Suggested games to motivate 11 th form students at le hoan high school in learning english speaking skills

Graduation thesis DECLARATION I hereby that the thesis entitled “SUGGESTED GAMES TO MOTIVATE 11 th FORM STUDENTS AT LE HOAN HIGH SCHOOL IN LEARNING ENGLISH SPEAKING SKILLS” is the result of my own research for the Degree of Bachelor of Arts, at Hong Duc University I confirm that this thesis has not been submitted for any other degrees Thanh Hoa, May 12th , 2021 Student’s Signature Le Thi Thuy Le Thi Thuy – K20Bi Graduation thesis ACKNOWLEDGEMENTS The completion of this study would not have been possible without the assistance of special and wonderful people First of all, I would like to acknowledge my indebtedness and gratitude to my supervisor Mrs Luc Thi My Binh, for her unfailing encouragement, constant support and supervision during all stages of the study Her enthusiastic assistance, guidance, support, and her wisdom greatly contributed to the fulfilment of my thesis My great debt is to many others lectures of Foreign Language Department at Hong Duc University for their support and the favorable conditions they have granted me during my study My sincere thanks go to all teachers of English and students at Le Hoan high school whose endless enthusiasms have helped me to carry the surveys, which are very useful for my thesis I owe a great debt of gratitude to my parents, my darling and my friends, whose loving supports encourage me, give me useful suggestions and are always by my side during the process of conducting the study They help me to fulfil this thesis Last but not least many thanks are given to the librarians, who have helped me by lending me many books without which I can't complete my research Although my study has been done with all my attempts, my limitation of ability and knowledge may cause mistakes in the thesis Therefore, I am looking forward to receiving the sincere comments from all of you Le Thi Thuy – K20Bii Graduation thesis ABSTRACT It is the fact that speaking is an important language skill However, in the reality, the teaching and learning English speaking are still far from satisfactory English is seen as a means of access to scientific and technological development, as the language for international communication, and as an instrument for receiving grants and aid For young people, English is an effective tool for further study as well as better job opportunities English has therefore, been most widely taught from primary schools to universities in both private enterprises and state offices It is offered as a compulsory subject in the curriculum as well as the national secondary and high school examinations The study focuses on the teachers' and students' attitudes towards speaking skill as well as the analysis of the present teaching and learning to speak English Once, problems have been identified, suggestions for teachers to improve the situation of teaching and learning speaking English to the 11 th form students would be made Le Thi Thuy – K20Biii Graduation thesis TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS viii PART A: INTRODUTION 1.Rationale Aims of the study 3 Methods of the study Research questions Scope of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 What are speaking activities? 1.1.1 What is speaking skill? 1.1.2 Characteristics of Speaking 1.1.3 Characteristics of a successful speaking lesson 1.2 Problems with speaking and speaking activities 1.2.1 Problem with speaking 1.2.2 Problem with speaking activities 10 1.3 A brief view on language games 11 1.3.1 What are language games? 11 1.3.2 What types of language games? 12 Le Thi Thuy – K20Biv Graduation thesis 1.3.3 What are language games used for? 14 1.3.4 Language games as a motivator for students to speak 15 CHAPTER 2: THE REALITY OF TEACHING AND LEARNING ENGLISH AT LE HOAN HIGH SCHOOL 17 2.1 The reality of teaching and learning speaking skill for 11 th form students at Le Hoan high school 18 2.2 Characteristics of 11 th form students at Le Hoan high school 18 2.3 Characteristics of high school teachers of English at Le Hoan School 19 2.4 Teaching facilities 20 2.5 How is speaking lesson for 11 th form students going on? 20 2.6 What factors discourage the students? 