teacher calls 5 students in each team)
+Teacher jumps the words in each sentence. And then gives each student one
jumped sentence.
+Within limited time ( for example, 30 seconds) , these students finish putting
the correct orders of the words in each sentence so that these sentences are
perfect.
+The team having the fast and correct sentences will have 2 points.
+Teacher corrects and sums up: The team having more points will win the game.
(Note: This game can be used to check or revise grammatical structures in
Warm-up stage in Language focus sections )
* For example: English 12(Basic curriculum) ( page 49)
Unit 4: School education system - Lesson 4 - Writing
-Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing
stage( before students do the task 1).
-Time allowed: 6 minutes
-Material preparation: I prepare 5 pieces of paper in the large size.
-Steps:
+I prepare 5 sentences I need to suggest for the Writing lesson about Education

system in Vietnam and write each jumped word on the pieces of the paper and
stick them on the board(as shown).
+I divide the class into 2 teams: Team A and Team B.
+I call 5 students in each team to come to the board.
+I jump the words in each sentence. And then give each student one jumped
sentence.
+Within limited time ( for example, 45 seconds) , these students finish putting
the correct orders of the words in each sentence so that these sentences are
perfect.
+I correct and sum up: The team having the fast and correct sentences will win
the games.
Teams’ answers:
1.The children in Vietnam start going to primary education at the age of 6.
10


2.Compulsory education lasts during 9 years from primary to lower secondary.
3.The academic year in Vietnam lasts during 9 months from Sept to May.
4.A school year in Vietnam is divided into 2 terms.
5.The children in Vietnam finish upper secondary at the age of 17.
Games: Relay
-Aims: To check or practice vocabulary such as verb form or word formations
( nouns, adjectives, adverbs, comparison of adjectives and adverbs…) and
phrasal verbs or adjectives… in Warm-up stage or Language focus lessons.
-Time allowed: 5-7 minutes.
-Material preparation:
+Teacher should prepare the words he/she needs to check or practice such as
adjectives, verbs, prepositions…These words should be written on the 2
different pieces of plastic ( or 2 extra-boards)( so that we can be economical and
use in other classes) and teacher hangs them on the black board. Each piece of

plastic is divided 2 columns( Teacher can ask students to do the task in the other
column )
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B.
+Teacher calls the representatives of 2 teams to come to the board. These
students are asked to stand in 2 rows.
+Teacher gives the instructions that he/she will say a word or phrase in
Vietnamese , and in turn, each student in 2 teams will write the words on the
right column as required.
+After finishing writing words on the column of the piece of plastic, this student
quickly hands the whiteboard marker( or the chalk) over to the next student in
the team and, in turn, finishing all the words given. One point for the correct
answer.
-Teacher corrects and sums up: The team having more points will win the game.
(Note: Teacher can draw the tables of words on the board instead of extraboards)
* For example: English 12(Basic curriculum) ( page 159,160,161)
Unit 14 International Organizations - Lesson 5 -Language focus
-Aims: To check and practice phrasal verbs in Production-stage ( after students
do the exercises) in Language focus lessons.
-Time allowed: 6 minutes.
-Material preparation:
+I draw 2 tables of words on the board. Each table is divided into 2 columns.
The table A, which includes 10 verbs is for team A; the table B, which includes
10 prepositions is for team B
-Steps:
+I divide the class into 2 teams: Team A and Team B.
11


+I call the representatives of 2 teams to come to the board. These students are

asked to stand in 2 rows.
+I give the instructions that I will say a word or phrase in Vietnamese , and in
turn, each student in 2 teams will write the words on the right column as
required.
Team A
Team B
Verbs
Prepositons
Verbs
Prepositons
look
up
put
in
take
over
give
off
go
after
try
back
get
out
turn
on
fill
off
hurry
up

8.5- Using Games in Warm-up stage to present specific language functions or
suggestions for ideas in Speaking lessons.
Question and Answer Game
-Aims: To help some specific language functions or suggestions for ideas in
Warm-up stage in Speaking lessons.
-Time allowed: 8-10 minutes.
-Material preparation: Teacher should prepare a piece of paper in large size( or
an extra-board) then write down the lists of questions on it( Teacher takes these
questions from the very tasks of speaking in the textbook; even teacher should
prepare making his/her own questions to help students).
-Steps:
+Teacher divides the class into 8- 10 groups of 5( depending on the number to
students in the classroom)
+Teacher gives students the list of questions( if this section has its questions).
Teacher asks groups to make the questions from the suggestions( if this section
has no questions but it has its suggestions) then teacher corrects by giving
students his/her own questions.
+Teacher asks groups to prepare the answer and draw the turns.
12


+Teacher gives the instructions that the first group can ask any questions in the
list to any groups they like. The answer must be made within a specified amount
of time (the teacher decides the time according to the class level). If the answer
is correct and given within the time period(for example, time is estimated by
teachers footsteps), the answering group receives a point and this group can take
turn to ask any other groups. If the answer is incorrect or not found within the
time period, this group gets no point and the other groups can take turn to
answer this question. In turns, groups use up the questions in the list.
+Teacher corrects and sums up: The group having the most points will win the

game.
Note: This game can be used to develop reading skill through scanning or
intensive strategies in while-reading stage in Reading lessons.
* For example: English 12(Basic curriculum) ( page 47)
Unit 4 : School education system - Lesson 2 : Speaking
-Aims: To help some specific language functions or suggestions for ideas in
Warm-up stage in speaking lessons.
-Time allowed: 10 minutes.
-Material preparation: I prepare an extra-board then write down the list of 5
pairs of questions on it( I prepared making my own questions, based on the
example on the page 47, to help students).
-Steps:
+I divide the class into 10 groups of 5.
+I ask groups to make the pairs of questions to the information in the table about
the school education system in Vietnam (page 47 ) in groups based on the
example under the table, then I correct by giving students my own questions.
1.-When do the children in Vietnam go to Nursery?
-How long does the Nursery last?
2.-When do the children in Vietnam go to
Kindergarten?
-How long does the Kindergarten last?
3.-When do the children in Vietnam go to Primary
school ?
-How long does the Primary last?
4.-When do the children in Vietnam go to Lower
Secondary?
-How long does the Lower Secondary last?

13

+I ask groups to prepare the answer and draw the turns.
+I give the instructions that the first group can ask any pairs of questions in the
list to any groups they like. The answers must be made within a specified
amount of time (I decide the time according to the class level). If the answers are
correct and given within the time period (for example, 5 footsteps), the
answering group receives a point and this group can take turn to ask any other
groups.
1.When they are 3 years old( They go to Nursery at the age of 3) - 2 years.
2.When they are 4 years old( They go to Kindergarten at the age of 4) - 2 years.
3.When they are 6 years old( They go to Primary school at the age of 6) - 5
years.
4.When they are 11 years old( They go to Lower Secondary at the age of 11) - 4
years.
5.When they are 15 years old( They go to Upper Secondary at the age of 15) – 3
years
If the answers are incorrect or not found within the time period, this group gets
no point and the next group can take turn to answer this pair of questions. In
turns, groups use up the questions in the list.
+I correct and sum up: The group having the most points will win the game.
II- RESULTS
In this method, I realized most students worked harder, expressed more
ideas, became more active and interested in the lessons and especially had more
satisfactory results despite the fact that they are the students of Quang Xuong 4
high school.
After using these new language Games, I have had the following results
of the convey from the 3 classes at the end of the school year 2015-2016.
Class
es

Numb
er
of
stude
nts

Listening
Well
Badly
master master
ed and ed
applied and
applie

Reading
Well
master
ed and
applied

Badly
master
ed
and
applie
14


12A

42

12B

46

12E

45

Total

133

Q %
31 73.
8
34 73.
9
35 77.
7
10 75.
0
1

d
Q
1
1
1

2
1
0
3
3

d
%
Q %
Q
26. 32 76. 1
2
1
0
26. 35 76. 1
1
0
1
22. 36 80. 9
3
0
24. 10 77. 3
9
3
4
0

class
es

Numbe
r
of
studen
ts

Speaking
Well
mastered
and
applied

Badly
mastered
and
applied

Language
Well
mastere
d and
applied

12A

42

Q
32

Q
10

Q
33

12B

46

34

12E

45

36

Total

133

102

%
76.
1
73.
9
80.

0
76.
6

12
9
31

%
23.
9
26.
1
20.
0
23.
4

35
37
10
5

%
78.
5
76.
0
82.
2

79.
0

focus
Badly
mastere
d
and
applied
Q
%
9
21.
5
11 24.
0
8
17.
8
28 21.
0

%
23.
9
24.
0
20.
0
22.

6

Writing
Well
mastered
and
applied

Badly
mastered
and
applied

Q
31

Q
11

33
35
99

%
73.
8
71.
7
77.
7

74.
4

13
10
34

%
26.
2
28.
3
22.
3
25.
6

( * Note: Q : Quantity )
As shown from the table of statistics above, we can see that the qualities
of the subject have changed dramatically in all skills. They are much higher and
better than those of the school year 2013-2014. Up to now, there’s been enough
evidence to affirm that new language Games have resulted in much effect in
teaching English. From my point of view, if we use these new language Games
widely in other classes or grades, I have strong belief that we will also be
successful.

C- RELEVANT LESSONS
To have good results in teaching English, teachers should be
responsible and enthusiastic; enjoy teaching; love students; prepare lessons
carefully; define exact focuses, aims and objectives of lessons; know how to use

suitable methods in certain lessons flexibly in accordance with students’
abilities.
Besides, teachers should usually use new techniques instead of outof-date ones in order for students not to feel bored.
On the other hand, teachers should know how to use and take
advantages of the teaching aids such as projectors, pictures, cards, hand-outs,
15


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.

16


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

methodology, therefore, I would like teachers to contribute your sincere ideas so
that we will have perfect and suitable methods of teaching English in accordance
with the education reform of Ministry of Education and Training.

XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hoá, ngày 14 tháng 05 năm 2016
Tôi xin cam đoan đây là SKKN của tôi viết,
không sao chép của người khác.

Nguyễn Văn Tâm

17


E-REFERENCES
1. How to use language games to teach English - by Andrew Wright, David
Betteridge and Michael Buckby Cambridge University Press, 1984.
2. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
3. Practical handbook of language teaching (David Cross)
4. A course in language teaching - Practical and Theory (Penny Ur), Cambridge
university press
5. Adrian Doff, Teach English - Cambridge University Press - 1997
6. (English language teaching training protect), The Methodology Course
7. English language Teaching Methodology by Ministry of Education and
Training, 2003
8. Jeremy Harmer, How to teach English - Oxford University Press - 2002
9. Teachers book, text book Grade 10 by Ministry of Education and Training,
2007.

10. Hadfield, J (1996). Elementary communication games. Longman: Addison
Wesley Longman Ltd.

18


TABLE OF CONTENTS
Page
A-PREFACE: ………………………………………………………..1
I. REASONS FOR CHOOSING THE THEME: ……………………1
II- AIMS OF THE RESEARCH: ……………………………..……..3
III- OBJECTS OF RESEARCH: ………………………………...…..3
IV-METHODS OF RESEARCH: ………………………………..….3
B- CONTENTS AND RESULTS: ……………………………….….4
I.CONTENTS: ……………………………………………………….7
II- RESULTS: ………………………………………………………14
C- RELEVANT LESSONS: …………………………………….….15
D- CONCLUSION: …………………………………………………16
E- REFERENCES: ………………………………………………….17

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