Skkn chapter 1 statement of research problem

Part INTRODUCTION yj kl The Aims of the Study pq h fg Many have been said about the weaknesses of the traditional English teaching ot ut method in Vietnam, and the strengths of the communicative language teaching ng approach However, the general situation of Vietnam’s English teaching and hi ep learning at present is not very satisfactory, as “dumb English” is still stubbornly rooted in a large number of English learners So it is safe to say that there is still w n a long way to go in English teaching reform and improving the English teaching lo ad quality of Vietnam Sometimes it is easy to get a new method like the y th communicative language teaching approach heard but difficult to get it accepted, ju yi understood and applied to practical classroom teaching in the end Therefore, it pl al ua is not out of date to discuss the techniques of applying the communicative an nv language teaching approach to classroom teaching In this document, on the ll fu basis of pointing out the disadvantages of the traditional teaching method, I oi m discuss and explore one way to teach students effectively – using games in nh teaching English speaking skill, which is often considered as one of the best way at to get the students involved in the classroom activities in which their z z communicative ability is practised and improved Language games, as one of the vb jm ht most valuable and effective techniques in English language teaching, have been m kg used for a long time by many western teachers However, they are less used in l.c Vietnam, especially in High School English Teaching classrooms Most teachers om and students think games are a waste of time or just a fun activity for students an Lu In this article, I propose to talk about the importance of using games in English Teaching and list eight types of games to practise students' speaking Finally, games is stated New Points and Benefits Bringing Innovations - These suggestions focus on explaining how to design activities for some speaking tasks in the textbook to facilitate teaching speaking skill to students at n va some considerations are put forward on using games and the success of using low level basing on the theory of adaptation and principles as well as approaches yj kl pq of teaching speaking h fg - The measures have been applied in teaching and preparation for the tests and ot ut exams at Tien Du high school over the past two years They may be useful ng reference materials for students as well as colleagues in teaching and learning in hi ep new ways Contributions of the Study w n The measures help my students not only practise speaking English better but lo ad also feel more confident in communication It also contributes to improving the y th quality of English subject in school and bringing students themselves good study ju yi pl results al ua With a core knowledge base limited to the current textbook curriculum content, an nv the measure proves to be accessible to a wide range of students Therefore, the ll fu ability to apply these measures in practice is feasible and easy to implement In oi m the future, the author hopes to receive the comments from colleagues and nh students to continue improving the study further, turning the measures into a at valuable reference material for the work of teaching and learning z z l.c m kg jm ht vb om an Lu n va Part CONTENT yj kl Chapter 1: STATEMENT OF RESEARCH PROBLEM pq h fg For years, the main method of teaching English in Vietnam is like this: firstly, ot ut the teacher explains the new words in the vocabulary list by giving definitions ng and examples Then he/she will give a brief introduction to the background of hi ep the task When dealing with the task, the teacher always explains and translates it sentence by sentence or even word by word, sometimes with a few questions w n which seldom elicit answers or responses from students Finally, a reciting task lo ad or translation exercise is given to the students In short, the traditional way of y th English teaching is teacher-centered and language-knowledge-focused The way ju yi of teaching English is similar to that of teaching mathematics: new words pl al ua presented, related grammar explained, and then written exercises assigned; if an nv students can the exercises well, it means that they have learned the language ll fu knowledge well, and then the lesson moves on Under such pattern of teaching, oi m students are passive information receiver and written exercises doer They can nh remember large numbers of words and grammatical rules, and they can very at well in exams, but they scarcely have chances to express themselves in the z z target language and test their understanding of the received information about vb jm ht the language And they are found having a lot of difficulties in communicating m kg with others in English This phenomenon is ironically defined as “Dumb om students l.c English”, which is the “product” of long hard work of both teachers and an Lu As you know, our students have learnt English at primary and secondary schools However, English is still the most difficult