SKKN organizing games and using “flipgrid ’’application in teaching speaking lessons of english 10

THANH HOA DEPARTMENT OF EDUCATION AND TRANINING
QUANG XUONG II HIGH SCHOOL
------------o0o------------

TEACHING EXPERIENCE

ORGANIZING GAMES AND USING
APPLICATION IN TEACHING SPEAKING
LESSONS OF 10th GRADE STUDENTS AT
QUANG XUONG II HIGH SCHOOL.

Written by: Nguyen Thi Thuy
English Group
Quang Xuong II High School

THANH HOA , May 2021
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CONTENTS
PAGE
PART I : INTRODUCTION
1.
1
Rationale..............................................................................................
1.1.Basic of theory..................................................................................
1
1.2.Basis of practice ...............................................................................
3
1.3. The aim of the study.........................................................................
5

1.4.The scope and object of the study....................................................
6
1.5. Research methods............................................................................
6
PART 2: CONTENT.............................................................................
6
2.1. Theoretical background....................................................................
6
2.1.1. Definition of
6
Game........................................................................
2.1.2. Effectiveness of games in speaking lessons..................................
6
2.2. Practical background........................................................................
7
2.3. Solutions...........................................................................................
7
2.3.1. Game “ Nought and Cross ”..........................................................
7
2.3.2 Game “ Lucky numbers / stars ” ...................................................
9
2.3.3 Game “ Shark attack ”....................................................................
11
2.3.4 Game “ Magical Wheel / Hat ”......................................................
12
2.3.5. Role play game..............................................................................
14
2.3.6. Using “ Flipgrid” app....................................................................
15
2.4. Effective of the teaching experience................................................

18
PART 3. CONCLUSION.....................................................................
19
REFRENCES.........................................................................................
20

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PART I. INTRODUCTION
1. Rationale
1.1. Basis of theory :
It is undeniable that the more the world’s economy develops, the wider the
cultural, political and social exchanges become. So as to integrate into the world
as well as extend international relationship with other countries in various fields,
especially to access to the latest scientific achievements, mastering English has
been of great vitality. It has been considered the core subject in the syllabus of
our country’s education system.At present, there has been considerable reform in
English curriculum at secondary level. Not only is it renovated in content and
appearance but also in teaching method. Teaching foreign languages in general
and English in particular no longer focuses students on studying the language
system but helps them know how to use it as a means of communication. That
means to improve students’ communicative ability which is expressed by two
productive skills : speaking and writing.
However, the quality and effectiveness of teaching and learning English in
many high schools in Vietnam in general and in Thanh Hoa in particular, are not
really as good and high as expected. This is resulted from many objective as
well as subjective factors and one of those is that the present testing and
assessment system heavily basing on accountability and not as a learning tool
sometimes depress students' motivation in learning English. The feeling of

having to do a paper-and-pen test usualy scares almost all of the students, that is
not only the case at Quang Xuong II High school but also at other schools in
Thanh Hoa as well as in Vietnam.
Introduction Speaking is one of the basic language skills that have to be
mastered by English foreign learners due to its significant and its use for
communication. It is very important to be able to speak English regarding that it
is the most commonly accepted language in the world so that it will be very
beneficial for those who comprehend it not only to improve their knowledge and
skills but also easier for them to get a job. More than that, they will not find it
difficult to communicate and interact with people around the world when they
travel (Gard & Gautam, 2015). Besides that, they may also respond in short
phrases because they may not feel confident or because they are too shy to speak
it out. In addition, young learners of English may also giggle when they are
embarrassed or when they are unable to understand the lesson The researcher
has found that there are many similarities and difficulties faced by the students
in speaking English such as fear of making mistakes, fear of being laughed by
their friend as they have no idea about pronunciation and grammar that they
use.Besides, they are also not confident enough to express their idea and feeling
hesitant due to the lack of vocabulary that they have. Then, they are also bored
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in learning English because the teaching-learning activities provided in a
conventional way, for instance; the teacher asked the students to perform the text
they have memorized. Furthermore, they also cannot speak based on their
willingness because what they want to speak is structured by the teacher, in
other words they just repeat the word that has been produced. Afterward, those
problems make students get lazy or less ability to speak. As a result, students
have been getting more and more flexible and active in the lectures and so have
appeared the learner centered classes. In order to achieve great success in

teaching speaking skill, it is vital that learners should be motivated. It is Games
that are regarded as efficient motivation and environment of
communication. Furthermore, I always use modern application when teaching
English, especially speaking skill.
Flipgrid is a tool that is used to facilitate online discussions. It is a video
discussion platform that allows students to raise their voice. Especially for those
that are too shy to raise their hand.Teachers create grids that can be used by
students to share their ideas in the form of videos, or writings that can be shared
in the classroom. In this blog, we will go into detail on what is Flipgrid? How
can Flipgrid be used in the classroom?
Moreover, the current situation with schools closing during the COVID-19
pandemic is an emergency response to contain the spread of the coronavirus.
Therefore,it is not ideal to continue with all learning at school , some online
learning may be the safest way for students to go back to school.
Flipgrid makes it possible for sudents to practice their speaking skills with a
large group than just their class. Especially, students can post videos to get
practice with the vocabulary they are learning, and instead of being limited to
communicating with the people in their physical classroom , they can engage
and build their skills with other students studying the same language or have
conversation with native speakers of the language.
It is the reasons mentioned above that have been encouraging me to choose the
theme : “ Organizing Games and using “Flipgrid ’’application in teaching
speaking lessons of English 10 ”.
* Basis of practice :
As can be seen, English is a rather difficult subject to students particularly
the rural ones. Among four language skills, speaking is considered the most
challenging task for both teachers and learners.
From the matter of fact, during most of speaking lessons, if teachers apply
the old teaching method – teachers only read or give illustration and students’
work is either copying or imitating, there will be only a small number of

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students branstorming and working actively, the rests will passively listen
regardless understand the meaning, purposes and usages of structures and
communicative situations given. Hence, this results in low teaching quality and
few students with flying colours. To make it worse, students increasingly lose
interest in practising speaking skill and fail to upgrade their communicative
abilities.
To get a better view of the fact of teaching and learning English speaking
skill, I have carried out a survey on Grade 10 students of the class 10C3 and
10 C4 of my school by 5 questions relating to learning speaking skill and using
games in teaching it. The questionnaire is as follow :
QUESTIONNAIRE
Put a tick (  ) in your option
Question 1 : Do you enjoy learning English ?





Very much
Not much
Not at all

Question 2 : Which skill do you consider the most important ?

Here is the result of the suyvey :
ANSWERS
Question

3 : How do you enjoy speaking skill ?
1. Enjoy learning English

 Very much
 Not much
 Not at all

 Reading
 Speaking
 Listening
 Writing
Percentage
(%)
70

2. Consider speaking skill the most important
75
Question 4 : Do you enjoy playing games in speaking lessons ?  Very much
3. Enjoy speaking skill
22
 Not90much
4. Enjoy playing games in speaking lessons

 Not92at all
5. Get excited when playing games in speaking lessons
Question 5 : How do you feel when playing games in speaking lessons ?



Very excited

No special feeling
The result of the survey indicates that over 60% of students are interested in
learning English. Although over 80% of students appreciate the importance of
speaking skill, only 22% are fond of it. On the other hand, most of them (90%)
enjoy playing games in speaking lessons and the number of students that get
excited and stimulated by games organized in speaking lessons is up to 95%.
It can be concluded that organizing games in speaking lessons is certainly
effective in teaching speaking skill.
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It is known that applying games in teaching brings about a great number
of benefits. Not only do they creat excitement and relaxation after stressful
hours of studying but they also change the atmosphere of the class and make the
lessons more attractive.
The aims of the study are to know whether communicative games have an
impact on teaching speaking skill and describe how communicative games give
an influence on speaking skills of students at junior high schools in Quang
Xuong II , Thanh Hoa. The procedures used were planning, acting, observing,
and reflecting. It was done into two cycles in each cycle consisted of three
meetings. The researcher used collaborative action research with some of the
English teachers. In collecting the data, the instruments were interview,
observation, questionnaire and test. The test only given to students. The rest of
the instruments administered for both teachers and students. . Therefore, the
criteria of success had been determined. It is crucial to note that communicative
games have contributed a positive impact on teaching learning process. This also
implies the communicative games expected to enhance students’ enthusiasm and
motivation. Clearly, It gives positive improvement on students’ active
participation, confidence and their fluency in speaking skill. In short it can be

