Using role – playing games to improve the 11th graders’ english speaking skills at nhu thanh high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NHU THANH HIGH SCHOOL -*** - INNOVATION IN TEACHING USING ROLE – PLAYING GAMES TO IMPROVE THE 11TH GRADERS’ENGLISH SPEAKING SKILL AT NHU THANH HIGH SCHOOL The writer: Le Thi Ngoc The post: The teacher Innovation of subject: English THANH HOA, 2019 TABLE OF CONTENT CONTENT PART ONE: INTRODUCTION I Rationale of the study II Aims of the study III Research questions IV Participants V Methods of the study PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW I Overview of role – playing games II Some principles of using and managing role – playing games III The steps in carrying the role playing games in class CHAPTER 2: PRACTICAL SITUATIONS I The infrastructure of teaching and learning English speaking skill at Nhu Thanh high school II The practical situation of teachers and students CHAPTER 3: RECOMMENDATIONS TO IMPROVE THE STUDENTS’S ENGLISH SPEAKING SKILLS I Recommendations II Practical solutions III Some practical role – playing games used at Nhu Thanh high school CHAPTER 4: RESULT PART THREE: CONCLUSION AND SUGGESTION I Conclusion II Suggestion REFERENCES PAGE 1 2 3 6 7 17 18 18 18 19 PART ONE : INTRODUCTION I RATIONALE: Nowadays English has become an international language because it is widely used in many parts of the world English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use English to communicate on a regular basis is about billion In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be very important in the fields of economics, politics, science, culture and education Especially, Vietnam’s official membership of WTO on 7th November 2006 opened a new door for integrating into the world economy Hence, more and more people want to learn English to communicate with foreign partners, tourists, study tours; or getting good position in the work force Thanks to the innovation of ways in teaching English which is stated by the MOET, English lessons are taught with four skills (speaking, reading, listening, and writing) in one unit Moreover, there exist three stages - Pre - While - Post teaching in one lesson This really helps students improve their skills beside the grammar exercises to pass the exams As We know that Nowadays English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be very important in the fields of economics, politics, science, culture and education Being aware of the importance of English so the society is becoming more and more interested in teaching and learning English at schools, the curriculums and the methods of teaching English are innovated to better the needs of learners Teachers have to use these skills and activities to promote positive, proactive students and create optimal conditions for students to train, develop and enhance skills to use language for purposes of communication So we have to create the environment for students to communicate in the classroom, especially, in Speaking lessons and this raises for teachers is to organize various activities to improve the efficiency of the speaking lessons and make students feel easily with the subject However, the majority of students are still feeling embarrassed and shy when speaking in front of the class To help students overcome these problems, I boldly give the subject “ Using role – playing games to improve the 11 th graders’ English speaking skills at Nhu Thanh High School ” II AIMS OF THE STUDY I the research to know about the fact of teaching and learning communication skills in Nhu Thanh High School more clearly This study also investigates whether some role – playing games can have positive impact on process among students and can develop their speaking skills or not Bearing in mind, I decide the research with title “Using role – playing games to improve the 11 th graders’ English speaking skills at Nhu Thanh High School ” III RESEARCH QUESTIONS This study aims at finding answer to the following research question: How can some kinesthetic activities help the students at Nhu Thanh High School improve their communication skill? The question has been addressed to two of the classes (11A8, 11A10) that I have been teaching in Nhu Thanh High School with the aim to examine how some role - playing games affect the process of speaking here IV SCOPE OF THE STUDY This study does not aim to teach any skill in a systematic way, because it is experience not for teaching but for practice The study investigates giving some some role - playing games to help students practice so that they can improve their communication and speaking skill V METHODS OF THE STUDY In this study, I use some research tools to collect and analyze the needed data Recording is used to record the process of giving some role play activities The second tool used in this study is interviews with students at the end of the research to study whether using role play is really suitable for them or not Surveying through the answer sheets is used to know the practical situation of teaching and learning English communication skill PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW I OVERVIEW OF ROLE - PLAYING GAMES The history of role-playing games begins with an earlier tradition of roleplaying, which combined with the rulesets of fantasy wargames in the 1970s to give rise to the modern role-playing game A role-playing game (RPG) is a type of game in which the participants assume the roles of characters and collaboratively create stories Participants determine the actions of their characters based on their characterization, and the actions succeed or fail according to a system of rules and guidelines Within the rules, they may improvise freely; their choices shape the direction and outcome of the games Role-playing games are substantially different from competitive games such as ball games and card games This has led to confusion among some nonplayers about the nature of fantasy gaming The game Dungeons & Dragons was a subject of controversy in the 1980s when well-publicized opponents claimed it caused negative spiritual and psychological effects Academic research has discredited these claims.Some educators support role-playing games as a healthy way to hone reading and arithmetic skills Though role-playing has been accepted by some, a few religious organizations continue to object Media attention both increased sales and stigmatized certain games In thirty years the genre has grown from a few hobbyists and boutique publishers to an economically significant part of the games industry, though grass-roots and small business involvement remains substantial Games industry company Hasbro purchased fantasy game publisher Wizards of the Coast in 1998 for an estimated $325 million II SOME PRINCILPES OF USING AND MANAGING ROLE – PLAYING GAMES: The more engaging the better The value of role-plays come from students immersing themselves in the material Choose a 'hot' topic and stage a debate Assign students positions on the topic (for/against) This will get students out of their personality and into the role where they not have the same inhibitions Preparation is very important to success Give students 'personality cards' which sketch out their personal characteristics or scenario Divide students into groups and give them time to sketch out various scenarios, and go over extra or special vocabulary, ask them to discuss how they will act, think about the character and plan what they will say For example, what are possible responses/replies for the angry neighbor? The teacher, as facilitator of the role-play must support students in their role, i.e they 'are' in the backyard arguing over the fence Don't anything to interrupt the pretend environment Leave grammar correction to the end Correcting students in the middle of an argument interrupts the pretend environment Make notes and a debriefing after Exaggeration is good! Encourage students to exaggerate their actions, opinions and movements Exaggeration helps students immerse themselves in the role Stage a rehearsal first Have students practice their role in small groups with coaching from the other students While the role-play or debate is in progress, have other students suggest vocabulary first, and act as backup if they not know Role-plays are unpredictable which makes them both a valuable learning tool and at the same time difficult to manage Sketch out the various routes the roleplay can take from the initial scenario This will give you some idea what to expect and avoid any surprises Role-plays can range from 30 minutes to one hour III STEPS IN CARRYING ROLE – PLAYING GAMES: Outside the classroom: Choosing the topic, based on the topic of the lesson or the main grammar point of that lesson Preparing materials, especially role-play cards (Teachers can make up the cards themselves, or search for them on the Internet) Inside the classroom: Providing students with enough language to be used in their role-plays Setting up the scene for role-plays CHAPTER 2: PRACTICAL SITUATIONS I THE INFRASTRUCTURE OF TEACHING AND LEARNING ENGLISH SPEAKING SKILLS AT NHU THANH HIGH SCHOOL Nhu Thanh high school’s board of managers always deeply care about the English teaching condition of the teachers and students The school has been equipped with full conditions about facilities for study like language laboratory, books, tapes, and radios However, after many years teaching English in this mountainous school, I have noticed the fact that the majority of students in this high school are afraid of learning English Moreover, they constantly have a heavy feeling in the English lesson, especially in a listening lesson In addition, there is a deep seated belief in their mind that they can not evenly listening any thing These are a truly barrier for the quality of students’ listening skill Bearing in mind, I really indeed want to make students have a real enthusiasm about learning a foreign language, namely English subject and make students look forward to and hope for this subject without feeling bored Or, how to help students be able to understand when listening to a foreigner? Therefore, I start on this study to try to find out the effect of some practical listening techniques to help my students integrate to the new world II THE PRACTICAL SITUATION OF TEACHERS AND STUDENTS The advantages of teaching speaking lesson: 1.1 For students: Most students in Nhu Thanh high school have studied English since they were in secondary school and the knowledge they are provided at this level of education is relatively high on grammar, vocabulary and communication skills Most students are obedient and aware of studying Students themselves and their parents have realized the importance of learning English so they have had the interest and considerable investment in many aspects to this subject, and it is no longer considered a subordinate subject The school has been equipped with full conditions about facilities for study like language laboratory, books, tapes, and radios 1.2 For teachers: Teachers have satisfied the school’s demand as well as education and applied the new teaching methods The facilities of the school like language laboratory, books, tapes, and radios are full and Administrator is interested and facilitates the teaching of the teachers so that they can prove their abilities in the best way The disadvantages of teaching speaking lesson: 2.1 For students: There are so many different students in class and the quality of each student is uneven Many students haven’t determined the importance of English in the current period, so they aren’t aware of their own learning Some students have a limited vocabulary so they can’t know how to speak a correct sentence Classrooms are crowded, and the activities of speaking lesson often practise in pairs or in groups so the classrooms are easily noise 2.2 For teachers: There are still some teachers who have difficulty in teaching speaking skills and choosing suitable skills for each lesson Teachers don’t assign the tasks to students clearly Teachers don’t create the environment to encourage students to speak English effectively 2.3 Specific survey in classes 11A8, 11A10 Class 11A8 11A10 Students 100% 100% Excellent-good 10% 8% Average 55% 57% Weak (bad) 35% 35% From the survey, we can see that even though speaking skill is considered to be very necessary, its importance has not been paid much attention in Nhu Thanh high school Basing on the Experimental English Curriculum of the National Foreign Languages 2020 Project, I really want to help students to improve English communication which will certainly bring them variety of chances in the work force Then I decide to work on this research CHAPTER 3: RECOMMENDATIONS TO IMPROVE THE STUDENTS’ ENGLISH SPEAKING SKILLS I RECOMMENDATIONS According to the data analysis from the survey, I personally found that it is essential for language teachers to help their students become effective communicators It can also be personally concluded that the most important feature that makes my students engage more in the lesson is the kind of assessment which forces them to learn although the meaningfulness of tasks also more or less affect the level of engagement The most meaningful tasks to my students are tasks that can help them to pass the tests at the end of the semester not tasks that give them reasons to communicate as I expected Therefore, I am going to give “ Using role – playing games to improve the 11 th graders’ English speaking skills at Nhu Thanh High School ” II PRACTICAL SOLUTIONS General requirements: We know that speaking skill plays a very important role in mastering a foreign language According to David Nunan (1991) the author of language teaching methodology book: "Success is measured by the ability to conduct a dialogue in the language they are learning." To this successfully, teachers must make students understand and gain the ability to use the language as much as possible because the needs of learners are very diverse Besides, teachers shouldn’t create unfortunate misunderstanding in the communication process Speaking skills of students are practised with other skills through a learning process in English language environment In addition to learning in classroom, students must learn themselves and practise speaking exercises through different forms and methods because the aim of speaking exercises is to help learners speak exactly and fluently The selection of teaching speaking techniques must be determined on the basis of the lesson content to build the activities for study Through research process and practice in different classrooms I offer some solutions to guide students to develop communication skills The main solutions: Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process To guide students to develop communication skills in English, teachers can teach students speaking strategies such as providing a dialogue, spoken word actions, using minimal respones, practising grammar structures and applying groupwork or pairwork in speaking skills and games.In this writing, I would like to recommend a more practical way of teaching speaking in high school classrooms; that is using role-plays and simulations Role-plays, or simulations are one of the ways ESL instructors can ease students' transition into using English in real world situations A simulation is where students act out a real-life situation, for example checking into at a hotel, but not act out a different personality Role-plays are where students take on different personalities In a role-play, for example, one student may be asked to take on the role of "an angry neighbor" which is out of character for the student The purpose of role playing is to give the students an opportunity to work with others in determining how an individual or group might behave in response to a particular situation Role playing is often used primarily to promote classroom discussion The use of role playing as a cooperative learning model also includes class discussion as a vital step, but in this approach the entire class is involved in preparing and presenting role plays through group activity III SOME PRACTICAL ROLE – PLAYING GAME ACTIVITIES USED AT NHU THANH HIGH SHOOL Sample lesson plans number 1: Unit 1: Friendship (English 11) 10 Finding a Perfect Roommate/Flatmate Role-play Materials: + Ranking Roommates: Vocabulary Warm-up + Room Ads: Listening Reading Comprehension Warm-up + Rooms for Rent Role Cards + Friends Looking for Rooms Role Cards + Students with Rooms for Rent Activity Sheet + Students with Friends Needing Rooms Activity Sheet Purpose and Audience: The purpose of these materials is to get the students to practice talking about the qualities of good and bad roommates Target Language: Describing people and their habits Warm up: a) Group Discussion + Where you live? + Do you live in a dormitory or with your family? + Who you live with? + Are you happy where you live? Why or why not? b) Pros and Cons Brainstorm + What you think about shared accommodation? + What are the pros and cons of shared accommodation? groups divided into Pros and Cons then pair up Pro and Con to discuss c) Which would you choose? In groups of 3, put Shared Accommodation Ads in pile face down Students turn up and explain to the group This accommodation is in (area) It’s a (flat/house/townhouse) There are (number) people living there It costs $ a week (other information) Would you like to live there? Why or why not? – Discuss After going through all six ads, choose the best one for you and explain why The Perfect Flatmate What kind of person is good to live with? Why? Ranking Exercise: In groups, students circle the ideal qualities of roommates using the Ranking Exercise Vocabulary Sheet and then rank them in order of importance Role-play Set-up: The class is divided into two groups: 11 Group 1: These students have a room for rent at their house because a roommate has just moved out They will need a Room for Rent Role Card and a Room for Rent Activity Sheet Group 2: These students have a friend who is looking for a place to live They will need a Friends Looking for a Place to Live Role Card and a Students with Friends Needing a Room Activity Sheet The students should be given some time to read their role cards, ask questions about vocabulary and then write down the concerns (from the role cards) into the table headings (on the activity sheets) Divide the class chairs into two lines facing each other (or if you like, have an inner circle and outer circle) One line is for students with rooms to rent (Group 1)and the other line is for students who have friends who need a place to live (Group 2) Group students approach group students and ask them if the group students know anybody who needs a place to live Group students tell them they have a friend who is looking for a place Group will then ask questions to make sure that their friend will be happy in the shared accommodation Group students then ask questions about the friend to make sure that the friend is compatible Wrap up Students discuss which friends were compatible with which houses Model role – play: Dialogue: Finding a Roommate A: Hi, Steve B: Hey, Jack What’s up? A: Do you know anyone who’s looking for a place to live? One of our roommates is moving out B: As a matter of fact, I My friend Sally needs a place How much is the rent? (Steve asks questions about the room and roommates) B: I’ll let her know and give her your number A: Thanks Steve Oh wait! Is there anything I should know about Sally? B: Like what? A: Well, is she a heavy drinker? Our last roommate got drunk all the time and caused a lot of problems (Jack asks questions about the potential roommate Sally) A: That’s all I need to know I’ll talk it over with my roommates Thanks again Steve See you later B: See you Jack 12 Students in class 11A8 are taking part in role – playing games Students in class 11A10 are taking part in role – playing games Sample lesson plans number 2: Unit 9: The Post Office (English 11) Role-play: I Need to Mail This Letter to Mexico Materials: + Post Office Customer Activity Sheet + Post Office Clerk Activity Sheet + Post Office Rate Sheet + Customer Errands Sheets 13 Purpose and Audience: This role-play is intended for false beginners who are working in the postal industry or need some survival travel English skills The role-play includes the language for talking about delivering letters, parcels, packages, and postcards The role-play also presents an opportunity to go over numbers used for dollar amounts such as $12.95 or $42.00 As well teachers can go over talking about the time something takes such as 2-3 days (read two to three days or between two and three days) Warm-up: As one possible warm-up, I bring a letter and a parcel into class and tell the class that I have to deliver these I ask where the post office is After I get directions, I tell them I'm worried because the letter is a very important letter and I don't want it get lost in the mail or I tell them it's my friend's birthday next week and I want the parcel to get there on time I see what responses this elicits Hopefully, somebody will suggest I use a courier or special delivery Then we talk about rates and schedules writing down expressions on the board as needed Another possible warm-up is to give the parcel and letters to the students and then start the class with: Welcome to Chris's Post Office How can I help you? If the students simply say that they want to mail the parcel, I counter with: That'll be $1000 dollars please (or you could use an outrageous amount in the local currency) Hopefully, this will draw a shocked response and they should start inquiring as to why it's so expensive I tell them it's because its super speedy delivery This should get them to inquire about other more reasonable options, which is a big part of the role-play Class Set-up for Role-play: The students are divided into customers doing errands at the post office and post office clerks The customers need a customer activity sheet and and errand list Post office clerks need a post office clerk activity sheet and a complete schedule of postal rates I usually have a row of desks with all of the post office clerks on one side and all of the customers sitting on the other Students in class 11A8 are taking part in role – playing games 14 Class Activity: Customers go from post office to post office mailing one item on their errand list at a time While doing this, they should record the prices and delivery times on the customer activity sheet Post office clerks wait for customers to come into their post offices The clerks then give the customers the required information and fill out their postal clerk activity sheets Argentina Surface Letters Parcels Air $1.50 $12.50 4-6 weeks Postcards $18.00 $0.50 8-10 days 10-12 days 8-10 days Special Delivery $5.95 $29.50 2-4 days 4-6 days Courier $25.50 Overnight Chile Surface Letters Parcels $8.50 4-5 weeks Postcards Air $1.75 7-10 days $15.00 8-10 days $0.60 7-9 days Special Delivery $7.40 3-5 days $36.00 4-6 days Courier $19.50 Overnight China Surface Letters Parcels Postcards $12.00 6-8 weeks Air $1.40 1-2 weeks $21.50 1-2 weeks $0.70 1-2 weeks Special Delivery $5.50 2-4 days $41.00 4-6 days Courier $18.75 1-2 days Students in class 11A8 are taking part in role – playing games 15 A: You have to go to the post office to B: You have to go to the post office to mail some letters, parcels and postcards mail some letters, parcels and Here is a list of errands you have to run: postcards Here is a list of errands you (1) A business letter: You need it delivered have to run: to Argentina ASAP (1) A business letter: You need it (2) Your friend’s birthday presents delivered to Chile ASAP Your friend’s birthday presents (parcel) which is in days She lives in (2) Chile (parcel) which is in days She lives (3) A letter to your Aunt She lives in China in China (3) A letter to your Aunt She lives (4) A postcard to your friends who in Costa Rica are in Costa Rica (4) A postcard to your friends who (5) Your cousin’s graduation present are in Indonesia Your cousin’s graduation (parcel), which is in two months He is (5) studying in Indonesia present (parcel), which is in two (6) A postcard to your old teacher months He is studying in Poland who moved to Poland (6) A postcard to your old teacher (7) A letter to your friend who is who moved to Portugal going on a very long trip around the (7) A letter to your friend who is world He leaves in two weeks He lives going on a very long trip around the in Portugal world He leaves in two weeks He (8) A gift (parcel) for your friend lives in South Africa who is in the hospital and is very sick (8) A gift (parcel) for your friend She is in South Africa who is in the hospital and is very sick She is in Argentina C: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it delivered to China ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Costa Rica (3) A letter to your Aunt She lives in Indonesia (4) A postcard to your friends who are in Poland D: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it delivered to Costa Rica ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Indonesia (3) A letter to your Aunt She lives in Poland (4) A postcard to your friends who are in Portugal 16 (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Portugal (6) A postcard to your old teacher who moved to South Africa (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Argentina (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in Chile E: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it delivered to Costa Rica ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Poland (3) A letter to your Aunt She lives in Portugal (4) A postcard to your friends who are in South Africa (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Argentina (6) A postcard to your old teacher who moved to Chile (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in China (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in Indonesia (5) Your cousin’s graduation present (parcel), which is in two months He is studying in South Africa (6) A postcard to your old teacher who moved to Argentina (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Chile (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in China F: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it delivered to Poland ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Portugal (3) A letter to your Aunt She lives in South Africa (4) A postcard to your friends who are in Argentina (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Chile (6) A postcard to your old teacher who moved to China (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Indonesia (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in Costa Rica 17 Conversation: I Need to Send This to Mexico A= Postal Clerk B=Customer A: Hi How can I help you? B: I need to send this letter to Mexico A: How would you like to send it? B: I’m not sure it What options are there? A: Well, you can send it air, special delivery, or courier B: What’s the difference between each option? A: Let’s see Special delivery to Mexico is $14.95 And it takes from 2-4 days for delivery Airmail is $2.95 and takes anywhere from week to 10 business days for delivery And if you need it there quickly, courier is probably your best option That’s $35.95 for guaranteed overnight delivery B: So that’s $14.95 for special delivery and it’ll take 2-4 days for delivery? A: That’s right B: OK I’ll that A: That’ll be $14.95 then Do you need someone to sign for it? B: No That won’t be necessary Post Office Clerk Activity Sheet You are a clerk at a post office Customers will ask you about rates and schedules for letters and parcels Find out what the customers want to send and where they want to send it and give the customers the information they need Item Letter Country Mexico Option Selected Signature Required Special Delivery No 18 Students in class 11A10 are taking part in role – playing games CHAPTER 4: RESULT In conclusion, using role – playng games is an efficient way to teach speaking skill in the English classroom By This way I get the best results in the classroom It raises students’ motivation These activities take advances of their social knowledge and help student to apply their ability to acquire English as well as enhance their speaking skill By experiencing these activities student will feel that they are not only studying but they also be involved in learning activities Students have also chance to practice team - work, acting, speaking skill They truly become the center of the class as in the project of the new Curriculum of the MOET Moreover, the result of testing students’ speaking skill has considerably improved The effects will be shown in the table below: Before After Using role – playing games Using role – playing games Class Excellent (%) Good (%) Fair (%) Poor (%) Excellent (%) good (%) Fair (%) Poor (%) 11A8 16 42 38 22 40 32,2 5,8 11A10 14 43,2 39,8 18 42 33,3 6,7 19 PART THREE: CONCLUSION AND SUGGESTION I Conclusion: To develop speaking skill for students, it requires preparation from both sides, teachers and students First, teachers have to identify the focus of the lesson to select appropriate content, then there is a clear plan Second, students need to be prepared at home well, actively learned If they well with the above requirements, certainly teachers will develop speaking skill for students Role-plays require more imagination by students and teacher and can be difficult to manage because they are unpredictable The initial scenario develops from the students interacting with each other and can literally go in any direction This gives students practice in a non-threatening environment, and gives the motivation and involvement where they have to think in English Role-plays are interesting, memorable and engaging, and students retain the material they have learned In their assumed role, students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language Staging role-plays can be challenging for an instructor, but is also great fun After you have done a few, you will know what to expect and feel more confident My experience is students love them, retain what they learn, and often leave the classroom laughing and still arguing! II Suggestion: To teach a speaking lesson higher efficiency, the first thing to have good facilities, full intuitive full furniture, vivid pictures for teachers to have the time to invest in new initiatives and prepare for speaking lesson better The Headmaster’s identification Thanh Hoa, the third of May, 2019 I ensure that this study has been written by me The writer Lê Thị Ngọc : 20 REFERENCE BOOKS Vân, Hoàng Văn, Minh, Đỗ Tuấn, Tuấn, Nguyễn Quốc & Hoa, Hoàng Thị Xuân, Phương, Nguyễn Thu Sách Giáo Khoa Tiếng Anh 10 Nhà xuất Giáo dục Jeremy Harmer The practice of English Language Teaching Brunei C (1984) Communicative methodology in teaching Cambridge University press David Nunan (1991) the author of language teaching methodology book (David Nunan 1991) Vân, Hoàng Văn, Chi, Nguyễn Thị & Hoa, Hoàng Thị Xuân (2006) Đổi phương pháp dạy tiếng Anh trung học phổ thông Việt Nam Nhà xuất Giáo dục Howatt, A and Dakin, J (1974) Language laboratory material 21 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Thị Ngọc Chức vụ đơn vị công tác: Trường THPT Như Thanh STT Tên đề tài SKKN Using some authentic techniques to enhance competence of the 10th graders’ listening skill at Nhu Thanh high school Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Năm học đánh giá xếp loại Loại B 2017 ... when speaking in front of the class To help students overcome these problems, I boldly give the subject “ Using role – playing games to improve the 11 th graders’ English speaking skills at Nhu Thanh. .. that can help them to pass the tests at the end of the semester not tasks that give them reasons to communicate as I expected Therefore, I am going to give “ Using role – playing games to improve. .. Using role – playing games to improve the 11 th graders’ English speaking skills at Nhu Thanh High School ” III RESEARCH QUESTIONS This study aims at finding answer to the following research question: