INTRODUCTION
Rationale of the study
Effective communication occurs through various means, including body language, verbal language, signals, and gestures, with verbal language being the most crucial As highlighted by Ur (2000), speaking is often regarded as the most important of the four language skills: listening, speaking, reading, and writing Despite this, students and teachers tend to focus more on writing, reading, and listening, primarily due to the demands of high school graduation exams that emphasize grammar and vocabulary Consequently, when students transition to college or university, they often find mastering speaking skills to be a significant challenge.
As an English teacher with five years of experience, I have observed that many students struggle with speaking lessons, often becoming speechless or hesitant to communicate in English, despite their proficiency in other language skills This phenomenon is not unexpected, as research indicates that classroom learning engagement is influenced not only by students' cognitive abilities but also by a range of motivational and emotional factors (Kubanyiova, 2006).
Learning a foreign language is most effective in a fun and relaxed environment that encourages real-world communication Incorporating language games into foreign language teaching significantly enhances student engagement and learning outcomes These games not only boost motivation but also play a crucial role in achieving success in language acquisition.
Language games play a crucial role in enhancing the learning experience by providing practical contexts for language use, making it easier for learners to understand and engage These games encourage participation, as students must comprehend others' communication and express their own thoughts effectively While language games can develop all four language skills—Listening, Speaking, Reading, and Writing—Vietnamese students often struggle most with speaking Therefore, this study focuses specifically on the impact of language games on improving English speaking skills among non-major first-year students at a college in Bac Ninh Province.
The aims of the study
The study aims at improving students‟ motivation in speaking lessons at Viet Nhat College of Foreign Languages and Technology through using language games
To attain this aim, the following objectives need to be accomplished in the research:
- revealing factors that discourage students from taking part in speaking lessons and the factors that bring their low motivation in speaking class, and
- examining language games applied during speaking classes to enhance the students‟ participation and interest in speaking activities and measuring the effectiveness of language games by using action research.
Research question
In light of the current state of English speaking skills instruction at Viet Nhat College of Foreign Languages and Technology, and after exploring the principles of language game application, the researcher aims to conduct action research to address a specific inquiry related to enhancing these skills.
How effective are language games in increasing students’ motivation in speaking lessons?
Significance of the study
This study aims to highlight the importance of speaking skills for teachers at Viet Nhat College and to demonstrate how language games can enhance students' speaking abilities By understanding these impacts, educators can dedicate more time and effort to creating effective speaking lessons in the classroom Additionally, students will be able to identify suitable strategies to improve their speaking skills.
This study aims to enhance English language teachers' understanding of how games can effectively motivate students during speaking lessons Additionally, it offers recommendations for successfully integrating language games throughout all stages of teaching speaking skills.
- Practical implications: The study provides language teachers and language learners many types of language games used at every stage of the Lifeline – Elementary textbook.
Scope of the study
This study, conducted at Viet Nhat College of Foreign Languages and Technology in Que Vo district, Bac Ninh province, focuses on the impact of language games in boosting students' motivation for oral performance.
The study involves 52 first-year non-major English students from Korean 1 and Chinese 1 classes, who are likely to be adjusting to a new learning environment and unfamiliar teachers after high school By examining the impact of language games on their speaking skills, the research aims to provide valuable insights for both students and teachers, enhancing the effectiveness of speaking instruction.
Methods of the study
The study employs a quantitative research method utilizing various data collection instruments, including questionnaire surveys, pre-tests, post-tests, and classroom observations The questionnaire, which features both multiple-choice and open-ended questions, is administered to 52 students enrolled in Korean 1 and Chinese 1 at Viet Nhat College of Foreign Languages and Technology.
4 class observation is also applied to help researcher to get more information about the change of students „motivation during the application of language games.
Design of the thesis
There are five chapters in this study They are presented as follows:
Chapter 1: Introduction – presents the rationale for choosing the topic, the aims, the significance, scope of the study, and the research questions
Chapter 2: Literature review – provides concepts relevant to the study such as theoretical background of speaking, language games and motivation Furthermore, the findings of the previous studies are also mentioned in this chapter
Chapter 3: Methodology –presents the subjects of the study and research instruments with the aims to collect data Specifically, questionnaire and class observations are used as the tools to collect data
Chapter 4: Results and Discussion – presents data analysis and discusses the results obtained from the data In addition, some strategies for students and teachers to apply effectively language games in speaking classes are also discussed in this chapter
Chapter 5: Conclusion – recapitulates what has been studied, points out limitations of the study and makes some suggestions for further research
LITERATURE REVIEW
General issues
Speaking is a crucial skill for students learning English, as it involves conveying information and expressing thoughts and feelings in spoken language According to the Oxford Pocket Dictionary of Current English, speaking reflects the accuracy of statements and the speaker's perspective Additionally, the Collins Cobuild English for Advanced Learners defines speaking as the act of giving speeches and talks to express opinions.
Speaking is an interactive process that involves the construction of meaning through the production and processing of information (Burns & Joyce, 1997; Brown, 1994) It encompasses two key skills: oral interaction and oral presentation According to Tarigan (1990), speaking involves the articulation of sounds and words to express thoughts, ideas, and feelings Despite its reliance on language, speaking is complex, requiring learners to master vocabulary, pronunciation, grammar, and fluency Therefore, achieving proficiency in these components is essential for effective communication Ultimately, speaking serves as a vital tool for social interaction and control.
In social contexts, social roles are likely to be taken by those who learn and
Speaking is a crucial aspect of language learning, often regarded as the most important skill among listening, reading, and writing According to Pattison (1992), when individuals claim to know a language, they primarily refer to their ability to speak it This highlights the need for learners to focus on speaking, as it is essential for conducting basic transactions with confidence.
Byrne (1988) distinguishes three following phrases to develop learners‟ oral ability: the presentation phrase, the practice phrase and the production phrase
In the presentation phase of learning, teachers play a pivotal role as the primary source of information, while students engage by observing and listening, thus passively receiving knowledge Typically, this phase culminates in activities such as role-playing or dramatizing dialogues, allowing students to reflect on and discuss the material they have learned from prose based on prior responses.
During the practice phase, learners engage in extensive speaking activities, focusing on vocabulary, grammar, and fluency through controlled and guided exercises They respond to the teacher's questions and collaborate with peers to generate new ideas on the topic According to Ur (1996), teachers should prioritize enhancing learners' speaking fluency by ensuring full attention, clear pronunciation of the target language, comprehension of new material, and the development of short-term memory for future use in the lesson.
