Using role play in teaching english for 10 th graders at nghi son high school

I. INTRODUCTION
1. Rationale
In the process of industrialization and modernization, learning English is
becoming the most concern of students in Viet Nam. With more opportunities to
use English in the future jobs, students, especially, at upper secondary schools find
that the need to enhancing their language skills is becoming a matter of great
urgency.
In order to meet the need of the learners, teachers are constantly challenged
by the matter how to make English teaching and learning more communicative and
effective. For students at upper secondary level in Viet Nam, a general English
course has been implemented which offers them different language skills including
reading, listening, speaking and writing skills. Of four language skills, speaking
skills seem to be the most challenging skills for students to master. The goal of
teaching speaking skills is communicative efficiency. Learners should be able to
make themselves understood, using their current proficiency to the fullest. They
should try to avoid confusion in the message due to faulty pronunciation, grammar,
or vocabulary, and to observe the social and cultural rules that apply in each
communication situation.
When teaching English speaking skills for 10 th graders at high school, it is
noticed that the following skills might be seen as significant:
- The ability to agree or disagree
- The ability to identify people and places
- The capability to express preferences
- The skill to express opinions
- The ability to ask for and give suggestions


- The ability to report on what people are asking and saying
- The ability to summarize a conversation
To help students develop communicative efficiency in speaking, teachers can
use a variety of activities to promote speaking ability of students. Among the

communicative activities using in teaching speaking skills, “role play” is useful for
a wide range of purposes in class.
2. Aims of the Study
The aims of the study are as follows:
- To investigate the effectiveness of using role play in developing students’
speaking skills
- To suggest some activities for some lessons in “Tieng Anh 10”.
3.The subjects of studying the issue
This issue is on the subjects of how to memorize the English language in the
most natural way like the way a child learn to speak their mother tongue.
4.The studying methods
To carrying out this work, I use the following methods:
4.1.The method of studying and building up theory bases which is proved
by language researchers.
4.2.The method of doing survey, collecting information
4.3 The method of data counting and statistics.


II. CONTENTS OF STUDYING THE ISSUE
1. Theoretical background
1.1. Definitions of Role play
Role play is one of communicative activities which give students the
opportunity to demonstrate how to use English in real life situations and make them
focus more on communication than on grammar.
Larsen-Freeman pointed out in her book "Techniques and Principles in
Language Teaching", "Role-plays are very important in the Communicative
Approach because they give students an opportunity to practice communicating in
different social contexts and in different social roles." (p.137, Larsen-Freeman).
According to Brown (2001), "role-play minimally involves (a) giving a role
to one or more members of a group and (b) assigning an objective or purpose that

participants must accomplish”. Brown suggested role-play can be conducted with a
single person, in pairs or in groups, with each person assigned a role to accomplish
an objective. (p. 183).
Mc Caslin (1995) introduced role play as having the following
characteristics: It (role play) refers to the assuming of a role for the particular value
it may have to the participant, rather for the development of an art….Role playing
is what the young child does in a dramatic play, but it is also a tool used by
psychologists and play therapists….According to Richard Courtney (1974), "Play,
acting and thought are interrelated. They are mechanisms by which the individual
tests reality, gets rid of his anxieties, and masters his environment." (p.177)(p.10)
In role play activity learners can participate as themselves or as somebody else in
specific situation. Students can act in various interaction patterns. Ladousse (1989)
supposes that the situation in role play can correspond to:
- A real need in the learner’s lives (at the doctor, at the station), the learners
may or may not have the direct experience;
- The events that few learners will ever experience but which are easy to play
(the journalist);
- Fantasy roles which are imaginary, absurd and have nothing to do with
reality
In short, Role-play is compared as any speaking activity when you put yourself
into somebody else’s shoes, or when you stay in your own shoes but yourself into
an imaginary situation.


1.2. Types of role play
There are some types of role play activities that teachers should be aware to
use in order to figure out which one is the most suitable for their students.
According to Littlewood (1994), role play can be divided into some types
depending on the nature of information given to learners.
1.2.1. Role-playing controlled through cued dialogues

In this type learners are organized to work in pairs. They are given the cues in
the separate cards. Each learner must listen to his partner before formulating a
definite response
Learners have their cues printed on separate cards.
Each learner must listen to his partner before formulating a definite response.
The cues enable them to predict and to prepare the general gist of their
responses.
The teacher can elicit the appropriate forms which help learners later.
The cues control the functional meanings that learners have to express.
The social situation and relationship determine what kind of language is
appropriate.
Teachers can prepare the activity by equipping the learners with suitable
forms.
Two sets of cues must interlock closely, no cue produces an utterance which
conflicts with what follows.
It limits the amount of creativity.
1.2.2. Role-playing controlled through cues and information
It has a more flexible framework. Only one learner is given detailed cues.
The other has information that enables him to respond as necessary.
The main structure comes from one student who can improvise, introduce
variations, the other one has to respond.
Mostly situations where one person needs to gather information or obtain a
service.
The teacher’s control becomes looser and the learner’s scope for creativity
increases.
The teacher is less able to equip the learners with the language forms that
they will need. There may be some gaps in the learner’s repertoire.
After the activity there should be the feedback session. Both teachers and
learners can see any difficulties that emerged and discuss them.

Learners perform at their own level of ability. They sometimes produce
inappropriate or incorrect language which will never be corrected because
the teacher has no chance to correct everybody.
The emphasis in these activities is on practising the process of
communication rather than on evaluating its product.
In the pre-communicative language practice the learner’s attention is
focused on the forms he/she needs to learn.
These cued activities enable the teacher to control the interaction and to
ensure that learners express a particular range of meanings.
The cues provide learners with a supportive framework.
1.3. Role-playing controlled through situation and goals
Gives learners greater responsibility for creating the interaction themselves.
It is now directed at the higher level of situation and the goals that learners
have to achieve through communication.
The learners are initially aware only of the overall situation and their own
goals in it.
They must negotiate the interaction itself.
1.4. Role-playing in the form of debate or discussion
The situation is a debate or discussion about a real or simulated issue.
The learners should have adequate shared knowledge about the issue,
different opinions to defend.
At the end they have to reach a concrete decision or have to vote.
At first learners must digest the information relevant to the issue, then they
must discuss in a small-group.
They must present their ideas in a more public context, higher level of
formality is expected.
1.5. Large-scale simulation activities
Consist of more modules, each expected to last three or four hours.
They are suitable for advanced learners.

They provide a realistic and integrated context for foreign language use.
1.6. Improvisation
The last type of role-playing, the least controlled.
Learners are often presented only with a stimulus-situation, which they can
interpret and exploit in any way they wish.
They may be asked to adopt particular identities or personality types.
The starting point may be a simple everyday situation into which the learners
are asked to project themselves.


For the students at upper secondary school, it seems that the first type of role
play is quite boring because the dialogues here are simple and not very creative.
However, the second and the third type enable students to develop their creativity.
The fact is that teenagers are interested in making up various situations in which
they can express their imagination. This can motivate students highly and fully. In
addition, the teacher can easily help students with the forms and vocabulary
necessary for the particular situation.
1.7. Principles in using role play
Some principles are suggested as follow:
1.7.1. Regardless of what type of role-play you intend to do, it is imperative
that students feel comfortable with the necessary structures and vocabulary.
This makes role-plays ideal for the final lesson on a particular topic. If students
perform well, move on to the next chapter and if students struggle,
any mistakes in the following lesson. The feedback given in any role-play lesson
should be primarily positive and focus on pronunciation, acting, and creativity.
Role-plays are about encouraging your students and building their self confidence.
1.7.2. Mini-role plays can be done in any lesson as a practice activity.
Rather than just practice the model dialogue in pairs or groups, encourage
students to be creative and use props to better reflect a real life situation. Students
should have some space to move about the classroom and be given extra time to

practice. If the model dialogue is four to six sentences total, a practice activity in
pairs may take five minutes with only two or three demonstrations while a minirole play of the same length may take ten to fifteen minutes to prepare with about
ten minutes for performances.
1.7.3. Role-plays can also take an entire lesson especially if students are put in
groups instead of in pairs.
A lesson such as this would be ideal after several lessons on the same topic.
A directions themed role play might be best in groups of three or four where each


student must say a minimum of three or four lines. Structuring the activity in this
way will give your students some easy guidelines to follow. You can prepare your
students by explaining the activity at the end of a class, placing them in their
groups, and asking them to think about what they would like to do. Suggest that
they bring in any props they would like to use and try to provide some if possible.
1.8. Steps of using role play
For the role play activities in the classes, six major steps in the procedure are
advised to exploit:
1.8.1. Decide on the Teaching Material
The teacher must decide which teaching materials will be used for role play
activities. The teaching materials can be taken from text books or non-textbook
teaching materials such as picture books, story books, readers, play-scripts, comic
strips, movies, cartoons and pictures. The material is selected ahead of time by the
teacher. 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.
1.8.2. Select Situations and Create Dialogs
Then a situation or situations to be role played should be selected. For every role
plays situation, dialogs should be provided (by the teaching materials or by the
teacher) or created by the students themselves.
1.8.3. 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.
1.8.4. 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
do so for their classmates.
1.8.5. Evaluate and Check Students' Comprehension
Finally, 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. There are several ways to do student evaluations. Students
can be given oral and listening tests relating to the role plays.
2. Practical background
There are many benefits of using role play. Furness (1976) stated that a child
can enjoy and profit from a role play experience "in terms of improved
communication skills, creativity, increased social awareness, independent thinking,
verbalization of opinions, development of values and appreciation of the art of
drama."(p.19). Ladousse (2004) indicated that "role play is one of a whole gamut of
communicative techniques which develops fluency in language students, which
promotes interaction in the classroom, and which increases motivation." (p.7) In
addition, he pointed out that role play encourages peer learning and sharing the
responsibility for learning between teacher and student. He suggested role play to
be "perhaps the most flexible technique in the range" of communicative techniques,
and with suitable and effective role-play exercises, teachers can meet an infinite

variety of needs.(Ladousse,2004,p.7). Especially, lack of the teachers' background
knowledge and suitable ways to lead their students into the new lesson is one of the
important factors that can make students bored and ignore the lesson.


3. Solutions to the problems
In order to help students improve their listening, speaking and overall
communicative skills, I have designed and conducted six role play activities for my
students to practice and use English in a more meaningful way as a practical
language, and the results of my students’ learning are quite positive. They found it
easier to express themselves in English.
Activity 1: In the library
Unit 3: People’s Background (Tieng Anh 10, 2006, p.32, 33)-Reading period
Aim: This activity can be used at post-stage when students have finished their
reading tasks, which help them to ask for and give information about a famous
scientist.
Patterns of interaction: pair work.
Material: cue card per student
Student A: You need to write an essay about a famous person (Marie Curie). You
arrive at a library. In the library, you meet the librarian.
- Ask if there is a book about Marie Curie.
- Ask some information about this scientist such as date, place of birth, her career,
her achievement.
- Say what time you would like to pay the book back.
Student B: You are the librarian of a library. You know the information about
Marie Curie then offer some information about her using the information you’ve
read in the reading passage.
Time allowed: 10 minutes
Procedure: Get students to work in pairs. Ask them to use the card and set up the
conversation. Remind students with the way to open and close the conversation.

Activity 2: At a school
Unit 4: Special Education (Tieng Anh 10, 2006, p.44, 45)- Reading period


Aim: This activity can be used at post-stage when students have finished their
reading tasks. It gives learners greater responsibility for creating the interaction
themselves and they must negotiate the interaction itself.
Patterns of interaction: pair work.
Material: Offer the situation for students.
Student A: You have a son who is deaf. You are at the school for disabled children,
talking to Miss Thuy who is the teacher at this school. You wish to take your son to
this school. However, you need some information about the school, class and the
result of students’ studying.
Student B: You are Miss Thuy. You see a a man taking his son to your school. You
talk to him and persuade him why his son should learn here using the information
you have in the reading passage.
Time allowed: 10 minutes
Procedure: Get students to work in pairs. Ask them to use the situation and make
the conversation. Remind students with the way to open and close the conversation.
Activity 3: Asking the way
Unit 8: The story of my village (Tieng Anh 10, 2006, p.87 )- Writing period
Aim: To practise vocabulary concerning buildings and prepositions. To be able to
give and follow directions, to ask about the way. This activity can be long with
some stages and teacher can do this activity in an optional lesson.
Patterns of interaction: Whole class, pair work.
Materials: Strips with split sentences, worksheets ‘Asking the way’, role play
cards ‘Asking the way’.
ASKING THE WAY
1. There are a lot of places and buildings in the town. Do you know where to go if
you want to:

