Using language game to improve speaking skills for grade 10 students at nong cong 3 hingh school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NONG CONG No3 UPPER – SECONDARY SCHOOL

EXPERIENCE INITIATIVE

USING LANGUAGE GAMES TO IMPROVE SPEAKING
SKILLS FOR GRADE 10 STUDENTS AT NONG CONG 3
HIGH SCHOOL

The writer: Tran Thi Thu Hien
Position:
English teacher
Experience: English

THANH HOA, 2017

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APPENDIX
TABLE OF CONTENTS
PART I: INTRODUCTION
I. Reasons for choosing the reseach
II. Aims of the reseach
III. Scopes of the reseach
IV. Reseaching methods
PART II: DEVELOPMENT
I. Theoretical background
II. Practical background
III. Solutions

3.1 Some suggested language games in teaching speaking
3.1.1 Warm- up
3.1.1.1 Mapped dialogue
3.1.1.2 Sorting, arranging game
3.1.1.3 Cross- words
3.1.2 Pre- speaking stage
3.1.2.1 Brainstorm
3.1.2.2 Matching
3.1.2.3 Net works
3.1.2.4 Role play
3.1.2.5 Labeling game
3.1.3 While- speaking stage
3.1.3.1 Noughts and crosses
3.1.3.2 Chain story
3.1.3.3 Interviewing
3.1.3.4 Challenging game
3.1.4 Post- speaking stage
3.1.4.1 Rearrange
3.1.4.2 Picture drill
3.1.4.3 Story telling
3.1.4.4 Searching game
3.1.4.5 Guessing games
IV. THE RESULTS OF THE RESEACH
PART III. CONCLUSION AND SUGGESTIONS.
1. Conclusion
a. Results of the research.
b. Experienced lessons.
2. Suggestions:

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PART I. INTRODUCTION
I. REASONS FOR CHOOSING THE RESEACH
Nowadays, the trend of international integration of the country, language is
an important issue, being in all sectors, all professions and all areas of interest.
As an international language is widely available in most countries around the
world, English plays an indispensable role in communication and research in all
fields. Therefore, the teaching and learning of foreign languages, especially
English, nowadays becoming increasingly urgent and is a compulsory subject in
the curriculum at all educational levels of our country.
In the four skills of learning English, Lightbrown M.P,(1990) defines that
speaking is a language skills that developed in child life, which is produced by
listening skill, and at that period speaking skills are learned [1].
Speaking is crucial and decides our idea to how convey to have best
communicative purpose. In teaching and learning English, speaking has
necessary and important position. Speaking helps learners to read better, to listen
more effectively and write more accurately. Speaking is surely the most effective
means of communication. (Ur, 1996)[2]
It is widely accepted that one of the main purposes of studying English is to
use it for communication. Being able to speak English is an important criterion

to assess a learner of English. However, it is not easy to master speaking skills,
there are many problems in learning speaking skills such as: the limited
opportunities for students to speak in class; teachers have not used many
speaking activities for students to participate in speaking; the lack of variation of
teaching techniques used by the teacher in class; teacher found it difficult to
control the class. In reality, visual aids, use songs, use group work and pair work
ect… has been applied in speaking lessons. However they have not brought as
much efficiency as expected. Therefore, using games in teaching speaking skills
is an important role in modern English than ever before. In language teaching,
applying language games is an important factor creating more opportunities and
interest to encourage students to speak.
For the above reasons, I decided to carry out a research on the title “using
language games to improve speaking skills for grade 10 students at Nong Cong
III High school” with the hope that it will be of some help to improve students in
leaning English speaking skills. I hope this research will be effective for students
in learning English speaking skills.
II. AIMS OF THE RESEARCH
On the basis of surveying students’ ability of speaking English at Nong
Cong III High School, I have given feasible solutions including innovating
methods of teaching speaking skill and ways of evaluating students’
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communicating comprehension with the aim of helping them get communicative
target of learning a language.
III. SCOPES OF THE RESEACH
Games are often used in language teaching. However, this thesis only focus
on the games to develop speaking skills. Especially to improve speaking skills
of the grade 10 students at Nong Cong III High School, the researcher intends to
investigate the current situation of teaching and learning speaking skill, then

apply some language games in teaching speaking skills in grade 10 at Nong
Cong III High School, finally to make some suggestion for improving speaking
skills for students through using language games activities.
IV. RESEACHING METHODS
In order to realize the above aims of the study, qualitative and quantitative
methods are mainly used. The data collected for the study come from three
sources: The questionnaires bring me the overview of both English speaking
teaching and learning by teachers of English and students at Nong Cong III High
School; the classroom observation, we can see what the participants do in
comparison with theoretical base of the study and an interview of teachers are
going to be used to collect information and evidence for the study.
In addition, synthesis material of speaking and giving some suggestions for
students to improve English speaking skills through language games activities.
PART II: DEVELOPMENT
I.Theoretical background
In line with Kim, Leesu. (1995) also believe that through playing games,
students can learn English as the way the children learn and say their mother
language without being aware they are studying [3]; thus without stress, the
students can learn a lot in learning the target language.Green,S.(1984) write that
games can help the teacher to create contexts in which the language is useful and
meaningful[4].
After a long time teaching at Nong Cong III high school, I can completely
affirm that using games in speaking lesson is perfectly effective because games
can greatly enrich the learning and teaching process.
II. Practical background
I have carried out the survey of real situations of teaching and learning the
part- pronuonciation, intonation and rhythm in language focus classes skill in
class 10B2 and 10B5 (the school year: 2016- 1017) and I have got the following
result:
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Class

Before applying innovative techniques
(According to the figures at the beginning of
the school- year 2016 – 2017)
Excellent

Good

Fair

Poor

10B2

0%

5%

25%

70%

10B5

0%

8%

27%

65%

From the above survey, it points out that teaching and learning
pronouciation, intonation, rhythm in laguage focus classes at Nong Cong III
High School are ineffective and rather limited. Students are not fond of learning
how to pronouce. They can not be able to communicate in English. They are
still passive learners in speaking lessons. Therefore, it is extremely necessary to
modernize the methods of teaching language focus classes, especially innovative
pronuonciation techniques need applying well and flexibly, at the same time use
various forms of testing which motivate students to become better listeners.
III. Solutions
3.1 Some suggested games used in teaching speaking[5,6]
3.1.1 Warm – up
A warm up activity is often a short and fun game which the teacher can use
with his students. The purpose of warms up is to prepare them to learn by
stimulating their minds. Warm ups should last about five minutes.
3.1.1.1 Mapped dialogue
Unit 2: School talk
Type of games: Mapped dialogue
Classroom management: Pair works
Teaching aid: handouts
Time: 5- 7 minutes
Procedure:
Teachers give a situation and write a short conversation on the board
(teachers can use a sub- board or a PowerPoint presentation)
Situation: Suppose that meet a friend at the supermarket, you are very busy.
How will you say to spend and end the conversation?

Give a short conversation:
A ………….. (1)

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B. Hi, Lan, How are you?
A. I’m fine. Thanks. And you?
B. I’m fine. Let’s go somewhere for a drink
A. Sorry…………… (2)
B. Oh yes. Bye
A. Bye. See you later.
Ask students to work in pairs
Each pair has to make a conversation based on the information on the board
After 2 to 3 minutes, call some pairs to practice about conversation
Possible dialogue:
A.
Hello, Hong
B.
Hi, Lan, How are you?
A.
I’m fine. Thanks. And you?
B.
I’m fine. Let’s go somewhere for drink
A.
Sorry. I’m busy. I must go out with my mother now.
B.
Oh yes. Bye
A.
Bye. See you later.

3.1.1.2 Sorting, arranging game
Unit 13: Films and cinema
Type of game: Sorting, arranging game
Classroom management: Pair
works
Teaching aids: film posters and handouts Time: 5-7 minutes
Procedure:
The teacher asks students to work in pairs. Teacher sticks the following
posters on the blackboard or alternatively print these posters and distribute them
to students
Teacher then gives the handout to the pairs and asks students to match the
film with the correct types
Film and posters: Handout
Type
Science fiction film
Cartoon
Horror film
Detective film
Thriller
Romantic comedy
War film
Action film

Film

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3.1.1.3 Cross – word
Unit 14: The World Cup

