A-PREFACE
I. REASONS FOR CHOOSING THE THEME
1-Basis of theory:
Students’ initiative, activity and creativeness are more important in
teaching foreign language because no one can use means of foreign language in
communication better than students’ communication abilities. One of the main
methods in teaching foreign language is Communicative Approach;
communication is regarded as both aims and aids of teaching (teaching in
communication, by communicating, and to communicate). To teach English
more and more interestingly, effectively and communicatively, every teacher
must do their best, master their professional abilities, study without cease and
apply active and suitable teaching methods.
Throughout years’ time of teaching English in the period of general
education renovation, I have myself thought that it is necessary to reform
methods of organizing activities in teaching often to motivate students. I have
positively realized that only by new language Games can we interest students in
English lessons. These new language Games can be considered to be new
activities or techniques which are suitable for the students’ psychology. The new
language Games strongly do delight either learners or teachers when they have
skillfully used old games. Besides, they can raise the teaching quality. In these
Games, we can unexpectedly happen to realize students’ talents because they are
equal to students, easy to play, suitable for the whole class even weak students.
Furthermore, the students who hardly prepare the lessons might have high scores
in the games because quick-wittedness and intelligence are much more
important than understanding about everything. The sense of equality,
atmosphere of excitement, feeling of the games in students’ reach, spirit of
solidarity, the factors of which help students to ignore their shyness which
prevents them from speaking freely and actively. This has a great influence on
teaching results. Students have chances to use the linguistic data and even they
can see that they are using their vocabulary, grammatical structures… Moreover,
they feel satisfied when they know they can do as well as others. However,

students lack their basic knowledge from the junior high schools. Therefore,
students have no sense, no mood, no motivation to learn English effectively and
actively.
c- Facilities and teaching aids
To meet the demands for education reform, facilities of the school are becoming
better and better. However, students would be more interested and active if we
had a lab or a computer room for learning. Moreover, teaching aids are supplied
quite enough but if only we had large pictures for the lessons, our lessons would
be more exciting and interesting
d- For teachers
Being a teacher of the foreign language, realizing a new method of
teaching is a big problem. Personally, I see that 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.
e- 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 read, speak, listen and
write, even they ignore paying attention to the lessons or taking any notes or
doing any homework. In fact, we can see these students have no love for
English.Therefore, the teaching qualities of English do not live up to our
expectations. Following is the convey on the quality of English of 3 classes:
12A, 12B, 12E at the beginning of the first term in school year 2015-2016.
2



Total

133

60

43.
5
48.8
45.
1

Classes Number
Speaking
of
Well
Badly
students mastered mastered

12A

42

and
applied
Q
%
16 38.0

12B

28
27

60.
9
60.0

81

61.0

Badly
mastered
and
applied
Q
%
24 57.
2
26 56.
5
23 51.
2
73 54.
9

Reading
Well
mastered
and

9
2
72 54. 61 46.
0
0

Badly
mastered
and
applied
Q
%
22 52.4
2
5
22

54.4

6
9

51.6

48.8

Writing
Well
mastered
and

46.
6
46.
6

II- AIMS OF THE RESEARCH
From the matter of fact, as a teacher, I have endlessly been considering
and researching for the methods to improve the quality of teaching English.
Knowing that the students’ psychophysiology is doing what they enjoy, liking
new things, indulging in pleasures rather than study, I give them a new method
of learning in which they can work for both study and pleasure . This method
gives them the feeling of delight and easiness when they learn English lessons
through some new language Games which are considered to be the new teaching
techniques in place of the old one that students are too familiar to and bored
with. These new language Games , in fact, are competitions. They require
students’ quick decisions such as: How to act?, What to speak? How to win the
games? Wanting to solve those questions makes students’ thoughts quicker,
more sensitive and intelligent because they must make use of their intellectual
abilities for pleasure and excitement. Thanks to this way, students are naturally
absorbed in the lessons. Games are highly motivating because they are amusing
and interesting. Also, I would like to exchange my own initiative experiences
and methods of teaching for the colleagues so that we can find out new and
3


interesting methods in the period of education socialization our Party and State
laid down.
III- OBJECTS OF RESEARCH
- Techniques of using games in teaching English language.
- Results gained by students before and after using games in teaching.

