SKKN organizing games and using “flipgrid ’’application in teaching speaking lessons of english 10

THANH HOA DEPARTMENT OF EDUCATION AND TRANINING QUANG XUONG II HIGH SCHOOL o0o TEACHING EXPERIENCE ORGANIZING GAMES AND USING APPLICATION IN TEACHING SPEAKING LESSONS OF 10th GRADE STUDENTS AT QUANG XUONG II HIGH SCHOOL Written by: Nguyen Thi Thuy English Group Quang Xuong II High School THANH HOA , May 2021 CONTENTS PAGE PART I : INTRODUCTION 1 Rationale 1.1.Basic of theory 1.2.Basis of practice 1.3 The aim of the study 1.4.The scope and object of the study 1.5 Research methods PART 2: CONTENT 2.1 Theoretical background 2.1.1 Definition of Game 2.1.2 Effectiveness of games in speaking lessons 2.2 Practical background 2.3 Solutions 2.3.1 Game “ Nought and Cross ” 2.3.2 Game “ Lucky numbers / stars ” 2.3.3 Game “ Shark attack ” 11 2.3.4 Game “ Magical Wheel / Hat ” 12 2.3.5 Role play game 14 2.3.6 Using “ Flipgrid” app 15 2.4 Effective of the teaching experience 18 PART CONCLUSION 19 REFRENCES 20 PART I INTRODUCTION Rationale 1.1 Basis of theory : It is undeniable that the more the world’s economy develops, the wider the cultural, political and social exchanges become So as to integrate into the world as well as extend international relationship with other countries in various fields, especially to access to the latest scientific achievements, mastering English has been of great vitality It has been considered the core subject in the syllabus of our country’s education system.At present, there has been considerable reform in English curriculum at secondary level Not only is it renovated in content and appearance but also in teaching method Teaching foreign languages in general and English in particular no longer focuses students on studying the language system but helps them know how to use it as a means of communication That means to improve students’ communicative ability which is expressed by two productive skills : speaking and writing However, the quality and effectiveness of teaching and learning English in many high schools in Vietnam in general and in Thanh Hoa in particular, are not really as good and high as expected This is resulted from many objective as well as subjective factors and one of those is that the present testing and assessment system heavily basing on accountability and not as a learning tool sometimes depress students' motivation in learning English The feeling of having to a paper-and-pen test usualy scares almost all of the students, that is not only the case at Quang Xuong II High school but also at other schools in Thanh Hoa as well as in Vietnam Introduction Speaking is one of the basic language skills that have to be mastered by English foreign learners due to its significant and its use for communication It is very important to be able to speak English regarding that it is the most commonly accepted language in the world so that it will be very beneficial for those who comprehend it not only to improve their knowledge and skills but also easier for them to get a job More than that, they will not find it difficult to communicate and interact with people around the world when they travel (Gard & Gautam, 2015) Besides that, they may also respond in short phrases because they may not feel confident or because they are too shy to speak it out In addition, young learners of English may also giggle when they are embarrassed or when they are unable to understand the lesson The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use.Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have Then, they are also bored in learning English because the teaching-learning activities provided in a conventional way, for instance; the teacher asked the students to perform the text they have memorized Furthermore, they also cannot speak based on their willingness because what they want to speak is structured by the teacher, in other words they just repeat the word that has been produced Afterward, those problems make students get lazy or less ability to speak As a result, students have been getting more and more flexible and active in the lectures and so have appeared the learner centered classes In order to achieve great success in teaching speaking skill, it is vital that learners should be motivated It is Games that are regarded as efficient motivation and environment of communication Furthermore, I always use modern application when teaching English, especially speaking skill Flipgrid is a tool that is used to facilitate online discussions It is a video discussion platform that allows students to raise their voice Especially for those that are too shy to raise their hand.Teachers create grids that can be used by students to share their ideas in the form of videos, or writings that can be shared in the classroom In this blog, we will go into detail on what is Flipgrid? How can Flipgrid be used in the classroom? Moreover, the current situation with schools closing during the COVID-19 pandemic is an emergency response to contain the spread of the coronavirus Therefore,it is not ideal to continue with all learning at school , some online learning may be the safest way for students to go back to school Flipgrid makes it possible for sudents to practice their speaking skills with a large group than just their class Especially, students can post videos to get practice with the vocabulary they are learning, and instead of being limited to communicating