CONTENTS
A. Introduction
I. Reason for choosing the theme.
II. Research purposes
III. Research objects
IV. Research methods
B. Content
I. Theoretical basic
II. Actual situations.
1. The reality of teaching English in Thieu Khanh secondary
school
2. The advantages of using games in teaching English
III. Solutions.
1. Important factors of using games in teaching English
2. Methods of using games in teaching English
3. Using games in real situations
IV. The results.
C. Conclusion

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afraid of building the lessons. They understand lesson but they don’t want to
discuss about it, they only want to listen to what the teachers say but they don’t
want to ask or interact to teachers.
So as to make an English period achieve better results, be stimulating
learning and promote positive students, teachers must constantly innovate
teaching methods and forms of organizing the teaching activities. One form of
teaching bringing highly effective is to combine organization of games in
English teaching hours.
Using games in teaching English is teaching through the way to
organize activities for students. Under the guidance of teachers, students are
worked by self- playing game in which the purpose of the game conveys the
objective of the lesson. Rules of the game (gameplay) shows the contents and
methods of learning, especially learning methods with the cooperation and selfevaluation.
Playing learning games to form knowledge, new skills or reinforce the
knowledge and learned skills. In actual teaching, teachers often organize games
to reinforce the knowledge and skills. But the organization for the students
playing the game to form knowledge, new skills are needed because this is
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necessary to generate the interest in learning to students right from the start of a
new lesson.
From the above reasons, I bravely contribute to this school year Science
Council the initiative with the theme: “Experience of using games in teaching
English for students of class 9A in Thieu Khanh Secondary School – Thanh Hoa
City”.
II. RESEARCH PURPOSES
- Study about theoretical basic of games.
- Get to know the actual situations of learning English of students in
Thieu Khanh Secondary school.

The game is a kind of activity is very familiar and close to everyone.
Different angles, games are defined separately, it can be an essential natural
activity that matches the value of a human being or as an effective practice
methods for the formation of personality and the mentality of children ...
Organizing games is to develop mind power, wisdom, strength for our students.
Games should follow a topic, a certain content and have rules that players must
follow.
Learning games are understood simply as the game whose content ties
to the learning activities of students to enable students to learn in the classroom
more exciting and joylly. Game content is played on a certain intellectual
activity such as attention, quick wit, imagination or creativity.
II. ACTUAL SITUATIONS
1. The reality of teaching English in Thieu Khanh secondary school:
Located on the edge of town, not very far from the city center, Thieu
Khanh is considered one of the schools which has quite good quality of
education. As the evidence that the annual number of exellent students
municipal level is increasing. But the fact is that the quality of their mass is not
high. One of the reasons is the low quality of the input. Local language barrier
also significantly affects the ability to access their lessons. Many students have
difficulty in listening, reading, speaking and even writing. Reasonalbe teaching
methods will be the way to break these barriers.
Compared to recent years, students now have quicker reaction, gain the
lesson better. However, there are also too many things for them to learn.
Especially for students in grade 9, the knowledge they have acquired quite a lot,
the topics are dificult. Besides that, many articles are abstract. It’s necessary to
have a good method to help students absorb lessons in an active, possitive and
fun way.
Playing games is considered as a good method which helps students
limit the boredom of a topic, the hardening of the structures and make the
lesson become much easier.


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6.3

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21.9

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students will be practiced different situations which force themselves to a
reasonable choice, personally discover the strenghs, weaknesses as well as
capabilities in each field.
Game reasonable organization helps students develop natural physical,
forge agility, become more energetic, confident before the crowd. Especially, the
combination of group activities also teaches students the way to work in groups
and the benefits of cooperation. This enables students to have more soliarity in
particular learning and in life in gereral.
III. SOLLUTIONS
The last purpose of teaching is to help students accquire all the
knowledge, achieve the aims of the lesson. In order to enable this, teachers must
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use teaching techniques. Using games is also the process that teacher is using
techniques for a lesson. In this process, teacher should pay much attention to
basic factors of using games.
1. Important factors of using games in teaching English:
- Teachers need to develop and use the game in a unique way to attract
students to think, to explore the knowledge, not the occurrence of overlap boring
(due other teachers have used, or previous periods have made this game),
students will not actively thinking in the process of implementing the game.
- The organization of the game in order to create opportunities for
students to experience and facility identification, analysis, reasoning ... from
which scientific knowledge discovery. So after the game finished , teachers
should guide students to analyze the significance of the game so they draw
learning content from the game.
- The game is an indispensable factor and decide the success of the
method. For the organization of the game really attractive and effective, teachers
can build, design games based on the following grounds:

The organization often creates air game fun, comfortable, easily lead to
negligence in the operation. Teachers should carefully controlled circumstances
to avoid playing unwanted accidents.
2.3. Explain the rules of the game.
The game is the perfect reflection of the content being shown the correct
nature. Therefore teachers should explain the rules to students does not distort
the content of learning.
2.4. Soothes the aggressive properties of the player.
The organization of games aimed to study, not to rank, confirmed talent.
Teacher should emphasize this to students, does not mean aggressive, leading to
conflicts and disagreements together.
2.5. Focus meaningful analysis after making the game.
Playing games is essential, but not the main thing of the method. The
lessons learned from the last game is the ultimate goal of method. So teachers
are not only investing in the organization, but also well- prepared for the
analysis of the significance of the game.
2.6. Ensuring education.
Teaching not only to provide knowledge and skills but also to achieve
the objective of education for students. So the way to organize the game must
ensure the cultural, should not have offensive operations, lack of culture in the
classroom, in the school.
2.7. Do not abuse the method.
Each teaching method has advantages and disadvantages, no
pluripotency. The use must be consistent with the learning content and
characteristics of the object, purpose ... The abuse of game-organizing methods
will be boring, even counterproductive.
3. Using games in real situations:
Teaching bases on games is a method which interests for learners but it
also requires high creation of the teacher. So as to apply this method best,
teacher need to distinguish the levels to use games in teaching and satisfy the

* Advantages of game: This type of game is quite easy: easy for students to
play, for teacher to prepare and it isn’t aslo time – consuming for warm - up part.
Playing this game, student can sybolize the words or phrases following a
definite topic.
Example 2:
UNIT 2:
CLOTHING
Section1 : Getting started – Listen and read
In order to introduce the topic of unit 2, teachers divide the class into 2
groups, ask students to play the game: CROSSWORD.
Rules of game: We have 5 numbers going with 5 crosswords. After each
number is a picture of atraditional dress of a country. Within fifteen seconds,
teachers show each number with a picture, the group who has quicker signals,
give correct answer will get 5 points. While answering the questions, if one of
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groups has answer for key word, they will get 10 points. The winner is the one
who has more points.

These are pictures for five numbers.

After students give the key word: ÁO DÀI. Teachers show the picture of
Áo dài, and ask: How do you know about the Ao dai?
Students’ answer: It’s the traditional dress of Viet Nam.

From this answer, teacher can introduce: Do you know anything more
about the Ao dai? Is it fashionable or not? Who usually wear it? Today we are
going to get to know more about it.
With the lively images, interesting activity and the guidance to teachers’

the group who find the most pairs will be the winner.

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After playing games, students will be able to remember the location of
images in their head, and can easily make the listening task.
* Advantages: This game interests students with images, it also helps students to
practice quick eyes and ability to remember information through pictures.
Learning through images is one of teaching methods that makes class more
lively and excitingly.
Holding games for students not only base on characteristic games of
English, but teachers also should manipulate the games from the practice or on
television to promote maximum effectiveness of teaching.
The following game borrows name of a game on television: WHO’S A
MILLIONARE?
The game is adapted from the games on television, this makes sure that
the children will be very excited to play that they have watched so far. This
game is suitable for 4 quiz format solution. Teacher can divide the class into 2 or
3 groups .
The Revision and Consolidation are often dry lessons, so it is very
suitable for students to play this kind of games.

3.3.

Level 3 – Using game as the lesson content:
This level is usually used for student to be experienced different
situations during playing, the students can find out the content of the lesson.
This level can be used for “While-”.
Teachers can use games: Lucky Numbers, Secret gifts, Secret windows…

efficiency each model has.
5. Lucky Number
6. Why should we save energy?
• Because we can save money as well as conserve the resources.
7. Mrs. Jones uses only 2 ordinary bulbs and she pay 8 USD for lighting. How
much will she pay if she uses 2 energy-saving bulbs instead?
• She will pay 2 USD.
8. Lucky Number
After the game finishes, teachers should ask students to sumarize the
content of the text by doing brainstorm or network.
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*Advantages: This game makes students curious about the way to play, they
want to find chance to get points without answering the questions. This
enocurages students to pay more attention to the lessons.
The examples below are other types of games for finding out the content
of the lesson. With these kinds of games, teachers can design for any types of
exercises such as: answering the questions, choosing the best answer, fiiling in
the gaps,…….
Example for designing “Lucky Wheel”:

Example for designing “Secret Window”:

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Example for designing “Democratic Picking Flowers”:

So as to make lesson colorful and lively, teacher should use different


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Teaching English by using games is one of the ways which helps
students have the closest approach with the aim of the lesson. Using games
logically in teaching, teachers can make the lessons more lively and attractively.
Classes become more ebullient, this attracts students to participate and pay more
attention to the lesons. Students can understand the lesson more easily and
remember longer. That is the last purpose of teaching.
This is my experience which I have gathered during my teaching time. It
may not be the best method, but if we follow, I think we can get a certain
success: make English lesson easier, more lively. From that, we can help
students improve the learning results of the students and improve the
educational quality step by step.
In my initiative, there may be a few mistakes, I hope to receive the
suggestions from the Science Council so that my topic will be more perfect.
Thanks sincerely!
Headmistor’s evaluation

Thanh Hoa, March 15th 2016
I assure this is my own initiative, not
copy from the others.
Created by

Le Thanh Vu

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