22 2.6.1 The students lack motivation 22 2.6.2 Students are low at English proficiency 23 2.6.3 The students are nervous and afraid of making mistakes 23 2.6.4 The topics are not interesting 24 2.6.5 The classroom atmosphere is not encouraging 25 2.6.6 Feedback of the listeners is not supportive 25 CHAPTER 3: USING SUGGESTED GAMES TO MOTIVATE STUDENTS IN SPEAKING LESSON 27 3.1 Hypothesis 27 3.2 Subject of the study 28 3.3 The textbook 28 3.4 Data collection 28 3.4.1 The data collection instruments 28 3.4.2 Procedures and methods of data collection 29 Le Thi Thuy – K20Bv Graduation thesis 3.5 Pre-task questionnaire 32 3.5.1 Presentation of the data collected from pre-task questionnaire 32 3.5.2 Data analysis of survey result on pre-task questionnaire 34 3.6 Post-task questionnaire 39 3.6.1 Presentation of the data collected from post-task questionnaire 39 3.6.2 Data analysis of survey result on post-task questionnaire 41 CHAPTER 4: FINDINGS AND SUGGESTIONS ON USING SUGGESTED GAMES TO MOTIVATE STUDENTS IN SPEAKING LESSON 48 4.1 Findings 48 4.1.1 Positive factors of using language games in speaking lesson 48 4.1.2 Challenges of using language games in speaking lesson 49 4.1.3 Sub-conclusion 50 4.2 Suggestions 51 4.2.1 Applying different language games in teaching speaking 51 4.2.2 Activating students to work in different stages of speaking 52 4.3 Principles of using language games in speaking lesson 54 4.3.1 How to run a game? 54 4.3.2 When to use a game? 54 4.3.3 How to organize a game? 55 4.4 Sample games used in teaching speaking 57 4.4.1 Warm-ups 57 4.4.2 Pre-speaking stage 59 4.4.3 While- speaking stage 61 4.4.4 Post-speaking stage 65 PART C: CONCLUSION 68 Le Thi Thuy – K20Bvi Graduation thesis 1.Recapitulation 68 2.Summary of the study 68 3.Limitations and suggestions for further research 69 APPENDICES 71 APPENDIX 71 PRE TASK SURVEY QUESTIONNAIRE 71 APPENDIX 77 POST TASK SURVEY QUESTIONNAIRE 77 REFERENCES 81 Le Thi Thuy – K20Bvii Graduation thesis LIST OF TABLES AND CHARTS Tables: Table 1: Data collected from pre-task survey questionnaire Table 2: Data collected from post-task survey questionnaire Charts: Figure 1: Students' perspectives of four language skills Figure 2: Students' attitudes towards speaking skill Figure 3: Perspectives of the speaking topics and speaking activities introduced in the textbook Figure 3.1: How interesting? Figure 3.2: How difficult? Figure 4: Students' participation in speaking lessons Figure 5; Students' preferences of teacher's techniques exploited in speaking classes Figure 6: The students' attitudes towards language games Figure 7: Students' participation in language games Figure 8: students' evaluation of the use of language games Figure 9: Benefits of using language games in speaking classes Figure 10: Students' preference for teachers' activities Figure 11: The frequency of exploiting language games Le Thi Thuy – K20Bviii Graduation thesis PART A: INTRODUCTION 1.Rationale Nowadays, English as a foreign language, a compulsory basic culture subject in general education, is an indispensable part of the general education curriculum English provides students with a new communication tool to acquire advanced scientific and technical knowledge, understand the diverse and rich cultures around the world, and easily integrate with the international community Due to the need to interact with countries around the world in all areas of life, English has become one of the most used languages in international communication and is being used as a major foreign language to teach students in schools in Vietnam Therefore, in some recent years, the focus of teaching has been promoting oral skills in order to respond to the students' needs for effective life such as sports, politics, economy, science, technology, communication However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking in particular not come up to the study aims Despite teachers' efforts to provide students with opportunities to develop their communicative skills, how to teach and learn speaking effectively are still a challenging question to both teachers and students at many high schools In addition, speaking skill plays a vital role in foreign language learning However, traditional method makes students passive and lazy to speaking because of its monotony For most students, they find speaking especially important yet most challenging one It has been proved that some students got into a habit of leaning 'mute English" which is obviously harmful to a language learner Therefore, it is a necessity to find a supplementary technique used in teaching speaking In language teaching, language games have proved themselves not merely as "time filler activities" but as an important factor which can create more chances and interest to motivate students to speak Gibbs (1974) maintains that a game is "an Le Thi Thuy – K20B1 Graduation thesis activity carried out by cooperating or competing decision makers, seeking to achieve, within a set of rules, their objectives" Games can, therefore, be designed to simulate the different social contexts in the real world Within artificially defined limits, games can provide an opportunity for real