HANOI UNIVERSITY

DEPARTMENT OF POST- GRADUATE STUDIES

MA THESIS PROPOSAL

Name : Chu Tra My

Institution : K16 Anh, Hanu
Specialty : English
Code No. :
Thesis Title : The effectiveness of language games in improving vocabulary
retention for students at Sunvale English center: An experimental research

I. Statement of the problem:

To meet the increasing demand of learning English, communicative approach is now widely
employed to make it more effective and enjoyable in many English centers. Learning a second
language in general and English in specific includes the manipulation of four main skills:
reading, listening, writing and speaking. One important factor of all four skills that underlines
the success of second language acquisition is the amount of vocabulary one possesses.
Despite the importance of vocabulary and the fact that the vocabulary forms the biggest part
of the meaning of any language, it is also the biggest problem for most learners...

Taken into consideration that teenage learners are apathetic and difficult to be motivated, they
often don’t pay much attention and feel boring in English lessons, language games and group
activities seem to be a good motivation to help them concentrate more on the learning and
memorize English vocabulary better after learnt units. According to many language
researchers, using games is one of the most effective techniques in learning and memorizing
vocabulary. Because they could find easy and fun to learn English, since during the game
atmosphere the teacher can influence the class in an active and positive way.

Games also help the teachers to create contexts in which the language is useful and
meaningful. The learners want to take part and in order to do so must understand what others
are saying or have written, and they must speak or write in order to express their own point of
view or give information. Thanks to games, shy language learners will have more chances to
speak and show their feeling and opinions in English as much as they can. According to

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Richard-Amato (1996:10), even though games are often associated with fun, we should not
lose sight of their pedagogical values, particularly in foreign language teaching and learning.
Games are effective because they provide motivation, lower students' stress, and give
language learners the opportunity for real communication. Yet, there has been much prejudice
that games are just for fun, not for educational purposes. However, Kim (1995:23) disagreed
with the above prejudice, he said that there is a common perception that all learning should be
serious and solemn in nature and that if one is having fun and there is hilarity and laughter,
then it is not really learning. This is a misconception. It is possible to learn a language as well
as enjoy oneself at the same time. One of the best ways of doing this is through games. Based
on those conditions, in this study, we try applying games in review lessons for vocabulary as
they may give the positive effect on the students’ interest and motivation in studying English
as well as to increase their vocabulary retention in the future.

II. Previous research

Previous research proved that language games bring a lot of benefits to language learning.
According to David and Hallowell (1977), “games promote active, student-centered learning.”
This is because games can motivate students’ involvement in solving problems, practising old
skills and mastering new skills. They learn from one another by interaction, or in other word,
games are popular now in communicative approach classroom. Overseas, there have been
several research works pertinent to vocabulary teaching and learning through games. One
research was implemented by Agnieszka Uberman (1998), from the English Department of
Pedagogical University in Rzeszow, Poland. In her study, she examines the use of language
games for presentation and compares them to the traditional techniques. The results showed
that the experimental group was more active and interested in vocabulary learning and they
acquired new vocabulary better.

However, according to another researcher, Ngoc (2009) assumed that those results may be
limited due to short time of experiment and the sample of survey. In Vietnam, up to now there
have been a certain number of studies on using games for different learning fields such as
speaking practice, revising new items, words and grammar as well Ha Thi Lan (2003)
carried out an A.R on the effect of communicative activities of pair work and group works on
students’ motivation in speaking. The subject of the study was 30 students at Thai Binh
School. In order to collect data, the researcher used a combination of 2 instruments:

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questionnaire and classroom observation. She found out that the students were passive in
speaking because of the lack of appropriate communicative activities in class.

Another study was carried out by Hoang Thi Ngan (2006) with the purpose of finding how to
motivate students to speak at Gia Loc Senior Secondary School. The subjects of the study
were 186 students in Grade 11 and 8 teachers. The data collection instruments were
questionnaire and interview. The findings of the questionnaire and interview showed that the
students had great interest in various teaching techniques and communicative activities used
by their teachers. Their preferable teaching techniques were those which gave them friendly,
enjoyable and cooperative atmosphere in which they were given much more opportunities to
speak the language such as games, visual aids, etc.

