USING LANGUAGE GAMES TO MOTIVATE STUDENTS OF GRADE 7 IN LEARNING ENGLISH

TABLE OF CONTENTS Part A I II III IV B I II III IV C I II Contents Introduction The reasons for choosing the topic The purpose of research The object of research: Researching method: Content Theoretical basis of the topic The status of the research problem The solutions to the problem Effectiveness of experence initative Conclusion and suggestion Conclusion Suggestion page 2-3 2 3 3-15 3-4 4-15 15 15-16 15-16 16 Part A : Introduction I.The reasons for choosing the topic Today Viet Nam has become a member of the Association of South East Asian Nations, the economic integration and the WTO, so English assumes as a more important part as a mean of international communication than ever As a result, learning English is gaining more and more attention from society, especially the younger generation However, there are also students who learn English for no purpose at all They only learn to cope with the required curriculum at school Due to the lack of clear goals and motivation, students feel that learning English is boring and difficult to get high marks Moreover, English as well as other subjects needs to have accumulated knowledge from previous lessons ,from which students will be able to acquire and comprehend the next lesson If students don’t have accumulated knowledge, they will learn English passively and vapidly Through the process of direct teaching, I find that in addition to the knowledge and the style of a foreign language teacher, teaching method is also a very important factor to have a good quality English class, having good methods helps teachers give students excitement when learning the lessons.There are now many new teaching methods that have been applied in the teaching of foreign languages at secondary schools These are good methods, easy to use and have contributed to improving the quality of the course As a teacher, you must be very upset when you look at your class your students are lazily and tiredly focused on their lectures It can be from objective reasons such as climate, seasonal weather or it can also be from subjective reasons such as the lecture isn’t lively , students are tired of learning and like talking or simply hunger is coming So some English games will complement your foreign language teaching and will make it easy to get back into your class again.Students are excited about learning English through the games They help change the atmosphere in the classroom and make the lessons less stressful and easier to understand, sometimes they help the learners remember and acquire deep knowledge.The games are usually skillfully performed at the beginning or at the end of the lesson to give students excitement and reduce their tiredness All the aboved- mentioned reasons and factors have inspired for me to conduct a topic titled "Using language games to motivate students of grade in learning English ” II.The purpose of research - Research how to use language games to motivate students in learning English at secondary school - Help students learn more quickly and retain the learned materials better in a stress-free and comfortable environment and in order to improve the quality of English classes III The object of research - The ways of using language games to motivate students in learning English and the students in gade at Yen Truong secondary school IV.Researching method: - The method of researching documents, the method of investigation , the method of discussing and exchanging with other teachers, the method of observing and drawing out experiences B Content I.Theoretical basis of the topic As we all know, learning English is a trend of the current technological development However, English is a foreign language, not a mother tongue, so teaching English is a difficult task, and so that students absorb and use English in real life is a harder task This requires the foreign language teachers to equip themselves with modern and advanced teaching methods which are suitable for the needs of the subject and the learners today We all know that If we want the students to study any subject well, we need to make them love study that subject and the students only love that subject if the teachers create excitements in learning for the students From this point of view, I think that the organization of the games in each lesson is small, but it is the games which help students to focus on the lesson,create the comfort, reduce the stress of students.Since then, students are more interested in learning and learn better There are many different kinds of games They are widely applicable depending on the form of the lesson Moreover, it is also a positive activity in the new teaching method of English Therefore, every teacher needs to study and apply the games into each lesson in order to create excitement for the students, reduce stress and tiredness for the subject as we have seen in so many students in recent years Language games will contribute to make English become more lively, more attractive and more practical They also make English become a "language" in its true sense This is the foundation for the application of new teaching methods to improve the quality of teaching and learning English II.The status of the research problem Advantages - Most parents and students are aware of the importance of teaching and learning foreign languages (especially English) - Some children are particularly interested in the subject and have good sense of learning - Due to the development of information technology in teaching, it is easier to innovate the method and excite students Disadvantages - Some students are not really interested in the subject, nor they