Some stimulating activities to improve english speaking skill for the 10th form students at quangxuong 1 upper secondary school

Sở gd&đt thanh hóa
Trờng THPT Quảng Xơng I

EXPERIENCE INITIATIVE
SOME STIMULATING ACTIVITIES TO IMPROVE
ENGLISH SPEAKING SKILLS FOR THE 10th FORM
STUDENTS AT QUẢNG XƯƠNG 1 UPPER SECONDARY SCHOOL
( Một số hoạt động khích lệ để nâng cao kỹ năng nói Tiếng Anh cho học
sinh lớp 10 trường THPT Quảng Xương 1)

Teacher: Nguyễn Thúy Hằng
Group: Foreign Language

Thanh Hoa, May 2018

PART I: INTRODUCTION


1. Reasons for choosing the topic
As a teacher of English at Quang Xuong 1 Upper Secondary School in Thanh Hoa, I also
have the same difficulties. I find the new textbooks more effective than the old ones that were
used years ago. However, my teaching seems to encounter a significant problem:
The first reason, which is a basic one for every high school student, is the motivation
for studying. It is undeniable that passing examinations is one of the most important
motivations in studying. However, according to the policy from MOET, the semester and
final examinations only focus on reading skills through the multiple-choice format. The
graduating student often has five other subjects in the examination, therefore they only pay
attention to practising reading skills and grammatical points as well as vocabularies and
structures. Teachers of English themselves take advantage of the little time they have to
provide reading practice and help with solving problems in grammar exercises in order to
achieve the short-term goal of passing the final examination.

The lack of background knowledge is also a basic reason for students having poor
speaking skills. Most students at my school received their primary and secondary education
from different communities of Quang Xuong district and few students came from Thanh Hoa
city. Therefore, the learning conditions are poor and they are deprived of chances to speak
English. While most urban students start learning English in primary schools, my students do
not start until secondary schools and then they learn in difficult conditions. In addition,
outside class time, the communicative environment in English is limited. An annual survey in
my school of English speaking skills for the 10th graders has given a low result: more than
60% of students have difficulties when answering simple questions about their names,
addresses, age or their hobbies. As a result, they feel scared of speaking English, of making
mistakes, and of not conveying their sentiments to listeners. It indicates that my students have
limited vocabulary. They often use mother tongue. Hence, most of the students are not
confident to use English in speaking class. For instance, when I asks them to come
forward to have a conversation with their friends, they refuse it. They are shy to perform
English conversation in front of their friends. Thus, most speaking classes are monotonous


and unsuccessful. Sometimes, in speaking classes, I have to guide the ideas in Vietnamese,
and then help the students translate the ideas into English. In reality, these classes are the most
ineffective ones.
Against the problems above, some stimulating activities should be used to overcome them. I
am interested in applying these activities to improve the speaking skills of Quang Xuong 1
Upper Secondary school students in English classes based on the syllabus of MOET so that I
will conduct the research entitled “Some stimulating activities to improve 10th form students’
English speaking skills”. My objective is to find the most effective ways of helping them to
overcome the barrier of low self confidence when studying speaking skills. I want to help
them become familiar with English and to enjoy learning it more and more. Furthermore,
training cadres for suburdareas is the aim of Quang Xuong 1 Upper Secondary School in
Thanh Hoa province, so being good at English will be a gateway leading to opportunities to
work with international projects for developing economics or cultures

2. Aims of the study
The aims of the study are:
- To study the use of three stimulating activities: games, video and role play to intensify
students’ participation in speaking activities at Quang Xuong 1 Upper Secondary School in
Thanh Hoa province.
- To suggest some recommendations on how to use three stimulating activities: games, video,
role play to enhance their learners in speaking skills and develop communicative skills.
3. Scope of the study
- The study only focuses on using three stimulating activities: games, video, role play to
improve English speaking skills for 10th form students at Quang Xuong 1 Upper Secondary
School in Thanh Hoa province.
- The reasons for choosing only three activities for 10th form students are as follows:
+ The students are not experiencing final examination pressures;
+ The topics in Tieng Anh 10 are still basic and simple;
+ The students have time to master speaking skills step by step and consider speaking
as an essential skill in an English learning.


