Applying some language games in speaking lessons to create excitement and enhance learning English for grade 11 students

TABLE OF CONTENT
INTRODUCTION
I. Reason for choosing the study
Learning a language is a complex and long process as anyone who has tried will agree. One of the most difficult and frustrating things is making the transition from the classroom to the 'real' world. In the classroom, everyone knows you are a student and mistakes are allowed, and the environment is contained and safe. Speaking another language outside the classroom is completely different and often students are lost at sea as soon as they step outside the door. Lists of memorized vocabulary are suddenly useless when ordering in a restaurant. 
The problem becomes more complicated when it comes to Vietnam setting. English teachers in Vietnam have just adopted communicative approach for just a few years since the using of the new textbooks. However, they have not paid enough attention to speaking skill. The speaking tasks are simple, and more importantly, impractical. 
How to create excitement for students during English speaking lessons? Through out five- year teaching experience, studying materials as well as observing the other teachers' class, I realize that stimulating students to practice speaking actively during English lesson majorly bases on designing teaching-learning activities of each teacher in each lesson plan. And, games in general and speaking games in particular are very useful in teaching and learning English speaking because it not only encourages, but improves and teaches students’ ability in using English fluently as well. Therefore, I think this study is necessary and the result of using games in teaching speaking will bring many practical benefits to the students. 
As an English teacher, I really want to clarify the topic here with my knowledge to analyze, understand the situation of teaching and learning English at high school; the application of games in teaching English at the school. Thanks to it, I will find out lessons, experience for myself and make a small contribution to enhancing the effectiveness in teaching this subject. Thus, in this writing, I would like to present the study entitles:
"Applying some language games in speaking lessons to create excitement and enhance learning English for grade 11 students".
II. Aims of the study
The aims of this study are:
- To introduce some language games in teaching speaking 
- To show how to organize games effectively and how to deal with initial problems that may arise.
- To create excitement and enhance learning English for students.
III. Objects of the study
This subject is concerned with ways of using some language games as well as their effectiveness on teaching speaking.
IV. Methods of the study
Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences.
CONTENT
Theoretical back ground
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language.
Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative learning serve best for this aim.  Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language.  In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.
	There is an interesting movement towards teaching speaking with games. It creates students’ motivation in learning English, especially speaking English g. Just immage when coming in class the teacher annouces that it is time for speaking lesson with games instead of moans and whinning, the teacher and the students get smiles and excitemment. 
	 Aydan Ersoz, author of "Six Games for the ESL/EFL Classroom" also explains more reasons why games do work for teaching speaking.  Learning a language requires constant effort and that can be tiring, but Ersoz outlines two good reasons why games should be included in the classroom:
* Games that are amusing and challenging are highly motivating.
* Games allow meaningful use of the language in context.
Students may wish to play games purely fo fun. Teacher, however, need more convincing reasons. “ Teacher need to consider which games to use, when to use them, how to link them up with the syllabus, textbook and programme and how, more specially, different games with benifit student in different ways” (Khan, J,1996). The key to a sucessful language games is that the rule is clear, the ultimate goal is well designed and the game must be fun. 
 II. Real situation of teaching and learning English at Tho Xuan 4 high school
	From applying new English teaching methods, "language games" have been become main activity in teachers' lesson plans, especially in speaking plans. Some teachers have paid attention and prepared careful game. They know how to make the classtime pleasant and comfortable so they create excitement and motivate speaking English for their students. However, some others are not aware much about the importance of language games as well as speaking skill. They still think that these games for this part waste time and make class noisy. Thus, instead of having better preparation for speaking period, they often explain the grammar rules and ask students to do exercises. This makes students stressful and the classtime boring. 
 Moreover, for students at Tho Xuan 4 high school, they have approached new teaching methods, but they seem to be embarrassing when they take part in speaking activities. To know exactly about this problem, I have investigated 90 students in 2 classes 11A5 and 11A6 by asking them the following questions:
Please tick your choice to answer the following questions:
Do you like speaking activities in English lessons?