In the last phrase of learning speaking, the production phase, learners are given chances to speak English freely Being in a real situation, learners use English
Free activities in language learning, such as individual, pair, and group work, are essential for fostering student confidence and motivation Pair and group work, in particular, encourage all learners to engage in discussions, enhancing their speaking abilities Following a structured approach to teaching speaking can lead to significant improvements; however, challenges such as time constraints, learner diversity, and available materials may hinder implementation.
2.1.4 Characteristics of a successful speaking activity
There are many characteristics of a successful speaking activity which are introduced by Ur (1996) as follows:
Learner engagement is crucial in the classroom, as a significant portion of the allocated time should be dedicated to student talk While it may seem apparent, it's common for teachers to dominate discussions, resulting in reduced opportunities for learners to express themselves Prioritizing learner talk fosters a more interactive and effective learning environment.
- Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak and contributions are fairly evenly distributed
High motivation among learners drives them to engage in discussions, as they are genuinely interested in the topic and eager to share their insights or contribute towards accomplishing a specific task objective.
- Language is of an acceptable level: Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy
In reality, most classroom activities fall short of meeting all established criteria for effective language teaching Consequently, language educators must strive to implement a diverse range of effective techniques to fulfill these essential criteria.
According to Ur (1996), there still exist some problems with speaking
Speaking in a foreign language presents unique challenges, as it necessitates real-time interaction with an audience Many learners experience inhibition in the classroom, stemming from concerns about making mistakes, fear of criticism, or simply feeling shy about the attention their speech draws.
Many learners struggle with finding something to say, often feeling pressured to speak without a genuine motive This lack of inspiration can lead to frustration, as they may feel guilty for not participating, despite having no real desire to express themselves.
In large group discussions, low or uneven participation can hinder effective communication, as only one participant can speak at a time to be heard This often results in each individual having limited speaking time Additionally, the issue is exacerbated by certain learners dominating the conversation, leaving others with little to no opportunity to contribute.
In classrooms where students share a common mother tongue, they often prefer to use it due to the ease of communication, the discomfort of conversing in a foreign language, and a sense of familiarity This tendency can create challenges in language learning, as it may hinder the practice and immersion necessary for developing proficiency in the target language.
When individuals converse in their native language, it can hinder the effectiveness of language classes, especially among less disciplined or motivated groups, making it challenging to maintain the use of the target language.
In order for the learners to develop their communicative skills, it is advised that the language teachers should help the learners to overcome these problems with speaking activities
According to Webster (1977) believes “motivation in the act or process of motivating or is the condition of being motivated Whereas, Harmer (1983),
Motivation is an internal drive that compels individuals to take action towards achieving their goals It serves as the driving force that propels us to pursue our aspirations and fulfill our potential.
METHODOLOGY
Description of the context of the research
3.1.1 An overview of Viet Nhat College of Foreign Languages and Technology
Viet Nhat College of Foreign Languages and Technology, situated in the Que Vo district near Bac Ninh city, offers a diverse educational environment with 39 classes accommodating 1,052 students from first to third year The college boasts a dedicated teaching staff of 42 educators, covering 32 compulsory subjects, including five experienced English teachers, each with at least three years of teaching experience.
3.1.2 The teaching program and materials
At Viet Nhat College, General English is one of the compulsory subjects in the curriculum The syllabus and the textbooks for General English including
Lifelines –Elementary” and Lifelines – Pre-intermediate by Tom Hutchinson are suggested by the Ministry of Education and Training
Lifelines – Elementary is the current text book used for teaching and learning
The General English curriculum for first-year students is structured over two semesters, comprising a total of 150 periods, with classes held five times a week Each class lasts for 50 minutes, ensuring a comprehensive learning experience.
The textbooks utilize a theme-based approach, featuring 24 units that each focus on a specific theme Each unit is structured into five key components: Grammar, Vocabulary, Reading and Writing, Listening and Speaking, and Pronunciation However, the Speaking section is underrepresented, and college instructors often neglect to emphasize speaking skills through engaging language games.
3.1.3 Current situation of teaching and learning speaking skills at Viet Nhat College of Foreign Languages and Technology
It is said that students and teachers in high school pay more attention to other
High school students prioritize writing, reading, and listening skills over speaking due to the focus on grammar and vocabulary in graduation exams Consequently, when they enter college, mastering speaking skills becomes a significant challenge, leaving many teachers struggling to effectively implement their teaching methods The mixed proficiency levels among students at Viet Nhat College of Languages and Technology further complicate the situation, as teachers find it difficult to manage diverse teaching plans Additionally, many students arrive with limited English knowledge, as it is not their major or a requirement for university entrance, leading to a lack of motivation and interest in improving their speaking skills.
Action research
3.2.1 What is an action research?
Action research, as defined by Mills (2003), is a systematic inquiry undertaken by teacher researchers to collect information about school operations, teaching methods, and student learning This research aims to gain insights, enhance reflective practices, promote positive changes in the educational environment, and ultimately improve student outcomes.
Action research, as defined by Kemmis and McTaggart (1988), possesses three key characteristics: it is conducted by practitioners, involves collaboration, and focuses on effecting change This approach is particularly beneficial for teacher professional development, as it empowers educators to enhance their teaching skills by actively investigating and reflecting on their practices.
17 solve his/her problems in teaching scientifically on his/her own
3.2.2 Rationale for the use of an action research
Action research empowers teachers to enhance specific aspects of their practice within a defined timeframe, fostering reflection and planning In my study, conducted over six weeks during the first semester of the 2018-2019 school year as an English teacher, I identified a significant issue in my speaking class: students exhibited a lack of interest and engagement in lessons, resulting in poor speaking performance This research aimed to explore the potential of language games to stimulate students' speaking abilities and encourage greater participation during speaking activities.
This study was conducted in my classroom to enhance professional development by modifying my teaching methods, with the goal of boosting student motivation and improving their performance in English.
To carry out this study, an action research is chosen by the researcher This action research is implemented basing on the 7 steps proposed by Nunan (1992) as follows:
Step 1 Problem identification–identifying the problems (week 1 and week 2):
The researcher conducted a pre-test to evaluate the speaking abilities of students at Viet Nhat College of Languages and Technology, where she has taught English for five years The results revealed consistently low scores, highlighting a significant issue across all speaking classes: many students lack interest in speaking and tend to remain silent throughout lessons This disengagement undermines the effectiveness of assessments, failing to motivate both active and passive learners.
