Developing speaking skill through using language games for the 10th form students at sam son high school = phát triển kỹ năng nói qua việc sử dụng trò chơi ngôn ngữ cho học sinh lớp 10 trường thpt sầm sơn

Vinh University Foreign language department ===    === nguyễn thị bình DEVELOPING SPEAKING SKILL THROUGH USING LANGUAGE GAMES FOR THE 10TH FORM STUDeNTS AT SAM SON HIGH SCHOOL (phát triển kỹ nói qua việc sử dụng trò chơi ngôn ngữ cho học sinh lớp 10 tr-ờng thpt sầm sơn) GRADUATION THESIS Field: English Teaching Methodology Vinh - 2011 Vinh University Foreign language department ===    === DEVELOPING SPEAKING SKILL THROUGH USING LANGUAGE GAMES FOR THE 10TH FORM STUDeNTS AT SAM SON HIGH SCHOOL (ph¸t triển kỹ nói qua việc sử dụng trò chơi ngôn ngữ cho học sinh lớp 10 tr-ờng thpt sầm s¬n) GRADUATION THESIS Field: English Teaching Methodology Supervisor: Bui thi mai, m.a Student: nguyen thi binh Class: 48A - English Vinh - 2011 ACKNOWLEDGMENTS The study would not have been completed without the help and encouragements of many people who I thank so much First of all, I would like to express my sincere thank to my supervisor, Mrs Bui Thi Thanh Mai, whose useful instructions , materials, detail critical comments, and advices, encouragements as well Secondly, I would like to extend grateful and deep thanks to Mr Tinh, whose useful materials and faithful advice, follow me to the end of the study Furthermore, I also would like to express my special thanks to teachers and students at Sam Son high school who have helped me to carry out the survey for my study Finally, I am really thankful to my beloved family, my friends for their help and encouragement during the writing’s process Although the study has been done with my entire attempt, my limitations of ability and knowledge may cause mistakes in the study Therefore, it is my sole responsibility for any shortcomings that the may be consider having Vinh, May 2011 Nguyen Thi Thanh Binh i TABLE OF CONTENTS Page ACKNOWLEDGMENTS i TABLE OF CONTENTS ii LIST OF ABBREVIATIONS v PART I: INTRODUCTION 1 Reasons for choosing the study Aims and Objectives of the study Methods of the Study Scope of the Study Design of the study PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND 1.1 Teaching speaking skill in Communicative Language Teaching Approach 1.1.1 Speaking skill and its importance 1.1.1.1 The definition of speaking 1.1.1.2 The nature of speaking 1.1.1.3 The importance of speaking skill among four language skills 1.1.1.4 Characteristics of a successful speaking activity 1.1.2 Problems with speaking activities 1.1.3 Communicative Language Teaching Approach 1.1.4 The implications of the Communicative Approach for language teaching and learning 1.1.5 Principles for teaching speaking in CLT 1.2 Overview of language games 1.2.1 The definition of language games 1.2.2 Types of language games 1.2.3 Roles of games in language teaching and learning 10 1.2.4 How to run a game? 11 1.2.4.1 When to use a game? 12 ii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1.2.4.2 How to organize a game? 12 1.2.4.2.1 Timing 12 1.2.4.2.2 Level of the games 13 1.2.4.2.3 Classroom language 13 1.2.4.2.4 Classroom management 13 CHAPTER II: A SURVEY OF USING GAMES FOR THE 10 TH FORM STUDENTS AT SAM SON HIGH SCHOOL 15 2.1 The English learning situation at Sam Son high school 15 2.2 The survey 15 2.2.1 Overview the survey 15 2.2.1.1 Aims of the Survey 15 2.2.1.2 Informants and Settings 15 2.2.2 The data collection instrument 16 2.2.3 Description of the survey questionnaires 16 2.2.3.1 Survey questionnaire 16 2.2.3.1.1 Presentation of the data 17 2.2.3.1.2 Data analysis 18 2.2.3.2 Extra-survey questionnaire 23 2.2.3.2.1 Presentation of the data 24 2.2.3.2.2 Data analysis 25 CHAPTER III: FINDINGS AND SUGGESTIONS 30 3.1 Findings 30 3.1.1 Positive factors 30 3.1.2 Challenges 31 3.2 Suggestions 31 3.3 Sample games used in teaching speaking 34 3.3.1 The textbook 34 3.3.2 Sample games used in teaching speaking 34 3.3.2.1 Warm-ups 34 3.3.2.2 Pre-speaking stage 40 3.3.2.3 While-speaking stage 43 3.3.2.4 Post-speaking stage 47 iii Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART III: CONCLUSION 49 Recapitulation and Implications 49 Suggestions for further studies 49 REFERENCES 50 APPENDIX iv Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATIONS CLT: Communicative Language Teaching ALM: Audio-Lingual Method E.g: Exempli grataia I.e: Id est Etc: Et cetera v Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART I: INTRODUCTION Reasons for choosing the study English as a tool of communication has been playing an important part in acquiring culture, scientific, and technical knowledge No one can deny the importance of English in the life As a result, English has become a compulsory subject in schools and universities in Viet Nam The greatest purpose of studying English is to master the communicative skill of this language And among four basic skills: reading comprehension, listening, writing, and speaking is seen as the central skill to achieve the purpose However, in English class, teachers are mainly concern with teaching the points in the exams that need cope with and find necessary to encourage students’ participation Most of students are sitting quietly and listening rather than acting As a consequence, they just develop their ability on grammar task rather than the communicative one Moreover, in