Using role – playing games to improve the 11th graders’ english speaking skills at nhu thanh high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NHU THANH HIGH SCHOOL
-------***-------

INNOVATION IN TEACHING

USING ROLE – PLAYING GAMES TO IMPROVE
THE 11TH GRADERS’ENGLISH SPEAKING
SKILL AT NHU THANH HIGH SCHOOL

The writer: Le Thi Ngoc
The post: The teacher
Innovation of subject: English

THANH HOA, 2019


TABLE OF CONTENT
CONTENT
PART ONE: INTRODUCTION
I. Rationale of the study
II. Aims of the study
III. Research questions
IV. Participants
V. Methods of the study
PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I. Overview of role – playing games.
II. Some principles of using and managing role – playing games.
III. The steps in carrying the role playing games in class.
CHAPTER 2: PRACTICAL SITUATIONS

I. The infrastructure of teaching and learning English speaking skill at
Nhu Thanh high school
II. The practical situation of teachers and students.
CHAPTER 3: RECOMMENDATIONS
TO IMPROVE THE STUDENTS’S ENGLISH SPEAKING SKILLS
I. Recommendations
II. Practical solutions
III. Some practical role – playing games used at Nhu Thanh high school
CHAPTER 4: RESULT
PART THREE: CONCLUSION AND SUGGESTION
I. Conclusion
II. Suggestion
REFERENCES

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PART ONE : INTRODUCTION
I. RATIONALE:
Nowadays English has become an international language because it is widely
used in many parts of the world. English may not be the most spoken language
in the world, but it is the official language in a large number of countries. It is
estimated that the number of people in the world that use English to
communicate on a regular basis is about 2 billion. In the tendency of integration
of the global economy, English is one of the effective communicative tools for
everybody. The role of English is considered to be very important in the fields of
economics, politics, science, culture and education. Especially, Vietnam’s
official membership of WTO on 7th November 2006 opened a new door for
integrating into the world economy. Hence, more and more people want to learn
English to communicate with foreign partners, tourists, study tours; or getting
good position in the work force.
Thanks to the innovation of ways in teaching English which is stated by the
MOET, English lessons are taught with four skills (speaking, reading, listening,
and writing) in one unit. Moreover, there exist three stages - Pre - While - Post teaching in one lesson. This really helps students improve their skills beside the
grammar exercises to pass the exams.
As We know that Nowadays English has become an international language
because it is widely used in many parts of the world. In the tendency of

integration of the global economy, English is one of the effective communicative
tools for everybody. The role of English is considered to be very important in the
fields of economics, politics, science, culture and education. Being aware of the
importance of English so the society is becoming more and more interested in
teaching and learning English at schools, the curriculums and the methods of
teaching English are innovated to better the needs of learners. Teachers have to
use these skills and activities to promote positive, proactive students and create
optimal conditions for students to train, develop and enhance skills to use
language for purposes of communication. So we have to create the
environment for students to communicate in the classroom, especially, in
Speaking lessons and this raises for teachers is to organize various activities to
improve the efficiency of the speaking lessons and make students feel easily
with the subject. However, the majority of students are still feeling
embarrassed and shy when speaking in front of the class. To help students
overcome these problems, I boldly give the subject “ Using role – playing
games to improve the 11 th graders’ English speaking skills at Nhu Thanh
High School ”
II. AIMS OF THE STUDY
I do the research to know about the fact of teaching and learning communication
skills in Nhu Thanh High School more clearly. This study also investigates
whether some role – playing games can have positive impact on process among

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students and can develop their speaking skills or not. Bearing in mind, I decide
the research with title “Using role – playing games to improve the 11 th
graders’ English speaking skills at Nhu Thanh High School ”
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:

How can some kinesthetic activities help the students at Nhu Thanh High School
improve their communication skill?
The question has been addressed to two of the classes (11A8, 11A10) that I have
been teaching in Nhu Thanh High School with the aim to examine how some
role - playing games affect the process of speaking here.
IV. SCOPE OF THE STUDY
This study does not aim to teach any skill in a systematic way, because it is
experience not for teaching but for practice. The study investigates giving some
some role - playing games to help students practice so that they can improve
their communication and speaking skill.
V. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed data
Recording is used to record the process of giving some role play activities
The second tool used in this study is interviews with students at the end of the
research to study whether using role play is really suitable for them or not.
Surveying through the answer sheets is used to know the practical situation of
teaching and learning English communication skill.

