Using language games to motivate the first year students in speaking classes at Thai Nguyen Medical College

vietnam national university, hanoi university of languages AND INTERNATIONAL STUDIES FACULTY of post-graduate studies - - HOÀNG THỊ THU HOÀI Using language games to motivate the first year students in speaking classes at Thai Nguyen Medical College (Sử dụng trị chơi ngơn ngữ để khích lệ sinh viên năm thứ Trường Cao Đẳng Y Tế Thái Nguyên học nói) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 HANOI, 2012 TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY ……………………………………… i ACKNOWLEDGEMENTS …………………………………………… … ii ABSTRACT ……………………………………………………………… iii LIST OF ABBREVIATIONS …………………………………………… iv LIST OF TABLES AND CHARTS …………………………………… … v TABLE OF CONTENTS ………………………………………………… vi PART A: INTRODUCTION …………………………………………… 1 Rationale for the study ………………………………………………… Aims of the study …………………………………………………….… Research questions ………………………………………………… … Scope of the study …………………………………………………….… Research methodology ……………………………………………… … Organization of the study ………………………………………… …… PART B: DEVELOPMENT ……………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………………… 1.1 A brief description of speaking ……………………………………… 1.1.1 What is speaking skill? ……………………………………… 1.1.2 Characteristics of a successful speaking activity ……………… 1.1.3 Problems with speaking activities ……………………………… 1.1.4 Principles in teaching speaking according to CLT approach …… 1.2 A brief description of language games ……………………………… 1.2.1 What are language games? ………………………………… … 1.2.2 Features of a quality game ……………………………… …… 10 1.2.3 Types of language games ……………………………… ……… 11 1.2.4 Some opinions on using games in teaching and learning process 12 1.2.5 Language games as a motivator for students to speak ……… … 13 1.3 Summary ……………………………………………………………… 15 iv CHAPTER 2: THE STUDY ……………………………………………… 16 2.1 The context of the study ……………………………………………… 16 2.1.1 An overview of the research site 16 2.1.2 The course book ……………………………………………….…… 16 2.1.3 Description of the students at TMC 16 2.1.4 Description of the teachers at TMC …………………………….…… 17 2.2 Methods………………….…………………………………………… 17 2.2.1 Participants ………………………………………………………… 17 2.2.2 Data collection ……………………………………………………… 17 2.2.2.1 Data collection instrument ………….…………….…………… 17 2.2.2.2 Data collection procedures….…….…………………………… 18 2.3 Presentation of statistical results …………………………………… 18 2.3.1 Pre-task survey questionnaire ……………………………………… 18 2.3.1.1 Presentation of the data ……………………………………… 18 2.3.1.2 Data analysis …………………………………………………… 20 2.3.2 Post-task questionnaire ……………………………………….…… 23 2.3.2.1 Presentation of the data ……………………………………… 23 2.3.2.2 Data analysis …………………………………………………… 25 2.4 Summary ……………………………………………………………… 29 CHAPTER 3: FINDINGS ……………………………………………… 30 3.1 Achievements from the questionnaire ………………………………… 30 3.2 Challenges in applying language games in teaching and learning…… 32 3.3 Sub-conclusion ………………………………………………………… 33 CHAPTER 4: SUGGESTIONS ON USING LANGUAGE GAMES TO 34 MOTIVATE STUDENTS IN SPEAKING CLASSES ………………… 4.1 Which games to use? ………………………………………………… 34 4.2 When to use a game? …………………………………………… …… 34 4.3 How to run a game? ……………………………………………… … 35 v 4.4 Summary ………………………………………………………….…… 37 PART C: CONCLUSIONS………………………………………………… 38 Conclusions ………………………………….……………………….… 38 Limitations and recommendations for further study …………………… 39 REFERENCES …………………………………………………………….… 40 APPENDICES …………………………………………………………… … I Appendix 1: PRE - TASK SURVEY QUESTIONNAIRE ……………… I Appendix 2: POST - TASK SURVEY QUESTIONNAIRE ……………….… V Appendix 3: GAMES APPLIED IN SPEAKING LESSONS ……………… IX vi List of abbreviations CLT: Communicative Language Teaching EFL: English as a foreign language TMC: Thai Nguyen Medical College List of tables AND CHARTS Table 1: Data collected from pre-task survey questionnaire Chart 1; 2: Students‟ attitudes towards English learning Chart 3; 4: Students‟ attitudes and perspectives towards speaking lessons Chart 5: Students‟ opinions on the speaking topics in the course book Chart 6: Students‟ participation in speaking lessons Chart 7: Students‟ reasons for unwillingness to speak Chart 8: Students‟ preferences of teacher‟s techniques in speaking classes Table 2: Data collected from post- task survey questionnaire Chart 9: Students‟ attitudes towards language games applied by the teacher Chart 10: Students‟ participation in language games Chart 11: Students‟ participation in speaking lessons Chart 12: Benefits of using language games in speaking lessons Chart 13: Students‟ preferences for teachers‟ activities for the use of language games in speaking classes Chart 14: The frequency of applying language games PART A: INTRODUCTION Rationale for the study In the globalization age today, English is considered as the most important mean of international communication Therefore, promoting oral skills in order to respond