with the people in their physical classroom , they can engage and build their skills with other students studying the same language or have conversation with native speakers of the language It is the reasons mentioned above that have been encouraging me to choose the theme : “ Organizing Games and using “Flipgrid ’’application in teaching speaking lessons of English 10 ” * Basis of practice : As can be seen, English is a rather difficult subject to students particularly the rural ones Among four language skills, speaking is considered the most challenging task for both teachers and learners From the matter of fact, during most of speaking lessons, if teachers apply the old teaching method – teachers only read or give illustration and students’ work is either copying or imitating, there will be only a small number of students branstorming and working actively, the rests will passively listen regardless understand the meaning, purposes and usages of structures and communicative situations given Hence, this results in low teaching quality and few students with flying colours To make it worse, students increasingly lose interest in practising speaking skill and fail to upgrade their communicative abilities To get a better view of the fact of teaching and learning English speaking skill, I have carried out a survey on Grade 10 students of the class 10C3 and 10 C4 of my school by questions relating to learning speaking skill and using games in teaching it The questionnaire is as follow : QUESTIONNAIRE Put a tick (  ) in your option Question : Do you enjoy learning English ?    Very much Not much Not at all Question : Which skill you consider the most important ? Here is the result of the suyvey : ANSWERS Question : How you enjoy speaking skill ? Enjoy learning English  Very much  Not much  Not at all  Reading  Speaking  Listening  Writing Percentage (%) 70 Consider speaking skill the most important 75 Question : Do you enjoy playing games in speaking lessons ?  Very much Enjoy speaking skill 22  Not90much Enjoy playing games in speaking lessons  Not92at all Get excited when playing games in speaking lessons Question : How you feel when playing games in speaking lessons ?   Very excited No special feeling The result of the survey indicates that over 60% of students are interested in learning English Although over 80% of students appreciate the importance of speaking skill, only 22% are fond of it On the other hand, most of them (90%) enjoy playing games in speaking lessons and the number of students that get excited and stimulated by games organized in speaking lessons is up to 95% It can be concluded that organizing games in speaking lessons is certainly effective in teaching speaking skill It is known that applying games in teaching brings about a great number of benefits Not only they creat excitement and relaxation after stressful hours of studying but they also change the atmosphere of the class and make the lessons more attractive The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Quang Xuong II , Thanh Hoa The procedures used were planning, acting, observing, and reflecting It was done into two cycles in each cycle consisted of three meetings The researcher used collaborative action research with some of the English teachers In collecting the data, the instruments were interview, observation, questionnaire and test The test only given to students The rest of the instruments administered for both teachers and students Therefore, the criteria of success had been determined It is crucial to note that communicative games have contributed a positive impact on teaching learning process This also implies the communicative games expected to enhance students’ enthusiasm and motivation Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process 1.3 Aims of the study As an English teacher with twenty years’ experience, I have continuously been wondering and researching for the techniques to better the quality of teaching English Knowing that the students’ psychophysiology is doing what they fancy, enjoying new things, putting their noses on pleasures rather than studying, I have been trying my best to offer them lectures in which they can work for both study and relaxation This method brings them the sense of joy and easiness when they learn English lessons in general and speaking lessons in particular through several games In order to creat motivation and situations in which students are encouraged to speak, I have been getting the best out of the popular games not only to draw students’ attention but also enable them to actively take part in speaking activities Through my years’ time of teaching English as well as exchanging, referring to related materials and drawing experiences after each lecture, I myself have found a suitable technique of teaching speaking skill for students in Grade 10 ( the first year of secondary level as well as the background for developing speaking skill in the next grades ) This technique has not only enabled me to lull most of students to take part in speaking lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for speaking English and help them increasingly upgrade their speaking skill by “ Organizing games and using application in English speaking lessons of English 10 ” This technique has been applied in quite a long time of my teaching English 10 and I have got considerably hopeful result Therefore, I decisively exchange