USING ROLE PLAYS IN TEACHING SPEAKING ENGLISH FOR NON MAJOR ENGLISH STUDENTS IN GRADE 11

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT YÊN ĐỊNH SÁNG KIẾN KINH NGHIỆM USING ROLE-PLAYS IN TEACHING SPEAKING ENGLISH FOR NON-MAJOR ENGLISH STUDENTS IN GRADE 11 Người thực hiện: Đỗ Thị Lan Chức vụ: Giáo viên SKKN thuộc lĩnh vực (mơn): Ngoại ngữ THANH HỐ NĂM 2020 Contents page PART I: INTRODUCTION 1.Rationale Aims of the study Research Subjects 4.Method of study Participants PART II: DEVELOPMENT An overview of using role-plays in teaching speaking English 1.1 What is a role-play 1.2 The advantages of using role-plays in teaching speaking English in grade 11 1.3 Major issues of the speaking English teaching in grade 11 1.4 Role Play Procedure in the Classroom 2.The games are used to apply to teach speaking part in grade 11 2.1 Roommate Role-play 2.1.1 The aim of the game 2.1.2 The general steps 2.2 I Need to Mail This Letter to Mexico 2.2.1 The aim of the game: 2.2.2 The general steps 2.3 Being famous person 2.3.1 The aim of the game 2.3.2 The general steps 2.4 Going green 2.4.1 The aim of the game 2.4.2 General Steps 2.5 Planning Debate 2.5.1 The aim of the game 2.5.2 General Steps PART III: CONCLUSION Compared to the amount of the initial survey Summary of the main findings Implications for more effective lessons 3.1 To the teachers 3.2 To the classroom facilities 4.Limitations and suggestions for further research Conclusion References 1 2 2 2 3 4 4 6 11 11 11 12 12 12 12 12 12 14 16 17 17 17 17 17 18 PART I : INTRODUCTION RATIONALE Speaking is one of the four language basic skills that occur in every situation.Learners of a second language should develop effective communication skill in daily situations as well as in conflict situation Carolyn Duffy (2003) provides a good suggestion for the English language learner to develop the communicative competence, it is important to develop effective communication skills in order to carry out positive interactions in every day social situations as well as in conflict situations According to Pachler and Redondo (2007,p66)’ speaking is a language skill which some people believe either you are good at or you are not, a skill that in some ways is down to personality factors such as confidence or extroversion” One of the goals of teaching speaking is to develop fluency in language use Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence Prof Kev Nair’s in (www.fluentzy.com) stated that fluency means the skill of speaking English smoothly and continuously without hesitation preventing you from speaking on the skill of speaking about things clearly and easily in English that is natural, appropriate and easy to understand without struggling for breath or for words In second and foreign language teaching, they further explained that fluency is the ability to communicate ideas effectively In Yen Dinh High School, the students had many problems in speaking They still did not know to speak English well The problems were: first, they still had poor vocabulary Second, they were not interested in the material about English that was given Third, they rarely practiced English And the last they were not confident and felt shy to speak in front of the class In this writing, I would like to recommend a more practical way of teaching speaking English in grade 11; that is using role-plays or simulations Role-plays, or simulations are one of the ways ESL instructors can ease students' transition into using English in real world situations So, the writers try to offer them such role-plays as: Roommate Role-play, I need to mail this letter to Mexico, Being famous person, Going green, Planning Debate…… When teaching non – major English students at Yen Dinh High School, I found out that using role-plays or simulation is very important in teaching speaking English and it also has significant effects on the students’ skills If students not have chances to apply it into English lessons, they can not understand them perfectly Aims of the study The major aims of the study are: - to improve the quality of the lessons and promote classroom discussion - to help students understand themes and memorize new words, structures more easily - to contribute a small part to the improvement of teaching and learning English at Yen Dinh High School Research Subjects This subject will help students interested in accessing new words, structures to improve their little skills now Method of study - Research in the teaching speaking English at Yen Dinh High School - School year 2019-2020, Grade 11A1,11A4,11A7,11A8 - Using Roommate Role-play, I need to mail this letter to Mexico, Being famous person, Going green, Planning Debate - Using comparison in percent before and after studying to assess the quality of teaching and study Participants The subjects chosen for the research include students in class 11A1, 11A4, 11A7,11A8 of Yen Dinh High School with the survey questionnaires, and teachers who are currently teaching English Their experience of teaching English varied from five year to 20 years The research was carried out during the academic year 2018-2019 at Yen Dinh High School PART II: DEVELOPMENT 1.An overview of using role-plays in teaching speaking English: 1.1 What is a role-play? First, we should know what exactly a role-play is According to Dr.Rachel Tustin – a PhD in Education , a Master in English: “Role playing is a fun theatrical exercise that is a cross between improvisation and performing in a play It blends creativity with structure to help actors hone their craft and is an important skill for an actor to