Using language games to improve speaking skill for the students in class 7a at dong tien secondary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT

DONG SON DISTRICT EDUCATION AND TRANING DEPARTMENT

TEACHING EXPERIENCE

USING LANGUAGE GAMES TO IMPROVE
SPEAKING SKILL FOR THE STUDENTS IN CLASS 7A
AT DONG TIEN SECONDARY SCHOOL

Writer : Nguyen Thi Duc
Position: Teacher
School : Dong Tien Secondary School
Subject : English

THANH HÓA NĂM 2017


INDEX
CONTENT
A. Introduction

Page
1

B. Problem solving

3

I. Basis reality (Reality)

3

II. Basis of theory

3

III. Solution

3

1. Challenging game.

4

2. Face to face game.

5

3. Gossip game.

8

4. Word – practicing game.

8

5. Continuing a story.

10

6. Mind map

11

6. Car racing.

12

IV. The tested results

13

C. Conclusions and recommendtions

14

D. References

16

E. A list of innovation initiatives has been rated by the evaluation
committee of the education and training department, the education and
training department and the higher level ranked c or higher

17


A. INTRODUCTION
I. RATIONABLE OF THE STUDY

Nowadays English has played an important part in our life. It is an
international language all over the world, it has become a compulsory subject in
all secondary schools as well. It is the key for anyone who wants to get success
in life. In fact, secondary students in particular and people learning English in
general, despite many years of learning English, their ability to communicate is
very limited. They can not know how to express what they want to say. They are
shy and they are not confident enough to speak or communicate with the others
in English even though they still understand vocabulary and the sentence
structures. Students are learning self-contained method. They mainly focus on
mastering grammar and forget speaking skill, the school speaking environment
is little known even without. The reason for this is partly due to their limited
vocabulary. On the other hand, because of the assessment requirements of the
department, the students mostly have to take part in written test in favor of
grammar rather than the oral test. Therefore, the students often learn conception
to pass the exams, not learn to communicate. Besides, the students are often
afraid of making mistakes when presenting dialogues or expressing their
comments on the issues to be presented to the crowd. But perhaps, the basic
cause is that the students are lack of communication environment: the teachers
of English are Vietnamese, the class is also Vietnamese students, so Vietnamese
should be used when they can’t express something in English. The majority of
the teachers pay little attention, or rarely encourage the students to develop
speaking skill, the students do not have the habit of speaking English. That is
why, in the process of teaching, especially for English pilot program, I have
been thinking about "How to improve the students’ speaking skill ?", "How to
help students to be self confident enough to communicate with one another in
English?" I have found out that the use of language games in teaching English is
one of the most effective methods to get the students involved in speaking
English. Moreover, using language games makes the lessons more interesting
and the students more active in learning English. The speaking environment is
promoted more and more. For the above reasons, I have chosen the theme

"Using language games to improve speaking skill for the students in class 7A
at Dong Tien Secondary School". Please be shared to consult colleagues and
additional comments.
1


II. AIMS OF THE STUDY

My study aims at, firstly, examining the impact of the using
vocabularies, structures in speaking lesson of the 7th grade students at Dong Tien
Secondary School, and secondly, determining effective techniques to teach
speaking skill.
III. SCOPE OF THE STUDY

This study only focuses on the speaking skill to 7A class students at
Dong Tien Secondary School.
IV. RESEARCHING METHODS

Reading reference books, discussing with other teachers, applying in
teaching, observing and drawing out experiences.

2


B. PROBLEM SOLVING
I. BASIS REALITY ( REALITY)

Today the use of English in communication is essential and important.
English not only helps us to develop economic, society, but also helps us
integrate with our friends throughout the world. English is useful for many

different reasons: We may use English when traveling or working abroad. If we
know English, we can find a good job easily, we can trade with other countries
in English around the world to do business, economic development. Knowing
English helps us understand the songs, read books, watch movies, watch TV
programs in English. But in fact, secondary students in particular and people
learning English in general have not learned English boldly and confidently to
communicate in practice. In order to help the students use English to
communicate in everyday life, the teachers need to innovate teaching methods,
pay attention to promoting language environment at school. However this is not
an easy matter for both the teachers and the students. It is important for the
teachers to know how to select the specific language games in the appropriate
classes of objects, the ability of the students to meet the efficiency. The teachers
should always encourage the students to participate in learning activities and
practice communicating to make the lessons exciting, lively, and attractive.
They can form the habit of communicating in English.
II. BASIS OF THEORY

In fact, in teaching and learning a foreign language, the students will learn
more effectively if they are learnt in an atmosphere of learning fun, relaxation
and have more opportunities to communicate in the context of the real world.
The use of language games in teaching a foreign language can increase
motivation for the students, one of the decisive factors for the students to get
success in their language learning. At the same time, the teachers can help and
encourage the students to learn and maintain their interest in learning. In
addition, language games also help the teachers create the context in which
language practice is very useful and easy. “Games can involve all the basic
language skills, i.e., listening, speaking, reading, and writing, and a number of
skills are often involved in the same game” (Lee, 1995) (5). The students would
like to participate in the games, they have to understand what the others are
saying, and they have to say these things to present their own opinions or to

present information to the others understand. So, in this theme, I want to
mention some games organized to encourage, promote and improve speaking
skill for the students in class 7A at Dong Tien secondary school.
III. SOLUTION

3


In every period of teaching process I often have the students play games
such as Networks, Slap the board, Matching, Simon says, Lucky numbers,
Lucky stars, Who is the millionaire?, Hang man, Car racing, Survey, Chain
game…. But in this theme, I would like to introduce some following language
games I find most effectively in motivating the students in class 7A at Dong
Tien secondary chool to practice speaking skill.
1. Challenging Game.
Purpose: Review the thematic vocabulary and practice speaking skill.
The teacher devides the class into two teams, then takes out the topic of
vocabulary. Two teams huddle within 30 seconds and turn to challenge your
team. Which team is more challenging than the number of words will have the
right to speak first. If any team says enough and the right amount of challenge
wil be scored 1 point. If the team says one wrong word or says one word that
does not belong to the topic or does not say enough times challenged, the team
will lose the challenge and points. The prize will belong to the other team.The
game will be resumed with different themes. The game will stop when the set
time has expired or the teacher has checked all the required test scores.
Example 1. Unit 2: Health – Lesson 2: A closer look 1. (1)
(7 English Pilot Curriculum).
The teacher gives the topic “Health problems” and devides the class 7A
into two groups. Then the teacher asks the students to play “Challenging game”
to warm up the class and lead in the new lesson.

(The students are really keen on this game because the students like
challenging and they are afraid of leaving behind their friends. They have
expressed their quickness and liveliness in speaking English than ever before)

4


Example 2. Unit 3: Community service – Lesson 1: A closer look1.
(7 English Pilot Curriculum).
5


The teacher gives the topic “Problems in the society” such as “homeless
people”. Then the teacher devides the class 7A into four groups and asks the
students to play “Challenging game” to consolidate the lesson.
(In this game, I really felt pleased because the students were excited to
talk about the “Problems in the society” and the speaking environment is
improved as well).
2. Face to face game.
Purpose: Practice the students’ reflexes and
agility skills
in
communication.
In this game, the students work in pairs, stand face to face with their
partner, think about the topic of the lesson, the new words they have learned
above. To start the game, S1 says a new word and S2 says the first related word
that comes to mind, keeps the words going back and forth as quickly as possible
until the teacher says “stop”.
Example 1. Unit 2: Health – Lesson 2: A closer look 2.
(7 English Pilot Curriculum).

- The teacher asks the students to play a game “Face to face” to
consolidate the lesson. Whole class stand up. In pairs, stand face to face. One

6


mentions to Health problem and the other mentions to Health tip. The students
take in turns.
(In this game, not only good students but also weak students are involved.
The whole class take part in the game and pairs by pairs complete their task.
So, this game makes the lessons interesting, exciting and makes the whole class
enthusiastic. They have to think of what to say how to respond their partner ).
Example:
S1: Obesity.
S2: Eat less junk food.
S3: Sunburn.
S4: Wear a hat when going out.
S5: Spots
S6: Wash your face regularly.
S7: Stomachache.
S8: Be careful with what you eat and drink.
S9: Flu
S10: Wash your hand more
……………………..

Example 2: Unit 3. Community service – Lesson 1: Getting started.
(7 English Pilot Curriculum).
- The teacher asks the students to play a game “Face to face” to
consolidate the lesson. Whole class stand up. In pairs, stand face to face. One

mentions to a noun and the other mentions to a verb to make meaningful word
phrases related to
the topic “Community service”. The students take in turns.
Example:
S1: Blood.
S2: Donate.
S3: Homeless people.
S4: Help.
S5: Donate.
S6: Books.
S7: Poor children.
S8: Teach

7


3. Gossip game.
- The teacher reads a statement that only the student who sits at the top of
each group can hear but the others can not.
- The first Student repeats the teacher’s sentence to the other student, so
on until the last student of the group hears and repeats the teacher’s sentence.
Which
one reads the complete sentence aloud will win the game.
Example: “Non-renewable energy” means that it will run out if we use it.
(This game requires the students to say the whole sentences, so it helps
them drill two skills: Listening and speaking. Moreover, this game helps the
students form the habit of speaking the long sentences in English and
encourages them to be self-confident to communicate with the others in English)

8

4. Word – practicing game.
The teacher gives any English words, using their letters to create
meaningful words. In this game, the students have the opportunity to "scour all
of the words" in their heads, avoid forgetting, and they will be able to enlarge
vocabulary from the game which their partners have created. The teacher can
ask the students to make up sentences, using the words created if there is
enough time.
(In this game, I am very surprised because the students are so intelligent
that they can create too many words from the letters of any words given.
Therefore, this game helps the students become quick-minded, consolidate
vocabulary and develop speaking skill, These are some examples to show the
students’ result)
Example 1: Unit 10. Sources of Energy - Lesson 1: Getting started
(7 English Pilot Curriculum).
- The teacher asks the students to create meaningful words from the word
“Resource”.
S1: Use.
S2: Reuse.
S3: Source.

9


S4: Sour.
S5: See.
S6: Our.
S7: Seer.
S8: Course.

…….............

- The teacher asks the students to make up sentences, using above new
words.

Example 2: Revision Lesson (7 English Pilot Curriculum).
- Ask students to create meaningful words from the word “Celebration”
(It is incredible that the students can create too many meaningful words from
the letters of the word “Celebration”)
Can
On
Rat
Tire
Tear
Bear
Rate

Been
None
Ear
Tie
Race
Ban
Bee

Ice
It
Tea
Lie
Lent

Rent
Rice

10


Rain
Learn
Table
Boat
Bat
Bar
Cat
Car

Beat
Beer
Bore
Bet
Center
Nice
Role
Note

Ten
Teen
Enter
Cable
Air
Clean

Clear
Able

5. Continuing a story.
The Teacher will give out a topic for the story and the beginning sentence
(which can take even the theme of the lesson that day). In turns, the students will
add a sentence to the story and they have to ensure the logic as well as sticking
to the theme of the story.
(In this game, I require good stusents make up new sentences and weak
students repeat the sentences. So the students don’t find this game too difficult at
all and this game helps the students improve their speaking skill considerably)
Example 1: Topic: Traffic (Unit 7: Traffic – Lesson 4: Communication)
(7 English Pilot Curriculum)
Nowadays, there are many kinds of means of transport.
S1: It is very convenient for us to travel.
S2: But too many means of transport mean too much pollution.
S3: There are often traffic jams during rush hour as well.
S4: The more vehicles there are, the more polluted it is.
S5: We should use public transport instead of our own private ones.
S6: We should go to school on foot or by bike.
Example 2. Topic: Saving energy. (Unit 10: Sources of energy – Lesson
4: Communicatio) (7 English Program Pilot)
There are two types of energy.
S1: They are renewbale and non-renewable sources.
S2: Renewable sources of energy are wind, hydro, solar or biogas.
S3: Non- renewable sources of energy are coal, oil, natural gas.
S4: Renewable sources of energy are plentiful and unlimited.
S5: But non- renewable sources of energy are limited.
S6: We are using up non- renewable sources of energy.
S7: It is necessary that we should save non- renewable sources of energy.

S8: We can save non- renewable sources of energy by using alternative
sources.

11


S9: We can use Solar energy instead.
S10: Solar energy doesn’t cause pollution.
S11: Solar energy can be cheap, clean and effective.
6. Mind map
Mind mapping is a highly effective way of getting information in and out
of your brain. Mind mapping is a creative and logical means of note- taking and
note- making that literally “map out” your idea.
Example : Topic: Health (Unit 2: Health– Lesson 5: Skills 1)
(7 English Pilot Curriculum)

12


7. Car racing.
(This is a great game to help the students learn and play as well. It is an
effective method to help the students review vocabulary. The teachers can apply
when starting or ending or reinforcing the lessons. Playing time is from 3 - 5
minutes).
Make three lines to create two parallel tracks and the tracks are divided into
equal rectangular areas (The students can perform on rough paper) to play a long
time, depending on who makes it possible to add multiple lines different race.
Initially two "riders" (Ex rider 1 writes "car", rider 2 "train") then draw
ballot to choose the team go ahead. The students have to write the word whose
first letter is the last letter of the enemy’s words.

The race will end when a rider is "flat tire" that means he/ she gives the
wrong words or the word already given before or can not find the word any more.
In this game teachers can act as an arbitrator, give the points and divide
the class into two teams together or two individuals together.
Example:
Racer I

Donate

phone

draw

teach

photo

rise

nail

eagle

nose

Racer II

help

end

eat

wrap

hear

origin

enlarge

learn

enrich

13


IV. THE TESTED RESULTS

In this school year, I have been teaching English in class 7A. In every
period of teaching, I always use language games to improve speaking skill for
the students. I found that these language games have provided the students with
the comfortable and effective way of learning English not only in the classroom
but also in anywhere. The students feel excited and they are eager to wait for
English classes. They can understand the lessons more deeply and more
naturally. They have become better and better at speaking skill and more self
confident in communicating in English with each other. They either speak
English in the class or outside the school confidently. They not only take part in
language games organized by the teacher but also by themselves. They even

take use of their recess to communicate in English by playing language games.
Their speaking skill has improved so quickly. Based on the results of the
students’ learning, I have the results of classification ability of speaking and
communicating of the students in class 7A at Dong Tien secondary school in
this school year as the followings:
Ability
Excellent
Good
Average
Bad

Early year
Number
Percentage

Late year
Number
Percentage

1

2,3

8

18,2

6

13,6

26

59,1

11

25

10

22,7

23

59,1

0

0

14


C. CONCLUSIONS AND RECOMMENDTIONS
Learning a language is a process that requires students’ continuous efforts
and language games create fun learning environment, enhance relaxation and
maintain their interest in learning. At the same time, they increase the
motivation, encourage the students to be active to participate in learning
activities.

Language games are useful for the students to enrich vocabulary and
develop the language elements such as pronunciation, spelling, reading,
listening, speaking .... These factors are very important to them before practicing
communication skills. The language games provide the students with the
opportunities to communicate in the context of real communication to improve
their speaking skill.
One of the difficulties that most of the teachers of foreign languages in
general, and the teachers of English in particular have experienced while using
the games, It is the time taken. Usually the games held in the classroom does not
take much time, which only takes 3 minutes to 5 minutes, or 7 minutes.
Featuring that, classes in Vietnam are often very crowded, whether using
language games in groups or in pairs is suitable and effective for all the students
in the class to practice the language is a problem. This shows that the selection
of appropriate language games is very important, which helps the students
overcome the difficulty in speaking English.
In short, using the language games brings efficiency in teaching and
learning English. The teachers should use the games as an indispensable part of
the teaching process, constantly organize language games for the students to
participate in class, create the atmosphere of English learning fun, relaxation,
enthusiasm and enjoyment. In addition, the teachers should focus on the
selection of suitable language games for the studentss levels. The language
games will become more difficult if the request, or the subject of the game is
not appropriate or beyond the students’ ability. Obviously, the language games
like these are not beneficial for both teachers and learners. In oder to get success
in using language games in teaching English, these are important things to both
teachers and students.
1. For the teachers:
- Must have a deep understanding about the lessons.
- Must refer many kinds of books, documents.
- Must be responsible, enthusiastic for the students.

- Must prepare the means and appliances of teaching carefully.
15


2. For the students
- Must prepare the lesson carefully before class.
- Must meet all kinds of books for class service.
- Must obey the instructions and guidance of the teacher.
3. For the leaders
The current means and teaching aids for the English subject are not still
supplied enough. So the leaders should equip adequate equipments such as
radios, tapes, pictures, projector and especially functional rooms in order to
suceesfully carry out the objective of teaching and learning English in this
stage.
The above is my own experience in using language games in teaching
English to improve speaking skill for the students in class 7A at Dong Tien
secondary school. But the language games that I would definitely present can’t
help avoiding limitations. I look forward to all the colleagues’ constructive
feedback in order to improve the efficiency of class time, contribute to
improving the quality of teaching and learning English.
I sincerely thank you!
Thanh Hoa, March 6 th, 2017
CONFIRMATION OF THE I assure this is my own initiative experience. I do not
HEADMASTER
copy the other people's content.
(Name and full name)

Nguyen Thi Duc

16

REFERENCES
1. Students’ and teacher’s 7 English Program Pilot books.

2. Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Englewood Cliff, NJ: Prentice Hall.
3. Byrne, D. (1978). Teaching Oral English. Longman, London.
4. Lee, W.R. (1979). Language Teaching Games and Contexts. 21 Oxford Press.
5. Rixon, S. (1981). How to use games in language teaching. Macmillan Education.\

17


E. A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY
THE EVALUATION COMMITTEE OF THE EDUCATION AND
TRAINING DEPARTMENT, THE EDUCATION AND TRAINING
DEPARTMENT
AND THE HIGHER LEVEL RANKED C OR HIGHER.
Teacher’s name: Nguyen Thi Duc.
School: Dong Tien secondary school.

TT

1.

2.

Tên dề tài SKKN
Bồi dưỡng khả năng

tự học tiếng Anh cho
học sinh khối 7
trường THCS Đông
Tiến.
Kinh nghiệm tổ chức
cho học sinh hoạt
động theo cặp, nhóm
trong việc dạy học
tiếng Anh có hiệu
quả.

Cấp đánh giá Kết quả đánh
xếp loại
giá xếp loại

Năm học
đánh giá xếp
loại

Cấp huyện

B

2015-2016

Cấp huyện

C

2012-2013

18