Applying some games to motivate the 12th form students in speaking lessons at le loi high school

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
 Page
ACKNOWLEDGEMENTS
3
A. INTRODUCTION
4
I. Reason for choosing the study
4
1. Basis of theory
4
2. Basis of practice
5
2.1. For teachers
5
2.2. For students
5
II. Objectives of the study
5
III. Scope of the study
5
IV. Methods of the research
5
B. CONTENTS AND RESULTS
6
I. Contents
6
1. About games
6
2. Why use games in class ?
6
3. When to use games?
7
4. How to choose games?
7
5. Important things to consider when using games in the classroom
7
6. Suggested games to teach speaking in the new textbook for grade 12.
8
II. Results
20
C. RELEVANT LESSONS
20
D.CONCLUSIONS
21
E. REFERENCES
22
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.
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 information and carrying out international exchange and cooperation. 
Because of its importance, recent years, English has been taught in almost schools in Vietnam.  Since 2006 new English textbooks for students at grade 10, 11, 12 have been officially used in Vietnam. Speaking skill is one of the four language skills (listening, speaking, reading, and writing) which the new English textbooks require students to master. As Ur states of all the four skills, speaking seems intuitively the most important. In practice, however, many learners feel frustrated as they find that speaking in a foreign language is a complex matter. It is because speaking involves many factors. The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001). In learning speaking skill, the students often find some problems. The common problem is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. 
Many techniques including games can be applied because this technique is effective to use in teaching speaking. Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities (Saricoban & Metin 2000). Games offer students a fun-filled and relaxing learning atmosphere. After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way (Uberman 1998). While playing games, the learners' attention is on the message, not on the language. Rather than pay attention to the correctness of linguistic forms, most participants will do all they can to win. In a game-oriented context, anxiety is reduced and speech fluency is generated, thus communicative competence is achieved. 
With many years of experience in teaching English at high school, I have realized that motivation is one of the key factors that determine students’ success 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 successful 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 12TH 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 attention to the lessons or taking any notes or doing any homework. In fact, we can see these students have no love for EnglishTherefore, the teaching qualities of English do not live up to our expectations
II. Objectives of the study 
The objectives of this research is to simplify the tasks and to present some abilities of using games for some grade 12 English speaking lessons in English textbook 12 to have effective lectures and develop student’s speaking skill. 
III. Scope of the study
This study mainly focuses on the effects of using games to increase 
motivation in speaking periods in the textbook for the 12th form students at Le Loi high school during the school year 2015- 2016.
IV. Methods of the research
- Using the text-book to apply to each lesson and section.
- Using references to improve.
- Pictures and other materials.
- Discussing with other teachers, 
- Observing and drawing out experiences.
	 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) 
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.
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:
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.
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. 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.
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. When giving instructions to beginners, a few words in the mother tongue would be the quickest way to make everything clear. More English exposure is needed at a later stage. 
- 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.
- 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.
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 12th 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 start with the letter in the alphabet A, B, C Each student should give one answer and other students in group may help if necessary. Then I correct the answers. 
4. After 5 seconds, this group having no answer will have loose their turn and that group will have chance to answer. One point for a correct answer. 
5. I sum up: The group having more points will win the game.
For example: 
Student from team A: When I leave my home, I’ll miss my aunt most.
Student from team B: When I leave my home, I’ll miss my bed most.
Student from team A: When I leave my home, I’ll miss my cat most.
Student from team B: When I leave my home, I’ll miss my dog most.
Unit 2. Cultural Diversity – B. Speaking ( page 22, 23, 24 )
Game: HOW MUCH DO YOU KNOW ABOUT THIS?
▪ Aims: To practise speaking about features of culture at the end of the lesson.
▪ Time allowed: 5 minutes.
▪ Material preparation: 8 pictures
▪ Steps:
1. I divide the class into 8 groups, and ask each team to choose a representative.
2. I ask groups to take 8 pictures. Each picture gives a suggestion about a feature of culture which is mentioned in Task 1 and Task 2.
3. Groups’ duty is to observe and then express their understanding about the custom and the culture in that picture.
4. After the limited time, I invite the representative of each group to present the discussion in front of the class and other groups may ask some questions.
PICTURES
1.
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.
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 
▪ Material preparation: red and yellow chalks.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams and write on the blackboard 24 adjectives randomly.
2. Students’ duty is to circle the adjectives in positive meanings with red chalks and the adjectives in negative meanings with yellow chalks.
3. I read an adjective loudly, one student in each group comes to the blackboard to circle the adjective that they have heard with suitable chalks. In order for students not to make a noise, I ask students to raise their hands, then I invite the person who has raised his/her hand the fastest.
4. After 3 minutes, I sum up and present the adjectives in positive meanings and the adjectives in positive meanings. 
5. I lead students to the new lesson: We use the adjectives in positive meanings to give compliments.
The adjectives written on the blackboard and keys:
Positive: beautiful, pretty, interesting, terrific, wonderful, good, decent, lovely, fashionable, tidy, slim, perfect.
Negative: terrible, ugly, noisy, tiring, boring, unhappy, wrong, unreliable, messy, mean, skinny, exhausted.
Unit 4: School Education System – B. Speaking (page 47 )
 Game : EDUCATION DICTATION
▪ Aims: To check or practice vocabulary about school education system at the end of the lesson.
▪ Time allowed: 5 minutes 
▪ Material preparation: 8 sentences, each sentence has a missing word.
▪ 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	7. twelfth	8. GCSE
Unit 5: Higher Education – B. Speaking (page 55 ,56)
 Game : BUSY TIME
 ▪ Aims: To consolidate the application process to tertiary study in Viet Nam in certain months in post-speaking stage.
▪ Time allowed: 5minutes 
▪ Material preparation: a circle consists of 12 numbers which show 12 months
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 groups and the circle is placed in front of the class. 
2. I ask the first group to dial the circle. If the hand points at any month, this group will talk about the works that they will do in that month to go to university.
3. One point for a good idea. The group having more points will win the game.
Keys:
Month
Work
October
Learn for first semester at high school
Do 15- minute and one-period tests
November
Learn for first semester at high school
Do 15- minute and one-period tests
December
Take first semester examination
January
Get first semester results
Start second semester
February
Attend meetings introducing universities
Choose the favourite university or college
March
Fill in the application form
Send the application form
May
Take the GCSE examination
June
Get the GCSE result
July
Take the entrance examination to the University of ..
August
Get the entrance examination results
September
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 the right words concerning jobs in a row. The dashes show the number of letters of each word. Some of them are two-word. 
3. After 5 minutes, I collect the sheets of three groups who complete the fastest and remark in front of the class.
4. The team having the most correct answers will be the winner.
Sheet 1
1.     C     
2.    H      
3.  O   
4.    O  
5.  S        
6.         E  
7.    T      
8.     H   
9. 	  E  
10.   R    
11.       I 