to the students‟ needs for effective communication is one of the important strategies of teaching and learning English in recent years Among the four skills (listening, speaking, reading, writing) of English learning, speaking is considered the most important skill for the purpose of communication It is believed that speaking plays a vital role since it is the step to identify who knows or does not know a language Pattison (1992) confirms that when people know or learn a language, they mean being able to speak the language Similarly, Ur, (1996) shows that people who know a language are referred to as “speakers” of that language as if speaking included all other kinds of knowing However, teaching and learning speaking today does not meet the study objectives English teaching now in general and teaching speaking in particular is still far from satisfactory Although teachers have made great efforts to provide students with chances to improve their speaking skills, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many colleges and universities At Thai Nguyen Medical College (TMC), all students are non- English majors who specialize in many different fields such as Nursing, Pharmacy, Midwifery, etc Most students find speaking especially important yet most challenging one For most of them, it is difficult to speak English naturally As a result, in speaking lessons, they often feel bored and frightened How to motivate and encourage students to speak is really necessary, and is a big question to almost teachers Also, teaching techniques exploited during a speaking activity, for example, role plays, simulations, discussions, etc not bring much effectiveness Thus, it is necessary to find an effective technique used in teaching speaking Moreover, in language teaching, language games have proved themselves as an important factor which can create more chances and interest to motivate students to speak Language games not only banish boredom, provide learners with enjoyable environment but also supply them with chance to use language and constitute a bridge between the lesson and the real world (Greenal, 1984) For all the reasons mentioned above I have decided to choose the topic “Using language games to motivate the first year students in speaking classes at Thai Nguyen Medical College” for my minor thesis with the hope that it might be helpful to both teachers and students in teaching and learning speaking Aims of the study The study is carried out in order to:  Investigate the current situation of teaching and learning speaking to the first year students who are non-major English students at Thai Nguyen Medical College  Explore the effects of language games in teaching speaking to the first year students who are non-major English students at Thai Nguyen Medical College  Provide some suggestions and implications of using language games for the improvement of speaking teaching at Thai Nguyen Medical College Research questions The research is to seek answer to the following questions:  What is speaking teaching and learning reality to the first year non- major English students at Thai Nguyen Medical College?  How can language games help to improve students‟ motivation in speaking classes?  What are the suggestions and implications of using language games in speaking lessons? Scope of the study For the limitation of time, conditions, and materials, in this minor study, the researcher focuses specifically on the use of language games in teaching speaking to the first year student‟s non - English majors at TMC So the study limits itself to the teaching and learning speaking only, and the subjects of the study are 90 nursing students from two classes studying new “Headway” course book at Thai Nguyen Medical College Research methods In order to realize the aims of the study, quantitative method is used The survey questionnaire is used to collect information and evidence for the study The survey questionnaire including pre-task survey questionnaire and post task survey questionnaire is for 90 first year students non - English majors from two classes of Thai Nguyen Medical College, both specialize in Nursing All comments, remarks and recommendations given in the study are based on the data analysis Organization of the study This minor thesis is composed of three parts as follow: Part A -INTRODUCTION In this part, the rationale, the aims, research questions, as well as scope of the study, methods of the study and also its design are presented Part B – DEVELOPMENT This part includes chapters  Chapter deals with some theoretical background that is relevant to the purpose of the study: speaking skill and language games  Chapter investigates the situation of teaching and learning speaking and the feasibility of using language games in teaching speaking to the first year students non- English majors through the analysis of collected data  Chapter consists of some findings