 Very like Like
 Normal Dislike 
 2. Why do (don't) you like speaking activities in English lesson?
 ................................................................................................................... 
And I get the bellow result:
Total 
very like
Like
Normal
Dislike
No
%
No
%
No
%
No
%
90 students
10
11.1
15
16.7
25
27.8
40
44.4
As can be seen from the result that most of good students are interested in speaking activities while lower students are shy because they have no ability to take part in .Student's level of understanding is unequal in a class to cause difficulty for teachers to choose activities which are suitable for whole class. Many activities can be applied well in this period but they also are boring in the other ones. Lots of speaking activities make good students excited while bad students could not participate in. And vice versa, some activities attract lower students but make good ones bored. 
	Besides, my school is located in half-plain and pure agricultural area so students `have less chance to communicate in foreign language in daily life. They are so shy to speak as well as express ideas, so the lessons often end with chatting in mother tongue.
From those reasons, the study entitled "Applying some language games in speaking lessons to create excitement and enhance learning English for grade 11 students" has been conducted with the hope to make teachers and students have a good chance to practice speaking English.
 III. Some speaking activities applied in teaching English 11 (basic).
Who is who?
Unit 1: Friendship 
Aim: Practice describe the physical characteristics 
Times: 5 minutes 
Preparation: T asks Ss to prepare a short talking to describe a classmate
Work arrangement: group work
Procedure:
- T chooses 5 best speaking students to present their talking prepared in front of class.
- T divides class into 2 teams A and B. They will listen to the talking and guess "who is who?" 
- Each team will raise hand to have right to answer. Which team having more right guessing will be the winner?
- T models with whole class: “She is very tall. She wears glasses. She is helpful to everyone. Who is she?” (She is Lan).
- Ss standing on the board present, whole class listen and guess
- T declares the winner.
2. Have you ever?
Unit 2: My most embarrassing experience
Aims: practice making “have you ever ..”question and respond to them
Times: 7 minutes
Work arrangement: pair work
Procedure:
- T lets Ss to work in pairs
- T models “have you ever + past participle” for Ss as well as ways to respond to “have you ever” questions
Ex: Have you ever sung in public?
 Yes, I have or No, I haven’t
- If the answer is “ yes”, one might ask a follow- up question, using past simple such as: When was it? Where did it happen?.......
- If the answer is “no”, Ss have to ask another question
- T asks Ss to make dialogue and calls some pairs to present in font of the class
- T gives feedback
*Model dialogue:
A: Have you ever been drowned in the river?
B: Yes, I have
A: When did it happen?
B: It happened a year ago, on my last summer vacation
A: Where did it happen?
B: in a river near my house
A: How did it happen?
B: When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim
A: Who were involved?
B: Some of my friends were also swimming at that time, one tried to save me
A: How it affect you?
B: I learned that life is so important.
3.Which party?
Unit 3: Party
Aims: warm- up talking about party
Time: 5 minutes
Preparation: pictures of different kinds of party
Work arrangement: group work
Procedure:
T sticks pictures on the board
T divides class into groups of four or five and gives each group a card
T asks Ss to match the pictures with their names
Ss write the answers on the card and hold up when they have finished
The group who finishes first wins the game
T leads-in to the new lesson by asking questions:
Have you ever been invited to one of these parties?
How was it organized?
Key: 1A, 2C, 3B, 4D, 5F, 6E
* Names of parties: 1. Garden party 2. House-warming party
 3. Birthday party 4. Wedding party 
 5. Farewell party 6. New Year party 
* Cue pictures:
 A	 B C 
 C	 D
 D E F
4.How do you know about this?
Unit 3: Party
Aims: practice talking about the preparation for party
Time: 5 minutes
Preparation: using pictures in warm-up activity
Work arrangement: groups work
Procedures:
T divides class in to 6 groups
T lets Ss to choose one of 6 pictures about parties randomly
T asks them to observe the pictures and discuss about the preparation for this party
Ss discuss in their group 
The representative of each group will go to the board and present their ideas
T gives feedbacks
*Example:
 To prepare for birthday party, we need to buy birthday cake, candles
..
5. Describe the pictures
Unit 4: Volunteer works
Aims: introduce some popular volunteer activities and practice making meaningful sentences
Time: 5 minutes
Preparation: pictures about volunteer works
Work arrangement: group work
Procedure:
T divides class into groups of five students and gives them a set of pictures.
T asks them to describe activities in each picture in one sentence only.
Which group finishes first will raise the hand to read out the sentences. If they have more corrects and meaningful sentences will be the winner.
T gives feedback.
*Suggested answers:
1. The students are taking part in directing the traffic.
2. The students are participating in a Blood Donation activity
3. The student is helping the old cross the road
4. The students are helping people build the road
5. The student is teaching the children in the mountainous area.
6. The students are comforting the disadvantaged
* Cue pictures	
6. Guessing game
Unit 6 : Competition
Aims: talking about a contest you have recently join or seen
Time: 10 minutes
Preparation: some small gifts
Work arrangement: group work
Procedure:
T divides class into 4 teams
T asks them to prepare a talking about a contest or a competition you have recently joined or seen on TV in 5 minutes. 
T lets each group to choose the best student to represent
A representative of each group will stand in front of the class and tell about their competition you have talked. Other teams have to listen and give the name of the competition /contest.
The team who gives the correct answer first will win and gets 10 marks.
T gives feedback after each presentation and declares the winner.
*Example:
I have seen a competition recently. It is often on TV at 20.00 on VTV3 every Thursday. It is a General Knowledge Quiz. It is Vietnamese versions of the British game show. It offers a maximum cash prize of one hundred and twenty million VND for correctly answering successive multiple – choice questions of increasing difficulty.
 Key: Who is millionaire?
7. Knowledge Map Building
Unit 7: World population
Aim: summarize the main points of the lesson
Time: 5 minutes
Preparation: handouts 
Work arrangement: group work
Procedure:
T divides class into groups of five
T gives them the handouts and asks them to find ideas which is suitable with each given main points to build the map
Ss work in groups to discuss and complete the map
Each group will choose the representative to present their ideas in front of class
T gives feed back
Solutions
Overpopulation
Causes
Problems
Fewer children die at birth
Poor living standards
Carry out family planning
*Model
8. I spy
Unit 8: Celebration
Aims: Introduce some festivals in the world 
Time: 4 minutes 
Preparation: 6 pictures about some popular festivals
Work arrangement: group work 
Procedure: 
- T divides class into 2 teams 
- T speaks loudly: “I spy with my little eyes, a celebration beginning with letter”, then hangs on a picture and asks Ss to guess what festival is? 
- T explains “spy” mean “can see”
 - Ss raise hand to have right to guess with the given letter 
 Ex: T: I spy, with my little eyes, a celebration beginning with “H”
 (T shows picture about Halloween)
 Ss: (guessing) is it the Halloween?
 T: yes, it is
- T gives feedback after each guessing. if it is correct, they will have 1 mark and if it is wrong, the other team will answer. Which team having more marks will be the winner. 
- T declares the winner and leads in to the lesson 
* Cues pictures: 
A. Halloween B. Valentine’s Day
C. Teacher’s Day D. Thank Giving's Day
E. New Year Day F. Mid-Autumn Festival
9. Mapped dialogue 
Unit 9: The post office
Aim: practice make dialogue (task 2)
Time: 10 minutes
Work arrangement: pair work
Procedure:
T draws on the board two faces and introduce the scene: “This is Minh and this is the clerk at a post office. Mr Minh wants to have a telephone line installed at his home.”