communication and bridge the gap between the classroom and the real world (Hadfield, 1984) Language games thus allow the use of meaningful and useful anguage which is used in real contexts (http://iteslj.org/Lessons/Ersoz-Games.html.) and are able to provide a chance for pupils to use the language that they have learnt Games make learning fun and relaxed (Nguyen & Khuat, 2003) Games provide language teachers with many advantages when they are used in classroom One of these advantages is that learners are motivated to learn the language when they are in a game McCallum (1980), emphasizes this point by suggesting that "games automatically stimulate student interest, a properly introduced game can be one of the highest motivating techniques." Further argues that "games spur motivation and students get very absorbed in the competitive aspects of the games; moreover, they try harder at games than in other courses" (http://iteslj.org/Techniques/DeesriGames.html.) In other words, games stimulate students' interest in classroom activities and as a result, students become motivated and willing to learn Games are also highly motivating and help pupils to make and sustain the effort of learning (Lee, 1995) Another advantage of using games for the language class is that they encourage pupils to interact and communicate (Lee, 1995) In addition, language games can provide challenges to young minds and can be used to engage children in cooperative and team learning (Ersoz, 2000) Besides, it can be seen from the reality of teaching English at Le Hoan high school that using games is really a new technique of teaching speaking skill Le Thi Thuy – K20B2 Graduation thesis PART C: CONCLUSION Recapitulation The purpose of this study was to expose language games as potential teaching technique to motivate speaking skill for 11 th students at Le Hoan high school in Thanh Hoa province Firstly, the literature review gave a brief view of speaking skill Definitions, types of language games were also mentioned Besides, benefits, introduced in the first chapter because on the way of finding the best teaching method, language games was language games are considered as a motivator for students to speak In the chapter 2, from analyzing the specific characteristics of 10h form students, English teacher and teaching facility at Le Hong Phong high school and from finding factors that are discouraging the students and applying new techniques to encourage students in speaking lesson To continue the study, the chapter presented the data analysis of survey results on students as well as persuasive argument of why using language games The study asserted the necessity of using language games to motivate speaking lesson for 11th form students at Le Hoan high school The last chapter found positive factors and challenges of using language games in speaking lesson Some principles, process as well as some useful activating students to work in different stage of speaking were mentioned And some the sample games used in teaching speaking to teach a complete speaking lesson belonging to English 11 is the final point of the chapter Summary of the study The importance of speaking for 11th form students is undeniable It is obvious that both teachers and students often encounter difficulties when dealing with English speaking To better the situation, the study has presented some useful techniques for improving teaching and learning to speak English Le Thi Thuy – K20B68 Graduation thesis The literature review has been made in the hope of demonstrating the scope of the study theoretically in terms of speaking skill and language games The findings from the data analysis show that despite students' awareness of the importance of speaking skill, some students have low motivation towards speaking classes In order to find out the problems in teaching and learning English speaking to the 11th form students, a survey was carried out with the participation of 90 students at Le Hoan high school to examine their attitudes towards speaking skill, English speaking materials, their speaking difficulties, their learning styles and the teachers' and students' preferable activities in a speaking lesson From the results of the study, it can be clearly shown that the teaching and learning English speaking is still far from satisfactory The students are not equipped with necessary speaking skills or strategies to become successful English speakers Moreover, the present course books are claimed to be difficult and not very interesting to the teachers and students Additionally, inefficient teaching method is considered to be another problem Thus, in order to make the study more practical, some suggestions on using language games