develop.” Role - play allows a student to step into the shoes of a character This may sound easy, but it isn't necessarily a natural process It's a skill that requires a lot of practice before a student can it comfortably and well Role playing takes place in small groups, where each student is given a specific character or role to take on for the assigned period Within the role play - aside from assigning characters such as mother, friend, and classmate - there's also a prescribed situation within which the various characters will interact The situation provides the boundaries and guides how the characters should behave within the role play 1.2.The advantages of using Role-plays in teaching speaking English in grade 11 Many experienced scholars have argued that role-plays are not just timefilling activities but have a great educational value It is used to be thought that role-plays are only used for warm- up activities or when there is some time left at the end of a lesson Nevertheless,role-play games can more than that Role-plays have a lot of advantages Firstly, I want to emphasize that role-plays help students to reduce tension during their studying Role-play games make them funny, happy and comfortable when they are played games, which will help students concentrate on the lesson and learn better Moreover, students will remember English words, structures according to games the most effectively In addition,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 Furthermore,a role- play is where students act out a real-life situation, for example checking into at a hotel, but not act out a different personality Roleplays 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 To sum up, role-plays are very effective in teaching speaking English for non- major English students in grade 11 Being an English teacher it is very necessary for you to use them in teaching speaking English for students in the future 1.3.Major issues of the speaking English teaching in grade 11 Yen Dinh district is far from the center It is considered a rather poor district As the school has 2114 students, but the quality is not very high, especially students in grade 11 Teachers used simple method, they often give new words, structures and ask students read and learned by heart at home Results before using role-plays in teaching speaking School year: 2018-2019 Class 11A1 11A4 11A7 11A8 Number Good of Amount (%) students 40 48 43 43 0 0 0,0 0,0 0,0 0,0 Rather Average Weak Amount (%) Amount (%) Amount (%) 16 15 20,0 33,33 4,65 34,88 22 29 35 27 55,0 60,42 81,4 62,79 10 250 6,25 13,95 2,33 You can see the above table, good students accounted for zero percent for four classes in term of being interested in learning English, the weak students accounted for high percent 1.4 Role Play Procedure in the Classroom Role play in this distance learning class allows the objectives of the course to be met in the limited time, through an integrated approach which allows the practice of language skills, content and interaction skills and strategies.The teacher's role in giving clear instructions was equally important The learners were asked to get into groups and choose a leader for each group All the reports were given to the leaders who assigned individual roles to each group member They were asked to improvise the message in the reports which were not too structured and to find a structure that fits into a real life situation.Apart from that, the learners were asked to jot down in a diary, journal or log book, their feelings, comments, thoughts and perceptions about a particular learning experience related to the role play Such entries could provide opportunities to the learners for self-reflection and self-observation There are six major steps in the procedure (Huang: 2008): 1-Decide on the Teaching Materials The teacher must decide which teaching materials will be used for role play activities The teacher can take teaching materials from textbooks or non-textbook teaching materials such as picture books, storybooks, readers, play-scripts, comic strips, movies, cartoons, and pictures The teacher selects the material ahead of time The teacher can also create his or her own authentic teaching materials for role play activities The teaching materials should be decided based on students' level and interests, teaching objectives and appropriateness for teaching 2- Select situations and create dialogs, then a situation or situations to be role played should be select For every role plays situation, should be providing (by the teaching materials or by the teacher) or created by the students themselves 3- Teach the Dialogs for Role Plays, the teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations The teacher needs to make sure the students know how to use the vocabulary, sentences, and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say 4- Have Students Practice the Role Plays, students can practice in pairs or in small groups After they have played their own roles a few times, have them exchange roles That way, students can play different roles and practice all of the lines in the role play When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to so for their classmates 5- Have Students Modified the Situations and Dialogs, once students have finished and become familiar with an original role play situation, they can modify the situations and/or dialogs to create a variation of the original role play 6- Evaluate and check students' comprehension, the teacher shall evaluate the effectiveness of the role play activities and check if students have successfully comprehended the meanings of the vocabulary, sentences and dialogs The games are used to apply to teach speaking part in grade 11 2.1 Roommate Role-play 2.1.1 The aim of the game: It helps students to understand and remember new words, structures to talk about a person 2.1.2 The general steps: For unit 1: Friendship – Speaking (English 11) Teacher’s activities & content Students’ activities Task 3: Role-play: Talking to find out a compatible roommate -Asking whole class: “How are you as a roommate? How many of the ideal qualities you have?” - Giving their own answers -Dividing class into groups of 10 and requiring the students in their group -Working in groups find out who is the most compatible roommate for them: Hand-out: A When trying to find a compatible roommate, what qualities are the most important for you? Circle the qualities of your ideal roommate Finally, in groups, rank them below (1 being the most important and 10 being least important) messy (is a slob) good cook can’t cook outgoing shy easygoing argumentative/high strung boring humorous, interesting smoker non-smoker heavy drinker social drinker non-drinker friendly grumpy/mean quiet noisy considerate selfish has a car doesn’t have a car 2.2 I Need to Mail This Letter to Mexico 2.2.1 The aim of the game: This role-play is intended for false beginners who are working in the postal industry or need some survival travel English skills The roleplay includes the language for talking about delivering letters, parcels, packages, and postcards 2.2.2 The general steps: For unit 9: The Post Office –Speaking (English 11) Teacher’s activities & content Students’ activities Task 3: (Change the content of the task in textbook) 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 -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 -Role playing 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 Hand-outs Argentina Surface Letters Air $1.50 8-10 days Special Delivery $5.95 2-4 days Courier $25.5 Overnight Parcels $12.5 4-6 weeks Postcards $18.0 10- $29.50 4-6 12 days days 8-10 days $0.50 Chile Surface Letters Parcels $1.75 $8.50 4-5 weeks Postcards Special Delivery $7.40 3-5 days $36.00 4-6 days Air 7-10 days 8-10 days 7-9 days $15.0 $0.60 Courier $19.5 Overnight China Surface Letters Parcels Air $1.40 $12.0 6-8 weeks Postcards 1-2 weeks 1-2 weeks 1-2 weeks $21.5 $0.70 Special Delivery $5.50 2-4 days $41.00 4-6 days Courier $18.7 1-2 days Indonesia Surface Letters Parcels Postcards Air $1.20 $12.5 4-6 weeks $19.5 $0.60 A: 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 Argentina ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Chile 8-10 days 7-10 days 2-3 weeks Special Delivery $12.90 3-5 days $34.00 4-6 days Courier $26.0 2-3 days B: 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 Chile ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in China (3) A letter to your Aunt She lives in China (4) A postcard to your friends who are in Costa Rica (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Indonesia (6) A postcard to your old teacher who moved to Poland (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 Portugal (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in South Africa (3) A letter to your Aunt She lives in Costa Rica (4) A postcard to your friends who are in Indonesia (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Poland (6) A postcard to your old teacher who moved to Portugal (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 South Africa (8) A gift (parcel) for your friend 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 (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 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 (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 10 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 11 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 Customer Activity Sheet You are at a post office and you need to send some parcels and letters abroad Find out the different options along with how much they cost and how long they take Item Country Letter Mexico Options Air Special Delivery Courier Cost $2.95 $14.95 Delivery Time 2-4 days 7-10 days $35.95 Overnight 12 2.3 Being famous person 2.3.1 The aim of the game: It helps students to state the negative impacts made by people on the environment 2.3.2 The general steps: For unit 10: Nature in Danger – Speaking (English 11) Teacher’s activities & content Task 3: Role play: The teacher gives instruction: A discussion between different parties interested in global warming Team up with classmates who have been assigned the same role to develop your roles and discuss ideas and “strategies” before the role play begins Introduce yourself to the other role players Discuss your roles after the role play ends Students’ activities - Dividing into the roles: + Role A +Role B +Role C +Role D (in the hand-out) Hand-outs Role A – Penguin leader You live in Antarctica You need global warming to stop Temperatures must actually get cooler Your species is at great risk of extinction Your habitat, the ice, is melting and your sources of food are disappearing The world must act to save you The day the last penguin dies is the start of the end of the Earth Role B – Dessert dweller You like the recent effects of global warming It has brought a lot of unexpected rain to your land For the first time you can grow things You have bumper harvests You have lots of water to drink You think global warming is simply a matter or winners and losers You think global warming or cooling has always happened Role C – Worried Martian Billions of years