Using language games to improve speaking skills for grade 10 students at nong cong 3 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
NONG CONG No3 UPPER – SECONDARY SCHOOL
EXPERIENCE INITIATIVE
USING LANGUAGE GAMES TO IMPROVE SPEAKING 
SKILLS FOR GRADE 10 STUDENTS AT NONG CONG 3
HIGH SCHOOL
 The writer: Tran Thi Thu Hien
 Position: English teacher
 Experience: English
THANH HOA, 2017
APPENDIX
 TABLE OF CONTENTS
PAGES
PART I: INTRODUCTION
I. Reasons for choosing the reseach
II. Aims of the reseach
III. Scopes of the reseach
IV. Reseaching methods
PART II: DEVELOPMENT
I. Theoretical background
II. Practical background
III. Solutions
3.1 Some suggested language games in teaching speaking 
3.1.1 Warm- up
3.1.1.1 Mapped dialogue
3.1.1.2 Sorting, arranging game
3.1.1.3 Cross- words
3.1.2 Pre- speaking stage
3.1.2.1 Brainstorm
3.1.2.2 Matching
3.1.2.3 Net works
3.1.2.4 Role play
3.1.2.5 Labeling game
3.1.3 While- speaking stage
3.1.3.1 Noughts and crosses
3.1.3.2 Chain story
3.1.3.3 Interviewing
3.1.3.4 Challenging game
3.1.4 Post- speaking stage
3.1.4.1 Rearrange
3.1.4.2 Picture drill
3.1.4.3 Story telling
3.1.4.4 Searching game
3.1.4.5 Guessing games
IV. THE RESULTS OF THE RESEACH
PART III. CONCLUSION AND SUGGESTIONS.
1. Conclusion
a. Results of the research.
b. Experienced lessons.
2. Suggestions:
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PART I. INTRODUCTION
I. REASONS FOR CHOOSING THE RESEACH
Nowadays, the trend of international integration of the country, language is an important issue, being in all sectors, all professions and all areas of interest. As an international language is widely available in most countries around the world, English plays an indispensable role in communication and research in all fields. Therefore, the teaching and learning of foreign languages, especially English, nowadays becoming increasingly urgent and is a compulsory subject in the curriculum at all educational levels of our country. 
In the four skills of learning English, Lightbrown M.P,(1990) defines that speaking is a language skills that developed in child life, which is produced by listening skill, and at that period speaking skills are learned [1]. 
Speaking is crucial and decides our idea to how convey to have best communicative purpose. In teaching and learning English, speaking has necessary and important position. Speaking helps learners to read better, to listen more effectively and write more accurately. Speaking is surely the most effective means of communication. (Ur, 1996)[2]
	It is widely accepted that one of the main purposes of studying English is to use it for communication. Being able to speak English is an important criterion to assess a learner of English. However, it is not easy to master speaking skills, there are many problems in learning speaking skills such as: the limited opportunities for students to speak in class; teachers have not used many speaking activities for students to participate in speaking; the lack of variation of teaching techniques used by the teacher in class; teacher found it difficult to control the class. In reality, visual aids, use songs, use group work and pair work ect has been applied in speaking lessons. However they have not brought as much efficiency as expected. Therefore, using games in teaching speaking skills is an important role in modern English than ever before. In language teaching, applying language games is an important factor creating more opportunities and interest to encourage students to speak.
 For the above reasons, I decided to carry out a research on the title “using language games to improve speaking skills for grade 10 students at Nong Cong III High school” with the hope that it will be of some help to improve students in leaning English speaking skills. I hope this research will be effective for students in learning English speaking skills.
II. AIMS OF THE RESEARCH
On the basis of surveying students’ ability of speaking English at Nong Cong III High School, I have given feasible solutions including innovating methods of teaching speaking skill and ways of evaluating students’ communicating comprehension with the aim of helping them get communicative target of learning a language.
III. SCOPES OF THE RESEACH
Games are often used in language teaching. However, this thesis only focus on the games to develop speaking skills. Especially to improve speaking skills of the grade 10 students at Nong Cong III High School, the researcher intends to investigate the current situation of teaching and learning speaking skill, then apply some language games in teaching speaking skills in grade 10 at Nong Cong III High School, finally to make some suggestion for improving speaking skills for students through using language games activities.