Step 2 Preliminary investigation –collecting data through a variety of means (week 3 and week 4): The researcher gave students pre-task survey questionnaire to find out the causes of low participation and motivation, what teaching method is most likely to suit them After defining the difficulties encountered when students join speaking classes, which are low, uneven participation among group members and poor cooperation, she then introduced the language games to solve these problems
Step 3 Hypothesis –developing research questions: The researcher conducted classroom observation and had some discussion with students about the reasons for ineffective learning of speaking in order to form the hypothesis of the study basing on the initial data collected: applying language games in motivating non-major English first year students in speaking lessons The research questions then were set up, followed by the theoretical background for the study
Step 4 Intervention – devising strategies and innovation to be implemented (From week 5 to week 10): Based on the analysis of the data collected from Questionnaire 1, the researcher wrote the lesson plans and prepared for plan implementation Speaking lesson plans for unit 5 (lesson 3), 6(lesson 4),7(lesson 5),8(lesson 6),9(lesson 7), and 10(lesson 8) were designed In these speaking lessons, language games were used as a main technique to motivate the students to speak
Sample games used in teaching speaking
Warm-up activities are engaging and brief games that teachers use to prepare students' minds for new lessons Typically lasting three to five minutes, these activities aim to stimulate student engagement and enhance focus before diving into the main content.
Type of games: Matching games Classroom management: Group work
Material: Pictures and card Time: 5 minutes
The teacher organizes the class into groups of four or five students and provides each group with pictures and name cards of various leisure activities Students collaborate to match the activities with their corresponding names, competing to see which group can complete the task correctly and quickly After the activity, the teacher engages the class by asking about their preferences regarding leisure activities, encouraging students to share which activities they enjoy.
Card 4: go out with friends
Card 7: surf on the Internet
Card 10: watch films on YouTube
Type of games: Sorting, ordering or arranging games
Material: energy posters and hand out
The teacher instructs students to collaborate in pairs and either displays posters on the blackboard or distributes printed copies Following this, the teacher provides handouts for the pairs, prompting them to match daily activities with the corresponding images.
The pre-speaking stage is essential for preparing students to speak, as it equips them with the necessary tools and encourages thoughtful reflection This phase allows students to plan and organize their thoughts effectively Typically, pre-speaking activities last between five to fifteen minutes, depending on the specific lesson.
Type of games: Labeling game Class management: Whole class
The teacher presents a collection of images depicting various rooms, including the living room, bedroom, bathroom, and kitchen, and instructs students to match each picture with its corresponding name Following this activity, students are encouraged to describe the different rooms in a house, enhancing their vocabulary and speaking skills.
What do you often do at the living room/bedroom/bathroom/kitchen?
What do you have in your living room/bedroom/bathroom/kitchen?
Type of games: Guessing games Class management: Group work
Material: Pens, paper Time: 5-7 minutes
The teacher organizes the class into two groups, A and B, and explains the game rules A member from each group stands in front of the class, facing away from the board where the teacher writes an action word or expression learned in the previous lesson The other students in each group must use actions, facial expressions, and sounds to help their representative guess the word The first student to correctly guess the word earns a point for their group Each student takes turns being the representative, and after several rounds, the group with the most points wins the game.
The main focus of this stage in a speaking lesson is for students to utilize the language input gained in the pre-speaking phase to express their personal feelings, ideas, and viewpoints During this time, they engage in conversations, discussions, or storytelling about specific events Typically, this stage lasts between twenty to thirty minutes.
Type of games: Role-play Class management: Group work
Description of the research
This action research involves 52 first-year non-major English students from two classes, Korean 1 and Chinese 1, who may be adjusting to a new learning environment and teachers after high school The study aims to assess the impact of language games on speaking skills, providing valuable insights for both students and teachers to enhance the learning and teaching of speaking.
The participants have 2 English classes a week, one lasts for 3 periods and the other, last for 2 periods The textbook for their first course of general English is Lifelines –
The researcher uses the quantitative method in which the questionnaire
Data collection for the study utilized 23 surveys, class observations, and pre-test and post-test assessments The questionnaire surveys, featuring multiple-choice and open-ended questions, were administered to 52 students enrolled in Korean 1 and Chinese 1 at Viet Nhat College of Foreign Languages and Technology Additionally, class observations were conducted to gather further insights into the changes in student behavior and performance.
„motivation during the application of language games
To gather accurate and trustworthy data for analysis, the researcher distributed anonymous survey questionnaires to students at the end of the semester, following a series of structured speaking lessons that incorporated language games These questionnaires aimed to assess students' preferences regarding the language games, serving as an efficient and reliable tool for data collection without the pressure of identification.
In the first week of the research, a pre-intervention survey questionnaire was administered to 52 students to assess their attitudes towards speaking skills, motivation, learning styles, anxiety during speaking lessons, reasons for learning English, and factors that hinder their willingness to speak English in class The findings from this questionnaire provided valuable insights into the underlying causes of students' low motivation and participation in speaking activities.
+ Post-intervention survey questionnaire(see Appendix2)
The researcher utilized a questionnaire to assess students' attitudes towards speaking skills and their evaluations of teaching methods after six weeks of incorporating language games in the speaking class The focus was on students' perceptions of the appropriateness of the language games, their level of participation in recent lessons, and the effectiveness of these games Prior to administering the questionnaires, the researcher dedicated 15 minutes to guide students in answering and clarifying difficult terms, ensuring that they fully understood the questions.
- Class observation (see Appendix 3): Class observation is another method
24 to collect data for the research The observation was conducted in class Korean 1 and Chinese 1 in the first semester of the school year 2018-2019
Field notes, which are detailed and non-judgmental records of observations, play a crucial role in research The observation form utilized to assess student participation and on-task behavior in group settings was created by Peacock (1997) The researcher conducted all observations personally, monitoring all six tables in the classroom during each lesson To ensure clarity, the researcher prepared a well-structured observation sheet outlining the research objectives and data interpretation guidelines.
Observations were conducted before and after the intervention to analyze the effectiveness of the treatment The researcher compared data from observation sheets to highlight the differences in students' speaking skills and motivation levels in the speaking class This analysis enabled the researcher to draw conclusions about the improvements in students' speaking abilities and their increased motivation for learning.
To evaluate the effectiveness of language games, individual scores from pre-speaking tests were recorded before the intervention, followed by post-speaking tests conducted after the implementation period This comparison aimed to assess the impact of the language games on students' speaking skills.
+ Pre- test is used to establish a base of the subjects‟ speaking which was used as a covariance in the statistical analysis of post-test result
The post-test is conducted to determine if the initial cohort retains their gains or continues to progress, while also assessing whether the second cohort achieves similar improvements as the experimental group By comparing post-test scores with pre-test scores, researchers can identify any statistically significant differences, which are crucial for accepting or rejecting the research hypothesis.
+ Pre-test and Post- test samples :
The researcher delivered some small pieces of paper in which the number of speaking card is written Students give the answer according to the questions written
25 on that card For example:
Part II: Answer some general questions such as: Can you play a musical instrument?
Do you play any sports?
