Techniques of using Games in teaching English lessons for grade 12 at Quang Xuong 4 high school

A-PREFACE
I. REASONS FOR CHOOSING THE THEME
1-Basis of theory:
Students’ initiative, activity and creativeness are more important in teaching foreign language because no one can use means of foreign language in communication better than students’ communication abilities. One of the main methods in teaching foreign language is Communicative Approach; communication is regarded as both aims and aids of teaching (teaching in communication, by communicating, and to communicate). To teach English more and more interestingly, effectively and communicatively, every teacher must do their best, master their professional abilities, study without cease and apply active and suitable teaching methods.
 Throughout years’ time of teaching English in the period of general education renovation, I have myself thought that it is necessary to reform methods of organizing activities in teaching often to motivate students. I have positively realized that only by new language Games can we interest students in English lessons. These new language Games can be considered to be new activities or techniques which are suitable for the students’ psychology. The new language Games strongly do delight either learners or teachers when they have skillfully used old games. Besides, they can raise the teaching quality. In these Games, we can unexpectedly happen to realize students’ talents because they are equal to students, easy to play, suitable for the whole class even weak students. Furthermore, the students who hardly prepare the lessons might have high scores in the games because quick-wittedness and intelligence are much more important than understanding about everything. The sense of equality, atmosphere of excitement, feeling of the games in students’ reach, spirit of solidarity, the factors of which help students to ignore their shyness which prevents them from speaking freely and actively. This has a great influence on teaching results. Students have chances to use the linguistic data and even they can see that they are using their vocabulary, grammatical structures Moreover, they feel satisfied when they know they can do as well as others. However, learning a foreign language is not only to play Games but it is to communicate more naturally. Games in teaching the language can result in the friendly communication between teachers and students, among students and good discussions about any topics. All of the reasons are important factors to improve the teaching qualities and effects.	 English is a language and it is a foreign language so it is too difficult for students, especially rural students to learn although they have been learning for several years. It would be too boring for It is the reasons above that have been urging me to choose the theme: “Techniques of using Games in teaching English lessons for grade 12 at Quang Xuong 4 high school” for my initiative experiences.
2. Basis of practice
a- Achievements
Annually, we have a lot of conferences and workshops to reform teaching methods. We usually have discussions about professional knowledge. We have been trying to apply new methods to teaching flexibly and skillfully. Students are more hard-working, interested in English. Therefore, teaching and learning English has been enhanced effectively.
b- Some reasons for the disadvantages of teaching and learning English at high schools
English is one of the most important subjects at schools but it is not easy enough for any students to learn. Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning. They have their puzzle in understanding and applying their knowledge to practice. Many students haven’t understood the significances of English at the age of the International integration. Some students learn English for their curiosity but when they have difficulties, they let things run. Some students lack their basic knowledge from the junior high schools. Therefore, students have no sense, no mood, no motivation to learn English effectively and actively.
c- Facilities and teaching aids
To meet the demands for education reform, facilities of the school are becoming better and better. However, students would be more interested and active if we had a lab or a computer room for learning. Moreover, teaching aids are supplied quite enough but if only we had large pictures for the lessons, our lessons would be more exciting and interesting
d- For teachers 
Being a teacher of the foreign language, realizing a new method of teaching is a big problem. Personally, I see that 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.
e- 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 read, speak, listen and write, 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 English.Therefore, the teaching qualities of English do not live up to our expectations. Following is the convey on the quality of English of 3 classes: 12A, 12B, 12E at the beginning of the first term in school year 2015-2016. 
Classes
Number
of
students
Listening
Reading
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Q
%
Q
%
Q
%
Q
%
12A
42
18
42.8
24
57.2
20
47.6
22
52.4
12B
46
20
43.5
26
56.5
21
45.6
25
54.4
12E
45
22
48.8
23
51.2
23
51.2
22
48.8
Total
133
60
45.1
73
54.9
64
48.4
69
51.6
Classes
Number
of
students
Speaking
Language focus
Writing
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Well mastered and 
applied
Badly
mastered
and 
applied
Q
%
Q
%
Q
%
Q
%
Q
%
Q
%
12A
42
16
38.0
26
62.0
22
52.4
20
47.6
19
45.2
23
54.8
12B
46
18
39.1
 28
60.9
 24
52.2
22
47.8
22
47.8
24
52.2
12E
45
18
40.0
27
60.0
26
57.8
19
42.2
21
46.6
24
53.4
Total
133
52
39.0
81
61.0
72
54.0
61
46.0
62
46.6
71
53.3
II- AIMS OF THE RESEARCH 
	From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English. Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method of learning in which they can work for both study and pleasure . This method gives them the feeling of delight and easiness when they learn English lessons through some new language Games which are considered to be the new teaching techniques in place of the old one that students are too familiar to and bored with. These new language Games , in fact, are competitions. They require students’ quick decisions such as: How to act?, What to speak? How to win the games? Wanting to solve those questions makes students’ thoughts quicker, more sensitive and intelligent because they must make use of their intellectual abilities for pleasure and excitement. Thanks to this way, students are naturally absorbed in the lessons. Games are highly motivating because they are amusing and interesting. Also, I would like to exchange my own initiative experiences and methods of teaching for the colleagues so that we can find out new and interesting methods in the period of education socialization our Party and State laid down.
