using language games toimprove speaking skills for grade 10 students at nong cong 3 upper secondary school

TABLE OF CONTENTS TABLE OF CONTENTS PART 1: REASONS FOR TOPIC CHOICE PART 2: CONTENT I THEORETICAL BASIS Students’ psychological characteristics in learning English Importance in stimulating participation of students in English lesson Speaking skill II THE REAL STATE OF AFFAIRS Researching method Researching questions Results of the convey III SOLUTIONS Warm- up 1.1 Mapped dialogue 1.2 Sorting, arranging game 1.3 Cross- words Pre- speaking stage 2.1 Brainstorm 2.2 Matching 2.3 Net works 2.4 Role play 2.5 Labeling games While- speaking stage 3.1 Noughts and crosses 3.2 Chain story 3.3 Interviewing 3.4 Challenging games Post- speaking stage 4.1 Rearrange 4.2 Picture drill 4.3 Story telling 4.4 Searching games 4.5 Guessing games IV THE RESULTS OF THE RESEACH PART III CONCLUSION AND SUGGESTION REFERENCES PAGES 4 5 6 7 7 10 10 11 11 12 14 15 15 15 16 17 17 17 18 19 20 20 21 22 INITIATIVE: “USING LANGUAGE GAMES TO IMPROVE SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG CONG UPPER SECONDARY SCHOOL” PART 1: REASONS FOR TOPIC CHOICE In the world of the integration and development with the multilateral relations and information explosion, English remains an important role in comprehensive development for each student However, in fact, I realize my students find it very difficult to express their ideas in English and they even not know how to keep the conversation going on They are usually stressed and passive when being asked to participate in speaking activities More importantly, the topics chosen are quite broad and the way teachers develop them is not very interesting Some topics are beyond students’ enjoyment And some require a deep common knowledge which students usually lack If students have no idea what to say, they may lose confidence and feel uncomfortable and make mistakes Consequently, teaching and learning in the speaking lessons are boring and ineffective Therefore, it is essential that we carry out better methods in order that students have certain abilities of English communication Nowadays, in the process of teaching method improvement, the main purpose is to form and develop the knowledge and skills in using English English 10 gets in close contact with distinct skills: listening, speaking, and reading To practice these skills, each student has to work diligently with his/her partners Consequently, they can speak English more fluently With the aim at developing speaking skill, I am going to present the subject: “USING LANGUAGE GAMES TO IMPROVE SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG CONG UPPER SECONDARY SCHOOL”.This research is to help students simply communicate with the classmates It also helps teachers build the content of a teaching lesson As a result, students will be effectively attracted to English lessons PART 2: CONTENT I THEORETICAL BASIS Students’ psychological characteristics in learning English Students own age characteristics and innate skills which help them in learning language process Teachers must fully understand and take full advantages of them effectively These specific characteristics are: They learn a foreign language naturally as they learn their mother tongue They learn it through encouragement, which depends on each teacher’s methods If they are effectively motivated, they will perform better and more enthusiastically Besides, they learn through their listening and repeating, through cooperation and reciprocation in reliable atmosphere; and through interesting activities from which they gain their aims One of the things that makes teaching a source of endless fascination is the fact that no two classes are ever the same There always exists the complex interpersonal chemistry between teacher and students and between student and student In any given classroom, the factors such as position attitudes and individuals’ personalities will be in constant interaction creating a dynamic, unstable environment that can either facilitate the learning process or seriously impair it The role of expectations of both teachers and learners will be conditioned by individual personality factors such as introversion, cognitive style, prior learning and teaching experiences, and cultural factors Real-life observation also tells us that even if language learners can be shown to be following a common developmental route, they differ greatly in degree of ultimate success which they achieve As a teacher, one should be aware that learners differ in ways that careful thought when making decisions about what to be taught and how to teach Social psychologists have argued consistently that differences in learning outcomes must be due to individual differences between learners, and many proposals have been made concerning the characteristics which supposedly cause these differences The degree to which any of the factors discussed will become significant in a particular learning and teaching situation will depend partly on the reasons why learners are learning English Any individual may be influenced by a variety of motivations which will affect such