described that the strategy of teaching and learning creates good, enjoyable
circumstances and reduces the boredom and stress of learning process.
1.3. Aims of the study
As an English teacher with twenty years’ experience, I have continuously been
wondering and researching for the techniques to better the quality of teaching
English. Knowing that the students’ psychophysiology is doing what they fancy,
enjoying new things, putting their noses on pleasures rather than studying, I
have been trying my best to offer them lectures in which they can work for
both study and relaxation . This method brings them the sense of joy and
easiness when they learn English lessons in general and speaking lessons in
particular through several games. In order to creat motivation and situations in
which students are encouraged to speak, I have been getting the best out of the
popular games not only to draw students’ attention but also enable them to
actively take part in speaking activities.
Through my years’ time of teaching English as well as exchanging,
referring to related materials and drawing experiences after each lecture, I
myself have found a suitable technique of teaching speaking skill for students in
Grade 10 ( the first year of secondary level as well as the background for
developing speaking skill in the next grades ). This technique has not only
enabled me to lull most of students to take part in speaking lessons actively,
enthusiatically and creatively but also creat an exciting atmosphere, raise
students’s love for speaking English and help them increasingly upgrade their
speaking skill by “ Organizing games and using application in English
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speaking lessons of English 10 ”. This technique has been applied in quite a long
time of my teaching English 10 and I have got considerably hopeful result.
Therefore, I decisively exchange my initiative experience with my collagues.
This subject is concerned with ways of the aims of the study are as the follows:

- to organize games in speaking lessons of Grade 10 English.
- to improve students’ speaking skills
- to examine students’ attitudes towards speaching methods
- to investigate the benefits of “Flipgrid” app in teaching Tieng Anh 10
- to suggest applying technology in teaching English at high school.
1.4. The scope and object of the study
The study was going to be investigated at Quang Xuong II High school for
average students. Due to the limitation of time, only classes 10 C3 and 10 C4
were asked to participate in the study.
1.5. Research methods
- Using the text - book English 10 to apply to each speaking lesson .
- Reading reference books to improve.
- Using the soft ware POWERPOINT, pictures and other materials.
- Discussing with other teachers.
- Using “ Flipgrid ’’app.
- Observing and drawing out experiences.
PART 2 - CONTENT
2.1. Theoretical background
2.1.1. Definition of Game :
A Game is structured form of play, usually undertaken for enjoyment and
sometimes used as an educational tool. Key components of games are
goals, rules, challenge, and interaction. Games generally involve mental or
physical stimulation, and often both. Many games help develop practical skills,
serve as a form of exercise, or otherwise perform an educational, stimulational,
or psychological role. In teaching a language, the focus of the games is on
successful communication rather than on accuracy of target language.
2.1.2.Effectiveness of Games in speaking lessons :
Learning speaking skill is a difficult task which can sometimes be irritating. It is
necessary that learners should make constant effort to understand, produce and
manipulate the target language. Games are highly stimulating thanks to their

both amusement and challenges. In addition, they employ meaningful and
useful language in real contexts. They also encourage and increase cooperation.
- Games are full of fun and children are excited about playing them.
- Not only do Games offer students good chances to learn and practise speaking
but they are also great stimulus of speaking by providing a plausible incentive to

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use the target language. Therefore, they encourage students to interact and
communicate in the target language.
- Games create a meaningful situations for language use. The Game contexts
make the foreign language immediately useful to the students. It brings the
target language to life.
- By playing Games can students speak English as naturally as they learn their
mother tongue without being aware they are studying even to the hesitant and
shy students.
2.2. Practical background
Quang Xuong II High school is situated in Quang Xuong district. Although
there is a lot of difficulty in life, most of the parents and children have been
aware of the importance of learning English, which is a big advantage for
English teachers here. However, both teachers and students at Quang Xuong 2
High school still face a number of dificulties and challenges in being familiar
with speaking skill.Speaking is one of the important skills in English as a
Foreign Language (EFL). It shows the best influence when seeing goal of
speaking learning process, especially in EFL. The goal of English teaching is to
make students able to communicate well.
All of the obstacles have to be observed in order to reach the success of
teaching speaking. The result also can be a source in developing approaches or
methods in EFL. Teaching speaking needs to know about obstacles that may be