my initiative experience with my collagues This subject is concerned with ways of the aims of the study are as the follows: - to organize games in speaking lessons of Grade 10 English - to improve students’ speaking skills - to examine students’ attitudes towards speaching methods - to investigate the benefits of “Flipgrid” app in teaching Tieng Anh 10 - to suggest applying technology in teaching English at high school 1.4 The scope and object of the study The study was going to be investigated at Quang Xuong II High school for average students Due to the limitation of time, only classes 10 C3 and 10 C4 were asked to participate in the study 1.5 Research methods - Using the text - book English 10 to apply to each speaking lesson - Reading reference books to improve - Using the soft ware POWERPOINT, pictures and other materials - Discussing with other teachers - Using “ Flipgrid ’’app - Observing and drawing out experiences PART - CONTENT 2.1 Theoretical background 2.1.1 Definition of Game : A Game is structured form of play, usually undertaken for enjoyment and sometimes used as an educational tool Key components of games are goals, rules, challenge, and interaction Games generally involve mental or physical stimulation, and often both Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, stimulational, or psychological role In teaching a language, the focus of the games is on successful communication rather than on accuracy of target language 2.1.2.Effectiveness of Games in speaking lessons : Learning speaking skill is a difficult task which can sometimes be irritating It is necessary that learners should make constant effort to understand, produce and manipulate the target language Games are highly stimulating thanks to their both amusement and challenges In addition, they employ meaningful and useful language in real contexts They also encourage and increase cooperation - Games are full of fun and children are excited about playing them - Not only Games offer students good chances to learn and practise speaking but they are also great stimulus of speaking by providing a plausible incentive to use the target language Therefore, they encourage students to interact and communicate in the target language - Games create a meaningful situations for language use The Game contexts make the foreign language immediately useful to the students It brings the target language to life - By playing Games can students speak English as naturally as they learn their mother tongue without being aware they are studying even to the hesitant and shy students 2.2 Practical background Quang Xuong II High school is situated in Quang Xuong district Although there is a lot of difficulty in life, most of the parents and children have been aware of the importance of learning English, which is a big advantage for English teachers here However, both teachers and students at Quang Xuong High school still face a number of dificulties and challenges in being familiar with speaking skill.Speaking is one of the important skills in English as a Foreign Language (EFL) It shows the best influence when seeing goal of speaking learning process, especially in EFL The goal of English teaching is to make students able to communicate well All of the obstacles have to be observed in order to reach the success of teaching speaking The result also can be a source in developing approaches or methods in EFL Teaching speaking needs to know about obstacles that may be occur in the learning process Some problems come from the internal of students and others come from outside students So, the study will discuss about the problems found in teaching speaking at Quang Xuong II High school 2.3 Solutions: It is unquestionable that games play an important role in teaching a foreign languages in general and English in particular, especially in practising speaking skill There is a wide range of games which teachers probably take full advantages of to stimulate students in speaking lessons The games that I my self have been effectively applying in my speaking lessons of English 10 are : Nought (O) and Cross (X), Lucky numbers / stars , Shark attack, Magical Wheel / Hat and Role play game Below are some appropriate games I have set to my students tpractice speaking English inside the classroom 2.3.1 Game “ Nought (O) and Cross (X) ”: This game is drammatically useful in practising saying sentences or short dialogues To organize it, it is necessary to prepare a table of squares numbered from to as the following one ( teacher can replace squares by pictures or images relating to the content of the practice to make the game more vivid ) The requirements of practice are hiden behind the numbers / pictures 7 Teacher divides the class into teams / groups namely Nought (O) and Cross (X) Each team / group takes turns to choose the number or picture they would like to practise Each correct answer ( good presentation ) will bring the team a mark of a nought (O) or a cross (X) Which team earns a line of marks arranged vertically ( horizontally or diagorally ) will become the winner * Note : Teacher can design this game by using the software POWER POINT * For example : When teaching part B Speaking of Unit : Technology and You, teacher can organize the game “ Nought (O) and Cross (X) ” in Task – Ask and answer about the use of modern inventions * Steps : - Before playing the game, teacher has to make sure that students have mastered the vocabulary relating to the uses of the modern devices, then teacher presents the structures used to talk about them - Teacher gives an example : A : Can / Could you tell me what a cell phone is used for ? B : It is used to + talk to people when you are away from home - Teacher conducts a dialogue as the model : A : Can / Could you tell me what a / an ……… is used for ? B : It is used to + V ( infinitive ) + …………… - Teacher asks students to practise speaking about the uses of the modern devices by playing the game “ Nought (O) and Cross (X) ” as follow : - Teacher shows a table of pictures of modern devives - Teacher divides the class into teams named Nought (O) and Cross (X) each team takes turn to choose the devices they would like to talk about Each completed and good presentation will bring them a mark of (O) or (X) responding to the name of the team At the end of the game, which team gets 3X or 3O in vertical / horizontal or diagoral line will become the winner Not only does this game stimulate students to try their best to present a perfect dialogue with correct vocabulary and structures but it also requires students’ strategy to win the game * Note : We can the same in Task of Part B Speaking of Unit : A day in the life of ….( talk about Quan’s activities ) 2.3.2 Game “ Lucky numbers / stars ” : This game is possibly used in practising short structures or small talks To conduct it, teacher has to divide the information or linguistic data into items hiden behind the numbers / stars Each number / star refers to a requirement of practice ( Note : the quantity of the numbers / stars must be even to make the game equal to the teams ) Teacher probably creats this game with the help of the soft ware POWER POINT as the following illustrations * Lucky stars : * Lucky numbers : Lucky stars 5 - To carry out this game, teacher divides the class into teams / groups The representative of each team/ group takes turns to choose the numbers or the stars they would like to practise The team / group with good presentation will get point If a team/ group chooses a lucky number/ star, their point will be doubled At the end of the game, the winner will be the one with higher score * For example : When teaching part B Speaking of Unit : An excursion, teacher can organize the game “ lucky numbers / stars ” in Task ( talk about the best seats for each person on a boat trip ) * Steps : - Before the game, teacher must make sure that students have understood the information relating to each person’s hobby and requirements - Teacher presents the model used to suggest the best seats for the passengers on the boat trip : I think …………… should sit in section ……… in seat………because ……………( reason 1) and ……………( reason 2) - Teacher shows stars, of them hide the names of passengers ( Mary/ Mrs Andrew/ Susan/ Tim/ John/ Sam ) and the rests are lucky stars Lucky stars 10 - Teacher divides the class into teams Each team takes turns to choose one star If they choose the star with the name of a passenger, they will have to say about the best seat for him/ her and get point provided that their presentation meets the requirement If they luckily choose the lucky star, they will get points for their good practice When the game finishes, the team with the higher score will become the winner * Note : We can the same in Task of Part B Speaking of Unit : The Mass Media ( talk about the main features of the different types of the mass media ) and in Task of Part B Speaking of Unit : The story of my village ( talk about the villagers’ plans and the possible results ) 2.3.3 Game “ Shark attack ” : To organize this game, teacher should prepare several images/ pictures or using the soft ware POWER POINT to design as the following illustration Group A Group B * Note : the number of the stairs must be equivalent to the number of items that students have to practise - Teacher possibly divides the class into 2, or teams / groups The icon of the team/ group will stay the same if the team/ group produces good presentation or if not it will be moved to the lower stair - The team which loses the game is the one with the lowest step of all or being attacked by the shark * For example : When teaching part B Speaking of Unit 14 : The World Cup, teacher can organize the game “ Shark attack ” in Task ( talk about the World Cup winners ) * Steps : - Before the game, teacher gives students an example about the first World Cup : The first World Cup was held in Uruguay in 1930 The final match was between Uruguay and Argentina Uruguay defeated Argentina by to - Teacher presents the model used to talk about the World Cup winners : 11 The …… ( time ) World Cup was held in …… ( host nation ) in………( year) The final match was between …………( winner )and………….