- Through playing Games, students can learn English the way they learn their
mother tongue without being aware they are studying; thus without stress, they
can learn a lot.
4


- Games stimulate the students so they look forward to class
- Even shy students can participate positively.
3.When to Use Games
- Games are often used as short warm-up activities or when there is some time
left at the end of a lesson. Yet, as I observe, a game "should not be regarded as a
marginal activity filling in odd moments when the teacher and class have
nothing better to do. Games ought to be at the heart of teaching foreign
languages. I suggest that Games be used at all stages of the lesson, provided that
they are suitable and carefully chosen.
- Games also lend themselves well to revision exercises helping learners recall
material in a pleasant, entertaining way. All authors agree that even if Games
resulted only in noise and entertained students, they are still worth paying
attention to and implementing in the classroom since they motivate learners,
promote communicative competence, and generate fluency.
4.How to Choose Games
- A Game must be more than just fun.
- A Game should involve "friendly" competition.
- A Game should keep all of the students involved and interested.
- A Game should encourage students to focus on the use of language rather than
on the language itself.
- A Game should give students a chance to learn, practice, or review specific
language material.
- A Game should focus on the certain aims of certain stages in a lesson, but not
only for fun.

- It is very important not to play a game for too long.
- Teacher should prepare the materials in sufficient quantities.
- Teacher should "check" answers at the end of an activity.
- Making sure everyone participates. It is best to stop a game at its peak.
7. Advantages of using Games in the classroom:
- Games are a welcome break from the usual routine of the language class.
- They are motivating and challenging.
- Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
- Games provide language practice in the various skills- speaking, writing,
listening and reading.
- They encourage students to interact and communicate.
- They create a meaningful context for language use.
8. How and when to apply new language Games to teaching some Grade 12
English lessons
8.1-Using Games in Warm-up stage to check, revise vocabulary or grammatical
structures or lead students to the new lessons :
6


Game: Number matching
-Aims: To check or revise vocabulary, grammar or structures which have pairs
of words, or clauses….or lead students to the new lessons in Warm-up stage.
-Time allowed:5-7 minutes.
-Material preparation: Teacher should prepare a table of words, phrases or
clauses in advance and stick it on the board.
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B and asks each team
to choose 5 or 6 couples.
+Teacher asks couples in the 2 teams to come to the board and stand on 2 sides.

4.As the conversation went on, he d. more and more expensive
became
5.The suitcase seemed to get
e. better and better
6.Her English is improving; it’s getting f. heavier and heavier as I carried it
upstairs
7


+I ask couples to find and match each other in their own team.
+The couple who have the perfect match will score one point for their team.
+I translate the meaning of the words, phrases or clauses each couple matched.
+I correct the answers.
+I sum up: The team having more points will win the game.
Students in 1 go with d, 2 with a, 3 with b, 4 with c, 5 with f, 6 with e
After students understand the meanings of the sentences above, we can ask
them to give the form of Double comparison “ comparative + and +
comparative”
* Note: We can do the same in Exercise 3_Unit 13_Language focus, page 147;
in Exercise 2_Unit 7_Language focus, page 82,83; in Exercise 1_Unit
16_Language focus, page 182.
8.2- Using Games in Post reading or listening stage to summarize the ideas.
Game: Paper planes of numbers
-Aims: To summarize the ideas of the text in Post reading or listening stage.
-Time allowed: 7-9 minutes.
-Material preparation: Teacher should ask students to prepare some papers and
make planes of paper.
-Steps: ( After reading or listening)
+Teacher divides the class into 8 or 10 groups of 5( depending on the number of
students in the class)

sentence: “ The Men’s Football team won a silver medal” ( line 11, 12
paragraph 2)
If the group don’t answer or answer incorrectly, they will have no points and no
chance to throw the plane to others. If they answer correctly, they will have one
point and fly their own plane to others. If the plane lands at no groups, it will be
thrown again.
+I ask students to take turn to throw their planes until there’s no numbers left.
+I correct the number students take out from the Reading.
-I sum up: The group having more points will win the game.
Group’s answers:
22nd: The 22nd Southeast Asian Games were held in Vietnam.( line 1, para 1)
2003: The 22nd Southeast Asian Games were held in Vietnam from the 5th to 13th
December 2003.( line 1,2- para 1)
11: Athletes from 11 participating countries.( line 1, para 2)
32: Athletes from 11 participating countries competed 32 sports.( line 1, para 2)
444: 444 gold medals were won.(line 2 para2)
158: Vietnam won 158 gold medals.(line 5, para 2)
90: Thailand ranked second with 90 golds.(line 6,7- para 2)
55: Indonesia was third with only 55 golds.(line 7, para 2)
2: Singapore and Vietnam were the two nations which had participants who
were
Presented with the most outstanding athlete title in the Swimming and Shooting
events.(line 8,9,10- para 2)
8.3- Using Games in Pre-writing stage to present the suggestions for ideas or
structures.
Game: Sentence Arranging (like : Jumbled sentence game )
-Aims: To present the suggestions for ideas, grammar, structures in Pre-writing
stage.
-Time allowed: 5 – 7 minutes


system in Vietnam and write each jumped word on the pieces of the paper and
stick them on the board(as shown).
+I divide the class into 2 teams: Team A and Team B.
+I call 5 students in each team to come to the board.
+I jump the words in each sentence. And then give each student one jumped
sentence.
+Within limited time ( for example, 45 seconds) , these students finish putting
the correct orders of the words in each sentence so that these sentences are
perfect.
+I correct and sum up: The team having the fast and correct sentences will win
the games.
Teams’ answers:
1.The children in Vietnam start going to primary education at the age of 6.
10


