ApplyingRole play in developing communicative competence for 11th graders in nghi sơn high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THSC & THPT NGHI SƠN

SÁNG KIẾN KINH NGHIỆM

APPLYING “ROLE- PLAY” IN DEVELOPING
COMMUNICATIVE COMPETENCE FOR 11th GRADERS IN
NGHI SƠN HIGH SCHOOL

Người thực hiện: Trịnh Thị Thu Hoài
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS & THPT Nghi Sơn
SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HÓA NĂM 2018
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TABLE OF CONTENTS
CONTENTS
1. INTRODUCTION
1.1. Rationale
1.2. Aims and objectives
1.3. Scope of the study
1.4. Research method
2. THE STUDY
2.1. Theoretical background
2.2. The reality of teaching and learning speaking English before
applying Role Play activities
2.3. Solution
2.3.1. The role of the teacher

2.3.2. Sample lesson plans
2.4. The result
2.4.1. The reality of the using Role play in teaching English speaking
skills for students in Nghi Son high school.
2.4 2. The attitude of teachers and students when using Role play in
teaching and learning speaking skill

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2.4.3. The difficulties that students and teachers encounter when using
Role play in teaching and learning speaking skill.

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2.4.4. What need to be done to use Role play more effectively and
more enjoyably?

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3. CONCLUSIONS AND SUGGETIONS:

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3.1. Conclusions
3.2. Suggestions

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References

1. INTRODUCTION.
1.1. RATIONALE.

2


When people think of foreign language learning, they first think of speaking. Nunan
(1991) stated, “Success is measured in terms of the ability to carry out a
conversation in the target language”1.
English is a widely spoken language in the world, and has more second-language
speakers than any other languages. It is used in every field: on the internet, in
studying, in doing research, when interacting with international companies and
traveling seems almost impossible without at least some English.
Our country is in the era of merging into the world's economy, as a part of

globalization. English has become more increasingly important because it is a
demand for international means of interaction.
For the above reasons, it is necessary to raise students’ awareness of learning
English. Learning a language is learning to communicate. Although it requires the
development of four skills, speaking is more prior. Speaking is a very crucial part in
the learning process. Speaking English in class can be a lot of fun. It can raise
students’ general motivation and it makes the English classroom a fun and dynamic
place to be. Students can gain more interest in language learning. Speaking,
therefore, should be on priority taught and practiced in the language classrooms to
help students to develop communicative competence, social interactions.
In this article I introduce a practical method of teaching English effectively in
schools: Role-play (simulation methods). This method allows the learners immerse
into a social situation, students will learn how to approach and handle real situations
in many different roles such as a doctor, an engineer or a nasty neighbor, etc. Roleplay is a method that requires teamwork, discussion and coordination between the
members; the group’s discussion will be selected randomly by teacher to avoid
disparities between groups’ level, to diversify the audience and communication and
promote solidarity in class.
1.2. AIMS AND OBJECTIVES.
From all above mentioned reasons, I have decided to make the subject named
"Applying Role play in developing communicative competence for 11 th grader in
Nghi Son High school”. The research paper aims:
- to complete and enrich the activities required in speaking skill.
- to help to complete students’ personality and develop creativity, practice
the spirit of collective work.
- to practice reflective skills training, conducted by a foreign language in
real situations; help students gain confidence, as the basis for the success in later
work.
1.3. SCOPE OF THE STUDY.
The subject is studied and performed for 11 th grader students in Nghi Son High
school in the 2017-2018 school year. Students are divided into two groups in

particular:
1 Nunan

D. Language Teaching Methodology, 1991
3


- Group A: Grade 11 (Professional): 11A1, 11A4
- Group B: Grade 11 (basic): 11A3, 11A2, 11A5, 11A6
1.4. RESEARCH METHODS.
This study used qualitative methods.
2. THE STUDY
2.1. THEORETICAL BACKGROUND.
English speaking skill is one of the skills of language to be required in global
interaction or communication. It cannot be denied that English speaking skill
becomes the most favorable skill needed for professionals recently. Students are
required to be able to communicate in English for many reasons. Some research
found that English for specific purposes cannot develop students speaking ability
(Damayanti, 2010)2. Developing good quality of teaching is one of the conditions
required for second language acquisition. Teachers play significant role to create
teaching methods that stimulate students to speak or use the language in real context.
One technique that can be considered effective to stimulate speaking skill is role
play. Role play urges students to communicate in a specific context in which
students have a role to act. Role play is very important in teaching speaking because
it gives students an opportunity to practice communicating in different social
contexts and in different social roles. In addition, it also allows students to be
creative and to put themselves in another person’s place for a while. They are not
only passive learners but they also become active learners since there are various
activities that put them in an active process.
Furthermore, Role play strategy is categorized as skill orientation development.