Part III: Topic Talk about the person you like most in your family
Part II: Answer some general questions such as: What do you do in your spare time? What are you good at?
Part III: Topic Talk about your hobbies
The data collected from the classroom observation was analyzed to find out the frequency of participation of each student in every activity
The second observation sheet, featuring various interaction categories, was designed to capture the nature of participation and motivation during language games Qualitative analysis of the questionnaires revealed significant improvements in students' speaking skills as a result of engaging in these language games.
The changes towards greater participation and motivation of the students can be easily seen in the tables which were made from the collected observation forms of activities
The study examined students' reflections on language games used in speaking lessons, focusing on their participation and motivation, as well as the improvement in their speaking skills resulting from these activities.
DATA ANALYSIS AND DISCUSSION
Data collected from preliminary investigation stage- Questionnaire 1
4.1.1 Students’ attitude towards the speaking skill and the causes of students’ low motivation in speaking classes
Table 1: Students’ attitude towards speaking skill
1 How significant is English speaking skill to you?
2 How often are you reluctant to speak English in the classroom?
D I only speak when the teacher tell me to do this 9.6
Table 1 reveals that 80.6% of students regard speaking skills as important, while 19.2% consider them slightly important, indicating a strong overall positive attitude towards speaking skills among students.
Nevertheless, most of them feel reluctant to speak English in class 90.4% of the students always feel unwilling to speak English in class Among these students,
A significant number of students exhibit reluctance to participate in speaking activities, with 18 students consistently hesitant, 19 students frequently unwilling, and 10 students occasionally reluctant to speak Only 5 students reported that they engage in speaking when prompted by the teacher These statistics indicate a high prevalence of unwillingness among students during speaking classes.
It can be concluded that most of the students consider English speaking is very important
Despite the importance of speaking activities in class, a limited number of students are eager to engage in them To understand this reluctance, it is essential to explore the insights gathered from questions 3, 4, and 5 in Questionnaire 1.
Table 2: Students’ motivation, learning styles, anxiety in speaking lessons
Question 3 3 What are you likely to do in English speaking class?
(You can choose more than one response)
A Keeping silent all the time 23.1
C Volunteering to answer as much as possible 7.7
D Knowing the answer but too shy to volunteer 55.8
E Speaking something when the teacher asks me 73.1
G Speaking when you feel like 61.5
I Speaking to enhance my communication skill 21.1 When asked to talk about what students are likely to do in a speaking lesson, 23.1% said that they kept silent all the time so as not to disturb the others Most of the students (76.9 and 73.1%) claimed that they only answered the simple questions and only spoke when being asked by the teacher 29(55.8%) out of 52 students admitted that they know the answer, but they were too shy to volunteer 30 students used mother tongue in speaking lessons The lowest percentage of the respondents (7.7%) was seen volunteer to speak as much as possible, while 67.3% said that they participated in speaking activities for getting marks Only 21.1% of the students
28 wanted to enhance their communication skill through speaking activities These figures show that the students‟ poor motivation, passive learning, and anxiety make a big influence on speaking outcome
Question 4 What are your reasons for learning English speaking?
Chart 1: Students’ reasons for learning English
A English is essential for my future career
B It is obligatory to study English speaking at our school
C I find it interesting to learn speaking English
D I want to communicate in English
In a recent survey, only 14 of the 52 students expressed a liking for English speaking skills, while the same number indicated a desire to communicate effectively in English Notably, 31 students recognized the importance of English speaking for their future careers.
A recent survey revealed that 32 students admitted to learning English primarily because it is a mandatory subject in schools While some students recognize the importance of English for their future careers, the majority are studying the language solely due to its compulsory nature in their education.
Question 5 What factors make you unvoluntary to speak English in the classroom ?
Chart 2: Factors that make students involuntary to speak English in the classroom
A Being not interested in English speaking
B Learning target is for tests (not for communication)
C Being afraid of losing face with my classmates
E Not receiving enough enthusiasm from the teacher in English speaking class
F Not having anything to say
G Having stressful atmosphere in speaking lessons
J There is nothing that stimulates me to speak
The researcher aimed to identify the factors contributing to students' low motivation to speak English in the classroom A significant number of students, totaling 35, reported a lack of stimulation to engage in speaking activities, while others indicated that the stressful atmosphere during speaking lessons further hindered their willingness to participate.
A significant number of students reported feeling shy during English speaking lessons, with 34 students indicating this issue Additionally, 32 students found the teaching methods to be boring, while 30 students expressed a lack of interest in speaking English Other contributing factors included a focus on test preparation rather than communication (25 students), fear of losing face among peers (20 students), and insufficient vocabulary (24 students) Only 3 students criticized their peers for lacking enthusiasm, and 15 students admitted to having nothing to contribute during speaking lessons.
The results from Questionnaire 1 highlight significant insights into student motivation for learning English speaking A majority of students recognize the importance of speaking skills, particularly due to its assessment at the semester's end; however, they exhibit reluctance to participate in speaking activities This hesitation is primarily attributed to a lack of stimulation, a stressful classroom environment, and unengaging teaching methods These findings are crucial as they will help the researcher formulate a hypothesis on utilizing language games to enhance student motivation in speaking lessons and inform subsequent interventions.
Intervention
The intervention was conducted with the target of testing the hypothesis mentioned above, then comes to an answer to the question:
- How effective are language games in increasing students’ motivation in speaking lessons?
Data from the intervention stage
The implementation of language games was evaluated using an observation sheet (Appendix 3) to measure student motivation and participation Additionally, students' feedback on the use of language games was gathered through Questionnaire 2.
4.3.1 Data collected from observation sheet
Observation sheet looks at overall class motivation The data can be seen in Chart 3 and Appendix 3 and Appendix 4
Chart 3: Observation sheet that looks at overall class motivation
The results indicate that students were highly engaged in the lessons, finding them enjoyable and the activities interesting Their attention was particularly focused on the speaking activities, demonstrating a high level of concentration Importantly, the teacher's organization of these speaking tasks was well-suited to the students' needs.
Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8
4.3.2 Data collected from the questionaire 2
Following the implementation of information gap activities, the researcher administered a survey questionnaire to 52 students to assess their attitudes toward language games and evaluate the effectiveness of these games in the classroom setting.
Question 1 : Are the games easy to apply?
Chart 4: Students’ evaluation on how easy the language games are
The pie chart indicates that 78.9% of students found it easy to apply the games, while 15.4% felt it was somewhat challenging, and only 5.7% experienced difficulty This suggests that students generally understood how to implement the activities effectively Additionally, the information provided in the handouts positively impacted students, and collaborating in pairs allowed them to assist one another in completing tasks.
Question 2: Are the games appropriate to your level?
Chart 5: Students’s evaluation on how appropriate the language games are
Very difficult Difficult Not very easy Easy
Rather appropriate appropriate Very appropriate
A significant 96.2% of students believe that language games are well-suited to their proficiency levels, which has notably enhanced their motivation to engage in speaking activities during class.
Question3 Do you like language games given by your teacher during the speaking lessons?
Chart 6: Students’ feeling on how much they like the language games
A survey revealed that 57% of students enjoyed the games provided by their teacher, while 32.8% found them acceptable Notably, only 9.5% of students remained neutral, and no participants expressed a negative opinion about the games These positive results bring great joy and excitement to the researcher.
Question 4 What do you do during language games application?
Chart 7: Students’ level of participation in recent speaking lessons
I like them very much They are Ok
I don’t like them at all
Involve the games only when being asked
Taking part in the games only when feeling interested
Do not join the games
A significant 76.9% of students actively participated in the games, while 15.4% joined only when prompted, and 7.7% engaged based on their interest The games are so captivating that virtually no one declined to participate.
Question 5 How do you feel after playing the games?
Chart 8: Students’ feeling after playing the games
The research findings are promising, revealing that 77% of students feel motivated during speaking lessons after participating in games Additionally, 19.2% of students who do not find motivation still experience a sense of relaxation, while only 3.8% remain indifferent.
Question 6 How motivating do language games bring to you?
Chart 9: Students’ level of motivation in recent speaking lessons
Not motivating Slightly motivating Rather motivating Very motivating
This chart is easily understood after the researcher collects the result in question number 6
Out of 52 students, 35 report feeling highly motivated and eager to participate in additional activities during lessons Meanwhile, 12 students find the games somewhat motivating, and 5 feel only slightly motivated Notably, the researcher could not identify any students who felt unmotivated after the games, marking a significant success for the study.
Question 7 In your opinion, is the use of language games to motivate students in speaking lessons effective?
Chart 10: Students’ evaluation of the effectiveness of language games
Although no student feels unmotivated after the game, there is still 3.9% of them said that the use of language games in the speaking lesson is ineffective
Question 8 What are the benefits of language games to your speaking skill?
Chart 11: Students’ ideas on the benefits of language games
Language games reduce my anxiety and shyness during the lessons
Language games bring me more chance to speak
Language games make speaking lesson less difficult
Language games make speaking lessons more enjoyable and fun
A recent survey indicates that 52 students believe language games enhance the enjoyment and fun of speaking lessons Additionally, 48 students feel that these games help alleviate their anxiety and shyness during lessons Furthermore, 40 students think that language games provide them with more opportunities to speak, while a smaller group of 20 students feels that these games make speaking lessons less challenging.
Question 9 The use of language games in speaking lessons is not effective, what do you think the reasons are? (Please specify some)
Two students expressed their views on the effectiveness of language games in speaking lessons, finding them lacking One student preferred not to participate in games, choosing instead to remain seated at their desk The other student believed that language games should be limited to vocabulary acquisition rather than developing speaking skills.
Question 10 What stage(s) the teacher should apply the language games?
Chart 12: Students’ desires on what stages language games should be applied
Warm ups Pre-speaking While- speaking Post- speaking
A significant 67.3% of students express a desire to engage in games at the beginning of lessons In contrast, the preferences for game participation at various stages of the speaking process—pre-speaking, while-speaking, post-speaking, and any stage—are relatively similar, with 11.5%, 7.7%, 9.7%, and 3.8% of students respectively favoring these options.
Question 11 What should the teacher do to make the application of language games more effective?
Chart 13: Students’ suggestions on What the teacher should do to make the application of language games more effective
A Teachers should explain and give a demonstration of what to do to students clearly and understandably
B Teachers should make use of a variety of language games
C Teachers should exploit the language games which are suitable for students’ level
A recent survey of 52 students revealed that 100% believe teachers should clearly explain and demonstrate language games for effective application Additionally, 50 students emphasized the importance of incorporating a variety of language games, while 40 students suggested that teachers should fully utilize these games to enhance learning.
37 which are suitable for students‟ level
Question 12 How often do you wish to take part in language games?
Chart 14: Students’ desire on how often they join the language games
The pie chart illustrates student participation in games, revealing that 61.6% of students always wish to be involved, while 23.1% prefer to participate often Additionally, 11.5% of students sometimes engage in games, and a small minority of 3.8%, or just 2 students, never wish to take part.
4.3.3 Data collected from the tests
4.3.3.1 Data from the pre-test
The researcher carried out the pre-test at the start of the first semester The participants are 24 students from class Korea 1 and 28 students from class Chinese
1 who had the same test designed by the researcher The result was stated in the following table
Korea 1 Result of pre-tests Students of class
Chinese 1 Result of pre-tests
The data indicates that the average score for students in Class Korea 1 is 5.5, while Class Chinese 1 has a slightly higher average of 5.54 These results demonstrate that the speaking skills of both classes in the pre-tests are comparable and relatively low.
3.3.3.2 Data from the post-test
CONCLUSION
Main findings
A study conducted in the Korea 1 and Chinese 1 classes at Viet Nhat College of Languages and Technology revealed that the use of language games significantly enhances student participation and motivation during speaking tasks Key findings indicate that incorporating these interactive activities fosters a more engaging learning environment.
Students in speaking classes are enthusiastic participants in language games, which serve as an effective tool for reinforcing their learning These games provide a natural incentive for students to review previously learned material while also acquiring new knowledge in an enjoyable and relaxed environment As they engage in these activities, learners actively use the language skills they have practiced, demonstrating their willingness and eagerness to participate when games are introduced by the teacher This highlights the effectiveness of language games as a motivational strategy in speaking classes.
The comparison of pre-task and post-task survey data revealed a significant increase in student willingness to participate in speaking classes when language games are utilized These games foster a fun and engaging learning environment, enhancing students' interest in learning and encouraging active participation during class Consequently, language games serve as a powerful motivator, inspiring students to engage in speaking activities.
Language games foster student cooperation by encouraging collaboration in pairs, groups, or as a whole class These activities require collective effort to meet game objectives and achieve scoring goals, enhancing teamwork skills among students.
Games foster collaboration among students, encouraging them to engage in discussions and use language in diverse contexts These activities create a supportive environment where even shy or less confident students feel drawn to participate More skilled peers often assist those who struggle, helping to boost their confidence and ability to express themselves Ultimately, games promote proactivity and autonomy, allowing students to take charge of their communication skills.
This obviously promotes opportunities for communication among students and then improves students‟ speaking skill
Language games offer numerous benefits to users, serving not only as a source of relaxation but also as effective teaching tools These enjoyable activities help students combat boredom and foster a love for speaking English By making speaking tasks less daunting, language games reignite students' interest in conversation, while also reducing shyness and anxiety, ultimately boosting their confidence Furthermore, these games provide valuable opportunities for students to practice their speaking skills Clearly, language games play a crucial role in enhancing student motivation in speaking classes.
In conclusion, the findings indicate that language games serve as an effective teaching technique that enhances student motivation in speaking classes The positive outcomes observed from the study confirm that these games significantly boost motivation among first-year non-major English students at Viet Nhat College of Foreign Languages and Technology.
Recommendations based on the findings
Teachers at Viet Nhat College of Languages and Technology in particular and language teachers in general might use language games in speaking English
Incorporating 42 engaging lessons can significantly motivate students and enhance their participation in speaking activities Language games serve as an effective tool for fostering interaction and communication within the classroom, making learning more enjoyable and dynamic.
To effectively motivate students in speaking lessons, teachers should implement clearly instructed, engaging, and meaningful language games These games must align with the oral topics being taught, ensuring relevance to the learning objectives When students recognize the significance of these language games in their education, they are more likely to participate actively in speaking activities.
When selecting language games to enhance speaking skills, teachers must be mindful to choose activities that align with students' interests, learning styles, proficiency levels, and lesson objectives Effective language games yield positive outcomes when they are thoughtfully integrated into the learning experience.
5 3 Some suggestions for using games to motivate students in speaking classes
Students primarily engage in games for enjoyment, but teachers require compelling justifications for their use in the classroom It is essential for educators to carefully select appropriate games, determine the optimal timing for their implementation, and effectively integrate them with the curriculum Additionally, teachers should understand how various games can enhance students' language skills This article will present suggestions for utilizing language games as a motivational tool to encourage student participation in speaking activities.
Incorporating games into language learning is essential, as they serve not only as engaging warm-up activities but also as effective tools to maximize learning during any spare time in lessons By placing games at the core of foreign language instruction, educators can enhance student participation and retention of language skills.
It is suggested that games be used at all stages of the lesson, provided that they are suitable and carefully chosen
Games play a versatile role in language education, with no strict guidelines on when to incorporate them into the teaching process Traditionally, they have served as effective warm-up activities at the start of lessons and as engaging fill-ins throughout the class.
Incorporating games into language courses can enhance the learning experience, serving not only as a fun activity during extra time at the end of class but also as a significant element of the curriculum This approach adds variety and engagement, making language learning more enjoyable and effective.
+ Timing: The teachers need to estimate the time of game before running a game
Games should be designed to last between five and twenty minutes, encompassing preparation, presentation, gameplay, and post-game activities Keeping game durations short is crucial to maintain student engagement, as prolonged play can lead to a loss of interest To maximize excitement and enjoyment, it's advisable to conclude games at their peak moment.
When incorporating language games into speaking lessons, teachers must carefully consider the difficulty level of the games to ensure they are appropriately challenging without discouraging students It's essential to choose games that cater to a diverse range of abilities, allowing both advanced and less proficient students to participate Additionally, the games should align with the lesson content to maintain relevance To keep students engaged, teachers should avoid repetitive use of the same games and instead explore a variety of language games to enhance the learning experience.
When initiating a game, it's essential for teachers to clearly explain the rules to students, as this significantly contributes to their success Simply reading the rules or providing a written copy is insufficient; a proper introduction is necessary This involves not just reciting the rules, but offering a comprehensive explanation to ensure students fully understand how to play the game effectively.
When providing instructions, incorporating a few words from the students' native language can effectively clarify concepts quickly It is inefficient to engage students in an activity they do not fully understand, as this can lead to confusion and require teachers to invest additional time in correcting mistakes Additionally, teachers should demonstrate a brief segment of the game to ensure students grasp the necessary skills.
Games designed for language practice are most effective when students actively engage with the content Methodologists suggest that demonstrations are more effective than lengthy explanations for introducing these games To enhance motivation, teachers should ensure their demonstrations are lively and engaging, encouraging students to participate enthusiastically.
Effective classroom management can enhance the enjoyment and rewards of language games when executed properly The organization of these games can vary significantly depending on their specific objectives and types Some games are designed for pairs or small groups, while others involve teams or the entire class competing against the teacher.
To minimize noise and disruption during pair and group work, students should initially partner with their immediate neighbors—those sitting next to, in front of, or behind them This arrangement fosters face-to-face interaction and allows for a more comfortable and effective learning environment, making activities easier to conduct.
5.4 Limitations and suggestions for further research
The research involved a limited sample size of only 52 students from Viet Nhat College of Foreign Languages and Technology, which means the findings are specific to this institution To enhance the validity of the results, future studies should consider a larger participant group with similar backgrounds.
Other data collection tools such as: video recorder, journals should be exploited in further research
Conclusion
After five years of teaching English at Viet Nhat College of Foreign Languages and Technology, the researcher observed a lack of motivation among students in English speaking classes This led her to identify issues related to student participation in speaking lessons Consequently, she aimed to demonstrate the existence of these problems and explore effective methods, such as language games, to enhance student motivation.
The author conducted an experiment utilizing language games to enhance student motivation in English speaking lessons Initially, she identified the problem and formulated a hypothesis regarding its causes Through classroom observation, she confirmed that students displayed a lack of interest in speaking lessons, exhibited poor speaking performance, and were only willing to participate in speaking activities when prompted by the teacher.
The researcher identified the causes of issues related to language games in English teaching and learning through a comprehensive literature review To evaluate students' speaking competence, a pre-test was administered, followed by data collection on the students' performance.
The initial stage of the study revealed poor student participation and motivation in speaking lessons, identified through a pre-intervention questionnaire and informal discussions Key factors contributing to this issue included a lack of stimulating activities, a stressful classroom atmosphere, student shyness, and unengaging teaching methods employed by the instructor.
The researcher hypothesized that incorporating language games could address issues in speaking classes To test this theory, an experiment was conducted over six weeks, involving six speaking lessons that utilized language games During the intervention, data was gathered on students' perceptions of the teacher's techniques through a post-intervention questionnaire, a post-test, and class observations.
In the final phase of the study, the researcher analyzed the data to assess the impact of the intervention The findings revealed that the students exhibited a significant interest in the language games utilized during speaking classes, leading to notable improvements in their participation and learning motivation.
This research demonstrated promising results in using language games to motivate first-year non-major English students at Viet Nhat College of Foreign Languages and Technology However, limitations such as small participation and restricted intervention time were identified In the next phase of action research, the researcher plans to broaden participation by implementing language games in additional classes to evaluate if similar outcomes can be achieved Additionally, the author aims to conduct further action research to assess the effects of language games on students with varying intelligences.
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PRE-INTERVENTION SURVEY QUESTIONNAIRE (QUESTIONNAIRE 1)
This questionnaire is designed for my research into motivation in speaking activities in the classroom Your answer is used for research purposes only Thank you for your cooperation
1 How significant is English speaking skill to you?
2 How often are you reluctant to speak English in the classroom?
D I only speak when the teacher tell me to do this
3 What are you likely to do in English speaking class?
(You can choose more than one response)
A Keeping silent all the time
C Volunteering to answer as much as possible
D Knowing the answer but too shy to volunteer
E Speaking something when the teacher asks me
I Speaking to enhance my communication skill
4 What are your reasons for learning English speaking?
(You can choose more than one response)
A English is essential for my future career
B It is obligatory to study English speaking at our school
C I find it interesting to learn speaking English
D I want to communicate in English
5 What factors make you unvoluntary to speak English in the classroom?
(You can choose more than one response)
A Being not interested in English speaking
B Learning target is for tests (not for communication)
C Being afraid of losing face with my classmates
E Not receiving enough enthusiasm from the teacher in English speaking class
F Not having anything to say
G Having stressful atmosphere in speaking lessons
J There is nothing that stimulates me to speak
POST-INTERVENTION SURVEY QUESTIONNAIRE (QUESTIONNAIRE 2)
This questionnaire aims to investigate the impact of language games on motivating first-year non-English major students during speaking lessons at Viet Nhat College of Languages and Technology Your responses will be utilized solely for research purposes, and all collected information will remain confidential The researcher encourages you to answer the questions accurately and honestly by circling your preferred options: A, B, C, etc.
Thank you for your cooperation
1 Are the games easy to apply?
2 Are the games appropriate to your level?
3 Do you like language games given by your teacher during the speaking lessons?
C I don‟t like them at all
4 What do you do during language games application?
B Involve the games only when being asked
C Taking part in the games only when feeling interested
D Do not join the games
5 How do you feel after playing the games?
6 How motivating do language games bring to you?
7 In your opinion, Is the use of language games to motivate students in speaking lessons effective?
If you choose “yes”, please answer question 8, 10, 11, 12
If you choose “no”, please answer question 9, 10, 11, 12
8 What are the benefits of language games to your speaking skill?
(You can choose more than one response)
A Language games reduce my anxiety and shyness during the lessons
B Language games bring me more chance to speak
C Language games make speaking lesson less difficult
D Language games make speaking lessons more enjoyable and fun
9 The use of language games in speaking lessons is not effective, what do you think the reasons are? (Please specify some)
10 What stage(s) the teacher should apply the language games?
11 What should the teacher do to make the application of language games more effective? (You can choose more than one)
A Teachers should explain and give a demonstration of what to do to students clearly and understandably
B Teachers should make use of a variety of language games
C Teachers should exploit the language games which are suitable for students‟ level
12 How often do you wish to take part in language games?
PHỤ LỤC 1 BẢNG CÂU HỎI ĐIỀU TRA SỐ 1
Bảng câu hỏi này nhằm nghiên cứu động lực học nói Tiếng Anh trong các giờ học kỹ năng nói Mọi câu trả lời của bạn sẽ chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn bạn đã hợp tác.
1 Kỹ năng nói tiếng Anh có tầm quan trọng như thế nào đối với bạn?
2 Bạn có thường xuyên miễn cưỡng nói tiếng Anh trong lớp học không?
D Tôi chỉ nói khi giáo viên bảo tôi nói
3 Lý do học nói tiếng Anh củabạn là gì?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Tiếng Anh rất cần thiết cho sự nghiệp tương lai của tôi
B Bắt buộc phải học nói tiếng Anh tại trường của chúng tôi
C Tôi thấy thú vị khi học nói tiếng Anh
D Tôi muốn giao tiếp bằng tiếng Anh
4 Bạn có xu hướng làm gì trong lớp học nói tiếng Anh?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Luôn luôn giữ im lặng
B Chỉ trả lời những câu hỏi đơn giản
C Xung phong trả lời càng nhiều càng tốt
D Biết câu trả lời nhưng quá ngại ngùng để xung phong nói
E Nói một vài câu khi giáo viên hỏi tôi
F Sử dụng tiếng mẹ đẻ
G Nói khi tôi cảm thấy thích
I Nói để tăng cường kỹ năng giao tiếp của tôi
5 Yếu tố nào khiến bạn không tự nguyện nói tiếng Anh trong lớp học? (Bạn có thể chọn nhiều hơn một câu trả lời)
A Không thích nói tiếng Anh
B Mục tiêu học tập là để kiểm tra (không phải để giao tiếp)
C Sợ mất mặt với các bạn cùng lớp
D Phương pháp dạy học nhàm chán
E Không nhận đủ nhiệt tình từ giáo viên trong lớp nói tiếng Anh
F Không có gì để nói
G Bầu không khí căng thẳng trong các bài học nói
J Không có gì làm động lực để tôi nói
BẢNG CÂU HỎI ĐIỀU TRA SỐ 2
Bảng câu hỏi này được thiết kế nhằm nghiên cứu tác dụng của trò chơi ngôn ngữ trong việc khuyến khích sinh viên năm thứ nhất không chuyên tiếng Anh nói tiếng Anh tại trường Cao đẳng Ngoại ngữ và Công nghệ Việt Nhật Thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu và sẽ được giữ bí mật Người nghiên cứu cam kết bảo mật thông tin và mong bạn trả lời các câu hỏi một cách chính xác và trung thực Vui lòng chọn ý kiến của bạn bằng cách khoanh tròn vào các chữ cái A, B, C… mà bạn muốn lựa chọn.