as well as a variety of language games applied in all stages of a speaking lesson have also been mentioned It is hoped that the study will prove worthwhile to those who want to motivate students in speaking classes and who are concerned about the problem Limitations and suggestions for further research As a matter of fact, nothing is perfect and limitations are unavoidable The study presented in this thesis is of no exception Firstly, the author's practical experience in teaching to speak English for tenth form students and the knowledge of the subject matter are limited, therefore, the suggestions in the last chapter are likely to be subjective and incomplete, leaving the issue open for debate Le Thi Thuy – K20B69 Graduation thesis Secondly, due to the shortage of time, limit of knowledge and the scope of the study, the study cannot cover all the uses of language games in four language skills and language elements Therefore, further study can focus on the use of language games as a motivator in reading classes, writing classes, listening classes and language games as an effective technique to teach vocabulary and grammar In addition, time is limited; the researcher can't procedure an oral test after using language games in speaking lesson Finally, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated Le Thi Thuy – K20B70 Graduation thesis APPENDICES APPENDIX PRE TASK SURVEY QUESTIONNAIRE This survey questionnaire is designed for my study "Suggested games to motivate English speaking skill for grade 11 students at Le Hoan high school" Your Assistance in fulfilling the following items is greatly appreciated Please circle the appropriate answers for the following questions You may choose more than one option How necessary is English in the school courses? A Very necessary B Necessary C Normal D Unnecessary How you like learning English? A Very much B Much C Not much D Not at all Among the four language skills, which one is the most difficult to you? A Listening B Speaking C Reading D Writing How is speaking skill important to you? A Very important B Important C Normal D Not important at all How you find speaking topics and speaking activities introduced in "English textbook 11"? 5.1 A Very interesting B Interesting C Normal D Boring 5.2 A Very difficult B Difficult C Normal D Easy Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes Le Thi Thuy – K20B71 Graduation thesis C No, I am never willing to speak If you choose B or C, in question number 6, what are the reasons for your choice? (Please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Why are you unwilling to speak English? A Being worried about making mistakes B Being not accustomed to speaking English C Purposing of learning English not to communicate D Teaching method is not attractive E Others (please specify) In your opinion, your speaking ability is… A Really bad B Bad C Quite good D Good E Really good 10 According to you, reasons are likely to affect your speaking ability? A Your ability B You're mental C Your interest D speaking topics E Teaching methods 11 In order to encourage students to speak and get them more involved in speaking activities, you think the teachers should: (You can choose more than one) A Use visual aids (pictures, charts, etc ) C Use songs B Use language games D Use group work and pair work E Others (please specify)………………………………………………………… 12 Which of the following activities does your teacher before starting lesson? A Go straight to the task B Only instruct students how to the task C Give some background knowledge about the topic Le Thi Thuy – K20B72 Graduation thesis D Provide necessary vocabulary and structures E Lead them to the topic by discussing F Brainstorming the topic 13 What does your teacher often to encourage students to speak English? A Suggest interesting topics for discussion B Give students some useful suggestions related to the topic C Let students choose topics themselves to discuss D Use other authentic materials (visual aids, stories, songs, video clips, movies, etc) E Involve students in the real English Speaking environment F Carry out on-going assessments (giving students marks for participation) G Do nothing H Others (please specify)……………… 14 Does your school have Morden teaching facilities? A Yes B No C Only fewer facilities 15 What you think of using language games in speaking classes for? A for relaxing only B for teaching only C for both relaxing and teaching D time covering 16 If your teacher of English exploits language games in speaking lessons, are willing to join? A Yes B No Thank you for your cooperation! Le Thi Thuy – K20B73 Graduation thesis CÂU HỎI ĐIỀU TRA ( Trước sử dụng trị chơi học nói ) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trò chơi gợi ý nhằm gây hứng thú học nói tiếng Anh cho học sinh khối 11 trường THPT Lê Hoàn việc học tiếng Anh Xin bạn vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác bạn ! Hãy khoanh trịn vào mà bạn lựa chọn Theo bạn học tiếng Anh… A Rất cần thiết B Cần thiết C Bình thường D Khơng cần thiết Bạn có thích học tiếng Anh khơng ? A Rất thích B Thích C Bình thường D Khơng thích Trong bốn kĩ , kĩ khó bạn ? A Nghe B Nói C Đọc D Viết Kĩ nói có quan trọng với bạn khơng ? A Rất quan trọng B Quan trọng C Bình thường D Khơng quan trọng Bạn có nhận xét chủ đề nói hoạt động nói sách giáo khoa “ Tiếng Anh 11”? 5.1 A Rất thú vị B Thú vị C Bình thường 5.2 A Rất khó B Khó C Bình thường D Té nhat D Dễ Bạn có tham gia tích cực học nói khơng ? A Có , bạn thích học nói B Có , C Không , bạn thấy không thoải mái Nếu bạn chọn B C , lí cho lựa chọn bạn ? ( ghi rõ ) Le Thi Thuy – K20B74 Graduation thesis Tại bạn khơng sẵn sàng nói tiếng Anh ? A Bạn ngại nói sai B Bạn khơng quen với việc nói tiếng Anh C Mục đích học tiếng Anh bạn khơng phải để giao tiếp D Giáo viên dạy chưa hay E Ý kiến khác Bạn đánh giá khả nói ? A Rất B Kém C Trung bình D Tốt E Rất tốt 10 Theo bạn , nguyên nhân ảnh hưởng tới khả nói bạn nhiều nhất? A Năng lực bạn D Chủ đề nói B Tinh thần bạn E Phương pháp giảng dạy giáo viên C Hứng thú bạn F Ý kiến khác 11 Để khuyến khích học sinh nói tiếng Anh tham gia tích cực vào học nói , bạn nghĩ giáo viên nên : ( bạn lựa chọn nhiều phương án ) A Sử dụng giáo cụ trực quan ( tranh ảnh , bảng biểu ) B Sử dụng trò chơi ngôn ngữ C Sử dụng hát D Sử dụng hoạt động cặp nhóm E Các hoạt động khác ( ghi rõ ) 12 Giáo viên bạn thường làm trước bắt đầu học nói tiếng Anh ? A Khơng làm vào B Chỉ hướng dẫn học sinh cách tiến hành hoạt động nói C Gợi ý cho học sinh số thông tin chủ đề nói D Cung cấp cho học sinh từ vựng mẫu cầu liên quan đến chủ đề nói E Thảo luận với học sinh nhằm hướng họ đến chủ đề nói F Yêu cầu học sinh tự đưa ý kiến riêng chủ đề nói G Ý kiến khác : Le Thi Thuy – K20B75 Graduation thesis 13 Giáo viên bạn thường làm để khuyến khích sinh viên lớp nói tiếng Anh ? A Gợi ý chủ đề nói thú vị B Cung cấp cho học sinh số gợi ý hay liên quan tới chủ đề nói C Cho học sinh tự chọn chủ đề để thảo luận D Sử dụng tài liệu khác hát tiếng Anh , truyện phim ảnh v , v E Tạo cho học sinh mơi trường nói tiếng Anh thực F Tiến hành kiểm tra , đánh giá hoạt động nói học sinh cho điểm G Khơng làm H Ý kiến khác : 14 Trường bạn có trang bị phương tiện giảng dạy đại đài , ti vi , máy vi tính , đầu video , máy chiếu v để phục vụ cho việc dạy nói tiếng Anh khơng ? A Có B Khơng C Chỉ có vài phương tiện giảng dạy 15 Bạn nghĩ việc sử dụng trò chơi việc giảng dạy kĩ nói tiếng Anh ? A Giảm stress B Rất bổ ích C Vừa để trợ giúp việc giảng dạy vừa để học sinh thư giãn D Để lấp thời gian thừa 16 Nếu giáo viên tiếng Anh bạn sử dụng trị chơi dạy nói , bạn có muốn tham gia khơng ? A Có B Không Cảm ơn cộng tác bạn ! Le Thi Thuy – K20B76 Graduation thesis APPENDIX POST TASK SURVEY QUESTIONNAIRE This survey questionnaire is designed for my study named" Suggested games to motivate English speaking skill for grade 11 students at Le Hoan high school " Your assistance in fulfilling the following items is greatly appreciated Please circle the appropriate answers for the following questions You may choose more than one option for some questions Do you like language games given by your teacher during speaking lessons? A I like them very much B Yes, they are OK C.I don't like them at all D I have no idea What you while playing games? A Actively take part in the games B Join the games only when being asked by the teacher C Join the games only when feeling interested D Do not play games How you feel after playing games? A relaxed and motivated B normal C uncomfortable In your opinion, is the use of language games to motivate students to speak effective? A YesB No If you choose yes, please answer question and keep answering question to question 10 If you choose no, please answer question and keep answering question to question 10 What are the benefits of language games to your speaking skill? (You can choose more than one option) Le Thi Thuy – K20B77 Graduation thesis A Language games make speaking lessons more enjoyable and more fun B Language games make speaking lessons less challenging and difficult C Language games lower my anxiety and shyness, and then develop my confidence in speaking D Language games create more chances for students to speak 6, If the use of language games in speaking classes is ineffective, what you think are reasons? (Please specify) To make the use of language games in speaking classes more effective, what you think the teacher should do? ((You can choose more than