Ments (1999)3 stated that role play really provides students meaningful experiences
where students not only understand but they also have to act or behave as if they are
in real work. So some skills needed in profession are elaborated in learning through
role play. It seems that role play prepare students how to work professionally when
they are finished their study. Learning in context of developing professional skills is
categorized expensive learning. Why is it expensive? To learn certain skills, it needs
a lot of equipment or tools and setting where students use to develop their skills.
In short, a good learning occurs when students are the centre of learning not the
teacher. The old paradigm shows that teachers are always dominant in classroom
learning. In order to change this paradigm, teachers should provide and design the
learning to ovoid the teachers' dominance in the class. Here role play becomes a
solution for making the students be the centre and subject of learning not object
anymore (Tompkins, 1998)4.
2 Damayanti,

Journal (on line), Volume 12, (No. 5).
3 Ments, V. M. The Effective Use of Role Play.
4 Tompkins,

P. K. 1998. Role Playing/Simulation. The Internet TESL Journal, Vol. IV, No. 8,
August 1998. />4


2.2. THE REALITY OF TEACHING AND LEARNING SPEAKING ENGLISH
BEFORE APPLYING ROLE PLAY ACTIVITIES AT NGHI SON HIGH SCHOOL.
It has been accepted that students’ communicative ability is the proper aim for
language teaching. This makes teaching and learning speaking skills seem to be an
important part in any English course. Like many other high schools in Vietnam,
teaching and learning speaking skills at Nghi Son High school is affected by some
constraints such as large class size, students’ unfamiliarity with communicative

language teaching (CLT), students’ low English proficiency, students’ low
participation in class time. Normally, in a class at Nghi Son High school, there is a
number of students who have a good knowledge of English are eager and active
during the class while the majority of those with low English proficiency are very
passive. Many teachers often complain that students are lazy, they rarely try to speak
the target language in class. They only speak when being forced. Most of the
teachers have found group work and discussion difficult to carry out. Besides, lack
of training in teaching methods, especially CLT makes it difficult for the teachers to
access to new approach, which makes the teaching and learning speaking skills more
challenging.
2.3. SOLUTION.
2.3.1. The role of the teacher
Here are a few tasks that teachers need to make:
People create favorable conditions: teachers provide vocabularies and sentence
structures that students will use in the process of implementation activities.
The audiences: teachers will observe students to take role-play and give comments
and tips when the operation ends.
Participants: teachers sometimes also need to participate in role-play activity as
students
The steps taken:
Step one: -Create dramatic situations:
It is necessary to select situations for any play. The important thing is to be based on
the needs and the student's preferences and giving students the chance to practice
what was learned in class. Next, the play that also needs to be interesting to attract
the students. Students select themselves the situations is also a good way. The
children may think of the subject that they find interested. The situations that can
arise from real life, the content of a book, a movie, or the difference of culture, etc.
Make the situation become true
Real objects and scenes position can also make role-play like real life more. For
example, the group of students played the role of pizza maker and the customer.

They just need a very short time to make a simple card with the cone shape and the
word “CHEF” on it. When the students wear it on their head, they think that they
have become the real pizza chefs, it has the effect on inspiring. It also becomes more
interesting and helps students remember longer. Tables and chairs rearrangement is
5


also effective. Imagining that we are in a travel agency or in the doctor's clinic, it is
important to find a way to make it becomes more real thing as possible. We can let
them leave the classroom and then ask permission by knocking at the door.
Step 2 – content development:
On the context of the play, it is necessary to give ideas to develop the situation of
stories. However, the dialogue depends on how English-speaking ability of students.
We can simplify to suit the beginner level or to play on these complex issues or the
larger conflict with respect to intermediate or higher. To develop contradictions and
conflicts, we can change the dialogue in the script. When the circumstances climax
appear, the play becomes more interesting.
Step 3-cast:
It is considers that role play to be homework assignment. Students will learn the
words and phrases from means in advance, prepared dialogue and then learn
together in the next lessons.
Each class can be classified into one or few theater groups. If the whole class is a
group, it is important to retain a number of supporting roles that normally may not
be used if the class has fewer people than contemplated. If the class is divided into
few groups, then the teacher when deciding role must weight mentioning the ability
and personality of each student. For example, a group in which all students are shy
will not be successful.
Step 4-preparing the information for students:
The students should be provided with sufficient information about the play
especially the role description to the children can be assured of his role. For

example, in the scene at the train station, the need to provide information related to:
time and the destination of the train, the ticket price. In a class studies at the higher
level and a more complicated situation, it is a best advice to prepare a card include
your name, age, personality, hobbies or dreams of the characters in the story.
Describing the role thoroughly to help students differentiate the characters. If a role
has any trouble, just scale models the description of the problem and ask students to
seek the solution
Step 5 – correction
Despite participating in the game, the role of the teacher is also extremely important.
The teacher must listen to and note the error that students can make.
It is inconvenient when the teachers interrupt to correct all the mistakes of students.
If doing so, it will make students lose interest. There are many ways to correct when
students carrying role-play:
- Correcting error immediately after the end of role-play. The teacher can write the
wrong sentence on the board for students to correct themselves.
- Teachers can record role-play activities, then give students the opportunity to view
back to the conversation and look back language used. Students can easily realize
the mistakes by themselves.
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Step 6 - ending:
When the play was finished, a little bit of time to control the content of stories also
extremely rewarding. After the play, they must be very satisfied with themselves, the
children felt that their foreign language ability was used on a job quite complex and
rewarding. This happy feeling will disappear if being a teacher to correct each error.
Students fell less confident than the prone and not excited to play again. In addition,
teachers can consult the practitioners about the play and encourage the opinions. The
purpose is to discuss the happenings of the play and review the issues had studied.
Along with group discussions, we can also issue questionnaire for effective

evaluation.
In summary, Role play is a good method of teaching English. The more interesting
the play is, the more members participate in the game. It also means that teachers
have to build in the students love learning and thereby achieve higher results
2.3.2. SAMPLE LESSON PLANS.
SAMPLE LESSON PLAN 1
Unit 1: Friendship (English 11)
Finding a Perfect Roommate/ Flat-mate Role-play
1. Materials:
 Ranking Roommates: Vocabulary Warm-up
 Room Ads: Listening Reading Comprehension Warm-up
 Rooms for Rent Role Cards
 Friends Looking for Rooms Role Cards
 Students with Rooms for Rent Activity Sheet
 Students with Friends Needing Rooms Activity Sheet
2. Purpose and Audience:
The purpose of these materials is to get the students to practice talking
about the qualities of good and bad roommates.
3. Target Language:
Describing people and their habits.
4. Activity: Role-play
Set-up: The class is divided into two groups:
Group 1: These students have a room for rent at their house because a
roommate has just moved out. They will need a Room for Rent Role Card and a
Room for Rent Activity Sheet.
Group 2: These students have a friend who is looking for a place to live. They
will need a Friends Looking for a Place to Live Role Card and a Students with
Friends Needing a Room Activity Sheet.
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The students should be given time to read their role cards, ask questions about
vocabulary and then write down the concerns (from the role cards) into the table
headings (on the activity sheets). Divide the class chairs into two lines facing each
other (or if you like, have an inner circle and outer circle). One line is for students
with rooms to rent (Group 1) and the other line is for students who have friends who
need a place to live (Group 2).
Group 1 approaches group 2 and asks them if the group 2 knows anybody who
needs a place to live. Group 2 tells them they have a friend who is looking for a
place. Group 2 will then ask questions to make sure that their friend will be happy in
the shared accommodation. Group 1 then asks questions about the friend to make
sure that the friend is compatible.

Students With Friends Who Need
Housing
Your friend Susan is looking for a
place to live.

Your friend Bill is looking for a place to
live.
Facts about Bill
Facts about Susan
He is easygoing and gets along well with
She is an outgoing person who likes to other people. He is a bit lazy and
party. And so she can be quite noisy,
somewhat messy. He plays in a band so
especially on the weekends. She is a
he often practices the drums at home. He
heavy drinker but she doesn’t smoke.
doesn’t smoke. He is a social drinker.

She has a dog. She has a job so she has He’s a little broke so he wants to find a
lots of money.
place with cheap rent.
Concerns (Questions to Ask)
Concerns (Questions to Ask)
(1) Are pets ok? (She has a dog)

(2) Are the other roommates friendly
outgoing people? (Her last
roommate was a bore so she
moved out).
(3) Does anybody smoke? (She’s
allergic to cigarette smoke).
(4) How much is the rent?
(5) How far is the apartment from the
school?

Your friend Brenda is looking for a
place to live.
Facts about Brenda
She is a med student so she studies

(1) Will it be Ok if he practices the
drums from time to time? (He plays
in a band).
(2) Are there any cats or dogs at the
apartment? (He’s allergic to animal
hair)
(3) How much is the rent?
(4) How far is the apartment from the

school?
(5) Are the other roommates easy to
get along with?

Your friend John is looking for a place to
live.
Facts about John
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very hard. She has a scholarship so she
has no problems with money. She
doesn’t drink. She doesn’t smoke. She
has a cat. She is very tidy.

He is very shy, so he doesn’t have many
friends or go out a lot. He is clean. He is
quiet. He smokes, but he rarely drinks.
He has a job so he has lots of money.

Concerns (Questions to Ask)

Concerns (Questions to Ask)

(1)

(1)

Is smoking allowed in the house?

(2)

How much is the rent?

(3)

Are there any cats or dogs at the
apartment? (He’s allergic to animal
hair)
Is the apartment clean? (He is a
bit of a neat freak).

(2)

Is it a quiet house? She’s a med
student so she needs to study
hard.
How much is the rent?

(3)

Does anybody smoke? How far
is the apartment from the
school?
(4) Are pets ok? (She has a cat)

(4)

Students With Friends Who Need
Housing

Your friend Jane is looking for a place
to live.
Facts about Jane
Jane is hardworking student who likes
to ‘let loose’ on the weekends. She’s
very clean. She doesn’t smoke and
only drinks a little on weekends. Her
parents are rich so she has no money
problems.
Concerns (Questions to Ask)
(1) How much is the rent?
(2) How far is the apartment from the
school?
(3) Are there any cats or dogs at the
apartment? (She’s allergic to
Animal hair)
(4) Is the apartment clean? (She’s a bit
of a neat freak).
(5) Is the place quiet during the week?

Your friend Mike is looking for a place
to live.
Facts about Mike
Mike is a very shy guy working on his
doctorate. His family is very wealthy. He
is quiet and doesn’t smoke or drink. He’s
a bit of a slob though.
Concerns (Questions to Ask)
(1) How much is the rent?
(2) How far is the apartment from the

school?
(3) Does anybody smoke? (He’s
allergic to cigarette smoke).
(4) Are there any cats or dogs at the
apartment? (He’s allergic to animal
hair)
(5) Is the place quiet? (He is working
on his PhD so he needs a quiet
place to live an study)

Students Looking for Someone to
Share Housing
One of your roommates has recently One of your roommates has recently
moved out so you need to find a new moved out so you need to find a new
9


roommate.
Facts about the current roommates:
The people living at the house now are
sociable, outgoing students at the
university. They have parties or go out
on the town at least once a week.
There are no smokers at the house and
no pets. The rent is $300 per month.
The house is about 10 minutes from
the university on foot.
Concerns
roommate:

about

potential

roommate.
Facts about the current roommates:
The people living in the house are
easygoing. They like to make a lot of
noise in the evening either playing
guitars or listening to music. There are
no pets in the house. Everybody in the
house smokes. They rarely drink. The
rent is about $200.00 and the house is
about 20 minutes from the university by
subway.

Concerns about potential roommate:
(1) Does __ have a pet? (The
(1) Is ____sociable? (They like to
landlord doesn’t allow cats or
have
dogs at the apartment).
fun now and then).
(2) Is ___ easy to get along with? (The
(2) Does ___ smoke? (One of the
last roommate cause many fights).
current roommates is allergic to
(3) Is __ a heavy drinker? (The
smoke).
last roommate drank a lot and

(3) Is ________ clean? (The last
caused problems).
roommate was a slob).
(4) Does __mind noise? (The
(4) Can ____ afford to pay rent? (The
other roommates tend to make a lot
last roommate still owes them
of noise in the evenings)
about
2 months rent).

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Sample Dialogue:
Finding a Roommate
A: Hi, Steve.

Your roommate has just moved out and now you need to find a new roommate. Ask other
students in the class if they know anybody who needs a place to live. And then make sure
that potential roommates are compatible. Write your concerns in the table below:

B: Hey, Jack. What’s up?
A: Do you know anyone who’s looking for a place to
live? One of our roommates is moving out.
B: As a matter of fact, I do. My friend Sally needs a

Potential
Roommate

Concern 1 Concern 2

Concern3

Concern4
_

_

place. How much is the rent?
(Steve asks questions about the room and roommates).
B: I’ll let her know and give her your number. A:
Thanks Steve. Oh wait! Is there anything I should
know about Sally?
B: Like what?
A: Well, is she a heavy drinker? Our last roommate got
drunk all the time and caused a lot of problems.
(Jack asks questions about the potential roommate
Sally)
A: That’s all I need to know. I’ll talk it over with my
roommates. Thanks again Steve. See you later. B: See
you Jack.

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_

_

_

_


SAMPLE LESSON PLAN 2
Unit 5: Illiteracy (English 11)
Reported speech role play
Level: Intermediate
Teacher's notes:
1. After having taught reported speech, the teacher puts the students into groups of
three.
2. Explain that one person in the three is a rich actress/actor, one is his/her
niece/nephew and the last person is the butler.
3. The actor/actress is hearing-impaired and dying.
4. She is going to decide what to do with her money and house after her death.
5. Set up the class so that the actors/actresses are on one side of the room, the
nieces/nephews on the other and the butlers in the middle.
6. The butlers need to give messages from the nieces/nephews to the actor/actress.
7. The aim is for the butler and the nephew/niece to be nice so that the actor/actress
will give them her money.
8. As they are doing this the butler will use reported speech e.g. She said that you are
lazy and never visited her. He said he was busy and didn't have time. He said that he
was helping animals.
You are the niece/nephew of a very rich, famous hearing impaired actress.
You know that she hasn't got long to live. So, for the moment you are trying to
become her favorite relative in order to obtain her millions after she is dead. You
know that she loves animals and children. You also know that her dog is her closest
friend. What do you think will make her give you some money?
You are the butler to a rich, famous hearing-impaired actress.
Actually she hasn't got long to live and so you are being very nice to her at the
moment, you think you have a good chance of being left her millions in her will.

You have always helped her and you have looked after her cats and dogs with care.
You think you should at least get the house which you have cleaned for nearly 40
years! You don't like her niece/nephew who has suddenly made an appearance. You
always have to act as a go between for the niece/nephew and aunt because the aunt
can never hear her relative.
You are a rich, famous, hearing-impaired actress.

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You know that you haven't got long for this world but you don't mind because you
have had a good life. You also know that your niece/nephew wants something but
you're not sure what.
You have already written your will but you are prepared to change it.
Your will: $ 2 million to be left to the animal rescue league (you love cats).
Your house will go to your dog. It has been a faithful companion animal and you
want it to have a home when you're gone.
Your jewelry will be sold at auction in order to raise money for the children's
hospital near your house. You haven't decided about the rest, a sum total of
$150,000. Your butler has always been good to you. Your niece/nephew is also
sweet. You are waiting to hear what they have to say.
You feel that if they can show you how good they really are you will give the money
to either one of them.
As a follow up lesson:
Ask the students what type of words "hearing-impaired" and "companion animal"
are i.e. politically correct. For homework ask the students to think/find of more
politically correct words.
The students can compare their lists when they get back into class.
SAMPLE LESSON PLAN 3
Unit 9: The Post office (English 11)

Role-play: I Need to Mail This Letter to Mexico
1. Materials:


Post Office Customer Activity Sheet



Post Office Clerk Activity Sheet



Post Office Rate Sheet



Customer Errands Sheets

2. Purpose and Audience:
This role-play is intended for false beginners who are working in the postal
industry or need some survival travel English skills. The role-play includes the
language for talking about delivering letters, parcels, packages, and postcards. The
role-play also presents an opportunity to go over numbers used for dollar amounts
such as $12.95 or $42.00. As well teachers can go over talking about the time
something takes such as 2-3 days (read two to three days or between two and three
days).
3. Warm-up:
As one possible warm-up, I bring a letter and a parcel into class and tell the class
that I have to deliver these. I ask where the post office is. After I get directions, I tell
them I'm worried because the letter is a very important letter and I don't want it get

lost in the mail or I tell them it's my friend's birthday next week and I want the
13


parcel to get there on time. I see what responses this elicits. Hopefully, somebody
will suggest I use a courier or special delivery. Then we talk about rates and
schedules writing down expressions on the board as needed. Another possible warmup is to give the parcel and letters to the students and then start the class with:
Welcome to Chris's Post Office. How can I help you?
4. Class Set-up for Role-play:
The students are divided into customers doing errands at the post office and post
office clerks. The customers need a customer activity sheet and errand list. Post
office clerks need a post office clerk activity sheet and a complete schedule of postal
rates. I usually have a row of desks with all of the post office clerks on one side and
all of the customers sitting on the other.
5. Class Activity:
Customers go from post office to post office mailing one item on their errand list
at a time. While doing this, they should record the prices and delivery times on the
customer activity sheet. Post office clerks wait for customers to come into their post
offices. The clerks then give the customers the required information and fill out their
postal clerk activity sheets.

Argentina
Surface
Letters
Parcels

$12.50

4-6
weeks

Postcards

Special
Delivery

Air
$1.50

8-10
days

$5.95

2-4
days

$18.0
0

10-12
days

$29.5
0

4-6
days

$0.50

8-10
days

Courier
$25.5
0

Overnight

Chile
Surface
Letters
Parcels
Postcards

$8.50

4-5
weeks

Special
Delivery

Air
$1.75

7-10
days

$7.40

3-5
days

$15.0
0

8-10
days

$36.0
0

4-6
days

$0.60

7-9
14

Courier
$19.5
0

Overnight


days

China
Surface
Letters
Parcels

$12.00

6-8
weeks

Postcards

Special
Delivery

Air
$1.40

1-2
weeks

$5.50

2-4
days

$21.5
0

1-2

weeks

$41.0
0

4-6
days

$0.70

1-2
weeks

Courier
$18.7
5

1-2 days

Costa Rica
Surface
Letters
Parcels

$13.50

5-7
weeks

Postcards

Special
Delivery

Air
$1.60

4-6
days

$14.4
0

3-5
days

$17.5
0

1-2
weeks

$29.5
0

6-8
days

$0.55

1-2
weeks

Courier
$22.5
0

1-2 days

Indonesia
Surface
Letters
Parcels

$12.50

4-6
weeks

Postcards

Special
Delivery

Air
$1.20

8-10
days

$12.9
0

3-5
days

$19.5
0

7-10
days

$34.0
0

4-6
days

$0.60

2-3
weeks

Courier
$26.0
0

2-3 days

Poland

Surface

Air

Special
Delivery
15

Courier


Letters
Parcels

$12.00

6-8
weeks

Postcards

$2.10

1-2
weeks

$14.5
0

2-4

days

$21.0
0

10-14
days

$36.0
0

3-5
days

$0.80

7-10
days

$32.0
0

Overnight

Portugal
Surface
Letters
Parcels

$12.00

6-8
weeks

Postcards

Special
Delivery

Air
$1.40

1-2
weeks

$5.50

2-4
days

$21.5
0

1-2
weeks

$41.0
0

4-6

days

$0.70

1-2
weeks

Courier
$18.7
5

1-2 days

South Africa
Surface
Letters
Parcels
Postcards

$14.40

3-5
weeks

Special
Delivery

Air
$0.90

1-2
weeks

$15.2
0

2-4
days

$21.0
0

8-12
days

$27.8
0

4-6
days

$0.75

8-10
days

A: You have to go to the post office to
mail some letters, parcels and
postcards. Here is a list of errands you
have to run:

(1) A business letter: You need it
delivered to Argentina ASAP.