( runner up ) ………………( winner ) defeated ………………( runner up ) by ……( score ) - Teacher divides the class into teams Team B Team A Team C - Teacher asks the teams to take turns to talk about the World Cup from nd to 16th ( using the table in Task ) The icon of the team/ group will stay the same if the team/ group produces good presentation or if not it will be moved to the lower step - At the end of the game, which team is attacked by the shark or stands at the lowest step will become the looser * Note : We can the same in Task of Part B Speaking of Unit 11 : National Parks ( talk about what the students in Nga’s class wish they had or hadn’t done during their excursion ) and in Task + of Part B Speaking of Unit 13 ( talk about the feelings about each kind of film and the preferences for film ) 2.3.4 Game “ Magical Wheel/ Hat ” : This is a greatly interesting game which strongly attracts students’ attention because of the surprising scores - To carry out this game, it is advisable that teacher prepare a model of a Magical Wheel / Hat like the following illustration ( or it may be created by using the soft ware POWER POINT ) 12 Points - This game is held by dividing the class into 2,3 or teams/ groups depending on the items of practice Each team / group takes turns to practise and the team/ group is allowed to spin the Wheel/ Hat if their practice meets the requirements or vice versa - The score of the team/ group is the total point they earn after each time they are allowed to spin the Wheel/ Hat The first prize will be given to the team/ group with the highest score of all * For example : When teaching part B Speaking of Unit : Undersea World, teacher can organize the game “ Magical Wheel/ Hat ” in Task ( talk about the consequences and possible sollutions to some threats to the health of the Oceans ) * Steps : - Before the game, it is obligatory that teacher make sure that students have got thorough grasp of the vocabulary and ideas referring to protecting the oceans that are given in Task - Teacher gives students an example : A : Sea animals are being overhunted, This makes the marine life unbalanced B : We should not fish for species that are limited, threatened or endangered - Teacher presents students a model : A : ………………….( raise a threat to the health of the oceans ) This makes ………………………………… ( consequence ) B : We should / had better ………………… ( suggest a sollution ) - Teacher divides the class into teams ( A and B ), each team takes turns to present their dicussions about threats given : 13 Beaches are filled with plastic bags, pieces of glass and cigarette buts Whales and sharks are still hunted for food, medicine, and other products Explosives are used to catch fish and other sea animals Oil is spilled from tankers - Each team has to present dicussions about threats The team is allowed to spin the Wheel/ Hat if their presentation fulfills the requirements of the task That means each team will maximumly has two chances to spin the Wheel / Hat - When the game finishes, which team gets the higher total score will gain the victory * Note : We can the same in Task of Part B Speaking of Unit : School Talks ( make small talks on the given topics ) 2.3.5 Role Play Game : This game is usually organized in the speaking lessons with long conversations or interviews with a large number of linguistic data The attraction of this game is the sense it brings to the students of being a star, an actor or actress playing a role in a scene of a film or an MC speaking in a television programme To organize this game, teacher divides the class in to pairs/ groups ( depending on the content of the conversation ).Then teacher requires the pairs/ groups to play the roles to practise * For example : When teaching part B Speaking of Unit 12 : Music, teacher can organize the “ Role Play Game” in Task ( talk about music ) * Steps : - Before the game, teacher guides students an interview model about music : MC : What kind of music you like ? Guest : I like …………………… MC : Why you like it ? Guest : Because ………………… MC : What is your favourite band ? Guest : It is ……………………… MC : Who is your favourite musician ? Guest : ………………………… MC : What is your favourite song / piece of music ? Guest : It is ……………………… MC : When you listen to music ? Guest : ……………………………… - Teacher divides the class into pairs playing roles of a guest and an MC of a talk show on television - Teacher sets the scene : you are taking part in a talk show named “ My Favourite Musician ” on television - Teacher asks the pairs to practise the interview - Teacher calls some pairs to practise the interview - Teacher calls some pairs to display in front of the class 14 * Note : We can the same in Task of Part B Speaking of Unit : People’s background ( interview a classmate about his / her background ), Task of Part B Speaking of Unit : Special Education ( interview your partner about his/ her lower secondary school ), and in Task of Part B Speaking of Unit 16 : Historical places ( give a short introduction about a historical place ) 2.3.6 Using “ Flipgrid” app After lesson , teacher will ask the students to record a video.Using Flipgrid in the classroom is easy! Whether you are using Flipgrid in Google Classroom or Microsoft Teams, adding Flipgrid to your teaching and learning repertoire is one of the finest ways to incorporate technology into your classroom In this post, we will dig into how to add to Google Classroom and Microsoft Teams give you a few quick ideas to get started I have had the following results : 15 Because there is no time for all practising, so I had to assign it to my students after school or at home My students, after that, perform the task in their free time after classes, and then hand in the product before the deadline 16 17 2.4 Effectiveness of the Teaching Experience As mentioned above, Games play a vital role in practising speaking skill However, from my own experience, I have realized that to take full advantages of the games, it is advisable that teacher should grasp the following principles : First of all, teacher has to prepare the games very well and carefully This is the key to control the class and endure the students’ excitement Moreover, the games should be short, simple and easy enough to understand If they are too long or complicated, they will make students tired and eazily lose their interest To sucessfully organize the games, teacher ought to well organize the class with the highest attention When dividing the class into pairs or groups, make sure that they are equal in quality During their practice, teacher has to take a role of a controller and observer to know for certain that they are actively working In addition, the games must be diversified If teacher organizes the same game in every speaking lesson, students will feel bored, which results in dull studying atmosphere, little participation and low quality The COVID-19 pandemic has changed education forever I think online learning can be as good or even better than in-person classroom learning Therefore, “Flipgrid” app brings a lot of advantages for students when they are practising speaking skill during the Coronavirus pandemic RESULTS OF THE RESEARCH After using this technique, I have had the following results of the convey from classes10 C3 and 10 C4 at the end of the school year 2020 - 2021 Class Before applying experience Excellent Average Weak – good (bad) 10 C3 30% 45% 25% 10 C4 37% 40% 23% After applying experience Excellent Average Weak – good (bad) 35% 58% 7% 40% 55% 5% 18 It is indicated from the table of statistics above that, the qualities of the subject have considerably changed They are much higher and better than those at the beginning of the school year Up to now, there’s been enough evidence to affirm that organizing games in speaking lessons has resulted in much effect in teaching English PART CONCLUSION In conclusion, after trying to apply app and organizing games in teaching speaking lessons for the 10th grade students at Quang Xuong II High school, I have found that all the students have been stimulated at speaking skill Students have had a lot of opportunities to practise their speaking activities The fact is that organizing games and app in speaking lessons is actually creating motivation and contexts for students to enhance their excitement, activeness, positiveness and creativeness in practising speaking skill Thanks to integrating games in speaking lessons, students will not feel practising speaking skill a hard work and get embarrassed or lose their self confidence On the other hand, they will excitingly take part in the competitive games Besides that, games enable students to raise the sense of initiative and try their best to drill their speaking skill better and better after each lesson to grasp the chances to win the next games In the renovation period of teaching methods, there have existed a wide range of techniques used to enhance the quality of teaching and studying From my years’ time of experience, accessing to a various number of positive and advanced teaching methods and techniques, I myself have drawn a productive technique of organizing games and application in English speaking lessons In this method, I realized most students worked harder, expressed more ideas, became more active and interested in the lessons and especially had more satisfactory results despite the fact that they are the students of Quang Xuong II - a rural high school LEADER’S CONFIRMATIONS ( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ ) Thanh Hoa, May, 20 th 2021 I strongly ensure this is my own work without copying from any other’s Writer Nguyễn Thị Thúy 19 REFRENCES Larsen-Freeman, Diane 2001.Techniques and Principles in Language Teaching Oxford University Press C.Richards, Jack and S Rodgers, Thedore 2001 Approaches and Methods in Language Teaching Cambridge University Press Bộ Giáo Dục Đào Tạo Tài liệu tập huấn DẠY HỌC VÀ KIỂM TRA, ĐÁNH GIÁ KẾT QUẢ HỌC TẬP THEO ĐỊNH HƯỚNG PHÁT TRIỂN NĂNG LỰC Hà Nội - 2014 Hoang, V.V., Hoang, T.X.H., Minh, D.T., Phuong, N T., Tuan, N.Q (2013) Tiếng Anh 10 Hanoi: Viet Nam Education Publishing House http://rubistar.4teachers.org/ http://www.rubricbuilder.com/learn.html#format http://landmark-project.com/classweb/tools/rubric_builder.php3 8.www digitale- schedule net/ flipgrid 9.www.edutopia.org/article/9-news-use-flipgrid-classroom 10.www.hn.ams.vn/sites/default/files/huong dan flipgrid 20 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Thúy Chức vụ đơn vị công tác: Trường THPT Quảng Xương II Cấp đánh giá Kết xếp loại đánh giá TT Tên đề tài SKKN (Ngành GD xếp loại cấp huyện/tỉnh; (A, B, Tỉnh ) C) Sử dụng trò chơi để thực Sở GD&ĐT Thanh Hoá C hành từ vựng Tiếng Anh lớp Năm học đánh giá xếp loại 2011 2012 10-11 APPLYING 'PROJECTBASED LEARNING' IN TEACHING TIENG ANH 10 AND ITS COMPETENCEORIENTED ASSESSMENT TO 10TH GRADE STUDENTS AT QUANG XUONG II HIGH SCHOOL Sở GD&ĐT Thanh Hoá B 2019 -2020 21 ... that organizing games in speaking lessons has resulted in much effect in teaching English PART CONCLUSION In conclusion, after trying to apply app and organizing games in teaching speaking lessons. .. exciting atmosphere, raise students’s love for speaking English and help them increasingly upgrade their speaking skill by “ Organizing games and using application in English speaking lessons of English. .. organized in speaking lessons is up to 95% It can be concluded that organizing games in speaking lessons is certainly effective in teaching speaking skill It is known that applying games in teaching