one option) A Teacher should exploit the language games that suit students' level B Teacher should explain students what to in a clear and an easy to understand language C Teacher should exploit a variety of language games in different speaking classes D Teacher should demonstrate what to to students E Others (please specify) What stage(s) you think the teacher should exploit the language games? A Warm-ups B Pre-speaking stage C While-speaking stage D Post-speaking stage E At any stage of the lesson How often you want to play language games? A Often B Occasionally C Rarely D Never 10 What are challenges when organizing language games in speaking lesson? A Difficult to organize B Waste of time C Others (please specify) Thank you for your cooperation! Le Thi Thuy – K20B78 Graduation thesis CÂU HỎI ĐIỀU TRA (Sau sử dụng trị chơi học nói) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trò chơi gợi ý nhằm gây hứng thú học nói tiếng Anh cho học sinh khối 11 trường THPT Lê Hoàn việc học tiếng Anh Xin bạn vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác bạn! Hãy khoanh trịn vào mà bạn lựa chọn Bạn có thích trị chơi ngơn ngữ mà giáo viên sử dụng dạy nói khơng? A Rất thích B Thích C Khơng thích D Khơng có ý kiến Trong chơi trị chơi, bạn A tham gia cách tích cực B tham gia giáo viên yêu cầu C tham gia có hứng thú D (ý kiến khác) Bạn cảm thấy sau tham gia trị chơi A.thoải mái hứng thú B bình thường C không thoải mái Theo bạn, việc sử dụng trị chơi ngơn ngữ học nói có hiệu khơng? A Có B Khơng Nếu bạn chọn có, trả lời cầu hỏi Nếu bạn chọn không, trả lời câu hỏi Đâu lợi ích mà trị chơi ngơn ngữ giúp bạn học nói : ( bạn lựa chọn nhiều phương án ) : open question A Làm cho học nói thêm thú vị B Làm cho học nói dễ dàng C Thúc đẩy tạo hội cho học sinh nói D Giảm căng thẳng cho học sinh Le Thi Thuy – K20B79 Graduation thesis Nếu việc sử dụng trị chơi học nói khơng hiệu , theo bạn , đâu nguyên nhân : ( Ghi rõ ) Để phát huy tính hiệu việc sử dụng trị chơi ngơn ngữ học nói , theo bạn giáo viên cần ( bạn lựa chọn nhiều phương án ) : A Sử dụng trị chơi phù hợp với trình độ học sinh B Giải thích luật chơi cách rõ ràng dễ hiểu , C Sử dụng trò chơi đa dạng học nói khác D , Làm mẫu cho học sinh E Lựa chọn khác ( ghi rõ ) Giai đoạn nói , theo bạn , nên sử dụng trò chơi ngôn ngữ : A Giai đoạn khởi động ( warm - up ) B Giai đoạn chuẩn bị ( pre - speaking ) C Giai đoạn thực hành nói ( while - speaking ) D Giai đoạn mở rộng ( post - speaking ) E Bất kỳ giai đoạn Bạn nghĩ trò chơi ngôn ngữ nên tổ chức : A Thường xuyên B Thỉnh thoảng C Hiếm D Không 10 Theo bạn có hạn chế tổ chức trị chơi ngơn ngữ học nói A Khó tổ chức B Mất nhiều thời gian C Ý kiến khác ( ghi rõ ) Cảm ơn cộng tác bạn ! Le Thi Thuy – K20B80 Graduation thesis REFERENCES Brown, G &Yule, G (1983) Teaching the spoken English Cambridge: Cambridge University Press Brown, H Douglas (1994) Teaching by Principles: An Interactive Approach to Language Pegagogy Prentice Hall Regents Bygate, M (1997) Speaking, Oxford University Press Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades Boston: Allyn & Bacon Ersoz, A (2000) Six games for EFL/ ESL classroom The Internet TESL Journal, Vol VI, No 6, retrieved from http://iteslj.org/lessons/ Ersoz-Games.html Gibbs, G (1978) Dictionary of gaming Modelling and Stimulation E & FN Spon Ltd., London Gibbs, G (ed.) (1974) Handbook of Games and Simulation Exercises London: E & F.N Spon Greenal, S (1984) Language Games and Activities Great Britain: Hulton Educational Publication Hadfield, J (1984) Elementary Communication Games Hong Kong: Thomas Nelson and Sons 10 Hadfield, J (1987) Advanced Communication Games Edimburg: Thomas Nelson and sons 11 Hadfield, J (1999) Intermediate vocabulary games Harlow, Essex: Longman 12 Lee, S K (1995) Creative games for the language class Forum, 33(1), 35 Retrieved February 11, 2006 from http://exchanges.state.gov/forum/vols/vol33/no1/P35.htm 13 Lighbow, P M and Spada, N (1999) How Language are Learned Oxford: Oxford University Press 14 Mc Callum, G.P (1980) 101 Word Games Oxford: Oxford University Press Le Thi Thuy – K20B81 Graduation thesis 15 Nguyen, T T H., & Khuat, T T N (2003), Learning vocabulary through games 16 Richard-Amato, P.A (1998) Making it happens: Interaction in the second Language Classroom: From theory to practice New York: Longman 17 Rixon, S (1981) How to use games in language teaching London: Macmillan Publishers 18 Ur, P (1996) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 19 http://iteslj.org/Lessons/Ers0z-Games.html 20 http://iteslj.org/Techniques/Deesri-Games.html 21 http://iteslj.org/Techniques/Kodotchigova-RolePlay.html Thanh Hoa, June , 2021 Supervisor M.A Luc Thi My Binh Le Thi Thuy – K20B82 Student Le Thi Thuy