ago, Mars, your planet, looked like Earth Life was everywhere However, greedy Martians controlled the energy sources and the Mars climate changed, killing all life – except you The greedy Martians paid leaders to pretend nothing was happening and that alternative energies would arise It was all too late Advise the Earthlings and the penguins of the dangers of climate change 13 Role D – U.S President You are terrified of taking measures to control global warming because you might lose your power You believe scientists can build a huge machine to refreeze the ice caps You think keeping American jobs is more important than penguin food You know better than the world’s climate experts You don’t believe in aliens 2.4 Going green 2.4.1 The aim of the game: It helps the students to express the opinion about using energy effectively 2.4.2 The general steps: For unit 11: Sources of Energy (English 11) Teacher’s activities & content Students’ activities Task 3: Role play: The teacher gives instruction: - Dividing into the roles: A, B A - You want to convince your school to -Acting out in front of the class use more renewable energy You think that global warming is a big problem and you want to try and reduce the effect your school has on the environment Try to convince your school’s director that he / she should invest in renewable energy B - You are the director of the school You think it would be a good idea to change to renewable energy but you are worried that changing to renewable energy is very expensive You want to spend the school’s money on other things 2.5 Role-play: Planning Debate 2.5.1 The aim of the game: It helps the students to talk about the benefits of the Asian Games 2.5.2 The general steps: For unit 12: The Asian Games – Speaking (English 11) Teacher’s activities & content Students’ activities Task 3: Role play: -Dividing the class into groups - Taking the roles -Giving instruction: -Acting out in front of the class Each pupil takes the role of one of the people on the cards In groups they have to decide if they think the Asian Games 14 will benefit the local people of Doha A spokesperson from each group should feedback the group’s decision to the rest of the class Hand-outs: cards James Nicholson (Factory owner Lea Valley) I owned a factory in the Lower Lea Valley The Asian plans meant my business headquarters had to be bulldozed to make way for the Asian Games park I am sad that the long-established, thriving business and industrial community in the lea valley have been wiped about by the development In the end some of businesses were evicted before they could get new premises I agree that the area needs regenerating but I think it should be in a way that will benefit all local people Peter Connor (14) member of the Eastway, Lea Valley, cycle group I have been training at the Eastway cycle club since I was 12 When the old Eastway cycle park was bulldozed to make way for the Asian Games park we were promised improved cycling facilities on the new Asian site In fact, the Asian Delivery Authority (ADA) has scaled-down the plans to provide these cycling facilitiesThe plans have now changed and the new cycle park will not be of the same standard as the one that had been demolished I would like to compete in the Asian Games as I am ranked in the top 10 nationally I hope I will have adequate facilities to train Mrs Cessario (Local community spokesperson) There are fears that this first burst of development for the Asian Games will not benefit the people actually living in Doha Areas around the Asian site are already becoming hot property for developers Property investors are moving in; buying up cheap housing and hoping for a housing windfall as gentrification drives up property prices The 'real' residents are being pushed to the edges of the borough, and into next-door Barking and Dagenham where they can afford rents It is sad that young people will not be able to get a foot on the property ladder in their own area Miss B (Local councilor for Doha) £2 billion will be invested in the Games, much of which will be in Doha, bringing many benefits The area will be improved to provide the biggest new park in Quatar and provide a better sense of security and openness with improved access for pedestrians and cyclists More than 9,000 new homes will be built, with schools, health and community facilities to match The Games will provide hundreds of jobs and improving the image of Doha The Games will bring great sporting facilities and help to promote sport and healthy lifestyles in Doha Lastly, the Games will boost Quatar's tourism industry Doha businesses will be 15 gearing up to take advantage of this opportunity PART III: CONCLUSION 1.Compared to the amount of the initial survey Based on the purpose of the research, this classroom action research was conducted to find out whether the students’ speaking skill better improved by applying the role plays strategy This strategy was applied at second semester of English Study Program in University of PasirPengaraian It was conducted in two cycles; each cycle had three meetings; each meeting was in x 40 minutes Each cycle in this classroom action research consisted of four phases; planning the research, acting the research, doing the observation and reflecting to what was found in three previous phases The reflecting phase was as the base to go to the next cycle Some finding started from what were found before the classroom action research, in cycle I and cycle II The Average of Students Speaking Skill in Cycle I NO Indicators speaking Accent Grammar Vocabulary Fluency Comprehension