compulsory subject for them them find studying this subject difficult The reason for this is that they come from low- income families in a rural area and not have the chance to use English outside classrooms Their parents are mainly farmers who cannot help them at all in studying English and they not have enough money to support their children to learn English in extra classes in Foreign Language Centres As n va as it is a foreign language Besides, they are not good at English so many of a result of this, these students have no motivation and encouragement, no good yj kl pq conditions to study and they not find English useful and important They are h fg not well supported in their study This means that their levels and motivation to ot ut learn English are rather low ng Actually, most students have no good conditions to study, so English learning is hi ep still limited And students rarely get access to good studying orientation, especially to learning English skills For the past few years, the school's w n enrollment scores have been very low as it is a rural school In fact, no one in lo ad my school has ever got mark 10 in English subject in the GCSE exams The y th number of students getting marks from to has accounted for the large ju yi proportion in some recent school years From 2019, I am in charge of teaching pl al ua English for grade 10, 11 and 12 students I love teaching and I want to be a good an nv teacher I know my students’ difficulties when studying English In other words, ll fu I want to help the students achieve the goal that they set in their lives During oi m the time of teaching English, I have realized that it is significant to change my at through useful games nh methods of teaching and my students’ view about learning speaking skill z z l.c m kg jm ht vb om an Lu n va Chapter 2: THE PROBLEM SOLUTIONS yj kl The Real Situation and the Reason to Choose This Study pq h fg We can see that English is a compulsory subject in the national curriculum as ot ut well as in the GCSE exams in our country Students have to learn English from ng grade until grade 12 But only reading, writing skills and grammar are tested hi ep in the national exams So listening and speaking are not really paid much attention by the teachers and the students The problem we have to face is how w n to raise students’ awareness of speaking skill and make speaking lessons more lo ad interesting so that they will learn it better In the international relationship, y th English speaking ability is very important to be able to participate in the wider ju yi world of work The speaking skill is measured in terms of the ability to carry out pl al ua a conversation in the language This really makes teachers and parents think that an nv speaking ability should be mastered by their students and children Basing on ll fu the fact, I focused on doing research on methods to teach and learn speaking oi m skill that will help students improve their speaking skill and help my teacher nh colleagues have more practice teaching methods in speaking classes at My school uses the new national English syllabus for high schools by the z z Ministry of Education and Training (MOET) named Tieng Anh for Grade 10 vb jm ht students It aims at helping students to achieve pre- intermediate communicative m kg competence In this school year, the textbooks, Tieng Anh 10 (new), 11 and 12 l.c all consist of 10 units For every unit of English lesson, four language skills such om as reading, listening, speaking and writing as well as language (vocabulary and an Lu grammar), communication and culture and project are included and taught in periods The speaking lessons are also theme-based and task-based However, as written forms Although speaking skill accounts for 20% of the test at the end of each term, there is no period given for students to the speaking tasks during the term So the teachers often use time in different lessons to consolidate to evaluate students’ speaking skill n va a matter of fact is that tests of all levels at secondary schools are almost in Knowing the drawbacks of teaching and learning English at the current time, I yj kl pq have done research to find out solutions to improve the students’ speaking skill h fg through games However, before applying the solutions, I looked more closely ot ut at conveniences and obstacles for the implementation of games in teaching ng English hi ep * Conveniences: + The recent renewal of tests and assessments of English has strongly raised the w n sense of individual learners lo ad + In the current context, more and more attention is focused on the creativity of y th students in learning towards the promotion of qualities and abilities ju yi + The interaction between students and teachers when using active methods in pl al ua the teaching process often flashes the students with wonderful ideas oi m * Obstacles ll fu in recent years it has been improved an nv + The input quality of English of Tien Du High School’s students is low, but at working in groups nh + It was the non-interest of students in achieving communicative competence or z z + Speaking skill is not tested in all exams, that’s the reason why it is ignored by jm ht vb students and, sometimes, teachers l.c speaking m kg + Large class-size of mixed-level students causes difficulty in teaching I still expect to promote potential students’ capacity through my study: “Using Solutions to Improve the Students’ Speaking Skill through games 2.1 Solution 1: Suggestions on using games There are four elements which should be taken into consideration when playing games in English class Teachers should keep them in mind and apply the above n va games to teach speaking skill effectively” an Lu answer teacher’s or friends’ questions correctly om + It is students’ inhibition Students feel ashamed when they are unable to discussed games to the practical situation appropriately in order to achieve the yj kl best results pq h fg 2.1.1 Time ot ut The amount of teaching time devoted to games depends on the individual ng teaching content, but it will probably be a relatively small proportion of the total hi ep teaching time They can be used to open or close a lesson in a stimulation way, to punctuate a lesson, to relieve tension after a test or concentrated practice w n session, or at any time that the teacher feels appropriate It is important that they lo ad are used positively, to give students enjoyment and useful practice ju y th 2.1.2 Choice yi In each category of game mentioned above, there are different kinds of games pl al ua So the teacher must take many factors into account when deciding which game an nv would be most appropriate and most successful with his or her students at any ll fu time He or she should consider the level of the students, the main aim of having at 2.1.3 Preparation nh availability of aids and materials oi m a game, the interest of the students, the appropriate time to use a game and the z z Games may be good fun but they need to be carefully prepared and organized vb jm ht Firstly, the teacher should find a good game in a book or invent one Then he or m kg she must be sure that the necessary facilities are available An overhead l.c projector can be very useful if one is available If not, a typewriter and cards and om the objects needed should be prepared in advance Also, the teacher should an Lu ensure clear handwriting on paper or cards so that the students will take the teacher's intentions seriously Finally, the teacher must work out how the game in what to It is important to try to anticipate any logistic or linguistic problems that may occur in order to be able to deal with them effectively 2.1.4 Management The teacher must decide in advance how to organize the students and the classroom so that the setting up of a game can be carried out as quickly and n va is to proceed, what the students will need to and how they will be instructed smoothly as possible It is advisable to encourage pair and group work where yj kl pq possible, as this will increase student participation and the amount of language h fg practice offered to each student will be much greater While the students are ot ut working, it is useful for the teacher to keep a close eye on pairs or groups to ng help, correct or stimulate less active students The teacher should stop a game hi ep and change to something else before the students become tired of it In this way, their willingness and concentration are retained w n 2.2 Solution 2: Using some Typical Games lo ad As stated above, the main purpose of using games in English classes, especially y th in speaking sections, is to practise students' different skills, especially their ju yi communicative ability Here, eight types of games from published sources pl al ua (Carrier 1980, Ellis 1986, Harmer 1985, Kallsen 1982, Klippel 1984, MaCallum ll oi m 2.2.1 Guessing Games fu discussed and explored an nv 1980, Porter-Ladousse 1987, Stern 2002, Willis 1982, etc.) are identified, nh The basic role of guessing games is very simple: one person knows something at that another one wants to find out The thing to be guessed can differ greatly z z from game to game It can be a word, an object, an activity or many other vb l.c 2.2.2 Picture Games m kg and asking questions jm ht things Guessing games are useful in helping students practise logical thinking between pictures, such as narrative sequence; Describing key features so that story according to the given picture Most of these picture games involve the learners in the relatively free use of all the language at their command and at the same time give them the opportunity to practise their speaking and listening 2.2.3 Sound Games n va someone else may identify them or represent them in a similar way; Making a an Lu Considering differences or similarities; Considering possible relationships om Picture games include several types: Comparing and contrasting pictures; Sound effects can create in the listeners’ mind an impression of people, places yj kl and actions There is a demand for the listener to contribute through the pq h fg imagination This inevitably leads to individual interpretations which mean that ot ut the listeners can exchange their points of view and express opinions and ideas ng This kind of games can stimulate students' imagination and thinking, and offer hi ep them a chance to practise their listening and speaking Students can make guess at the object described by sound, or make dialogue or a story w n lo 2.2.4 Mime ad Mimes can be done in pairs, groups or even by the whole class One side has to y th perform the mimes for the other side so that the answer can be found It can be ju yi an object, action or person So miming activities are valuable language-learning pl al ua situations Guessing something is linked with the real desire to find out and thus an nv is a true communication situation Miming trains the students' skill of oi m facial expression in communication ll fu observation and improvisation It emphasizes the importance of gesture and at nh 2.2.5 Fact-finding Games z z This mainly deals with general knowledge and is a very practical exercise vb jm ht Every day, there is something important happening, so the students can be asked m kg what happened on a day in history It may be a historical accident, a birthday of l.c a famous person, or something strange or marvelous Then further details can be 2.2.6 Debates an Lu information om asked The students can discuss in pairs or groups in order to find much more and the other opposing it Then they argue giving their evidence The aim of this activity is to get the students to talk and stimulate their interest and competitive spirit Such activities make the students think about their values and priorities There is no doubt that this activity will improve students’ conversation and eloquence n va In this activity, a topic is given and two sides are set up, one supporting the idea 10 Class Debates are the best alternative methods to improve students’ speaking yj kl pq skill when they not have enough time to all of the tasks in the speaking h fg sections in their textbooks ot ut Each and every student possesses his or her own opinion Classroom debates ng enable students to voice their opinions A debate provides the students with an hi ep opportunity to conduct themselves in a professional manner According to the International Debate Education Association, “Debate is, above all, a way for w n those who hold opposing views to discuss controversial issues without lo ad descending to insult, emotional appeals or personal bias A key trademark of y th debate is that it rarely ends in agreement, but rather allows for a robust analysis ju yi of the question at hand.” The whole class can play some games in the classroom pl al ua leading up to the debate, and allow the competing teams to play against each ll fu 2.2.7 Jigsaw Games an nv other building a productive rivalry through words oi m Each participant in a jigsaw task holds one part of a solution, which may be a nh story, a factual text or a picture They are equally important They should work at together to fit their pieces together to find the solution They, therefore, improve z z co-operation and mutual acceptance within the group Participants in this game vb jm ht have to a lot of talking before they are able to fit the pieces together in the m kg right way Wright (2006) also claims that these games practise two very l.c different areas of skill in the foreign language: “Firstly, the students have to intonation in making oneself understood “Secondly, the students have to needed.” 2.2.8 Role Plays Role plays often consist of short scenes, which can be realistic or pure fantasy Role plays may be enacted around everyday situations as well as around topical problems One easily-obtained role play is from the text, which may be actual n va organize the process of finding the solution and a lot of interactional language is an Lu the group.” This helps them realize the importance of pronunciation and om understand the bits of information they are given and describe them to the rest of 14 yj kl pq h fg ot ut ng f put out the rubbish hi 10 ep w n lo ad ju y th yi pl an nv (English 10) ua al Sample ( Fact - finding game): Lead in the lesson Unit 2: Getting Started oi m nh Teacher gives instructions, plays the recordings ll out the name of the artist mentioned fu Games: Listen to some pieces of music and guess the name of the songs Find at Students listen and guess the names of the songs Students may discuss with z l.c Song 5: Stuck in the moment + Whose songs are these? (>They are Justin Bieber’s.) + Is he a talented singer? (> Yes, he is considered the Prince of Pop.) After that, more work can be done by drawing a typical picture of him and describing his appearance At last, the teacher can ask the students to think why Justin Bieber is loved by people all over the world and why his songs are so n va Teacher asks students some questions and leads in the lesson an Lu Song 4: Where are you now? om Song 3: What you mean? Song 2: Sorry m kg jm ht Song 1: Love yourself vb Teacher confirms the correct answers: z other members in their teams 15 popular Now the students have had a chance to really think about what they yj kl know about the person pq h fg Sample (debating game): Unit 5: Inventions - Speaking (English 10) ot ut Debate activity should be adapted to be taught because time is limited and some ng inventions are so popular for students Students can list a lot of inventions and hi ep their benefits Teacher should choose some inventions that are popular and easy for students to talk about The purpose of this activity is to allow students to talk w n about the uses and benefits of inventions Students can develop their confidence lo ad in speaking by giving personal opinions on the invention topic Students vote or y th not vote to the statement by giving evidence and proof to support their ideas ju yi Statement: A laptop is more useful than a smartphone for learning English pl ua al Preparing for the debate ll fu laptop an nv Teacher showed images of some inventions: a 3-D printer, a smartphone and a oi m at nh z z om A smartphone l.c m kg jm ht vb A 3- D printer an Lu n va 16 A laptop yj kl pq Teacher shows the models, structures and expressions to the students to talk h fg about the uses and benefits of these inventions by asking: “What is a 3-D printer ot ut used for?” ng Students answer the questions with their own ideas hi ep Teacher helps students with some suggestions: Eg: w n - A 3-D printer is used for producing solid objects similar to the originals lo ad - A 3-D printer can help you to produce solid objects similar to the originals y th - You can make things like a cup, a spoon, or even a toy car with a 3-D printer ju yi pl ll fu an nv ua al oi m at nh z z l.c m kg jm ht vb om an Lu n va 17 Chapter 3: Effectiveness of the Teaching Experience yj kl The solutions have been applied at Tien Du High School in school year 2022- pq h fg 2023 These are some achievements that have been made in learning speaking ot ut skill among the students ng + Enhance students activeness and creativity, student-centered learning and hi ep student orientation to knowledge acquisition and other related life skills + Help students apply knowledge in many aspects to solve problems w n + Teaching’s aim is also to contribute to reform the organization of teaching, lo ad innovation teaching methods, innovation methods of examining and evaluating y th learning results, enhancing the effective application of information technology, ju yi promoting the group's intellectual ability, teamwork skills, leadership skills, pl ua al etc an nv + Develop students’ capacity to collect, analyze information, give presentations, ll fu and strengthen teamwork, as well as to be more confident speaker oi m + Offer an opportunity for teachers to encourage students to work together, to nh apply course material, and to assume increased responsibility in the classroom at + Promote students’ critical thinking and oral speaking skills z z + Create a positive classroom environment during debate jm ht vb * The social and economic efficiency m kg + The most remarkable success is the improvement of students' studying skills + Develop the spirit of self-conscious and the ability to work group an Lu + Create healthy playground for students om for the lesson l.c + Students have gained their confidence with the activities that teacher designed + Develop students’ other life skills (Be open-minded, have the need to communicate with friends, establish positive relationships, see problems in multiple dimensions n va + Make students' progress in being inquisitive and creative 18 Part CONCLUSION yj kl pq Major Points of the Solutions h fg There are many good ideas about English teaching Among these, using games ot ut in the English class is the one which is most easily accepted by students and ng which is also a very useful and helpful aspect of communicative method As hi ep known to everyone, game is an activity providing entertainment or amusement; it is a competitive activity or sport in which players contend with each other w n according to a set of rules “A game is an activity carried out by co-operating or lo ad competing decision-makers, seeking to achieve, within a set of rules, their y th objectives” A game is an activity that both the teacher and students enjoy doing ju yi It is student-centered and as appealing as playing in the playground pl al ua Using games in English class can get students relaxed and enjoying using the an nv language It may be argued that college students, unlike children, having grown ll fu up, not need games to relax themselves On the contrary, adults sometimes oi m feel more nervous than children when they face new things, and they are more nh afraid of losing their face as the sense of face develops with their age In this at sense, they need games or any other activity that help them relaxed and z z innocent like children to the new language without being afraid of making vb jm ht mistakes According Stephen Krashen (1982), second language acquisition is m kg influenced by affective factors either positively or negatively One of the l.c teacher’s tasks is to create a situation where students’ affective filter is lowered Games are communicative in essence, and so using game in English teaching language teaching approach Using games is a good way to improve students' various skills, as Wright, Betteridge and Buckby (2006) say, "Games can be found to give practice