2.Compulsory education lasts during 9 years from primary to lower secondary.
3.The academic year in Vietnam lasts during 9 months from Sept to May.
4.A school year in Vietnam is divided into 2 terms.
5.The children in Vietnam finish upper secondary at the age of 17.
Games: Relay
-Aims: To check or practice vocabulary such as verb form or word formations
( nouns, adjectives, adverbs, comparison of adjectives and adverbs…) and
phrasal verbs or adjectives… in Warm-up stage or Language focus lessons.
-Time allowed: 5-7 minutes.
-Material preparation:
+Teacher should prepare the words he/she needs to check or practice such as
adjectives, verbs, prepositions…These words should be written on the 2
different pieces of plastic ( or 2 extra-boards)( so that we can be economical and
use in other classes) and teacher hangs them on the black board. Each piece of

asked to stand in 2 rows.
+I give the instructions that I will say a word or phrase in Vietnamese , and in
turn, each student in 2 teams will write the words on the right column as
required.
Team A
Team B
Verbs
Prepositons
Verbs
Prepositons
look
up
put
in
take
over
give
off
go
after
try
back
get
out
turn
on
fill
off
hurry
up

game.
Note: This game can be used to develop reading skill through scanning or
intensive strategies in while-reading stage in Reading lessons.
* For example: English 12(Basic curriculum) ( page 47)
Unit 4 : School education system - Lesson 2 : Speaking
-Aims: To help some specific language functions or suggestions for ideas in
Warm-up stage in speaking lessons.
-Time allowed: 10 minutes.
-Material preparation: I prepare an extra-board then write down the list of 5
pairs of questions on it( I prepared making my own questions, based on the
example on the page 47, to help students).
-Steps:
+I divide the class into 10 groups of 5.
+I ask groups to make the pairs of questions to the information in the table about
the school education system in Vietnam (page 47 ) in groups based on the
example under the table, then I correct by giving students my own questions.
1.-When do the children in Vietnam go to Nursery?
-How long does the Nursery last?
2.-When do the children in Vietnam go to
Kindergarten?
-How long does the Kindergarten last?
3.-When do the children in Vietnam go to Primary
school ?
-How long does the Primary last?
4.-When do the children in Vietnam go to Lower
Secondary?
-How long does the Lower Secondary last?

13


Numb
er
of
stude
nts

Listening
Well
Badly
master master
ed and ed
applied and
applie

Reading
Well
master
ed and
applied

Badly
master
ed
and
applie
14


12A


2
1
0
3
3

d
%
Q %
Q
26. 32 76. 1
2
1
0
26. 35 76. 1
1
0
1
22. 36 80. 9
3
0
24. 10 77. 3
9
3
4
0

class
es


Q
10

Q
33

12B

46

34

12E

45

36

Total

133

102

%
76.
1
73.
9
80.

79.
0

focus
Badly
mastere
d
and
applied
Q
%
9
21.
5
11 24.
0
8
17.
8
28 21.
0

%
23.
9
24.
0
20.
0
22.

74.
4

13
10
34

%
26.
2
28.
3
22.
3
25.
6

( * Note: Q : Quantity )
As shown from the table of statistics above, we can see that the qualities
of the subject have changed dramatically in all skills. They are much higher and
better than those of the school year 2013-2014. Up to now, there’s been enough
evidence to affirm that new language Games have resulted in much effect in
teaching English. From my point of view, if we use these new language Games
widely in other classes or grades, I have strong belief that we will also be
successful.

C- RELEVANT LESSONS
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

methodology, therefore, I would like teachers to contribute your sincere ideas so
that we will have perfect and suitable methods of teaching English in accordance
with the education reform of Ministry of Education and Training.

XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hoá, ngày 14 tháng 05 năm 2016
Tôi xin cam đoan đây là SKKN của tôi viết,
không sao chép của người khác.

Nguyễn Văn Tâm

17


E-REFERENCES
1. How to use language games to teach English - by Andrew Wright, David
Betteridge and Michael Buckby Cambridge University Press, 1984.
2. Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great
Britain: Cambridge University Press.
3. Practical handbook of language teaching (David Cross)
4. A course in language teaching - Practical and Theory (Penny Ur), Cambridge
university press
5. Adrian Doff, Teach English - Cambridge University Press - 1997
6. (English language teaching training protect), The Methodology Course
7. English language Teaching Methodology by Ministry of Education and
Training, 2003
8. Jeremy Harmer, How to teach English - Oxford University Press - 2002
9. Teachers book, text book Grade 10 by Ministry of Education and Training,
2007.