occur in the learning process. Some problems come from the internal of students
and others come from outside students. So, the study will discuss about the
problems found in teaching speaking at Quang Xuong II High school
2.3. Solutions:
It is unquestionable that games play an important role in teaching a
foreign languages in general and English in particular, especially in practising
speaking skill. There is a wide range of games which teachers probably take full
advantages of to stimulate students in speaking lessons. The games that I my self
have been effectively applying in my speaking lessons of English 10 are :
Nought (O) and Cross (X), Lucky numbers / stars , Shark attack, Magical
Wheel / Hat and Role play game.
Below are some appropriate games I have set to my students tpractice
speaking English inside the classroom.
2.3.1. Game “ Nought (O) and Cross (X) ”:
This game is drammatically useful in practising saying sentences or short
dialogues.
To organize it, it is necessary to prepare a table of 9 squares numbered
from 1 to 9 as the following one ( teacher can replace 9 squares by 9 pictures or
images relating to the content of the practice to make the game more vivid ). The
requirements of practice are hiden behind the numbers / pictures.

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1

2

3

4

5

6

7

8

9

Teacher divides the class into 2 teams / groups namely Nought (O) and
Cross (X). Each team / group takes turns to choose the number or picture they
would like to practise. Each correct answer ( good presentation ) will bring the
team a mark of a nought (O) or a cross (X). Which team earns a line of 3 marks
arranged vertically ( horizontally or diagorally ) will become the winner.
* Note : Teacher can design this game by using the software POWER POINT.
* For example : When teaching part B. Speaking of Unit 5 : Technology
and You, teacher can organize the game “ Nought (O) and Cross (X) ” in Task
1 – Ask and answer about the use of modern inventions.
* Steps :
- Before playing the game, teacher has to make sure that students
have mastered the vocabulary relating to the uses of the modern devices, then
teacher presents the structures used to talk about them.
- Teacher gives an example :
A : Can / Could you tell me what a cell phone is used for ?
B : It is used to + talk to people when you are away from home.
- Teacher conducts a dialogue as the model :
A : Can / Could you tell me what a / an ………..is used for ?

B : It is used to + V ( infinitive ) + ……………
- Teacher asks students to practise speaking about the uses of the modern
devices by playing the game “ Nought (O) and Cross (X) ” as follow :
- Teacher shows a table of 9 pictures of 9 modern devives.

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- Teacher divides the class into 2 teams named Nought (O) and Cross (X)
each team takes turn to choose the devices they would like to talk about. Each
completed and good presentation will bring them a mark of (O) or (X)
responding to the name of the team. At the end of the game, which team gets
3X or 3O in vertical / horizontal or diagoral line will become the winner.
Not only does this game stimulate students to try their best to present a
perfect dialogue with correct vocabulary and structures but it also requires
students’ strategy to win the game.
* Note : We can do the same in Task 2 of Part B. Speaking of Unit 1 : A day
in the life of ….( talk about Quan’s activities ).
2.3.2. Game “ Lucky numbers / stars ” :
This game is possibly used in practising short structures or small talks. To
conduct it, teacher has to divide the information or linguistic data into items
hiden behind the numbers / stars. Each number / star refers to a requirement of
practice ( Note : the quantity of the numbers / stars must be even to make the
game equal to the teams ). Teacher probably creats this game with the help of the
soft ware POWER POINT as the following illustrations.

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* Lucky stars :

* Lucky numbers :

1
2

6

Lucky
stars
5

1

2

3

4

5

6

3

4

- To carry out this game, teacher divides the class into 2 teams / groups. The
representative of each team/ group takes turns to choose the numbers or the stars

they would like to practise. The team / group with good presentation will get 1
point. If a team/ group chooses a lucky number/ star, their point will be doubled.
At the end of the game, the winner will be the one with higher score.
* For example : When teaching part B. Speaking of Unit 6 : An excursion,
teacher can organize the game “ lucky numbers / stars ” in Task 2 ( talk
about the best seats for each person on a boat trip ).
* Steps : - Before the game, teacher must make sure that students have
understood the information relating to each person’s hobby and requirements.
- Teacher presents the model used to suggest the best seats for the
passengers on the boat trip :
I think …………… should sit in section ……… in seat………because
……………( reason 1) and ……………( reason 2).
- Teacher shows 8 stars, 6 of them hide the names of 6 passengers ( Mary/ Mrs
Andrew/ Susan/ Tim/ John/ Sam ) and the rests are 2 lucky stars.

1
8

2
3

Lucky stars

7

6

5

4

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- Teacher divides the class into 2 teams. Each team takes turns to choose one
star. If they choose the star with the name of a passenger, they will have to say
about the best seat for him/ her and get 1 point provided that their presentation
meets the requirement. If they luckily choose the lucky star, they will get 2
points for their good practice.
When the game finishes, the team with the higher score will become the
winner.
* Note : We can do the same in Task 2 of Part B. Speaking of Unit 7 : The
Mass Media ( talk about the main features of the different types of the mass
media ) and in Task 3 of Part B. Speaking of Unit 8 : The story of my village
( talk about the villagers’ plans and the possible results ).
2.3.3. Game “ Shark attack ” :
To organize this game, teacher should prepare several images/ pictures or
using the soft ware POWER POINT to design as the following illustration.
Group A

Group B

* Note : the number of the stairs must be equivalent to the number of items that
students have to practise.
- Teacher possibly divides the class into 2, 3 or 4 teams / groups. The icon
of the team/ group will stay the same if the team/ group produces good
presentation or if not it will be moved to the lower stair.
- The team which loses the game is the one with the lowest step of all or
being attacked by the shark.
* For example : When teaching part B. Speaking of Unit 14 : The World

Cup, teacher can organize the game “ Shark attack ” in Task 3 ( talk about
the World Cup winners ).
* Steps : - Before the game, teacher gives students an example about the first
World Cup : The first World Cup was held in Uruguay in 1930. The final match
was between Uruguay and Argentina. Uruguay defeated Argentina by 4 to 2.
- Teacher presents the model used to talk about the World Cup winners :

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The …… ( time ) World Cup was held in ……... ( host nation ) in………( year).
The final match was between …………( winner )and………….( runner up ).
………………( winner ) defeated ………………( runner up ) by ……( score )
- Teacher divides the class into 3 teams.
Team B
Team A

Team C

- Teacher asks the teams to take turns to talk about the World Cup from 2 nd to
16th ( using the table in Task 2 ). The icon of the team/ group will stay the same
if the team/ group produces good presentation or if not it will be moved to the
lower step.
- At the end of the game, which team is attacked by the shark or stands at the
lowest step will become the looser.
* Note : We can do the same in Task 2 of Part B. Speaking of Unit 11 :
National Parks ( talk about what the students in Nga’s class wish they had
or hadn’t done during their excursion ) and in Task 2 + 3 of Part B.
Speaking of Unit 13 ( talk about the feelings about each kind of film and the
preferences for film ).

2.3.4. Game “ Magical Wheel/ Hat ” :
This is a greatly interesting game which strongly attracts students’
attention because of the surprising scores.
- To carry out this game, it is advisable that teacher prepare a model of a
Magical Wheel / Hat like the following illustration ( or it may be created by
using the soft ware POWER POINT ).

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Points
- This game is held by dividing the class into 2,3 or 4 teams/ groups depending
on the items of practice. Each team / group takes turns to practise and the team/
group is allowed to spin the Wheel/ Hat if their practice meets the requirements
or vice versa.
- The score of the team/ group is the total point they earn after each time
they are allowed to spin the Wheel/ Hat. The first prize will be given to the
team/ group with the highest score of all.
* For example : When teaching part B. Speaking of Unit 9 : Undersea
World, teacher can organize the game “ Magical Wheel/ Hat ” in Task 2 ( talk
about the consequences and possible sollutions to some threats to the health
of the Oceans ).
* Steps : - Before the game, it is obligatory that teacher make sure that students
have got thorough grasp of the vocabulary and ideas referring to protecting the
oceans that are given in Task 1.
- Teacher gives students an example :
A : Sea animals are being overhunted, This makes the marine life unbalanced.
B : We should not fish for species that are limited, threatened or endangered.
- Teacher presents students a model :
A : ………………….( raise a threat to the health of the oceans ). This

makes …………………………………. ( consequence ).
B : We should / had better ………………… ( suggest a sollution ).
- Teacher divides the class into 2 teams ( A and B ), each team takes turns
to present their dicussions about 4 threats given :
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1. Beaches are filled with plastic bags, pieces of glass and cigarette buts.
2. Whales and sharks are still hunted for food, medicine, and other
products.
3. Explosives are used to catch fish and other sea animals.
4. Oil is spilled from tankers.
- Each team has to present 2 dicussions about 2 threats. The team is
allowed to spin the Wheel/ Hat if their presentation fulfills the requirements of
the task. That means each team will maximumly has two chances to spin the
Wheel / Hat.
- When the game finishes, which team gets the higher total score will gain
the victory.
* Note : We can do the same in Task 4 of Part B. Speaking of Unit 2 : School
Talks ( make small talks on the given topics ).
2.3.5. Role Play Game :
This game is usually organized in the speaking lessons with long
conversations or interviews with a large number of linguistic data.
The attraction of this game is the sense it brings to the students of being a star,
an actor or actress playing a role in a scene of a film or an MC speaking in a
television programme.
To organize this game, teacher divides the class in to pairs/ groups ( depending
on the content of the conversation ).Then teacher requires the pairs/ groups to
play the roles to practise.
* For example : When teaching part B. Speaking of Unit 12 : Music, teacher

can organize the “ Role Play Game” in Task 2 ( talk about music ).
* Steps : - Before the game, teacher guides students an interview model about
music :
MC : What kind of music do you like ?
Guest : I like ……………………..
MC : Why do you like it ?
Guest : Because ………………….
MC : What is your favourite band ?
Guest : It is ………………………
MC : Who is your favourite musician ?
Guest : …………………………..
MC : What is your favourite song / piece of music ?
Guest : It is ………………………
MC : When do you listen to music ?
Guest : ……………………………….
- Teacher divides the class into pairs playing roles of a guest and an MC
of a talk show on television.
- Teacher sets the scene : you are taking part in a talk show named “ My
Favourite Musician ” on television.
- Teacher asks the pairs to practise the interview.
- Teacher calls some pairs to practise the interview.
- Teacher calls some pairs to display in front of the class.
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* Note : We can do the same in Task 2 of Part B. Speaking of Unit 3 : People’s
background ( interview a classmate about his / her background ), Task 2 of Part
B. Speaking of Unit 4 : Special Education ( interview your partner about his/ her
lower secondary school ), and in Task 2 of Part B. Speaking of Unit 16 :
Historical places ( give a short introduction about a historical place ).

2.3.6. Using “ Flipgrid” app.
After lesson , teacher will ask the students to record a video.Using Flipgrid in
the classroom is easy! Whether you are using Flipgrid in Google Classroom or
Microsoft Teams, adding Flipgrid to your teaching and learning repertoire is one
of the finest ways to incorporate technology into your classroom. In this post,
we will dig into how to add to Google Classroom and Microsoft Teams give you
a few quick ideas to get started.

I have had the following results :

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Because there is no time for all practising, so I had to assign it to my students
after school or at home. My students, after that, perform the task in their free
time after classes, and then hand in the product before the deadline.

16


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2.4. Effectiveness of the Teaching Experience
As mentioned above, Games play a vital role in practising speaking skill.
However, from my own experience, I have realized that to take full advantages
of the games, it is advisable that teacher should grasp the following principles :
First of all, teacher has to prepare the games very well and carefully. This
is the key to control the class and endure the students’ excitement. Moreover, the
games should be short, simple and easy enough to understand. If they are too

long or complicated, they will make students tired and eazily lose their interest.
To sucessfully organize the games, teacher ought to well organize the
class with the highest attention. When dividing the class into pairs or groups,
make sure that they are equal in quality. During their practice, teacher has to
take a role of a controller and observer to know for certain that they are actively
working. In addition, the games must be diversified. If teacher organizes the
same game in every speaking lesson, students will feel bored, which results in
dull studying atmosphere, little participation and low quality.
The COVID-19 pandemic has changed education forever. I think online
learning can be as good or even better than in-person classroom learning.
Therefore, “Flipgrid” app brings a lot of advantages for students when they are
practising speaking skill during the Coronavirus pandemic.
RESULTS OF THE RESEARCH
After using this technique, I have had the following results of the convey
from 2 classes10 C3 and 10 C4 at the end of the school year 2020 - 2021.
Class Before applying experience
Excellent Average Weak
– good
(bad)
10 C3 30%
45%
25%
10 C4 37%
40%
23%