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PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I. OVERVIEW OF ROLE - PLAYING GAMES.
The history of role-playing games begins with an earlier tradition of roleplaying, which combined with the rulesets of fantasy wargames in the 1970s to
give rise to the modern role-playing game. A role-playing game (RPG) is a type
of game in which the participants assume the roles of characters and
collaboratively create stories. Participants determine the actions of their
characters based on their characterization, and the actions succeed or fail
according to a system of rules and guidelines. Within the rules, they

may improvise freely; their choices shape the direction and outcome of the
games.

Role-playing games are substantially different from competitive games such
as ball games and card games. This has led to confusion among some nonplayers about the nature of fantasy gaming. The game Dungeons & Dragons was
a subject of controversy in the 1980s when well-publicized opponents claimed it
caused negative spiritual and psychological effects. Academic research has
discredited these claims.Some educators support role-playing games as a healthy
way to hone reading and arithmetic skills. Though role-playing has been
accepted by some, a few religious organizations continue to object.
Media attention both increased sales and stigmatized certain games. In thirty
years the genre has grown from a few hobbyists and boutique publishers to an
economically significant part of the games industry, though grass-roots and
small business involvement remains substantial. Games industry

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company Hasbro purchased fantasy game publisher Wizards of the Coast in
1998 for an estimated $325 million.

II. SOME PRINCILPES OF USING AND MANAGING ROLE –
PLAYING GAMES:
The more engaging the better. The value of role-plays come from students
immersing themselves in the material.
Choose a 'hot' topic and stage a debate. Assign students positions on the topic
(for/against). This will get students out of their personality and into the role
where they do not have the same inhibitions.
Preparation is very important to success. Give students 'personality cards' which
sketch out their personal characteristics or scenario. Divide students into groups

and give them time to sketch out various scenarios, and go over extra or special
vocabulary, ask them to discuss how they will act, think about the character and
plan what they will say. For example, what are possible responses/replies for the
angry neighbor?
The teacher, as facilitator of the role-play must support students in their role, i.e.
they 'are' in the backyard arguing over the fence. Don't do anything to interrupt
the pretend environment. Leave grammar correction to the end. Correcting
students in the middle of an argument interrupts the pretend environment. Make
notes and do a debriefing after.
Exaggeration is good! Encourage students to exaggerate their actions, opinions
and movements. Exaggeration helps students immerse themselves in the role.
Stage a rehearsal first. Have students practice their role in small groups with
coaching from the other students.
While the role-play or debate is in progress, have other students suggest
vocabulary first, and act as backup if they do not know.
Role-plays are unpredictable which makes them both a valuable learning tool
and at the same time difficult to manage. Sketch out the various routes the roleplay can take from the initial scenario. This will give you some idea what to
expect and avoid any surprises.
Role-plays can range from 30 minutes to one hour.

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III. STEPS IN CARRYING ROLE – PLAYING GAMES:
1. Outside the classroom:
Choosing the topic, based on the topic of the lesson or the main grammar point
of that lesson.
Preparing materials, especially role-play cards (Teachers can make up the cards
themselves, or search for them on the Internet)

2. Inside the classroom:
Providing students with enough language to be used in their role-plays.
Setting up the scene for role-plays.

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CHAPTER 2: PRACTICAL SITUATIONS
I. THE INFRASTRUCTURE OF TEACHING AND LEARNING
ENGLISH SPEAKING SKILLS AT NHU THANH HIGH SCHOOL
Nhu Thanh high school’s board of managers always deeply care about the
English teaching condition of the teachers and students. The school has been
equipped with full conditions about facilities for study like language
laboratory, books, tapes, and radios. However, after many years teaching
English in this mountainous school, I have noticed the fact that the majority of
students in this high school are afraid of learning English. Moreover, they
constantly have a heavy feeling in the English lesson, especially in a listening
lesson. In addition, there is a deep seated belief in their mind that they can not
evenly listening any thing. These are a truly barrier for the quality of students’
listening skill
Bearing in mind, I really indeed want to make students have a real enthusiasm
about learning a foreign language, namely English subject and make students
look forward to and hope for this subject without feeling bored. Or, how to
help students be able to understand when listening to a foreigner? Therefore, I
start on this study to try to find out the effect of some practical listening
techniques to help my students integrate to the new world.
II. THE PRACTICAL SITUATION OF TEACHERS AND STUDENTS
1. The advantages of teaching speaking lesson:
1.1. For students:
Most students in Nhu Thanh high school have studied English since they were

in secondary school and the knowledge they are provided at this level of
education is relatively high on grammar, vocabulary and communication
skills . Most students are obedient and aware of studying.
Students themselves and their parents have realized the importance of learning
English so they have had the interest and considerable investment in many
aspects to this subject, and it is no longer considered a subordinate subject.
The school has been equipped with full conditions about facilities for study
like language laboratory, books, tapes, and radios.
1.2. For teachers:
Teachers have satisfied the school’s demand as well as education and applied the
new teaching methods.
The facilities of the school like language laboratory, books, tapes, and radios are
full and Administrator is interested and facilitates the teaching of the teachers so
that they can prove their abilities in the best way.
2. The disadvantages of teaching speaking lesson:
2.1. For students:
There are so many different students in class and the quality of each student is
uneven.

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Many students haven’t determined the importance of English in the current
period, so they aren’t aware of their own learning.
Some students have a limited vocabulary so they can’t know how to speak a
correct sentence
Classrooms are crowded, and the activities of speaking lesson often practise in
pairs or in groups so the classrooms are easily noise.
2.2. For teachers:
There are still some teachers who have difficulty in teaching speaking skills

and choosing suitable skills for each lesson.
Teachers don’t assign the tasks to students clearly.
Teachers don’t create the environment to encourage students to speak English
effectively.
2.3. Specific survey in classes 11A8, 11A10
Class
11A8
11A10

Students
100%
100%

Excellent-good
10%
8%

Average
55%
57%

Weak (bad)
35%
35%

From the survey, we can see that even though speaking skill is considered to be
very necessary, its importance has not been paid much attention in Nhu Thanh
high school.
Basing on the Experimental English Curriculum of the National Foreign
Languages 2020 Project, I really want to help students to improve English

communication which will certainly bring them variety of chances in the work
force. Then I decide to work on this research.
CHAPTER 3:
RECOMMENDATIONS TO IMPROVE THE STUDENTS’ ENGLISH
SPEAKING SKILLS
I. RECOMMENDATIONS
According to the data analysis from the survey, I personally found that it is
essential for language teachers to help their students become effective
communicators. It can also be personally concluded that the most important
feature that makes my students engage more in the lesson is the kind of
assessment which forces them to learn although the meaningfulness of tasks also
more or less affect the level of engagement. The most meaningful tasks to my
students are tasks that can help them to pass the tests at the end of the semester
not tasks that give them reasons to communicate as I expected.
Therefore, I am going to give “ Using role – playing games to improve the 11 th
graders’ English speaking skills at Nhu Thanh High School ”
II. PRACTICAL SOLUTIONS

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1. General requirements:
We know that speaking skill plays a very important role in mastering a foreign
language. According to David Nunan (1991) the author of language teaching
methodology book: "Success is measured by the ability to conduct a dialogue in
the language they are learning." To do this successfully, teachers must make
students understand and gain the ability to use the language as much as possible
because the needs of learners are very diverse. Besides, teachers shouldn’t create
unfortunate misunderstanding in the communication process.
Speaking skills of students are practised with other skills through a learning

process in English language environment. In addition to learning in classroom,
students must learn themselves and practise speaking exercises through different
forms and methods because the aim of speaking exercises is to help learners
speak exactly and fluently.
The selection of teaching speaking techniques must be determined on the basis
of the lesson content to build the activities for study.
Through research process and practice in different classrooms I offer some
solutions to guide students to develop communication skills.
2. The main solutions:
Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. To guide students to develop communication skills in English, teachers
can teach students speaking strategies such as providing a dialogue, spoken
word actions, using minimal respones, practising grammar structures and
applying groupwork or pairwork in speaking skills and games.In this writing, I
would like to recommend a more practical way of teaching speaking in high
school classrooms; that is using role-plays and simulations. Role-plays, or
simulations are one of the ways ESL instructors can ease students' transition into
using English in real world situations. A simulation is where students act out a
real-life situation, for example checking into at a hotel, but do not act out a
different personality. Role-plays are where students take on different
personalities. In a role-play, for example, one student may be asked to take on
the role of "an angry neighbor" which is out of character for the student.
The purpose of role playing is to give the students an opportunity to work with
others in determining how an individual or group might behave in response to a
particular situation. Role playing is often used primarily to promote classroom
discussion. The use of role playing as a cooperative learning model also
includes class discussion as a vital step, but in this approach the entire class is
involved in preparing and presenting role plays through group activity.
III. SOME PRACTICAL ROLE – PLAYING GAME ACTIVITIES USED

AT NHU THANH HIGH SHOOL
Sample lesson plans number 1:
Unit 1: Friendship (English 11)

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Finding a Perfect Roommate/Flatmate 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. Warm up:
a) Group Discussion
+ Where do you live?
+ Do you live in a dormitory or with your family?
+ Who do you live with?
+ Are you happy where you live? Why or why not?
b) Pros and Cons Brainstorm
+ What do you think about shared accommodation?
+ What are the pros and cons of shared accommodation?
2 groups divided into Pros and Cons

then pair up Pro and Con to discuss
c) Which would you choose?
In groups of 3, put Shared Accommodation Ads in pile face down. Students turn
1 up and explain to the group.
This accommodation is in (area).
It’s a (flat/house/townhouse)
There are (number) people living there.
It costs $____ a week.
(other information)
Would you like to live there? Why or why not? – Discuss
After going through all six ads, choose the best one for you and explain why.
The Perfect Flatmate
What kind of person is good to live with? Why?
Ranking Exercise:
In groups, students circle the ideal qualities of roommates using the Ranking
Exercise Vocabulary Sheet and then rank them in order of importance.
5. Role-play
Set-up:
The class is divided into two groups:

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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.
The students should be given some 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 students approach group 2 students and ask them if the group 2 students
know anybody who needs a place to live. Group 2 students tell 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 students
then ask questions about the friend to make sure that the friend is compatible.
Wrap up
Students discuss which friends were compatible with which houses.
Model role – play:
Dialogue: Finding a Roommate
A: Hi, Steve.
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 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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Students in class 11A8 are taking part in role – playing games

Students in class 11A10 are taking part in role – playing games
Sample lesson plans number 2:
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

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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 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 warm-up 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?
If the students simply say that they want to mail the parcel, I counter with:
That'll be $1000 dollars please (or you could use an outrageous amount in the
local currency). Hopefully, this will draw a shocked response and they should
start inquiring as to why it's so expensive. I tell them it's because its super
speedy delivery. This should get them to inquire about other more reasonable
options, which is a big part of the role-play.
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 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.

Students in class 11A8 are taking part in role – playing games

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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

Air
$1.50

$12.50

4-6
weeks

Postcards

$18.00
$0.50

8-10
days
10-12
days
8-10
days

Special

Delivery
$5.95
$29.50

2-4
days
4-6
days

Courier
$25.50

Overnight

Chile
Surface
Letters
Parcels

$8.50

4-5
weeks

Postcards

Air
$1.75
7-10
days

$15.00 8-10
days
$0.60
7-9
days

Special Delivery
$7.40
3-5
days
$36.00 4-6
days

Courier
$19.50 Overnight

China
Surface
Letters
Parcels
Postcards

$12.00

6-8
weeks

Air
$1.40
1-2

weeks
$21.50 1-2
weeks
$0.70
1-2
weeks

Special Delivery
$5.50
2-4
days
$41.00 4-6
days

Courier
$18.75 1-2
days

Students in class 11A8 are taking part in role – playing games

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A: You have to go to the post office to
B: You have to go to the post office to
mail some letters, parcels and postcards. mail some letters, parcels and
Here is a list of errands you have to run: postcards. Here is a list of errands you
(1) A business letter: You need it delivered
have to run:
to Argentina ASAP.

(1)
A business letter: You need it
(2)
Your friend’s birthday presents
delivered to Chile ASAP.
Your friend’s birthday presents
(parcel) which is in 6 days. She lives in (2)
Chile.
(parcel) which is in 6 days. She lives
(3)
A letter to your Aunt. She lives
in China.
in China.
(3)
A letter to your Aunt. She lives
(4)
A postcard to your friends who
in Costa Rica.
are in Costa Rica.
(4)
A postcard to your friends who
(5)
Your cousin’s graduation present
are in Indonesia.
Your cousin’s graduation
(parcel), which is in two months He is (5)
studying in Indonesia.
present (parcel), which is in two
(6)
A postcard to your old teacher

months He is studying in Poland.
who moved to Poland.
(6)
A postcard to your old teacher
(7)
A letter to your friend who is
who moved to Portugal.
going on a very long trip around the
(7)
A letter to your friend who is
world. He leaves in two weeks. He lives going on a very long trip around the
in Portugal.
world. He leaves in two weeks. He
(8)
A gift (parcel) for your friend
lives in South Africa.
who is in the hospital and is very sick. (8)
A gift (parcel) for your friend
She is in South Africa.
who is in the hospital and is very sick.
She is in Argentina.
C: You have to go to the post office to
mail some letters, parcels and
postcards. Here is a list of errands you
have to run:
(1) A business letter: You need it
delivered to China ASAP.
(2) Your friend’s birthday presents
(parcel) which is in 6 days. She
lives in Costa Rica.

(3) A letter to your Aunt. She lives
in Indonesia.
(4) A postcard to your friends who
are in Poland.

D: You have to go to the post office to
mail some letters, parcels and
postcards. Here is a list of errands
you have to run:
(1) A business letter: You need it
delivered to Costa Rica ASAP.
(2) Your friend’s birthday presents
(parcel) which is in 6 days.
She lives in Indonesia.
(3) A letter to your Aunt. She lives
in Poland.
(4) A postcard to your friends
who are in Portugal.
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(5) Your cousin’s graduation present
(parcel), which is in two months
He is studying in Portugal.
(6) A postcard to your old teacher
who moved to South Africa.
(7) A letter to your friend who is
going on a very long trip around
the world. He leaves in two
weeks. He lives in Argentina.

(8) A gift (parcel) for your friend
who is in the hospital and is very
sick. She is in Chile.
E: You have to go to the post office to
mail some letters, parcels and
postcards. Here is a list of errands you
have to run:
(1) A business letter: You need it
delivered to Costa Rica ASAP.
(2) Your friend’s birthday presents
(parcel) which is in 6 days. She
lives in Poland.
(3) A letter to your Aunt. She lives
in Portugal.
(4) A postcard to your friends who
are in South Africa.
(5) Your cousin’s graduation
present (parcel), which is in
two months He is studying in
Argentina.
(6) A postcard to your old teacher
who moved to Chile.
(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 China.
(8) A gift (parcel) for your friend
who is in the hospital and is
very sick. She is in Indonesia.

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

(6) A postcard to your old teacher
who moved to China.
(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
Indonesia.
(8) A gift (parcel) for your friend
who is in the hospital and is
very sick. She is in Costa Rica.
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Conversation: I Need to Send This to Mexico.
A= Postal Clerk
B=Customer
A: Hi. How can I help you?
B: I need to send this letter to Mexico.
A: How would you like to send it?
B: I’m not sure it. What options are there?
A: Well, you can send it air, special delivery, or courier.
B: What’s the difference between each option?
A: Let’s see. Special delivery to Mexico is $14.95. And it takes from 2-4 days
for delivery. Airmail is $2.95 and takes anywhere from 1 week to 10 business
days for delivery. And if you need it there quickly, courier is probably your best
option. That’s $35.95 for guaranteed overnight delivery.
B: So that’s $14.95 for special delivery and it’ll take 2-4 days for delivery?
A: That’s right.
B: OK. I’ll do that.
A: That’ll be $14.95 then. Do you need someone to sign for it?