a) buy some clothes given by other people ………………………
b) watch a film ………………………


c) send letters or buy stamps ………………………
d) leave your car and walk in the town ………………………
e) buy a magazine or a newspaper ………………………
f) get some headache pills ………………………
g) have your clothes cleaned ………………………
h) announce that someone has stolen your car ………………………
i) exchange money ………………………
j) dance and listen to music ………………………
k) buy a pair of trainers ………………………
l) buy different kinds of goods ………………………
m) stay in the town over the night ………………………
n) buy bread and cakes ………………………
o) see the doctor ………………………
p) have some drink and food ………………………
q) buy a dictionary ………………………
r) use a computer and have something to drink ………………………
s) buy some new clothes ………………………
t) have a meal ………………………
the police station
the charity shop
the internet café
the bookshop
the baker’s

the bank
the disco

the snack bar
the cinema
the dry cleaner’s

the hospital
the shoe shop
the post office
the supermarket
the
fashion

the chemist
the newsagent’s
The Chinese restaurant
the car park
the Swan hotel

boutique
ASKING THE WAY
2. Where is the Tourist Information Centre?
Student A
Look at the map. There are ten buildings which have not been marked. They are the
following:


Your partner has a map too and knows where these buildings are. Ask him/ her
questions to find out. When you know, mark them on the map. Your partner also
has missing buildings and will ask you questions. (Note: the Tourist Information
centre, the railway station, St. John’s church and the Red Lion pub appear on both
maps so you can talk about them when you give directions, e.g. It’s opposite the

tourist information centre, etc.)
Take it in turns with your partner to ask and answer questions.
Ask: Where is the …?
Answer: It’s in … It’s the first/second building on the right/ left in …
It’s next to/ opposite/ between … and … etc.

ASKING THE WAY
2. Where is the Tourist Information Centre?
Student B: Look at the map below. There are ten buildings which have not been
marked. They are the following:
the post office the
the car park

Chinese the bookshop

restaurant
the baker’s

the
cleaner’s

the cinema

dry the

the

supermarket
fashion the Swan hotel

boutique


Your partner has a map too and knows where these buildings are. Ask him/ her
questions to find out. When you know, mark them on the map. Your partner also
has missing buildings and will ask you questions. (Note: the Tourist Information
centre, the railway station, St. John’s church and the Red Lion pub appear on both
maps so you can talk about them when you give directions, e.g. It’s opposite the
tourist information centre, etc.)
Take it in turns with your partner to ask and answer questions.
Ask: Where is the …?
Answer: It’s in … It’s the first/second building on the right/ left in …
It’s next to/ opposite/ between … and … etc.
ASKING THE WAY
Role play cards
1A

1B

You have just arrived in the town. You are in You live in the town. Now you are in front of
front of the car park and you want to know how the car park. A man/woman stops you and asks
to get to the Chinese restaurant. Stop a passer- you for help.
by and ask.
2A

2B

You have just arrived in the town by train. You You live in the town. You are at the railway
are at the railway station and you want to go to station and someone asks you for help.
the Swan hotel. Ask someone for help.

3A

3B

You stay at the Swan hotel. Tonight you want You are a receptionist at the Swan hotel. One of
to go to the cinema. Ask the receptionist about the guests asks you how to get to the cinema.
the way,
4A

Explain the route.
4B

You are in this town for the first time. You have You have just come out of the Red Lion pub.
lost your way. Now you are in front of the Red Someone stops you and asks you for help.
Lion pub. Ask someone how to get to the
fashion boutique.
5A

5B

You are in this town on holidays for two weeks. Your niece/nephew stays at your house for two


You stay at your aunt’s house which is next to weeks. She/he wants to send a letter. Give
the bookshop. You want to send a letter. Ask her/him some advice.
your aunt how to get to the post office.
6A

6B

When you were going out of the snack bar you You are a waiter at the snack bar. One of your
fell down and injured your hand. Ask the guests has had an accident. He/she asks you for
waiter where the hospital is.
7A

help.
7B

You have come to this town on a short trip. You You work at the newsagent’s. One of the
were cycling. When you were buying a customers has had an accident – someone has
newspaper at the newsagent’s someone stole stolen his/her bike. Help him/ her.
your bike. Ask how to get
to the police station.
8A

8B

You are a visitor to this town. You stay at the You are a shop assistant at the shoe shop.
Swan hotel. Now you are in front of the shoe Someone comes to the shop and asks for help.
shop and you got lost. Ask the shop assistant
about the way to the hotel.