After applying experience
Excellent Average
Weak
– good

(bad)
35%
58%
7%
40%
55%
5%
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It is indicated from the table of statistics above that, the qualities of the subject
have considerably changed . They are much higher and better than those at the
beginning of the school year . Up to now, there’s been enough evidence to affirm
that organizing games in speaking lessons has resulted in much effect in
teaching English.
PART 3. CONCLUSION
In conclusion, after trying to apply app and organizing games in
teaching speaking lessons for the 10th grade students at Quang Xuong II High
school, I have found that all the students have been stimulated at speaking skill.
Students have had a lot of opportunities to practise their speaking activities .
The fact is that organizing games and app in speaking lessons is actually
creating motivation and contexts for students to enhance their excitement,
activeness, positiveness and creativeness in practising speaking skill.
Thanks to integrating games in speaking lessons, students will not feel
practising speaking skill a hard work and get embarrassed or lose their self
confidence. On the other hand, they will excitingly take part in the competitive
games. Besides that, games enable students to raise the sense of initiative and try
their best to drill their speaking skill better and better after each lesson to grasp
the chances to win the next games.
In the renovation period of teaching methods, there have existed a wide range of

techniques used to enhance the quality of teaching and studying. From my years’
time of experience, accessing to a various number of positive and advanced
teaching methods and techniques, I myself have drawn a productive technique of
organizing games and application in English speaking lessons. In this method, I
realized most students worked harder, expressed more ideas, became more
active and interested in the lessons and especially had more satisfactory results
despite the fact that they are the students of Quang Xuong II - a rural high
school.

LEADER’S CONFIRMATIONS
( XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ )

Thanh Hoa, May, 20 th 2021
I strongly ensure this is my own work
without copying from any other’s
Writer

Nguyễn Thị Thúy

19


REFRENCES
1. Larsen-Freeman, Diane. 2001.Techniques and Principles in Language
Teaching. Oxford University Press.
2. C.Richards, Jack and S. Rodgers, Thedore. 2001. Approaches and
Methods in Language Teaching. Cambridge University Press.
3. Bộ Giáo Dục và Đào Tạo. Tài liệu tập huấn DẠY HỌC VÀ KIỂM TRA,
ĐÁNH GIÁ KẾT QUẢ HỌC TẬP THEO ĐỊNH HƯỚNG PHÁT TRIỂN

NĂNG LỰC. Hà Nội - 2014.
4. Hoang, V.V., Hoang, T.X.H., Minh, D.T., Phuong, N. T., Tuan, N.Q.
(2013). Tiếng Anh 10. Hanoi: Viet Nam Education Publishing House.
5. />6. />7. />8.www. digitale- schedule. net/ flipgrid
9.www.edutopia.org/article/9-news-use-flipgrid-classroom
10.www.hn.ams.vn/sites/default/files/huong dan flipgrid.

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DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Thúy
Chức vụ và đơn vị công tác: Trường THPT Quảng Xương II.
Cấp đánh giá
Kết quả
xếp loại
đánh giá
TT
Tên đề tài SKKN
(Ngành GD
xếp loại
cấp huyện/tỉnh;
(A, B,
Tỉnh...)
hoặc C)
1.
Sử dụng trị chơi để thực

Sở GD&ĐT
Thanh Hố
C
hành từ vựng Tiếng Anh lớp

Năm học
đánh giá
xếp loại
2011 2012

10-11
2.

APPLYING 'PROJECTBASED LEARNING' IN
TEACHING TIENG ANH
10 AND ITS
COMPETENCEORIENTED ASSESSMENT
TO 10TH GRADE
STUDENTS AT QUANG
XUONG II HIGH SCHOOL

Sở GD&ĐT
Thanh Hoá

B

2019
-2020

21