concluded from the data analysis  Chapter provides some suggestions on using language games as well as some sample language games exploited during all stages of speaking lessons Part C – CONCLUSION In this part, the summary of the study, limitations of the study and suggestions for further study are mentioned REFERENCES and APPENDICES are presented in the last pages of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter provides the essential review of the related literature and studies which are meaningful in carrying out this study In this chapter, the author discussed issues and aspects concerning to the topic of the study The concepts and ideas relating to speaking skills have been discussed Moreover, the most important thing mentioned in this study is an overview of language games which has also been introduced basing on some typical definitions by some different researchers and educators 1.1 A brief description of speaking 1.1.1 What is speaking skill? According to Nunan (1991: 39) “speaking is the single most important aspect of learning a second language or foreign language, and success is measured in term of ability to carry out a conversation in the language” It can be inferred from Nunan‟s viewpoint that speaking is a very important skill among the four basic ones The term „speaking” catches much attention of linguistics Therefore, many definitions have been offered to this term so far Speaking is an interactive process of constructing meaning that involves producing and receiving information (Brown, 1994b) Chaney and Burk (1998: 13) also argue that “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” Referring to speaking or communication in language teaching and learning, Brown (1994b) affirms that interaction is the heart of communication; it is what communication is all about Bygate (1997: 115) emphasizes that “interaction is the use of language for maintaining communication between participants” and “interaction skills are the skills of deciding what to say, when to say it and how to say it clearly” Therefore, in speaking process, learners are required to know not only how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also when, why and in what ways language is produced ( sociolinguistic competence) CÂU HỎI ĐIỀU TRA (Trước sử dụng trò chơi học nói) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trị chơi ngơn ngữ nhằm gây hứng thú học nói tiếng Anh cho sinh viên năm thứ trường Cao đẳng Y tế Thai Nguyên việc học tiếng Anh Các câu trả lời mà em cung cấp quan trọng việc khảo sát Những liệu điều tra sử dụng cho cơng việc nghiên cứu này, khơng mục đích khác Xin em vui lịng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào ô mà em lựa chọn  Tên em (Không bắt buộc):  Môn chuyên em:………… ……………  Em học tiếng Anh: …………… năm Theo em hoc tiếng Anh ……… A Rất cần thiết B Cần thiết C Bình thường D Khơng cần thiết C Bình thường D Khơng thích Em có thích học tiếng Anh khơng? A Rất thích B Thích Trong bốn kĩ năng, kĩ khó em? A Nghe C Đọc B Nói D Viết Kĩ nói có quan trọng với em khơng? A Rất quan trọng B Quan trọng C It quan trọng D Khơng quan trọng Em có nhận xét chủ đề nói sách giáo trình “New Headway”? A Rất thú vị B Thú vị C Bình thường Em có tham gia tích cực học nói khơng? A Có, em ln tham gia B Có, C Rất tham gia C Không, em không tham gia III D Tẻ nhạt Nếu em chọn B, C D, điều khiến em khơng tham gia? A Sợ bị mặt trước đám đơng B Sợ bị phê bình C Khơng quen nói tiếng Anh D Khơng quan tâm đến việc nói tiếng Anh E Giảng dạy khơng hay F Lý khác (Em ghi rõ)……………………………………………… Để khuyến khích học sinh nói tiếng Anh tham gia tích cực vào học nói, theo em giáo viên nên: (Em lựa chọn nhiều phương án) A Sử dụng hoat động cặp nhóm B Sử dụng giáo cụ trực quan (tranh ảnh, bảng biểu, băng đài……) C Sử dụng trị chơi ngơn ngữ D Sử dụng âm nhạc E Các hoạt động khác (ghi rõ) … Em nghĩ việc sử dụng trị chơi việc giảng dạy kĩ nói tiếng Anh? A Chỉ để thư giãn B Để trợ giúp việc giảng dạy C Vừa để trợ giúp việc giảng dạy vừa để học sinh thư giãn D Để lấp thời gian thừa 10 Nếu giáo viên tiếng Anh em sử dụng trị chơi dạy nói, em có muốn tham gia khơng? A Có B Khơng B Không biết Cảm ơn giúp đỡ em! IV APPENDIX 2: POST - TASK SURVEY QUESTIONNAIRE This survey questionnaire is designed for my research “Using language games to motivate the first year students at Thai Nguyen Medical College in speaking classes” Your responses are very important to the success of the survey The data will be used only for the purpose of the research, not for any other purposes Your assistance in completing the following items is highly appreciated Please, tick (√) in the given boxes to indicate your choice  Name (optional): ………  Your major:…………………………………………………………… ……  Your English learning experience:………………… ………………… … How much you like the language games given in speaking lessons? A I like them very much B like C Normal D I don‟t like them at all How you take part in the games? A Join actively B Only when being asked by the teacher C Only when feeling interested D Do not join the games How you feel after playing games? A relaxed and motivated B normal C uncomfortable C bored Are you willing to speak during speaking lessons? A Yes, I feel more motivated to speak B It depends on the speaking activities and language games given C No, I feel unmotivated and reluctant to speak According to you, is the use of language games to motivate students to speak effective? A Yes B No V If your answer (in Question 5) is yes: What are the advantages of language games to your speaking skill? (You can choose more than one option) A Make speaking lessons more joyful and comfortable B Reduce the challenge and the difficulty of speaking lessons C Lower students‟ anxiety and shyness, help them more confident in speaking D Create more chances for students to speak If your answer (in Question 5) is no: please specify the reasons why the use of language games in speaking classes is ineffective ……………………………………………………………………………………… ……………………………………………………………………………………… In your opinion, to make the use of language games in speaking classes more effective the teacher should… (You can choose more than one option) A use the language games that are suitable to students‟ level B instruct students what to in a clear and understandable way C exploit a variety of language games D demonstrate what to to students E Others (please specify)……………………………………………………… When you think the teacher should use the language games? (You can choose more than one option) A Warm-ups B Pre-speaking C While-speaking D Post-speaking E At any stage of the lesson depending on each topic or activity 10 How often you want to play language games? A Often B Occasionally C Rarely D Never Thank you for completing this questionnaire! VI CÂU HỎI ĐIỀU TRA (Sau sử dụng trò chơi học nói) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trị chơi ngơn ngữ nhằm gây hứng thú học nói tiếng Anh cho sinh viên năm thứ trường Cao đẳng Y tế Thai Nguyên việc học tiếng Anh Các câu trả lời mà em cung cấp quan trọng việc khảo sát Những liệu điều tra sử dụng cho cơng việc nghiên cứu này, khơng mục đích khác Xin em vui lịng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào ô mà em lựa chọn  Tên em (Không bắt buộc):  Môn chuyên em:………… ……………  Em học tiếng Anh: …………… năm Em có thích trị chơi mà giáo viên sử dụng dạy nói khơng? A Rất thích B Thích C Bình thường D Khơng có ý kiến Trong chơi trò chơi, em tham gia……… A cách tích cực B giáo viên yêu cầu C cảm thấy hứng thú D không tham Em cảm thấy sau tham gia trò chơi A.thoải mái hứng thú B bình thường C khơng thoải mái D chán nản Em có tham gia tích cực học nói hay khơng? A Có, em cảm thấy hứng thú B Tùy thuộc vào hoạt động nói trò chơi mà giáo viên đưa C Em cảm thấy khơng hứng thú ngại nói Theo em, việc sử dụng trị chơi ngơn ngữ học nói có hiệu khơng? A Có B Không VII Nếu câu trả lời (ở câu 5) có: Hãy cho biết lợi ích mà trị chơi ngơn ngữ giúp em học nói gì? (em lựa chọn nhiều phương án ): A Trị chơi ngơn ngữ làm cho học nói thêm thú vị B Trị chơi ngơn ngữ làm cho học nói khó khăn thách thức C Trị chơi ngơn ngữ giúp học sinh giảm căng thẳng, bớt rụt rè, từ học sinh thêm tự tin nói D Trị chơi ngơn ngữ tạo cho học sinh nhiều thời gian hội đươc thực hành nói Nếu câu trả lời (ở câu 5) không: Hãy nêu rõ nguyên nhân việc sử dụng trị chơi học nói không hiệu quả? ……………………………………………………………………………………… ……………………………………………………………………………………… Theo em, để phát huy tính hiệu việc sử dụng trị chơi ngơn ngữ học nói, giáo viên cần… ( em lựa chọn nhiều phương án ): A sử dụng trò 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 xem E Lựa chọn khác( ghi rõ ) Theo em, giáo viên nên sử dụng trị chơi ngơn ngữ thời điểm nào? 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 tuỳ thuộc vào chủ đề hay hoạt động nói 10 Em nghĩ trị chơi ngơn ngữ nên tổ chức: A Thường xuyên B Thỉnh thoảng ` C Hiếm D Không Cảm ơn giúp đỡ em! VIII APPENDIX 3: GAMES APPLIED IN SPEAKING LESSONS Warm-ups A warm up activity is often a short and fun The purpose of warms up is to prepare students to learn by stimulating their minds Warm ups should last about five minutes  Unit 5: Where you live? Type of games: Sorting, ordering games Class management: group work Material: Big posters and handout Time: minutes Procedure: The teacher asks students to work in groups The teacher sticks the following posters on the blackboard or alternatively prints these posters and distributes them to students Teacher then gives the handout to the groups and asks students to match the furniture with the rooms The group who finishes first and has all the correct answers will be the winner Posters The living room The bedroom The bathroom The kitchen Handout bed wardrobe pillow shower bookcase sofa coffee table television stereo fridge oven dishwasher cupboard cooker armchair dresser mattress washing machine IX blanket bathtub  Unit 9: Food around the world Type of games: Matching games Classroom management: Group work Material: Pictures and cards Time: minutes Procedure: The teacher divides the class into groups of five or six students The teacher gives each group a set of pictures of different food and slips of paper containing their names Students quickly match each food with their name Which group finishes first and has all the correct answers will be the winner Pictures: Cards: Juice Pizza Tomatoes Hamburgers Carrots Oranges Chicken Potatoes Rice Mango Spaghetti Yoghurt Pine apples Melons Sausages Noodles Fish Strawberries Cheese Butter X Pre-speaking stage A pre-speaking activity is aimed at preparing students with everything necessary for speaking They also involve thought and reflection, and provide opportunities for students to plan and organize for speaking Time spent on prespeaking stage is often from five to fifteen minutes depending on each lesson  Unit 8: How did you two meet? Aims: Provide students with some cue verbs to show the stages in a relationship Type of games: Crossword Class management: Group work Material: handouts Time: minutes Procedure: Teacher delivers handouts to the students Teacher asks the students to work in groups of to find out 10 verbs hidden in this square The words are horizontal or vertical M E W I N V I T E R E W R I T E A L T K E I M W A X H I E I T D A Y I H E O E S A C R K L P R M V S S H R L L O V E U O B A Y M S N O W I E C T Y N B E C O M E A D G F E D L I E N E N G A G E A T O A  Unit 10: Bigger and better Aims: Provide students with some opposite adjectives Type of games: Jumbled words Class management: Group work Material: handouts Time: minutes Procedure: Teacher asks the students to work in groups of to find out the XI words from the jumbled letters Teacher calls on students to write down the words on the board, and then asks students to speak out the words Jumbled words  enivseexp words Jumbled words words  caphe  expensive  itequ  fesa  ougersdan  stfa  ancle  nisyo  dol  rtydi  ringbo  exngciti  owsl  rnmode  igb  allsm While-speaking stage This is the main part of a speaking lesson in which students use language input provided in pre-speaking stage to express their opinions, to converse and discuss or to describe one event, to tell a story, etc This stage often lasts from twenty to thirty minutes  Unit 3: The world of work Type of games: Guessing games Class management: Whole class Material: cards Time: 15 minutes Procedure: The teacher prepares a set of cards about different occupations Students will take turn to choose one card from this set and try to use their knowledge to give descriptions of that work so that the other students can guess which occupation is For example: - The student takes up a card on which “flight attendant” is written He/She can use his/her own words to talk about it: She wears a beautiful uniform She travels a lot She can speak many languages She serves drinks on flights So the other students may find it easy to guess the card correctly - The student takes up a card on which “doctor” is written He/She can say: He wears and works in … He helps sick people He works with the nurses XII Set of cards Doctor Interpreter carpenter Receptionist accountant mechanic Postman Nurse chef Journalist teacher greengrocer Architect barman optician  Unit 6: Can you speak English? Type of games: Role-play Class management: pair works Material: handouts Time: 15-17 minutes Procedure: The teacher asks students to work in pairs: one plays the role of a journalist, while the other plays the role of Alexandra (a little Miss Picasso) or Lukas (The New Mozart) Teacher distributes the interview form to each pair and asks them to interview and takes notes the answers The students can change their roles and make another interview Then the teacher asks some students to report what they have gained from the interview INTERVIEW FORM A: Hello, Lukas! Can I ask you some questions? B: Of course Where were you born? ………………………… …………… Where you live now? ……………………………………… Who you live with? …………………………………… … How old were you when you could play the piano? Could you read music before you could read books? You can write music very well now, can‟t you? How much time can you practice the piano everyday? Can you speak any foreign languages? ……….…………… Do you have much free time? 10 What you like doing in your free time? ………….………… XIII INTERVIEW FORM A: Hello, Alexandra! Can I ask you some questions? B: Of course Where were you born? ………………………… …………… Where you live now? ……………………………………… Who you live with? …………………………………… … How old were you when you could paint? Could your parents understand your pictures? How much can you earn from each picture? How much time can you practice painting everyday? Can you speak any foreign languages? ……….…………… Do you have much free time? 10 What you like doing in your free time? ………….…………  Unit 12: Life’s an adventure! Aims: Practice the structure “Be going to…” Type of games: Chain game Class management: group work Material: Handouts Time: 15 minutes Procedure: The teacher asks students to work in groups of or The first student starts the game by repeating the teacher‟s words The second one repeats the first student‟s sentence and adds more information The third student continue to repeat the second‟s words again then adds more ideas… The group that creates the longest and correct sentence will be the winner E.g.: S1: After this course, I‟m going to find a job S2: After this course, I‟m going to find a job and buy a motorbike S3: After this course, I‟m going to find a job, buy a motorbike, and a house S4: ……………………………………… S1: This weekend, we are going to Hanoi S2: ……………………………………… XIV  Unit 14: Have you ever? Aims: Practice the present perfect tense Type of games: Find someone who Class management: The whole Material: Handouts Time: 10 minutes class Procedure: Teacher gives a handout to each student They quickly stand up and ask other students in the class Have you ever……? When a student answer “Yes, I have”, the interviewer writes his/her name (each student is asked only one question) The student who writes all the names in the shortest time is the winner Teacher asks the student to report what they have gained from the interview Eg: - Mai has been to a foreign country - Quan has met a famous person - …… - Tam has been in love Find someone who Name - has been to a foreign country Mai - has been in love Tam - has met a famous person Quan - has won a competition - has been in a play - has drunk wine or beer - has climbed a mountain - …… Post-speaking stage It is the last step of a speaking lesson so it is time for students‟ production The activities in this stage are for students to reflect upon their performance Postspeaking stage should last ten to twelve minutes  Unit 4: Leisure activities Type of games: Whispering Game Classroom management: Group work Material: Some sentences using structure “Like + v-ing” - I like listening to music and playing computer game in my free time XV - We like taking photographs and singing when we go camping - I don‟t like playing football or tennis but I like swimming very much Time: 8-10 minutes Procedure: The teacher divides the class into teams Line up the players If there are an odd number of players, one can be the teacher's "helper" There are three circles in the game A group of seven or eight students each team joins the first circle, another group take part in the second The rest students of each group act in the last one The team who wins two circles is the winner The teacher or his helper whispers a message to the first person of the two teams The game only starts when both players know the message Then each player whispers the message to the next player in his group successively until the last player gets the message The team which can repeat the message first and correctly win receives a point  Unit 11: Describing people Aims: Practice structures “S + have/has got; S + be + V-ing; S + be + adjs” Type of games: Guessing games Classroom management: team work Time: 8-10 minutes Procedure: The teacher divides the class into teams Team A will choose a student in their team to describe The students in team B listen carefully and find out who is the person team A is describing If the described person is found out within three first sentences, team B will receive 10 points, within to sentences, Team B will get points However, Team B only receives points if they find out the described student only when they listen over sentences Team A and B will change their roles when a description finishes In the end, the team who gains more points is the winner For example: XVI Team A (speaker) Team B( listener) One of our member is a boy/girl He/she is rather tall or he/she is not very tall He/she has got a round/ an oval face Is he/she Mai/Nam/…? His/Her hair is short/long and black/ fair… He/She is wearing…… Team B (speaker) Team A ( listener) One of our member is a boy/girl He/she is rather tall or he/she is not very tall He/she has got a round/ an oval face Is he/she Mai/Nam/…? His/Her hair is short/long and black/ fair… He/She is wearing /sitting by……  Unit 13: How terribly clever! Aims: Practice simple past tense and adverbs of manner Type of games: Story telling Class management: Group work Time: 10 minutes Procedure: The teacher divides the class into groups of six to eight students The teacher asks students to work in groups to tell about their imaginary excursion The teacher provides students with the topic of the story Then the students in each group discuss and finishes the story, all groups are asked to tell their excursion in front of the class The teacher will decide which the most interesting story is Noises in the night Last night, I was at home alone for the first time I was fast asleep when suddenly… XVII