Using language games to improve speaking skill for the students in class 7b at cu chinh lan secondary school

Category
Page
2

Content
1. Introduction
1.1. The reasons for choosing the theme

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1.2. Research purposes
1.3. Research subjects
1.4. Research methods

5
6

1.5. New points of experience initiative
2. The content of experience initiative
2.1. Theoretical basis of the experience initiative

8
18
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2.2. Problem reality before applying the experience initiative
2.3. Solutions and implementation
2.4. Results of experience initiative
3. Conclusion and requests

1. INTRODUCTION

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Nowadays, English has played an important part in our life. It has been
considered as 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 have difficulties learning
English. Despite learning English for many years, their communication in English
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.
1.1.The reasons for choosing the theme
Today, the use of English in communication is essential and important.
English not only helps us to develop economy, 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.
They mainly focus on mastering grammar and forget speaking skill, the

school speaking environment is little known even without. The reason for this is
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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, 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 7B at Cu Chinh Lan Secondary School ». Please be shared to
consult colleagues and additional comments.

1.2. Research purposes

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In many secondary schools, speaking is a skill that has been ignored.
Students always feel shy when they communicate with other people in English.
They aren’t self – confident enough to communicate with their teachers and friends
in English in speaking lesson. In English speaking classes, only some students take
part in speaking. However, in a passive way while other students do not care
anything happens around them. So the training effect is very low. Good students
are better and better and bad students are worse and worse. The atmosphere of
speaking classes is very boring and the students don’t feel self - confident to report
their ideas and thoughts with their partners and before class. In the theme, I would
like to introduce some techniques that I have used in exploiting speaking lessons in
grade 7. Particularly, the result is quite satisfactory. In English speaking lessons,
students are active in being continuous to the knowledge.
1.3. Research subjects
In fact, in teaching and learning a foreign language, the students will learn
more effectively if they practice speaking skill 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.
1.4. Research methods
The teachers should always encourage the students to participate in learning
activities and practice communicating to make the lessons more exciting, lively,
and attractive. They can form the habit of communicating in English. The students

are excited about learning the knowledge of the lesson by participating the games,
they have to understand what the others are saying. By playing games, they have to
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say the things to present their own opinions or to present information they want to
exchange with their partners or friends in the class. So, in this theme, I want to
mention some games organized to encourage, promote and improve speaking skill
for the students in class 7B at Cu Chinh Lan secondary school.
1.5. New points of experience initiative
- With the new methods I apply, they help a lot of students become more active,
self - confident and interested in speaking skill and create the atmosphere for them
to practice speaking English with their friends and teachers better.
- Teachers can use some techniques to transmit the content of the lesson lively and
easily.

2. THE CONTENT OF EXPERIENCE INITIATIVE

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2.1. Theoretical basis of the experience initiative
As we all know, previously under the old teaching methods, teachers play a
central role as the transfer of knowledge and the students as recipients of
knowledge a little passive. This method brings educational attainment, it is
inconsistent with the development situation of our country today.
Now the renovation of teaching methods that promote positive student asks
students to know self-discipline, creative initiative, dominate the ownership of
knowledge. Implementing this requirement, the teacher must have the role to guide,
control, organize student activities. Therefore, the search for and apply new

methods always requires each teacher to have.
Moreover, language is a subject requires students must be hard, at anytime
and anywhere. If students have a huge vocabulary, the students will apply their
knowledge in the lessons better. Besides that, the main content conjecture in a class
also indispensable.
Previously, under the old method, teachers often mentioned even in the new
post, this does not stimulate the thinking ability of students so they are very
passive, so the effect of the lesson is not high.
2.2. Problem reality before applying the experience initiative
*Advantages:
- School managing board always shows interest and creates favorable
conditions for facilities and technical materials for the teaching service: painting,
recorders, projectors ..
- Local authorities and associations in and outside schools always support the
teachers in the process of work.
- I myself am always received support from the teachers and professional
groups and colleagues.
- The majority of the students in the class loved learning English and have
good preparing of books, means of learning.
- Most parents are interested and create good conditions for their children to
study.

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*Disadvantages:
- Some students do not have really method to learn English speaking skill
effectively. To the parents, it is also very difficult to check or guide them to learn at
home by foreign language.
- Some others, especially boys, often distract and they are interested less in

studying and learning English speaking skill.
- Some students have less time at home to study because they have to help
their parents with housework, take care of their younger sister or brother.
- The students have no chance to communicate in English and they are also
afraid to communicate with each other in English after school hours.
- Some of the students are always shy when they communicate with their
friends and teachers in English.
* Result of school year 2017-2018, before applying themes:
Class

Total

Fail

7B

35

6

Poor
17,1
%

11

fair
31,5
%

11

31,5
%

good

excellent

6

1

17,1
%

2,8%

2.3. Solutions and implementation

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Until now, teachers are accustomed to the traditional way of teaching. So
many teachers feel confused when meet with the renewal of teaching methods.
Therefore, to prepare a good vocabulary lesson that attract students, requiring
teachers spend much time on exploring, collecting pictures, making visual aids,
providing real objects to the class to help students remember vocabulary right in the
class
So to teach vocabulary by new methods to reach the highest efficiency

should ensure the following:
1. Preparation :
* For teachers :
- Teachers need to spend a lot of time to search documents and images
related to the topic, while constantly updated information to support lectures.
- Regularly doing simple visual aids to create interest in the lesson.
- Prepare thoroughly, detailed before class.
* For students:
- Collect more documents and pictures related to the lesson
- Prepare carefully before class.
- Find new words at home.
- Practice the pronunciation frequently.
- Actively making visual aids and utensils when teachers request.
2. Lead- in:
Depending on each lesson the teacher must cleverly found a way to post or to
engage
and
attract
students
from
the
beginning
lessons.
Teachers should lead students into the lesson to heart in many ways. Such as giving
suggestions by the simple questions related to the subject, forcing students to think,
give the answers in personal opinion. Then the guidance included in the lesson.
Teachers create empowerment to students. Previously, the teacher was the
center of the lesson, the students now have to be more active in order to form the
many skills in communicating confidently. Students must regularly use their new
vocabulary. Teachers have to think a lot of game in group activities, student pairs to

participate in building a better post. Depending on the requirements of each skill
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that has the appropriate procedure for each post. Teachers fully exploit the activities
and adopt them in a flexible way and not confined.
1.Challenging Game.
Purpose: Review the thematic vocabulary and practice speaking skill.
The teacher divides 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.
(7 English Program Pilot).
The teacher gives the topic “Health problems” and divides the class 7B 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).
Example 2: Unit 3: Community service – Lesson 1: A closer look1.
(7 English Program Pilot).

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The teacher gives the topic “Problems in the society” such as “homeless
people”. Then the teacher devices the class 7B 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 ability 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 Program Pilot).
-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
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.
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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 Program Pilot).
- 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 a
noun and the other mentions 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.
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S6: Books.
S7: Poor children.
S8: Teach
………………………
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 cannot.

- 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)
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
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vocabulary and develop speaking skill, These are some examples to show the
students’ result)
Example 1: Unit 11: Sources of Energy - Lesson 1: Getting started
(7 English Program Pilot).
- The teacher asks the students to create meaningful words from the word
“Resource”.
S1: Use.
S2: Reuse.
S3: Source.
S4: Sour.

S5: See.
S6: Our.
S7: Seer.
S8: Course.
…….
- The teacher asks the students to make up sentences, using above new
words.
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.

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(In this game, I require good students 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 Program Pilot)
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:
Communication (7 English Program Pilot)
There are two types of energy.
S1: They are renewable 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.
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S9: We can use solar energy instead.
S10: Solar energy doesn’t cause pollution.
S11: Solar energy can be cheap, clean and effective.
……………………….

6. 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’t 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

2.4. Results of experience initiative
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In this school year, I have been teaching English in class 7B. In every period
of teaching speaking skill, 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 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 7B at Cu Chinh Lan secondary school in this school year as the followings:

Early year
Ability
Number

Percentag
e

Late year.
Number

Percentag
e

Excellent

1

2,8

8

22,8 %

Good

6

17,1

16

45,7 %

Fair

11

31,5

11

31,5 %

Poor

11

31,5

0

0

Fail

6

17,1

0

0

3. CONCLUSION AND REQUESTS

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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.
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 students’ levels. The language games will become more
difficult if the request, or the subject of the games is not appropriate or beyond the
students’ ability. Obviously, the language games like these are not beneficial for
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both teachers and learners. In order 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.
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 successfully
carry out the objective of teaching and learning English in this stage.
As a teacher I always wish to bring students with attractive lessons, creating

favorable conditions for them to learn well.
These are my thoughts and my work in the teaching process which I boldly
made, when presented in this chapter, there remains many deficiencies which are
not scientific and tight. I look forward to receiving comments from colleagues
about my topic to help me better in teaching. From bottom of my heart, I want to
say Thank you sincerely and promise to try my best in teaching.

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In the above paragraph, I introduce my own experience in using language games in
teaching English to improve speaking skill for the students in class 7B at Cu Chinh
Lan secondary school. But the language games that I would definitely present can’t
help avoiding limitations. I look forward to receiving comments from colleagues
about my topic to help me be better at teaching. From bottom of my heart, I want to
say “Thank you sincerely” and promise to try my best in teaching.

Thanh Hoa, March 15th , 2019
CONFIRMATION OF THE
HEADMASTER

I assure this is my own initiative experience. I do
not copy the other people's content.
(Name and full name)

Cao Thi Ha

REFERENCES
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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.

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