SKKN using games in teaching vocabulary

TABLE OF CONTENTS
1. INTRODUCTION...........................................................................................1
1.1. The reason of selecting the topic......................................................................................1
1.2. Aim of the research..........................................................................................................2
1.3. The research method........................................................................................................2

2. CONTENTS.....................................................................................................3
2.2. Effect of using game in teaching vocabulary...................................................................3
2.3. Types of the game in teaching vocabulary.......................................................................5

* Game “ Pass The Ball ”....................................................................................6
* Game “ Line Bingo ”.........................................................................................7
* Game ‘1 2 3 Go!’...............................................................................................9
* Matching Games..............................................................................................10
* Game “The 4 Corner ”....................................................................................11
* Game “ Printable Board ”...............................................................................12
*Hangman...........................................................................................................12
* Game “Hidden Picture”..................................................................................13
* Game “ Whisper ”...........................................................................................14
REFERENCES.................................................................................................21


1. INTRODUCTION
1.1. The reason of selecting the topic
In the trend of globalization today, the importance of English cannot be
denied and ignored because it is widely used everywhere in the world. Along
with the development of technology, medicine, engineering and education,
English plays a very important role. It has been used for the Final Examinations
to evaluate students’ level of knowledge. Therefore, it is neccesary to have
teaching and learning English methods and techniques.
In the initial stages of learning a language, vocabulary plays a primary

role in acquisition and communication. Vocabulary is a core component of
language proficiency and provides much of the basic for how well learners
speak, listen, read and write. Vocabulary acquisition is increasingly viewed as
crucial to language acquisition. Yet, learning vocabulary is often perceived as a
tedious and laborious process. Therefore, many methods helping language
learners to improve and learn vocabulary have been given such as listening to
foreign music, watching foreign cartoons or films with subtitles, reading books,
newspapers, and playing games. Using games for learning and teaching
vocabulary has been applied in many countries in the world; however, not many
Vietnamese language teachers as well as learners employ the effectiveness of the
kind of methodology for vocabulary teaching and learning.
In reality, in Viet Nam vocabulary has not been considered as a major
subject which should be taught separately and officially instead of teaching
together with lessons of listening, speaking, reading and writing. Besides,
vocabulary lessons were not paid enough attention in order to help students learn
new words more interestedly and effectively. As a result, though Vietnamese
students realize the importance of vocabulary, most of them have formed a habit
of only learning new words found in their text books or through teacher’s giving
or explanation. Moreover, most Vietnamese students normally learn vocabulary
by such methods as listing new words on a notebook and learning them by heart,
writing new words repeatedly down on papers, reading new words out loud
several times, and so forth. These above seem not to be very effective and
interesting ways for acquisition. So the teacher must do what the vocabulary is
no longer the "hardship" of the student, standing in front of the porters that
prompted me to do the subject: "Using games in teaching vocabulary".
According to this research, I myself will get experiences to improve skills and
teaching methods.
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1.2. Aim of the research
To make students interested in learning English at high schools.
1.3. The research method
Observation method
1.4. Score of the study
The study focuses specifically on using games in teaching vocabulary to
the 11 graders at Nguyen Quan Nho high school in Thieu Hoa, Thanh Hoa. So
the study limits itself to the teaching vocabulary only, and the subjects of the
study are students from two classes (11B1,B2 and 11B6) studying “Tieng Anh
11” textbook at Nguyen Quan Nho high school.
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2. CONTENTS
2.1. Definition of the game.
Games are forms of entertainment derived from a set of artificial rules,
typically with a known goal to be reached. Games can be in the form of physical
activities, mental, or a mixture of the two. Also, games can be classified as
cooperative, solitaire or competitive. Hadfield (1987) defines “a game is an
activity with rules, a goal and an element of fun”. Similarly, according to Rixon
(1981), “a game consists of governed by rules”. This is summed up very well in
Gibb’s definition (1978) of a game as “an activity carried out by cooperating or
competing decision markers, seeking to achieve, within a set of rules, their
objectives”.
Different the definitions are, they share the same opinion that a game has
three main characteristics. They are: a goal or objective, a set of rules which
govern a game and games involve a contest either between players or between
players and the goal