grasp the true purpose of learning English They only learn to cope Some students, especially the weak students who are lack of the sense of learning, lack of patience in learning can’t keep pace with new learning methods They are still confused in applying knowledge in real life -There are also many foreign language classes in which students feel depressed, tired and difficult to absorb knowledge, even for good students - Distribution of the program with limited time fund, so teachers have few conditions to expand the lesson as well as conduct the games to create a lively atmosphere - Through attending the colleagues’lessons, I feel that many lessons are not creative Sometimes they hesitate to collect and innovate their teaching methods, although they still know that their students are tired of learning or they learn ineffectively because their teaching methods are not convincing enough and they don’t create excitement for their students When talking about applying language games, there are different opinions.Some teachers think that language games are time-consuming, useless and not helpful to the lessons Many teachers also organize language games to inspire their students but they don’t know how to organize them successfully Many teachers say they can not manage the class when playing the game because it is very noisy * The survey result of students about the level of interest in English at the beginning of the school year before applying the topic order class Number The level of interest in English of Ss like % like % normal % hate/ very afraid much 7A 36 16,7 22,3 11 30, 11 7B 34 11,8 17,6 11 35, 13 7A+7B 70 10 14,3 14 20 22 31,4 24 % 30,5 38,2 34,3 III.The solutions to the problem From that fact, as a person directly teaches English, I have tried to think, to find the ways to improve the quality of the subject Understanding the mind and physiology of the students, I have changed the learning method so that the children can both learn and play in a lesson I often create the soft, comfortable learning atmosphere through language games This is considered as new teaching tips used to replace old tricks that the students are so familiar and boring.In fact, these language games are language contests, always require decisions: How you act? Say what? How to win? Desiring to solve those questions will make the children more responsive and sensitive because they will mobilize their intellect, try to apply the knowledge the teacher expects to without coercion - which they have a long-standing concern This create a cheerful and exciting atmosphere And so, all of them are attracted to the lesson naturally This method I have applied in the course of my teaching and obtained very positive results So I boldly presented my practical experience to colleagues to exchange and learn from one another to improve the quality of the lessons, with the ultimate goal is to make students more passionate with English subject - When organizing language games I usually pay attention to these some important issues Appropriate situations to use or not to use games in language teaching 1.1 When to use games There are a number of situations, in which using a game or a fun activity may be of a great help in both developing good conditions for language acquisition itself, as well as helping to improve or create learning environment and overall positive atmosphere in the class Some of such situations are described hereby - Vocabulary – it is usually difficult to learn and live the new words, which the on-going process of studying process requires It is then useful to introduce games as an opportunity to re-use the desired vocabulary During a game, repetition of the target words can be executed repeatedly The students get personally involved, therefore, in addition to avoiding boredom as it often happens when repeating words; it is also more likely the vocabulary will get internalized - Lack of interest – this is a common situation in teen-age classes, where the students are often not motivated enough to take the learning process seriously In such cases, it can help to employ games and fun activities, where they need the target language in order to succeed - Tiredness – it is a matter of fact that students not always come into the language class in their best condition They may have just written an exhausting exam, have difficulties at home, or it is simply ‘one of the days’ In such cases, it is very difficult for anyone to perform their best, including language students The teacher should be aware of that Games may be used as a tool to overcome the crisis and yet bring an educational benefit, too - The students not co-operate – there may be classes where the students are not very close to each other, not feel comfortable when asked to co-operate on an activity A game has a great potential bringing the students together The reason is that such activity is not viewed as extremely serious; the students can relax and find a way to communicate better This skill is then also transferred to other activities too, and, needless to say, other subjects may also benefit from the newly learned communication skill, especially if the students are required to work on projects or otherwise as teams -Time left – short games or fun activities may serve as time fillers, for instance at the end of a lesson, when all planned work has been finished This way the time remaining is not ‘wasted’, it is used for the language practice too Regular use of short games at the end of lessons also motivates the students to work harder and have their work finished earlier, in order to save time for an enjoyable activity 1.2 When not to use games Although it was advised in this paper many times to use games and fun activity as they are of a great help to the whole teaching/learning process, there may be also situations, where a game may not answer its purpose and the teacher’s educational aim Some of such situations are outlined hereby - Students have not built the bases of vocabulary needed for the particular game – if the students lack the knowledge which the game requires It then becomes stressful even though the game would otherwise be an enjoyable activity -Too little time available – a game should be planned carefully time-wise as well as content-wise It is of help if the teacher dedicates more time to the game than seems to be necessary It creates anxious feeling if the game must be ended before finishing the tasks because the time runs out - Students are overexcited and misbehaving – they need to calm down, a kinetic game may not be the right answer - Students not co-operate with the teacher during the lesson – in such case, it is advised to stop using the enjoyable activities, as a restoration of discipline tool: ‘Teachers can make it clear that some of the more enjoyable activities which students like to will only be used when the class is functioning properly How to organize a game? -Timing: The teachers need to estimate the time of game before running a game Lewis and Bedson (1999) suggested that games should last from five to twenty minutes including preparation, presentation, game playing and post playing It is important not to play a game for too long, students will lose their interest It is best to stop a game at its speak - Level of the games: Level of the games is another factor that the teachers should take into consideration when using language games in speaking lessons Therefore, the teachers need to pay careful attention to the difficult level of the games Part of the appeal of games lies in the challenge, but if the challenge is too great, some students may become discouraged The teacher should also pay attention to the heterogeneity of the games It means that the games should allow chance for both the bright and not-very- bright students The chosen and adapted games should be relevant to the content of the lesson It should be noted that even the most appropriate games will become meaningless if they are used repeatedly in different speaking lessons Therefore, it is advisable that the teachers should exploit a variety of language games - Classroom language: When starting a game, the teacher should tell the students the rules of the games It is not of the key factors that lead to the students’success in playing games However, it is not simply enough to read out the rules of a new game or to hand out a written copy of the rules Each game will need a proper introduction, which means an explanation-not just a readingof the rules When giving instructions, a few words in mother tongue are sometimes necessary as it would be quickest way to make everything clear It is a waste of time to throw students unprepared into an activity that they have not yet fully grasped: things will go wrong very quickly and the teachers will then have to spend more time trying to repair the situation The teachers also need to demonstrate a short part of the game in which they actually make use of the language or the skill that the game is designed to practise, and then gradually gets students joining in as according to many mothodologists, games are best set up by demonstration rather than by lengthy explaination Moreover, it is advisable that teachers make their demonstration as lively and appealing as possible so that students are motivated to join the game - Classroom management: Language games would be very enjoyable and rewarding if they are handed in the right way The way in which games are organized varies a great deal basing on specific purposes and particular game Some games are played in pairs or in groups, some in teams and some with the whole class playing against the teacher The information of groups and pairs should initially be based on students’ immediate neighbors to avoid noise and disruption Thus, in pair work and group work, students choose the ones next to them, behind them or in front of then as partners It is important that they can maintain face to face contact where sitting comfortably as it makes activities a lot easier In short, the teacher must decide in advance how to organize the class so that, as Carrier (1985) stated: “the setting up a game can be carried out as quickly and smoothly as possible.” Procedures of games: Most games in play Game with English have four stages: - The rules of the Game The best way of getting over how a game is played and what rules must be followed is not to explain but to play a trial round introducing the rules at appreciate moments - Choosing sides The games in Play Games with English can be played in one of the following four ways: Individual v individual Here each person in the group plays against each other Small team v small team Here the group is divided up into a number of teams with two or three players in each team Team A v.Team B here the group is divided into two teams You v the group Here you (or individual students in turn) play against the rest of the group Some games are best played individual v individual In other games you can be more flexible, varying the way the different games are played If the students organize themselves into teams, make sure that not all best students end up in the same team -Playing the Game In some of the games in Play Games With English players are eliminated gradually from the game until only one player (the winner) remains It is sometimes best to play these games by giving each player two or three “live” or chances When the last “life” is lost the player is eliminated Try to involve players who are eliminated in helping you run the game so that they have something to Correction while the game is being played, correction of mistakes should be as unobtrusive as possible, as otherwise the game will quickly stop being a game and turn into a grammar lesson - Follow up The purpose of this stage is to relate the game to the more serious business of learning a language This is especially useful for those students who think that if they have been enjoying themselves speaking English they can not really have been learning anything Mistakes made during the game can be corrected and any important new vocabulary which was introduced can be written up Some sample games are used to create excitement for students in learning English Depending on the content and purpose of each lesson, each student's level we can apply different types of games for each stage of a different lesson From the beginning of a lesson (Warm up), introducing materials, practice, revision, testing, expansion we can apply language games at any step flexibly, naturally and effectively.and each game often lasts from to minutes Now I would like to introduce some specific games I often apply at the beginning or the end of the lessons in English Example 1: UNIT 2: Personal information Period 12: B My birthday ( B6,7,8) Type of games: Lucky number Classroom management: Group work Material : Projector Time:5 minutes Stage : Warm up Procedure: - Write 10 numbers on the board or prepare on the projector - Tell the students each number is for a question but four of them are lucky number If students choose a lucky number, they don’t need to answer any question but they get points and they can choose another number If their anser is correct they will get one point -Devide the class into teams The teams take turn to choose the numbers and answer the questions and the team getting higher mark is winner 1.What is your name? 2.Lucky number 3.Where you live? 4.Lucky number 5.Who you live with? 6.How old are you? 7.What is your telephone number? 8.Lucky number 9.Lucky number 10.How far is it from your house to school? Example UNIT 16: People and places Period 100: B Famous people (B 2,4) Type of games: Who am I? Classroom management: pair work Material : Time:5-7 minutes Stage : Warm up Procedure: - Teacher will prepare some cards corresponding to the number of students in the class each card will bear the name of famous people in Vietnam or in the world such as : Thomas Edison, Hans christian Andersen,Pele, Romario, Michchael Jordan…… -Teacher will stick each of these cards in the back of each student Students will be placed in a situation where they are attending a party and have to go around asking the guests at the party information related to themselves, and they will base on the guests’answers to guess who they are - Once the student knows who he/she is, he/she is allowed to peal the card and stick them back into your chest Then the students continued the conversation at the party until all of the cards are sticked in front of their chests The questions may be Ex: - Where was I born? - Where am I from? - What is my job? - Am I a soccer player? - From their friends’answers , students guess who they are Example UNIT 11: KEEP FIT, STAY HEALTHY Period 70: B What was wrong with you? ( B4) Type of games: Guessing games Class management: Group work Material: Pens, paper Time: 5-7 minutes Stage : Warm up Procedure: Teacher divides students into two groups: A and B and then teacher tells the rule of the game: One member from each group will go and stand in front of the class with their backs facing the board Teacher will write a word/ expression which describes common illness and was learnt from the previous lesson on the board Other students from each group have to explain the word by using their actions, face expressions, and sounds so that their representative can guess the word The student with the quickest and correct answer will get point for their group Students take turn to be the representative After some turns, the group with more points will be the winner Example UNIT : Keep fit, stay healthy Period 31 B It’s time for recess Type of games: Word square Class management: Group work 10 Material: Extra board or projector Time: minutes Stage : Warm up Procedure: - Put the chart on the board minutes - Devide class into two teams - Have students go to the board and circle the words they find then write down in the column of their team The team that has more words will win the game -Ask students to find 10 words about recess activities of Vietnamese students P H L N S C U L I M O R H S A K E P T A E Y P L Q A T L C L O D L T B A A R R K V R T Y P I K S A C T M N W X M H E L K Y Z Y O N N I S O A R E A D D C L S O C C E R P Ex: -Across: play catch, chat, drink, talk ……………………………………………………………………… Example UNIT 13 : Keep fit, stay healthy Period 80: A Sports ( A1,2) Type of games: miming Class management: Group work Material: card boards, pieces of paper Time: minutes Stage : Conclusion Procedure - Divide the class into teams - Each team sends a friend to the front of the class to perform actions that have been prepared by the teacher in advance (possibly by painting or writing the action on a piece of paper or cardboard) - Teacher gives performer to see an action about sport such as : play soccer , play baseball, plat basketball…… (not to be seen by the group) - Performers are not spoken in words but only by gestures so that the group can understand and answer what you are doing - If the team can not answer, then other team can win the right to answer and score - After the game, the teacher sums up which team has more correct answers wín the game Example UNIT : At home and away Period 59: B Neighbors ( B3,4) 11 Type of games: chain game Class management: Group work Material: Time: minutes Stage : Conclusion Procedure - Divide the class into groups of about 8-10 students to practice the model sentences of the past simple tense - The first student in the group repeated the teacher's words and added another - The second student repeats the words of the first student and adds another - The third student repeats the second student's sentence and adds another Go on until you come back to the first student in the group The group that echoed and added the most complete idea won Ex: Teacher: Yesterday I watched TV S1 : Yesterday I watched TV, I did the homework S2 : Yesterday I watched TV, I did the homework, I played sports ………………………………………………………………… Example UNIT 10 : Health and hygiene Period 61: A Personal hygiene ( A1) Type of games: Car racing Class management: Group work Material: extra board or projector Time: minutes Stage : Conclusion Procedure - Teachers can on the board or prepare on the extra board Line three lines to create two parallel races and split the races into equal rectangles (students can on the scrap paper) Depending on the time left you can draw many different race lines - First, two "racers" (eg, the number one writes "kite" and the second writes "bat") then draw and the next person will write the words with the first letter is the last word of the opponent, if the first one is preceded by the letter "E" in the beginning (eg, "English" in the next box, because the word "fine" has the last letter "e" Then the same with other words The race will end when a racer is "blown tire" ( it means he writes wrong word), or run out of gas (can not find the next word anymore) The teacher may be referee, score and divide the class into two teams or two individuals on either side Teachers may apply this game at the beginning or the end of the lessons Racer I fine time help Racer II visit English eat thin near end red ever game pen name ruler drive dog ring 12 5.Applying the research in teaching one period UNIT 11 : KEEP FIT , STAY HEALTHY Period 66 - Lesson : A- A check – up ( A ) I.Objectives : By the end of the lesson , Ss will be able to understand the content of the dialogue and give the requests and the reponses II Language contents 1.Vocabulary : -Medical check – up - To measure -Medical record - To weigh -Height - Weight -Temperature - To take one’s temperature -Scales 2.Grammar : - The structure : Would you + V ? - Review the simple present tense III Preparation: Textbook , projector, cards IV.Teaching process : 1.Class organization: 2.Oral test: Answer : what you have to to keep your teeth healthy? 3.New lesson: T’s Activities Ss’ Activities I.Warm up : *Have students play a game “pelmanism” - Listen to the teacher’s - Prepare 12 cards with number ( from to explanation and play game 12) on one side and the verbs (6 in present simple and six in past simple) on the other -Stick 12 cards on the board so that the students can only see the numbers, make sure the words are mixed up - Devide the class into two teams and ask students to choose the numbers, turn the cards over If they match ( ex: give – gave) that team gat one mark If not turn the card over again and ask the next team to continue - Go on until all the cards are turned over - The team that has more marks win the game *The words in the cards are : give, tell, take, have, be, leave, told, had, gave, left, took, was-were II Presentation - The teacher introduce: In the last lesson , - Listen to the teacher 13 we learned about personal hygience, teeth protection In the following lesson, we will continue discussing topic on health - Ask students to look at the picture and answer ? Who are they in the picture? ? where are they? ? What you think they are doing? Vocabulary -Ask Ss to look at the picture and guess : Where are they ? What are they doing ? -Introduce the situation of the lesson , then explain some new words to Ss + Medical check- up ( n ) ( example) + Medical record ( n ) ( realia) + Height ( n ) ( explain) + To measure ( v ) ( mime) + To weigh ( v ) ( picture) + Temperrature ( n ) (example) + To take one’s temperrature (mine) + Scales ( n ) (picture) -Have Ss read new words in chorus and individually * Checking up: Slap the board -Call teams of students to the front of the class and make sure they stand at an aqual distance from the board - Call out one word in Vietnamese, the students must run forward and slap the correct word on the board The one who slaps first will get one mark - Go on until students have slapped all the words The team which has more marks will win the game Structure : - Give situation and introduce new structure Ex :Would you open your mouth , please ? => Would you + V ? - Ask Ss to give some examples -Have Ss guess the content of the dialogue and order the sentences - Answer the questions -Look at the picture and answer the questions -Listen to the teacher, guess the meanings and copy down -Read new words in chorus and individually -Play a game : Slap the board - Listen and take note - Give examples -Guess the order of the sentences 14 -Call on some Ss to give their predictions in front of the class III Practice -Ask Ss to look at the books and listen to the tape then check their order -Ask them to read the dialogue again and give the answers -Correct and give the correct answers : 1.f 2.d c g e a h b - Ask Ss to write the correct answer in the notebooks - Have Ss work in pairs reading the dialogue - Call on some pairs to practice reading in front of the class -Correct their pronunciation IV.Production: Comprehension questions : -Have Ss play a game : Lucky numbers -Give 10 numbers from one to ten on the table on the projector Tell the students that each number is for a question but four of them are lucky numbers A lucky number, students will get marks without answering any questions For other numbers, students have to answer the questions If their answer is correct, that team will get two points, if it is incorrect, the other team will anser and gets only one mark for their correct answer 1.What were the students of QT school doing ? 2.Lucky number 3.Who was doing the medical check – up ? 4.What did the nurse ? Lucky number Lucky number 7.What was Hoa’s temperature ? Was it normal? 8.What was her height ? 9.What was her weight ? How heavy was she ? 10 Lucky number -Give the predictions in front of the class -Look at the books and listen to the tape -Read the dialogue and check the predictions -Write the correct answers - Work in pairs -Practice in front of the class -Play a game : groups take part in the game * Answer key for the questions 1.They were having a medical check-up 2.Hoa was doing the medical check up 3.She took Hoa’s temperature, measured her and weighed her 4.It’s 37 °C Yes, it is 5.She was one meter 45 centimeters tall 6.She was 40 kilos 15 V.Consolidation : - Ask Ss to use the structure : Would you + - Make five sentences V ? to make sentences - Remind main knowledge of the lesson - Listen to the teacher VI.Homework: -Learn by heart new words - Listen and take note -Do exercise A1, at page 67 in workbook -Prepare partA 2, IV Effectiveness of experence initative So far after the application of the game into the lessons, the results have been considerably improved Most of the students are no longer afraid of learning English and the number of the students who likes learning English has increased significantly they have done the works well and had very positive signs This is the survey result of students about the level of interest in English at the end of the school year after applying the topic order class Number The level of interest in English of Ss like % like % normal % hate/ very afraid much 7A 36 10 27,8 16 44,4 19, 7B 34 26, 15 44,1 20,6 7A+7B 70 19 27,1 31 44,3 13 18,6 % 8,3 8,8 8,6 Through the survey we can confirm the importance of using the game in the lesson In order to be able to use the game effectively, teachers must absorb the lesson, lecture, research reference books, documents related to the lesson to select the game suitably Teachers must have passion and responsibility 16 C Conclusion and suggestion I Conclusion After the application of the game to the lessons , I find that using games in teaching English is very important and neccesary It is one of the effective solutions that motivate students to actively participate in learning, researching, brainstorming the leson They create situations, contexts, make the practice of the students become meaningful, exciting, help students focus on fast acquisition, contribute to improving the quality of learning of students and the teaching result of the teachers Thus, the use of the game not only creates a fun atmosphere for the class but it is also a scientific and creative wizard of the teacher The teacher must know how to integrate the games to suit the topic stimulate the passion for learning, research in each student We need to look at games as a useful activities in learning and teaching English Beside that, the teachers also need to prepare to deal with the games that can cause a lot of noise Otherwise, although it is possible for students to become the center and subject of the learning process, the teacher loses the control of the class II Suggestion In the process of implementation we inevitably have some problems that need to be solved to improve the quality of teaching and learning by leaders at all levels such as : - Build the function rooms with projector lights, projectors available for teaching and learning English at each junior high school - Reduce the number of students in a classroom The issues that I present here are just a small, subjective opinion of my own in using the games in English classes in grade at junior high school, if there is anything unsuitable, I look forward to receiving the comments of colleagues I sincerely thank you The headmaster’s confirmation …………………………………… ……………………………… …………………………… …………………………………… …………………………………… …………………… …………………………………… … I pledge that I myself wrote this experience initative, not copy the content of the others Yen Truong, April 16th 2017 Trịnh Thị Thường 17 REFERENCES 1.English teaching methods in high school ( Nguyễn Hạnh Dung) 2.A practical course for teaching English as a foreign language( Lưu Quý Khương ) 3.Games for children, Oxford University Presss 4.How to use games in language teaching, London: Macmillan Publishers Rixon, S.(1981), 18 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trịnh Thị Thường Chức vụ đơn vị công tác: Giáo viên Trường THCS Yên Trường TT Tên đề tài SKKN Some experiences teaching conversation grade students Kết Cấp đánh đánh giá giá xếp loại xếp loại of Cấp phòng Loại A for Năm học đánh giá xếp loại 2015-2016 19 ... me to conduct a topic titled "Using language games to motivate students of grade in learning English ” II.The purpose of research - Research how to use language games to motivate students in learning. .. of English classes III The object of research - The ways of using language games to motivate students in learning English and the students in gade at Yen Truong secondary school IV.Researching... survey result of students about the level of interest in English at the beginning of the school year before applying the topic order class Number The level of interest in English of Ss like %