This subject will help students interested in accessing new words, structures to improve their little skills now

Contents
page
PART I: INTRODUCTION
1
1. Rationale
1
2. Aims of the study
1
3. Research Subjects
1
4. Method of study 
1
5. Participants
2
PART II: DEVELOPMENT
3
1. An overview of using games in teaching English
3
1.1. What is a game 
3
1.2. The advantages of using Games in teaching English
3
1.3. Major issues of the English teaching
4
2. Applying games to teach
4
2.1.Game: Slap the Board
4
2.1.1. The aim of the game
4
2.1.2. The general steps
5
2.2. Game: "If I ..."
5
2.2.1. The aim of the game:"If I.."
5
2.2.2. The general steps
5
2.3. Game: Kim’s game
6
2.3.1. The aim of the game Kim’s game
6
2.3.2. The general steps
6
2.4. Game hangman
7
2.4.1. The aim of the game
7
2.4.2. General Steps
7
2.5. Game: Number matching
9
2.5.1. The aim of the game
9
2.5.2. General Steps
9
2.6. Game: Lucky number
10
2.6.1. The aim of the game
10
2.6.2. General Steps
10
2.7. Compared to the amount of the initial survey
12
2.8. Effectiveness of the study for educational activities, colleagues and the school 
13
PART III: CONCLUSION
14
1. Summary of the main findings
14
2. Conclusion
15
3. Recommendations 
15
REFERENCES
16
PART ONE: INTRODUCTION
1. Rationale
Nowadays English has become an international language because it is widely used in many parts of the world. In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody. The role of English is considered to be very important in the fields of economics, politics, science, culture and education. Especially, Vietnam’s official membership of WTO on 7th November 2006 opened a new door for integrating into the world economy, and more and more people want to learn English for communicating with foreign partners, tourism, study tours, etc. In VN, English is taught at school for students of different levels. It is a fact that students usually have difficulty in mastering their English language, which forces teachers to find out different ways to better their English lesson.
According to some researchers Mr Numan, Mrs Bernard James., Mr Chistopher Brumfit, using games in the pre-teaching stage helps students and teachers complete their lesson in an effective way. So, the writers try to offer them such games as: chairs game, guessing game, Hangman, lucky numbers, Noughts and Crosses Rub out and remember, Slap Board, Square Word, Networks, game Kim...).
 When teaching non – major English students at Nhu Xuan High School, I found out that using games is very important in teaching English and it also has significant effects on the students’ skills. If students do not have chances to apply games into English lessons, they can not understand them perfectly.
2. Aims of the study
The major aims of the study are:
to improve the quality of the lessons
to help students understand themes and memorize new words, structures more easily
 - To contribute a small part to the improvement of teaching and learning at Nhu Xuan high school
3. Research subjects
This subject will help students interested in accessing new words, structures to improve their little skills now
4. Method of study
- Research in the teaching of English at Nhu Xuan High School.
- School year 2016 - 2017
- Grade 11A1, 11A8, 12B5, 12B7
- Using hangman game, If I...game, lucky number game; using questions to promote students’ answers
- Using comparison in percent before and after studying to assess the quality of teaching and study
5. Participants
The subjects chosen for the research include students in class 11A1, 11A8,12B5, 12B7 of Nhu Xuan High School with the survey questionnaires, and 7 teachers who are currently teaching English. Their experience of teaching English varied from one year to 20 years. The research was carried out during the first term of the academic year 2016 – 2017 at Nhu Xuan High School.
PART TWO: DEVELOPMENT
1. An overview of using games in teaching english 
1.1 .What is a game?
(Internet sources)
 	First, we should know what exactly a language game is. According to Toth (1995) “a game is an activity with rules, a goal and an element of fun. There are two kinds of game: competitive games, in which players or teams to be first to reach the goal, and co- operate games, in which players or teams work together toward a common goal. The emphasis in the game is on successful communication rather than on correctness of language” [2]. Obviously, language games help learners know how to use the language instead of just thinking about learning the correct forms ( Lee 1979)[]
1.2. The advantages of using Games in teaching English
 	Many experienced scholars have argued that games are not just time- filling activities but have a great educational value. It is used to be thought that games are only used for warm- up activities or when there is some time left at the end of a lesson. Nevertheless, games can do more than that
 	Games have a lot of advantages. “Firstly, I want to emphasize that games help students to reduce stress during their studying. Games make them  funny, happy, interesting and comfortable when they are played games, which will help students concentrate on the lesson and learn better. Moreover, pupils will remember  English words, structures according to games the most effectively
 	In addition, games help students to interact with other members in the class. In fact, games create the opportunity for them to make friends with other members in the class. They become friendly and have a close-knit relationship. After playing games, they will learn experiences, share knowledge and exchange skills with their friends, which makes children learn well.
 	Furthermore, when the students are played games they will have the chance to increase the cooperation. They will cooperate with your friends to try their best to win the games. In addition, at the end of game, the children have the opportunity to evaluate other groups, which rises the cognitive ability of children.
 	To sum up, games are very effective in teaching English for non- major English. Being an English teacher it is very necessary for you to use games in teaching English for students in the future”[1].
1.3. Major issues of the English teaching 
Nhu Xuan district is a mountainous area. It is considered a poor district.
As the school has 1250 students, but the quality is not very high.
Teachers used simple method, they often give new words, structures and ask students read and learned by heart at home. 
Results before using games in teaching
School year: 2015-2016
 Class
Number of students
Good
Rather
Average 
Weak 
Amount 
(%)
Amount
(%)
Amount
(%)
Amount
(%)
10A1
40
0
0.0
8
20.0
22
55.0
10
25.0
10A8
38
0
0.0
9
23.7
24
63.2
5
13.2
11B5
38
0
0.0
10
26.3
22
57.9
6
15.8
11B7
35
0
0.0
12
34.3
19
54.3
5
14.3
 	You can see the above table, good students accounted for zero percent for four classes in term of being interested in learning English, the weak students accounted for high percent ( from 13 to 25).
	2. Applying games to teach
2.1.Game: Slap the Board
(Internet sources)
2.1.1. The aim of the game:
It helps students to understand and remember new words
 2.1.2. The general steps:
 	For unit 1: Home Life – Language Focus ( English12)
 Teacher’s activities & content
 Students’ activities
 Warm up: (5’) 
 Divide the whole class into two teams
 Have Ss play a game called Slap the board, Write down some words on the board: looks, doors, knives, texts, kids, flights, leftovers, rules, secrets, chores, boys, parents, enjoys [4].
secrets
rules
doors
 knives
leftovers
flights
parents
Read aloud the words 
Introduce the way to distinguish the pairs /s/ and /z/ 
 Introduce the new lesson
 Two teams of Ss from 2 sides go to the board 
 Play the game
 Listen 
 Listen and open the textbooks
2.2. Game: "If I ..."
2.2.1. The aim of the game:"If I.."
 	It helps students understand condition one sentence easily
2.2.2. The general steps:
 For unit 8: The story of my village ( English 10)
 Teacher’s activities & content
 Students’ activities
 Divide the class into two equal teams, each team member will take out a small piece of paper to write on their dreams.
 The first team writes whole sentences in English begin with the words "If I ..."
 The second one writes whole sentences in English begin with the letter "I will.." Beneath each sentence must enroll to vote or write a pair, which means most funny, witty as well as worst sentences 
 After writing, the paper will be put in 2 hats, a section containing "If I ..." and a section containing "I will ...".
 Choose a best sentence that winner: 
“If I am good at English, I will be an English teacher”
Each team member will take out a small piece of paper to write on their dreams.
 Do the instruction
 Team A
Student A: If I am good at English,...
Student B: If I am famous for singing contest, 
 Team B
Student C: I will pass the exams
Student D: I will be an English teacher
2.3. Game: Kim’s game
2.3.1. The aim of the game Kim’s game:
It helps students understand or realize exact jobs
2.3.2. The general steps:
 For Unit 6: FURE JOBS – Speaking ( English 12)
(Internet sources)
 Teacher’s activities & content
 Students’ activities
 Have Ss play the game called Kim’s Game.
 Explain the rule of the game Post the poster on the board containing some jobs: Doctor, farmer, taxi-driver, policeman, teacher, worker, footballer, nurse, manager, waiter.. 