Type of games: Cross- word
Classroom management: Whole class
Teaching aid: handouts
Time: 5- 7 minutes
Procedure:
Teachers prepare a cross- word which has the key word “world cup”
(teachers can use a sub- board or a PowerPoint presentation).Teacher divides the
class into tow teams to answer eight questions in eight horizontal to find out the
key word in the vertical
Who can answer the key word will be the winner.
W I
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Clues:
1. The person who wins in a competition?
2. Who is considered the biggest football player every age?
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3. The person who fails in a competition?
4. The city has Big Ben Tower?
5. Which country is called the hometown of football?
6. Who is the head of a football team?
7. Where are football matches taken place?
8. Which national team does Cristiano Ronaldo play for?
3.1.2 Pre- speaking stage
This stage is carried out before students actually speak. The pre-speaking
activities are aimed at preparing students with everything necessary for
speaking. They also involve thought and reflection, and provide opportunities
for students to plan and organize for speaking. Normally, pre-speaking stage
often lasts from five to fifteen minutes depending on each lesson.
3.1.2.1 Brainstorm
Unit 1: A day in the life of………
(Task 2)
Type of games: Brainstorm
Classroom management: Whole class
Teaching aid: handout
Time: 15 minutes

Procedure:
Teachers ask each person in the class recall their activities in a day from
morning to night.
After 7 minutes ask students talk about their activities.
Teachers can give some examples:
The activity’s Lan was take place in a day from morning to night.
1. At 6 o’clock. Lan gets up after her mother called.
2. At 6.30 a.m. Lan has a breakfast with her mother.
3. Then she goes to school by bus at 7 o’clock
4. She plays football with her friends.
5. She gets home at 11 o’ clock.
...................................This is a typical day of Lan
Then asked students write the activities, the teacher asks each person stand
up to read about their activities.

3.1.2.2 Matching
Unit 2: School talk

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Type of games: Matching

Classroom management: Group

work
Teaching aid: 1 big sheet of paper and 10 pieces of expressions
Time: 5 minutes
Preparation: prepare a big sheet of paper with 10 movable pieces of
expression which are put in random, use magnets to hang on board

Starting a conversation
Closing a conversation
Good morning.\ Hi
Great. I’ll see you tomorrow
Sorry. I’ve got to go. Talk to you later. Hello. How are you?
Well, it’s been nice meeting you
Hello. What are you doing?
How’s everything at school?
Catch you later?
Goodbye. See you later?
Hi. How is school?
Procedure:
- Three tables will be a group. So there will be 4 groups in total
- Students will discuss in groups to put sentences to the right columns
- The fastest group can go to the broad and match
- Teacher will check and give the key
3.1.2.3. Net works
Unit 3: People’s background
Type of games: Net works
Classroom management: Group
work
Teaching aid: card
Time: 15 minutes
Procedure:
The teacher divides the class into groups of eight students (two rows of
tables). The teacher asks students to work in groups to write about their topic
The teacher wrote on the board from the network
After teacher asks students work in group then students in each on the
board and write the information on topic
Then teacher asks students use information on this topic to talk about this

topic.

For example:
Bother/ sister
Family
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Parent
Punishment
Experienc
e

People’s
background

Primary school

Method of study
School work

Educatio
n
Secondary school

The students can talk about the topic such as:
Family: In my family, there are four people. They are father, mother,
brother and me.
My father is a doctor and my mother is a teacher.
………….

3.1.2.4 Role – play
Unit 14: World Cup (speaking task 1)
Type of games: Role- play
Classroom management: Group
work
Teaching aid: handout
Time: 7- 10 minutes
Procedure:
The teacher asks students to name four national football teams in the
photos on page in the textbook. They are: The English national football team
(photo1), the French national football team (photo 2), the Italian national
football team (photo 3) and the German national football team (photo 4)
Then the teacher divides the class into 4 groups namely: The English
team’s fans, the French team’s fans, the Italian team’s fans and the German
team’s fans respectively. The teacher will take turns to read the questions to each
group and the students in each group are supposed to answer them. One point is
given for each correct answer. And if all the members in one group fail to give
correct answer, the other groups can score points by raising their hands to
answer the questions. The winner is the one that gets the highest point.
Finally, the teacher can call the representatives from four groups to talk
about their favorite teams, using the information they have gained via the quiz.
They are encouraged to add some further information that they know to the talk.
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World Cup quiz for each national football team
Questions for the English team’s Questions for the German team’s
fans
fans
1. How many World Cup tournaments 1. How many World Cup tournaments

has England participated in up to has German participated in up to 2006?
2006?
2. How many times has Germany won
2. How many times has England won the trophy up to 2006?
the trophy up to 2006?
3. Who was the captain of the German
3. Who was the captain of the English team in World Cup 2006?
team in World Cup 2006?
4. Who was the top scorer in German
4. Who was the top scorer in English team in World Cup 2006?
team in World Cup 2006?
5. Who was the head coach of the
5. Who was the head coach of the German team in World Cup 2006?
English team in World Cup 2006?
Questions for the Italian team’s fans Questions for the French team’s fans
1. How many World Cup tournaments 1. How many World Cup tournaments
has Italy participated in up to 2006?
has France participated in up to 2006?
2. How many times has Italy won the 2. How many times has France won the
trophy up to 2006?
trophy up to 2006?
3. Who was the captain of the Italian 3. Who was the captain of the French
team in World Cup 2006?
team in World Cup 2006?
4. Who was the top scorer in Italian 4. Who was the top scorer in French
team in World Cup 2006?
team in World Cup 2006?
5. Who was the head coach of the 5. Who was the head coach of the
Italian team in World Cup 2006?
French team in World Cup 2006?