2.2. Effect of using game in teaching vocabulary.
Games help the teacher to create contexts in which the language is useful
and meaningful. Even though games are often associated with fun, we should
not lose sight of their pedagogical value, particularly in foreign language
teaching and learning. Games are effective as they create motivation, lower
students’ stress, and give language learners the opportunity for real
communication.
According to J. Haldfield , “a game is an activity with rules, a goal and an
element of fun.… Games should be regarded as an integral part of the language
syllabus”. This definition highly evaluates the importance of games in teaching.
It shows that games serve not only as an ‘amusing activity’, but also as a
technique to carry out many pedagogical tasks.
Classifying games into categories can be difficult because categories often
overlap. J. Hadfield proposes two ways of classifying language games. First,
language games are divided into two types: linguistic and communicative
games. Linguistic games focus on accuracy, such as supplying the correct
antonym. Communicative games presuppose successful exchange of information
and ideas.

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J. Hadfield also offers to classify language games into many more
categories: sorting, ordering, or arranging, information gap games, guessing,
search games, matching games, labeling, exchanging games; board, role play
games. According to W. Lee , games can be classified into ten categories:
structure games which provide experience of the use of particular patterns of
syntax in communication; vocabulary games in which the learners’ attention is
focused mainly on words; spelling, pronunciation games; number games; listenand-do games; games and writing; miming and role play; discussion games.
Let’s discuss some of the common advantages of using games in foreign

anguage teaching and learning.
Games promote learners’ interaction. Interaction comprises the nature of
classroom pedagogy and classroom behavior. Pair or group work is one of the
main ways to increase cooperation. Many games can be played in pairs or in
small groups, thereby providing an opportunity to develop their interpersonal
skills such as the skill of disagreeing politely or the skill of asking for help. In
the classroom learners will definitely participate in the activities. Therefore, in
groups or in pairs, they are more willing to ask questions, communicate and
discuss topics with their partners and think creatively about how to use foreign
language to achieve their goals. The competition in the games gives students a
natural opportunity to work together and communicate with each other a lot.
Games improve learners’ language acquisition.Thanks to the motivation and
interaction created by games, students can acquire knowledge faster and more
effectively than by other means. Games can stimulate and encourage students to
participate in the activity since they naturally want to win. Apart from having
fun, students are learning. They acquire a new language. Students begin to
realize that they have to use the language if they want others to understand what
they are saying.
Games can motivate learners, promote learners’ interaction, and improve
learners’ acquisition. As a result, games can increase learners’ achievement,
which means that learners’ test results, ability of communication, knowledge of
vocabulary, or other language skills can improve.
C. Riedle emphasizes the advantage of games in improving learners’
achievements: “We are teaching a new generation of students, which requires
unconventional teaching strategies to be put into practice in the classroom. And
when schools use games, student benefits speak for themselves – a greater desire
to learn and higher test scores.”
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In brief, games prove to be a useful tool in language teaching. Games not
only motivate learners and create a friendly atmosphere, they are aimed at
developing all language skills. Consequently, games can motivate, promote
learners’ interaction, improve their acquisition and increase their achievement.
Let's summarize why we should use games in language teaching.
- Games are a welcome break from the usual routine of the language
class;
- Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning;
- They encourage students to interact and communicate;
- They create a meaningful context for language use;
- Games lower anxiety especially when played in small groups;
- 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;
- Many games can be played in small groups, thereby developing their
interpersonal skills;
- Games involve students in active learning;
- They can encourage students to draw on analysis, synthesis, evaluation;
- They foster a more positive attitude toward the classroom experience –
more attention, better attendance, better participation;
- They improve retention, decision-making skills, and comprehension of
general principles.
Games can be a very worthwhile teaching element. A successful game is
successful because of the reason that it is based on specific time allocation, it
has clear relevance to the material, there is appropriateness to all members of the
class, and ultimately, the enjoyment of the learners is increased through their
active engagement with the language.
2.3. Types of the game in teaching vocabulary
Classifying games into categories can be difficult, because categories

often overlap. Hadfield (1999) explains two ways of classifying language
games. First, she divides language games into two types: linguistic games and
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communicative games. Linguisticgames focus on accuracy, such as supplying th
correct antonym. On the other hand, communicative games focus on successful
exchange of information and ideas, such as two people identifying the
differences between their two pictures which are similar to one another but not
exactly alike. Correct language usage, though still important, is secondary to
achievethe communicative goal.
The second taxonomy that Hadfield uses to classify language games has
many more categories. As with the classification of games as linguistic games or
communicative games, some games will contain elements of more than one
type.
* Game “ Pass The Ball ”