III- OBJECTS OF RESEARCH
- Techniques of using games in teaching English language.
- Results gained by students before and after using games in teaching.
IV-METHODS OF RESEARCH
-Using the text-book to apply to each lesson and section.
-Using references to improve.
-Pictures and other materials.
B- CONTENTS AND RESULTS
I.CONTENTS
1.What is a Game? 
"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) 
2.Why to Use Games
	Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. 
- Games are fun and children like to play them. Through Games students experiment, discover, and interact with their environment. 
- Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many students between thirteen and nineteen years old, especially the high school students, language learning will not be the key motivational factor. Games can provide this stimulus. 
- The Game context makes the foreign language immediately useful to the students. It brings the target language to life. 
- The Game makes the reasons for speaking plausible even to reluctant students. 
- Through playing Games, students can learn English the way they learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.
- Games stimulate the students so they look forward to class 
- Even shy students can participate positively.
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. Yet, as I observe, 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.
- A Game should focus on the certain aims of certain stages in a lesson, but not only for fun.
5.How to Organize Classes 
- Think ahead. If you mix up the rules or get confused, the students will rebel. The class can fail over blame. Rehearse Games yourself or with friends before class. 
- Distinguish noise from chaos. To prevent noise, make students sit near the teacher and explain clearly what they are going to do. 
 6.Some Advice
- Games should be regarded as supplementary activities. The whole syllabus should not be based on Games only - even for young learners. 
- When choosing a Game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. 
- Once the Game has begun, the teacher should not interrupt to correct mistakes in language use. 
- The teacher should not compel an individual to participate. Some learners may not want to participate due to personal reasons. Forcing students to participate usually does not have successful results. 
- A Game which looks wonderful on the paper may not work in the actual classroom setting. If it is tiring or boring, it should be stopped. 
- Give clear instructions. Unless the learners know what he is expected to do and how to do it, the aim cannot be achieved, and the Game cannot be played. 
- 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. 
- Games are best set up by demonstration rather than by lengthy explanation.
- When using Games, teachers should be good at controlling the class and careful with chaos and noise.
- It is very important not to play a game for too long. 
- Teacher should prepare the materials in sufficient quantities. 
- Teacher should "check" answers at the end of an activity. 
- Making sure everyone participates. It is best to stop a game at its peak.
7. Advantages of using Games in the classroom: 
- 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.
8. How and when to apply new language Games to teaching some Grade 12 English lessons
8.1-Using Games in Warm-up stage to check, revise vocabulary or grammatical structures or lead students to the new lessons :
Game: Number matching
-Aims: To check or revise vocabulary, grammar or structures which have pairs of words, or clauses.or lead students to the new lessons in Warm-up stage.
-Time allowed:5-7 minutes.
-Material preparation: Teacher should prepare a table of words, phrases or clauses in advance and stick it on the board.
-Steps:
+Teacher divides the class into 2 teams: Team A and Team B and asks each team to choose 5 or 6 couples.
+Teacher asks couples in the 2 teams to come to the board and stand on 2 sides.
+Teacher numbers each member of 2 teams: Team A-1a,2b,3c,4d,5e,6f
 Team B-1a,2b,3c,4d,5e,6f.
+Teacher shows couples in the 2 teams the pairs of words, phrases or clauses.
+Teacher asks couples to find and match each other in each team. The couple who have the perfect match will score one point for their team.
+Teacher translates the meaning of the words, phrases or clauses each couple matched. Then teacher corrects
+Teacher sums up: The team having more points will win the game.