language learning, learners have to master four skills in which speaking is the most essential one for the aim at communication Thus, a big problem is how to develop students’ ability so speaking is not an easy work Furthermore, in the near future, the author will be an English teacher, so her wish is that through this study, she could find out some problems of that 10th form students are facing with speaking classes and give some useful suggestions to help students more succeed in speaking English In fact, there have many people writing about assignment concerning with speaking However, the author hopes that the study “Developing speaking skill through using language games for the 10th form students at Sam Son high school” is to be applied at high schools by teachers in Viet Nam because of its reality and easy practice Aims and Objectives of the study The study aims at:  Providing some general knowledge about the speaking, its nature and position, Communicative Language Teaching Approach, language games Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an  Investigating the real situation of using language games for the 10th form students at Sam Son high school  Giving some suggested games that teacher use to develop their students’ speaking skill The objects of the study are to answer these questions:  What is students’ attitude toward the speaking activities in general, and the language games in particular?  What extend teachers use language games? Methods of the Study This study is written with combined methods such as: Analytic and synthetic methods Quantitative and qualitative methods Scope of the Study The study focuses on the real situation and suggests language games for the 10th form students at Sam Son high school Design of the study The study consists of parts: Introduction, Development, and Conclusion Part I is the Introduction In this part, the reasons, the aims and the objectives, the scope, the methods, as well as the design are presented Part II is the Development, which concludes chapters Chapter I deals with the theoretical background that is relevant to the purpose of the study: speaking and language game Chapter II can be seen as the case study in real situation It investigated the situation of students’ opinion about games and the usage of game in language teaching and learning at Sam Son high school Chapter III is the suggestions of some useful game of the teachers to research Part III is the Conclusion, which includes the Recapitulation and Implications, and the suggestions for further studies Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND 1.1 Teaching speaking skill in Communicative Language Teaching Approach 1.1.1 Speaking skill and its importance 1.1.1.1 The definition of speaking Speaking is an interactive process of constructing meaning that involves producing and receiving, and processing information Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment and the purpose for speaking 1.1.1.2 The nature of speaking Speaking involves language production and is therefore often referred to as productive skill Moreover, according to Byrne (1976: 8) “speaking is a two-way process between speaker(s) and listener(s) involving the productive skills of understanding” Byrne (1995: 10) gave the following diagram to show what happens in a speech situation and incidentally, therefore, what is involved in oral ability: Initiate Speak Respond Oral ability Listen In some situation, one person may all the speaking, so the speakers initiates and simply keeps us the flow of speech, for example giving a lecture, instructions and directions Normally, however, as in a conversation although one person initiates, the speakers and listeners are constantly changing the role and consequently the speaking involves responding to what has been regarded In this case, speaking is an integral part of listening So speaking belongs to integrated skill Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Handout: C O M P U T E R G Y U T G N S D L K J M W S H E A T Y M F J E L R O N L Q R C T G D Z E H P F E W E U N R H P X T N B V M B I N M A L G R M E I T P O B P K D Q F G X S P R L S K R P I P J H I S Z W V A C Q D O Y X O Q E X C I S Z J W Z B N N O M A N A G I Z E S F A S B F G T I S K O O B  UNIT 8: MY VILLAGE (speaking task 1) Together with guessing game, labeling one is used effectively Type of game: Labeling Classroom management: Group work Material: Pictures Time: Five minutes Procedure: Teacher prepares a set of pictures of plan to improve the life in the village Then teacher gives out one by one and ask students to tell what it is about Students raise their hands to name the pictures and teacher will write their ideas on the board Teacher states that they are some plans to improve the village They are: build a new school, raise and resurface the roads, build a medical centre, widen the roads, build a bridge over the canal, build a football group, grow cash crops Teacher divides classes Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 41 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an into six groups and asks each group to discuss the advantages of one plan After discussing, teacher calls some groups to share their ideas Pictures: Raise and resurface the roads Build a medical centre Widen the roads Build a bridge over the canal Build a football ground Grow cash crops Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 42 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Build a new school 3.3.2.3 While-speaking stage At this stage teachers let students work in groups without interfering or correcting any mistakes in order not to stop students from being influent She/he just gives assistance when/if necessary At the while-speaking stage, teacher doesn’t have to a lot of teaching – because his/her students will be working on the while-task, by themselves, individually or in groups In stead, teacher will have to a lot of monitoring and assisting for weaker students who have difficulties in completing the task Time spent on this stage is nearly twenty to thirty minutes Role-play, solving game and information gap activity are given in whilespeaking stage  UNIT 3: PEOPLE’S BACKGROUND Type of game: Role-play Classroom management: Group work Material: Handouts Time: Twenty minutes Procedure: Teacher divides class into groups of three people (1 is Louis Parteur, are journalists), then she/he provides the handouts to students and asks them to read the information in the handouts After that, asking students to sit in groups Each group will decide who is Louis Pasteur and who are journalists The journalists will ask Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 43 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Louis Pasteur the questions based on the information in the handouts, and change the role if time is enough Finally, teacher calls some groups to present Handouts: Louis Pasteur (1822-1895) - Was born in France - Received a doctorate in 1847 - 1848: became professor of chemistry at the University of Strasbourg - 1849: got married Marie Laurent - Children: (but only two of whom survived to adulthood, the other three died of typhoid) - Became a world-famous French chemist and biologist - Developed vaccines for several diseases - Founded an institution for the treatment of rabies in 1988 - Was given a state funeral at the Cathedral of Notre Dame  UNIT 9: UNDERSEA WORLD Type of game: Solving problem Classroom management: Group work Material: Handouts Time: Twenty minutes Procedure: Teacher divides class into groups (2 desks turn back to each other), and provides handouts to each group Students read the situation in the handouts carefully Then, teacher has to decide which groups will cover the causes, the effects and the possible solutions of that situation After discussing, teacher calls some groups to stand up and share their ideas Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 44 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Situation: You are on the ship to travel around the Pacific Suddenly, you see some whales died, some is not well Also, you see many herbicides and pesticides bottles are floating on the water What you think about the reasons, the effects and how to rescue the other whales?  UNIT 16: HISTORICAL PLACES Type of game: Information gap activity Classroom management: Pair works Material: Handouts Time: 15-20 minutes Procedure: The teacher sets the task: Students are going to work in pairs: ask and answer about two historical places, namely Hue Imperial City and Thong Nhat Conference Hall Teacher distributes each pair of two sets of cards above Teacher needs to make sure that students have different cards This means if one student already has card 1A, the other student will have card 2A Teacher requires students to ask and answer questions about the places in the cards Student with card A will start first and the student with the corresponding card B will answer Teacher should make sure all their textbooks are closed and students not look at each other’s card while talking Then teachers can call some pairs to perform in front of the class and gives feedback to their performance Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 45 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CARD 1A CARD 1B Ask your partner the following Tell your partner about Hue information about Hue Imperial Imperial City using the following City information - Recognized by UNESSCO? - Listed as a World Cultural Heritage by UNESSCO in 1993 - Location - 654km from Ha Noi and 1071 km from HCMC - Construction starting and ending? - Construction: started 1805 & completed 1832 - Inside? - Comprises sections: the Royal Citadel, the Imperial Enclosure and the Forbidden Purple City - Visiting hours? - Open daily - Admission? - Admission costs: 55,000VND CARD 2A CARD 2B Ask your partner for the following information about Thong Tell your partner about Thong Nhat Nhat Conference Hall using the Conference Hall following information - Other names? - Also: Reunification Hall or Presidential Palace - Location? - In District No1, HCMC, 1730km south of HN - Construction starting and ending? - Originally built in 1865 & heavily damaged by a bombardment in February 1963 - Any damage during the war? - Rebuilt & construction completed Reconstruction needed? in 1963 - Inside? - Has floors with 100 beautifully decorated rooms and chambers - Visiting hours? - Open daily from 7:30 to 11:00 a.m and 1:00 to 4:00 p.m - Admission - Admission costs: 10,000VND Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 46 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.3.2.4 Post-speaking stage The post speaking stage is like the follow-up stage After students have practiced speaking skill in the