IV. RESEACHING METHODS
In order to realize the above aims of the study, qualitative and quantitative methods are mainly used. The data collected for the study come from three sources: The questionnaires bring me the overview of both English speaking teaching and learning by teachers of English and students at Nong Cong III High School; the classroom observation, we can see what the participants do in comparison with theoretical base of the study and an interview of teachers are going to be used to collect information and evidence for the study.
In addition, synthesis material of speaking and giving some suggestions for students to improve English speaking skills through language games activities.
PART II: DEVELOPMENT
I.Theoretical background
In line with Kim, Leesu. (1995) also believe that through playing games, students can learn English as the way the children learn and say their mother language without being aware they are studying [3]; thus without stress, the students can learn a lot in learning the target language.Green,S.(1984) write that games can help the teacher to create contexts in which the language is useful and meaningful[4].
	After a long time teaching at Nong Cong III high school, I can completely affirm that using games in speaking lesson is perfectly effective because games can greatly enrich the learning and teaching process.
	II. Practical background 
I have carried out the survey of real situations of teaching and learning the part- pronuonciation, intonation and rhythm in language focus classes skill in class 10B2 and 10B5 (the school year: 2016- 1017) and I have got the following result:
Class
Before applying innovative techniques
(According to the figures at the beginning of the school- year 2016 – 2017)
Excellent
Good
Fair
Poor
10B2
0%
5%
25%
70%
10B5
0%
8%
27%
65%
From the above survey, it points out that teaching and learning pronouciation, intonation, rhythm in laguage focus classes at Nong Cong III High School are ineffective and rather limited. Students are not fond of learning how to pronouce. They can not be able to communicate in English. They are still passive learners in speaking lessons. Therefore, it is extremely necessary to modernize the methods of teaching language focus classes, especially innovative pronuonciation techniques need applying well and flexibly, at the same time use various forms of testing which motivate students to become better listeners.
	III. Solutions 
3.1 Some suggested games used in teaching speaking[5,6]
3.1.1 Warm – up 
A warm up activity is often a short and fun game which the teacher can use with his students. The purpose of warms up is to prepare them to learn by stimulating their minds. Warm ups should last about five minutes.
3.1.1.1 Mapped dialogue
 Unit 2: School talk
Type of games: Mapped dialogue Classroom management: Pair works
Teaching aid: handouts Time: 5- 7 minutes
Procedure:
Teachers give a situation and write a short conversation on the board (teachers can use a sub- board or a PowerPoint presentation)
Situation: Suppose that meet a friend at the supermarket, you are very busy. How will you say to spend and end the conversation?
Give a short conversation:
A .. (1)
B. Hi, Lan, How are you?
A. I’m fine. Thanks. And you?
B. I’m fine. Let’s go somewhere for a drink
A. Sorry (2)
B. Oh yes. Bye
A. Bye. See you later.
Ask students to work in pairs
Each pair has to make a conversation based on the information on the board
After 2 to 3 minutes, call some pairs to practice about conversation
Possible dialogue:
Hello, Hong
Hi, Lan, How are you?
I’m fine. Thanks. And you?
I’m fine. Let’s go somewhere for drink
Sorry. I’m busy. I must go out with my mother now.
Oh yes. Bye
A. Bye. See you later.
3.1.1.2 Sorting, arranging game
 Unit 13: Films and cinema
Type of game: Sorting, arranging game Classroom management: Pair works
Teaching aids: film posters and handouts Time: 5-7 minutes
Procedure:
The teacher asks students to work in pairs. Teacher sticks the following posters on the blackboard or alternatively print these posters and distribute them to students 
Teacher then gives the handout to the pairs and asks students to match the film with the correct types
Film and posters: Handout 
Type
Film
Science fiction film
Cartoon
Horror film
Detective film 
Thriller
Romantic comedy
War film
Action film
3.1.1.3 Cross – word
 Unit 14: The World Cup
Type of games: Cross- word Classroom management: Whole class
Teaching aid: handouts Time: 5- 7 minutes
Procedure:
Teachers prepare a cross- word which has the key word “world cup” (teachers can use a sub- board or a PowerPoint presentation).Teacher divides the class into tow teams to answer eight questions in eight horizontal to find out the key word in the vertical
Who can answer the key word will be the winner.
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Clues:
The person who wins in a competition?
Who is considered the biggest football player every age?
The person who fails in a competition?