things as anxiety, attitudes or willingness to try new learning strategies In short, there exist individual differences among learners and these differences play a significant role in language learning For a teacher, the challenge must be how to enable each learner according to his or her individual characteristics and cultural background Importance in stimulating participation of students in English lesson Students’ participation is very necessary for learning process to occur Lack of participation will have negative influence on all the learning process Through interacion in the target language students learn to communicate Hence, speaking skill is quite important Speaking skill Speaking is the productive skill in the oral mode It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words There are three kinds of speaking situations in which we find ourselves: - Interactive - Partially interactive - Non-interactive Interactive speaking situation include face-to-face conversations and telephone calls, in which we have chance to ask for clarification, repetition or slower speech from our conversation partner Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood Some few speaking situations maybe totally non-interactive, such as when recording a speech for a radio broadcast Here are some of the micro-skills involved in speaking The speaker has to: Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said Use the correct forms of words This may mean, for example, changes in the tense, case, or gender Put words together in correct word order Use vocabulary appropriately Use the register or language variety that is appropriate to the situation and the relatonship to the conversation partner Make clear to the listener the man sentence constituents, such as subject, verb, object, by whatever means the language uses Make the main ideas stand out from supporting ieas or information Make the discourse hang together so that people can follow what you are saying (Extracted from the LiguaLinks Library, Version 3.5 published on CDROM by SIL International, 1999) II THE REAL STATE OF AFFAIRS Researching method In order to realize the above aims of the study, qualitative and quantitative methods are mainly used The data collected for the study come from three sources: The questionnaires bring me the overview of both English speaking teaching and learning by teachers of English and students at Nong Cong High School; the classroom observation, we can see what the participants in comparison with theoretical base of the study and an interview of teachers are going to be used to collect information and evidence for the study In addition, synthesis material of speaking and giving some suggestions for students to improve English speaking skills through language games activities Researching questions - What is the real situation of the participation of students in nong cong school? - What the teachers to attract the participation of students in the English lessons? - What solutions can be effectively applied to English teaching to increase the students’ participation in class? Results of the survey I have carried out the survey of real situations of teaching and learning the part- pronuonciation, intonation and rhythm in language focus classes skill in class 10B2 and 10B5 (the school year: 2019- 2020) and I have got the following result: Class 10B2 Before applying innovative techniques (According to the figures at the beginning of the school- year 2019 – 2020) Excellent Good Fair Poor 0% 5% 25% 70% 10B5 0% 8% 27% 65% Games are often used in language teaching However, this thesis only focus on the games to develop speaking skills Especially to improve speaking skills of the grade 10 students at Nong Cong upper secondary School, the researcher intends to investigate the current situation of teaching and learning speaking skill, then apply some language games in teaching speaking skills in grade 10 at Nong Cong upper secondary School, finally to make some suggestion for improving speaking skills for students through using language games activities III Solutions Some suggested games used in teaching speaking Warm – up A warm up activity is often a short and fun game which the teacher can use with his students The purpose of warms up is to prepare them to learn by stimulating their minds Warm ups should last about five minutes 1.1 Mapped dialogue Unit 2: School talk Type of games: Mapped dialogue Classroom management: Pair works Teaching aid: handouts Time: 5- minutes Procedure: Teachers give a situation and write a short conversation on the board (teachers can use a sub- board or a PowerPoint presentation) Situation: Suppose that meet a friend at the supermarket, you are very busy How will you say to spend and end the conversation? Give a short conversation: A ………… (1) B Hi, Lan, How are you? A I’m fine Thanks And you? B I’m fine Let’s go somewhere for a drink A Sorry…………… (2) B Oh yes Bye A Bye See you later Ask students to work in pairs Each pair has to make a conversation based on the information on the board After to minutes, call some pairs to practice about conversation Possible dialogue: A B A B A B A