Time allowed: 45 minutes. This activity can be used in optional lesson.
Stage 1(exercise 1)
Places and buildings.
• Distribute the worksheets with exercise 1. Students work in pairs. Give them
about ten minutes to finish the task.
• When the pairs have finished, let them check their work by comparing their
handouts.
• For feedback ask some pairs to read out the completed task. If there are any

difficulties concerning the pronunciation, practise the sentences with students.
• Now the pairs turn over the worksheets. Ask them questions: e.g. Where can you
buy some clothes given by other people? Where can you get headache pills? Where
can you buy a dictionary? Students should know and remember all the expressions
from this exercise.
• Key:
buy some clothes given by other people
charity shop
watch a film
cinema
send letters or buy stamps
post office
leave your car and walk in the town
car park


buy a magazine or a newspaper
get some headache pills
have your clothes cleaned
announce that someone has stolen your car
exchange money
dance and listen to music
buy a pair of trainers
buy different kinds of goods
stay in the town over the night
buy bread and cakes
see the doctor

newsagent’s
chemist’s

dry cleaner’s
police station
bank
disco
shoe shop
supermarket
the Swan hotel
baker’s
hospital

have some drink and food

snack bar

buy a dictionary

bookshop

use a computer and have something to drink

internet café

buy some new clothes

fashion boutique

have a meal

the Chinese restaurant

Stage 2(exercise 2)
Where is the tourist information centre?
• Introduce the activity by asking where places are in your neighbourhood, e.g.:
Where is the supermarket/post office/cinema? Elicit answers such as: It is in …
Street / opposite the …/It is next to the … , etc. Write some simple ways of
indicating location on the board for reference if necessary.
• Students work in pairs. Give each student the appropriate handout. Stress that
they must not look at each other’s handouts. Explain that they each have the same
town plan with twenty-four buildings marked on it . Fourteen buildings are named
and ten are blank.
• It is possible that some weak students will not understand English instructions,
which could spoil the activity. Therefore you can explain everything in mother
tongue but encourage students to use only English when doing this exercise. Be
prepared that your students will make mistakes while speaking and do not interrupt
them by correcting them. The main aim is to make oneself understood.
• Draw students’ attention to the expressions ‘right and left side’ when describing
the position, they should use them from the front view.
• Sit the pairs back to back and get them to ask each other questions in turn until
they have labelled all the blank buildings. Allow them ten minutes for this.
• Pairs check by looking at each other’s maps.
• For feedback ask: Where is the …? Get a different student to answer each time.
Then ask students to turn over their handouts and work in their pairs to write a list


of the twenty-four buildings from memory. Congratulate anyone who remembers
more than twenty.
Stage 3(exercise 3)
Useful phrases.
• Students work in pairs. Distribute the handouts with exercise 3.
• Students try to guess the meaning of the sentences. They write them on the lines.

• For check let students read through the English and Vietnamese expressions.
• Explain to students that these are the sentences from the warm-up activity at the
beginning of the lesson and that they will need to know the structures by heart for
the following role play. Give them some time to learn the structures. Then one of
the students in pair says the Vietnamese sentences and the other one translates.
After this they change roles.
• Some students may find it difficult to remember all the phrases by heart. You
should enable them to use this worksheet when doing their role play and memorize
the structures at home. At the beginning of the next lesson you can revise the role
play, this time students do not have to use their notes.
Stage 4 (exercise 4)
Role play ‘Asking the way’.
• Students work in pairs. Give them the appropriate handouts. Explain to them that
they will make the dialogues according to the maps from exercise 2. Allow them
some time to prepare their roles. Encourage students to use the structures and
vocabulary from the preceding activities.
• Start the role play. Set the time limit of five minutes. Monitor the activity. Do not
intervene at this stage. Note down any mistakes students make because it will be
useful in the feedback session.
• After the time limit is out collect the role play cards and distribute them again.
Now each pair has different role play cards. Do this several times so that students
try different roles.
• For feedback invite some pairs to perform the role play in front of the class.
Discuss the mistakes and possible problems.
4. Effectiveness of the Teaching Experience
After the role play activities were exploited in the class students were asked
several questions concerning the activities they had experienced. The results of this
questionnaire may not seem reliable because there are 38 students in the class of
English conversation.
It is a mixed-ability group where both strong and weak students can be found. The