The city has Big Ben Tower?
Which country is called the hometown of football?
Who is the head of a football team?
Where are football matches taken place?
Which national team does Cristiano Ronaldo play for?
3.1.2 Pre- speaking stage
This stage is carried out before students actually speak. The pre-speaking activities are aimed at preparing students with everything necessary for speaking. They also involve thought and reflection, and provide opportunities for students to plan and organize for speaking. Normally, pre-speaking stage often lasts from five to fifteen minutes depending on each lesson. 
3.1.2.1 Brainstorm
 Unit 1: A day in the life of
 (Task 2)
Type of games: Brainstorm Classroom management: Whole class
Teaching aid: handout Time: 15 minutes
Procedure:
Teachers ask each person in the class recall their activities in a day from morning to night.
After 7 minutes ask students talk about their activities.
Teachers can give some examples:
The activity’s Lan was take place in a day from morning to night.
At 6 o’clock. Lan gets up after her mother called.
At 6.30 a.m. Lan has a breakfast with her mother.
Then she goes to school by bus at 7 o’clock
She plays football with her friends.
She gets home at 11 o’ clock.
...................................This is a typical day of Lan
Then asked students write the activities, the teacher asks each person stand up to read about their activities.
3.1.2.2 Matching
 Unit 2: School talk
Type of games: Matching Classroom management: Group work
Teaching aid: 1 big sheet of paper and 10 pieces of expressions
Time: 5 minutes
Preparation: prepare a big sheet of paper with 10 movable pieces of expression which are put in random, use magnets to hang on board
 Starting a conversation
 Closing a conversation
Good morning.\ Hi
Great. I’ll see you tomorrow
Sorry. I’ve got to go. Talk to you later.
Hello. How are you?
Well, it’s been nice meeting you
Hello. What are you doing?
How’s everything at school?
Catch you later?
Goodbye. See you later?
Hi. How is school?
Procedure:
Three tables will be a group. So there will be 4 groups in total
Students will discuss in groups to put sentences to the right columns
The fastest group can go to the broad and match
Teacher will check and give the key
3.1.2.3. Net works
 Unit 3: People’s background
Type of games: Net works Classroom management: Group work
Teaching aid: card Time: 15 minutes
Procedure:
The teacher divides the class into groups of eight students (two rows of tables). The teacher asks students to work in groups to write about their topic
The teacher wrote on the board from the network
After teacher asks students work in group then students in each on the board and write the information on topic 
Then teacher asks students use information on this topic to talk about this topic. 
For example: 
 Bother/ sister
Family
 Parent
 Punishment
Experience
 People’s background
Education
 Primary school 
Method of study
 School work
 Secondary school
The students can talk about the topic such as:
Family: In my family, there are four people. They are father, mother, brother and me.
My father is a doctor and my mother is a teacher.
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3.1.2.4 Role – play
 Unit 14: World Cup (speaking task 1)
Type of games: Role- play Classroom management: Group work
Teaching aid: handout Time: 7- 10 minutes
Procedure:
The teacher asks students to name four national football teams in the photos on page in the textbook. They are: The English national football team (photo1), the French national football team (photo 2), the Italian national football team (photo 3) and the German national football team (photo 4)
Then the teacher divides the class into 4 groups namely: The English team’s fans, the French team’s fans, the Italian team’s fans and the German team’s fans respectively. The teacher will take turns to read the questions to each group and the students in each group are supposed to answer them. One point is given for each correct answer. And if all the members in one group fail to give correct answer, the other groups can score points by raising their hands to answer the questions. The winner is the one that gets the highest point. 
Finally, the teacher can call the representatives from four groups to talk about their favorite teams, using the information they have gained via the quiz. They are encouraged to add some further information that they know to the talk.