4. Method of study
To conduct the study, a lot of methods are used. However, the main ones are descriptive
statistics, observation and analytical method.
PART II: DEVELOPMENT
1. Theoretical background
1.1.Factors affecting English speaking abilities
There are many factors that influence the success or failure in learning English speaking.
However, the three most important factors are motivation, attitude and learning strategies.
Motivation is the first important factor affecting a language learner. According to
Gardner (2001), motivation refers to the driving force in any situation. In the socioeducational model, motivation to learn the second language is viewed as requiring three
elements. First, the motivated individual expends effort to learn the language. That is, there is
a persistent and consistent attempt to learn the material by doing homework, by seeking out

opportunities to learn more, by doing extra work and so on. Second, the motivated individual
wants to achieve the goal. Such an individual will express the desire to succeed, and will
strive to achieve success. Third, the motivated individual will enjoy the task of learning the
language. Such an individual will say that it is fun, challenging, and enjoyable, even though
at times enthusiasm may be less than at other times.
1.2. Stimulating activities
According to Jeremy Harmer (2001), students need frequent changes of activities: they need
activities that are exciting and stimulating their curiosity: they need to be involved in
something active. The span of concentration of our students is less. Thus, we have to assign
some interesting activities to draw their attention.The students become comfortable to speak
everything and get opportunity to develop their communicative competence more freely. In
other words, stimulating activities can be considered effective tools that teachers should
benefit from to stimulate their students to raise much more voice in class. That is the new
setting of a modern language classroom where students are the center of attention in class.
1.3. Role play


According to Stephen D. Hattings (1993:165) based on his observation in the conversation
class, the role play would seem to be the ideal activity in which students could use their
English creatively and it aims to stimulate a conversation situation in which students might
find themselves and give them an opportunity to practice and develop their
communication skill .
1.4.

Simulations

For others, simulations stimulate student (Joan Andorfer, 2008). Burns & Gentry (1998) state
that the teacher must take on some additional responsibilities in role playing/ simulation. In
particular, the teacher must keep learners motivated by stimulating their curiosity and keeping
the material relevant, creating a "tension to learn".

1.4. Games
According to Carrier (1980:6) “Games stimulate students’ participation and give them
confidence.” This is when students free themselves in order to participate to get the best score
or even to be the best in the class. They usually feel much more confident with their
performance and this makes them learn and practice new structures, learn from their mistakes,
and fulfill the goals of the class, indeed.
1.6. Video
It is universally recognized that videos as visual aids have a lot to contribute to the process of
language learning and teaching, combining education and entertainment.

Supporters agree

that videos stimulate student interest to acquire the target culture, as well as language (e.g.,
Stempleski, 1992; Tomalin, 1992). Video is supposed to communicate meaning better than
any other media (Tomalin, 1992). Here it will be useful to look at the advantages of video in
language classes from different perspectives.
1.7.Three most stimulating activities used in speaking class
There is a variety of stimulating activities to use in the teaching and learning process. Each
stimulating activity has its own advantages and using the right activities in the right way to
teach, speaking in class can be a lot of fun, raising general learner motivation and making the
English language classroom a fun and dynamic place. In this study, in reality of my teaching
and talking with my students the researcher suggests using some kinds of stimulating


activities to intensify students’ participation in speaking activities.
1.8.Games
A structure—that— has rules, goals and agreement of players on the surface, and wonderful
hidden processes underneath (Turtledove, 1996: 3).
An activity with rules, a goal and an element of fun (Hadfield, 1990: 5).
An agreeable way of getting a class to use its initiative in English and as it is gently

competitive, it increases motivation. It is also a contrast to periods of intensive study
(Haycraft, 1978: 94).
1.9.Videos /DVDs in language teaching and learning
Learners are extremely excited about the programs which combine foreign language
learning with entertainment. By listening to English songs, watching films or cartoons, it
stimulates students to practice English effectively, getting themselves involves in the foreign
language environment naturally. At the same time, they have a lot of fun, they start finding
out that learning English is far from boring but very easy and interesting with video programs
which are specially designed for language learning purposes.
1.9.1.Role play
It has been mentioned before that role play is one of the activities to promote speaking.
Through role play activities the students learn how to express ideas, opinions, or feeling to
others by using words or sounds of articulation.
Larsen Freeman (1986) explained that role plays are important in the communicative
approach because they give learners an opportunity to practice communicating in different
social contexts and different social roles.
1.2 Some stimulating activities help the 10th form students at Quang xuong 1 Upper
secondary school in Thanh Hoa.
By using stimulating activities (games, video and role play) in teaching speaking, the students
had a chance to be active and cooperative in speaking activity. Stimulating activities (games,
video and role play) was a different method that can be effective to teach the students in a big
class. Finally, speaking skill of 10T5,10T6 students were improved. This result had answered
the second research question that the use of stimulating activities (games, video and role play)


in teaching speaking was quite effective.
The use of stimulating activities (games, video and role play) made the speaking and learning
activity more enjoyable and interesting. It was because games, video and role play helped
students felt relax and interested. Most of the students were actively participated in the games,
video and role play. In addition, it was fun and most students would agree that enjoyment led

to better learning.
Example 1:

Unit 12: MUSIC

Part B: SPEAKING

Objective: Helping students to ask and answer about music..
Activity: Some following activities
Using Hangman game to warm-up the lesson
R: Do you like to play a game?
Ss: Yes
R: I give you a game “Hangman game”. This game is Shack Attack. You choose a letter from
letter A to letter Z. If you guess right, you’ll get a present. If you have a wrong answer, the
Shack will attack you. Ok?
Ss: Yes
R: Now, the first letter. Can you guess?
S1: (raised their hands) Letter M
R: Shack will attack letter M
Ss: No
R: It has letter M ……..
 Using games and video
R: Do you want to play a game?
Ss: Yes
R: Now, divide our class into two groups. You listen to these songs and you choose a number
from number 1 to number 8. And you tell the kinds of music based on video clips on the
slides. You have 1 point for each correct answer, the group has more mark will be the
winners.
……….

R: Which number do you choose, group Tom
Tom: (raised their hands) number 1
R: Look at number 1 and tell me what kind of music do you know? Tom group, can you
guess?
Tom: listen and raised their hands to give the answer: pop music
R: very good, 1 point for group Tom. How about you, group Jerry? ……..
Using role play
ACTIVITY 2: Asking and answering about music taste
R: Now, I give you some handouts and you look at the first column. If you want to ask about
your favourite kind of music, what questions can you ask? ……..(See Appendix 3).
R: Now, you work in group of 3 and one of Ss will be a journalist who wants to interview
high-school Ss about their music taste. The journalist has to ask two Ss some questions to get
information to complete the table below for his/ her article. Now, journalist-what does it
mean? ..................................
 Group 1 (raised their hands)
Hanh: Good afternoon, 10T5

student. My name is Hanh. I am a journalist for MTV

magazine. I want to interview you about their music taste.
Dung: Good afternoon, Mrs Hanh. Welcome to our class. …………….
 Using shack attack game
WARM-UP
R: Do you like to play a game?
Ss: Yes
R: I give you a game “Hangman game”. This game is Shack Attack. You choose a letter from
letter A to letter Z. If you guess right, you’ll get a present. If you have a wrong answer, the
Shack will attack you. Ok?
Ss: Yes

R: Now, the first letter. Can you guess?
S1: (raised their hands) Letter M


R: Shack will attack letter M
Ss: No
R: It has letter M
S2: (raised their hands) Letter A
R: Can Shack attack letter A
Ss: (in chorus)Yes
R: No letter A here-Another person?
S3: (raised their hands) letter U
R: letter U, now look at. Yes, it has letter U- And what else?
S4: (raised their hands) letter S
R: Yes, it has letter S- And what else?
S5: (raised their hands) letter I
R: Yes, letter I. very good. And the last, you, please?
S6: (raised their hands) letter C
R: letter C. Yes, very good. Congratulation!
R: (raised their hands) Now, who can tell me what kind of music do you know?
S1: (raised their hands) Pop
R: And what else?
S2: (raised their hands) Jazz
S3: (raised their hands) classical music
S4: (raised their hands) pop music
S5: (raised their hands) Rock n  roll
S6: (raised their hands) Folk music
R: very good
 Using games and video
R: Do you want to play a game?