This classic classroom game is incredibly fun and a great activity to get
your students motivated and energized. It’s also a fun way to introduce or review
vocabulary with students. All you need is a soft ball and some flashcards.
How To Play:
Students will pass the ball around the class and when the music stops, the
student with the ball must answer a question from the teacher. For example, if
you are teaching vocabulary to do with colors, the teacher might ask ‘What color
is it?’.
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Another way to play is, when the music stops, the student with the ball
can ask the question and all the other students must answer. This way all

students get to practice the vocabulary while playing the game.
* Game “ Line Bingo ”

This ESL vocabulary game is a great alternative to regular bingo. Most
textbooks these days come with small picture / word cards at that back that
students can use for this game. If you don’t have these cards, visit our flashcard
page where you can download and print these ‘student cards’ for free.
How To Play:
Give each student or pair of students one set of vocabulary cards. Ask
them to place them in a horizontal line in any order they want. Once students
have placed their cards in a line, the game can begin.
The teacher should say one of the words and if that word is on the left end
or the right end of the line then students can turn that card over. If the card is in
the middle of the line, students cannot turn it over.
For example, if you are teaching the present progressive / continuous
tense you can ask students to shout out ‘What are you doing?’. Then the teacher
can answer using one of the words on the card (e.g. ‘I am painting.’). Then
students should look at their line of cards and check if ‘painting’ is on the left or
right end of their line.
The first student / pair of students to turn over all their cards is the winner.
To make this vocabulary game more fun, invite your students one by one to the
front of the class to choose the next word
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*Game “ Hot Seat ”

This simple no prep game is a great way to get students to utilize all their
existing vocabulary while learning new words at the same time.
How To Play:

To play this game, you can divide the class into 2/3 teams or you can just
play as a whole class. Choose one student to sit in the ‘Hot Seat’. This is a seat
at the front of the class facing the other students.
Then from behind the student in the hot seat, show the other students a
word from the lesson. The other students must try to describe what the word is
without saying the actual word. And the student in the hot seat must guess.
Kids absolutely love this game and it is a great way to review vocabulary
that your students have learned that lesson.

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* Game ‘1 2 3 Go!’

For this vocabulary game you can use flashcards or you can simply write
the words on the board.
How To Play:
Put the flashcards (or write the key words) on the board in a line. 6-8
words is the best. When the teacher says ‘1, 2, 3, Go!’ one student must jump up
and shout the first word. Then another student must jump up and shout the
second word. Then another student must jump up and shout the third word. And
so on until all 6/8 words have been called out.
Any student can jump up and say any word at any time, but if 2 students
jump up at the same time, then they lose.
This game can be played as a whole class, or if you have a large class,
divide the class into teams.

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* Matching Games

These PowerPoint Games will test your students’ memories. Matching
games are simple to make and great for reviewing vocabulary.
How To Play:
Divide the class into 2 teams. The aim of the game is to find two matching
words / pictures. The teams will take turns choosing TWO numbers. Click on
the square to reveal the word beneath. If the two words are the same, then that
team gets a point. If they are different then click on red circle to hide the word
again.
The game becomes more and more fun as it progresses because students
start to remember where they saw the words.

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* Game “The 4 Corner ”

This no prep classroom game is great to review vocabulary and as a
listening activity.
How To Play:
Assign a word to the 4 corners of the classroom. Then, choose one student
to come to the front and close their eyes. Then the other students have 5 seconds
to move to one of the corners of the classroom. After the time is up, the student
at the front will choose one of the words while keeping his/her eyes closed. The
students standing in the corner with assigned with that word are out, and must sit
down.
The game continues like this until one student is left. That student is the
winner, and can be the next student to come to the front and close their eyes.
TIP: Many students moving around the class can be quite dangerous. For

safety, instruct students not to run and make sure there are no bags, coats, books,
etc, on the floor that the student can trip on.

