SKKN using language games toimprove speaking skills for grade 10 students at nong cong 3 upper secondary school

TABLE OF CONTENTS
TABLE OF CONTENTS
PART 1: REASONS FOR TOPIC CHOICE
PART 2: CONTENT
I. THEORETICAL BASIS
1. Students’ psychological characteristics in learning English
2. Importance in stimulating participation of students in
English lesson.
3. Speaking skill
II. THE REAL STATE OF AFFAIRS
1. Researching method.
2. Researching questions.
3. Results of the convey.
III. SOLUTIONS
1. Warm- up
1.1 Mapped dialogue
1.2 Sorting, arranging game
1.3 Cross- words
2. Pre- speaking stage
2.1 Brainstorm
2.2 Matching
2.3 Net works
2.4 Role play
2.5 Labeling games
3. While- speaking stage
3.1 Noughts and crosses
3.2 Chain story
3.3 Interviewing
3.4 Challenging games
4. Post- speaking stage
4.1 Rearrange

4.2 Picture drill
4.3 Story telling
4.4 Searching games
4.5 Guessing games
IV. THE RESULTS OF THE RESEACH
PART III. CONCLUSION AND SUGGESTION.
REFERENCES

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INITIATIVE: “USING LANGUAGE GAMES TO IMPROVE

SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG
CONG 3 UPPER SECONDARY SCHOOL”
PART 1: REASONS FOR TOPIC CHOICE
In the world of the integration and development with the multilateral
relations and information explosion, English remains an important role in
comprehensive development for each student. However, in fact, I realize my
students find it very difficult to express their ideas in English and they even do not
know how to keep the conversation going on. They are usually stressed and passive
when being asked to participate in speaking activities. More importantly,

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the topics chosen are quite broad and the way teachers develop them is not very
interesting. Some topics are beyond students’ enjoyment. And some require a deep
common knowledge which students usually lack. If students have no idea what to
say, they may lose confidence and feel uncomfortable and make mistakes.
Consequently, teaching and learning in the speaking lessons are boring and
ineffective. Therefore, it is essential that we carry out better methods in order that
students have certain abilities of English communication. Nowadays, in the process
of teaching method improvement, the main purpose is to form and develop the
knowledge and skills in using English. English 10 gets in close contact with distinct
skills: listening, speaking, and reading. To practice these skills, each student has to
work diligently with his/her partners. Consequently, they can speak English more
fluently. With the aim at developing speaking skill, I am going to present the
subject: “USING LANGUAGE GAMES TO IMPROVE
SPEAKING SKILLS FOR GRADE 10 STUDENTS AT NONG CONG 3 UPPER
SECONDARY SCHOOL”.This research is to help students simply communicate

with the classmates. It also helps teachers build the content of a teaching lesson.
As a result, students will be effectively attracted to English lessons.
PART 2: CONTENT
I. THEORETICAL BASIS
1. Students’ psychological characteristics in learning English.
Students own age characteristics and innate skills which help them in
learning language process. Teachers must fully understand and take full
advantages of them effectively. These specific characteristics are: They learn a
foreign language naturally as they learn their mother tongue. They learn it
through encouragement, which depends on each teacher’s methods. If they are
effectively motivated, they will perform better and more enthusiastically.

Besides, they learn through their listening and repeating, through cooperation
and reciprocation in reliable atmosphere; and through interesting activities from
which they gain their aims.

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One of the things that makes teaching a source of endless fascination is
the fact that no two classes are ever the same. There always exists the complex
interpersonal chemistry between teacher and students and between student and
student. In any given classroom, the factors such as position attitudes and
individuals’ personalities will be in constant interaction creating a dynamic,
unstable environment that can either facilitate the learning process or seriously
impair it. The role of expectations of both teachers and learners will be
conditioned by individual personality factors such as introversion, cognitive
style, prior learning and teaching experiences, and cultural factors.
Real-life observation also tells us that even if language learners can be
shown to be following a common developmental route, they differ greatly in
degree of ultimate success which they achieve. As a teacher, one should be
aware that learners differ in ways that careful thought when making decisions
about what to be taught and how to teach. Social psychologists have argued
consistently that differences in learning outcomes must be due to individual
differences between learners, and many proposals have been made concerning
the characteristics which supposedly cause these differences.
The degree to which any of the factors discussed will become significant
in a particular learning and teaching situation will depend partly on the reasons
why learners are learning English. Any individual may be influenced by a
variety of motivations which will affect such things as anxiety, attitudes or
willingness to try new learning strategies.
In short, there exist individual differences among learners and these

differences play a significant role in language learning. For a teacher, the
challenge must be how to enable each learner according to his or her individual
characteristics and cultural background.
2. Importance in stimulating participation of students in English
lesson.
Students’ participation is very necessary for learning process to occur.
Lack of participation will have negative influence on all the learning process.
Through interacion in the target language students learn to communicate. Hence,
speaking skill is quite important.
3. Speaking skill
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Speaking is the productive skill in the oral mode. It, like the other skills, is
more complicated than it seems at first and involves more than just pronouncing
words. There are three kinds of speaking situations in which we find ourselves:
- Interactive.
- Partially interactive.
- Non-interactive.
Interactive speaking situation include face-to-face conversations and
telephone calls, in which we have chance to ask for clarification, repetition or
slower speech from our conversation partner. Some speaking situations are
partially interactive, such as when giving a speech to a live audience, where the
convention is that the audience does not interrupt the speech. The speaker
nevertheless can see the audience and judge from the expressions on their faces
and body language whether or not he or she is being understood.
Some few speaking situations maybe totally non-interactive, such as when
recording a speech for a radio broadcast. Here are some of the micro-skills
involved in speaking. The speaker has to:
1. Pronounce the distinctive sounds of a language clearly enough so that

people can distinguish them. This includes making tonal distinctions.
2. Use stress and rhythmic patterns, and intonation patterns of the
language clearly enough so that people can understand what is said.
3. Use the correct forms of words. This may mean, for example, changes
in the tense, case, or gender.
4. Put words together in correct word order.
5. Use vocabulary appropriately.
6. Use the register or language variety that is appropriate to the situation
and the relatonship to the conversation partner.
7. Make clear to the listener the man sentence constituents, such as
subject, verb, object, by whatever means the language uses.
8. Make the main ideas stand out from supporting ieas or information.
9. Make the discourse hang together so that people can follow what you
are saying
(Extracted from the LiguaLinks Library, Version 3.5 published on
CDROM by SIL International, 1999)
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II. THE REAL STATE OF AFFAIRS
1. Researching method.
In order to realize the above aims of the study, qualitative and quantitative
methods are mainly used. The data collected for the study come from three
sources: The questionnaires bring me the overview of both English speaking
teaching and learning by teachers of English and students at Nong Cong 3 High
School; the classroom observation, we can see what the participants do in
comparison with theoretical base of the study and an interview of teachers are
going to be used to collect information and evidence for the study.
In addition, synthesis material of speaking and giving some suggestions for
students to improve English speaking skills through language games activities.

2. Researching questions.
- What is the real situation of the participation of students in nong cong
school?
- What do the teachers do to attract the participation of students in the
English lessons?
- What solutions can be effectively applied to English teaching to increase
the students’ participation in class?

3. Results of the survey.
I have carried out the survey of real situations of teaching and learning the
part- pronuonciation, intonation and rhythm in language focus classes skill in
class 10B2 and 10B5 (the school year: 2019- 2020) and I have got the following
result:

Class

10B2

Before applying innovative techniques
(According to the figures at the beginning of the school- year 2019
– 2020)
Excellent

Good

Fair

Poor

0%

5%

25%

70%

6


10B5

0%

8%

27%

65%

Games are often used in language teaching. However, this thesis only focus
on the games to develop speaking skills. Especially to improve speaking skills
of the grade 10 students at Nong Cong 3 upper secondary School, the researcher
intends to investigate the current situation of teaching and learning speaking
skill, then apply some language games in teaching speaking skills in grade 10 at
Nong Cong 3 upper secondary School, finally to make some suggestion for
improving speaking skills for students through using language games activities.
III. Solutions
Some suggested games used in teaching
speaking 1. Warm – up

A warm up activity is often a short and fun game which the teacher can use
with his students. The purpose of warms up is to prepare them to learn by
stimulating their minds. Warm ups should last about five minutes.
1.1 Mapped dialogue
Unit 2: School talk
Type of games: Mapped dialogue
Classroom management: Pair works
Teaching aid: handouts
Time: 5- 7 minutes
Procedure:
Teachers give a situation and write a short conversation on the board
(teachers can use a sub- board or a PowerPoint presentation)
Situation: Suppose that meet a friend at the supermarket, you are very busy.
How will you say to spend and end the conversation?
Give a short conversation:
A ………….. (1)
B. Hi, Lan, How are you?
A. I’m fine. Thanks. And you?
B. I’m fine. Let’s go somewhere for a
drink A. Sorry…………… (2) B. Oh yes.
Bye
A. Bye. See you later.
Ask students to work in pairs
Each pair has to make a conversation based on the information on the board
After 2 to 3 minutes, call some pairs to practice about conversation
Possible dialogue:
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A.

B.
A.
B.
A.
B.
A.

Hello, Hong
Hi, Lan, How are you?
I’m fine. Thanks. And you?
I’m fine. Let’s go somewhere for drink
Sorry. I’m busy. I must go out with my mother now.
Oh yes. Bye
Bye. See you later.

1.2 Sorting, arranging game
Unit 13: Films and cinema
Type of game: Sorting, arranging game
Classroom management: Pair
works
Teaching aids: film posters and handouts Time: 5-7 minutes
Procedure:
The teacher asks students to work in pairs. Teacher sticks the following
posters on the blackboard or alternatively print these posters and distribute them
to students
Teacher then gives the handout to the pairs and asks students to match the
film with the correct types
Film and posters: Handout
Type
Science fiction film

Cartoon
Horror film
Detective film
Thriller
Romantic comedy
War film
Action film

Film

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1.3 Cross – word
Unit 14: The World Cup
Type of games: Cross- word
Classroom management: Whole class
Teaching aid: handouts
Time: 5- 7 minutes
Procedure:
Teachers prepare a cross- word which has the key word “world cup”
(teachers can use a sub- board or a PowerPoint presentation).Teacher divides the
class into tow teams to answer eight questions in eight horizontal to find out the
key word in the vertical
Who can answer the key word will be the winner.

M
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Clues:
1.
2.
3.
4.
5.

A
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A
A
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W
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L

The person who wins in a competition?

Who is considered the biggest football player every age?
The person who fails in a competition?
The city has Big Ben Tower?
Which country is called the hometown of football?
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6. Who is the head of a football team?
7. Where are football matches taken place?
8. Which national team does Cristiano Ronaldo play for?
2. Pre- speaking stage
This stage is carried out before students actually speak. The pre-speaking
activities are aimed at preparing students with everything necessary for
speaking. They also involve thought and reflection, and provide opportunities
for students to plan and organize for speaking. Normally, pre-speaking stage
often lasts from five to fifteen minutes depending on each lesson.
2.1 Brainstorm
Unit 1: A day in the life of………(Task 2)
Type of games: Brainstorm
Classroom management: Whole class
Teaching aid: handout
Time: 15 minutes
Procedure:
Teachers ask each person in the class recall their activities in a day from
morning to night.
After 7 minutes ask students talk about their activities.
Teachers can give some examples:
The activity’s Lan was take place in a day from morning to night.
1. At 6 o’clock. Lan gets up after her mother called.
2. At 6.30 a.m. Lan has a breakfast with her mother.

3. Then she goes to school by bus at 7 o’clock
4. She plays football with her friends.
5. She gets home at 11 o’ clock.
...................................This is a typical day of Lan
Then asked students write the activities, the teacher asks each person stand
up to read about their activities.
2.2 Matching
Unit 2: School talk
Type of games: Matching
Classroom management: Group work
Teaching aid: 1 big sheet of paper and 10 pieces of expressions
Time: 5 minutes
Preparation: prepare a big sheet of paper with 10 movable pieces of
expression which are put in random, use magnets to hang on board
Starting a conversation
Closing a conversation
Good morning.\ Hi
Great. I’ll see you tomorrow
Sorry. I’ve got to go. Talk to you later. Hello. How are you?
Well, it’s been nice meeting you
Hello. What are you doing?
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How’s everything at school?
Catch you later?
Goodbye. See you later?
Hi. How is school?
Procedure:
- Three tables will be a group. So there will be 4 groups in total

- Students will discuss in groups to put sentences to the right columns
- The fastest group can go to the broad and match
- Teacher will check and give the key
2.3. Net works
Unit 3: People’s background
Type of games: Net works
Classroom management: Group
work
Teaching aid: card
Procedure:

Time: 15 minutes

The teacher divides the class into groups of eight students (two rows of
tables). The teacher asks students to work in groups to write about their topic
The teacher wrote on the board from the network
After teacher asks students work in group then students in each on the
board and write the information on topic
Then teacher asks students use information on this topic to talk about this
topic.

For example:
Bother/ sister
Family

Parent
Punishment
Experienc

People’s

e
background

Primary school

Method of study
School work

Educatio
n

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Secondary school
The students can talk about the topic such as:
Family: In my family, there are four people. They are father, mother,
brother and me.
My father is a doctor and my mother is a teacher.
………….
2.4 Role – play
Unit 14: World Cup (speaking task 1)
Type of games: Role- play
Classroom management: Group
work
Teaching aid: handout
Time: 7- 10 minutes
Procedure:
The teacher asks students to name four national football teams in the

photos on page in the textbook. They are: The English national football team
(photo1), the French national football team (photo 2), the Italian national
football team (photo 3) and the German national football team (photo 4)
Then the teacher divides the class into 4 groups namely: The English
team’s fans, the French team’s fans, the Italian team’s fans and the German
team’s fans respectively. The teacher will take turns to read the questions to each
group and the students in each group are supposed to answer them. One point is
given for each correct answer. And if all the members in one group fail to give
correct answer, the other groups can score points by raising their hands to
answer the questions. The winner is the one that gets the highest point.
Finally, the teacher can call the representatives from four groups to talk
about their favorite teams, using the information they have gained via the quiz.
They are encouraged to add some further information that they know to the talk.
World Cup quiz for each national football team
Questions for the English team’s
Questions for the German team’s
fans
fans
1. How many World Cup tournaments 1. How many World Cup tournaments
has England participated in up to
has German participated in up to 2006?
2006?
2. How many times has Germany won
2. How many times has England won the trophy up to 2006?
the trophy up to 2006?
3. Who was the captain of the German
3. Who was the captain of the English team in World Cup 2006?
team in World Cup 2006?
4. Who was the top scorer in German
4. Who was the top scorer in English

team in World Cup 2006?

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team in World Cup 2006?
5.
Who was the head coach of the
English team in World Cup 2006?
Questions for the Italian team’s fans
1. How many World Cup tournaments
has Italy participated in up to 2006?
2. How many times has Italy won the
trophy up to 2006?
3.
Who was the captain of the Italian
team in World Cup 2006?
4.
Who was the top scorer in Italian
team in World Cup 2006?
5.
Who was the head coach of the
Italian team in World Cup 2006?

5.
Who was the head coach of the
German team in World Cup 2006?
Questions for the French team’s fans
1. How many World Cup tournaments
has France participated in up to 2006?

2. How many times has France won the
trophy up to 2006?
3.
Who was the captain of the French
team in World Cup 2006?
4.
Who was the top scorer in French
team in World Cup 2006?
5.
Who was the head coach of the
French team in World Cup 2006?

2.5 Labeling games
Unit 9: Undersea world (speaking task2)
Type of games: Labeling games
Classroom management: Whole
class
Teaching aid: pictures
Procedure:

Time: 7 minutes

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The teacher prepares a set of pictures of sea problems. (See the pictures
above). Then the teacher gives out one by one and asks students to tell what it is
about. The students raise their hands to describe the pictures and the teacher will
write these ideas on the board. Then the teacher states that they are some threats
to the health of the oceans. They are: Oil is spilled from tankers (picture 1);

whales and sharks are still hunted for food, medicine and other products (picture
2); explosives are used to catch fish and other sea animals (picture 3); beaches
are filled with plastic bags, pieces of glass and cigarette butts (picture 4). The
teacher requires students to discuss the consequences that might occur and offer
some possible solutions to these problems.
3. While-speaking stage
This stage is the main part of a speaking lesson in which students use
language input provided in pre-speaking stage to express personal feelings,
ideas, or viewpoints, to converse and discuss or to describe one event, to tell a
story, etc…Time spent on this stage is nearly twenty to thirty minutes.
3.1 Noughts and crosses
Unit 10: Conservation
(Task 2)
Type of games: Noughts and crosses
Classroom management: Work
group
Teaching aid: handout
Time: 15 minutes
Procedure:
Teachers explain to students that this game is the same game “caro” but
only need 3 “O” or “X” on a horizontal, vertical, diagonal is the winner

