APPLYNG SOME GAMES TO MOTIVATE THE 12TH FORM STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH SCHOOL

THANH HOA EDUCATION & TRAINING DEPARTMENT LE LOI HIGH SCHOOL EXPERIENCE INITIATIVES APPLYING SOME GAMES TO MOTIVATE THE 12TH FORM STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH SCHOOL Teacher’s full name: Trịnh Thị Hoan Job title : Teacher The field of the experience initiative: Foreign language THANH HOA, YEAR 2016 TABLE OF CONTENTS ACKNOWLEDGEMENTS A INTRODUCTION I Reason for choosing the study Basis of theory Basis of practice 2.1 For teachers 2.2 For students II Objectives of the study III Scope of the study IV Methods of the research B CONTENTS AND RESULTS I Contents About games Why use games in class ? When to use games? How to choose games? Important things to consider when using games in the classroom Suggested games to teach speaking in the new textbook for grade 12 II Results C RELEVANT LESSONS D.CONCLUSIONS E REFERENCES Page 4 5 5 5 6 6 7 20 20 21 22 Page ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks to all the leaders of Thanh Hoa Education and Training Department for organizing this seminar and for giving me the precious chance to it Second, I am indebted to all the colleagues at Le Loi high school for providing me a lot of useful advice and ideas which are the most needed for this research I also offer my regards and blessings to all of my family members who have supported me during the completion of the research Last but not least, I would like to thank you very much for your presence and observation Your comments and advice would be highly appreciated Page A INTRODUCTION I Reason for choosing the study 1-Basis of theory: It cannot be denied that nowadays English has become an international language that takes an important role in the social life of the world It is considered as a tool of communication has been playing an important part in acquiring cultural, scientific and technical knowledge, for collecting worldwide information and carrying out international exchange and cooperation Because of its importance, recent years, English has been taught in almost schools in Vietnam Since 2006 new English textbooks for students at grade 10, 11, 12 have been officially used in Vietnam Speaking skill is one of the four language skills (listening, speaking, reading, and writing) which the new English textbooks require students to master As Ur states of all the four skills, speaking seems intuitively the most important In practice, however, many learners feel frustrated as they find that speaking in a foreign language is a complex matter It is because speaking involves many factors The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001) In learning speaking skill, the students often find some problems The common problem is that their native language causes them difficult to use the foreign language Other reason is because of motivation lack to practice the second language in daily conversation They are also too shy and afraid to take part in the conversation Many techniques including games can be applied because this technique is effective to use in teaching speaking Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities (Saricoban & Metin 2000) Games offer students a fun-filled and relaxing learning atmosphere After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way (Uberman 1998) While playing games, the learners' attention is on the message, not on the language Rather than pay attention to the correctness of linguistic forms, most participants will all they can to win In a game-oriented context, anxiety is reduced and speech fluency is generated, thus communicative competence is achieved With many years of experience in teaching English at high school, I have realized that motivation is one of the key factors that determine students’ success or failure in language learning For teaching and learning speaking skill, the great impact of motivation is not an exception It is undeniable that if the students are motivated, especially from the warm- up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist Page All the above-mentioned reasons have inspired me to choose the theme “APPLYNG SOME GAMES TO MOTIVATE THE 12 TH FORM STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH SCHOOL” Basis of practice 2.1 For teachers Motivation is essential to success in most fields of learning The importance of motivation in speaking has been drawing attention of many researchers and educators Learners often complain that they cannot think of anything to say and they have no motivation to express themselves The learners have nothing to express maybe because the teacher had chosen a topic which is not suitable for him or about which he knows very little Many teachers haven’t given students any chances to practice vocabulary, grammar , if there, they just check one or two students before the lesson mechanically, which makes students bored and passive On the other hand, when teaching, teachers haven’t made full use of the students’ activities and creativeness so the lessons are usually boring In conclusion, from about discussion