THANH HOA EDUCATION & TRAINING DEPARTMENT
LE LOI HIGH SCHOOL

EXPERIENCE INITIATIVES

APPLYING SOME GAMES TO MOTIVATE THE 12TH 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 2016


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
B. CONTENTS AND RESULTS
I. Contents
1. About games
2. Why use games in class ?

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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 successful 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 12 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. 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.
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

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.
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
memory, performance and social benefits. Kim (1995) states more general
advantages of using games in the classroom and they include:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
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- Clear objectives and goals must match the difficulty level of the game and ability
level of the students.
- Ensure that shy or quiet students are not alienated and have an opportunity to take
part.
- When using games, teachers should be good at controlling the class and careful
with chaos and noise.
- Teacher should prepare the materials in sufficient quantities.
- 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.
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6. Suggested games to teach speaking in the new textbook for grade 12.
Within the scope of this study, I do not have the attempt to cover all the
speaking lessons in the new textbook for the 12 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 helping teachers of English at this level 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. Home Life – B. Speaking ( page 15 )
Game: Miss you most
▪ Aims: To lead students to the new lesson to talk about family
▪ Time allowed: 4 minutes
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams: Team A and team B
2. I write on the blackboard the question: When you leave your home for university
next year, what or who will you miss most?
3. One student in each team takes turn to answer the question using the words that

5.

2.

6.

3.

7.

4.

8.

Keys : The features of culture in the pictures
1. People go shopping once a week
2. Lovers hold hand and kiss in public.
3. Children sleep in their own bedrooms.
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4. Three generations live under the same roof.
5. People ask questions about age.
6. People celebrate their birthdays.
7. Christmas is a national holiday .
8. Marriage is based on love.
Unit 3: Ways of Socializing – B. Speaking (page 32 , 33, 34 )
Game: POSITIVE OR NEGATIVE?
▪ Aims: To lead students to the new lesson
▪ Time allowed: 4 minutes


▪ Organization: groupworks
▪ Steps:
1. I divide the class into 4 teams, and ask each team to prepare a pen and a piece of
paper in order for the secretary of each team to write the answer in it.
2. I read aloud 8 sentences which have the content concerning about school
education system, each sentence has a missing word. I read the missing word by the
word “education”. Teams’ duty is to find a suitable word or number to replace the
word “education”.
3. Then I collect the papers which have the answers in them and summarize.
4. The team having more correct answers will be the winner.
8 sentences:
1. When I was five years old, I was sent to education by my parents.
2. In our country, it is education for children between the ages of six and fourteen
to go to school.
3. Many children below the age of four go to education school.
4. Children between the ages of education and 17 go to Upper – Secondary school.
5. A young child studies education 1 to 5 in a primary school.
6. Before entering Upper – Secondary school, children have to spend education
years at a Lower Secondary School.
7. The highest grade in our general education system is the education .
8. When finishing Upper – Secondary school, students have to take a national
examination for the education.
Keys
1. kindergarten
2. compulsory
3. nursery
4. 15
5. grades
6. 4


Work
Learn for first semester at high school
Do 15- minute and one-period tests
Learn for first semester at high school
Do 15- minute and one-period tests
Take first semester examination
Get first semester results
Start second semester
Attend meetings introducing universities
Choose the favourite university or college
Fill in the application form
Send the application form
Take the GCSE examination
Get the GCSE result
Take the entrance examination to the University of …..
Get the entrance examination results
Get a letter of acceptance from the university
Go to university as a university student
Unit 6. Future jobs – B. Speaking (page 65, 66, 67 )

Game: COMPLETE THE WORDS
▪ Aims: To warm up the lesson and to revise the words about jobs.
▪ Time allowed: 8 minutes
▪ Material preparation: handouts
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams and hand the handouts.
2. There are 17 words in the handouts, each word has a letter which is from the
vertical keyword: Choose the right job. Teams’duty is to read the clues to find out

11.
      I    
12.
    G    
13.
 H        
14.
 T    
15.
J        
16
 O    
17.
    B 



Sheet 2
Clues:
1. He can arrest criminals.
2. He designs houses, buildings,…
3. He prepares foods in a restaurant.
4. He operates the controls of an aircraft.
5. He travels into space.
6. He drives a taxi. ( two words)
7. He plays football professionally.
8. She teaches in a school.
9. He cures animals when they are ill.
10. He works in a farm.
11. He connects, repairs electrical equipment.

15. journalist

Unit 10. Endangered Species – B. Speaking (page 109, 110)
Game: CLASSIFICATIONS
▪ Aims: To lead students to Task 2 (page 110)
▪ Time allowed: 5- 8 minutes
▪ Material preparation: handouts
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams and hand the handouts in which have 21 phrases
and numbers.
2. Teams’duty is to classify these phrases and numbers into 7 different topics and
name them.
3. After 5 minutes, I ask 2 groups to write their answers on the blackboard.
4. I and other students read the answers and remark.
5. I give the final keys and the team having more correct answers will be the
winner.
6. I lead students to Task 2.
Handouts
grass

illegal hunting

1.2 to 1.5 m

only about 6,000

65 to 300 kg

about 15 to 17 years


Keys
1. Habitat: small area of India, grassland, bamboo forest
2. Population: about 700,000, only about 6,000, about 17,000.
3. Height: 1.2 to 1.5 m, 3 to 4 m, 1,4 to 2,8 m
4. Weight: 65 to 300 kg, 1,000 to 3,000 kg, 75 to 160 kg
5. Food: grass, some animals, bamboo.
6. Life span: about 15 to 17 years, about 40 years, about 60 years.
7. Reason for decline: illegal hunting, habitat destruction, trading.
Unit 11. Books – B. Speaking (page 122 )
Game: WHAT CAN YOU DO WITH A BOOK?
▪ Aims: Warm up the lesson by checking the last lesson.
▪ Time allowed: 4 minutes
▪ Material preparation: Some objects in the class and some punishing cards.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams : Team A and team B.
2. I give the question: What can you do with….?
3. One student of each group takes turn to answer without pauses. If a student of
this group doesn’t give the answer, he or she will get a punishing card.
4. The game continues until time is up
5. The team having less punishing card will win the game.
For example:
Teacher: What can you do with a blackboard?
A student from team A: I can write on it.
A student from team B: I can look at it.
A student from team A: I can clean it
A student from team B: I can……
Teacher: No answer? I’m afraid team B gets a card, a punishing card. Now
another question: What can you do with a book?

bicycle, handlebar
1.……………………
dive, pool, float, crawl
4……………………….
table, bat, net, ball, serve
7……………………….
sword, mask, fight, slash

boat, team, river, oars

ring, hit, referee, gloves

2………………………..
court, ball, net,
racket, serve
5……………………….
pool, goal, net,
arms, punch
8…………………….
board, sail, wave,
wind, surface
11……………………..

3……………………….
ball, kick, goal,
foot, referee
6……………………..
lead, finishing line,
start, run
9………………………

▪ Steps:
1. I divide the class into 2 teams : Team A and team B.
2. One student in team A stands in front of the class and mime an action about
different kind of sports so that the others in her/his team can guess the name of that
sport. One point for one correct answer.
3. After that, team B continues the game.
4. Each team mimes 4 actions alternately.
5. The team having more points will win the game
Unit 15. Women in society – B. Speaking ( page 165, 166)
Game: AGREEING AND DISAGREEING
▪ Aims: To practice speaking sentences with “should” at post – speaking stage.
▪ Time allowed: 4 minutes
▪ Material preparation: 16 pictures
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 teams.
2. I hang the pictures on the board . One set of pictures are numbered from 1 to 8,
the other can be written with the letters from A to H. Each image is covered by a
paper written with a number or a letter.
3. One group choose a number and a letter . Then I open the picture .
4. Two students in the group stand up, the first person makes a sentence about
housework
5. The other student expresses the agreement or disagreement and uses a sentence
suggested in the remaining card.
6. The game continues until all the cards are opened.
For example
Teacher: Group 1, please.
Student: We choose picture 2 and C, teacher.
Teacher: Here you are.
Student 1: I think married women should stay at home and cook for the family.

G.

H.

F.

Suggested answers
1. Sweep the floor.
2. Cook for the family.
3. Wash clothes and hang them out.
4. Do the ironing.
5. Clean the windows.
6. Water the plants.
7. Teach children.
8. Do the washing up.

A. Be relaxed.
B. Have a hobby such as painting.
C. Go shopping.
D. Go out to the theatre.
E. Walk with the dog.
F. Go swimming.
G. Sing a song sometimes.
H. Go dancing sometimes.
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Unit 16. The Association of SouthEast Asian Nations – B. Speaking ( page 175,
176, 177)
Game: WHICH COUNTRY IS IT?



1. Laos
2. The Philippines
3. Brunei
4. Malaysia
5. Indonesia
6. Singapore
7. Cambodia 8. Thailand
II. Results
Within the scope of my school only, I have applied all these games during
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: 12A6, 12A8, 12A9; I see that students are more
motivated 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

12A6

12A8

12A9


To have good results in teaching English, teachers should be
responsible and enthusiastic; enjoy teaching; love students; prepare lessons
carefully; define exact focuses, aims and objectives of lessons; know how to use
suitable methods in certain lessons flexibly in accordance with students’ abilities.
Besides, teachers should usually use new techniques instead of out-ofdate ones in order for students not to feel bored.
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On the other hand, teachers should know how to use and take
advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real
things…and teachers should also create beautiful teaching aids to motivate students
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.
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!

6. Mei, Y.Y. (2000). Using Games in an EFL Class for Children in Daejin
University. ELT Research Paper.
7. Nunan, D. ( 1991). Language Teaching Methodology. New Jersey: Prentice Hall
International.
8. Saricoban, A. and Metin, E. 2000. Songs, verse and games for teaching
grammar. The Internet TESL Journal 6 .
9. Toth, M. (1995). Children’s games. Oxford: Heineimann Publishers.
10. Uberman, A. 1998. The use of games: for vocabulary presentation and
revision. English Teaching Forum 36.
11. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
12. Van, H.V. (2006). Tiếng Anh 12 .Education Publishing House.

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