Skkn application of debating technique in developing english speaking skill for secondary students at fansipan primary secondary school

Table of Contents
SUMMARY ……………………………………………………………….
1. Reason for choosing the solution ………………………………………
2. Contents of solution …………………………………………………….
2.1. Theoretical basis ……………………………………………………
2.1.1. The concept and benefits of “Debating”………………………….
2.1.2. Concepts, characteristics and requirements of speaking skills …..
2.2. Practical basis ……………………………………………………...
2.2.1. Situation of the problem before taking techniques ……………….
2.2.2. Solution used to solve the problem ……………………………….
2.2.2.1. Steps to take when using “Debating” in English speaking lessons
2.2.2.2. Some illustrative examples ……………………………………..
2.2.2.3. The progress of the speaking lesson using the “Debating
technique” …………………………………………………………………..
2.3. The effectiveness of applying the “Debating technique” in English
speaking lessons for 7th grade students at Fansipan Primary & Secondary
School ………………………………………………………………………..
2.4. The results and proofs obtained when applying the “Debating
teachinque” in English speaking lessons for 7th grade students at Fansipan
Primary & Secondary School ………………………………………………..
3. Conclusions and recommendations …………………………………….
3.1. Conclude ……………………………………………………………..
3.2. Recommendations ……………………………………………………
REFERENCES ……………………………………………………………..

2
2
2
2
2
3

3
3
6
6
7
8
10

11
13
13
13
15

1

skkn


SUMMARY
The presentation presents the results of research on applying Debating
technique in teaching - learning English speaking skill; testing the steps and at
the same time proving the effectiveness of the application of the above
techniques in the process of teaching and learning English speaking skill for
secondary students at Fansipan primary & secondary school.
1. Reason for choosing the solution
Teaching English in a communicative, learner-centered way and promoting
learners' capabilities has been very popular in all countries around the world. In
Vietnam this approach has been applied to develop language skills, especially
English speaking skill. These skills need to be focused on developing right from

the start of learning. Fansipan Secondary School also follows this direction, with
the aim of comprehensively developing 4 language skills for students, especially
speaking skill.
Speaking skill is one of the four skills that any English teacher pays special
attention to and worries about. Speaking is also one of the four skills that
learners consider difficult. Speaking skill must be practiced regularly in the
classroom as well as outside the classroom. Teaching speaking skill requires
teachers to explore and research, apply appropriate methods, measures and
tricks or offer appropriate forms of speaking practice to develop and improve
speaking ability. so that students can absorb and express their own thoughts
and opinions in English fluently.
Unlike reading, writing and listening skills, speaking skill requires actual
contact with the listener. As an English teacher, from a practical perspective as
well as experience in teaching, I personally find that most learners always feel
awkward in expressing themselves in foreign languages, for fear of making
mistakes or being criticized. judgmental and “shy,” or simply because they are
afraid of people noticing them.
In fact, the problems students often face are not being able or difficult to
think of content to say. This may be because the topic is too difficult or
unfamiliar to the learner, or it may be because the learner is not interested in
the topic. Moreover, some students tend to excel, talk too much, so the
opportunity to practice speaking for other students is too little or none. The last
problem is that students often use their mother tongue because they feel
unnatural and do not know how to express their ideas in another language.
To overcome the above problems in order to create a speaking
environment for students and make speaking lessons effective, many techniques
have been used such as: working in pairs, groups, discussions, presentations,
presentations. program etc…
2

skkn


Among them, Debating is also considered as one of the unique teaching
techniques in English speaking lessons to improve learners' ability to speak
English. And this method has been used by me in teaching - learning to speak
English for 7th grade students at Fansipan school, and has brought high results.
Because of the above reason, we have chosen to apply the “Debating
technique” in English speaking lessons to improve English speaking skill for
secondary students in general and grade 7 students in particular at Fansipan
Primary & Secondary School.
2. Contents of solution
2.1. Theoretical basis
2.1.1. The concept and benefits of “Debating”
According to the encyclopedia, “Debating” is basically a discussion or a
debate. While debating you will often be in a position where you will have to
argue the opposite of what the other side is saying. [7]
According to the American Debate League, debating is a system of
reasoning or a race of ideas among participants about any topic, issue, or policy.
Participants were divided into two opposing sides: for and against (or for and
against) the issue.
Debating is a very popular extracurricular activity in international private
schools and is becoming more popular in Vietnam. This is one of the best ways
to develop student learning capacity. To be able to argue, students need to
expand their understanding of many fields, know how to search and process
information, develop skills in logical thinking, deductive and critical thinking, and
make persuasive presentations.
Debating, especially the ability to argue in English, is a tool to help students
confidently enter life, bringing great skills to them. To be able to argue, students
need to expand their understanding of many fields, know how to look up and