Cảm ơn vì sự hợp tác của bạn
1 Các trò chơi có dễ áp dụng không?
2 Các trò chơi có phù hợp với trình độ của bạn không?
3 Bạn có thích các trò chơi ngôn ngữ do giáo viên của bạn đưa ra trong các bài học nói không?
C Tôi không thích chúng tý nào cả
4 Bạn làm gì trong tiết học có trò chơi ngôn ngữ?
A Tích cực tham gia các trò chơi
B Chỉ tham gia vào các trò chơi khi được yêu cầu
C Chỉ tham gia vào các trò chơi khi cảm thấy thích thú
D Không tham gia các trò chơi
5 Bạn cảm thấy thế nào sau khi chơi các trò chơi ngôn ngữ?
6 Trò chơi ngôn ngữ mang đến cho bạn động lực học như thế nào?
7 Theo bạn, việc sử dụng các trò chơi ngôn ngữ để thúc đẩy học sinh trong các bài học nói có hiệu quả không?
Nếu bạn chọn “có” , hãy trả lời câu hỏi 8,10,11,12
Nếu bạn chọn “không”, hãy trả lời câu hỏi 9, 10,11,12
8 Những lợi ích của trò chơi ngôn ngữ đối với kỹ năng nói của bạn là gì?
(Bạn có thể chọn nhiều hơn một câu trả lời)
A Trò chơi ngôn ngữ làm giảm sự lo lắng và ngại ngùng của tôi trong các bài học
B Trò chơi ngôn ngữ mang lại cho tôi nhiều cơ hội hơn để nói
C Trò chơi ngôn ngữ làm cho bài học nói ít khó khăn hơn
D Trò chơi ngôn ngữ làm cho bài học nói trở nên thú vị và vui vẻ hơn
E Ý kiến khác (vui lòng ghi rõ một số)
9 Việc sử dụng các trò chơi ngôn ngữ trong các bài học nói không hiệu quả, bạn nghĩ lý do là gì? (Vui lòng ghi rõ một số)
10 Giai đoạn nào giáo viên nên áp dụng các trò chơi ngôn ngữ?
E Ở bất kỳ giai đoạn nào
11 Giáo viên nên làm gì để ứng dụng trò chơi ngôn ngữ hiệu quả hơn? (Bạn có thể chọn nhiều hơn một)
A Giáo viên nên giải thích và đưa ra một minh chứng về những việc cần làm cho học sinh rõ ràng và dễ hiểu
B Giáo viên nên sử dụng nhiều loại trò chơi ngôn ngữ
C Giáo viên nên khai thác các trò chơi ngôn ngữ phù hợp với trình độ của học sinh
D Ý kiến khác (vui lòng ghi rõ)
12 Bạn có thường xuyên tham gia các trò chơi ngôn ngữ không?
OBSERVATION SHEET- OVERALL CLASS MOTIVATION
Observation focus: level of students’ motivation generated by the tasks 3 is average mark for any one item
- This sheet is for observation the class as a whole , not individul student
- Complete this sheet when the lesson is drawing to a close
- Cirle ONE number of each statement below
- Add final comments after the lesson at the bottom of the sheet if you want
1 Mark how participated in the games the students are
2 The students are taking pleasure in the games
3 The students are paying constant attention to the games
4 Mark the levels of students‟ concentration on the games
5 Mark the students‟ activity level?
6 The speaking games are challenging for the students
7 The speaking games are suitable for the students
8 The students find the speaking games entertaining
THE DATA ON OVERALL CLASS MOTIVATION
1 Level of students‟ motivation generated by speaking activities was observed in terms of 8 items
2 Mark 3 is average mark for any item
1 Students‟involvement in the speaking activities
2 Students‟ enjoyment of the activities
3.Students‟ persistent attention to the activities
4 Students‟ concentration on the speaking activities
6 Degree of challenge of the activities
7 Degree of appropriateness of the activities
8 Students‟ degree of interest in the activities
APPENDIX 5: Pre- test and post test Sample
Part II: Answer some general questions such as: Can you play a musical instrument?
Do you play any sports?
Part III: Topic Talk about the person you like most in your family
Part II: Answer some general questions such as: What do you do in your spare time? What are you good at?
Part III: Topic Talk about your hobbies
Part II: Answer some general questions such as
Part III: Topic Talk about your hometown
Part II: Answer some general questions such as: What job would you like to do in the future? How long have you studied English?
Part III: Topic Talk about your favorite food
Part II: Answer some general questions such as: How do you go to school?
What time do you start lessons in the afternoon?
Part III: Topic Talk about your favorite season
Part II: Answer some general questions such as: Have you ever been to Hue city?
What is the city like?
Part III: Topic Talk about your house where you live
Part II: Answer some general questions such as:What is your favorite food?
What is the weather like today?
Part III: Topic Talk about your last weekend
Part II: Answer some general questions such as: Which season do you like?
What would you do if you were the president?
Part III: Topic Talk about your daily routines
Part II: Answer some general questions such as: Where did you go last summer holiday?
What did you do there?
Part III: Topic Talk about your future job
Part II: Answer some general questions such as: Where were you last weekend?
How long have you lived in Bacninh City?
Part III: Topic Talk about the subjects you like best
SAMPLE LESSON PLAN (Speaking lesson – Unit 7 Places)
- Vocabulary about things around the house
- Students know how to describe the house, what activities they often do at the house
- Teacher: tape, board, chalk, textbook, cassette
- Students: textbook, workbook, pen, pencil…
- Ask students the following questions:
1 How many rooms are there in your house?
2 How many things are there in your bedroom/ living room/ bathroom/kitchen?
3 Do you think you are very happy to live in such a house?
-Work in pairs asking and answering the questions
- One pair present in front of the class
- Ask students to work in pairs to ask and answer the questions
- Call on one pair to present in front of the class
- Lead in the lesson by saying :
“ Today we are going to talk about things around the house”
- Ask students to look at the flaskcard about things around the house and elicit any words related to the topic
- Stick these flaskcard on the board and write the names of each thing in the flaskcard
- Ask students to read aloud as a whole class and then in group of 2 tables
- Ask students to stand up to make a sentence with words in the flaskcard individually
- Erase the name under each flaskcard and then ask the whole class to read again all the flaskcard on the board
- Explain the activity and instruct students to do it
- Divide class into 4 big teams: Team 1, team
2, team 3, team 4 The teacher gives each
- Give any words related to the topic
- 4 groups at random to report their work
The XVII team created a large paper (Ao size) featuring a detailed drawing of a room, which could be one of four options: kitchen, living room, bedroom, or bathroom Accompanying this illustration is a smaller paper listing the names of items found in that specific room.
- Ask each team to label each card on the correct things in Ao paper in 5 mins
- Walk around the classroom to monitor, facilitate and assist students when neseccary
- Ask 4 groups at random to report their work and check each team work after they finish labelling in front of the class
- Ask 4 groups describe the things in their room on the Ao paper by answering the following questions:
+ What is the name of your room? How big is the room?
+ What are things in the room?
+ What do you use these things for?
+ What do you often do in your room?
- Walk around the classroom to monitor,
- 4 groups at random to report their work
Coffee table picture plant curtain sofa
XVIII facilitate and assist students when neseccary
- Ask 4 representatives of each group at random to stand up in front of the class to talk about their rooms
- Give the feedback to 4 groups
Activity 4 (guessing games): what are the things
Create 26 small cards for each student in the class, featuring a definition or usage of various household items along with corresponding images of these objects.
- Give one card for each student and ask them to face it down
- Ask each student to stand up and read aloud the definition or the usage for the whole class to guess the correct name of the object in the card
- Types of rooms in the house and their usage
- Write about your dream house
- Listen to the teacher‟s instruction
You watch news, films, etc on it