World Cup quiz for each national football team
Questions for the English team’s fans
1. How many World Cup tournaments has England participated in up to 2006?
2. How many times has England won the trophy up to 2006?
3. Who was the captain of the English team in World Cup 2006?
4. Who was the top scorer in English team in World Cup 2006?
5. Who was the head coach of the English team in World Cup 2006?
Questions for the German team’s fans
1. How many World Cup tournaments has German participated in up to 2006?
2. How many times has Germany won the trophy up to 2006?
3. Who was the captain of the German team in World Cup 2006?
4. Who was the top scorer in German team in World Cup 2006?
5. Who was the head coach of the German team in World Cup 2006?
Questions for the Italian team’s fans
1. How many World Cup tournaments has Italy participated in up to 2006?
2. How many times has Italy won the trophy up to 2006?
3. Who was the captain of the Italian team in World Cup 2006?
4. Who was the top scorer in Italian team in World Cup 2006?
5. Who was the head coach of the Italian team in World Cup 2006?
Questions for the French team’s fans
1. How many World Cup tournaments has France participated in up to 2006?
2. How many times has France won the trophy up to 2006?
3. Who was the captain of the French team in World Cup 2006?
4. Who was the top scorer in French team in World Cup 2006?
5. Who was the head coach of the French team in World Cup 2006?
3.1.2.5 Labeling games
Unit 9: Undersea world (speaking task2)
Type of games: Labeling games Classroom management: Whole class
	Teaching aid: pictures Time: 7 minutes
Procedure:
The teacher prepares a set of pictures of sea problems. (See the pictures above). Then the teacher gives out one by one and asks students to tell what it is about. The students raise their hands to describe the pictures and the teacher will write these ideas on the board. Then the teacher states that they are some threats to the health of the oceans. They are: Oil is spilled from tankers (picture 1); whales and sharks are still hunted for food, medicine and other products (picture 2); explosives are used to catch fish and other sea animals (picture 3); beaches are filled with plastic bags, pieces of glass and cigarette butts (picture 4). The teacher requires students to discuss the consequences that might occur and offer some possible solutions to these problems.
3.1.3 While-speaking stage
This stage is the main part of a speaking lesson in which students use language input provided in pre-speaking stage to express personal feelings, ideas, or viewpoints, to converse and discuss or to describe one event, to tell a story, etcTime spent on this stage is nearly twenty to thirty minutes.
3.1.3.1 Noughts and crosses
Unit 10: Conservation
(Task 2)
Type of games: Noughts and crosses Classroom management: Work group 
Teaching aid: handout Time: 15 minutes
Procedure:
Teachers explain to students that this game is the same game “caro” but only need 3 “O” or “X” on a horizontal, vertical, diagonal is the winner
Teacher guys 9 cells on the board, each cell contains 9 vocabularies, one the number of one the picture .
For example:
 Leopard
Boa
Elephant 
Tiger 
Adder 
Bear 
Lion 
Fox 
Camel 
Teacher works one sample sentences with students using a word in any of the boxes
For example: Tiger is an animal may suffer from dangerous diseases.
Then teacher divides the class into two teams. One team is Nought (O) and one team is Cross (X).
Two teams respectively collected words from the box and put sentences. Public teams set of correct answers will be an “O” of “X”.
Public teams has 3 “O” or “X” on the on a horizontal, vertical, diagonal is the winner.
3.1.3.2 Chain story
 Unit 11: Nation parks
 Task 3(While- speaking)
Type of games: chain story Classroom management: Pair works
Teaching aid: handouts Time: 12 minutes
Preparation: Prepare handouts: one for Nga and the other for Nga’s friend
Nga’s friend
Nga
- Ask what Nga did last Saturday
- Ask about the means of transport Nga’s class used to go to Huong Pagoda
- Ask about food and drinks Nga’s class brought
- Ask about the duration of the excursion
- Ask what they did in Huong Pagoda
- End up the conversation
- Answer
- Answer and express regrets
- Answer and express regrets
- Answer and express regrets
- Tell what they did and express regrets
Procedure:
- Ask to work in pairs first and give each pair 2 handouts: one for Nga and the other for Nga’s friend
- Each pair has to make a conversation based on the information on the handouts
- After 6 to 8 minutes, call on students to make a story about Nga’s excursion. Each student talks only one sentence. The other takes turn and continues the story to the end of the excursion story. If time is spare, make another story about Nga’s excursion.
3.1.3.3 Interviewing
Unit 12: Task 2 (While-speaking)
Type of games: Interviewing Classroom management: Group work
Teaching aid: Pieces of paper Time: 12 minutes
Preparation: Prepare some pieces of interview paper for all students:
 Partner 1
 Partner 2
Kind of film
Reason for watching to film
Favorites film
 Favorites film / piece of film 
When to watch to film
Procedure:
Divide class into small groups of three. One of them will be a journalist who wants to interview high school students about their music taste. The journalist has to ask 2 students some questions and fill in