Hello, Hong Hi, Lan, How are you? I’m fine Thanks And you? I’m fine Let’s go somewhere for drink Sorry I’m busy I must go out with my mother now Oh yes Bye Bye See you later 1.2 Sorting, arranging game Unit 13: Films and cinema Type of game: Sorting, arranging game Classroom management: Pair works Teaching aids: film posters and handouts Time: 5-7 minutes Procedure: The teacher asks students to work in pairs Teacher sticks the following posters on the blackboard or alternatively print these posters and distribute them to students Teacher then gives the handout to the pairs and asks students to match the film with the correct types Film and posters: Handout Type Science fiction film Cartoon Horror film Detective film Thriller Romantic comedy War film Action film Film 1.3 Cross – word Unit 14: The World Cup Type of games: Cross- word Classroom management: Whole class Teaching aid: handouts Time: 5- minutes Procedure: Teachers prepare a cross- word which has the key word “world cup” (teachers can use a sub- board or a PowerPoint presentation).Teacher divides the class into tow teams to answer eight questions in eight horizontal to find out the key word in the vertical Who can answer the key word will be the winner M E N S Clues: A G T R L A A A D D N I W O R L D C U P I N U O N A N N N E R N D E O R N U A M O P T A I N R T U G A R L The person who wins in a competition? Who is considered the biggest football player every age? The person who fails in a competition? The city has Big Ben Tower? Which country is called the hometown of football? Who is the head of a football team? Where are football matches taken place? Which national team does Cristiano Ronaldo play for? Pre- speaking stage This stage is carried out before students actually speak The pre-speaking activities are aimed at preparing students with everything necessary for speaking They also involve thought and reflection, and provide opportunities for students to plan and organize for speaking Normally, pre-speaking stage often lasts from five to fifteen minutes depending on each lesson 2.1 Brainstorm Unit 1: A day in the life of………(Task 2) Type of games: Brainstorm Classroom management: Whole class Teaching aid: handout Time: 15 minutes Procedure: Teachers ask each person in the class recall their activities in a day from morning to night After minutes ask students talk about their activities Teachers can give some examples: The activity’s Lan was take place in a day from morning to night At o’clock Lan gets up after her mother called At 6.30 a.m Lan has a breakfast with her mother Then she goes to school by bus at o’clock She plays football with her friends She gets home at 11 o’ clock .This is a typical day of Lan Then asked students write the activities, the teacher asks each person stand up to read about their activities 2.2 Matching Unit 2: School talk Type of games: Matching Classroom management: Group work Teaching aid: big sheet of paper and 10 pieces of expressions Time: minutes Preparation: prepare a big sheet of paper with 10 movable pieces of expression which are put in random, use magnets to hang on board Starting a conversation Closing a conversation Good morning.\ Hi Great I’ll see you tomorrow Sorry I’ve got to go Talk to you later Hello How are you? Well, it’s been nice meeting you Hello What are you doing? 10 How’s everything at school? Catch you later? Goodbye See you later? Hi How is school? Procedure: - Three tables will be a group So there will be groups in total - Students will discuss in groups to put sentences to the right columns - The fastest group can go to the broad and match - Teacher will check and give the key 2.3 Net works Unit 3: People’s background Type of games: Net works Classroom management: Group work Teaching aid: card Time: 15 minutes Procedure: The teacher divides the class into groups of eight students (two rows of tables) The teacher asks students to work in groups to write about their topic The teacher wrote on the board from the network After teacher asks students work in group then students in each on the board and write the information on topic Then teacher asks students use information on this topic to talk about this topic For example: Bother/ sister Parent Punishment Experienc e Family People’s background Primary school Method of study School work Educatio n Secondary school 11 The students can talk about the topic such as: Family: In my family, there are four people They are father, mother, brother and me My father is a doctor and my mother is a teacher ………… 2.4 Role – play Unit 14: World Cup (speaking task 1) Type of games: Role- play Classroom management: Group work Teaching aid: handout Time: 7- 10 minutes Procedure: The teacher asks students to name four national football teams in the photos on page in the textbook They are: The English national football team (photo1), the French national football team (photo 2), the Italian national football team (photo 3) and the German national football team (photo 4) Then the teacher divides the class into groups namely: The English team’s fans, the French team’s fans, the Italian team’s fans and the German team’s fans respectively The teacher will take turns to read the questions to each group and the students in each group are supposed to answer them One point is given for each correct answer And if all the members in one group fail to give correct answer, the other groups can score points by raising their hands to answer the questions The winner is the one that gets the highest point Finally, the teacher can call the representatives from four groups to talk about their favorite teams, using the information they have gained via the quiz They are encouraged to add some further information that they know to the talk World Cup quiz for each national football team Questions for the English team’s Questions for the German team’s fans fans How many World Cup tournaments How many World Cup tournaments has England participated in up to has German participated in up to 2006? 2006? How many times has Germany won How many times has England won the trophy up to 2006? the trophy up to 2006? Who was the captain of the German Who was the captain of the English team in World Cup 2006? team in World Cup 2006? Who was the top scorer in German Who was the top scorer in English team in World Cup 2006? team in World Cup 2006? Who was the head coach of the 12 Who was the head coach of the English team in World Cup 2006? Questions for the Italian team’s fans How many World Cup tournaments has Italy participated in up to 2006? How many times has Italy won the trophy up to 2006? Who was the captain of the Italian team in World Cup 2006? Who was the top scorer in Italian team in World Cup 2006? Who was the head coach of the Italian team in World Cup 2006? German team in World Cup 2006? Questions for the French team’s fans How many World Cup tournaments has France participated in up to 2006? How many times has France won the trophy up to 2006? Who was the captain of the French team in World Cup 2006? Who was the top scorer in French team in World Cup 2006? Who was the head coach of the French team in World Cup 2006? 2.5 Labeling games Unit 9: Undersea world (speaking task2) Type of games: Labeling games Classroom management: Whole class Teaching aid: pictures Procedure: Time: minutes 13 The teacher prepares a set of pictures of sea problems (See the pictures above) Then the teacher gives out one by one and asks students to tell what it is about The students raise their hands to describe the pictures and the teacher will write these ideas on the board Then the teacher states that they are some threats to the health of the oceans They are: Oil is spilled from tankers (picture 1); whales and sharks are still hunted for food, medicine and other products (picture 2); explosives are used to catch fish and other sea animals (picture 3); beaches are filled with plastic bags, pieces of glass and cigarette butts (picture 4) The teacher requires students to discuss the consequences that might occur and offer some possible solutions to these problems While-speaking stage This stage is the main part of a speaking lesson in which students use language input provided in pre-speaking stage to express personal feelings, ideas, or viewpoints, to converse and discuss or to describe one event, to tell a story, etc…Time spent on this stage is nearly twenty to thirty minutes 3.1 Noughts and crosses Unit 10: Conservation (Task 2) Type of games: Noughts and crosses Classroom management: Work group Teaching aid: handout Time: 15 minutes Procedure: Teachers explain to students that this game is the same game “caro” but only need “O” or “X” on a horizontal, vertical, diagonal is the winner Teacher guys cells on the board, each cell contains vocabularies, one the number of one the picture … 14 For example: Leopard Boa Elephant Tiger Adder Bear Lion Fox Camel Teacher works one sample sentences with students using a word in any of the boxes For example: Tiger is an animal may suffer from dangerous diseases Then teacher divides the class into two teams One team is Nought (O) and one team is Cross (X) Two teams respectively collected words from the box and put sentences Public teams set of correct answers will be an “O” of “X” Public teams has “O” or “X” on the on a horizontal, vertical, diagonal is the winner 3.2 Chain story Unit 11: Nation parks Task 3(While- speaking) Type of games: chain story Classroom management: Pair works Teaching aid: handouts Time: 12 minutes Preparation: Prepare handouts: one for Nga and the other for Nga’s friend Nga’s friend - Ask what Nga did last Saturday - Ask about the means of transport Nga’s class used to go to Huong Pagoda - Ask about food and drinks Nga’s class brought - Ask about the duration of the excursion - Ask what they did in Huong Pagoda - End up the conversation Nga - Answer - Answer and express regrets - Answer and express regrets - Answer and express regrets - Tell what they did and express regrets Procedure: 15 - Ask to work in pairs first and give each pair handouts: one for Nga and the other for Nga’s friend - Each pair has to make a conversation based on the information on the handouts - After to minutes, call on students to make a story about Nga’s excursion Each student talks only one sentence The other takes turn and continues the story to the end of the excursion story If time is spare, make another story about Nga’s excursion 3.3 Interviewing Unit 12: Task (While-speaking) Type of games: Interviewing Classroom management: Group work Teaching aid: Pieces of paper Time: 12 minutes Preparation: Prepare some pieces of interview paper for all students: Partner Partner Kind of film Reason for watching to film Favorites film Favorites film / piece of film When to watch to film Procedure: - Divide class into small groups of three One of them will be a journalist who wants to interview high school students about their music taste The journalist has to ask students some questions and fill in the table for his\ her later article - Students can change the role if time permits - After minutes of interviewing, the teacher calls on some groups to make presentations on what they have done in their group Teacher gives comments and corrects errors 3.4 Challenging game Unit 16: Historical place (Task 3) Type of games: Challenging game Classroom management: Work group Time: 15 minutes Procedure: The teacher split the class into two teams The teachers gives topic has the key words “citadel of the Ho dynasty” Two teams huddle within 30 seconds to 16 give words related to this topic and turn to challenge your team Which team is more challenging than the number of words spoken before If say enough and the right amount of challenge is scored point If you say one wrong word or saying one word that does not belong or not say enough times, it will lose the challenge and points will belong to the other team For example: Some words are relation with Ho citadel such as: Vinh Loc district, 1400- 1407, 2011 ect… After asks students give words then asks writes report to the class what have learnt about that place Then asks students read a low their report Post- speaking stage It is the last step of a speaking lesson so it is time for students’ production The activities in this stage are for students to reflect upon their performance Post-speaking stage should last ten to twelve minutes 4.1 Rearrange Unit 2: School talk (task 4) Type of games: Rearrange Classroom management: Group work Time: 10 minutes Procedure: The teacher asks students to work in groups Ask students rearrange these sentences to make two meaningful conversations according to the topics “the weather and last night’s TV program” The teacher then can ask students to practice about two topics Oh, really? I love it, too The weather Hi, Minh how was your trip to Vung Tau What was the weather like in Vung Tau? It was warm I prefer the weather in Vung Tau to Nha Trang 11 Hi, Nam I feel tired because I stayed up late to watch TV last night 13 No, I didn’t I did my homework until 11 p.m I feel hungry now What about going to the cinema? 15 What did you like most in Vung Tau? What was on TV last night? Yes, that’s a great ideal Let’s go Sure By the way, you want to see my photos? 17 10 Hello, Ba You don’t look happy What’s the matter with you? 12 Hi, Hung It was wonderful I really enjoyed it 14 Oh, there was an international football match on TV at p.m and a good film at 11 p.m Did you watch TV last night? Feedback: The weather: 12 15 Last’s night TV program: 11 10 14 13 4.2 Picture drill Unit 5: Technology and game (Task 4) Type of games: Picture drill Classroom management: Group work Teaching aid: Pictures and cards Time: 10 minutes Procedure: The teacher divides the class into groups of four or five students The teacher prepares from to pictures on the board From this picture, the student asks questions based on drawings were used structure learning Pictures: RICE COOKER TELEVISION It is used to …………… WASCHING MACHINE It is used to……………… CELL PHONE It is used to…………… RADIO It is used to…………… FRIDGE 18 It is used to…………… It is used to ……………… 4.3 Story telling Unit 11: National Parks Type of games: Story telling Classroom management: Group work Time: 10 minutes Procedure: The teacher divides the class into groups of eight students (two rows of tables) The teacher asks students to work in groups to tell about their imaginary excursion The teacher can begin the story with one clause of the third conditional sentence Then the students in each group one by one add more sentences using the third conditional sentences After the last student in each group finishes the story, all groups are asked to tell their excursion in front of the class The teacher will decide which the most interesting story is For example: The teacher can begin: If yesterday had been Sunday……… Student A: If yesterday had been Sunday, I would have gone a picnic to Cua Lo beach Student B: If I had gone to Cua Lo beach, I would have gone with some of my friends Student C: I had gone with some of my friends; we would have gone there by motorbike Alternatively, it can be made more interesting and amusing by replacing the third conditional sentences with the story using “fortunately” and “unfortunately” For example: The teacher can start: Yesterday it was nice, so I decided to go for a walk Student A: Unfortunately, it began to rain Student B: Fortunately, I had an umbrella Student C: Unfortunately, it was broken 4.4 Searching games Unit 15: Task (Post- speaking) 19 Type of games: searching games Classroom management: Whole class Teaching aids: copies of table Preparation: make copies for the table below Time: 10 minutes SURVEY: WHICH CITY DOES YOU PREPER? Name \ Opinion Prefer New York Prefer Lon Don Why Procedure: - Get students to move around and interview many other students as possible about which city they prefer and why in a limited time - Remind them to take notes while interviewing - The students who have more names in the survey will be the winners - Call some to report their finding 4.5 Guessing games Unit 15: Cities Type of games: Guessing games Teaching aid: card Classroom management: Whole class Time: 10 minutes Procedure: The teacher prepares a set of cards on which some famous cities in the world are written Students will take turn to choose one card from this set and try to use their knowledge to describe this city so that the other students can guess which the city is To make it more challenging, the students are not allowed to use proper name And the game can be played until time is up For example: The student takes up a card on which “Amsterdam” is written He can use the typical features to talk about it: It is the city which is famous for tulips and windmills So the other students may find it easy to guess correctly Set of cards HONGKONG TOKYO NEW DELI ROME SYDNEY LONDON MEXICO HANOI BEIJING PARIS BERLIN BANGKOK MOSCOW VIENNA CAIRO SINGAPORE 20 IV THE RESULTS OF THE RESEACH I directly experimented the above method in using games to improve speaking skills for grade 10 students at Nong Cong III high school in different classes with the flexibility of communicative methods Besides, I have still been applying the traditional methods As the result showed that 90% of students at class 10B5 acquired firmly the content of each lesson to express the ideas naturally with clear rhythm and intonation so that they gradually pay more attention to what the teacher expect them to Therefore, they learned very well what teacher taught I have got the following detail result through these techniques: After applying innovative techniques (According to the figures at the end of the school- year 2019 – 2020) Excellent Good Fair Poor 10B2 19% 26% 43% 12% 10B5 21% 28% 42% 9% PART III CONCLUSION AND SUGGESTION I Conclusion The important of speaking for grade 10 form students is undeniable It is obvious that both teachers and students often encounter difficulties when dealing with English speaking To better the situation, the study has presented some useful techniques for improving teaching and learning to speak English From the results of the study, it can be clearly shown that the teaching and learning English speaking is still far from satisfactory The students are not equipped with necessary speaking skills or strategies to become successful English speakers 21 It is hope that the study will prove worthwhile to those who want to improve students in speaking classes and who are concerned about the problem II Suggestion: For all the above experiences, I hope that it can be useful in some way to my colleagues and be applied by students and carried out effectively in teaching English From this desire that I propose to have phonetic textbook for both teachers and students which should be used in high school curriculum This is the realistic requirement and the necessary need of teacher and student to improve quality of learning foreign languages at higher level, to meet the practical requirements and proposed curriculum Thus, in order to make the study more practical, some suggestions on using language games as well as a variety of language games applied in all stages of a speaking lesson have also been mentioned CONFIRM OF THE HEAD OF THE UNIT Thanh Hoa, May 25th, 2020 COMMITMENTS DO NOT COPY Tran Thị Thu Hien REFERENCES 22 Lightbown M.P, Spada N (1990), How language are learned, OUP Ur, P (1996) A course in Language Teaching Cambridge: CUP Kim, Lee Su 1995 Creative Games for The Language Class] 4.Greenal, S (1984) Language games and activities Great Britain: Hulton Educational Publication Gardner, R.C & Macintyre, P D (1992) – A Student’s Contributions to Second Language Learning Language Teaching 25 Gardner, R.C & Macintyre, P D (1992) – A Student’s Contributions to Second Language Learning Language Teaching 26 George P McCallum (1980) - 101 Word Games - OUP http://iteslj.org/ Lesson/Ersz-Games.html http://iteslj.org/ Techniques/ Deesri-Game.html 10 http://images.google.com.vn/impress 23 ...INITIATIVE: ? ?USING LANGUAGE GAMES TO IMPROVE SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG CONG UPPER SECONDARY SCHOOL? ?? PART 1: REASONS FOR TOPIC CHOICE In the world of the integration and... With the aim at developing speaking skill, I am going to present the subject: ? ?USING LANGUAGE GAMES TO IMPROVE SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG CONG UPPER SECONDARY SCHOOL? ??.This... grade 10 at Nong Cong upper secondary School, finally to make some suggestion for improving speaking skills for students through using language games activities III Solutions Some suggested games