Ss: (in chorus) Yes
R: Now, divide our class into two groups. You listen to these songs and you choose a number
from number 1 to number 8. And you tell the kinds of music based on video clips on the


slides. You have 1 point for each correct answer, the group has more mark will be the
winners.
R: Your group, give me a name
Ss: Tom
R: And your group, give me a name
Ss: Jerry
R: which group will play first?
Ss: Tom
R: Which number do you choose, group Tom
Tom: number 1
R: Look at number 1 and tell me what kind of music do you know? Tom group, can you
guess?
Tom: listen and give the answer: pop music
R: very good, 1 point for group Tom. How about you, group Jerry?
Jerry: number 8
R: What kind of music?
Jerry: listen and give the answer: jazz
R: Now, let me check. Yes, very good-1 point for Jerry
R: Now, group Tom
Tom: Number 4
R: ask Tom group to listen
Tom: listen and give the answer: Rock and jazz
R: Are you sure?
Tom: yes
R: No rock and jazz, only Rock music

R: Group Jerry, which number do you choose?
Jerry: number 2
R: Now, listen. What kind of music do you know?
Jerry: listen and answer: Rock n  roll


R: Are you sure?
Jerry: Yes
R: No, it’s hip hop. Now, group Tom
Tom: number 3
R: listen and tell me what kind of music?
Tom: rock
R: very good. One point for Tom’s group- Group Jerry, which number do you choose?
Jerry: number 7
R: What kind of music?
Jerry: listen and give the answer: classical music
R: Now, let me check. Sorry, country music- Group Tom, which number do you choose?
Tom: number 6
R: listen and give your answer
Tom: folk music
R: very good. One point for Tom’s group
Jerry: number 5
R: listen and answer
Jerry: classical music
R: very good. One point for Jerry’s group
R: Which group has more mark?
Ss: Tom
R: Congratulation to group Tom!
 Using role play
ACTIVITY 1: Give the reasons why you listen to music

R: Give me the reasons why you listen to music?
S1: (raised her hands) music makes me happy, comfortable
R: How about you, Dung?
Dung: (raised her hands) it helps me relax, forget troubles and reduces my stress
R: very good


R: give the reasons on the slide and read aloud
R: ask Ss to writes these reasons on their notebooks.
ACTIVITY 2: Asking and answering about music taste
R: Now, I give you some handouts and you look at the first column. If you want to ask about
your favourite kind of music, what questions can you ask?
S1: (raised her hands) What kind of music do you like?
R: yes-and the second question? Who can make a sentence?
S2: (raised her hands) Why do you like it?
R: very good- favourite band/ musician?
S3: (raised her hands), Who is your favourite band/ musician?
R: very good-number 4, favourite song/ piece of music-what questions can you ask?
S4: (raised her hands) When do you listen to music?
R: Yes, very good. T gives the prompts on the slide
R: Now, you work in group of 3 and one of Ss will be a journalist who wants to interview
high-school Ss about their music taste. The journalist has to ask two Ss some questions to get
information to complete the table below for his/ her article. Now, journalist-what does it
mean?
Ss: phóng viên
R: now, work in group of three and play the role
Ss: work in group of 3
R: Have you finished?
Ss: Yes
R: Now, time is up- go back to your seat. Who can talk about it?

Ss: raised their hands
R: Yes, your group, please
 Group 1
Hanh: Good afternoon, 10A student. My name is Hanh. I am a journalist for MTV magazine.
I want to interview you about their music taste.
Dung: Good afternoon, Mrs Hanh. Welcome to our class.


Hanh: What are your names?
Dung: My name is Dung
Uyen: My name is Uyen
Hanh: What kind of music do you like?
Dung: I like pop music
Uyen: I like pop music
Hanh: Why do you like it?
Dung: Because it’s interesting and it reduces troubles.
Uyen: Because it’s exciting
Hanh: Who is your favourite singer?
Dung: My favourite singer is Big Bang
Uyen: Backstreet Boys
Hanh: What is your favourite song?
Dung: Get down
Uyen: Only love
Hanh: When do you listen to music?
Uyen: after going to school
Hanh: Thank you. Good bye. See you again.
Uyen & Dung: Thank you.
T: very good. Now, the second group?
Ss: raised their hands
 Group 2:

Mo: Good afternoon, 10A students. My name is Mo. I am a journalist for MTV magazine. I
want to interview you some favourite music taste.
Nga: Good afternoon, Mo. Welcome to our class.
Mo: What are your names?
Thuy: We are Nga and Thuy
Mo: What kind of music do you like?
Thuy: I like pop music


Nga: I like classical music
Mo: Why do you like it?
Nga: Because it’s interesting
Thuy: Because it makes me relax
Mo: Who is your favourite singer/ musician?
Thuy: My favourite singer is My Tam
Nga: My favourite singer is Big Bang
Mo: What is your favourite song/ piece of music?
Thuy: My favourite song is Niem tin chien thang
Nga: My favourite song is Day by Day
Mo: When do you listen to music?
Thuy: When I have free time
Nga: I listen to music after going to school
Mo: Thank you. Good bye. See you again.
Nga & Thuy: Thank you. See you again.
R: Yes, very good.
Ss: want to play the role. They raised their hands
R: Yes, the last group
 Group 3
Uyen: Good afternoon, 10A students. My name is Uyen. I am a journalist for MTV magazine.
I want to interview you about their music taste. What are your names?

Mai: We are Mai and Tuan
Uyen: What kind of music do you like?
Mai: I like pop music
Tuan: I like rock music
Uyen: Why do you like it?
Nga: Because it makes me feel relaxed and reduces my stress.
Tuan: I listen to music so as not to have stress.
Uyen: Who is your favourite singer/ musician?


Mai: My favourite singer is Backstreet Boys
Tuan: My favourite singer is Khanh Ly
Uyen: What is your favourite song/ piece of music?
Mai: My favourite song is Loving you
Tuan: My favourite song is I kiss you
Uyen: When do you listen to music?
Mai: I listen to music all the time
Tuan: I listen to music when I go to bed
Uyen: Thank you. Good bye. See you again.
Based on the result of the observation, the researcher evaluated the students’ speaking as well
as the action procedures of teaching learning process that she carried out. The result implied
that the students got more significant progress in teaching speaking using three stimulating
activities. They were eager, braver, easier to understand and memorize.
Example 2:

Unit 13: FILM AND CINEMA Part B: SPEAKING

Objective: Helping students to practice talking about a film you have ever seen.
Activity: Using Hangman game to warm-up the lesson
WARM-UP

R: Do you want to play a game?
Ss: Yes
R: Today we play Hangman game. Now, divide our class into two groups and one student
from each team suggests a letter in turns. If you guess right, you’ll get 1 mark. The group that
has more mark will be the winners today. Now, give me a name.
Ss: Tom
R: Do you agree?
Ss: Yes.
R: How about your group? Give me a name.
Ss: Jerry.
R: Now, let’s listen. It has 5 letters- A series of moving pictures shown on TV or at the
cinema. Now, the first letter, who can guess?


Tom’s group: (raised their hands) Letter L
R: Let’s me check. Yes, it’s correct. One point for Tom’s group
R: And you, please
Jerry’s group: (raised their hands) Letter I
R: Let’s me check. Yes, it’s correct. One point for Jerry’s group
Tom’s group: (raised their hands) Letter F
R: It has letter F. One point for group Tom
R: And you, please
Jerry’s group: (raised their hands) Letter M
Ss: (in chorus)Yes
R: What kind of films do you know?
S1: (raised their hands) Love story film, action film
R: Yes, very good. What else?
S2: (raised their hands) detective film
R: Yes, very good.
 Using game and video

R: Divide our class into two groups: Group A and Group B. Each group in turns chooses a
number (from number 1 to number 7), then says the kinds of films based on the pictures or
films on the slides. You have 1 mark for each correct answer. Which group has more marks
will be the winners. Do you understand?
Ss: Yes
R: Which group will play first?
Ss: Group A
R: Can you guess?
Group A: (raised their hands) cartoon
R: Look at, let me check. Yes, cartoon film.
R: group B, which number?
Group B: number 4, number 5
R: number 4, number 5


Group B: number 4
R: What kind of film do you know?
Group B: (raised their hands) Detective film
R: Detective film. Now, let me check. Is it right?
Group B: Yes
R: Group A. Which number do you choose?
Group A: number 2, number 6
R: Number 2 or number 6
Group A: number 2
R: Number 2. What kind of film do you know?
Group A: (raised their hands) love story film
R: Now, let me check. Yes, very good. One point for group A
R: How about you, Group B?
Group B: number 5
R: number 5. What kind of film?