in all the skills, in all the stages of the teaching and learning and for many types of communication" In playing language games, students have to know and well understand the rules of the games, and should be n va and learning can well realize the fundamental idea of the communicative an Lu in class is just to create such a situation om so that the comprehensible input could be taken in The first aim of using games 19 clear about what has been, is being and will be done or said, and what is more yj kl important, they have to take some actions – doing or saying something, to pq h fg compete in the games In so doing, they can practise their skills of listening, ot ut speaking, reading and writing comprehensively, and especially they get more ng practice in listening and speaking, which are poor in the traditional teaching hi ep method Professor Littlewood proposed that through games, teachers should help learners go beyond the mastery of structures, to the point where they can w n use them to communicate meaning in real situations lo ad Game playing is effective in developing students’ communicative ability in that y th it is a dynamic process of communication in which students as thinking beings, ju yi emotional beings and communicators instead of knowledge receptacles, try to pl al ua get their ideas, concepts, thoughts, emotions and feelings expressed, based on proposes that movement an nv their own life experiences Psychologist Piaget ll fu produces “thought” He believes that movement is the beginning of learning, nh not the consciousness oi m and that cognitive frame is built up step by step whose joint is the movement but at In addition, games may help and encourage many learners to support their z z interest and work Games can increase motivation to learn the language as vb jm ht students, especially the weaker ones, feel a real sense of achievement when they m kg manipulate a game Games can provide quite extensive knowledge input Games l.c can increase students' communication and co-operation with each other And an Lu weakness and the need for remedial work om games can act as a testing mechanism through which they will expose areas of Furthermore, games can be used at any stage in a lesson: at the beginning to practice purposes; or at the end as reinforcement and reward Students playing language games are encouraged to express their ideas for certain purpose, and they can use different types of games at different stages appropriate for different types of language learning n va diagnose what the students can or cannot do; during the lesson for language 20 Practical Effectiveness yj kl pq The research has helped improve my own knowledge, abilities and skills in h fg teaching English at a high school These suggested games have been applied in ot ut my teaching speaking skill at Tien Du High School and they seem to be useful ng to my students Most of the students find it easier and more comfortable with hi ep speaking tasks This is shown through their high motivation and interest in learning and practising speaking English, their active participation in activities w n and many students at low levels can carry out speaking tasks by themselves As lo ad a result, students’ speaking skill, to some extent, has been improved during the ju y th school years yi To improve students’ communication competence, it is likely that debating pl al ua activities should be combined appropriately with other activities in different an nv skills such as reading, writing and listening And the students will work better ll fu with good grammatical and lexical knowledge Furthermore, it is necessary that oi m the teacher should not always pay attention to the students’ mistakes Instead, nh the teacher should encourage them to use English as much as possible during the at lessons and create a friendly learning environment so that the students will be z z more confident and be ready to receive the new knowledge and methods In this vb jm ht paper, I share my experiences with the teachers of English in my school and in improve skills in learning English in general and speaking skill in particular l.c m kg our province with the hope that we can design better lessons to help the students they seem to be useful to my students Most of the students find it easier and motivation and interest in learning and practising speaking English, their active participation in activities and many students at low levels can carry out speaking tasks by themselves As a result, students’ speaking skill, to some extent, has been improved during the school years Here are some evidences of the efficiency of solutions n va more comfortable with speaking tasks This is shown through their high an Lu These suggested games have been applied in my teaching speaking skill and om The solutions have been applied at Tien Du High School in this school year 21 THE STUDENT’S PROGRESS IN SPEAKING LESSON (10A8) yj kl pq Total The Percentage h fg Number ot ut ng hi After the Research 37,7 % (17) 77,7 % (35) 46,6 % (21) 71 % (32) ep Before the Research 45 w Students Like ad ll fu an nv ua a) For School Leaders al Proposals pl points (³ 5) yi 45 ju y th Students’ lo Lesson n Speaking oi m It is clear that the research benefits students However, this research carried out at nh in a small group with limited materials and budget Therefore, it is suggested z that further research should be implemented in a large scale with necessary z vb materials School leaders can help by providing classrooms with facilities such jm ht as projectors, overhead projectors, smart screens, laptops and wifi connect so m kg that students can surf the Internet for information relating to the lessons easily an Lu b) For the Department of Education and Training om to improve their English l.c Libraries should have a variety of books that help students with different sources of a speaking lesson in particular context of teaching and learning Some of the topics are not familiar with the students There are still many new words in the tasks And the requirements of some speaking tasks are out of students’ levels In speaking section of each unit in the upper-secondary syllabus is really overloaded with a lot of tasks Some of the speaking lessons cannot be n va The speaking section in the textbook has some inappropriateness for the success 22 completed in a period of 45 minutes Actually, teachers must adapt the content yj kl pq so that it can be suitable for different levels of the students It is likely for h fg teachers to get allowance from the Department of Education and Training in ot ut order to have interesting and effective speaking classes in the process of ng teaching and learning English hi ep Further studies should be carried out in the long term, so the result of the research may be more reliable Research should be conducted in a larger scale w n with different levels of subjects As can be seen, it requires more time, work and lo ad resources for an extensive program to be successful It should be great much y th support and help from cooperators and administrative staff Speaking skill is ju yi really necessary for students to develop their communication competence It can pl al ua be recommended that it should be a core part of every language program’s ll fu an nv curriculum and it should be included in the GCSE exam in the future oi m at nh z z l.c m kg jm ht vb om an Lu n va 23 Part 4: APPENDIX yj kl * REFERENCES pq h fg [1] Canale, M., M Swain (1980) Theoretical bases of communicative ot ut approaches to second language teaching and testing ng [2] Carrier, Michael (1980) Take Games and Activities for the Language hi ep Learner Edinburgh: Nelson 's Company [3] Harmer, J (1985) The Practice of English Language Teaching New York: w n lo Longman ad [4] Kallsen, Loren J (1987) Advanced Communication Games Edinburgh: ju y th Nelson's Company yi [5] Littlewood, William (1981) Communicative Language Teaching pl al ua Cambridge: Cambridge University Press an nv [6] MaCallum, G.P.(1980).101 Word Games Oxford: Oxford University Press ll fu [7] Porter- Ladousse, G.(1987).Role Play Oxford: Oxford University Press nh Macmillan oi m [8] Rixon, Steven.(1981).How to Use Games in Language Teaching London: at [9] Wright, A., D Betteridge, M Buckby (2006) Games for Language z jm ht vb Press z Learning (3rd edn.) Cambridge: Cambridge University m kg [10] Willis, J (1982) Teaching English Through English: A Course in om London: Longman l.c Classroom Language and Techniques (Handbooks for Language Teachers) an Lu n va 24 APPENDIX A yj kl pq List of Assessment Criteria and Evaluating Students’ Tasks Criteria evaluation h fg No ot ut Was the presentation well organized? hi ep Did the presenter provide clear, coherent, logical Was the presentation persuasive? ng Yes No w n arguments? lo Did the presentation focus on the central ideas of the ad ju Did the presenters meet the burden of proof, based on yi y th debate? pl Is every statement supported by cited researched ll fu evidence? an nv ua al course materials and/or outside research? Was the presentation delivery dynamic and effective? Did the presenter make eye contact with the audience? Did the presenter respond to all of the opponent’s points? 10 Did all the member of group participate in speaking? oi m at nh z z l.c m kg jm ht vb om an Lu n va 25 APPENDIX B yj kl Handouts pq h fg a the washing-up ot ut ng hi ep w n b shop for groceries lo ad ju y th yi pl nv ua al c the laundry ll fu an oi m at nh z z e cook f put out the rubbish l.c m kg jm ht d the heavy lifting vb om an Lu n va 26 yj kl pq h fg ot ut ng g feed pets hi ep w n lo ad y th h water the plants ju yi pl ll fu an nv ua al i clean the house 10 j clean the bathroom oi m at nh z z l.c m kg jm ht vb om an Lu n va 27 APPENDIX C: Activities in Classrooms yj kl pq h fg ot ut ng hi ep w n lo ad ju y th yi pl ua al ll fu an nv Fact - finding game (Evidences of speaking classes in the research) oi m at nh z z l.c m kg jm ht vb om an Lu n va Representives of groups presented their report after discussing (Evidences of speaking classes before the research) yj kl pq h fg ot ut ng hi ep w n lo ad ju y th yi pl ll fu an nv ua al oi m at nh z z l.c m kg jm ht vb om an Lu n va 28 Debating Activity (Evidences of speaking classes in the research)