Courier
$22.5
0

2-3 days

B: You have to go to the post office to
mail some letters, parcels and postcards.
Here is a list of errands you have to run:
(1) A business letter: You need it
delivered to Chile ASAP.
(2) Your friend’s birthday presents
16


(2) Your friend’s birthday presents
(parcel) which is in 6 days. She
lives in Chile.
(3) A letter to your Aunt. She lives in
China.
(4) A postcard to your friends who
are in Costa Rica.
(5) Your cousin’s graduation present
(parcel), which is in two months
He is studying in Indonesia.
(6) A postcard to your old teacher
who moved to Poland.

(7) A letter to your friend who is
going on a very long trip around
the world. He leaves in two weeks.
He lives in Portugal.
(8) A gift (parcel) for your friend who
is in the hospital and is very sick.
She is in South Africa.

(parcel) which is in 6 days. She
lives in China.
(3) A letter to your Aunt. She lives in
Costa Rica.
(4) A postcard to your friends who are
in Indonesia.
(5) Your cousin’s graduation present
(parcel), which is in two months
He is studying in Poland.
(6) A postcard to your old teacher
who moved to Portugal.
(7) A letter to your friend who is
going on a very long trip around
the world. He leaves in two weeks.
He lives in South Africa.
(8) A gift (parcel) for your friend who
is in the hospital and is very sick.
She is in Argentina.

17

18


2.4. The result
2.4.1. The reality of the using Role play in teaching English speaking skills for
students in Nghi Son high school.
The information received from the students’ investigation, teachers’ interviews and
real observation show role play used in teaching speaking for students in grade 11.
However, the level is different. Role play is used more in group A. This may be
because the students in these classes had better English background. Therefore, they
participate enthusiastically over the role play, the incident is also less than in other
classes. Besides, the level of use is also different between the teachers. 25% of the
teachers use it frequently, 37.5% of the teachers use quite often, 37.5% of the rest
occasionally use Role play.
Students like work I group of three or four people when engaging in Role play
activity while teachers often use works in pairs. Therefore, there are differences
between the needs of the students and the form using the group works of teachers.
2.4.2. The attitude of teachers and students when using Role play in teaching and
learning speaking skill.
Most students of group A (84%) said that the Role play activity is very interesting.
There are 52% of the student group B agreed with this opinion. However, some
students apathetic and not interested in Role play.
When commenting on the Role play activities in textbooks, both teachers and
students have different opinions, even in reverse. It shows that the current textbook
still exists some points dissatisfying teachers and students.
Teachers and students are aware quite clearly about the benefits of Role play. They
outlined the benefits of Role play as follows:
- Creating more opportunities for students to use English, especially speaking skill
in many social situations with different contexts.
- Encouraging students to engage in conversation in English, thereby promoting the

ability to speak English.
- Making learning less stressful but more pleasant and enjoyable.
- Motivating interaction and communication between the students, then the
proficiency in speaking skill as well as the cooperation among students is
developing.
2.4.3. The difficulties that students and teachers encounter when using Role play in
teaching and learning speaking skill.
a) To the students
Although the ratio of students feel less stress decreases, overall it is still quite high.
In addition, the number of students feel not confident or afraid of joining the Role
play is still high, the majority of students feel worried about making mistake when
19


taking Role play. The errors that students often make is pronunciation and how to
use the sentence patterns correctly.
b) To the teacher
75% of the teacher worried about students will quickly tire of the Role play activity.
This was due to the disparity between the members in a group. Another reason is
that students sometimes don't like the role assigned to it.
62.55% of teachers complained about being afraid of joining the Role play. This also
happened in other communication activities. The cause may be because students
were too familiar with the old learning method "hear and copy".
Getting to know the difficulties will play an important role in order to find
appropriate solutions to make the use of Role play in the classroom more efficiently,
causing more excitement to students.
2.4.4. What need to be done to use Role play more effectively and more enjoyably?
87.5% of the teachers together with 54% of the students of Group A and 24% of the
students of group B share the point that it is necessary to improve the textbook,
themes need be richer and more interesting. 60% of the students of Group A, 50% of