while-speaking stage, they an extension speaking activity This helps students get the information from other groups or whatever they have produced in the while-speaking stage, and something meaningful with it At this stage, teacher gets students to report their work and let the whole class share what they have got from pair/group work, teacher might give feedback, correct serious mistakes here and give students marks This stage should last ten to twenty minutes  UNIT 14: THE WORLD CUP Type of game: Puzzle-solving Classroom management: Group work Material: A slip of charts and cards Time: 5-7 minutes Procedure: Teacher divides the class into groups of three or four students and give each group a copy of chart and a copy of cards in which cues are given Each group has to work to find out who won the cup The first group that finds the correct answer will be the winner After that, teacher asks some students to present their chart Chart: Fill in the name of the football teams on the charts and thus find out who won the cup Quarter final Semi-final Final ………………………… ………………………… ………………………… ……………………….1 ……………………… ………………………… ………………………… ………………………… ………………………… ………………………… ……………………… ………………………… ………………………… ……………………………2 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 47 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Clues: England lost one goal in the semi-final France scored goals in the quarter final Brazil beat the Netherlands Germany scored one goal less than the team that beat them in the semi-final Spain played England in the quarter-final Italy beat Argentina by twice as many goals in the quarter-final The Netherlands lost 0-1 in the quarter final  UNIT 15: CITIES Type of game: Guessing games Class management: Whole class Material: Cards Time: Ten minutes Procedure: Teacher prepares a set of cards on which some famous cities in the world are written Students will take turns to choose one card from this set and try to use their knowledge to describe this city so that the other students can guess which the city is To make it more challenging, students are not allowed to use proper name And the game can be played until time is up For example: Students take up a card on which “Amsterdam” is written He/she can use the typical features to talk about it It is the city which is famous for tulips and windmills So the other students may find it easy to guess correctly Set of cards HONG KONG TOKYO NEW DELI ROME SYDNEY LONDON MEXICO HA NOI BEIJING PARIS BERLIN BANGKOK MOSCOW VIENNA CAIRO SINGAPORE Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 48 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART III: CONCLUSION Recapitulation and Implications English is an international language and plays a vital role in communication As master of fact, the demand for English has been increasing rapidly recently English teaching and learning, as a result, has gained much consideration Among activities affecting English learning, games are regarded as the key that leads to nature and accuracy in the communicative process Therefore, language game is a master concern to many teachers and educators The study aims at discussing some useful language games and theirs effects to achieve in language learning In the study, the definition is discussed from point of view: What is speaking skill, the importance of speaking skill, what is language game, and roles of language game in the teaching and learning, and how to organize language games Besides, based on the survey and the observation and the result of nearly two months in practicing time, the study gives some suggested games that teachers used effectively in speaking classes It is noteworthy that these games are easy and interesting enough to apply The value of them is really great and attractive Nevertheless, due to the limitation of knowledge, time and experience, the errors are probably inevitable and the study can not cover all aspects related to the matter The author herself hopes her findings will be some kind of supplementary information for those who are interested in developing students’ speaking skill by using language games Suggestions for further studies Due to the small scope of the paper, and the limitation of the author’s knowledge and experiences, this study can not cover all the aspects of the matter She would hope and recommend that further studies will be carried out other aspects of language games and give useful solutions to facilitate students in their learning English such as: - Developing speaking skill through using language games for the 11th and 12th form students at Sam Son high school - Developing speaking skill through using language games for the first year students at Vinh University Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 49 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES Byrne, D (1976) Teaching Oral English London: Longman Byrne, D (1995) Teaching Oral English Second Edition, London: Longman Bransford, J.D.Brown, A.L & Cocking, R.R (Eds) (2000) How People Learn: Brain, Mind, Experience, and School Commission on Behavioral and Social Sciences and Education Brown, H.D (2000) Principles of Language Learning and Teaching Fourth Edition, New York: Longman Carrier, M & the others (1985) Take five Games and activities for the language learning UK: Thomas Nelson and Sons David, N (1991) Inventing and Playing Games in English Classroom