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* Game “ Printable Board ”

Printable board games are easy to prepare and a great way to get kids
talking using the vocabulary from that lesson..

*Hangman

If you’re not familiar with hangman, its a game where the teacher would
think of a word and then draw a line for each letter of that word. Then students
must try to guess what the word is by guessing letters of the alphabet.
In the traditional hangman game, if students guess wrong too many times,
then the teacher would draw a man hanging from his neck on the board. Even
though it is just a stick figure drawing, the idea seems quite gruesome and
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maybe not appropriate for children. That is why we made a fun alternative to
hangman, ‘Save The Teacher’.
How To Play:
Think of a word and draw lines on the board corresponding to the letters
in that word. Then ask students to guess letters of the alphabet to try to guess
what the word is.
If students guess wrong, play the video and the fuse will get closer to the
rocket. Pause when you see the pause sign and ask students to guess again. If

students guess wrong too many times, then the rocket and the teacher will blast
off into space.
Don’t worry, at the end of the video the teacher is okay and just went for a
fun ride.
* Game “Hidden Picture”

These PowerPoint games are easy to make and a great way to introduce or
review vocabulary.
How To Play:
Click on the color shapes to make them disappear. As the shapes
disappear the picture beneath is slowly revealed. When students are ready to
guess what it is, they should raise their hand and guess while using the target
language.
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For example, if you are teaching vocabulary about animals, when the student
guesses they should say ‘Is it an (elephant)?.

* Game “ Whisper ”

This is a very fun classroom game and all you need is a board and chalk /
a pen.
How To Play:
Write many words from the lesson on the board (at least 10). Then divide
the class into two teams and ask them to make two lines in front of the board.
Give the student at the front of each line a board eraser.
Next, the teacher should whisper one of the words to the students at the
back of the lines. Then those students should quickly whisper the word to the
next student in line, and then that student should whisper to the next student, and

so on down the line.
When the word is whispered to the student at the front of the line, he/she
should quickly run to the board and erase that word. The quickest one to erase
that word wins a point for their team. Then change the student at the front and
play again.
2.4. Sample games used in teaching vocabulary in English 11.
Unit 2 : Personal experience - textbook English class 11.
Lession 1 : Reading
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- Teacher uses the game : pass the ball. Teacher need a soft ball and some
pictures.
Students will pass the ball around the class and when the music stops, the
student with the ball must answer a question from the teacher. Teacher gives the
picture and asks student “ What emotion is it?”
Another way to play is, when the music stops, the student with the ball
can ask the question and all the other students must answer. This way all
students get to practice the vocabulary while playing the game.

Vocabulary
- Exited (adj)
- Angry( adj)
- Disappointed (adj)
- Embarrassed (adj)
- Frightened( adj)
- Happy (adj)
- Surprised ( adj)

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Lesson 15: SPACE CONQUEST - textbook English class 11.
Lesson 1: Reading
Step 1: the teacher gathers before the new words will be taught in this lesson.
Vocabulary:
Conquest (n)
Orbit (n)
Enormous (a)
Precisely (a)
Space craft (n)
Cosmonaut (n)
Telegram (n)
To lift off (v)
To honor (v)
To occur (v)
Weightlessness (n)
To rename (v)
Approximately
Step 2: Classify new words in different teaching methods
+ Group of words:
Space craft (n)
Telegram (n)
Cosmonaut (n)
With the words in this group, teachers can use pictures, images or
PowerPoint presentations to help students see and predict meaning, giving them
the most comprehensive view of the meaning of the word.
+ Group:
Orbit (n)
To lift off (v)

Enormous (a)
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The teacher combines spoken words, word action, student action, reading
and guessing words. For example, "enormous" - the trainer can swing his arms
to both sides and wide in a circle to express the words. Or with the word "lift
off", the teacher uses both hands upward and decisively, both acting and
shouting words for students to follow.
+ Group:
To occur (v)
To rename (v)
Precisely (a)
Group from:
Conquest (n)
To honor (v)
Weightlessness (n)
Teachers can explain the meaning of a word in Vietnamese or English
depending on the level and ability of the student.
Example: Students base on the full sentence and guess the meaning of the word.
Everyone honors the national hero - Nup
In a nutshell, by combining vocabulary-based methods in the same unit,
students will be transformed into different vocabulary approaches that are
exciting and productive. However, in order to organize the lecture, students
should have the preparation, creativity, sensitivity and flexibility of the teacher
to apply appropriate vocabulary teaching methods to each lesson, You can
choose which method to teach first or later depending on the teacher's
assessment to help students in each class to help them can pay attention,
participate in enthusiasm and learn the vocabulary is not monotonous, boring.

2.5. Results
During this school year, I was directly assigned to teach English
Language Arts grade 11. During the teaching process, I have applied the above
language games in the lessons and the results are encouraging: I find that these
games have created a useful way for them to learn, play and learn not only in the
classroom but also everywhere. Students are very excited when it is time to
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study, they remember new words longer, more deeply and naturally lessen their
inherent shyness. As for some classes that I rarely put these games into in class,
the results are really limited: students are afraid to speak, afraid when it is time
to study, not really interested in the subject, which little student words.

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3. CONCLUSION
Games stand as a group of tools of language learning in real life
(Misirli,2007). It mean that a game can be an effective way in learning a new
language which can be created based on our real life. The main reason why
games are considered effective learning aids is that they spur motivation and
students get very absorbed in the competitive aspects of the games; moreover,
they try harder at games than in other courses (Deesri,2002). Besides, games
have shown many advantages and effectiveness in the process of teaching and
learning vocabulary in many ways.
In the lessons using new vocabulary skills, I realize that in order for the
teaching hours to be effective, teachers need to:
- Always open close relationship with students to create teacher feelings
through teaching and learning activities, thereby attracting students to love

English more.
- Prepare attentive and careful lessons suitable to each target student.
- Offer easy-to-understand situations to elicit correct guesses from them.
- Do not restrict language and vocabulary within the textbook. Depending
on the student's ability, the teacher should expand the content of the language
and vocabulary as far as possible.
- Teachers prepare carefully teaching aids, collect many pictures from
newspapers and magazines or draw simple pictures... to make a deep impression
on students and help them remember right from the classroom.
- Often ask them to spelling new words they have learned at least three
lines per word.
- Encourage children to buy and collect many simple English stories to
read by themselves in order to develop their vocabulary.
- It is necessary to organize the class scientifically. During practice hours,
the teacher should wisely choose the type of practice such as pair work or group
work that is appropriate for the classroom and the size of the students in the
class.
In short: In my last semester, my teaching and learning has changed a lot.
I myself have become more aware of my work, always trying to complete good
class in general, teaching vocabulary in particular, small details in detail, always
want to find innovative ways to avoid the vocabulary lesson becomes boring and
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tedious. It is aimed at creating a comfortable learning space, effective learning
as well as fun for students. In addition to that, students in the class teach quick,
easy to understand vocabulary that is longer than the meaning of the new word,
helping them not feel difficult to learn new English words, and help them have
many love more when learning a foreign language.
Obviously, mistakes are unavoidable, all comments and remarks on this

research will be highly appreciated. I would like to hear the comments of all
colleagues to make my subject more complete!
I hereby declare that this initiative is due to the experience I myself have
written, not copy anybody’s. I sincerely thank you!
Thieu Hoa, May 2nd, 2021

COMMENTS AND ASSESSMENT
OF THE SCIENCE COUNCIL

The author

Nguyen Thi Bay

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REFERENCES

1. Hadfield J. Beginners’ communication games / J.Hadfield. – Longman, 1999.
2. Lee W. R. Language teaching: Games and Contests / W.R.Lee. – Oxford:
Oxford University Press, 1991.
3. Riedle C. Web 2.0: helping reinvent education / C.Riedle, 2008. – Available
at: />4. Thronbury, Scott. 2002. How to Teach Vocabulary: Person Education Limited.
5. Wilkins, D. (1972). Linguistics in Language Teaching. London: Edward
Arnold. Schmitt, N
6. Wright, Betteridge, Buckby. (2006). Games for Language Learning.
Cambridge: Cambridge
7. />8. Huyen, thanh.et al. (2003) from. Learning Vocabulary through Games. Asian
efl journal

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Warm-up
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