it can be learnt that among the factors affecting student’s motivation, teacher’ teaching method, especially the games used in their teaching, should be put into consideration 2.2 For students Since education reform, students have loved learning English but mainly advanced students And weak students who understand the lesson slowly learn passively They wait for the teacher’s or other students’ answers Many of them have no opportunities or they don’t dare to practice speaking English in class They are afraid they speak incorrectly Many can not speak, even they ignore paying attention to the lessons or taking any notes or doing any homework In fact, we can see these students have no love for English…Therefore, the teaching qualities of English not live up to our expectations II Objectives of the study The objectives of this research is to simplify the tasks and to present some abilities of using games for some grade 12 English speaking lessons in English textbook 12 to have effective lectures and develop student’s speaking skill III Scope of the study This study mainly focuses on the effects of using games to increase motivation in speaking periods in the textbook for the 12 th form students at Le Loi high school during the school year 2015- 2016 IV Methods of the research - Using the text-book to apply to each lesson and section - Using references to improve - Pictures and other materials Page - Discussing with other teachers, - Observing and drawing out experiences B CONTENTS AND RESULTS I Contents About games "A game is an activity with rules, a goal and an element of fun There are two kinds of games: Competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal The emphasis in the games is on successful communication rather than on correctness of language." (Toth, 1995) Games can be used at any stage of the lesson once the target language has been introduced and explained They serve both as a memory aid and repetition drill, and as a chance to use language freely They can also serve as a diagnostic tool for the teacher, who can note areas of difficulty and take appropriate remedial action Why use games in class ? Games are used as methods or techniques to involve students in learning Well-chosen and designed games are invaluable as they give students a break and at the same time allow learners to practise language skills The benefits of games range from cognitive aspect of language learning to more co-operative group dynamics and as a result games are highly motivating since they are amusing and at the same time challenging Ersoz (2000) states that games can be used to give practice in all language skills and they can be used to practice many types of communication Huyen (2003) identifies the advantages of using games to learn vocabulary in the classroom: a) Games add relaxation and fun, so the learners retain words more easily b) Games involve friendly competition, so it keeps learners interested and motivated c) Vocabulary games bring real world context to the classroom Mei (2000) emphasizes similar points by saying that it encourages active learning, as well as collaboration and interactivity Interactive learning techniques also hold memory, performance and social benefits Kim (1995) states more general advantages of using games in the classroom and they include: Games are a welcome break from the usual routine of the language class They are motivating and challenging Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning Games provide language practice in the various skills- speaking, writing, listening and reading They encourage students to interact and communicate Page 6 They create a meaningful context for language use When to use games? - Games are often used as short warm-up activities or when there is some time left at the end of a lesson A game should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to Games ought to be at the heart of teaching foreign languages I suggest that games be used at all stages of the lesson, provided that they are suitable and carefully chosen - Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way All authors agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency How to choose games? - A game must be more than just fun - A game should involve "friendly" competition - A game should keep all of the students involved and interested - A game should encourage students to focus on the use of language rather than on the language itself - A game should give students a chance to learn, practice, or review specific language material Important things to consider when using games in the classroom - Choose suitable games (depending on the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings) - The way students perceive a game depends on the actual design and implementation of the game - Give clear instructions, give clear rules and give clear time limits When giving instructions to beginners, a few words in the mother tongue would be the quickest way to make everything clear More English exposure is needed at a later stage - Rather demonstrate than explain - There must be a clear purpose and achievable goals - Clear objectives and goals must match the difficulty level of the game and ability level of the students - Ensure that shy or quiet students are not alienated and have an opportunity to take part - When using games, teachers should be good at controlling the class and careful with chaos and noise - Teacher should prepare the materials in sufficient quantities - Debriefing, or the evaluation of results/ events in the game, is crucial to the game’s success - It must still be fun, but still help the students to learn Page Suggested games to teach speaking in the new textbook for grade 12 Within the scope of this study, I not have the attempt to cover all the speaking lessons in the new textbook for the 12 th form I just only suggest here some typical speaking games which can be used in the process of teaching speaking skill with a view to helping teachers of English at this level apply them in their speaking classes I hope that through these games, students can understand the lesson better as well as finish the tasks with more effective results Unit Home Life – B Speaking ( page 15 ) Game: Miss you most ▪ Aims: To lead students to the new lesson to talk about family ▪ Time allowed: minutes ▪ Organization: group works ▪ Steps: I divide the class into teams: Team A and team B I write on the blackboard the question: When you leave your home for university next year, what or who will you miss most? One student in each team takes turn to answer the question using the words that start with the letter in the alphabet A, B, C …Each student should give one answer and other students in group may help if necessary Then I correct the answers After seconds, this group having no answer will have loose their turn and that group will have chance to answer One point for a correct answer I sum up: The group having more points will win the game For example: Student from team A: When I leave my home, I’ll miss my aunt most Student from team B: When I leave my home, I’ll miss my bed most Student from team A: When I leave my home, I’ll miss my cat most Student from team B: When I leave my home, I’ll miss my dog most Unit Cultural Diversity – B Speaking ( page 22, 23, 24 ) Game: HOW MUCH DO YOU KNOW ABOUT THIS? ▪ Aims: To practise speaking about features of culture at the end of the lesson ▪ Time allowed: minutes ▪ Material preparation: pictures ▪ Steps: I divide the class into groups, and ask each team to choose a representative Page I ask groups to take pictures Each picture gives a suggestion about a feature of culture which is mentioned in Task and Task Groups’ duty is to observe and then express their understanding about the custom and the culture in that picture After the limited time, I invite the representative of each group to present the discussion in front of the class and other groups may ask some questions PICTURES Keys : The features of culture in the pictures People go shopping once a week Lovers hold hand and kiss in public Children sleep in their own bedrooms Page Three generations live under the same roof People ask questions about age People celebrate their birthdays Christmas is a national holiday Marriage is based on love Unit 3: Ways of Socializing – B Speaking (page 32 , 33, 34 ) Game: POSITIVE OR NEGATIVE? ▪ Aims: To lead students to the new lesson ▪ Time allowed: minutes ▪ Material preparation: red and yellow chalks ▪ Organization: group works ▪ Steps: I divide the class into teams and write on the blackboard 24 adjectives randomly Students’ duty is to circle the adjectives in positive meanings with red chalks and the adjectives in negative meanings with yellow chalks I read an adjective loudly, one student in each group comes to the blackboard to circle the adjective that they have heard with suitable chalks In order for students not to make a noise, I ask students to raise their hands, then I invite the person who has raised his/her hand the fastest After minutes, I sum up and present the adjectives in positive meanings and the adjectives in positive meanings I lead students to the new lesson: We use the adjectives in positive meanings to give compliments The adjectives written on the blackboard and keys: Positive: beautiful, pretty, interesting, terrific, wonderful, good, decent, lovely, fashionable, tidy, slim, perfect Negative: terrible, ugly, noisy, tiring, boring, unhappy, wrong, unreliable, messy, mean, skinny, exhausted Unit 4: School Education System – B Speaking (page 47 ) Game : EDUCATION DICTATION ▪ Aims: To check or practice vocabulary about school education system at the end of the lesson ▪ Time allowed: minutes ▪ Material preparation: sentences, each sentence has a missing word Page 10 ▪ Organization: groupworks ▪ Steps: I divide the class into teams, and ask each team to prepare a pen and a piece of paper in order for the secretary of each team to write the answer in it I read aloud sentences which have the content concerning about school education system, each sentence has a missing word I read the missing word by the word “education” Teams’ duty is to find a suitable word or number to replace the word “education” Then I collect the papers which have the answers in them and summarize The team having more correct answers will be the winner sentences: When I was five years old, I was sent to education by my parents In our country, it is education for children between the ages of six and fourteen to go to school Many children below the age of four go to education school Children between the ages of education and 17 go to Upper – Secondary school A young child studies education to in a primary school Before entering Upper – Secondary school, children have to spend education years at a Lower Secondary School The highest grade in our general education system is the education When finishing Upper – Secondary school, students have to take a national examination for the education Keys kindergarten compulsory nursery 15 grades twelfth GCSE Unit 5: Higher Education – B Speaking (page 55 ,56) Game : BUSY TIME ▪ Aims: To consolidate the application process to tertiary study in Viet Nam in certain months in post-speaking stage ▪ Time allowed: 5minutes ▪ Material preparation: a circle consists of 12 numbers which show 12 months ▪ Organization: group works ▪ Steps: I divide the class into groups and the circle is placed in front of the class I ask the first group to dial the circle If the hand points at any month, this group will talk about the works that they will in that month to go to university One point for a good idea The group having more points will win the game Page 11 Keys: Month October November December January February March May June July August September Work Learn for first semester at high school Do 15- minute and one-period tests Learn for first semester at high school Do 15- minute and one-period tests Take first semester examination Get first semester results Start second semester Attend meetings introducing universities Choose the favourite university or college Fill in the application form Send the application form Take the GCSE examination Get the GCSE result Take the entrance examination to the University of … Get the entrance examination results Get a letter of acceptance from the university Go to university as a university student Unit Future jobs – B Speaking (page 65, 66, 67 ) Game: COMPLETE THE WORDS ▪ Aims: To warm up the lesson and to revise the words about jobs ▪ Time allowed: minutes ▪ Material preparation: handouts ▪ Organization: group works ▪ Steps: I divide the class into teams and hand the handouts There are 17 words in the handouts, each word has a letter which is from the vertical keyword: Choose the right job Teams’duty is to read the clues to find out the right words concerning jobs in a row The dashes show the number of letters of each word Some of them are two-word After minutes, I collect the sheets of three groups who complete the fastest and remark in front of the class The team having the most correct answers will be the winner Page 12 Sheet 1     C        H       O      O   S                E     T          H   E 10   R   11       I     12     G     13  H         14  T     15 J         16  O     17     B   Sheet Clues: He can arrest criminals He designs houses, buildings,… He prepares foods in a restaurant He operates the controls of an aircraft He travels into space He drives a taxi ( two words) He plays football professionally She teaches in a school He cures animals when they are ill 10 He works in a farm 11 He connects, repairs electrical equipment 12 She takes group of tourists around the city 13 He takes photographs 14 He/She is studying at a school 15 He writes articles for some newspapers 16 He works in a factory 17 He repairs things like water pipes in your house Page 13 Keys policeman astronaut vet 12 tour guide 16 worker architect taxi driver 10 farmer 13 photographer 17 plumber cook footballer 11 electrician 14 student pilot teacher 15 journalist Unit 10 Endangered Species – B Speaking (page 109, 110) Game: CLASSIFICATIONS ▪ Aims: To lead students to Task (page 110) ▪ Time allowed: 5- minutes ▪ Material preparation: handouts ▪ Organization: group works ▪ Steps: I divide the class into teams and hand the handouts in which have 21 phrases and numbers Teams’duty is to classify these phrases and numbers into different topics and name them After minutes, I ask groups to write their answers on the blackboard I and other students read the answers and remark I give the final keys and the team having more correct answers will be the winner I lead students to Task Handouts grass illegal hunting 1.2 to 1.5 m only about 6,000 65 to 300 kg about 15 to 17 years 75 to 160 kg some animals small area of India grassland to m about 60 years habitat destruction 1,4 to 2,8 m about 40 years about 700,000 bamboo bamboo forest 1,000 to 3,000 kg trading about 17,000 Page 14 Keys Habitat: small area of India, grassland, bamboo forest Population: about 700,000, only about 6,000, about 17,000 Height: 1.2 to 1.5 m, to m, 1,4 to 2,8 m Weight: 65 to 300 kg, 1,000 to 3,000 kg, 75 to 160 kg Food: grass, some animals, bamboo Life span: about 15 to 17 years, about 40 years, about 60 years Reason for decline: illegal hunting, habitat destruction, trading Unit 11 Books – B Speaking (page 122 ) Game: WHAT CAN YOU DO WITH A BOOK? ▪ Aims: Warm up the lesson by checking the last lesson ▪ Time allowed: minutes ▪ Material preparation: Some objects in the class and some punishing cards ▪ Organization: group works ▪ Steps: I divide the class into teams : Team A and team B I give the question: What can you with….? One student of each group takes turn to answer without pauses If a student of this group doesn’t give the answer, he or she will get a punishing card The game continues until time is up The team having less punishing card will win the game For example: Teacher: What can you with a blackboard? A student from team A: I can write on it A student from team B: I can look at it A student from team A: I can clean it A student from team B: I can…… Teacher: No answer? I’m afraid team B gets a card, a punishing card Now another question: What can you with a book? A student from team A: I can read it A student from team B: I can buy it A student from team A : I can taste it A student from team B: I can swallow it A student from team A : I can borrow it A student from team B: I can lend it A student from team A : I can cover it A student from team B: I can chew it Page 15 Unit 12: Water sports – B Speaking (page 131, 132 ) Game: WHAT’S THE SPORT? ▪ Aims: To consolidate the vocabulary about sports at the end of the lesson ▪ Time allowed: minutes ▪ Material preparation: handouts ▪ Organization: group works ▪ Steps: I ask students to close the books I divide the class into 7- groups of (depending on the number of students in the classroom) and deliever cards Each student in a group will choose cards In a card, there are words that relate to a sport Students’ duty is to give the correct name of a sport One point for one correct answer If this student doesn’t give the correct name, another student in his or her group can help, and that student will get point After minutes, groups give the name of the person who gets the most points in the group I check the answers Handouts ride, wheels, pedals, bicycle, handlebar 1.…………………… dive, pool, float, crawl 4……………………… table, bat, net, ball, serve 7……………………… sword, mask, fight, slash boat, team, river, oars ring, hit, referee, gloves 2……………………… court, ball, net, racket, serve 5……………………… pool, goal, net, arms, punch 8…………………… board, sail, wave, wind, surface 11…………………… 3……………………… ball, kick, goal, foot, referee 6…………………… lead, finishing line, start, run 9……………………… mask, fins, air tank, sea, wet suit 12……………………… 10…………………… Keys cycling rowing tennis football athletics 10 fencing 12 scuba – diving 3.boxing table tennis 11 windsurfing swimming water polo Page 16 Unit 13 The 22nd Sea Games – B Speaking (page 141, 142 ) Game: UNDERSTANDING YOUR TEAMATES ▪ Aims: To warm up the lesson ▪ Time allowed: minutes ▪ Material preparation: no need ▪ Organization: group works ▪ Steps: I divide the class into teams : Team A and team B One student in team A stands in front of the class and mime an action about different kind of sports so that the others in her/his team can guess the name of that sport One point for one correct answer After that, team B continues the game Each team mimes actions alternately The team having more points will win the game Unit 15 Women in society – B Speaking ( page 165, 166) Game: AGREEING AND DISAGREEING ▪ Aims: To practice speaking sentences with “should” at post – speaking stage ▪ Time allowed: minutes ▪ Material preparation: 16 pictures ▪ Organization: group works ▪ Steps: I divide the class into teams I hang the pictures on the board One set of pictures are numbered from to 8, the other can be written with the letters from A to H Each image is covered by a paper written with a number or a letter One group choose a number and a letter Then I open the picture Two students in the group stand up, the first person makes a sentence about housework The other student expresses the agreement or disagreement and uses a sentence suggested in the remaining card The game continues until all the cards are opened For example Teacher: Group 1, please Student: We choose picture and C, teacher Teacher: Here you are Student 1: I think married women should stay at home and cook for the family Student 2: Well, I don’t quite agree I think she should go shopping sometimes Page 17 HOUSEWORK PICTURES RESPONSE PICTURES A B C D E G H F Suggested answers Sweep the floor Cook for the family Wash clothes and hang them out Do the ironing Clean the windows Water the plants Teach children Do the washing up A Be relaxed B Have a hobby such as painting C Go shopping D Go out to the theatre E Walk with the dog F Go swimming G Sing a song sometimes H Go dancing sometimes Page 18 Unit 16 The Association of SouthEast Asian Nations – B Speaking ( page 175, 176, 177) Game: WHICH COUNTRY IS IT? ▪ Aims: To know more about the emblems of some Asian countries ▪ Time allowed: minutes ▪ Material preparation: picture handouts ▪ Organization: group works ▪ Steps: I divide the class into teams and hand the handouts which have emblems of the ASEAN countries Team’s duty is to observe and find out which country it is After minutes, I call any groups to stick the answers on the board I check the answers The group having more correct answers will win the game Handouts Keys Page 19 Laos The Philippines Brunei Malaysia Indonesia Singapore Cambodia Thailand II Results Within the scope of my school only, I have applied all these games during my speaking lessons Surprisingly, such games have brought about good results after each period I have also carried out a small survey to get students’ opinions about this teaching method Students increasingly desire speaking lessons, they become creative and active More important, they hope that similar games will be applied in their classes so that each speaking lesson is no longer a challenge for both teachers and students Personally, after using these games when teaching speaking at three classes: 12A6, 12A8, 12A9; I see that students are more motivated and their speaking skills have much more improved, compared with those of at the beginning of the school-year The following table will give more details about this result: The number of students desire speaking lessons Classes 12A6 12A8 12A9 At the beginning of the school-year 2015-2016 At the end of the schoolyear 2015-2016 18/44 30/44 (49.9 %) (68.1 %) 16/42 32/42 (38.0 %) (76.1 %) 19/43 33/43 (44.1 %) (76.7 %) C RELEVANT LESSONS To have good results in teaching English, teachers should be responsible and enthusiastic; enjoy teaching; love students; prepare lessons carefully; define exact focuses, aims and objectives of lessons; know how to use suitable methods in certain lessons flexibly in accordance with students’ abilities Besides, teachers should usually use new techniques instead of out-ofdate ones in order for students not to feel bored Page 20 On the other hand, teachers should know how to use and take advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real things…and teachers should also create beautiful teaching aids to motivate students to learn and help them to practice their listening, speaking, reading and writing skills In addition, teachers should look for and pick up information related to the lesson about culture, country…to introduce to students so that they can understand more easily and remember longer D CONCLUSIONS As mentioned before, this writing has been finished as a result of my own experience in teaching In fact, there are many different ways in modifying teaching materials in order that they become more appropriate for students in each level Therefore, these speaking Games are provided in the hope of making a contribution to the teaching methods that many other teachers have suggested In summary, I have tried to the best of my ability, with the help of my colleagues as well as my students, to complete this writing However, due to the lack of essential documents and limitation of my knowledge, mistakes are unavoidable To get a better and more efficient study, surely the researcher in the coming time with the future research there will be a similar one which overcomes these weaknesses Therefore, the writer would highly appreciate all the remarks, comments and suggestions from teachers, colleagues and readers as well Thank you very much! COMMENTS AND ASSESSMENTS OF THE THE SCIENCE COUNCIL The chairman of Le Loi high school Tho Xuan, May 25th , 2016 I hereby declare that this research is due to the experience I myself have written, not copy from anybody I sincerely thank you The writer Lê Thị Huyền Trịnh Thị Hoan Page 21 E REFERENCES Ersoz, A (2000) Six Games for the EFL/ESL Classroom in The Internet TESL Journal, Vol VI, No.6 Harmer, J 1984 The Practice of English Language Teaching London: Longman Hadfield, J (1996) Elementary communication games Longman: Addison Wesley Longman Ltd Huyen, N.T.T & Nga, K.T.T (2003) Learning Vocabulary through games in Asian EFL Journal December 2003 Kim, L.S Creative Games for the Language Class 'Forum' Vol 33 No 1, January - March 1995, Page 35 Mei, Y.Y (2000) Using Games in an EFL Class for Children in Daejin University ELT Research Paper Nunan, D ( 1991) Language Teaching Methodology New Jersey: Prentice Hall International Saricoban, A and Metin, E 2000 Songs, verse and games for teaching grammar The Internet TESL Journal Toth, M (1995) Children’s games Oxford: Heineimann Publishers 10 Uberman, A 1998 The use of games: for vocabulary presentation and revision English Teaching Forum 36 11 Ur, P 1996 A Course in Language Teaching: Theory and Practice Great Britain: Cambridge University Press 12 Van, H.V (2006) Tiếng Anh 12 Education Publishing House Page 22 ... SOME GAMES TO MOTIVATE THE 12 TH FORM STUDENTS IN SPEAKING LESSONS AT LE LOI HIGH SCHOOL? ?? Basis of practice 2.1 For teachers Motivation is essential to success in most fields of learning The importance... on the effects of using games to increase motivation in speaking periods in the textbook for the 12 th form students at Le Loi high school during the school year 2015- 2016 IV Methods of the. .. have the attempt to cover all the speaking lessons in the new textbook for the 12 th form I just only suggest here some typical speaking games which can be used in the process of teaching speaking