Group B: (raised their hands) War film
R: War film. Yes, very good-One point for group B- How about you, group A?
Group A: number 6, number 3
R: number 6 or number 3?
Group A: number 3
R: What kind of film?
Group A: (raised their hands) Science fiction
R: Yes, let me check. Yes, very good. One point for group A. Group B, which number do you
choose?
Group B: number 7
R: number 7
Group B: (raised their hands) horror
R: Let me check- thriller or horror?
Group B: (raised their hands) Thriller


R: I’m sorry. No point for group B.
PRE-SPEAKING
 Using videos
Vocabulary
R: Look at this film and tell me what the name of this film is?
St: Love story film
R: Can you see it clearly?
Ss: yes
R: What is the title of this film?
St: (raised her hands) Moving
R: Yes, but the title is Titanic. Are they cold or warm?
St: cold
R: They are cold. So it is a moving film.
Ss: yes

Ss: moving (repeat in chorus)
R: moving, what does it mean?
St: (raised her hands) cam dong
R: Yes, cam dong
R: calls some sts to repeat.
R: Now, look at the second film. What do you think of horror films?
St: (raised her hands) terrifying
Ss: repeat after T, terrifying
R: terrifying, what does it mean?
St: (raised her hands) dang so, kinh khung
R: asks 4 Ss to repeat again.
R: Now, how can you say ly ky or rung ron in English?
St: (raised her hands) title
R: No, try again
St: (raised her hands) horror


R: yes, very good
R: Now, repeat after me, horror.
Ss: repeat in chorus, horror
R: Which do you prefer, cartoon or thriller?
Ss: (raised her hands) cartoon
 Using video
POST-SPEAKING
R: You talk about the film you have seen. Use the suggestions below (group work)
R: reads 6 questions on the slide and asks them to look at the model.
Ss: look on the screen
R: shows some important parts of the film TITANIC on the slide to help Ss know how to
choose the main details of a film to talk about.
R: gives sub boards and divides the class into 5 or 6 groups, talks about a film you like best.

You choose a secretary to write it on the sub board. After 5 minutes, you go to the board and
stick it on the board. The quickest group and the best writing skill are the winners. You use
the suggestions below. Do you agree?
Ss: (in chorus)Yes
R: goes around to helping Ss when necessary
R: Now, time is up. Pen down, please.
Ss: go to the board and stick their sub boards.
R: Who is the representative of your group? Now, come here to talk about the film of your
group.
R: very good.
Ss: clap their hands to congratulate.
R: Who is the quickest? And which group has the best writing skill?
Based on the result of the observation, the researcher evaluated the students’ speaking as well
as the action procedures of teaching learning process that she carried out. The result implied
that the students got more significant progress in teaching speaking using three stimulating
activities. They were eager, braver, easier to understand and memorize


5. Reached results
After applying the methods as described above to teach English for students in two classes:
10T5 and 10T6 (with 90 students) for nearly a year, I am really amazed by the improvements
made by students from 2 classes when they took part in English speaking lesson in class.
Specific result

Content

Tested
result at
the end of
the first

semester

Tested result at the
end of the school year

Students’ self- confidence, activeness in
taking part in English speaking lesson

30/90
= 33,3%

60
= 66,6%

Understanding and applying the questions
in different contexts.

20
= 22,2%

45
= 50%

Shyness in speaking English lesson

70
= 77,7%

35
= 38,8

PART III: CONCLUSION
Communication in English becomes very popular in our daily life, so how to master English
in general well is essential for everyone. In the study: “ Some stimulating activities to
improve English speaking skill for the 10th form student” stimulating activities are important
for teaching of any skills- Listening, speaking, reading and writing in particular. Students
have chances to be active and cooperative in speaking activity, makes the speaking and
learning activity more enjoyable and interesting. These strategies make students more active
in the learning process and at the same time make their learning more meaningful and fun for
them. For Quang Xuong 1 Upper- Secondary students, the above stimulating activities should
be highly recommended to the classroom. I and some of my collegues oursleves find these
activies useful, interesting and effective in motivating students and arose students’ interest in
learning English.


Although the study is rather limited, we hope that it will contribute a small part to
helping students to learn and master English better at high schools and to be more successful
in daily communication.
Quang Xuong, 28th May, 2018
Teacher:

Nguyễn Thúy Hằng

REFERENCES
English
1. Andorfer, J. (2008). Simulations stimulate Students. Center for Teaching Excellence Newsletter,
Frostburg State University.
Available at:
http:// www.frostburg.edu/admin/cte/2008_11.pdf
2. Bang, Young-joo (2008). Developing Communicative Competence through Drama-oriented Activities in

an EFL Classroom, Myongji University.
3. Budden, J. (2006). Role play. UK, London: BBC


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