The effect of drama activities on english speaking skills enhancement for teenagers a study at new oriental school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - DOAN THI HA THU THE EFFECT OF DRAMA ACTIVITIES ON ENGLISH SPEAKING SKILLS ENHANCEMENT FOR TEENAGERS: A STUDY AT NEW ORIENTAL SCHOOL Major : English Language Course code: 60220201 HO CHI MINH CITY, May 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - THE EFFECT OF DRAMA ACTIVITIES ON ENGLISH SPEAKING SKILLS ENHANCEMENT FOR TEENAGERS: A STUDY AT NEW ORIENTAL SCHOOL Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By DOAN THI HA THU Supervised by LE VAN TUYEN, Ph.D HO CHI MINH CITY, May 2020 The thesis entitled “The effect of drama activities on English speaking skills enhancement for teenagers: a study at New Oriental School” was successfully defended and approved on ……… at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Le Van Tuyen, Ph.D Examination Committee ……………………………………………………… Chair …………………………………………… ………… Reader ……………………………………………………… Reader ……………………………………………………… Member ……………………………………………………… Secretary Member On behalf of the Examination Committee Chair HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, May 2020 MASTER’S THESIS REPORT Student name: Doan Thi Ha Thu Sex: Female Date of birth: 20/04/1995 Place of birth: Hung Yen Major: English Language Student code: 1841900016 I- Thesis title: The effect of drama activities on English speaking skills enhancement for teenagers: a study at New Oriental School II- Objectives and contents: The objectives of the research are: - to determine the effect of drama activities on English speaking skills enhancement of teenagers at New Oriental School - to investigate the attitudes of teenagers at New Oriental School towards the benefits of drama activities in the EFL class III- Starting date: IV- Completing date: V- Academic supervisor: Le Van Tuyen, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “THE EFFECT OF DRAMA ACTIVITIES ON ENGLISH SPEAKING SKILLS ENHANCEMENT FOR TEENAGERS: A STUDY AT NEW ORIENTAL SCHOOL” In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, May 2020 DOAN THI HA THU i RETENTION AND USE OF THE THESIS I hereby state that I, DOAN THI HA THU, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, May 2020 Signature DOAN THI HA THU ii ACKNOWLEDGMENTS The researcher would like to thank the following people for their support, without whose help this work would never have been possible: At the very beginning, the researcher is particularly grateful to Dr Le Van Tuyen for his valuable suggestions and continuous guidance as well as constructive criticism throughout this process The researcher also gratefully acknowledges the facilitation given by the administrators of New Oriental School, who approved the delivery of drama activities throughout this entire study The researcher’s special thanks are also sent to my colleagues at New Oriental School for their ongoing collaboration and assistance in all phases of the experimental work iii ABSTRACT Since the 1950s, targeting the whole development of individuals from their linguistic competence to social skills, drama has not been a recent phenomenon in European countries (McKeachie, 2012) However, the lack of understanding about its value resulted in the limited use of drama in the Vietnamese context To provide additional evidence of the benefits of drama activities in learning English speaking skills in EFL classes, the study focused on the effects of drama activities on learners’ speaking enhancement and attitudes towards their benefits 60 teenagers of two Preintermediate classes in New Oriental School in Go Vap District-Ho Chi Minh City were selected as the sample of the current study and equally divided into control and experimental group, using convenience sampling The duration of the treatment of drama activities on the experimental group was eight weeks Tests, observations, questionnaires, and focus-group interviews were utilized to collect the data, and data triangulation was implemented to assure the research validity The results of the study indicated that the speaking performance of the experimental group was higher than that of the control group, and the participants’ attitudes towards the benefits of dramatic activities were highly positive The evidence from this study suggests that the utility of drama should be realized and utilized in language teaching pedagogy It is expected that the results of the study will partly contribute to the existing knowledge of the field of foreign language teaching and learning Keywords: teaching speaking, drama, EFL, teenagers, English language teaching iv TABLE OF CONTENTS Page CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGMENTS iii ABSTRACT iv TABLE OF CONTENTS v CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem .2 1.3 Aims and objectives of the study 1.3.1 Aims of the study .3 1.3.2 Objectives of the study .3 1.4 Research questions 1.5 Scope of the study .4 1.6 Significance of the study 1.7 Definition of key terms .6 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Teaching Foreign/Second Language to teenagers 2.1.1 Definitions of teenagers .8 2.1.2 Characteristics of Foreign/Second Language learners .8 2.1.3 The way teenagers learn a foreign language 10 2.2 Teaching English speaking skills to teenagers 11 v 2.2.1 Definition of speaking skills 11 2.2.2 The importance of speaking skills in foreign language acquisition 12 2.2.3 Activities for teaching English speaking skills to teenagers 13 2.3 Language learning through drama 14 2.3.1 Definition of drama 14 2.3.2 Using drama as pedagogy 15 2.3.3 Benefits of drama in language classes .15 2.3.4 Drama in teaching English to teenagers 19 2.3.5 Drama activities used in teaching English speaking skills 20 2.3.5.1 Role-play 20 2.3.5.2 Simulation 21 2.3.5.3 Improvisation 21 2.3.5.4 Scripts .22 2.3.5.5 Mime 22 2.4 Attitudes of learners towards the benefits of drama activities 23 2.5 Previous studies .24 2.6 The Conceptual Framework of the study 26 2.7 Summary 29 CHAPTER 3: METHODOLOGY 30 3.1 Research design .30 3.2 Research site 30 3.3 Description of the course for teenagers at New Oriental School 30 3.4 Sample and sampling procedures 31 3.5 Research instruments 32 3.5.1 Tests 33 3.5.1.1 Pre-test .33 vi APPENDIX G SCORES OF PRE-TEST No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Group 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 Score 1.00 2.00 3.00 3.00 2.00 2.00 2.00 2.00 2.00 1.00 1.00 2.00 3.00 2.00 2.00 2.00 1.00 2.00 3.00 2.00 3.00 2.00 3.00 2.00 1.00 1.00 2.00 2.00 2.00 1.00 1.00 2.00 1.00 3.00 3.00 2.00 2.00 2.00 1.00 2.00 3.00 1.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 3.00 2.00 1.00 1.00 2.00 2.00 2.00 1.00 98 APPENDIX H SCORES OF POST-TEST No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Group 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 Score 2.00 2.00 3.00 3.00 3.00 2.00 2.00 1.00 2.00 1.00 1.00 2.00 3.00 2.00 2.00 2.00 2.00 3.00 3.00 2.00 3.00 2.00 3.00 2.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 3.00 3.00 4.00 3.00 2.00 2.00 3.00 4.00 2.00 3.00 4.00 2.00 3.00 2.00 4.00 3.00 3.00 3.00 4.00 4.00 3.00 2.00 2.00 3.00 3.00 2.00 2.00 99 APPENDIX I OBSERVATION CHECKLIST Class: ……………….Date………… No of students………….Absent…………… Week:……………….Unit…………………………………………………………… Directions: Please employ the following scale as you rate each of the checklist items Rate each item according to how well the desired behaviors were demonstrated by the participants during the observed instructional activity = Not observed 1= Somewhat 2= Observed 3= Clearly observed observed The observation The observation The observation The observation item was not seen item was seen item was seen item was seen at with or with to an extraordinary examples noted examples noted level with at least examples noted Not Somewhat Observed Clearly observed observed observed (0) (1) (2) (3) motivation inclusivity fluency accuracy confidence empathy social awareness problemsolving and decisionmaking collaboration body movement 100 Examples facial expression memory of vocabulary creativity imagination Total:………… 101 APPENDIX J INTERVIEW QUESTIONS (English version) Questions Responses Do drama activities motivate you to speak? Please explain and give detailed examples “My answer is yes For example, I would be very stressed if my teacher corrects my mistakes right when I am trying to speak But I have to say I love drama activities Its games, dialogues, puppets, competitions, and classroom jokes had lots of fun Mistakes were tolerated and would be corrected thereafter I felt that the environment is enjoyable and not stressful anymore.” (L1) “Yes I think yes I felt the learning becomes less stressful In addition, the teacher always gave us praise and rewards for exceptional behaviors That encouraged me to engage in the classroom activities and feel free to speak English.” (L2) “I agree that drama activities motivated me To give an example, I know that I am not good at English That’s why I always felt shy when speaking it But when I was afraid of making mistakes, our teacher encouraged us to eliminate that fear Positive reinforcement was given later.” (L3) “Yes It works to me For instance, I never volunteered answers or even questions But with drama, the environment is safe for me to feel comfortable when raising questions or making grammatical mistakes in order to learn from them.” (L4) “Yes! To give an example, while in class, I used to be paralyzed with fear of being called to speak up because I felt ashamed of the lack of vocabulary But each vocabulary in drama was acted out, making it easier to remember I felt the learning become more interesting.” (L5) “Yes, it motivated me to speak For example, I don’t have much vocabulary, and even so, I don’t know how to put them in correct order Therefore, I was stressed and never spoke up But miming exercises were fun and easy to me More importantly, my tension disappeared.” (L6) “I cannot say No I hate learn by heart the English structure and vocabulary Too difficult for me Therefore, I could not say any sentence But drama is so fun! For example, I just needed to imagine that I was holding an object in the box, 102 and then ask my classmates to guess what it was I could never make it if I did it alone, but the fact was, we all did it one by one, using the same question again and again Thus, I remembered the pattern.” (L7) “Yes, I was motivated by drama activities My problem was with my pronunciation It was terrible! But thanks to drama activities, my pronunciation was practiced in a funny way that made me want to it repeatedly For example, we mimed the voice of a monster Like this: ‘mmmm monster Monster Monster errrrr I am monster.’” (L8) “Correct I enjoyed miming anything with different emotions I like to mime the voice of a monster when it is angry the most Like this: ‘Grrrrr, I am angry.’” (L9) Do drama activities help you feel more confident when speaking? Please explain and give detailed examples if possible “Of course Drama activities helped me to feel proud of who I am and my own culture Yes, right now I am not good at English I used to be very shy about it But now I become more confident The activity is so fun and easy I learn things easily and naturally that I did not realize that I am learning I think each person has his own strength I believe that my English can be improved For example, role-playing certainly made me feel better, or more comfortable, in another way When I play the role of different people, I feel liberated as my own personality is not implicated.” (L1) “To me, the answer is yes I learnt how to possess a positive view of myself At least I can act Yes, I like role-play, too I think when I pretend to be someone else I am braver I can be a policeman, a teacher, or even a doctor I need to try my best to perform the characteristics of that role, not mine I am not afraid to be a fool anymore.” (L2) Yes, I became more confident I was taught to describe my personal strengths, such as what I am able to and my own uniqueness I recognized that I have my own qualities that I should be confident For example, mime made me realize that I could communicate in another way: facial expressions or movement I think learners who have oral communication difficulties or other disabilities feel that they are also welcome.” (L3) “Yes, yes I couldn’t agree more If you ask me to speak about other people, I don’t know how to speak I love talking about myself And drama gave me a lot of opportunities to share my personal interest, to talk about what I like and what I dislike, or to present the beauty of my own artwork to my classmates and teacher I became more confident I like 103 writing scripts the most Scripts not only improved my writing skills but also trained my confidence to act out different roles under my imagination It was fun creating a plot, practice it and perform with other classmates.” (L4) “Drama activities apparently helped me to become more confident For example, when I joined mime, my confidence was increased because I realized that I was able to communicate non-verbally through gestures and facial expressions.” (L5) “Yes, I also think mime was fun! I did not need to concern about my oral performance anymore I felt more comfortable when using my whole body to express things in front of my peers It was much of fun, you know You don’t need to speak any single word but still learn.” (L6) “Of course, it helped Previously, I was afraid of the public But I had opportunities to speak more when working in groups with my classmates Gradually, I was accustomed to talking with my friends in English I even learnt it from my friends Recognizing the value of myself made me speak with boldness in front of my peers and my teacher.” (L7) “I would be very shy if my teacher ask me to speak alone I could not speak So many people will be staring at only me But I love working in groups I could speak English more often in my classroom thanks to partnering together I felt more relaxed Now I can keep my eye-contact to my friends and my teacher.” (L8) “Yes, I think that drama activities helped me to be confident The reason is simple to me Drama is different from other methods We were allowed to move in class We rarely sit still I felt comfortable with that We all like moving around and talk with each other No one likes sitting at a place ” (L9) Do drama activities enhance your knowledge and skills? Please explain and give detailed examples if possible “Yes To me it enhanced my memory Remembering vocabulary became easier when we were asked to play roles and think of what to say and how to keep a conversation going When we speak in a context, we tend to better remember it Also, what I was taught from my partner was pronunciation I used to be deficient in this aspect of learning, but it was improved after working in pairs and rehearse again and again for the performance Moreover, instead of doing things deliberately for us, our teacher taught us to become more autonomous and increase the need to make decisions 104 It allows us to overcome our problems in a considerate and mutually satisfying way.” (L1) “Yes I learned how to make a decision We were motivated to consider multiple choices and the impacts or consequences of our decisions Yes My vocabulary was enhanced, also I think it is useful for us to use role-play because it motivates us to brainstorm vocabulary: what to say in a particular situation And when we play, we will remember it longer.” (L2) “Me too My vocabulary was developed I think vocabulary could be expressed through gestures and also connected to our facial expressions To express that I am tired, I would show half open eyelids and simultaneous say ‘I am exhausted’ or ‘I am beat’ Furthermore, we were given a choice of what to when we had a disagreement: speaking to and reasoning, or walking away, or yelling We learnt how to manage our rage and frustration by experiencing and practicing in our class.” (L3) “We were more interested in looking up new words in the dictionary as we were writing our conversations for the script I think the tasks are helpful, as I think the vocabulary will be better increased.” (L4) “I was taught that everyone is unique in their physical characteristics, races, abilities and opinions We should accept that differences.” (L4) “Sometimes when our teacher gave us a problem-solving task, I did not know what to and what to say to resolve the issue because my vocabulary was very poor But I could learn it from the discussion with my classmates in my group We shared vocabulary.” (L4) “My friends could supplement some words that I did not know while I also gave them mine in relation to the topic that my teacher gave to us.” (L5) “We should speak in a respectful way with friends and teachers Other people’s feelings, rights and properties should be also respected.” (L5) “We can observe to understand their feelings through their facial expressions and actions We learnt to show our affection, and if they are in need, we need to offer help.” (L6) 105 “To me, learning from my friends could be leveraged to the expansion of our vocabulary In particular, in a peer learning group, we needed to verbally engage each other and debate to reach an agreement Without any doubt, when debating each other’s views, our vocabulary increased.” (L7) “We love creative art lessons in drama Very interesting and meaningful We had to think of someone who cared for us and then make a “thank you” card to send them.” (L7) “Yes! Each of us used our water ink to make a handprint artwork to show our appreciation to the other person Very fun!” (L8) “I also enjoyed imagining activities Once, we were asked to imagine that we were on an island surrounded by water infested with crocodile We needed to find a way to get out of the water.” (L9) Do drama activities help you collaborate with other people? Please explain and give detailed examples if possible “Yes I personally love simulation and improvisation activities as we had fun playing together We needed to cooperate well with each other by accepting others to complete the designated task.” (L1) “Yes, we need to listen to each other We need to share the ideas and negotiate to choose the best idea Sometimes we argued, too But we eventually still worked together We cannot kick anyone.” (L2) “I have the same opinions We are a team It makes us strong If we are separated, it will be very hard to work alone We have to learn to co-operate No other way.” (L3) “Yes Most of the time, we were asked to work in groups We sometimes debated But we still need to work happily as each person has his own strengths I think no one can the tasks alone” (L4) “Yes Role-play help me collaborate with my friends, as we have to work with each other to place someone in a role, produce a dialogue to play a good game.” (L5) “Me too I love role-play, too Sometimes I played the role of a doctor and my friend played the role of a patient If I don’t work with him, I cannot make a conversation.” (L6) “I think yes The typical example is that when we were asked to perform a play, we could not perform alone That was a performance with the participation of many people 106 Everyone has a role in the scripts We need to interact with each other” (L7) “Yes It is too difficult to write a script without the help from my friends It is easier and more interesting if the plot is created by a lot of people.” (L8) “Yes, cooperation is strength I need to understand the other person’s feeling to tolerate when working together.” (L9) Do drama activities help you to use your body language better? (Body language includes posture, gesture, eye-contact, facial expressions) Please explain and give detailed examples if possible “Yes Miming activities helped me to recognize and label, and express a need or an emotion through facial expressions Instead of simply speaking, we were asked to talk about our needs, likes and dislikes using our facial expressions.” (L1) “Me too My postures and gestures when speaking were corrected a lot by my teacher I learnt to keep a good posture, stand straight with shoulders back, relaxed and feet shoulder width apart.” (L2) “Yes, you are right Do not cross your arms, put your hands in your pocket or slouch Remember?” (L3) “Yes I think all of them were improved to me Especially, I learnt to improve my eye-contact with other people It is because I worked in groups a lot I became braver in front of other people.” (L4) “Yes I think the communication would be more effective through gestures and actions, other than words If you just talk without emotions or with bad gestures, you look like a machine.” (L5) “I agree My body language improved a lot I learnt to have a good posture and gesture when speaking It makes me look more professional, I think.” (L6) “Yes Body language, gestures, postures, facial expressions, everything.” (L7) “Yes, I am not afraid of looking at other people’s eyes when talking anymore I became braver after a long time working in groups.” (L8) “Yes I learnt how to maintain eye-contact when speaking with my friends and teachers.” (L9) 107 APPENDIX K INTERVIEW QUESTIONS (Vietnamese version) Ngày……………………Nhóm nghiên cứu…………………………… Các hoạt động kịch nghệ có thúc đẩy em nói Tiếng Anh tốt khơng? Hãy giải thích cho ví dụ cụ thể có Các hoạt động kịch nghệ có giúp em cảm thấy tự tin nói Tiếng Anh khơng? Hãy giải thích cho ví dụ cụ thể có Các hoạt động kịch nghệ có giúp em nâng cao kiến thức kỹ khơng? Hãy giải thích cho ví dụ cụ thể có Các hoạt động kịch nghệ có giúp em nâng cao tinh thần hợp tác với bạn bè học tập không? Hãy giải thích cho ví dụ cụ thể có Các hoạt động kịch nghệ có giúp em nâng cao ngôn ngữ thể không? (Ngôn ngữ thể gồm có cử chỉ, điệu bộ, ánh mắt, biểu cảm gương mặt) Hãy giải thích cho ví dụ cụ thể có 108 APPENDIX L SAMPLE OF LESSON PLAN UNIT 3: THINGS I CAN DO Week / Lesson 18 I/ Aims: By the end of the lesson, students will be able to: - Say what they can or what they can’t - Practice listening, writing and reading skills II/ Language contents: * Vocabulary: can’t * Structure: I can I can’t _ III/ Teaching aids: Teaching plan, course book, workbook, pictures, chalk, board, crayons.… IV/ Procedures: Time Warmup (10 m’) PreDrama (15m’) Content / Learning’s Activity Freeze/Do Ask students to spread out around the space When the teacher gives the “Freeze” signal, they are silent and freeze When the teacher says to something, they pretend doing that For example: “ride a bike” Ride a bike Fly Sing the song Swim Speak English Write Draw a picture Lay eggs Play the piano/ chess/ badminton Dance a Listen and repeat - Look at the picture, read the text aloud - Call some students to read - Correct the pronunciation - Teach them another song “Yes, I can” Key gestures: 109 Bird - Open and close your index finger and thumb in front of your mouth, imitating a bird's beak Elephant - Move your hand downward away from your nose in a wavy motion, representing an elephant's trunk Fish - Make one hand "swim" forward like a fish Gorilla - Beat your chest with both hands Buffalo - Hunch your back and put your arms on the floor, as if they were front legs ♫ Little bird, little bird, can you clap? [Bird gesture Shrug your shoulders Clap.] No, I can't No, I can't I can't clap [Shake your head "no." Thumbs down.] Little bird, little bird, can you fly? [Bird gesture Shrug your shoulders Flap your arms.] Yes, I can Yes, I can I can fly [Nod your head "yes." Thumbs up! Fly around.] Elephant, elephant, can you fly? [Elephant gesture Shrug your shoulders Flap your wings.] No, I can't No, I can't I can't fly [Shake your head "no." Thumbs down.] Elephant, elephant, can you stomp? [Elephant gesture Shrug your shoulders Stomp your feet.] Yes, I can Yes, I can I can stomp [Nod your head "yes." Thumbs up! Stomp around.] Little fish, little fish, can you stomp? [Fish gesture Shrug your shoulders Stomp your feet.] No, I can't No, I can't I can't stomp [Shake your head "no." Thumbs down.] Little fish, little fish, can you swim? [Fish gesture Shrug your shoulders Swim.] Yes, I can Yes, I can I can swim [Nod your head "yes." Thumbs up! Swim around.] Gorilla, gorilla, can you swim? [Gorilla gesture Shrug your shoulders Swim.] No, I can't No, I can't I can't swim [Shake your head "no." Thumbs down.] Gorilla, gorilla, can you climb? [Gorilla gesture Shrug your shoulders Climb.] Yes, I can Yes, I can I can climb [Nod your head "yes." Thumbs up! Climb around.] Buffalo, Buffalo, can you climb? [Buffalo gesture Shrug your shoulders Climb.] No, I can't No, I can't I can't climb [Shake your head "no." Thumbs down.] Buffalo, Buffalo, can you run? [Buffalo gesture Shrug your shoulders Run.] Yes, I can Yes, I can I can run [Nod your head "yes." Thumbs up! Run around.] 110 Drama (30m’) Calming down (5m’) Boy and girls, boys and girls, can you sing? [Point to boys and girls Shrug your shoulders Sing.] Yes, we can Yes, we can We can sing [Nod your head "yes" Thumbs up! Sing.] Boys and girls, boys and girls, can you dance? [Point to boys and girls Shrug your shoulders Dance.] b Listen and tick - Look at the pictures in the book - Describe the pictures a He can ride a bike b He can’t ride a bike c She can play the piano d She can’t play the piano - Guess and then listen to the tape - Correct and give answers: 1-a; 2-b c Read and complete - Ask students to look at the pictures in the book - Read the text aloud, some students read - Complete who can or can’t things - Check Answer: Nam; Quan - Sing the song “ Yes, I can” with action d Let’s play: Guessing games Games: It can fly in the sky, but It can’t swim What is it? It’s a bird 111 APPENDIX M PLAGIARISM REPORT 112