process information. This is also the foundation for children to confidently learn
other subjects and actively seek and learn more advanced knowledge not found
in textbooks.
Debating helps develop critical thinking. When they have synthesized
information and have their own arguments, they will give evidence to support
their personal views and at the same time counter opposing views. The habit of
asking questions to clarify knowledge is also an important factor in forming
critical thinking.
Debating helps improve communication and presentation skills. These skills
will greatly complement the outcome of the debate, helping the listener to
clearly understand your child's point of view. Besides, the children will also be
trained to listen and respond to clarify their point of view in the most logical
way.
Debating helps to see things in a multi-dimensional way. The goal of debate
is not to consistently defend their point of view, debate helps children see things
3

skkn


in a multi-dimensional way. The more you open your heart to new perspectives,
the more your child's knowledge base will be expanded. At the same time,
children will easily develop the ability to evaluate right-wrong, good-bad issues
and make the best decisions.
Debating helps develop Listening - Speaking - Reading - Writing skills.
During the debate, the students will use all the vocabulary to express their
views. Regular practice and practice will help them memorize more easily and
know how to apply English in real life.
2.1.2. Concepts, characteristics and requirements of speaking skills
Conceptually, Bygate defines speaking as a skill produced during utterance.

Like other skills, speaking can seem complicated to beginners, because it
involves more problems than just pronouncing words. Among the four skills of
listening, speaking, reading, and writing, speaking plays an important role
because it is the first criterion to help teachers recognize those who know and
those who do not know how to use a foreign language. What is natural in verbal
communication is a process of mutual understanding between the speaker and
the listener. [1. p.65]
Regarding characteristics, Ur said that the characteristics of a speaking
activity include the following elements:
- Learners participate in speaking activities.
- The engine said.
- Language is used with an acceptable level of accuracy.[5.p. 20]
Regarding requirements, Nunan commented that in order to achieve good
speaking skills, learners must meet the following requirements:
- The ability to express the phonological nuances of the language;
- Mastering stress, rhythm, intonation;
- The ability to understand and express semantics;
- Reasonable fluency in conversation or presentation. [2. p. 32]
2.2. Practical basis
2.2.1. Situation of the problem before taking techniques
* Advantages:
- Fansipan Primary & Secondary School was built in the direction of
international standards. Facilities and equipment for teaching and learning
English at the school are fully spacious and modern. The classrooms are
equipped with wide-screen TVs with Internet connection, the classrooms are
spacious enough, single or double desks so that students can carry out moving
activities during English lessons comfortably. flexible.
- A team of young and dynamic Vietnamese English teachers as well as
foreigners are carefully selected.
- Students are given an entrance exam. The number of students in each

class should not exceed 30 students.
4

skkn


- Teachers and students always receive the attention and enthusiastic help
from the Board of Directors of the Company, the investor and the School Board
of Directors, always creating the best conditions for teaching and learning.
- Parents are aware of the importance of their children's learning,
especially English, so they always accompany the school to not only create the
best conditions but also actively participate in all activities. Extracurricular
activities of the school help children to be more confident and develop.
- English program for students of Fansipan Middle & High School, besides
strictly implementing the English Program of the Ministry of Education and
Training, following the direction of the City Department of Education and
Training, the school also built a number of intensive English lessons based on on
the English Program designed by the Oxford English Institute in Vietnam (OEA).
- The school organizes an annual activity "English Debating Contest" at all
levels. These are useful playgrounds and a place for students to experiment and
put their learned knowledge and skills into real life.
* Disadvantages
- Although students are selected for their input capacity and the number is
not too large, it is inevitable that the inequality in language and cognitive ability
in a class, especially for students in grade 7 (age 12). .
- Brainstorming ideas and finding content for a debate that matches the
theme of the English program of the Ministry of Education and Training is the
first difficult factor for using "Debating" in English speaking lessons. . They are
not yet able to explore the content, come up with ideas without the help and
suggestions from the teacher. Next, students' understanding of social issues is

still limited. Therefore, it is very difficult for them to give their own personal
opinion or counter the opinion of the team.
- Time is also a factor that hinders the use of "Debating" in English speaking
lessons. Because in order to have a successful debate, both teachers and groups
of students must take all the necessary steps. If both teachers and students are
not well prepared, the organization of debates for students will fail.
* Actual situation
In recent years, according to new programs and textbooks, new methods
of teaching and learning, many students are very interested in the subject,
active in all activities, but mostly good and good students. There are still many
weak students, they do not have a firm grasp of knowledge, they study
passively, many of them are afraid to practice speaking in class, afraid of saying
the wrong thing, some of them can't read or write sentences. the simplest,
thereby seriously affecting the training of skills: listening, speaking, reading,
writing; Particularly, there are students who do not take notes in class and do
not do homework, they do not have appropriate learning methods.
More specifically, when students enter 7th grade, they will begin to have
more subjects and a greater amount of knowledge, it will be very difficult for
5

skkn


them if they are not taught and guided in the right direction. Therefore, it is
necessary to direct them to know the right way to learn so that they have a
foundation from the beginning so that they can absorb the knowledge in later
classes and promote their learning ability.
Subjects participating in the study were 30 students of grade 7A from
Fansipan Primary and Secondary School. The study period is from September
2021 to November 2021.

At the beginning of the school year to understand the situation, learning
capacity, listening and speaking skills of students in grade 7A, I designed a
speaking test with a simple topic "Tell me about yourself" that requires Pass
means being able to speak: name, age, place of residence, grade, school,
hobbies, favorite subjects, relatives, friends... The results of the survey are as
follows:
With the above results, I see that their speaking ability is very low. So how
to improve this situation, I wondered, pondered, thought, searched for
solutions. Apply known knowledge, innovate teaching methods to improve
English speaking ability for students. Since then, I decided to apply the
"Debating" trick in teaching English to help students improve their English
speaking skills.
2.2.2. Solution used to solve the problem
Stemming from research on theoretical and practical bases, from surveying
the above-mentioned advantages and disadvantages, to improve English
speaking skills for 7th grade students when using the "Debating" trick in the
classroom. - learning to speak English, I have taken the steps below as problemsolving measures.
2.2.2.1. Steps to take when using “Debating” in English speaking lessons
In order to use the “Debating techinque” in teaching and learning to speak
English, to help students not have difficulty in understanding social issues,
teachers need to take the following steps:
Step 1: Identify the controversial issue:
- Each lesson can have many issues for debate; However, teachers should only
choose a problem that is most suitable for students to organize.
- Teachers need to understand, deeply understand their knowledge and
understand their students' objects, their cognitive level, what they have, what
they need, so that the teacher can make the right argument, transparent and
most appropriate.
Step 2: Assigning tasks, students prepare to research on the debate issue:
- Teachers need to assign specific: agreeing team and opposing team;

appropriate document orientation. The team that agrees is called “For” and the
team that disagrees is called “Against”. Each team has at least 2 to 3 students,
asking them to prepare well to give quality and focused arguments.
6

skkn


- Ask the teams to elect a captain to control their team to participate in the
debate.
Step 3: Conduct debate:
The debate will have two parts:
- Part 1: Presentation
+ Each team will present the problem they defend;
+ The team agrees to present first;
+ The maximum time for the presentation is 2 minutes.
- Part 2: Debate:
+ Each team will base their feedback on the opponent's presentation;
+ The maximum time for each review is 1 minute;
+ The members of each team need to take turns, avoiding the case that only one
person argues from beginning to end. During the debate, members of the teams
can ask questions back and forth to each other to add drama.
During the debate, the teacher observes and is ready to help the teams if
necessary.
Step 4: Comment and evaluate: The teacher will make comments and
assessments for each team and finalize the core knowledge of the lesson.
Evaluation criteria will be: quality of arguments; presentation skills of each team;
working attitude and debate of each team.
2.2.2.2. Some illustrative examples
In the English 7 program of the Ministry of Education, there are a total of

12 Units, equivalent to 105 teaching and learning periods. In which, some songs
like: "Unit 1: My hobbies", "Unit 2: Health", "Unit 4: Music and Arts", "Unit 7:
Traffic", "Unit 8: Films" are the lessons of the teachers. You can choose to bring
up topics around what students have just learned, or related to the student's
current life, appropriate for their age and level of understanding so that
students can easily compete. argue with each other.
Specifically:
- Unit 1: My hobbies
Nowadays, lots of children like playing computer and mobile games as a hobby.
Therefore, Some people say that computer and mobile games should be banned
at school. Do you agree or disagree?
Orientation: Students can agree or disagree depending on the assessment and
comment on their own point of view. Therefore, in this situation, the teacher
should specifically assign 2 teams: "agree" and "disagree" so that the students
will carefully prepare the content of the debate.
- Unit 2: Health
These days many people prefer ready to eat fast food rather than homemade
food. Do you think this has more advantages or disadvantages?
Orientation: Students can choose many advantages or many disadvantages
depending on the assessment and comment of their own point of view.
7

skkn


Therefore, in this situation, the teacher should specifically assign 2 teams:
choose "many advantages" and choose "many disadvantages" so that students
can carefully prepare content to argue about the issue.
- Unit 4: Music and Arts
Do you think music and arts should be compulsory subjects at schools in

Vietnam? Why or Why not?
Orientation: Students can choose to be required or optional depending on the
assessment and comments on their own point of view. Therefore, in this
situation, the teacher should specifically assign 2 teams: "required" and
"optional" so that the students can carefully prepare the content of the debate.
- Unit 7: Traffic
Do you think people should use public transport more often than use private
vehicles? Why / why not?
Orientation: Students can choose whether or not they should, depending on
their own assessment and opinion. Therefore, in this situation, the teacher
should specifically assign 2 teams: "should" and "shouldn't" so that the students
will carefully prepare the content of the debate.
- Unit 8: Films
Some people think watching movies is a waste of time. Do you agree or
disagree?
Orientation: Students can agree or disagree depending on the assessment and
comment on their own point of view. Therefore, in this situation, the teacher
should specifically assign 2 teams: "agree" and "disagree" so that the students
will carefully prepare the content of the debate.
2.2.2.3. The progress of the speaking lesson using the “Debating technique”
- Teacher's work before teaching:
+ Prepare a debate topic: (the topic name is suitable for the content of the
English curriculum 7 of the BGD)
+ Prepare lesson plans for lessons.
+ It is expected to divide the group into teams
- Teacher's work while teaching:
+ Introduce the topic.
+ Divide students into pairs.
+ Ask and suggest for students to make an outline according to 2 sides "for" and
"against"

+ Observe and help student teams on issues related to vocabulary, structure,
grammar... and help the teams practice.
+ Call on pairs to present
+ Record what students need to promote and learn from experience.
- Teacher's work after teaching:
+ Make comments for each pair of teams
8

skkn


+ Ask pairs of students to go home to continue practicing, record videos and
send videos to teachers after 1 week.
Above I have outlined the progress of a speaking lesson using the
"Debating" technique in the 7th grade English program. Here I would like to
illustrate with a specific lesson:

DEBATING TOPIC
Do you think people should use public transport more often
than use private vehicles? Why / why not?
I. OBJECTIVES
1. Knowledge:
By the end of this lesson, Sts will be able to gain more knowledge about the
advantages and disadvantages of using public transport.
2. Skills: Speaking, Listening, Writing
3. Attitude: Be confident in front of a crowd.
4. Competence development:  Teamwork and independent working, pair work,
linguistic competence, cooperative learning and communicative competence
II. TEACHING METHODS
1. Teacher: Lesson plan, computer, TV

2. Students: Notebooks.
III. PROCEDURES

Teacher’s activities

Students’ activities

I. Pre-speaking (5mins)
T asks Sts some questions to lead in the - Answer the questions individually.
topic of lesson.
+ How do you go to school everyday?
+ I go to school by bus/bike/car.
+ How often do you go to school by + I usually/sometime/never go to
bus?
school by bus.
-> T leads in the topic of speaking lesson
after learning Unit 7: Traffic
- Listen to the teacher.
- T says: Hey guys! Do you think people
should use public transport more often
than use private vehicles? Why / why
not?
9

skkn


Today, we’re going to debate about the
above mentioned topic.
II. While – speaking (30 mins)

- T divides the class into 2 teams: For
and Against.
- T asks sts to make an outline for what - Make outline
they are saying in 10 minutes.
- T gives Sts some suggestions if - Listen to
necessary.
necessary.