 Put the poster down the table and give Ss one minute to discuss the answers Call on four members from four groups to go to the board and write their answers 
 Repost the poster to check the answers Announce the winners, comment and introduce the speaking lesson
 Listen to T’s instruction 
 Look at the poster and try to remember 
Discuss to write down as many songs as possible Four representatives go to the board and write in limited time 
 Look a the poster and check 
Listen and open the textbooks
2.4. Game hangman
2.4.1. The aim of the game 
It helps students easily to understand and remember the new word in the reading lesson 
2.4.2. General Steps
 For unit 5: Computer - Reading English 10
(Internet sources)
 Teacher’s activities & content
 Students’ activities
Divide the class into two teams and prepare for two different groups of 2 teams, which team has more than the correct answer will win; or you can divide the class into four teams, teams and quiz each other buffet from (team 1 word- puzzle team 2, Team 2 word- puzzle Team 3, Team 4 word- puzzle team 3, team 4 word- puzzle team 1). 
Suggests letters of the words 
Picture 1: _ _ _ _ _ _ _ _
Picture 2: _ _ _ _ _
Picture 3: _ _ _ _ _ _ _
Picture 4: _ _ _ _ _ _ _ _
Picture 5: _
Picture 6: _ _ _ _ _ _ _ _ _
Picture7: D _ I_ S_C
Picture 8: _ _ _ _ _ _ _
Check groups’ answers
 Expected answer:
Picture 1:
COMPUTER
Picture 2:
MOUSE
Picture 3: PRINTER
Picture 4: KEYBOARD
Picture 5:
CPU
Picture 6: PLOPPY DISK
Picture 7:
DISC
Picture 8: SPEAKER
Work in teams
Look at the picture and try to guess all new words
Work in groups
Group A: guessing word for Picture7
 C - false
Group B: guessing word for Picture7
 D -- true
 I- true
 S true 
 C true
 DISC: Group B won
2.5. Game: Number matching
 	(Internet sources)
2.5.1. The aim of the game
It helps students easily to remember the vocabulary, grammatical structures: because of, in spite of
 	2.5.2. General Steps
 	For unit 7: The mass media ( Language focus – English 10)
 Teacher’s activities & content
 Students’ activities
 Divide the class into two teams: Team A and team B
Ask each team to choose 5 couples
Ask couples in two teams to come the black- board and stand on two sides
Number two teams: Team A:1- a, 2-b, 3- c,4- d, 5- e
 Team B: 1- a, 2- b, 3- c, 4- d, 5- e
Students in numbers
Students in letters
1. Because the cold weather
In spite of the cold weather
2.Because of the large crowds
In spite of the large crowds
3 Because of the meat shortage
In spite of the meat shortage
4 Because of his illness
In spite of his illness
a. We could not see what was going on
b. We had to cancel appointment
c We kept the fire burning all day
d We all wore shorts
e They enjoy living there
f The council demolished it
g We have managed to get some beef
h He kept fire burning all day
I We managed to go to class
Work in teams
Choose 5 couples
Come to the board to do this exercise
 Expected answer:
c, d
a
g
h
2.6. Game: Lucky number
(Internet sources)
2.6.1. The aim of the game is helped students to understand the new word in reading lesson easily
2.6.2. General Steps
+ For unit 1: Daily routine - Reading - English 10
 Teacher’s activities & content
 Students’ activities
Explain the rule: In eight of the 8 box, I will have one or two cells are fortunate not to answer questions that still reward (bonus, gift or applause is due to teachers). 
The remaining cells are students selected questions are then answered any questions (questions related to the lesson)
Elicit from Ss what kind of question used to talk about your A day in the life of..
What time do you often get up?
What time do you go to school?
What time do you have breakfast?
What time do you have a bath?
What time do you go to bed?
Lucky number
What do you often do in the evening?
 What do you often do in the afternoon?
Lucky number
 What time do you usually go to bed?
Listen to the rule
Answer the questions
Expected answer:
I often get up at 5.30
I usually have breakfast at 6.00
I have breakfast at home with my family
I usually have lunch at 11.30
I usually have dinner at 6.30
I often have breakfast and go to school
I often learn my lesson and play football with my friends
I often have dinner and watch news or films
A present
 I usually go to bed at 11.00
+ For unit 9: Undersea World – Reading- English 10
(Internet sources)
 Teacher’s activities & content
 Students’ activities
Explain the rule: In eight of the 8 box, I will have one or two cells are fortunate not to answer questions that still reward (bonus, gift or applause is due to teachers). The remaining cells are students selected questions are then answered any questions (questions related to the lesson)
Elicit students to look at the map and give the Vietnamese names for the oceans on the map
What does the Pacific Ocean mean?
What does the Atlantic Ocean mean?
What does the Indian Ocean mean?
What does the Artic Ocean mean?
What does the Antarctic Ocean mean?