the students of Group B and 37.5% of the teachers said that should increase the
amount of time for Role play.
There are 70% of the students of group B, 48% of the students of group A advocate
the improvement of teaching and studying conditions. The fact shows that learning
condition of Group A is better than that of Group B.
A small part of the teachers and students said that teaching skills of teachers also
need to be further enhanced.
Some teachers emphasize that combining suitable Role play with other activities is
also very important. So students will not be boring.
There are a number of students recommended that teachers need more patience as if
students do not well as participate in Role play.
3. CONCLUSIONS AND SUGGESTIONS:
3.1. Conclusions
According to the subjective assessment of the implementation of the subject this
initiative experience has achieved the following criteria:
- The content: the subject has been researched and implemented in association with
one of the requirements of the current renovation, which is the innovative contents,
methods of teaching English. This innovation fit the demand of the industry and
meet the requirements of the fact that learning means practice.
- The meaning: the subject was done successfully that creates a new direction in the
organization activities in speaking lesson. That is the principle of teaching and
learning a foreign languages: students must associated with practice, learning means
playing so it will become more effectively.
20


- The efficiency: the process of implementing the subject shows the topic has
gained fairly high and durable results. Teachers can use easily and do not waste
much of time and effort. The subject can apply and perform with many different
students and in different schools.

However, the subject may not avoid the shortcomings in the implementation
process, the author is looking forward to getting the valuable opinions from
colleagues and readers.
3.2. Suggestions
a) For current textbook
Not only should the number of Role play activities be increased, the topic should be
richer and more interesting as well. Besides, the Role play activities should be
designed logically in combination with others.
b) For students
Student needs are fully aware of the benefits of Role play in the development of
speaking skills to involve more actively in these activities. Students need time to
change the way of learning more positive. Students should have more
responsibilities in learning speaking English as well as other skills.
Students should also be aware that error is an inevitable part of the learning process.
Therefore, students should not bring psychological barrier error when participating
in Role play. Training and preparing lessons at home will also help students join
more enthusiastically and more confident.
c) For teachers
In addition to the use of works in textbooks, teachers should consult other resources
to design more interesting activities.
Many students are not enthusiastic to join the Role play, but teachers would rather
motivate, encourage than criticize.
Teacher should prepare Role play which can be performed to different groups.
Only when students understand situations and information on the new card, they can
conduct activity. If not, students will hardly play the role successfully and the class
management will become more difficult.
Teacher should choose different students in the same group and split appropriate role
for each student. This will help the students learn to help each other.
Finally, it is necessary to coordinate the different activities with Role play in a
proper way to make the lectures more interesting.

21


REFERENCES
1. Damayanti, N. 2010. Keperawatan di Indonesia. Journal (on line), Volume 12 ,
No. 5 . (http:// Fiki. Or.id. diakses 16 December 2011).
2. Ments, V. M. 1999. The Effective Use of Role Play. London. Kogan page Limited.
3. Nunan D. Language Teaching Methodology. London: Prentice Hall; 1991.
4. Hoang Van Van – English 11 Text book
5. Tompkins, P. K. 1998. Role Playing/Simulation. The Internet TESL Journal, Vol.
IV, No. 8, August 1998. />
22


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO
DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả:
Chức vụ và đơn vị công tác:

TT

1.

Trịnh Thị Thu Hoài
THCS và THPT Nghi Sơn

Tên đề tài SKKN

Sử dụng trò chơi ngôn ngữ
làm tăng hiệu quả giờ học nói
cho học sinh lớp 10 ở trường
THCS và THPT Nghi Sơn.

XÁC NHẬN CỦA THỦ
TRƯỞNG ĐƠN VỊ

Cấp đánh giá xếp
loại
(Ngành GD cấp
huyện/tỉnh; Tỉnh...)

Kết
quả
đánh
giá
xếp
loại

Năm học
đánh giá
xếp loại

(A, B,
hoặc
C)

- Giám Đốc Sở GD

& ĐT Thanh Hóa
- Quyết định số:
988/QĐ-SGD &
ĐT ngày
03/11/2015

2014 - 2015
C

Tĩnh Gia, April 20th, 2018
I certify that this research paper is the
result of my own study.
Author

Trịnh Thị Thu Hoài

23