Oxford University Press Gibbs G (1987) "Dictionary of Gaming, Modeling and Stimulation" E & FN Spon Ltd London Greenal, S (1984) "Language Games and Activities" Great Britain: Hulton Educational Publication Hadfield, J (1987) "Elementary Communication Games" Thomas Nelson and Sons UK 10 Hoang Van Van (2006) "Tieng Anh 10" GD Publisher 11 Kilppel, F (1984) Keep Talking, Communicative Fluency Activities For Language Press Cambridge University Press 12 Krashen, S.D (1989) The Input Hypothesis: Issue and Implications New York: Longman 13 Lam, Nguyen Thi Van, and Phuong, Ngo Dinh (2007) Language Teaching Theory Vinh University 14 Ladouse, G.P (1987) Role-play Oxford University Press 15 Lee, S.K (1985, January – March) Creative Games for The Language Class Forum 33 (1), 35 Retrieved February 11, 2006 from http://exchange.state.gov/vols/vol33/no1/P35.htm Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 50 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 16 Lee, W.R (1979) Language Teaching Games and Contents Oxford: Oxford Unicersity Press 17 Lewis, G and Bedson, G (1999) Games for Children Oxford University Press 18 Littlewood, W (1981) Communicative Language Teaching Cambridge University Press 19 Long, M.H (1991) Input, Interaction, and Second Language Acquisition In H.Winite (Ed) Native language and foreign language acquisition (Vol 379, pp 259-278) New York: Annals of the New York Academy of Science 20 Linh, Nguyen Thuy, and Trang, Luong Quynh (2007) Thiết kế giảng lớp 10 Hanoi Publisher 21 Mc Callum, G.P (1995) 101 Word Games Oxford University Press 22 Pattison, P (1987) Developing Communication Skills Cambridge University Press 23 Richard – Amato, P.A (1988) Making It Happen: Interaction in the second Language Classroom, form Theory to Practice New York: Longman 24 Richards, J.C, and Rodgers, T.S (1986) Approaches and Methods in Language Teaching Cambridge University Press 25 Rixon, S (1981) How to Use Game in Language Teaching London: Macillan 26 Uberman, A (1998, January – March) The Use of Games for Vocabulary Presentation and Revision Forum, 36(1), 20-27 Retrieved February 12, 2006, from http://exchange.state.gov/vols/vol33/no1/P20.htm 27 Ur, P (1996) A course of Language Teaching Cambridge University Press 28 Wright, A, Betteriddge, D and Bucky, M (1993) Games for Language Learning Cambridge University Press Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 51 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIXES APPENDIX 1: SURVEY QUESTIONNAIRE This survey questionnaire is designed for my study “Developing speaking skill through using language games for the 10th form students at Sam Son high school” Your assistance in fulfilling the following items is greatly appreciated Please circle your choice Name………………………………………………………………Class……… How you like learning English? A Very much B Much C Not much D Not at all How necessary is English in the school course? A Very necessary B Necessary C Normal D Unnecessary Among the four language skills (reading, listening, writing, and speaking) which one is the most important to you? A Listening B Speaking C Reading D Writing How speaking is important to you? A Very important B Important C Normal D Not important at all Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I am never willing to speak What you think about language games that your teachers use in the speaking classes? A Very interesting B Interesting C Normal D Boring Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 52 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an What type of language games you like? A Matching game B Guessing game C Role-play D Others How often you play language game in your speaking classes? A Often B Occasionally C Rarely D Never What stage(s) you think that teachers should exploit the language games? A Warm-up B Pre-speaking C While-speaking D Post-speaking 10 If the use of language games in speaking classes is effective or ineffective, what you think reasons? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 53 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 2: EXTRA-SURVEY QUESNIONNAIRE This survey questionnaire is designed for my study “Developing speaking skill through using language games for the 10th form students at Sam Son high school” Your assistance to fulfilling the following items is highly appreciated Please circle to indicate your choice Name………………………………………………………………Class………… Do you like language games given by your teacher during speaking lessons? A I like them very much B Yes, They are OK C I not like them at all D I have no idea What you while playing games? A Actively take part in the games B Join the games only when being ask by the teacher C Join the games only when feeling interested D Do not play game How you feel after playing game? A Relaxed and motivated B Normal C Uncomfortable Are you willing to speak during speaking lessons? A Yes, I am more motivated to speak B It depends on the speaking activities and language games given C No, I feel unmotivated and reluctant to speak In your opinion, is the use of language games to motivate students to speak effectively? A Yes B No If you choose yes, please answer question and question 8, if no please question What are the benefits of language games to your speaking skill? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 54 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn