TECHNIQUES OF USING TRIGGER ON THE MS POWERPOINT 2003 IN DESIGNING GAMES TO TEACH EFFECTIVELY GRADE 11 ENGLISH LESSONS

Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

ACKNOWLEDGEMENTS
First of all, I would like to express my heartfelt 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.
Secondly, I am very grateful to all the teachers of English at Le Viet Tao
Upper Secondary School for offering me useful advice in realizing my ideas.
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 all in all.

Thank you very much!

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

A- PREFACE
I. REASONS FOR CHOOSING THE THEME
1-Theoretical basis:
It’s the common knowledge that the more developed the society becomes,
the stronger demands to widen international relations there are; therefore, it is
indispensable for us to learn one foreign language. For this reason, English has
been regarded as a main subject at school. So, to make learning environment
interesting plays an important role in teaching and studying. How can an English
teacher give students new and interesting lessons which motivate them? Each
lesson not only engraves on students’ memory but also helps them remember
forever and have a deep impression on colours, images, and sounds, which makes
students remember the lesson more easily. There are many methods to present this

idea but the most impressive one is designing Games in lessons, which teachers
have been using skillfully for ages.
However, to meet the factual demand, teachers must turn a lesson in
traditional teaching methods into a lesson in modern ones which are applied with
information technology. This makes a lot of teachers worried and confused. In
fact, most of the teachers have only been able to make their own lessons on the
Microsoft PowerPoint simply or basically but not skillfully since the campaign of
the Minister of the Education and Training for applying information technology to
making lesson plans. Therefore, many teachers have a lot of difficulties because
they either design the contents of simple lessons which now hide, now appear
instead of the blackboard or they plan lessons with exciting sounds of music or
clips of video or activities of games on the Microsoft PowerPoint which attract,
interest and motivate students, which many teachers have been studying; and
especially, English teachers have difficulties in using advanced effects on the
Microsoft PowerPoint, such as techniques of using Trigger or programming
objects…
In order that teachers can design beautiful, interesting and exciting games on the
shown slides which can have a professional interaction between teachers and
students to present teachers’ ideas and attract students’ curiosity, we need to be
patient and prepare carefully and have some advanced techniques, which not all
teachers can do. As a matter of fact, some teachers have some technical mistakes
when they design some games or they make the games so simply that students
argue or become bored …
As a teacher of English, throughout years’ time of teaching English in the
period of general education renovation, I myself have met a lot of difficulties in
applying information technology to the interactive lessons, especially making
games. However, I have ceaselessly been studying by my self, learning from other
colleagues, books, Internet passionately to raise my standard. As a result, I have
become skillful to have interesting lessons with beautiful and professional games
my students and colleagues have appreciated highly so far. And, I would like to

share my experiences in designing lessons on the Microsoft PowerPoint, especially
difficulties in making games to teach English effectively.
It is the reasons above that have been urging me to choose the theme:
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

“Techniques of using Trigger on the MS PowerPoint 2003 in designing Games
to teach effectively Grade 11 English lessons” for my own Seminar on
methodology without cease. This methodology seminar, which is related to
applying the Games: “Lucky numbers” and “Noughts and Crosses” to English
textbook interactively, mentions the contents, the ways to design and carry out the
games, especially, games designed on the MS PowerPoint and some examples
applied to 11 Grade English lessons. .
2. Practical basis
a- Achievements
Thanhhoa Education and Training Department has focused on teaching and
learning English for recent years. We have carried out the 29 th instruction on
“Applying and developing information technology in education and training will
basically change the renovation of the contents, curriculums, methods in teaching,
learning and administrating education”. Especially, in the school year 2008-2009,
we performed the 55th instruction 2008/CT-BGDDT on 30th September, 2008 on

reinforcing teaching, training and applying information technology in education
branch between 2008 and 2012 with the topic: “Strongly apply information
technology, renew financial management and establish friendly schools, active
students”. We have also organized many English advanced exams for teachers and

students. 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. Others 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.
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School

Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

On the other hand, when teaching, teachers haven’t made full use of the students’
activities and creativeness so the lessons are usually boring.
Most teachers have a sense of the importance and benefit of applying
information technology to design plans as well as inserting games into English
lessons, which need a lot of pictures, sounds and video clips to illustrate the
language used. However, many teachers have hesitated to use their PowerPoint
lesson plans so far because they think it takes them a lot of time to prepare. To
design a meticulous lesson with wonderful illustrations on slides in each lesson is
the only thing most of the teachers avoid or don’t want to think of. Some teachers
prepare their lessons well but there are no projectors to show. Others are afraid that
students are absorbed in playing games without taking notes so they don’t get any
knowledge and make noise. This prevents teachers from designing games for
English lessons on PowerPoint. In addition, some teachers know little about
information technology and Internet. Besides, most important, teachers agree they
usually meet difficulties in designing interactive games. They don’t know how to
do and who to ask.
e- For students
Since education reform, students have loved learning English but mainly
advanced students. And weak students who slowly understand the lessons 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, 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 survey on the quality of English between 3 classes: 11B, 11D and
11E at the beginning of the first term in school year 2016-2017.

Listening
Well
Number
mastered
classes
of
and
students
applied
Q
%
11B
40
17 42.
5
11D
38
20 52.
6
11E
43
20 46.
Number
Speaking 5
of
Total
121
57
Well
Badly47.

1
classes students mastered mastered
and
and
applied
applied
Q
%
Q
%
11B
40
1 37. 25 62.
5
5
5
11D
38
1 50. 19 50.
9
0
0
11E
43
18 41. 25 58.1
9
Total
121
5 42. 59 48.7
2

9

Reading

Badly
Well
mastered
mastered
and
and
applied
applied
Q
%
Q
%
23 57. 19 47.
5
5
18 47. 20 52.
4
6
23 53. 20 46.
5
Language
focus 5
64Well52.8 59
Badly48.7
mastered mastered
and

and
applied
applied
Q
%
Q
%
18 45. 22 55.
0
0
22 57. 16 42.
9
1
20 46. 2 53.
5
3
5
60 49. 61 50.
5
4

Badly
mastered
and
applied
Q
%
21 52.5
18

47.4

2 53.5
3 writing
62
Well51.2
Badly
mastered
mastered
and
and
applied
applied
Q
%
Q
%
17 42. 23 57.5
5
19 50. 19 50.0
0
18 41. 25 58.1
9
54 44. 67 55.3
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School

Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

(* Note: Q : Quantity )
From the tables of the statistics above, we can see that the rates of the
students who didn’t master the knowledge and those who applied all the skills
weakly are rather high. It has shown that students didn’t master the methods of
learning English and they weren’t hard-working, active and creative in applying
the knowledge the teacher guided them to communicate.
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, exactly “Lucky numbers” and “Noughts and Crosses” on the MS
Power Point 2003, which are considered to be the new teaching techniques in
place of the old one (students played games on black board) 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? 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. They can be used to give practice in all language skills and be used
to practice many types of communication. They can willingly apply the knowledge
the teacher expects, which has worried them for ages.
Throughout years’ time of teaching English for different students, especially
students of the Old Semi-state school where there are much more weak students
than advanced ones, I would like to present some “Techniques of using Trigger

on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11
English lessons”. 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
interesting methods in the period of education socialization our Party and State
laid down.
III- OBJECTS OF THE RESEARCH
-Teachers at between junior and senior high schools
-Undergraduates.
-Advanced students.
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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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

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. Some notes for Games organization
When organizing Games, teachers should pay attention to the following problems:

 Classroom noise: There are 40 – 45 students in each class so when teachers
organize games unskillfully and students compete with each other, they will make
a lot of noise and disturb other classes, and students’ answers are unclear.
Therefore, teachers should control the class well to avoid chaos.
 Some students’ inactiveness: Due to activities in groups, students who are lazy
and weak do not want to take part in the games. So, teachers should go around,
observe and encourage them to work.
 Time waste: In some cases, students can’t give the answers, teachers should help
students or correct the questions professionally. If the time for the games is too
long, it will delay other activities.
3. Some salient features of Games designing on MS Power Point
In the restriction of the theme, I would like not to discuss the uses of the
games in English lessons any more but I am eager to express my experiences of
how to design some popular games on MS PowerPoint to teach English at high
schools. In comparison with the effects of other soft wares, Power Point has
outstanding with its form and technology application to make lesson plans.
Second, when designing games on PowerPoint, most of us use techniques of
“Trigger” and “Visual basic” supported by PowerPoint. Therefore, only MS Office
in our computer is alright. Third, newness “interaction depending on the objects”
is one of the effects on PowerPoint. This is not a new issue but it is strange for
teaching. Fourth, the experience I would like to share is the topic many teachers
who is unskilled can consider and use it to motivate students to learn English more
effectively, especially weak students. Following is two popular games I am
looking forward to presenting. They were carried out successfully and effectively
in Grade 11 English lessons.

 LUCKY NUMBERS
I.1- Ways of conducting the game
1.1. Name of the game: “Lucky numbers”
(Teachers can conduct similarly for other names, such as “Lucky stars”, “Lucky

flowers”, “Lucky pictures”, “Lucky animals”, “Lucky singers”....)
2.1. Contents of the game
All tasks in the text book as WH questions, sentence making....
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

3.1. Ways of organizing groups
Teachers can divide the class into 2, 3, 4 groups (it depends on the number of
students). Each group appoints a leader who can choose the numbers (stars,
pictures...) and ask other students to discuss and give the answers.
4.1. Rules of the game
Teachers can give more 2 or 3 lucky numbers (stars, pictures...). Each group
can choose one time in turns, time allowance can be 10 or 20 seconds. If the time
is over, this group can’t have the answers, or give incorrect answers, the other can
answer the question. They choose the numbers (stars, pictures...) in turns. Each
correct answer is one point. If the group opens the lucky numbers (stars,
pictures...), they have one point without having to answer the question.
5.1. Ending of the game
When they finish answering the question, the group having the most (more) points
without making mistakes will win the game.
6.1. Steps of design the game
6.1.a. Designing common “Lucky numbers”(“Lucky stars”…) game
The teacher writes numbers, colours… and “lucky numbers” (lucky colours…) on
the extra-board or pieces of papers and asks the leaders of the groups to choose
them. Groups must do the requests as prepared on each numbers, colours they get
to have scores. If they choose the “Lucky numbers” (“colours”…), they will still
have scores without doing the requirements

6.1.b. Designing “Lucky numbers”(“Lucky stars”, “Lucky pictures”…) game
on the MS Power Point 2003.
Teachers should carry out the game “Lucky numbers” as the following steps:

(Picture 1)
First, notice that whatever forms we design, we should programme skillfully
so that students choose any boxes, they will disappear or have a symbol after
chosen, which lets students know that box has been chosen in order to avoid
mistakes and arguments. In fact, this happened to some teachers who are
unfamiliar with Trigger. Therefore, to do as the Picture 1, I carry out designing as
follows: For example, in the Picture 1, I have 3 questions and 5 numbers (2 lucky
numbers). The game can be designed on the same slide or slides hyperlinked (I use
hyperlinked slides. This means 3 slides contain 3 questions and answers, 2 slides
are lucky numbers and 1 slide is the master slide. When students choose the
different numbers, hyperlink will run to slides which contain questions or “lucky”
of those numbers), then teacher returns to the master slide so that students can
continue choosing the numbers. Concretely:
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

+Step1: Designing the master slide: Create boxes or any forms which we can
insert numbers

Click here
Picture 2

Picture 3

* Open MS Power Point 2003, from Power Point, open Slide Show, choose Action
Buttons and then click the square as the arrow in the Picture 2. We can draw the
squares as we like and then there is a hyperlink table Action Settings (Picture 3). We
can link to any slides containing questions or “lucky numbers” by choosing
Hyperlink to  slide… look for the slides containing questions or “lucky
numbers” OK. After drawing and linking the boxes, we number them. Click the
right mouse into boxes, choose Add Text and write numbers on them. Do it in turns
from number 1 to 5.
* Design the symbols  so that students can
recognize that the boxes have been chosen.
Open Drawing, choose AutoShapes  Basic
Shapes  click . From Drawing, fill  with
colours. Next, put 5  onto 5 numbers. Now
Picture
give effects
to  4
as follows:

For instance, we creat effect to  in the box number 1 (as Picture 4). Click the left
mouse into the symbol , choose Slide Show  Custom Animation  Add Effect 
Entrance  Penwheel  OK.(as Picture 5). At the effect of , which we have been
made, click as direction and choose Timing (Picture 6)
Click here

Picture 6
Picture 5
Click here

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

* From Timing, click Trigger. Choose Start
effect on click of. And then look for the
address we need to link. For example, we are
programming the symbol  of the box
number 1, we will choose
Picture“1”(
7 The symbol 
of the box number X, we will choose “X”)
We do the same for other boxes.

Click here
Picture 8

* At the master slide, we should
programme a button to press it when
students choose all the numbers. This
button will link into any slides having
the contents we are going to present.
The symbol can be taken from: Slide
Show  Action Buttons. We can do it
as follows (Picture 8):
After drawing the button, click the
right mouse to it and choose Action
Settings  Hyperlink to  Slide…
look for the slide we need to link to

 OK.
When presenting, just press this
button, it will link to the slide we
want.

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

+Step 2: Designing other slides: (slides
Picture 9
containing questions and lucky numbers)
which are linked to the master slide.
Notes: Each question together with their
answers and lucky numbers are designed
separately. For example, Picture 9 is a
slide “Lucky number”. We can do it as
follows:
Click the left mouse to the master in the
list of slides on the left of the screen,
press Enter to create other new blank Click the left mouse
slides (as Picture 10) (they depend on
how many boxes the game has). In the
blank slides, we can make some slides
with questions and “lucky numbers”. We
programme these slides in the same ways
as that in the master slide (Picture 2 and
3)

Picture 10
Picture 12

Click here
Picture 11

For instance, when we create some new slides (as Slide 4, picture 11),
choose Slide Show, select Action Buttons and then click the button “reverse” as the
arrow in the Picture 11. And there is a table Action Settings (Picture 12). We can
link it to the master slide by choosing Hyperlink to  slide… look for the
number of the master slide OK.
Therefore, when showing, if we want to return to the master slide so that
students can choose the numbers, just press the button
we have programmed.
Notice that slides containing questions must be given effects in order that
the questions will appear before their answers in the next click. Avoid the case that
questions and their answers appear at the same time. We can make other new
slides in the same ways as above.
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

I. 2. Applying the game “Lucky numbers” to teaching some parts in 11 Grade
English lessons (Basic curriculum)
- Aims: To practice vocabulary, grammatical structures, especially to solve the
questions in Tasks of Reading; Speaking; Listening; Writing; Language focus and Test
yourself.

- Time: 7-10 minutes (it depends on the questions)
- Teaching aids: Chalks, black board, extra-board, hard covers, or Power Point
- Steps:
+ First, teacher should let students comprehend and answer the questions smoothly
in pairs. And then, teacher divides the class into 2 teams and starts the games so as
to check students’ asking and answering.
+ Teacher gives the rules of the game: Each team can choose and answer the
questions in turns. After 10 seconds, the team having the correct answer will score
1 point; those who can’t answer the questions or have incorrect answer will have
no points and the other will give the answer. The team choosing the “Lucky
number” will have 1 point without giving the answer.
+ Teacher gives the numbers, controls the activity and asks 2 teams to select the
numbers. And the leaders give the answers.
+ Teacher corrects the answers and decides on the scores.
+ Teacher consolidates: The team having more scores will win the game.
* For example: English 11 (Basic curriculum) ( page 68)
(The lesson for the examination of the best provincial level teachers)
Unit 6: Competitions - Lesson 2: Reading (2) (Task 2)
- Aims: Choosing the best answer to the questions in order to solve 6 questions in
the Task 2 quickly and effectively.
- Time: 10 minutes.
- Teaching aids: Power Point (6 numbers for questions and 2 for “Lucky”)
- Steps:
+ First, teacher should let students comprehend and answer the questions smoothly
in pairs. And then, teacher divides the class into 2 teams and starts the games so as
to check students’ asking and answering.
+ Teacher gives the rules of the game: Each team can choose and answer the
questions in turns. After 10 seconds, the team having the correct answer will score
1 point; those who can’t answer the questions or have incorrect answer will have
no points and the other will give the answer. The team choosing the “Lucky

number” will have 1 point without giving the answer.
+ Teacher gives the numbers, controls the activity and asks 2 teams to select the
numbers. And the leaders give the answers.
+ Teacher corrects the answers and decides on the scores.
+ Teacher consolidates: The team having more scores will win the game.

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

Picture
Picture
13a
13
+ Teacher gives the numbers and asks 2 teams to select them (Picture 13). Then
teams asked their members to give the answers. For example, students choose
number 1, press 1, we will have Picture 13a. First, click the mouse for the
questions. After 10 seconds, students will have their answers. Second, click the
mouse again for the answer keys. Teacher decides on the scores and press the
button
to return to the master slide so that students can choose the other
Picture
numbers.
13b

Picture
13c
For example, students choose number 2, press 2, we will have Picture 13b, a

“Lucky number”. Students don’t have to answer the questions but they get one
point. Then press the button
to return to the master slide so that students can
choose the other numbers.

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

(Picture14)
We can do other numbers similarly. When students have chosen numbers, numbers
boxes will be marked with cross symbols automatically. The Picture 14 is when
students choose up the numbers.
+ Teacher corrects students’ answers and decides on the scores. The team having
the more scores will win the game.
+ Press the button
to link to other slides of the lesson.

 We can do it similarly in the Task 3 – Unit 1: Reading, page 15; Task 3 –
Unit 2: Reading, page 24; Task 3 – Unit 3: Writing, page 38; Task 3 – Unit 4:
Reading, page 48; Reading – Test yourself A – page 44; Task 2 – Unit 4:
Listening, page 51; Task 2 – Unit 6: Reading, page 68; Task 2 – Unit 6:
Listening, page 71; Task 2 – Unit 7: Reading, page 82; Task 2 – Unit 7:
Listening, page 85; Task 2 – Unit 8: Listening, page 96; Task 2 – Unit 9:
Reading, page 102; Task 2 – Unit 9: Listening, page 106; Reading – Test
yourself C – page 112; Task 3 – Unit 10: Reading, page 117; Task 2 – Unit 10:
Listening, page 119; Reading – Test yourself D – page 134; Task 3 – Unit 12:
Reading, page 138; Task 2 – Unit 12: Listening, page 142; Task 2 – Unit 16:

Reading, page 180; Task 3 – Unit 16: Speaking, page 181 and Exercises in
Language focus lessons.

 NOUGHTS AND CROSSES
I.1- Ways of conducting the game
1.1. Name of the game: “Noughts and Crosses”
2.1. Contents of the game
All tasks in the text book as WH questions, sentence making....
3.1. Ways of organizing groups
Teachers can divide the class into 2 groups. Each group appoints a leader who can
choose the numbers and ask the members to discuss and give the answers.
4.1. Rules of the game
Teachers can give more 2 or 3 lucky numbers. Each group can choose one time in
turns, time allowance can be 10 or 20 seconds. If the time is over, this group can’t
have the answers, or give incorrect answers, the other can answer the question.
They choose the numbers in turns until there are no numbers left. Both groups
must think carefully in order to choose three successive numbers. The group
having 3 successive numbers will win the game. The group not having 3
successive numbers will only get one point for one correct answer. The group
choosing “Lucky number” will have one point without having to answer the
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

question. Each correct answer is one point. If the group opens the lucky numbers
(stars, pictures...), they have one point without having to answer the question.
5.1. Ending of the game
The group having 3 successive numbers will win the game or when they finish