Lucky number
Pay attention to the rule
Look at the map and give the Vietnamese names
Expected answer:
Pacific Ocean: Thái Bình Dương (Đại dương lớn nhất thế giới)
Atlantic Ocean: Đại Tây Dương (Đại dương lớn thứ nhì trên thế giới)
Indian Ocean: Ấn Độ Dương (Đại dương phía đông Phi châu và phía Nam châu Á)
Artic Ocean: Biển Bắc Cực 
Antarctic Ocean(Southern Ocean): Vùng biển quanh Nam cực và Antarctica
2.7. Compared to the amount of the initial survey
Result before applying games to teach
School year: 2015-2016
 Class
Number of students
Good
Rather
Average 
Weak 
Amount 
(%)
Amount
(%)
Amount
(%)
Amount
(%)
10A1
40
0
0.0
8
20.0
22
55.0
10
25.0
10A8
38
0
0.0
9
23.7
24
63.2
5
13.2
11B5
38
0
0.0
10
26.3
22
57.9
6
15.8
11B7
35
0
0.0
12
34.3
19
54.3
5
14.3
Results after applying the research in teaching
 School year: 2016-2017
 Class
Number of students
Good
Rather
Average 
Weak 
Amount 
(%)
Amount
(%)
Amount
(%)
Amount
(%)
11A1
40
4
10.0
14
35.0
20
50.0
2
5.0
11A8
38
1
2.6
10
26.3
26
68.4
1
2.6
12B5
38
4
10.5
16
42.1
27
71.1
1
2.6
12B7
35
2
5.7
20
57.1
15
42.9
0
0.0
 The above tables disclosed that the good students accounted 0 percent after applying the research in teaching helps students interested in increased 1% to 4%, rather students accounted from 8-12 percent increased 10-20 percent and bad students decreased just 1 -2%.
	2.8. Effectiveness of the study for educational activities, colleagues and the school 
Through the study of methods to help students interested in all new lesson as soon as the game on I realized that English is not boring and hard like a long time it was thought by each class of students to be examined break, to relax after stressful periods other. Each lesson has the game to help students more interested, motivated and vitality. Through students have found it more effective lessons.
And it is easy to see the effectiveness of this right in the learning outcomes of the children from the rate of excellent and good students are increasing and the rate of weak students no more.
This experience initiative has good effect to the education movement in local school and it suits rural students and the facilities of the school. 
PART III: CONCLUSION 
1. Summary of the main findings
 	We can see that it is necessary to use games in teaching because games help the teacher to create contexts in which the language is useful and meaningful. Even though games are often associated with fun, we should not lose sight of their pedagogical value, particularly in foreign language teaching and learning. Games are effective as they create motivation, lower students’ stress, and give language learners the opportunity for real communication.
 	Games promote learners’ interaction. Interaction comprises the nature of classroom pedagogy and classroom behavior. Pair or group work is one of the main ways to increase cooperation. Many games can be played in pairs or in small groups, thereby providing an opportunity to develop their interpersonal skills such as the skill of disagreeing politely or the skill of asking for help. In the classroom learners will definitely participate in the activities. Therefore, in groups or in pairs, they are more willing to ask questions, communicate and discuss topics with their partners and think creatively about how to use foreign language to achieve their goals. The competition in the games gives students a natural opportunity to work together and communicate with each other a lot.
Games improve learners’ language acquisition. Thanks to the motivation and interaction created by games, students can acquire knowledge faster and more effectively than by other means. Games can stimulate and encourage students to participate in the activity since they naturally want to win. Apart from having fun, students are learning. They acquire a new language. Students begin to realize that they have to use the language if they want others to understand what they are saying.
Furthermore, games can lower anxiety. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better.
The meaning of the language students listen to, read, speak and write in will be more vividly experienced in a game and, therefore, they will better remember the language they learn.
Games increase learners’ achievement. Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game.
Games can motivate learners, promote learners’ interaction, and improve learners’ acquisition. As a result, games can increase learners’ achievement, which means that learners’ test results, ability of communication, knowledge of vocabulary, or other language skills can improve.
2. Conclusion
 	Through the process of applying new teaching methods in the teaching departments, namely the application of the language games were predecessors in the same field so creative, I draw some lessons. 
In the process of applying the familiar game, need to take measures to change or modification to suit each lesson and each object to avoid boredom.
 	3. Recommendations 
In Vietnam, it is normal that there are 40 to 50 students in a