questions were given to students in their mother tongue to figure out students’
thought about these activities.
1. I think that role play is
Responses:
a) useful; I will use some of the phrases in future 33


b) useless; it is waste of time 5
2. Which role play was the most interesting for you?
a) Activity 1
b) Activity 2
c) Activity 3
Responses:
Activity 1: 7
Activity 2: 5
Activity 3: 5
3. Would you like to spend more time on practising the structures?
Responses:
Yes: 26
No: 12
4. Do you think that role play can contribute to your fluency in speaking?
Responses:
Yes: 28
No: 10
According to the survey all the students have found role play practical and they
think they may use some of the phrases in future. They realized that some of the
activitiess were attractive for them, for example, activity 2,3
The most favourite role play was activity 3. It seems that with more time to do with
the activity and more stage in the activity, students found it interesting. These
responses would be helpful for the teacher. Thus he/she could prepare activities

which are highly motivating because students are always eager to study the items
they are interested in.
Many students confirmed that they would need more time for practising the
structures. All the pupils responded positively about the effectiveness of role play.
They also confirmed that this method could contribute to their speaking fluency,
which was the main aim of this work.
These suggested activities have been applied in my teaching to 10 th students
at Nghi Sơn upper secondary school and they seem to be useful to students. In
order to make a comparison to figure out the effectiveness, these activities were
employed at class 10A in school year 2015-2016. Meanwhile, no role play activity
was used at class 10C. Instead, teacher only used some discussions in this part. It is
interesting that most of the students of the two classes showed different reactions to
the lessons. Most of the students at class 10A with total of 38 students found it
eager and more comfortable with playing role. This was shown through their high


motivation and interest in learning, their active participation in activities and then
many students at low levels could carry out the tasks by themselves. Asked about
the role play activities, 95% of students enjoyed participating in these activities
enthusiastically. Moreover, a considerable number of the students found role play
activity helpful for them to have something related to the topic in their mind and
develop their communicative ability in English. As a result, students’
communicative competence, to some extent, has been improved during the school
years. That also proved that students always wanted their teacher to motivate them
by organizing interesting activities and creating comfortable learning atmosphere.
In contrast, students in class 10C seem to give a negative feedback. They
said that they felt hard to discuss the topics after the lessons. They also claimed that
sometimes they were not in the right mood to do the discussion tasks because of the
learning atmosphere and their bad health.
From the results above, it might be said that role play activity can bring

students out of boredom and support them energy to do the tasks. Role play
activities enable students to learn from each other and make them feel more
confident to give out their answers in English.
III. CONCLUSIONS AND PROPOSALS
1. Conclusions.
In conclusion, after trying to apply the adaptation techniques to design role play
activities for lessons at Nghi Sơn upper-secondary school with the participants of
10th graders, it has been revealed that students are more eager to study speaking
skills. The adaptation and creation of role play activities in an easier and more
familiar with their real life makes the students more confident in carrying out
conversation followed because, to some extent, they have more confidence with
their speaking. The fact is that the presented activities have worked well in my
classroom. However, you can adapt them in order to fit your teaching style and


your students. Many of these activities can be modified and used as regular
classroom activities. It can be easily prepared and enhance the students’ motivation
before class.
In this paper, I share my experiences with you, the teachers of English, with
the hope that we can help the students improve skills in learning English in general
and speaking skills in particular.
2.Proposals.
By the way, I would like to send my proposals to the leaders of the
Department of Education and Training. I would like to say that the excellent
experienced ideas which were recognized by The Departure of Education and
Training should be widely popularized so that we can learn more from other
colleagues’ experiences in order build up our teaching ability.


REFERENCES

1. Al-Arishi, A. Y. (1994). Role-play, real-play, and surreal-play in the ESOL
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