answering the question, the group having more points without making mistakes
will win the game.
6.1. Steps of design the game
6.1.a. Designing common “Noughts and Crosses” game
The teacher writes numbers and “lucky numbers” on the extra-board or pieces of
papers and asks the leaders of the groups to choose them. Groups must do the
requests as prepared on each numbers they get to have scores. If they choose the
“Lucky numbers”, they will still have scores without doing the requirements
6.1.b. Designing “Noughts and Crosses” game on the MS Power Point 2003.
Teachers should carry out designing the game “Noughts and Crosses” mainly the
same as doing “Lucky numbers” as the following steps:
+Step1: Designing the master
slide: Create boxes or any forms
which we can insert numbers
(Picture 15)
(Picture15)
* Open MS Power Point 2003, from Power Point, open Slide Show, choose Action
Buttons and click the square as the arrow in the Picture 16. We can draw the
squares as we like and then there is a hyperlink table Action Settings (Picture17).
We can link to any slides containing questions or “lucky numbers” by choosing
Hyperlink to  slide.. look for the slides containing questions or “lucky
numbers” OK. After drawing and linking the boxes, we number them. Click the
right mouse into boxes, choose Add Text and write numbers on them. Do it in turns
from number 1 to 9.

Picture 16 Click here

Picture 17

* Design the symbols  and  so that

Picture 18
students can recognize that the boxes
have been chosen and they can modify
For instance, we creat effect to 
the two groups’ scores ( is for Group A
and  in the box number 1 (as
and  is for Group B).
Picture 18).
Open Drawing, choose AutoShapes 
+ Click the left mouse into the
Basic Shapes  click  and . From
symbol , choose Slide Show 
Drawing, fill  and  with colours. Next,
Page14
put 9  andLª9§×nh
 onto
9 numbers.
Now
X«_The
Teacher of
English at Le Viet Tao High School
give effects to  and  as follows:


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

Custom Animation  Add Effect  Entrance  Penwheel  OK.(as Picture 19). At
the effect of , which we have been made, click as direction and choose Timing

(Picture 20)

Click here

Picture 19

Picture 20
Click here

From Timing, click Trigger. Choose
Start effect on click of. And then look for
the address we need to link. For example,
we are programming the symbol  for
Clickchoose
here “B” OK
group B, we will
(Picture 21). We do the same for other 
symbols.

Picture 21
Picture 21

+ Click the left mouse into the symbol  and move it to the symbol . We create
effect to  similarly to  above.
* At the master slide, we should programme a button to press it when students
choose all the numbers. This button will link to any slides having the contents we
are going to present. The symbol can be taken from: Slide Show  Action Buttons.
We can do it as follows (Picture 22):
After drawing the button, click the right mouse into it and choose Action Settings
 Hyperlink to  Slide… look for the slide we need to link to  OK. When
presenting, just press this button, it will link to the slide we want.

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

Picture 22
+Step 2: Designing other slides:
We can design other slides of
“Noughts and Crosses” the same as
the ones of “Lucky numbers”,
presented above (On the page 9 and
10)
Click right mouse here

I. 2. Applying the game “Lucky numbers” to teaching some parts in 11 Grade
English lessons (Basic curriculum)
- Aims: This is noughts and crosses game most students can play. Therefore, using
this game will help weak students have chances to choose the numbers and
concentrate interestingly on learning English, especially, practicing vocabulary,
grammatical structures and solving questions in Tasks of Reading; Speaking;
Listening; Writing; Language focus and Test your self. (It is suitable for the tasks
containing 6 or more questions)
- Time: 10 - 15 minutes (it depends on the questions)
- Teaching aids: Chalks, black board, extra-board, hard covers, or Power Point
- Steps:
+ First, teacher should let students comprehend and answer the questions smoothly
in pairs. And then, teacher divides the class into 2 teams (Team A and Team B) and
gives them a symbol ( for A, and  for B) and starts the games so as to check
students’ asking and answering.

+ Teacher gives the rules of the game: Each team can choose and answer the
questions in turns. After 10 seconds, the team having the correct answer will score
1 point; those who can’t answer the questions or have incorrect answer will have
no points and the other will give the answer. The team choosing the “Lucky
number” will have 1 point without giving the answer (There might be no lucky
numbers. It depends on the questions of the task. However, there must be at least 9
numbers). The group having 3 successive numbers will win the game. The group
not having 3 successive numbers will only get one point for one correct answer.
+ Teacher gives the numbers, controls the activity and asks 2 teams to select the
numbers. And the leaders give the answers.
+ Teacher corrects the answers and decides on the scores.
+ Teacher consolidates: The team having 3 successive numbers or more scores will
win the game.
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

* For example: English 11 (Basic curriculum) ( page 21)
Unit 1: Friendship - Lesson 5: Language focus (Exercise 2)
- Aims: Rewriting 8 sentences in the exercise 2 with the given words so that they
stay the same meanings to practice grammar: Infinitive without TO after some
verbs.
- Time: 13 minutes.
- Teaching aids: Power Point (8 numbers for questions and 1 number for “Lucky”)
- Steps:
+ First, teacher should let students comprehend and rewrite sentences smoothly in
pairs. And then, teacher divides the class into 2 teams (Team A and Team B) and
gives them a symbol ( for A, and  for B) and starts the games so as to check

what students have done.
+ Teacher gives the rules of the game: Each team can choose and answer the
questions in turns. After 10 seconds, the team having the correct answer will score
1 point; those who can’t answer the questions or have incorrect answer will have
no points and the other will give the answer. The team choosing the “Lucky
number” will have 1 point without giving the answer (There might be no lucky
numbers. It depends on the questions of the task. However, there must be at least 9
numbers). The group having 3 successive numbers will win the game. The group
not having 3 successive numbers will only get one point for one correct answer.
+ Teacher gives the rules of the game: Each team can choose and answer the
questions in turns. After 10 seconds, the team having the correct answer will score
1 point; those who can’t answer the questions or have incorrect answer will have
no points and the other will give the answer. The team choosing the “Lucky
number” will have 1 point without giving the answer.
+ Teacher gives the numbers, controls the activity and asks 2 teams to select the
numbers. And the leaders give the answers.
+ Teacher corrects the answers and decides on the scores.
+ Teacher consolidates: The team having 3 successive numbers or more scores will
Picture 23
Picture 23a
win the game.

+ Teacher gives the numbers and asks 2 teams to select them (Picture 23). Then
teams asked their members to give the answers. For example, students choose
number 2, press 2, we will have Picture 23a, a “Lucky number”. Students don’t
have to answer the questions but they get one point. Then, press the button
to
return to the master slide so that students can choose the other numbers. At thee
master slide, one important thing to do is press A or B so that  or  will appear.
For instance, team A has chosen number 4, we will press A at the master slide in

order that  will appear and vice versa.
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

Picture 23b
For example, students choose number 9, press 9, we will have Picture 23b, a
number for a question. First, click the mouse for the questions. After 10 seconds,
students will have their answers. Second, click the mouse again for the answer
keys. Teacher decides on the scores and press the button
to return to the
master slide so that students can choose the other numbers. At thee master slide,
one important thing to do is press A or B so that  or  will appear. For instance,
team B has chosen number 9, we will press B at the master slide in order that 
will appear and vice versa. We can do the same for other numbers.

Picture 24

+ When students have chosen a number,
Picture 25
teacher should press A or B so that  or 
will appear. Picture 24 is the one that
students have chosen up all the numbers.
Team B has 5 points so they are winners.
Picture 25 is the one that students haven’t
finished the numbers yet but team B is
still the winner because they have 3
uccessive numbers

+ Press the button
to link to other slides of the lesson.
+ Teacher corrects students’ answers and decides on the scores. The team having
the more scores will win the game.

 We can do it similarly in the Task 2 – Unit 3: Reading, page 34; Task 2 –
Unit 3: Listening, page 37; Task 3 – Unit 6: Speaking, page 70; Task 3 – Unit 8:
Reading, page 92; Task 2 – Unit 13: Reading, page 148; Task 2 – Unit 15:
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

Reading, page 168; Task 2 – Unit 15: Listening, page 173 and Exercises in
Language focus lessons.
II- RESULTS
Since I applied these methods to teaching English at the beginning of the
school year 2016-2017, I have realized most students have worked harder,
expressed more ideas, become more active and got more interested in the lessons.
In the lessons designed with these games, I have been keen on teaching English;
students have had chances for both learning and relaxing, therefore, most of them
have effectively taken part in the activities of the lessons. I can see almost students
have understood the lessons and had ability of practicing teacher’s requests. In
group activities, students have felt more self confident and they can help each
other and especially had more satisfactory results despite the fact that they are the
students of Le Viet Tao, the Old Semi-State School.
After using the techniques of 2 games, I had the results of the survey from
the 3 class: 11B, 11D and 11E at the end of the school year 2016 - 2017:
Listening

Reading
Badly
Well
Badly
Language
focus
Writing
mastered
mastered mastered

Well
Number Number
Speaking
mastered
classes
of
of
Well
Badly
and
students
students
mastered
mastered
classes
Applied
and
and
Q
%

applied
applied
11B
40
30 75.
Q
%
Q
%
0
11A
40
3 77.
9
22.
11D
38
30 80.0
1
5
5
11E
43
34 79.
11D
38
3 80.0 8 20.0
0
0
Total

121
94 77.6
11E
43
3 74. 11 25.
2
4
6
Total
121
9 76.8 28 23.
3
1

Well
and
mastered
applied
and
Q
%
applied
10 25.
Q
%
0
32 80.0
8 20.0
9 21.0
33 86.8

27
34
99

Badly
and
mastered
applied
and
Q
%
applied
31 77.
Q
%
5
8 20.0
31 81.5
33 76.7
5 13.
2
95 78.5
9 21.0

22.
79.
3
0
81.8 22 18.1

Well
Badly
and
mastered
mastered
applied
and
and
Q
%
Applied
applied
9 22.5
Q
%
Q
%
30 75. 10 25.0
7 18.5
0
10 23.3
29 76.
9
23.7
3
26 21.4
32 74. 11 25.6
4
91 75. 30 24.7
2

(* 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 at the beginning of the school year 2016-2017. Especially, there
were the 6 best students in the exam for the Best Students in this early May. Up to
now, there’s been enough evidence to affirm that some games on The MS
PowerPoint 3003 have resulted in much effect in teaching Grade 11 English
lessons. From my point of view, if we use these Games on Power Point 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 out-of-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, real
things…to motivate students to learn and help them to practice their listening,
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Lª §×nh X«_The Teacher of English at Le Viet Tao High School


Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

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
I have owed the ideas of the “Techniques of using Trigger on the MS
PowerPoint 2003 in designing Games to teach effectively Grade 11 English
lessons” that 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. By way of conclusion, 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 languages. The final purpose of every English teacher
is to help students to be good listeners, speakers, readers, and writers in any
languages. From the satisfactory results mentioned above, I have been encouraged
to express my ideas bravely. This methodology is about how to stimulate students
to learn Grade 11 English lessons actively, positively and effectively through two
language Games “Lucky numbers” and “Noughts and Crosses”. Personally, I
have wondered if it is regarded as a 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.
Thank you very much!
LEADER’S CONFIRMATIONS
(Xác nhận của lãnh đạo nhà trường)

Thanh Hoa, May, 15th 2017
I strongly ensure this is my own work
Writer

Lê Đình Xô

Comments of The Scientific Council at Leviettao high school
(Ý kiến nhận xét của Hội đồng khoa học trường THPT Lê Viết Tạo)

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Methodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”

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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 11 by Ministry of Education and Training,
2007.

10. Hadfield, J (1996). Elementary communication games. Longman: Addison
Wesley Longman Ltd.
11. MS Power Point XP by Ha Noi University of general technology
12. Techniques of using Trigger for Games on Power Point 2003 by Ross
McBride - Career Teacher, Administrator, Coach Link to Professional Teaching
Page English Classes in Washington DC F-1 Visa, AM and PM Classes (Internet,
2010)

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Lª §×nh X«_The Teacher of English at Le Viet Tao High School