This action research study focuses on enhancing Grade 10 students' speaking fluency at a high school in Bac Giang province through the implementation of interviewing techniques.. This st
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Definition of action researCH - ô+ *kv vn ky 20 3.1.2 Reasons for choosing action research -ôôô+++++seeeessseeeess 21 3.1.3 Procedures of action research in the Study -ôô+++-<ô++++ 22 3.2 Context Of the Study HH He 24 3.3 PaT[ICIDAATIES - G0 ng nọ nọ re 25 3.4 Data collection fOO ẽS - < E11 25 3.5 The procedure Of the f€S(: - - - - << + E901 199v vn re 26 3.6 Data analysis DTOC€CUTC: LG 11H ng ng kh 30
The method utilized in this research is action research There are many different definitions of action research by some experts E Ferrance (2000) gives its definition as follows: “Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.”
Action research, according to E Calhoun (1994), is an interesting approach to learn about what's happening at school and how to improve it.
According to Pasons and Brown (2002), teachers should engage in action research as a sort of investigation with issues that their students face to try and find solutions and advance their own professional practices.
Mills (2011) stated that action research is a systematic procedure conducted by educators to collect information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning Using action research, teachers can collaboratively explore solutions to real problems they encounter in their classroom or attempt to develop classroom practices for improving their students' achievement.
Pardede (2018) notes that action research can be effectively used by teachers to observe, collect, and analyze information about their teachings so that they can minimize their weaknesses and increase their strengths.
From the definitions above, action research is the combination and interaction of action and research in which teachers can collaboratively explore solutions to real problems they encounter in their classroom or attempt to develop classroom practices for improving their students’ achievement.
3.1.2 Reasons for choosing action research
The researcher chooses action research for the study because of the following reasons:
Firstly, the research was carried out by practitioners (classroom teachers) rather than outside researchers It was the collaboration between teachers and students The participants do research by themselves and have their own reflection upon the effects of those actions (David, 2003).
Secondly, the research was carried out in the real English teaching, therefore, this situation creates a good environment among teachers to do the best thing for the students They have the challenge to solve the problems that they have found in the class in order to improve the learning process With this research, the teachers will know their weaknesses in teaching students and find out the effective methods in teaching speaking.
Finally, the research was designed as a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success or appropriation of certain activities and procedures (Harmer, 2003).
3.1.3 Procedures of action research in the study
Action research experts have independently designed action research process in different versions.
Ferrance (2000) recommend a five-step model The process has five phases such as identification of problem area, collection and organization of data, interpretation of data, action based on data, and reflection In the first phase, teachers often have several questions they wish to investigate In the second phase, multiple sources of data are used to better understand the scope of happenings in the classroom or school The third phase is analyzing and identifying major themes In the fourth phase, the researcher uses the information from the data collection and reviews of current literature, design a plan of action that will allow you to make a change and to study that change The last phase is assessing the effects of the intervention to determine if improvement has occurred.
According to Burns (2009), action research process consists of exploring identifying, planning, collecting, analyzing and reflecting information Exploring means identifying generalized areas for investigation Identifying is undertaking fact-finding to refine ideas while planning is developing a viable plan of action. Collecting data is selecting and enacting initial data-gathering techniques Analysing and reflecting is simultaneously scrutinizing and reflecting on emerging data.
Like Kemmis and McTaggart (1988), Harmer (2007) stated four components in one cycle for conducting classroom action research It consists of planning, action, observation, and reflection Firstly, a plan of well informed action is developed to improve the current situation In this phase, a problem of
22 action is identified in order to bring about improvements in a specific area of the research context Next, the plan is a carefully considered one which involves some deliberate interventions into the teaching situation that you put into action over an agreed period of time Afterwards, the effects of the planned action are observed This phase involves observing systematically the effects of the action and documenting the context, actions and opinions of those involved Finally, the effects are reflected on as the basis for other cycles At this point, the effects of the action are evaluated and described in order to make sense of what has happened and to understand the issue which has explored more clearly.
The model of classroom action research employed in this study is based on the model created by Kemmis and McTaggart (1988), who indicate that action research occurs via a dynamic and complementary process that consists of four fundamental steps in a spiraling process Burns (1999, p 32) also mentions that action research occurs through a process that is a dynamic and complimentary process Basing on the four phases of the classroom action cycle, the study was carried out through four phases during the period of 2 months in the first semester of the 10th grade ata high school in Bac Giang province as following: o Planning o Action o Observation o Reflection This project makes use of action research, and participants gain speaking experience by using the interviewing method The difficulties that the students in the research class are experiencing are the justification for performing action research Following this action study, the problem would be addressed, inspiring stdents to learn to speak with a positive outlook.
To gather data for this study, two instruments will be used Checklists and questionnaires are available.
1 The questionnaire is aimed to find out the students’ positive and negative attitudes toward the interview techniques and whether they are effective in stimulating the students to speak English both in class and outside the class.
2 Observation Checklist: The researcher will use an observation checklist to find out of the students’ active participation in participating in the interviewing technique.
The research was conducted at a upper-secondary school in Bac Giang province where the researcher has been teaching English for five years In the school year 2023-2024, the school had 30 classes with a total of more than
RESEARCH FINDINGS AND DISCUSSION
Research findings - - - c + + vn ng ng ng ng 31 1 Situation prior the research eccceesseccessneeeeeeneeceeeneeeeesneeeeseneeeesenes 31 2 Research implementation ceccccecesseceeseneeeeeeneeceesneeeeesneeeesenaeeeeaes 32 3 Findings students’ improvement: 56 + + + ++vv+seeeeseeers 33 4.2 Finding students’ view the use of interviewing technique
Before conducting the research, the researcher did observation, interview and give the pre-test to students with aims:
- To identify the problems students are struggling with
- To identify level the students’ proficiency
The researcher prepared the materials, lesson plan, instructional aids, camera, and everything else relevant to the action before it was carried out At the far end of the classroom, the researcher positions a camera and acts as an observer This class is administered by the teacher.
+) Meeting 1: One student is chosen to speak after the teacher assigns them a topic and a specially developed interviewing questionnaire Next, the instructor shows the students how to design an interviewing questionnaire and how to explicitly or connect the data to construct lengthier sentences.
+) Meeting 2: Students have a topic and their task is brainstorming the idea and add more necessary information to cater for speaking.
+) Meeting 3: Students present the topic based on their classmates’ answers.
The researcher sits at the back of the class or when students are doing the activities, go around to observe that what problems they have been struggling with and what things they are doing well or enjoy it.
From the observation in cycle 1, if having any problems appear or some students do not take part in, the researcher would repair in cycle 2.
Before the action was implemented, the researcher prepares the materials, lesson plan, teaching aids, camera, and everything related to the action The researcher puts camera at the end of the classroom and play a role
32 as observer The teacher controls this class.
+) Meeting 1: The teacher teaches the students how to write interview questions using information from the newspaper or other daily reading material The teacher then calls on a few students to discuss it after giving an example Speaking from a newspaper is intended to aid students in learning grammar, vocabulary in context, and speaking techniques.
+) Meeting 2: The teacher gives students a topics or they can choose their own topic to create an interview questionnaire.
+) Meeting 3: Students present their own results based on their classmates’ answers.
When students are doing activities, the researcher can go around and observe or support them in create an interview questionnaire.
Students would take a brief test to gauge their progress in mastering the interviewing technique after going through two rounds Students would next be interviewed to get data about their ideas and feelings regarding the research.
After observing, testing and the second cycle, the teacher and the researcher will reflect on the process of the research to decide whether using interviewing techniques can improve students’ speaking proficiency.
Results of data analysis are described in research findings Pre-test and post-test are both part of the speaking English test Scores of pre- test and post- test were given to the students to find out whether any improvement was made after 2 months of interview teaching Before introducing the
33 interviewing technique or providing treatment, a pre-test was administered to determine the students’ speaking abilities A post-test was then administered to determine whether the students' speaking abilities had improved The effectiveness of the strategy to improve students' speaking ability is determined by comparing pre- and post-test results If the post-test results are better than the pre-test, the method is working.
Table 4.1 The rate percentage and frequency of pre-test score in students’ fluency
No | Score | Category Pre-Test
Table 4.1 exhibited the frequency and rate of students' speaking scores on the pretest 34 students made up the sample, none of whom were categorized as excellent, very good, or good Instead, six students (17.65%) and ten students (29.41%) were placed in the good and fairly good category, ten students (29.41%) in the fair category, 18 students (52.94%) in the poor category, and no student was placed in the very poor category.
Table 4.2 The rate percentage and frequency of post-test score in students’ fluency
No | Score | Category Frequency | Percentage
Table 4.2 demonstrated the frequency and rate of students' speaking scores in the post-test Then, in the post-test, there were no students in the excellent category, no students in the very good category, four students (11,76%) in the good category, thirteen students (38,23%) in the fairly good category, twelve students (35,29%) in the fair and five students (14,71%) in the poor category, and no students in the very poor category Because the percentage of the post-test was greater than the percentage of the pre-test, it meant that the students’ vocabulary score on the post-test was better than the pre-test.
According to the pre and post test results, it was easy to find out the difference before and after applying interview teaching in the below table.
Table 4.3 The mean score and standard deviation of the students’ fluency
Indicator Pre-Test | Post-Test | Improvement Speaking Improvements | 55,00 66,18 20,32 %
Standard Deviation 12,371 9,134 Figure 4.3, from the pretest to the posttest, the student score increased as seen above After the pupils’ speaking examinations were evaluated, scores were determined From 55,00 on the pre-test to 66,18 on the post-test, the mean value climbed noticeably It demonstrated the effectiveness of the interviewing strategy with an increase of 20,32%.
Table 4.4 Distribution the value of t-test and t-table in pre-test and post-test
Table 4.4 showed the t-test value was higher than the t-table value. According to the results in the table, which were 7.409 > 2.034, there was an improvement in the students' speaking abilities before and after the therapy, pretest, posttest, and interviewing approach were applied to grade 10 students in the Bac Giang Province.
Based on the elaboration above, it could be concluded that the null hypothesis was rejected whereas the alternative hypothesis was accepted before and after used interviewing technique at grade 10 students of Bac Giang Province.
First and foremost, this study demonstrated how well the interviewing technique works to enhance students' speaking skills Students can comprehend the steps to self-practice at home for further improvement in speaking English thanks to the method that Kadota and Tamai (2004) effectively employed The test results significantly improved between the pre- and post-tests, demonstrating that the interviewing method was successful and helpful for speaking English Then, in the near future, students in Grade 10 will follow this method as well.
+) Students had a new method to practice and improve their speaking skill
+) Students improved vocabulary and structure as well.
+) They are not worried about arranging the ideas and how to develop them logically.
+) Teachers gain the new method in teaching language.
CONCLUSION AND SUGGESTION
Limitations nh an
Having said that, there are a number of limitations that should be taken into account and provide some recommendations for additional research on the same subject To begin with, this study is conducted in a tiny high school class with only about 34 students As a result, the findings may be generalized, which means they may not apply to every situation To determine if these results are specifically true or generally true for all students, it is
46 recommended that future researchers undertake studies on a bigger scale The fact that this study may have been conducted in a short amount of time is another drawback More specifically, it takes just six lessons for students to get used to using this new method Therefore, it would be preferable in future study to provide students with a longer period of time to practice this approach and assist them in focusing solely on it without letting other abilities interfere.
In the light of the study findings, the researcher also gives a recommendation for other studies First, further studies can be carried out to investigate the implementation of interviewing method in other grades in a high school with more participants in order to evaluate interviewing method's effectiveness in the scale of the whole school It is a useful method for developing teaching English in the future Secondly, to apply interviewing method effectively, it is necessary to compare different activities in interview teaching, which helps the teacher choose the most suitable activities for his/ her students and motivate them in learning English Last but not least, it is suggested that further studies should explore the effectiveness of interviewing method in other language skills such as listening, reading, writing in teaching English.
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FF YW = A B&B 0 kè nan FP WO Ww
SPEAKING TOPIC CARD 1 Part 1: Introduction (3-4 minutes)
Which class are you in?
Topic: A memorable place Describe a memorable place you have been to.
Explain why you enjoyed it?
SPEAKING TOPIC CARD 2 Part 1: Introduction (3-4 minutes)
Which class are you in?
Topic: A beautiful cityDescribe a beautiful city you have visited vA BR WwW tk +* WN
Where and what it is ?
What you can do there ?
Explain whether or not you will visit this place again? SPEAKING TOPIC CARD 3
Which class are you in?
Who do you play sport with?
How long do you play sport everyday?
What should we do to keep fit?
Explain why people should play sports?
SPEAKING TOPIC CARD 1 Part 1: Introduction (3-4 minutes)
Which class are you in?
1 Could you name some housework that children can do?
2 How long do you often spend doing your housework?
3 Does your family share the household chores equally?
4 What household chores does each member of the family do?
5 Do the family members enjoy the housework?
SPEAKING TOPIC CARD 2 Part 1: Introduction (3-4 minutes)
Which class are you in? œ Fe WO WN Where do you live?
1 What should you do to live green?
2 Have you ever joined a green event? If you have, what event was that?
3 What will you do when you see someone drop litter on the street?
4 How can we reuse plastic things like bags/ bottles/ cups ?
5 Can you give any ways to keep our school clean?
SPEAKING TOPIC CARD 3 Part 1: Introduction (3-4 minutes)
4 Which class are you in?
1 Name some game shows/ music shows you have ever watched.
2 Which show do you like the most?
3 What is it mainly about?
4 How often do you watch it? Who do you watch it with?
5 What do you think if music disappeared in our life one day? Can you live without music?
What problems are you experiencing in improving your speaking proficiency?
Do you have any method to improve your speaking skill?
In your opinion, what aspects of speaking skill, do you think, are the most difficult to achieve?
How do you feel about interviewing method?
Do you think it works for you to improve your speaking proficiency?
What aspect of interviewing method is needed to improve?
How do you feel about this new method?
Do you think it helps you improve your speaking skill?
Do you think you will use it as a method to improve your speaking proficiency?
( Phiéu diéu tra danh cho hoc sinh)
This survey questionnaire is designed to explore students’ attitudes toward the effectiveness of interviewing technique in English lessons, especially for improving students’ speaking competence It is my pleasure to receive your help by answering the following questions The questionnaire is not a test, please respond truthfully by ticking the best option that describe your choice!
( Phiếu điều tra được thực hiện với mục đích tìm hiểu thái độ của học sinh với phương pháp dạy học theo phỏng vấn cũng như những lợi ích mà phương pháp này mang lại trong việc cải thiện kỹ năng nói của học sinh Sự hợp tác của các em trong việc trả lời các câu hỏi đóng một vai trò rất quan trọng trong nghiên cứu Phiếu điều tra này không phải là một bài kiểm tra, vì thế xin vui lòng trả lời đúng sự thật! Cảm ơn sự giúp đỡ của các em!
Put the tick ( 3) in any option that suits you!
Question 1: What do you think about using interviewing technique in your
English lessons ?( Em nghi gi về việc sử dung phương pháp học tập theo phỏng van trong các tiết học tiếng Anh?) a | Very Interesting oO b | Sometimes interesting CJ c | Neutral O d | Uninteresting Oo
Question 2: I think interviewing technique create optimal environment to practice speaking English? ( T6i nghĩ rằng phương pháp hoc tập theo phỏng vấn tạo môi trường để học sinh luyện nói nhiễu hơn trong các tiết học Tiếng Anh.) a | Strongly agree
LÌ b | Agree Oo c | Disagree LÌ d | Strong disagree L]
Question 3: I think interviewing technique is useful in improving fluency in speaking skill for students(Tôi nghĩ răng phương pháp hoc tập theo phỏng vấn hữu ích trong phát triển sự trôi chảy trong kỹ năng nói cho học sinh.) a | Strongly agree im b | Agree O c | Disagree L] d | Strongly disagree oO
Question 4: | think interviewing technique helps students develop some soft skills such as pair work, crititical thinking, communication, (Tôi nghĩ rang phuong phap hoc tap theo phỏng van giúp hoc sinh phát triển các kỹ năng mêm như làm việc theo cặp, tư duy phản biện, giao tiếp ) a | Strongly agree LH b | Agree L1 c | Disagree d | Strongly disagree L
Question 5: I think interviewing technique makes students become more active in roles: interviewer and interviewee ( Tôi nghĩ rằng học tập theo phỏng vấn làm cho học sinh trở lên năng động hơn trong các vai trò khác: người phỏng vấn và người được phỏng vấn) a | Strongly agree O
VỊ b | Agree L] c | Disagree Oo d | Strongly disagree H
Question 6: Which aspects of your speaking skills have been improved when you are applied interviewing method?( Tiéu chí nào cua kỹ năng nói em cải thiện được thông qua phương pháp day hoc phỏng van) a | Fluency oO b | Pronunciation oO c | Vocabulary and grammar range L] d | All above L1
Question 7: Interviewing technique should be applied in English speaking lessons in the future (Phuong pháp dạy hoc phỏng van nên duoc áp dụng thường xuyên doi với các tiết học tiếng Anh trong tương lai) a | Strongly agree b | Agree c | Disagree d | Strongly disagree O,O}O oO
The end Thank you very much for your collaboration!
Would you please provide personal information ?
5.Students’ responses to the questionnaire
Question 1: What do you think about using interviewing teachnique in your English lessons ? a Very interesting 40.0 b Sometimes interesting 43.3 c Neutral 16.7 d Uninteresting 0
Question 2: I think interviewing technique create optimal environment to practice speaking English? a Strongly agree 46.7 b Agree 43.3
Question 3: I think interviewing technique is useful in improving fluency in speaking skill for students a Strongly agree 56.7 b Agree 33.3 c Disagree 10 d Strongly disagree 0
Question 4: I think interviewing technique helps students develop some soft skills such as pair work, critical thinking, communication, etc. a Strongly agree 56.3 b Agree 36.6 c Disagree 7]
Question 5: I think interviewing techique makes students become more active in roles: interviewer and interviewee
Strongly agree 66.7 Agree 33.3 Disagree 0 d Strongly disagree 0
Question 6: Which aspects of your speaking skills have been
IX improved when you are applied interviewing method? a Fluency 41.6 b Pronunciation 28.4
C Vocabulary and grammar range 17.3 d The above 12.7
Question 7: Interviewing technique should be applied in
English speaking lessons in the future.
I Objectives: By the end of the lesson, students will be able to:
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Recognize the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, PowerPoint, Sticky balls
Class 10A1 Date of teaching 16/9/2022 Total as 34/34 students III Procedures:
Stages/ activities Content/ Board display WARM-UP: (8 mins) Suggested answers:
- Aim: To arouse the classroom atmosphere and to lead in the lesson
-Divide the class into groups of four.
There are ten pictures of household chores on the slides 3-a do the washing-up 4-d do
- Ask Ss to match the pictures with the the heavy lifting corresponding names of chores.
- Throw the ball to the team which raise hands the fastest If the answers are correct, the round ends If not, the round ơ
& continues until there is a winner oe
-Confirms, check the answers from the 5- b shop for groceries 6- g. fastest team.
Stages/ activities Content/ Board display
- Recap the vocabulary and lead in the lesson.
- Discuss in their teams and match the pictures with the name of chores.
-Raise their hands when they finish. feed pets m8.ae
7- h water the plants 8- j clean the bathroom
9- i clean the house 10- ƒ put out the rubbish
- Aim: To help students recall reasons from the reading text why people think children should or shouldn’t do housework and provide them with some more ideas.
- Content: below are reasons why children should or shouldn't do housework Put them in the correct column Add some more if you can.
1 Doing housework helps them develop life skills.
2 Doing housework teaches them to take responsibility.
5 Doing housework helps strengthen family bonds.
3 Kids should be given plenty of playtime when they are young.
4 They may break or damage
Stages/ activities Content/ Board display
- Recall lexical items from previous lessons by asking Ss to call out the meaning of some words
- Have Ss work in pairs / groups
- Ask Ss if they can think of any reasons why children shouldn’t do housework.
-Ask Ss to read the task carefully
- Check Ss’ answers with the whole class
- Encourage Ss to add their own reasons
-Discuss in which column each sentence from task 1 should go.
- Do the task in groups and then write their answers on the board.
- Aim: To help students understand the lexical items in the text
- Content: words, pronunciation of word, meaning
- Product: Ss’ take-note on notebook and practice
-Provide vocab things when doing housework.
6 They need more time to study and do homework.
Stages/ activities Content/ Board display
- Confirm, show the items and their meanings on the screen
- Ask Ss to note down the vocabulary.
- Ask other Ss to give comments.
- Take notes on the notebook
- Aim: To provide students with an example conversation in which people express their opinions about whether children should or shouldn't do housework.
- Content: listen and complete the conversation (p.12)
- Have Ss read through the conversation once to get some general ideas about it
- Divide Ss into pairs; has Ss read the conversation again, this time more carefully and think of a suitable phrase / sentence to fill in each gap in the conversation.
How many people are talking?
What are they talking about?
1 Doing housework helps them develop life skills.
2 They should be given plenty of playtime when they are young.
Anna: Nam, why do you think children should do housework?
Nam: Because doing housework helps them develop life skills.
Anna: It’s true Life skills such as cooking, cleaning or taking care of others are really necessary for kids when they grow up.
Nam: Yes, we should all have these basic life skills to be adults. Anna: Now Minh, why do you think children shouldn’t do housework?
Minh: I think kids are kids They should be given plenty of playtime
Stages/ activities Content/ Board display -Play the recording for Ss to listen
-Play the recording again and check Ss’ answers; confirm the correct answers.
-Ask Ss to read the conversation in groups of three, each taking turns to be
- Listen to the teacher’s instructions
- Practise the conversation in groups and present in front of the class. when they are young.
Nam: I don’t agree with you I’m afraid too much playtime is not good for children.
Anna: Well, thank you both for sharing your ideas They are very useful for my project.
- Aim: To help students practise having interviews in which they can express their opinions about their family housework.
- Content: It can be based on the conversations in task 2 (p.12)
- Product: ss’ practice and their own conversation
- Have students stand in 2 lines, face to
Stages/ activities Content/ Board display face.
- Giving Ss handouts to move and *Handout: interview each other in 7 mins.
- Remind Ss to note down their Questions classmates’ answers and make sure each || 1.Do your student has the opportunity to interview family as much as posible.
- Ask Ss to conduct their results in front of the class after 7 minutes of interviewing.
-Go round the class to offer help when necessary while noting down Ss’ participation in the activity and any difficulties they may have.
-Ask other Ss to give comments and then give feedback to Ss’ performance.
- Give points for some Ss who are active in interviewing for information.
-Move in 2 lines to interview each other based on the handout.
- Note down on the handout the answers.
- Give comments members share house work?
3.Are you happy with the division of house work?
4.What kinds of housework are you in charge of?
5.Do you think that children should/ shouldn’t do housework?
Stages/ activities Content/ Board display POST - SPEAKING: (6 mins)
- Aim: To help students use the ideas and languages in the conversation correctly
- Content: peer correction and feedback from teacher
- Product: final version of Ss’ conversation
- Ask Ss to recall the conversation performed by some groups
- Listen to the teacher’s comments and feedback.
+ To consolidate what students have learnt in the lesson
+ To prepare for the next lesson
-Do the reading exercises in the Workbook
- Prepare for the Speaking lesson.
Stages/ activities Content/ Board display
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Write the required homework on notebook
After speaking lesson of unit 1, I continue to apply interviewing method in the speaking lesson of unit 2 Hence, it actives students’ excitement when they have chance to move around the class and ask each other to get information.
UNIT 2: HUMANS AND THE ENVIRONMENT
- Talk about ways to live green.
- Develop communication skills and environmental awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
- Develop a greener lifestyle and awareness of environmental issues;
- Be responsible to the environment.
- Teacher: lesson plan, Grade 10 textbook, Computer connected to the
Internet, Projector/ TV/ pictures and cards, sachmem.vn
Date of teaching 04/10/2022 Total as 34/34 students Ill Procedure:
I Warm-up: (6 minutes - Discuss in their teams and write
+ To arouse the classroom atmosphere - Take turns to write their words + To lead in the lesson on the board.
+ Give instructions of how to play the game, and gives an example.
+ Confirm the correct words, decides the
XIX winner and leads in the lesson.
Rules and an example of the ‘board race game’:
- The class is divided into teams.