3.1.2.5 Labeling games
Unit 9: Undersea world (speaking task2)
Type of games: Labeling games
Classroom management: Whole
class
Teaching aid: pictures
Procedure:

Time: 7 minutes

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The teacher prepares a set of pictures of sea problems. (See the pictures
above). Then the teacher gives out one by one and asks students to tell what it is
about. The students raise their hands to describe the pictures and the teacher will
write these ideas on the board. Then the teacher states that they are some threats
to the health of the oceans. They are: Oil is spilled from tankers (picture 1);
whales and sharks are still hunted for food, medicine and other products (picture
2); explosives are used to catch fish and other sea animals (picture 3); beaches
are filled with plastic bags, pieces of glass and cigarette butts (picture 4). The
teacher requires students to discuss the consequences that might occur and offer
some possible solutions to these problems.
3.1.3 While-speaking stage
This stage is the main part of a speaking lesson in which students use
language input provided in pre-speaking stage to express personal feelings,

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ideas, or viewpoints, to converse and discuss or to describe one event, to tell a
story, etc…Time spent on this stage is nearly twenty to thirty minutes.
3.1.3.1 Noughts and crosses
Unit 10: Conservation
(Task 2)
Type of games: Noughts and crosses Classroom management: Work group
Teaching aid: handout
Time: 15 minutes
Procedure:
Teachers explain to students that this game is the same game “caro” but
only need 3 “O” or “X” on a horizontal, vertical, diagonal is the winner
Teacher guys 9 cells on the board, each cell contains 9 vocabularies, one
the number of one the picture ….
For example:
Leopard
Boa
Elephant
Tiger

Adder

Bear

Lion

Fox

Camel

Teacher works one sample sentences with students using a word in any of

the boxes
For example: Tiger is an animal may suffer from dangerous diseases.
Then teacher divides the class into two teams. One team is Nought (O) and one
team is Cross (X).
Two teams respectively collected words from the box and put sentences.
Public teams set of correct answers will be an “O” of “X”.
Public teams has 3 “O” or “X” on the on a horizontal, vertical, diagonal is
the winner.

3.1.3.2 Chain story
Unit 11: Nation parks
Task 3(While- speaking)
Type of games: chain story
Classroom management: Pair
works
Teaching aid: handouts
Time: 12 minutes
Preparation: Prepare handouts: one for Nga and the other for Nga’s friend
Nga’s friend
Nga

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- Ask what Nga did last Saturday
- Ask about the means of transport
Nga’s class used to go to Huong
Pagoda
- Ask about food and drinks Nga’s
class brought

- Ask about the duration of the
excursion
- Ask what they did in Huong Pagoda
- End up the conversation

- Answer
- Answer and express regrets
- Answer and express regrets
- Answer and express regrets
- Tell what they did and express regrets

Procedure:
- Ask to work in pairs first and give each pair 2 handouts: one for Nga and
the other for Nga’s friend
- Each pair has to make a conversation based on the information on the
handouts
- After 6 to 8 minutes, call on students to make a story about Nga’s
excursion. Each student talks only one sentence. The other takes turn and
continues the story to the end of the excursion story. If time is spare, make
another story about Nga’s excursion.
3.1.3.3 Interviewing
Unit 12: Task 2 (While-speaking)
Type of games: Interviewing
Classroom management: Group
work
Teaching aid: Pieces of paper
Time: 12 minutes
Preparation: Prepare some pieces of interview paper for all students:
Partner 1
Partner 2

Kind of film
Reason for watching to film
Favorites film
Favorites film / piece of film
When to watch to film
Procedure:
- Divide class into small groups of three. One of them will be a journalist
who wants to interview high school students about their music taste. The
journalist has to ask 2 students some questions and fill in the table for his\ her
later article
- Students can change the role if time permits
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- After 8 minutes of interviewing, the teacher calls on some groups to make
presentations on what they have done in their group
Teacher gives comments and corrects errors.
3.1.3.4 Challenging game
Unit 16: Historical place
(Task 3)
Type of games: Challenging game
Classroom management: Work group
Time: 15 minutes
Procedure:
The teacher split the class into two teams. The teachers gives topic has the
key words “citadel of the Ho dynasty”. Two teams huddle within 30 seconds to
give words related to this topic and turn to challenge your team. Which team is
more challenging than the number of words spoken before.
If say enough and the right amount of challenge is scored 1 point. If you
say one wrong word or saying one word that does not belong or not say enough

times, it will lose the challenge and points will belong to the other team.
For example:
Some words are relation with Ho citadel such as: Vinh Loc district, 1400- 1407,
2011 ect…
After asks students give words then asks writes report to the class what have
learnt about that place.
Then asks students read a low their report.
3.1.4. Post- speaking stage
It is the last step of a speaking lesson so it is time for students’ production.
The activities in this stage are for students to reflect upon their performance.
Post-speaking stage should last ten to twelve minutes
3.1.4.1 Rearrange
Unit 2: School talk (task 4)
Type of games: Rearrange
Classroom management: Group
work
Time: 10 minutes
Procedure:
The teacher asks students to work in groups. Ask students rearrange these
sentences to make two meaningful conversations according to the topics “the
weather and last night’s TV program”
The teacher then can ask students to practice about two topics.
1. Oh, really? I love it, too

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3. The weather
5. Hi, Minh how was your trip to Vung Tau
7. What was the weather like in Vung Tau?

9. It was warm. I prefer the weather in Vung Tau to Nha Trang
11. Hi, Nam. I feel tired because I stayed up late to watch TV last night
13. No, I didn’t. I did my homework until 11 p.m. I feel hungry now. What
about going to the cinema?
15. What did you like most in Vung Tau?
2. What was on TV last night?
4. Yes, that’s a great ideal. Let’s go
6. Sure
8. By the way, do you want to see my photos?
10. Hello, Ba. You don’t look happy. What’s the matter with you?
12. Hi, Hung. It was wonderful. I really enjoyed it.
14. Oh, there was an international football match on TV at 9 p.m. and a
good film at 11 p.m. Did you watch TV last night?
Feedback:
The weather: 5 12 15 3 7 9 1 8 6
Last’s night TV program: 11 10 2 14 13 4
3.1.4.2 Picture drill
Unit 5: Technology and game
(Task 4)
Type of games: Picture drill
Classroom management: Group
work
Teaching aid: Pictures and cards
Time: 10 minutes
Procedure:
The teacher divides the class into groups of four or five students
The teacher prepares from 6 to 8 pictures on the board.
From this picture, the student asks questions based on drawings were used
structure learning.
Pictures:

RICE COOKER
TELEVISION

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It is used to ……………
WASCHING MACHINE

It is used to……………….
CELL PHONE

It is used to……………..
RADIO

It is used to……………
FRIDGE

It is used to……………..

It is used to ………………

3.1.4.3 Story telling
Unit 11: National Parks
Type of games: Story telling
Classroom management: Group work
Time: 10 minutes
Procedure:
The teacher divides the class into groups of eight students (two rows of
tables). The teacher asks students to work in groups to tell about their imaginary

excursion. The teacher can begin the story with one clause of the third
conditional sentence. Then the students in each group one by one add more
sentences using the third conditional sentences. After the last student in each
group finishes the story, all groups are asked to tell their excursion in front of the
class. The teacher will decide which the most interesting story is.
For example: The teacher can begin: If yesterday had been Sunday………

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Student A: If yesterday had been Sunday, I would have gone a picnic to
Cua Lo beach
Student B: If I had gone to Cua Lo beach, I would have gone with some of
my friends
Student C: I had gone with some of my friends; we would have gone there
by motorbike
Alternatively, it can be made more interesting and amusing by replacing the
third conditional sentences with the story using “fortunately” and
“unfortunately”.
For example:
The teacher can start: Yesterday it was nice, so I decided to go for a walk
Student A: Unfortunately, it began to rain
Student B: Fortunately, I had an umbrella
Student C: Unfortunately, it was broken.
3.1.4.4 Searching game
Unit 15: Task 4 (Post- speaking)
Type of games: searching game
Classroom management: Whole class
Teaching aids: copies of tables Preparation: make copies for the table
below

Time: 10 minutes
SURVEY: WHICH CITY DOES YOU PREPER?
Name \ Opinion

Prefer New York

Prefer Lon Don

Why

Procedure:
- Get students to move around and interview many other students as
possible about which city they prefer and why in a limited time
- Remind them to take notes while interviewing
- The students who have more names in the survey will be the winners
- Call some to report their finding.
3.1.4.5 Guessing games
Unit 15: Cities
Type of games: Guessing games
Teaching aid: card
Classroom management: Whole class
Time: 10 minutes
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Procedure:
The teacher prepares a set of cards on which some famous cities in the
world are written. Students will take turn to choose one card from this set and
try to use their knowledge to describe this city so that the other students can
guess which the city is. To make it more challenging, the students are not

allowed to use proper name. And the game can be played until time is up.
For example: The student takes up a card on which “Amsterdam” is
written. He can use the typical features to talk about it: It is the city which is
famous for tulips and windmills. So the other students may find it easy to guess
correctly
Set of cards
HONGKONG TOKYO

NEW DELI

ROME

SYDNEY

LONDON

MEXICO

HANOI

BEIJING

PARIS

BERLIN

BANGKOK

MOSCOW

VIENNA

CAIRO

SINGAPORE

IV. THE RESULTS OF THE RESEACH
To conclude, my study has provided teachers with some applicable and
affective games exploited in all stages of a speaking lesson. With the aim to help
the teachers exploit language games fully and successfully, some suggestions
when running a game are also mentioned. It is hoped that it can help to enhance
students’ improve in speaking lessons.
I directly experimented the above method in using games to improve
speaking skills for grade 10 students at Nong Cong III high school in different
classes with the flexibility of communicative methods. Besides, I have still been
applying the traditional methods. As the result showed that 80% of students at
class 10B5 acquired firmly the content of each lesson to express the ideas
naturally with clear rhythm and intonation so that they gradually pay more
attention to what the teacher expect them to do. Therefore, they learned very
well what teacher taught.
I have got the following detail result through these techniques:

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After applying innovative techniques
(According to the figures at the end of the school- year
2016 – 2017)
Excellent

Good

Fair

Poor

10B2

7%

26%

43%

24%

10B5

8%

28%

44%

20%

PART III. CONCLUSION AND SUGGESTION

I. Conclusion
The important of speaking for grade 10 form students is undeniable. It is

obvious that both teachers and students often encounter difficulties when dealing
with English speaking. To better the situation, the study has presented some
useful techniques for improving teaching and learning to speak English.
From the results of the study, it can be clearly shown that the teaching and
learning English speaking is still far from satisfactory. The students are not
equipped with necessary speaking skills or strategies to become successful
English speakers.
It is hope that the study will prove worthwhile to those who want to
improve students in speaking classes and who are concerned about the problem.
II. Suggestions:
For all the above experiences, I hope that it can be useful in some way to
my colleagues and be applied by students and carried out effectively in teaching
English. From this desire that I propose to have phonetic textbook for both
teachers and students which should be used in high school curriculum. This is
the realistic requirement and the necessary need of teacher and student to
improve quality of learning foreign languages at higher level, to meet the
practical requirements and proposed curriculum.
Thus, in order to make the study more practical, some suggestions on
using language games as well as a variety of language games applied in all
stages of a speaking lesson have also been mentioned.

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The confirmation of the Head – Master

Thanh Hoa, 5th May in 2017
I assure this my experience
Initiative, not copying the
Contents of other people.

The writer

Trần Thị Thu Hiên

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REFERENCES
1. Lightbown M.P, Spada N. (1990), How language are learned, OUP[1]
2. Ur, P. (1996). A course in Language Teaching. Cambridge: CUP[2]
3. Kim, Lee Su. 1995. Creative Games for The Language Class.[3]
4.Greenal, S. (1984). Language games and activities. Great Britain: Hulton
Educational Publication[4
5. Lesson/Ersz-Games.html[5]
6. Techniques/ Deesri-Game.html[6]
7. />
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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT
Họ và tên tác giả: Trần Thị Thu Hiên
Chức vụ và đơn vị công tác: Giáo viên môn Tiếng Anh – Trường THPT Nông
Cống 3
TT
1.

Tên đề tài SKKN
Một số kinh nghiệm trong

công tác chủ nhiệm nhằm

Kết quả
Năm học
Cấp đánh
đánh giá đánh giá xếp
giá xếp loại
xếp loại
loại
Cấp sở
C
2011 - 2012
GD&ĐT
Thanh Hóa

nâng cao chất lượng giáo dục
học sinh.

23