Another research was done by Tran Thi Thu Huyen (2008) “Roles of language games in
revising items for primary school children at Hanoi children’s palace”. She concluded that
language games can be useful in helping memorization and keeping motivation for children.
The children think that they are having fun, but with a carefully chosen game, the teacher
knows that they are learning too. However, to use game effectively, teachers should be
flexible when choosing and adjusting games in their class. They should pay more attention to
the children who are shy and not quick in participation in the game. Moreover, some children
are familiar with regular revising method and they feel more comfortable and learn better with
it. Teachers should notice this point and make necessary combination of those types. The
author also emphasizes that the generalization ability of her study to other context is limited
because of the experiment upon a small population of learners and other factors such as mood,
learning condition, etc... are beyond the researchers’ control.

Lately, Do Thi Quyen (2010) carried out the research “Using games to motivate the 8th form
students in speaking lessons at Nam Trieu secondary school.” She draw a conclusion that
teachers should consider language games are an integral part of lesson, providing students the
possibility of intensive practice, creating a learning atmosphere full of cooperation, relaxation
and enthusiasm. Moreover, topics, materials and types of games, modified games and level of
students must be taken into consideration when games are chosen. Moreover, the author also
pointed out that other data collection tools such as: video recorder, interview should be
exploited for further research as observation and questionnaires are subjective. Also, due to
shortage of time, limit of knowledge and scope of the study, the previous authors had no
chance to deal with other factors that affect students’ motivation in speaking lesson such as

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aptitude, competence, previous language background, level, students’ belief about themselves
such as anxiety, expectations..., four language skills and language elements cannot be covered
for example: writing, listening, vocabulary and grammar.
There have been a large number of theses and studies about games and workgroup activities
to improve English vocabulary learning and retention but my study is original in my context
and it helps me to find out the suitable techniques to enhance learning ability of the students.

III. Aims/Questions and/or hypotheses

The aim of this study is to find the answers to these following questions:
1. Is there any improvement in learning new vocabulary in experimental group in
comparison with controlled group according to post-test’s results?
2. What are students’ evaluations of the effectiveness of language games in learning
vocabulary?

IV. Methodology

Because this is an experiment, a combination of three data collection instrument:

questionnaire (after the project), three - weekly records and pre-test, post test for achievement
assessment will be used to collect and analyze the data. Through the experiment, it is
necessary to discover the student’s attitude towards to use of language games in their class. In
order to collect data on their attitudes, an attitude questionnaire was used. An attitude
questionnaire was chosen because it is one of the most popular data collection instruments
among researchers in general and ELT research in particular (Market and Morehouse, 1994) .
Three-weekly records are conducted in both groups in 6 weeks of the experiment including
list of new words students can learn after a lesson and their feelings about each game. The
pre-test was done before the treatment to see if the two classes were at same level as
supposed. The post-test will be distributed to the students right after the course ends to assess
the student’s retention after the experiment.
 The independent variables in this study are two ways of vocabulary review after
lessons, which are called treatments: Language games are used for the experimental
group. These are applied to the experimental group to help the students remember new
words better, to motivate the students practice the usage of new words, write sentences
with correct meaning and context during the games. There are many kinds of revision
games to be used: Lucky number, unscrambled words, crosswords... Another one is

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 regular revision exercises which are applied to review for the controlled group: such as
definition matching, translation, gap-fill, multiple choice, etc.
 The dependent variable is a variable which changes or influences according to changes
in one or more independent variables. The dependent variables considered in this
experiment are the number of words the students can retain through the results of post-
tests and students’ attitude to new treatment through questionnaires.

V. Subjects

This research will be applied to 2 classes B1-2 (control group) and B5-6 (experimental group)
including 20 students approximately in each class. They are all students of elementary level,
ranging from 15- 16 years old. Both classes had relatively similar result in the placement test
into the English center, this make it possible to select two classes having almost the same
English level. They are following an elementary course with main material as Student’s and
Workbooks “Solutions Elementary” (Tim Fall, Paul A Davies, Oxford University Press). The
course lasts 36 hours (12 weeks, at 2 lessons per week and 1.5 hours per lesson). Before the
experiment, they will finish haft of the course. The researcher is in charge of teaching the two
classes, applying two types of vocabulary review: language games for B 5-6 and regular
exercises for B1-2.

VI. Settings

The study is carried out at Sunnyvale English center (inside Trung Tu primary school) as
mentioned above, which is a haft private own company, mainly for kids and teenage learners.
With the foundation for 10 years, now there are more than 1,000 students learning here. The
students have the chance to study under both Vietnamese and native teachers here. The study
is carried out for about 6 weeks. As mentioned above, besides using quasi-experimental
nonequivalent groups pretest and posttest, questionnaires and weekly records are also used as
important data collection tools. The questionnaires are distributed to 40 students of the control
and experimental group B1-2, B 5-6 after 6 weeks.

