SKKN Applying some games to motivate the 11th 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 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
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
V. The new features in the experience initiatives.
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...
7
II. Results ...
20
C. RECOMMENDATIONS ...
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. According to Ur (1996, 120), of all the four skills, speaking seems intuitively the most importan [8]. “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)”[1]. 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”.[3]
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 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 11TH 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. 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 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 11 English speaking lessons in English textbook 11 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 11th form students at Le Loi high school during the school year 2018- 2019.
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.
V. The new features in the experience initiatives.
My research is basically based on the last one completed last year. However, there are some innovations:
- Various games or activities were designed at suitable level with the 11th grade students’ English proficency. Therefore, they are easier for students to conduct.
- In this theme, I apply more pictures, which create students a lot of good opportunities for brainstorming, memorizing and imagining . It’s lively and 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 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.”[2]
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. As Lee observes, a game “ should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do(1979:3). Games ought to be at the heart of teaching foreign languages. Rixon suggests 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.” [7]
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.” [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 11th 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.
Unit 1. Friendship - B. Speaking (page 15, 16, 17)
Game 1: CATEGORISING
▪ Aims: To arrange words in the same topic
▪ Time allowed: 5 minutes
▪ Material preparation: 24 word cards with different adjectives of physical characteristics and personalities, 2 large papers, glue.
▪ Organization: group works
▪ Steps:
1. I divide the class into 2 teams: Team A and team B
2. I hang 2 large papers with 2 columns: physical characteristics and personalities on the blackboard.Then I deliver word cards.
3. I ask students to stick word cards into the appropriate column as quickly as possible. One word can be put in 2 columns.
4. I sum up: The group finishing the task in the shortest time and having more correct word cards will win the game.
 Answer key:
PHYSICAL CHARACTERISTIC
PERSONALITIES
height
build
face
hair
General appearance
tall
short
medium
slim
fat
big
small
(medium)
oval
square
straight
wavy
curly
dark
fair
(short)
charming
attractive
good-looking
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 person
▪ Time allowed: 5 minutes
▪ Material preparation: 9 sentences describing someone’s personalities.
▪ Organization: The whole class
▪ Steps:
1. I ask students to discuss the meaning of the words in task 2 at page 16. 
2. I read 9 sentences aloud and ask students to choose a word that is suitable with that personality. I let students write 9 words into their notebooks.
3. After reading twice, I ask some students to write their answers on the blackboard. 
4. I comment and give answers.
Teacher’s speaking
9 sentences describing the personalities
Student’Answers
1. Maria is ready to help you.
1. helpful
2. Tom is willing to give money to his friend.
2. generous
3. Jack is friendly and polite
3.pleasant
4. Linda is so aware of what other people thinks or feels.
4. caring
5. Paul doesn’t talk much about his own success.
5. modest
6. Jim always tells the truth and never cheats.
6. honest
7. Susan shows sympathy for other people’s problems
7. understanding
8. Daisy likes to welcome guests and is friendly to visitors.
8. hospitable
9. David only says what he thinks or feels
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
Find someone who..
“ Have you ever?
Yes ( Write names)
No
see a lion (not on TV)
be to Africa
witness an armed robbery
date someone on the internet
see a football match ( not on TV)
eat pizza
drive a truck
look after a very old person
write a love letter
Unit 3: A party – B. Speaking (page 35, 36 )
 Game: BRAINSTORMING
▪ Aims: To revise the vocabulary on the topic party 
▪ Time allowed: 5- 10 minutes 
▪ Material preparation: No
▪ Organization: group works
▪ Steps:
1. I divide the class into 7 groups 
2. I write the key words relating to the topic party on the blackboard. Each group is given a key word: occasion, place, food, drink, game, music, gift.
3. I ask groups to find as many words as possible for each key word.
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 graduation
Occassion
farewell	 promotion
(party)
 house- warming (party)
 wedding anniversary
 Halloween
 New Year Christmas
 Coffee shop
restaurant classroom Rock –n- Roll hip - hop
Music
Place
 pop
 canteen	 
 classical music jazz folk music
 beach park home
 ice-cream chocolate biscuits Coca cola beer coffee
 wine
Food
soup	fruits
Drink
 tea
chicken beefsteak Fanta
 sandwiches bread curry mineral water milk fruit juice
 draw dancing contest jewerlry doll souvernir
	quiz	 
Gift
Game
book
 	flowers clothes toy 
singing contest cards 
Unit 4: Volunteer work – B. Speaking (page 49, 50 )
 Game : DESCRIBE THE PICTURES
▪ Aims: To warm up and to lead the new lesson.
▪ Time allowed: 7 minutes 
▪ Material preparation: some sets of 9 pictures about different kinds of activities related to volunteer work
▪ Organization: group works
▪ Steps: 
1. I divide the class into small groups of 4 - 5 students and give each group a set of pictures.
2. Students are required to describe the activity in each picture in one sentence only.
3. After 3 minutes, I invite some groups to present their discussion in front of the class.
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.
9. The students are playing games with the disadvantaged children.
Unit 6. Competitions – B. Speaking (page 69, 70 )
Game: - ING CATALOGUES
 ▪ Aims: To warm up the lesson and to present illustrative activities of Competitions.
▪ Time allowed: 5 minutes 
▪ Material preparation: large papers, black markers, glue
▪ Organization: group works
▪ Steps:
1. I divide the class into 4 groups.
2. I write – ING and 2 columns : Noun/ Gerund and Adjective on the board. 
3. I ask students to write words ending in –ING form in 2 columns as many as possible in their papers.
3. After 3 minutes, the groups stick their papers on the blackboard.
4. I mark and lead to the new lesson: “These nouns or gerunds ending in - ING are forms of Competitions”
Suggested answer:
Noun/Gerund Adjective
painting 	boring 
drawing	interesting
teaching	exciting
running	tiring
swimming