T’s

suggestions

if

* Team For: Sts need to give the
advantages
of
using
public
transportation
For instance:
- First: Save money
- Write down if necessary.
+ Taking buses and trains is cheaper
than using private cars.
- Second: Protect the environment
+ It can reduce air pollution, because
there are less cars driving on the road,
there are fewer fumes.
- Third: Reduce traffic jams and

accidents
+ There are less cars driving on the
road.
* Team Against: Sts need to give the
disadvantages
of
using
public
transportation
For instance:
- Write down if necessary.
First: Waste time.
+ People need to wait for some minutes
to catch a bus a train, so they need to
be punctually in order not to miss it.
Second: Can be late for school or work
+ In some crowded cities, buses meet
difficulties moving among so many
vehicle, so people have to wait for quite
a long time before the buses come.
Third: Personal safety
10

skkn


+ Sometimes it is crowded that it is
impossible to breath and convenient for
the pickpocket criminals to commit
crime.

- Ask the T’s help if they don’t know
how to explain.
- T observes and helps Sts on problems
related to vocabulary, structure,
grammar...
- Practice in team.
- When sts finish their outline, T guides
teams
to
practice
(10
mins) - Go to the board and present.
- Calls the teams go to the board to + Each team presents in 5 mins
present. (10 mins)
+ Each team presents in 5 mins
- Takes note what Sts need to promote
and what they need to correct.
III. Post – speaking (10 mins)
- T gives the comments to their - Listen to the teacher carefully and
presentation.
take note some mistakes
- Asks Sts to practice more at home, - Make videos and send to the
then make videos and send to teacher teacher on time.
after one week.
2.3. The effectiveness of applying the “Debating technique” in English
speaking lessons for 7th grade students at Fansipan Primary & Secondary School
The use of “Debating” in English speaking lessons has brought some
positive results for students because they are trained to express the language
naturally in front of many people, no longer afraid to speak the language and
shy like before, this gives them confidence. They know how to use body

language and express emotions through facial expressions to make their works
more attractive and attractive.
When expressing their views, they have the opportunity to practice
language situations, through which they know how to properly use language
functions, promote their ability to express phonological nuances of language,
correct accent, rhythm, intonation, and fluency are improved. Making outlines
and arguments by asking questions and giving interviews helped them develop
other language skills such as reading and writing skills, and when presenting and
arguing with each other, they developed listening skill. All of this is
demonstrated by the examples below.
11

skkn


2.4. The results and proofs obtained when applying the “Debating
teachinque” in English speaking lessons for 7th grade students at Fansipan
Primary & Secondary School
To study the effectiveness of using the proposed method of “Debating”, I
taught a trial at Fansipan Secondary School where I am working for 30 students
divided into 5 groups, over 50 lessons, for 10 weeks. I focus on researching,
observing, monitoring, and documenting my students' progress in
pronunciation, intonation, body language, fluency, interest, and confidence. The
school has a team of native teachers, so I invited them to be judges to grade the
videos and debates of each group.
Teaching is an art, the ways of organizing teaching in the classroom can
only be an art when it is conducted under the control of the teacher. By doing
well on the above form, students will be able to absorb the lesson effectively.
After applying the Debating trick, I re-checked the quality of the students. In the
speaking test I gave the following topic “Tell me about yourself and your family”,

compared to the previous test this test was more extensive in terms of topics
and ideas. However, when I tested them, I found that they have made a lot of
progress, they are bolder, more confident, speak more ideas, have more fluency
and pronunciation. The quality results are shown in the survey number table of
class 7A speaking skills as follows:
Results:
Schooy year
2021 – 2022

Numbers
7A

The 1st test

30

Excellent
(%)
9.0 –10.0
3 = 10

The 2nd test

30

9 = 30

8 = 26.6

Everate

(%)
6.0 – 5.0
13 = 43.3

Weak
(%)
< 5.0
4 = 13.3

Very weak
(%)
< 3.0
2 = 6.8

16 =53.3

5 = 16.7

0

0

Good (%)
7.0 – 8.0

In addition, the use of the "Debating" method in teaching and learning to
speak English has also brought them quite high results through comprehensive
quality survey tests in English (including Listening skills, etc.). , Speaking,
Reading, Writing) is held monthly, between the HKI and the end of the HKI. The
results are shown in the table below:

Schooy year
2021 – 2022
Quality survey
test (Sept)
Quality survey
test (Oct)

Numbers
7A

Excellent
(%)
9.0 –10.0

Good (%)
7.0 – 8.0

Everage
(%)
6.0 – 5.0

Weak
(%)
< 5.0

Very
weak (%)
< 3.0

30

5 = 16.7

10 = 33.3

11 = 36.7

3 = 10

1 = 3.3

30

7 = 23.3

12 = 40

9 = 30

2 = 6.7

0
12

skkn


Middle term test
(Nov)
Final term test

(Dec)

30

8 = 26.6

15 = 50

6 = 20

1 = 3.4

0

30

10=33.3

17 = 56.7

3 = 10

0

0

Not only that, through many lessons - learning to speak English using
"Debating" method, students were able to confidently stand on the stage to
participate in speaking competitions held at the School and won high prizes such
as: English Speaking Contest, Thanh Hoa in my Heart, Fansipan in my Heart...

3. Conclusions and recommendations
3.1. Conclude
With the characteristics, requirements and principles of teaching English
speaking skills as well as the characteristics of the “Debating technique”
mentioned above, the use of "Debating" in English speaking lessons has caused
real problems. been excited for secondary school students in general and grade
7 students in particular at Fansipan Secondary School for nearly 2 years. This not
13

skkn


only brought the students joy, passion for the subject, helped them develop
independent thinking, confidence, dynamism, creativity..., contributing to
meeting the requirements of innovation. Education is taking place actively
today, but more importantly, this technique has helped them improve their
speaking skills in English and develop other language skills such as listening,
reading, writing, working skills, etc. group work and communication skills for
students.
3.2. Recommendations
With the desire to improve the English teaching results of Fansipan Primary
and Secondary School, the educational institution where I am directly working to
improve in particular and the quality of English of the local educational
institutions. Thanh Hoa City table in general, I myself have some
recommendations as follows:
* For Thanh Hoa Department of Education and Training:
- Continue to pay attention to and create the best possible conditions for
English teachers to have the opportunity to study and improve their professional
qualifications by organizing sessions and training sessions for teachers on

teaching methods. Teaching English to primary and secondary school students.
- Organize more exchanges, English speaking contests or English forums
with the participation of native speakers so that students not only in the inner
city but also those in the suburbs have the opportunity to speak English.
Through these exchanges, the students will be more confident, their English
ability will be improved, and they will love the subject more.
* For Fansipan Primary and Secondary School:
Also with the desire that the quality of English subjects will be increasingly
high, meeting the school's purpose and orientation to become an international
school, I would like to recommend the Board of Directors of Fansipan Education
Development Company, the owner. In addition, the Board of Directors continues
to pay more attention and invest more in facilities such as equipping more
physical projectors for teachers to have favorable teaching conditions and for
more effective teaching hours.
* For parents of students:
We hope that parents will continue to pay attention and always accompany
their children and the school in all teaching and learning activities as well as
extra-curricular activities such as the "English Speech Contest", the "Stage
culture", English-speaking festivals such as Halloween, Christmas, New year...
As a teacher, we always want to bring our students really attractive and
engaging lessons, create all conditions for them to learn well, thereby improving
the quality of learning and teaching. The results are getting higher and higher.
The above are some of the subjective experiences I gathered and gathered
during the teaching process with a narrow research scope, short time, and little
14

skkn


material, so shortcomings cannot be avoided. However, with the aim of

improving the quality of education, especially in English, I hope this small study
can contribute to improving the speaking skills of junior high school students.
We look forward to receiving many valuable comments from the Board of
Directors.
Confirmation of the head of
Fansipan Primary & Secondary
school.

Tao Ngoc Thanh

Thanh Hoa, April 5th, 2021
I certify that this is my initiatives
and experiences.

Pham Bich Phuong

15

skkn


REFERENCES

1- Bygate, Martin (1987), Speaking, Oxford University.
2- Nunan, David (1989), Designing tasks for the Communicative Classroom,
Cambridge University.
3- Sanderson, P. (1999), Using Dammar in the Classroom, Cambridge University.
4- Underwood, M. (1987), Effective Class Management- a Practical Approach.
Long Man.
5- Ur. P (1996), A Course in Language Teaching. Cambridge University.

6- en.wikipedia.org/wiki/Drama
7- en.wikipedia.org/wiki/dedating
8- />
16

skkn