VII. The significance of the study

Despite many explored advantages and limits of studies about language games within the
country and overseas, it is supposed that the experiment may be helpful for the researcher to

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improve vocabulary teaching way by language games in her original context only. Especially,
in the English center, the students must be provided with interesting atmosphere and high
motivation for learning, creating more chances to communicate and relax after their school
hours. Then games which have been used in the language class as warm-ups at the beginning
of class, fill-ins when there is extra time near the end of class are effective when the students’
affective filters are down.

VIII. Proposed Schedule/Timetable

Proposed schedule

- 02- 03/2011 : Handing in the final draft of the thesis proposal.

- 03-04/ 2011 : Completing Chapter I + II

- 05-06/2011 : Collecting, decoding and analyzing data

Complete Chapter III -IV -V

Proposed supervisor: Nguyen Thu Le Hang, M.A.

OUTLINE OF THE THESIS

Abstract
Table of content
Acknowledgements
List of table and figures
Chapter 1: Introduction
1.1 Background to the study
1.2 Statement of the Problem
1.3 Aims of the study and research questions
1.3.1 Aims of the study
1.3.2. Research questions
1.2 Scope of the study.
Chapter 2: Literature review
2.1. Vocabulary teaching and learning
2.1.1. What is involved in learning a word?
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2.1.2. Stages in word learning
2.1.3. Factors affect vocabulary acquisition
2.1.4. Some implications for vocabulary teaching
2.2. Games for vocabulary teaching
2.2.1. Games for language teaching
2.2.2. Word games
2.3. Related studies to the research
Chapter 3: Methodology
3.1 Method
3.1.1. Research questions
3.1.2. Subjects
3.1.3. Variables
3.2. Data collection instruments
3.2.1. Questionnaires
3.2.2 Weekly records
3.2.3. Pre-test and post-test
3.3. The procedures
3.3.1. The pre-test procedure
3.3.2. The experiment procedure
3.3.3. The weekly record procedure
3.3.4. The post test procedure
3.3.5. The student’s questionnaire procedure
3.4. Design of data analysis
3.4.1. T-test for test results analysis
3.4.2. Analysis for questionnaire results
Chapter 4: Results and discussion
4.1. Results from the tests
4.1.1. Analysis of results of the pre-test and post-test
4.2. Results from weekly records
4.3 Results from learner questionnaires
4.4. Summary of findings and discussions
Chapter 5: Conclusion and Recommendations
5.1. Recommendations on word games application
5.2. Limitations and suggestions for further studies
5.3. Conclusion

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BIBLIOGRAPHY

REFERENCES

Burden, P.A & Byrd, D. (1994). Method for effective teaching - Boston, MA: Ally & Bacon

Carter, ROMs Cathy, M. (1988). Vocabulary & Language Teaching. London;

Connie L. Shoemaker , F. Floyd Shoemaker, 1991, Interactive Techniques For The ESL
Classroom. Heine and Heine

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Malaysia:Longman.

Maykut, P. & Morehouse, R. (1994). Beginning qualitative research. London: The Falmer
Press.

Nation, I.S.P (1990). Teaching and learning vocabulary. New York: Newbury House.

Nunan, D. (1992). Research Methods in language Learning. Cambridge University Press

Ur, Penny. 1996. A Course in Language Learning: Practice and Theory. Cambridge:
Cambridge University Press.

Wright, Andrew et al. 1984. Games for Language Learning. Cambridge University Press

Uberman, A. (1998). The use of Games for Vocabulary Presentation and Revision Forum
magazine. Vol 36 N01, January-March 2001 from the World Wide

http://edition.tefl.net/ideas/games/15-classroom-language-games/

http://www.pdf-searcher.com/USING-GAMES-IN-ENGLISH-LANGUAGE-LEARNING-
Mrs-Josephine-Rama.html

http://jasmansyah.co.cc/wp-content/uploads/2009/05/teachers-problem-in-the-sepaking-
class1.do

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APPENDICES

APPENDIX 1: QUESTIONNAIRES

QUESTIONNAIRE SAMPLES (Phung Thi Bich Ngoc, 2009, tr. 61-68)

QUESTIONNAIRE I

This questionnaire is designed to find out the attitudes of the students at Sunvale English
center about new word revision by regular practice exercises in class.

This questionnaires are only just for research, not for other aims. All personal ideas will be
kept secret. And nobody, besides the researcher can know your ideas. The results got from the
questionnaire will not influence your academic results.

Please read these statements and questions and do as the following instructions:

I. Your attitudes towards regular practice exercises:

Instruction: Please circle the letter that best reflects your feelings. You can choose the degree
of your feelings when you learning vocabulary through regular exercises as followings:

CA (completely agree), A (agree); N (not sure); D (disagree); CD (completely disagree).

1. Revising word meaning through regular exercises is

a. interesting CA A N D CD
b. pleasant CA A N D CD
c. amusing CA A N D CD
d. helpful CA A N D CD

2. Revising word meaning through practice of regular exercises you feel

a. excited CA A N D CD
b. active CA A N D CD
c. motivate CA A N D CD
d. comfortable CA A N D

3. When answering the teacher’s questions you feel:

a. excited CA A N D CD
b. self-confident CA A N D CD
c. motivate CA A N D CD

9
d. comfortable CA A N D CD

4. Do you like or dislike the followings in the exercises tasks?

Instruction: Make a cross (X) under the thing that is suitable for your choice:

Tasks in regular practice exercises Your ideas

like No idea dislike total
Matching pictures with word
Filling the blank with written
words from the box
Choosing the correct word to fill
in the blank
Completing the sentences with cue
words
Translating English sentences into
Vietnamese
Odding one out

II. Your opinion about the effects of regular practice exercises on your vocabulary
revision:

Instruction: Please circle the letter that best reflects your opinion to which you agree through
regular practice exercises as following:

CA (completely agree); A (agree); N (not sure); D (disagree); CD (completely disagree)

5. Regular practice exercises helped you

a. remember new words better CA A D N CD

b. remember new word faster CA A D N CD

c. work more actively in the lesson CA A D N CD

d. be more motivated CA A D N CD
e. be more interested in learning new words CA A D N CD

f. concentrate on the lesson CA A D N CD

III. Your opinions on the use of regular practices on vocabulary revision in the future:

6. Do you think that regular practice exercises will be used for vocabulary revision in the
future?

10
Instruction: Please tick the appropriate answer:

Yes ........ No ....... No idea ...........

7. If you say yes, give your reasons:

.......................................................................................................................................................
.......................................................................................................................................................
....................................................................................

8. If you say no, give your reasons:

.......................................................................................................................................................
.......................................................................................................................................................
.....................................................................................

Thank you for your cooperation!

PHI ẾU KHẢO S ÁT Ý KIẾN HỌC SINH 1

Phiếu điều tra này được thiết kế để tìm hiểu thái độ của học sinh trung tâm Sunvale về
việc học ôn tập từ vựng thông qua bài tập thông thường.

Phiếu điều tra này chỉ nhằm mục đích nghiên cứu, chứ không vì mục đích nào káhc. Tất
cả những thông tin cá nhân sẽ được giữ bí mật, không ai ngoài người nghiên cứu biết. Kết
quà lấy từ phiếu điều tra này không ảnh hưưỏng gì tới kết quả học tập ở trường của mỗi
học sinh.

Xin vui lòng đọc các câu hỏi và làm theo hướng dẫn sau:

I - Suy nghĩ của bạn về thực hành bài tập thông thường:

Hướng dẫn: Bạn hãy khoanh tròn chữ cái nào biểu thị đúng nhất cảm giác của bạn. Bạn có
thể chọn mức độ cảm xúc của bạn khi thực hành bài tập thông thường:

CA (Hoàn toàn đồng ý); A (đồng ý); N (không chắc chắn lắm)’ D (không đồng ý)’ CD
(hoàn toàn không đồng ý).

11
 1. Nhìn chung, ôn tập từ vựng thông qua các bài tập luyện từ bạn cảm thấy:

a. Thú vị CA A N D CD
b. Dễ chịu CA A N D CD
c. Vui CA A N D CD
d. Hữu ích CA A N D CD

2. Khi ôn từ vựng qua các bài tập luyện tập bạn cảm thấy:

a. Hào hứng CA A N D CD
b. Năng động CA A N D CD
c. Có động lực CA A N D CD
d. Thoải mái CA A N D CD

3. Khi trả lời các câu hỏi của thầy giáo, bạn cảm thấy:

a. Hào hứng CA A N D CD
b. Năng động CA A N D CD
c. Có động lực CA A N D CD
d. Thoải mái CA A N D CD

4. Bạn thích hay không thích những dạng bài tập sau đây khi luyện các bài tập từ vựng:

Chỉ dẫn: Đánh dấu (X) dưới các dạng bài tập phù hợp với sự lựa chọn của bạn:

Các dạng bài tập Your ideas

Thích Không thích Không có kiến
gì
+ Nối từ với tranh cho sẵn
+ Điền từ cho sẵn vào chỗ trống
+ Chọn từ đúng điền vào chỗ trống
+ Hoàn thành câu với từ gợi ý
+ Dịch từ tiếng Anh sang tiếng Việt
+ Chọn từ không cùng nghĩa với các từ
còn lại

II. Ý kiến của bạn về ảnh hưởng của việc thực hành các bài tập đến việc học từ vựng:

Hướng dẫn: Hãy khoanh tròn chữ cái mà bạn cho là đúng với bạn khi làm bài tập luyện từ
vựng:

CA (Hoàn toàn đồng ý); A (đồng ý); N (không chắc chắn lắm); D (không đồng ý); CD (hoàn
toàn không đồng ý).

12
5. Bài luyện tập giúp bạn:

a. Nhớ từ tốt hơn CA A D N CD

b. Làm việc tích cực hơn trong khi học CA A D N CD

c. Năng động hơn CA A D N CD

d. Hứng thú hơn trong việc học từ mới CA A D N CD

III. Thái độ của bạn về việc sử dụng bài luyện tập trong việc học từ vựng ở tương lai:

6. Bạn có nghĩ rằng bài ôn tập này nên được áp dụng trong việc học từ vựng ở lớp sau này
không?

Hướng dẫn: Hãy điền chọn vào chỗ trống thích hợp:

Đồng ý ............. Không đồng ý ............. Không có ý kiến gì ...............

7. Nếu bạn đồng ý, đưa ra các lý do

.......................................................................................................................................................
.......................................................................................................................................................
.....................................................................................

8. Nếu bạn không đồng ý, đưa ra các lý do

.......................................................................................................................................................
.......................................................................................................................................................
....................................................................................

Cám ơn sự hợp tác của bạn!

QUESTIONNAIRE II

This questionnaire is designed to find out the attitudes of the students at Sunvale English
center when revising word meaning through games in class.

This questionnaire is just for research, not for other aims. All personal ideas will be kept
secret. And nobody, besides the researcher can know your ideas. The result got from the
questionnaire will not influence to the study at school. Please read these statements and
questions and do as the following instructions:
13
I - Your attitudes toward revision games:

Instruction: Please circle the letter that best reflects your feelings. You can choose the degree
of your feelongs when you learn vocabulary through language games as followings:

CA (completely agree); A (agree); N (not sure); D (disagree); CD (completely disagree).

1. Revising word meaning through game is

a. interesting CA A N D CD
b. pleasant CA A N D CD
c. amusing CA A N D CD
d. helpful CA A N D CD

2. Word meaning revision through games make you feel

a. excited CA A N D CD
b. active CA A N D CD
c. motivated CA A N D CD
d. comfortable CA A N D CD

3. When you participate in games with your classmates, you often feel

a. excited CA A N D CD
b. self-confident CA A N D CD
c. amused CA A N D CD
d. comfortable CA A N D CD

4. Do you like or dislike the following in game activities?

Instruction: Make a cross (X) under the things that is suitable for your choice:

Games Like Dislike No idea

Word square
Lucky number
Find some one who
Crossword
Rub out and
remember
Guessing the words
through miming
Networks

II. Your opinion about the effects of games on your vocabulary revision:

14
Instruction: Please circle the letter that best reflects your opinion which you agree through
word games as following:

CA (completely agree); A (agree); N ( not sure); D (disagree); CD (completely disagree)

5.Revison word game helped you

a. remember new words better CA A D N CD

b. remember new word faster CA A D N CD

c. work more actively in the lesson CA A D N CD

d. be more motivated CA A D N CD
e. be more interested in learning new words CA A D N CD

f. concentrate on the lesson CA A D N CD

III. Your opinions on the use of word games in vocabulary revision in the future:

6. Do you think that word games should be used for vocabulary in the future?

Instruction: Please tick the appropriate answer:

Yes .... No idea ......... No .....

7. If you say “ Yes”, give your reasons

.......................................................................................................................................................
.......................................................................................................................................................
.....................................................................................

8. If you say “No”, give reasons:

.......................................................................................................................................................
.......................................................................................................................................................
.....................................................................................

Thank you for your cooperation!

PHIẾU KHẢO SÁT SINH VIÊN II

15
Phiếu điều tra được thiết kế để tìm hiểu thái độ của học sinh của trung tâm Sunvale khi ôn tập
từ mới qua trò chơi từ vựng.

Phiếu điều tra này chỉ nhằm mục đích nghiên cứu, chứ không vì mục đích nào khác. Tất cả
những thông tin cá nhân sẽ được giữ bí mật, không ai ngoài người nghiên cứu biết. Kết quả
lấy từ phiếu điều tra này sẽ không ảnh hưởng tới kết quả học tập ở trường của mỗi học viên.

Xin vui lòng đọc các câu hỏi và làm theo hướng dẫn sau:

I. Suy nghĩ của bạn về trò chơi từ vựng:

Hướng dẫn: Bạn hãy khoanh tròn chữ cái nào biểu thị đúng nhất cảm giác của bạn. Bạn có thể
chọn mức độ cảm xúc của bạn khi học từ vựng qua trò chơi:

CA (hoàn toàn đồng ý); A (đồng ý); N (không chắc chắn lắm)’ D (không đồng ý);CD (hoàn
toàn không đồng ý)

1, Nhìn chung, ôn tập từ vựng thông qua trò chơi thì:

a. thú vị CA A N D CD
b. dễ chịu CA A N D CD
c. vui CA A N D CD
d. hữu ích CA A N D CD

2. Ôn tập nghĩa của từ qua trò chơi làm cho bạn cảm thấy

a. Hào hứng CA A N D CD
b. Năng động CA A N D CD
c. Có động lực CA A N D CD
d. Thoải mái CA A N D CD

3. Khi tham gia trò chơi cùng với các bạn trong lớp, bạn cảm thấy:

a. Hào hứng CA A N D CD
b. Tự tin CA A N D CD
c. Rất vui CA A N D CD
d. Thoải mái CA A N D CD
5. Bạn thích hay không thích những hoạt động trò chơi sau:

Chỉ dẫn: Đánh dấu (X) dưới trò chơi mà phù hợp với sự lựa chọn của bạn:

Các trò chơi Thích Không thích Không có ý kiến gì

Trò chơi ô chữ

16
Ngôi sao may mắn
Find someone who
(tìm đúng người, đồ
vật_
Đoán từ
Xoá từ mới đi và nhớ
lại
Đoán từ qua cử chỉ
Trò chơi mạng chữ
6. Trò chơi từ vựng giúp bạn:

b. Nhớ từ tốt hơn CA A D N CD

c. Làm việc tích cực hơn trong khi học CA A D N CD

d. Năng động hơn CA A D N CD

e. Hứng thú hơn trong việc học từ mới CA A D N CD

f. Biết cách sử dụng từ mới trong văn cảnh tốt hơn CA A D N CD

II. Ý kiến của bạn về việc sử dụng trò chơi khi học từ vựng sau này sau này:

7. Bạn có nghĩ rằng trò chơi nên được áp dụng trong việc học từ vựng sau này hay
không?

Hướng dẫn: Hãy điền chọn vào chỗ thích hợp:

Đồng ý........ Không đồng ý .......... Không có ý kiến gì .........

8. Nếu bạn đồng ý, hãy đưa ra các lí do:

.................................................................................................................................................
.......................................................................................................

9. Nếu bạn không đồng ý, hãy đưa ra lí do:

.................................................................................................................................................
.......................................................................................................

Cám ơn sự hợp tác của bạn!

17
TYPES OF GAME SAMPLE

Unit 8. On the menu

Lesson 1. Food and drink word review

WORDSQUARE GAME

1. Find seventeen food and drink words in the wordsearch

M D C H E E S E T E A O
I S T O M A T O E S T R
L V W T T L P R K B M A
K B A C O N G C J A M N
S Q U H A M J E X N L G
A H Y O S K B R E A D E
U W O C T C C E D N U J
S B K O A P E A E A I U
A P P L E S B L E S T I
G M M A G U L A X F O C
E H E T G C O F F E E E
S R R E S D U W A T E R

Procedure:

+ Divide the class into groups (maybe into 4 groups)

+ Each group find out enough the number of words and make the sentences with the words,
which group is the quickest is the winner

18
REGULAR REVIEW EXERCISE

Match the names of food and drink with the pictures

1. Milk 2. hot chocolate 3. coffee 4. apple 5. water 6. tea

7. Bread 8. juice 9. orange 10. cheese 11. bacon 12. cereal

A........ B.......... C........... D..........

E........ F.......... G........... H..........

I......... J........... K........... L..........

M........ N........... O........... P..........

19
Q ........

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