B: No. That won’t be necessary.
Post Office Clerk
Activity Sheet
You are a clerk at a post office. Customers will ask you about
rates and schedules for letters and parcels. Find out what the
customers want to send and where they want to send it and give
the customers the information they need.
Item
Letter

Country
Mexico

Option Selected

Signature Required

Special Delivery

No

18


Students in class 11A10 are taking part in role – playing games
CHAPTER 4: RESULT
In conclusion, using role – playng games is an efficient way to teach speaking
skill in the English classroom. By This way I get the best results in the
classroom. It raises students’ motivation. These activities take advances of their
social knowledge and help student to apply their ability to acquire English as well

as enhance their speaking skill. By experiencing these activities student will feel
that they are not only studying but they also be involved in learning activities.
Students have also chance to practice team - work, acting, speaking skill. They
truly become the center of the class as in the project of the new Curriculum of the
MOET.
Moreover, the result of testing students’ speaking skill has considerably
improved. The effects will be shown in the table below:
Before
After
Using role – playing games
Using role – playing games
Class

Excellent
(%)

Good
(%)

Fair
(%)

Poor
(%)

Excellent
(%)

good
(%)

Fair
(%)

Poor
(%)

11A8

4

16

42

38

22

40

32,2

5,8

11A10

3

14

43,2

39,8

18

42

33,3

6,7

19


PART THREE: CONCLUSION AND SUGGESTION
I. Conclusion:
To develop speaking skill for students, it requires preparation from both sides,
teachers and students.
First, teachers have to identify the focus of the lesson to select appropriate
content, then there is a clear plan
Second, students need to be prepared at home well, actively learned.
If they do well with the above requirements, certainly teachers will develop
speaking skill for students.
Role-plays require more imagination by students and teacher and can be difficult
to manage because they are unpredictable. The initial scenario develops from the
students interacting with each other and can literally go in any direction. This
gives students practice in a non-threatening environment, and gives the
motivation and involvement where they have to think in English. Role-plays are

interesting, memorable and engaging, and students retain the material they have
learned. In their assumed role, students drop their shyness and other personality
and cultural inhibitions, making them one of the best tools available for teaching
a second language.
Staging role-plays can be challenging for an instructor, but is also great fun. After
you have done a few, you will know what to expect and feel more confident. My
experience is students love them, retain what they learn, and often leave the
classroom laughing and still arguing!
II. Suggestion:
To teach a speaking lesson higher efficiency, the first thing to have good
facilities, full intuitive full furniture, vivid pictures for teachers to have the time
to invest in new initiatives and prepare for speaking lesson better.

The Headmaster’s identification

Thanh Hoa, the third of May, 2019
I ensure that this study has been written by me
The writer

Lê Thị Ngọc
:

20


REFERENCE BOOKS
1. Vân, Hoàng Văn, Minh, Đỗ Tuấn, Tuấn, Nguyễn Quốc & Hoa, Hoàng Thị
Xuân, Phương, Nguyễn Thu. Sách Giáo Khoa Tiếng Anh 10. Nhà xuất bản Giáo
dục.
2. Jeremy Harmer. The practice of English Language Teaching

3. Brunei. C. (1984). Communicative methodology in teaching. Cambridge
University press.
4. David Nunan (1991) the author of language teaching methodology book
(David Nunan 1991)
5. Vân, Hoàng Văn, Chi, Nguyễn Thị & Hoa, Hoàng Thị Xuân. (2006). Đổi mới
phương pháp dạy tiếng Anh ở trung học phổ thông Việt Nam. Nhà xuất bản Giáo
dục.
6. Howatt, A and Dakin, J. (1974). Language laboratory material.

21


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: Lê Thị Ngọc
Chức vụ và đơn vị công tác: Trường THPT Như Thanh

STT

1

Tên đề tài SKKN
Using some authentic techniques to
enhance competence of the 10th
graders’ listening skill at Nhu Thanh
high school.

Cấp đánh giá

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

Năm học
đánh giá xếp
loại

Loại B

2017