T draws a mapped dialogue on the board and elicits dialogue from Ss
Ss to work in pairs to make dialogue and then practice it in open pair
T calls some pairs to present their dialogue in front of class
T gives feedback
*Mapped dialogue:
 Good morning Good..Can I..?
 I’d telephone line installed...... address..?
 234 Tran Hung Dao street .... When...? .one week
 .Friday? .havetelephone?
 how much..? . fill in the form?
..here you are. thanks
*Example dialogue:
Mr Minh: Good morning
The clerk: Good morning. Can I help you?
Mr Minh: Yes. I’d like to have a telephone line installed at home, please.
The clerk: Yes, sir. What ‘s your address, please?
Mr Minh: 234 Tran Hung Dao street. When will it be installed, please?
The clerk: We’ll make it ready one week after registration.
Mr Minh: Can you make it on Friday?
The clerk: Certainly. Do you have a telephone?
Mr Minh: Yes. How much is that?
The clerk: It’s 200.000 dongs. You can see the rates on the desk. Would you please fill in this form?
Mr Minh: YesHere you are.
The clerk: Thank you.	
10. Exhibition
Unit 10: Nature in danger
Aim: express their own ideas about destroying nature as well as protecting our environment.
Time: 10 minutes
Preparation: some big pieces of paper, markers, color pencils
Work arrangement: group work
Procedure:
T divides class into 5 groups and delivers 5 big pieces of paper and markers, color pencils to each group.
T asks them to make a poster which aims at appealing to everyone for destroying nature and try to look after our environment more carefully
Ss discuss in group to make ideas as for their poster 
After 4 minutes T has Ss stick their poster on the board, one representative of each group will present their group’s idea.
T and other Ss give comments and choose the best-designer poster and the best presentation to praise.
*Model:
“ Forest are green lungs of the earth. Trees take in 
CO2 and produce oxygen. Without trees the climate
will change for worse. Trees also help to erosion 
because they hold water. Forests are where many 
important animals live, too. Cutting down trees means
many animals may die. We may not have fresh air
to breath. So we should stop cutting down trees.”
11. Right or wrong chair
Unit 11: Sources of energy
Aim: check old lesson
Time: 4 minutes
Work arrangement: group work
Procedure:
T divides class into two teams. Each team chooses five students
Five students from each team stand in two lines
T puts two chairs in front of the class and sticks the word “Limited” or “Unlimited” on each chair.
T says out some sources of energy randomly and asks Ss to listen and decide which energy is limited and which is unlimited.
Ss takes turns running to the right chair and sit down
The team that scores more points will win the game
*Sources of energy: oil, wind power, natural gas, nuclear power, solar energy, coal, water power.
*Key: 
 Limited Unlimited
 Oil Wind power
 Coal Nuclear power
 Natural gas Solar energy
 Water power
12. Stop the bus
Unit 12: The Asian Games
Aim: introduce some country in Asian and some popular sports
Time: 5 minutes
Preparation: some alphabet cards
Work arrangement: group work
Procedure:
T divides class into three teams
T draw three lines on the board and label them with two categories.
 Team A Team B Team C
 Country:  . 
 Sport:  . 
T gives Ss a letter from alphabet. As quickly as possible, Ss should think of a word connected with each category beginning with this letter and write them down.
The first team to write down one word for each category should shout “ stop the bus”. If the words are correct, T gives them one point then choose the other letter.
*Model:
1. Letter M Country: Malaysia
 Sport: Mountain climbing
2. Letter T Country : Thailand
 Sport: Table tennis/ Tennis
13. Find some one who
Unit 13: Hobbies
Aim: present classmates’ hobby (task 1)
Time: 8 minutes
Preparation: handouts
Work arrangement: pair work
Procedure:
T gets Ss to work in pairs
T designs the following handouts and gives each student in a pair one handout. ( T can reduce the number of the activities in the “Likes”/”Doesn’t like” column to fit the time availa