Percentage (%) 59,57 67,43 67,27 67,67 69,30 Based on the table of students' speaking skill average above, the following is the diagram of students' speaking skill average The Average of Students Speaking Test in Cycle II NO Indicators of speaking Accent Grammar Percentage (%) 70,50 76,13 16 Vocabulary Fluency Comprehension 85,37 78,23 82,77 Based on the table of students' speaking skill average above, the following is the diagram of students' speaking skill average Improvement of the students speaking indicators in every Cycle From the data in the tables and diagram above, it can be understood that their accent became better from the average of speaking test in cycle I (59,57) to (70,50) in the average of speaking test in cycle II It can be read that the students’ mastery on grammar better improved from (67,43) in the average of speaking test in cycle I to (76,13) in the average of speaking test in cycle II According the data above there was an increase on the students’ mastery in 17 vocabulary: from (67,27) in the average of speaking test in cycle I to (75,37) in the average of speaking test in cycle II Their fluency in pronouncing words and sentences became better: from (67,67) in the average of speaking test in cycle I to (78,23) in the average of speaking test in cycle II The last, the student’s comprehension throughout the three meetings showed an improvement: from (69,30) in the average of speaking test in cycle I to (72,77) in the average of speaking test in cycle II Results after using role-plays in teaching speaking School year: 2018-2019 Number Class of Good Rather Average Weak Amount (%) Amount (%) Amount (%) Amount (%) 08 11 20,0 4,17 25,58 13,95 22 24 17 55,0 50,0 18,6 39,53 10 21 20 20 25,0 43,75 46,51 46,51 0,0 2,08 9,3 0,0 students 11A1 11A4 11A7 11A8 40 48 43 43 2.Summary of the main findings We can see that it is necessary to use role-plays in teaching speaking English grade 11 because they help the teacher to create contexts in which the language is useful and meaningful.Role-plays are effective as they create motivation, lower students’ stress, and give language learners the opportunity for real communication.Role-plays promote learners’interaction.Interaction comprises the nature of classroom pedagogy and classroom behavior Pair or group work is one of the main ways to increase cooperation 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 Roleplays 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! Implications for more effective lessons 3.1 To the teachers Choosing techniques is the day–to–day business of every English teacher Role - plays play a very important part in lessons because if the teacher conducts this stage successfully, the classroom atmosphere will change and also the 18 students’ performance will be much better Therefore, the teacher should make sure that the following things are done perfectly First of all, preparation is necessary for English teacher with a list in details of activities prepared with useful language knowledge, good time management for each activity, effective visual aids usages and clear instructions giving One more thing is that the teacher should know how to motivate the students by changing the activities day by day or take care of the quiet students in the class by using different games in teaching 3.2 To the classroom facilities In Vietnam, it is normal that there are 40 to 45 students in a language classroom at high school This makes the teachers meet many difficulties in conducting a language lesson However, the situation can not be changed in a short period of time so the teacher should get over all these difficulties by making sure that the classroom facilities are comfortable enough before the lessons 4.Limitations and suggestions for further research The study still has some limitations First of all, this study is very small – scale, which focuses on only the way students motivate the lessons Secondly, the study basically bases on one source of data, questionnaires, which might be subjective on the side of the informants, so the researcher can not guarantee the reliability of the information collected 5.Conclusion Through the process of applying new teaching methods in the teaching departments, namely the application of the language games were predecessors in the same field so creative, I draw some lessons In the process of applying the familiar game, need to take measures to change or modification to suit each lesson and each object to avoid boredom XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 01 tháng năm2020 Tơi xin cam đoan SKKN viết, không chép nội dung người khác ĐỖ THỊ LAN REFERENCES • English book 11 • Internet sources • According to Dr Rachel Tustin: Definition of role-plays in teaching, Carolyn Duffy (2003), Pachler and Redondo (2007) • Oxford Dictionary • Prof Kev Nair’s in (www.fluentzy.com) 19 • Abbott, G & Wingard, P.et.al (1981) The teaching of English as International Language Collins Sons andCo Ltd-Glassgow 20 ... role- play 1.2 The advantages of using role- plays in teaching speaking English in grade 11 1.3 Major issues of the speaking English teaching in grade 11 1.4 Role Play Procedure in the Classroom 2.The games... for non- major English students in grade 11 Being an English teacher it is very necessary for you to use them in teaching speaking English for students in the future 1.3 .Major issues of the speaking. .. behave within the role play 1.2.The advantages of using Role- plays in teaching speaking English in grade 11 Many experienced scholars have argued that role- plays are not just timefilling activities