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 2019


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 ………………………………………………………………..

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20
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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.

Page 3


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

or failure in language learning. For teaching and learning speaking skill, the
great impact of motivation is not an exception. It is undeniable that if the
students are motivated, especially from the warm- up stage, their speaking will
be completed more successfully and their difficulties in speaking will no longer
exist.
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”.
Page 4


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

funny pictures that delight and motivate students in English speaking lessons.
They are used as precious teaching materials for teachers as well.
B. CONTENTS AND RESULTS
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

- 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.” [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.
- 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.
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small
(medium)

oval
square

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

7. Susan shows sympathy for other people’s problems
8. Daisy likes to welcome guests and is friendly to visitors.
9. David only says what he thinks or feels

7. understanding
8. hospitable
9. sincere

Unit 2. Personal Experiences – B. Speaking ( page 25, 26 )
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?”.
Handouts

4. After 3 minutes, I invite a representative of each group to write the words on
the blackboard.
5. I check the answer. This group can add the words to other groups.
Suggested answers
birthday
end –of- term
farewell
(party)

graduation
promotion
Occassion

house- warming (party)
wedding anniversary

Halloween
New Year
Christmas
Coffee shop
classroom

restaurant

pop

Place

canteen


fruits
tea
Food

Drink

chicken
sandwiches

beefsteak
bread
draw

curry

Fanta
mineral water

dancing contest

jewerlry

milk
doll

fruit juice
souvernir

quiz
Game

4. Which group finishes first and has the most correct and meaningful sentences
will be the winner.
PICTURES
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.

saying
joking
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.

5. I call some groups to present in front of the class and ask others to comment.
6. I give feedback on students’ presentations and correct the mistakes.
Example:
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
Page 13


▪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:
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.


15.

Page 14


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
24

SPEAKING CARDS FOR PAIR WORK
Set 1
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

STUDENT D
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 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

W
O
L

E
P
E
R
A
B

P
H
R
F
O
X

C
A
M
E
L
E

S
N
A
K
E

O
S

F
G
R
H

horizontal

B
I
T
O

D
R
O
R

A
A
I
S

X
F
S
E


14.rabbit
15. fox
16. ox
17. camel
18. snake
19. dog
20.goat
21. bee
Up:
22. rhino
23.rat
24.zebra
Diagonal: 25. deer
26. bear
- 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

14.

15.
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MERGEFORMAT

16.

17.

18.

19.

20.

21.

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


2. Team A and B make sentences expressing facts and opinions for topic 1.
3. Topic 2 is for team C and D .
4. After that I call on some students to report their answers in front of the class.
5. I check the answers. The group having more correct sentences will win the
game.
Suggested answers
1.Tho Xuan District is located 50km to the West of Thanh Hoa city. (F)
2. It is believed that Tho Xuan District will develop rapidly its society and economy in 5
years’ time. (O)
3. Our school has more than 1000 students.
(F)
4. Le Loi high school is considered to be the biggest school in our district. (O)

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: 11A3, 11A4, 11A7; 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

11A3



(75 %)

C. RECOMMENDATIONS

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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 outof-date ones in order for students not to feel bored.
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

district, Thanh Hoa province. “Applying some games to motivate the 12th form
students in speaking lessons at Le Loi high school” - Experience initiatives of
school year 2015- 2016.
Websites:
1. />2. />3. />4. />5. o/tin-giai-tri/sinh-vien-tinh-nguyen-tiep-suc-mua-thi-nhap-vien-vi-saynang

Page 22


(XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ)

Thanh Hóa, ngày19 tháng 5 năm
2019.
Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung của
người khác.
(Ký và ghi rõ họ tên)

Trịnh Thị Hoan

Page 23


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP SỞ GD & ĐT VÀ
CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Trịnh Thị Hoan
Chức vụ : Giáo viên
Đơn vị công tác: Trường THPT Lê Lợi

2010 - 2011

C

2015 -2016

Page 24