THANH HOA EDUCATION & TRAINING DEPARTMENT
LE LOI HIGH SCHOOL

EXPERIENCE INITIATIVES

APPLYING SOME GAMES TO MOTIVATE THE 11TH FORM
STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH
SCHOOL

Teacher’s full name: Trịnh Thị Hoan
Job title : Teacher
The field of the experience initiative: Foreign language

THANH HOA, YEAR 2017


TABLE OF CONTENTS
ACKNOWLEDGEMENTS ……………………………………………..
A. INTRODUCTION …………………………………………………..
I. Reason for choosing the study ………………………………………..
1. Basis of theory ………………………………………………………...
2. Basis of practice ……………………………………………..………...
2.1. For teachers …………………………………………………………
2.2. For students …………………………………………………………
II. Objectives of the study ……………………………………………….
III. Scope of the study …………………………………………………..
IV. Methods of the research ……………………………………………..
V. The new features in the experience initiatives……………………….
B. CONTENTS AND RESULTS ………………………………………
I. Contents ………………………………………………………………..
1. About games ………………………………………………………….

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ACKNOWLEDGEMENTS
First of all, I would like to express my sincere thanks to all the leaders of
Thanh Hoa Education and Training Department for organizing this seminar and for
giving me the precious chance to do it.
Second, I am indebted to all the colleagues at Le Loi high school for
providing me a lot of useful advice and ideas which are the most needed for this
research.
I also offer my regards and blessings to all of my family members who have
supported me during the completion of the research.
Last but not least, I would like to thank you very much for your presence and
observation. Your comments and advice would be highly appreciated.

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A. INTRODUCTION
I. Reason for choosing the study
1. Basis of theory:
It cannot be denied that nowadays English has become an international
language that takes an important role in the social life of the world. It is
considered as a tool of communication has been playing an important part in
acquiring cultural, scientific and technical knowledge, for collecting worldwide

more successfully and their difficulties in speaking will no longer exist.

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All the above-mentioned reasons have inspired me to choose the theme
“APPLYNG SOME GAMES TO MOTIVATE THE 11 TH FORM STUDENTS IN
SPEAKING LESSONS AT LE LOI HIGH SCHOOL”.
2. Basis of practice
2.1. For teachers
Motivation is essential to success in most fields of learning. The importance of
motivation in speaking has been drawing attention of many researchers and
educators. Learners often complain that they cannot think of anything to say and
they have no motivation to express themselves. Rivers (1968) believes that the
learners have nothing to express maybe because the teacher had chosen a topic
which is not suitable for him or about which he knows very little.[ 6]
Many teachers haven’t given students any chances to practice vocabulary,
grammar.., if there, they just check one or two students before the lesson
mechanically, which makes students bored and passive. On the other hand, when
teaching, teachers haven’t made full use of the students’ activities and creativeness
so the lessons are usually boring.
In conclusion, from about discussion it can be learnt that among the
factors affecting student’s motivation, teacher’ teaching method, especially the
games used in their teaching, should be put into consideration.
2. 2. For students
Since education reform, students have loved learning English but mainly
advanced students. And weak students who understand the lesson slowly learn
passively. They wait for the teacher’s or other students’ answers. Many of them
have no opportunities or they don’t dare to practice speaking English in class. They
are afraid they speak incorrectly. Many can not speak, even they ignore paying

I. Contents
1. About games
"A game is an activity with rules, a goal and an element of fun. There are two
kinds of games: Competitive games, in which players or teams race to be the first
to reach the goal, and co- operative games, in which players or teams work together
towards a common goal. The emphasis in the games is on successful
communication rather than on correctness of language." (Toth, 1995) [5]
“Games can be used at any stage of the lesson once the target language has
been introduced and explained. They serve both as a memory aid and repetition
drill, and as a chance to use language freely. They can also serve as a diagnostic
tool for the teacher, who can note areas of difficulty and take appropriate remedial
action.” [4]
2. Why use games in class ?
“Games are used as methods or techniques to involve students in learning.
Well-chosen and designed games are invaluable as they give students a break and at
the same time allow learners to practise language skills. The benefits of games
range from cognitive aspect of language learning to more co-operative group
dynamics and as a result games are highly motivating since they are amusing and at
the same time challenging. Ersoz (2000) states that games can be used to give
practice in all language skills and they can be used to practice many types of
communication.
Huyen (2003) identifies the advantages of using games to learn vocabulary in
the classroom: a) Games add relaxation and fun, so the learners retain words more
easily. b) Games involve friendly competition, so it keeps learners interested and
motivated. c) Vocabulary games bring real world context to the classroom. Mei
(2000) emphasizes similar points by saying that it encourages active learning, as
well as collaboration and interactivity. Interactive learning techniques also hold

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language material.” [2]
5. Important things to consider when using games in the classroom.
- “Choose suitable games (depending on the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings).
- The way students perceive a game depends on the actual design and
implementation of the game.
- Give clear instructions, give clear rules and give clear time limits.
- Rather demonstrate than explain.
- There must be a clear purpose and achievable goals.
- Clear objectives and goals must match the difficulty level of the game and ability
level of the students.
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- Ensure that shy or quiet students are not alienated and have an opportunity to take
part.
- Debriefing, or the evaluation of results/ events in the game, is crucial to the
game’s success.
- It must still be fun, but still help the students to learn.” [2]
6. Suggested games to teach speaking in the new textbook for grade 11.
Within the scope of this study, I do not have the attempt to cover all the
speaking lessons in the new textbook for the 11 th form. I just only suggest here
some typical speaking games which can be used in the process of teaching speaking
skill with a view to help teachers of English at this level to apply them in their
speaking classes. I hope that through these games, students can understand the
lesson better as well as finish the tasks with more effective results.
Unit 1. Friendship - B. Speaking (page 15, 16, 17)
Game 1: CATEGORISING
▪ Aims: To arrange words in the same topic
▪ Time allowed: 5 minutes

straight
wavy
curly
dark
fair
(short)

General
appearance
charming
attractive
good-looking

PERSONALITIES
helpful
easy-going
optimistic
honest
reliable
generous
kind

Game 2 : WHAT’S HE/SHE LIKE?
▪ Aims: To choose the suitable adjectives in task 2 (page 16 ) to describe a person
▪ Time allowed: 5 minutes
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▪ Material preparation: 9 sentences describing someone’s personalities.
▪ Organization: The whole class

Game 1: Find someone who……
▪ Aims: To practise ‘present perfect’ and ‘past simple’ in communicative way
▪ Time allowed: 5 minutes.
▪ Material preparation: handouts
▪ Organization: The whole class
▪ Steps:
1. I distribute the handouts to the class.
2. Students go around the class interviewing as many students as possible about
their experiences. If someone answers “Yes” to the questions, they write the name
of that person on the sheet.
3. I ask students to try to get many “Yes” answers as possible.
4. I require students to use ‘present perfect’ and ‘past simple’ when conducting the
interviews.
5. After the students’ interviews, I ask the students the questions in this format “
Who has ever seen a lion?”. The students look at their sheets and if someone said
“Yes”, they should say, for example: “ An has seen a lion”. If no one in the class
has , then the answer is “ No one has ever seen a lion”
6. As a follow up and in order to get more dialogue going, I get the class to ask An
follow up questions, for example: “ Where did you see a lion?”, Can you tell us
how you feel?, “Were you scared?”.
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Handouts
Find someone who…..
“ Have you ever…?
Yes ( Write names)
No
see a lion (not on TV)
be to Africa


house- warming (party)
wedding anniversary

Halloween
restaurant

New Year
Christmas
Coffee shop
classroom

Rock –n- Roll

hip - hop

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pop

Place

canteen

Music

classical music
beach
ice-cream


beefsteak
bread
draw

Fanta

curry

mineral water

dancing contest

jewerlry

milk
doll

fruit juice
souvernir

quiz
Game

Gift

book

flowers
singing contest

1.

2.

3.

4.

5.

6.

7.

8.

9.

Suggested answers:
1. The student is teaching the poor children.
2. The students are taking part in directing the traffic.
3. The medical students are examining the old people.
4. The students are repairing the old houses.
5. The students are taking part in a Blood Donation activity.
6. The student is helping a woman to cross the road.
7. The students are building the road.
8. The students are helping the examinees during the University entrance exam period.
9. The students are playing games with the disadvantaged children.

Unit 6. Competitions – B. Speaking (page 69, 70 )

reading
speaking

Adjective
boring
interesting
exciting
tiring
annoying
embarrassing
thrilling
fascinating
frustrating
appealing
irritating
moving

Unit 7. World Population – B. Speaking (page 83)
Game 1: PICTURE DESCRIPTION
▪ Aims: To warm up the lesson
▪ Time allowed: 6 minutes
▪ Material preparation: A picture
▪ Organization: group works
▪ Steps:
1. I show students the picture and ask them two questions:
+ What can you see in the picture?
+ What does the picture tell you?
2. I elicit answers from students and comment.
3. I introduce the topic of the speaking lesson: overpopulation / population
explosion.

Student 1: To solve the problems of overpopulation, …….
Student 2: To solve the problems of overpopulation, the government should carry out……..
Student 3: To solve the problems of overpopulation, the government should carry out population
education programmes.............
Student 4: To solve the problems of overpopulation, the government should carry out population
education programmes or family planning programmes.
Student 5: To solve the problems of overpopulation, …….
Student 6: To solve the problems of overpopulation, we should use……..
Student 1:To solve the problems of overpopulation, we should use birth control methods.
Student 2: To solve the problems of overpopulation, …….

Unit 8. Celebration – B. Speaking (page 93, 94 )
Game 1: NAME THE FESTIVALS OR HOLIDAYS
▪Aims:To revise the names of the festivals or holidays and the vocabulary related to
them.
▪ Time allowed: 5 minutes
▪ Material preparation: 2 sets of holiday pictures
▪ Organization: group works
▪ Steps:

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1. I divide the class into 2 teams : Team A and team B, distribute each team a set of
holiday pictures and ask students to arrange the pictures in the appropriate topics
of holidays.
3. Students stick the pictures in the corresponding columns on the board and give
the heading of the festivals or holidays in each column.
4. I check with the whole class
5. I ask students to give the name of each picture.


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16.

17.

18.

19.

20.

21.

22.

23.

24.

Key:
1.Thanksgiving : Picture number 10, 15
2.Valentine’s day: Picture number 5, 16, 20
3. New Year: Picture number 14, 22
4. Mid – Autumn: Picture number 1, 11, 21
5. Independence Day: Picture number 8, 23
Game 2: INTERVIEWING


STUDENT A
Side A
You are a foreign student in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival
- reason for this celebration
- when it is celebrated
- who is involved
- special customs
STUDENT A’s RESPONSE GUIDE
Side B
- Teachers’s day
- Honour the importance of teachers in our society
- November 20
- Students and teachers, young and old
Give flowers, send wishes, visit teachers
Set 1
STUDENT B
Side A
You are a foreigner working in Viet nam. You want to know about Vietnamese festivals. Make
questions based on the following cues:
- name of the festival
- purpose of celebrating the festival
- when it happens
- who participates in
- any special traditions
STUDENT B’s RESPONSE GUIDE
Side B
- Vietnamese Women’s day
- Honour the role of women in family and in society

- reason for this celebration
- when it is celebrated
- who is involved
- special customs
STUDENT D’s RESPONSE GUIDE
Side B
- Mid- Autumn Festival
- Celebrate the largest and brightest full moon of the year
- 15th day of the 8th lunar month of th chinese calendar
- All people , especially children of all ages
- Eat moon cakes, watch lion dance, carry brightly-lit lanterns

Unit 10: NATURE IN DANGGER – B. Speaking (page 118 )
Game: ANIMAL SQUARE
▪ Aims: To revise vocabulary of animals
▪ Time allowed: 7 minutes
▪ Material preparation: animal square handouts , coloured pens, glue
▪ Organization: group works
▪ Steps:
1. I divide the class into 5 - 6 groups (depending on the number of students in the
classroom) and deliever animal square handouts .
2. I ask students to find out 26 names of animals in the square horizontally,
vertically and diagonally by circling those words.
3. After 4 minutes, I call a representative of each group to stick their answers on the
blackboard. The groups having the most names of animals will be the winner
4. I provide feedback.
5. I ask the winner to say which ones are being endangered and threatened and
what they are killed or poached for. Other groups can add their ideas.
Animal square
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N
I
H
R
O
S

E
E
G
W
O
L
F
G
R
H

horizontal

E
P
E
R
A
B
B
I
T
O

F
S
E

O
T
A
R
B
E
Z
F
E
A

vertica

D
O
G
O
A
T
B
E
E
L
diagonal

Key

- Endangered animals are tigers, rhinos, elephants,bears, cheetahs, pandas. Tiger bones and other
parts of this animal are used in some traditional medicines. Rhino horns are crushed to form a
powder which is used to cure fever. Elephants are killed for their ivory tucks.

Unit 12 The Asian Games – B. Speaking (page 139, 140)
Game: NAME THE SPORTS
▪ Aims: To revise the names of sports at Asian Games
▪ Time allowed: 5-7 minutes
▪ Material preparation: picture handouts, glue
▪ Organization: group works
▪ Steps:
1. I put students into 4 teams and distribute the handouts.
2. I ask teams to give the suitable names of sports with the pictures.
3. After that, I call on each team to stick their answers on the board
5. The team having more correct answers will win the game
Picture handouts
1.

2.

3.

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4.

5.

6.

18.

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19.

Key
1. basketball
5. athletics
9. wushu
13. volleyball
17. rugby
21. mountain biking

20.

2. football
6. boxing
10. hockey
14. shooting
18. table tennis

21.

3. tennis
4. weightlifting
7. wrestling
8. fencing
11. bodybuilding

my speaking lessons. Surprisingly, such games have brought about good results
after each period. I have also carried out a small survey to get students’ opinions
about this teaching method. Students increasingly desire speaking lessons, they
become creative and active. More important, they hope that similar games will be
applied in their classes so that each speaking lesson is no longer a challenge for
both teachers and students. Personally, after using these games when teaching
speaking at three classes: 11A3, 11A4, 11A7; I see that students are more motivated
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and their speaking skills have much more improved, compared with those of at the
beginning of the school-year. The following table will give more details about this
result:
The number of students desire speaking lessons
Classes

11A3

11A4

11A7

At the beginning of the
school-year 2016-2017

At the end of the schoolyear 2016-2017

17/43

31/43

to learn and help them to practice their listening, speaking, reading and writing
skills.
In addition, teachers should look for and pick up information related to
the lesson about culture, country…to introduce to students so that they can
understand more easily and remember longer.
D. CONCLUSIONS
As mentioned before, this writing has been finished as a result of my own
experience in teaching. In fact, there are many different ways in modifying teaching
materials in order that they become more appropriate for students in each level.

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Therefore, these speaking Games are provided in the hope of making a contribution
to the teaching methods that many other teachers have suggested.
In summary, I have tried to the best of my ability, with the help of my
colleagues as well as my students, to complete this writing. However, due to the
lack of essential documents and limitation of my knowledge, mistakes are
unavoidable. To get a better and more efficient study, surely the researcher in the
coming time with the future research there will be a similar one which overcomes
these weaknesses. Therefore, the writer would highly appreciate all the remarks,
comments and suggestions from teachers, colleagues and readers as well.
Thank you very much!

E. REFERENCES
[1] . Tran Phuong An . A study on using role play to motivate the 10th form
students in speaking lessons at lao cai boarding upper secondary school, Lao
Cai province –an experiment. M.A thesis.
[2] . Anne-Louise de Wit. Teaching Tips - Using Games in the English Second or
Foreign Language classroom. Article View, May 2012.


Trịnh Thị Hoan

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