* For example: English 12( Basic curriculum) ( page 145,146,147)
 Unit 13: The 22nd SEA Games - Lesson 5: Language focus ( Exercise 1)
-Aims: To lead students to the new lesson in pre-teaching Grammar stage: Double comparison for “ comparative + and + comparative”.
-Time allowed: 7 minutes.
-Material preparation: I prepare a table of phrases and clauses (exercise 1)in advance and stick it on the board.
-Steps:
+I divide the class into 2 teams: Team A and Team B and ask each team to choose 6 couples( for 6 sentences).
+I ask couples in the 2 teams to come to the board and stand on 2 sides.
+I number each member of 2 teams: Team A: 1-a,2-b,3-c,4-d,5-e,6-f
 Team B: 1-a,2-b,3-c,4-d,5-e,6-f.
+I show couples in the 2 teams the pairs of phrases and clauses:
 Students in Numbers
 Students in Letters
1.Travelling is becoming
a. more and more nervous
2.As I waited for my interview, I became
b. bigger and bigger
3.That hole in your pullover is getting
c. more and more talkative
4.As the conversation went on, he became
d. more and more expensive
5.The suitcase seemed to get
e. better and better
6.Her English is improving; it’s getting
f. heavier and heavier as I carried it upstairs
+I ask couples to find and match each other in their own team.
+The couple who have the perfect match will score one point for their team.
+I translate the meaning of the words, phrases or clauses each couple matched.
+I correct the answers.
+I sum up: The team having more points will win the game.
 Students in 1 go with d, 2 with a, 3 with b, 4 with c, 5 with f, 6 with e
 After students understand the meanings of the sentences above, we can ask them to give the form of Double comparison “ comparative + and + comparative”
* Note: We can do the same in Exercise 3_Unit 13_Language focus, page 147; in Exercise 2_Unit 7_Language focus, page 82,83; in Exercise 1_Unit 16_Language focus, page 182.
8.2- Using Games in Post reading or listening stage to summarize the ideas.
Game: Paper planes of numbers
-Aims: To summarize the ideas of the text in Post reading or listening stage.
-Time allowed: 7-9 minutes.
-Material preparation: Teacher should ask students to prepare some papers and make planes of paper.
-Steps: ( After reading or listening)
+Teacher divides the class into 8 or 10 groups of 5( depending on the number of students in the class)
+Teacher asks students to copy the numbers in the reading or listening to their paper planes and then draw the turns to fly ( throw) the planes.
+Teachers gives the instructions that the first group can fly ( throw) their first plane to any other groups they like. If the plane lands at any group, this group will open it to read the number in it. This group will give a sentence in the reading or listening which includes this number. If the group don’t answer or answer incorrectly, they will have no points and no chance to throw the plane to others. If they answer correctly, they will have one point and fly the plane to others. If the plane lands at no groups, it will be thrown again.
+Teacher asks students to take turn to throw their planes until there’s no numbers left. Then teacher corrects the answers.
-Teacher sums up: The group having the most points will win the game.
* For example: English 12(Basic curriculum) ( page 139,140)
 Unit 13: The 22nd SEA Games - Lesson 1: Reading(After you read)
-Aims: To summarize the ideas of the text in Post reading stage.
-Time allowed: 9 minutes.
-Material preparation: I ask students to prepare some papers and make planes of paper.
-Steps: ( After reading)
+I divide the class into 10 groups of 5
+I ask students to copy the numbers ( 22nd; 2003; 11; 32; 444; 158; 90;55;2; 1) in the Reading to their paper planes and then draw the turns to fly ( throw) the planes.
+I ask the first group to fly ( throw) their first plane to any other groups they like. If the plane lands at any group, this group will open it to read the number in it. This group will give a sentence in the Reading which includes this number. For example, they receive the plane with the number 1, they must give the sentence: “ The Men’s Football team won a silver medal” ( line 11, 12 paragraph 2)
If the group don’t answer or answer incorrectly, they will have no points and no chance to throw the plane to others. If they answer correctly, they will have one point and fly their own plane to others. If the plane lands at no groups, it will be thrown again.
+I ask students to take turn to throw their planes until there’s no numbers left.
+I correct the number students take out from the Reading.
-I sum up: The group having more points will win the game.
 Group’s answers:
22nd: The 22nd Southeast Asian Games were held in Vietnam.( line 1, para 1)
2003: The 22nd Southeast Asian Games were held in Vietnam from the 5th to 13th December 2