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Teacher guys 9 cells on the board, each cell contains 9 vocabularies, one
the number of one the picture ….
For example:
Leopard
Boa

Elephant
Tiger

Adder

Bear

Lion

Fox

Camel

Teacher works one sample sentences with students using a word in any of
the boxes
For example: Tiger is an animal may suffer from dangerous diseases. Then
teacher divides the class into two teams. One team is Nought (O) and one team
is Cross (X).
Two teams respectively collected words from the box and put sentences.
Public teams set of correct answers will be an “O” of “X”.
Public teams has 3 “O” or “X” on the on a horizontal, vertical, diagonal is
the winner.
3.2 Chain story
Unit 11: Nation parks
Task 3(While- speaking)
Type of games: chain story
Classroom management: Pair works
Teaching aid: handouts
Time: 12 minutes
Preparation: Prepare handouts: one for Nga and the other for Nga’s friend

Nga’s friend
- Ask what Nga did last Saturday
- Ask about the means of transport
Nga’s class used to go to Huong
Pagoda
- Ask about food and drinks Nga’s
class brought
- Ask about the duration of the
excursion
- Ask what they did in Huong Pagoda
- End up the conversation

Nga
- Answer
- Answer and express regrets
- Answer and express regrets
- Answer and express regrets
- Tell what they did and express regrets

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Procedure:
- Ask to work in pairs first and give each pair 2 handouts: one for Nga and
the other for Nga’s friend
- Each pair has to make a conversation based on the information on the
handouts
- After 6 to 8 minutes, call on students to make a story about Nga’s
excursion. Each student talks only one sentence. The other takes turn and

continues the story to the end of the excursion story. If time is spare, make
another story about Nga’s excursion.
3.3 Interviewing
Unit 12: Task 2 (While-speaking)
Type of games: Interviewing
Classroom management: Group
work
Teaching aid: Pieces of paper
Time: 12 minutes
Preparation: Prepare some pieces of interview paper for all
students:
Partner 1

Partner 2

Kind of film
Reason for watching to film
Favorites film
Favorites film / piece of film
When to watch to film
Procedure:
- Divide class into small groups of three. One of them will be a journalist
who wants to interview high school students about their music taste. The
journalist has to ask 2 students some questions and fill in the table for his\ her
later article
- Students can change the role if time permits
- After 8 minutes of interviewing, the teacher calls on some groups to make
presentations on what they have done in their group
Teacher gives comments and corrects errors.
3.4 Challenging game

Unit 16: Historical place
(Task 3)
Type of games: Challenging game
Classroom management: Work group
Time: 15 minutes
Procedure:
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The teacher split the class into two teams. The teachers gives topic has the
key words “citadel of the Ho dynasty”. Two teams huddle within 30 seconds to
give words related to this topic and turn to challenge your team. Which team is
more challenging than the number of words spoken before.
If say enough and the right amount of challenge is scored 1 point. If you
say one wrong word or saying one word that does not belong or not say enough
times, it will lose the challenge and points will belong to the other team. For
example:
Some words are relation with Ho citadel such as: Vinh Loc district, 1400- 1407,
2011 ect…
After asks students give words then asks writes report to the class what have
learnt about that place.
Then asks students read a low their report.
4. Post- speaking stage
It is the last step of a speaking lesson so it is time for students’ production.
The activities in this stage are for students to reflect upon their performance.
Post-speaking stage should last ten to twelve minutes
4.1 Rearrange
Unit 2: School talk (task 4)
Type of games: Rearrange
Classroom management: Group work

Time: 10 minutes
Procedure:
The teacher asks students to work in groups. Ask students rearrange these
sentences to make two meaningful conversations according to the topics “the
weather and last night’s TV program”
The teacher then can ask students to practice about two topics.
1. Oh, really? I love it, too
3. The weather
5. Hi, Minh how was your trip to Vung Tau
7. What was the weather like in Vung Tau?
9. It was warm. I prefer the weather in Vung Tau to Nha Trang
11. Hi, Nam. I feel tired because I stayed up late to watch TV last night
13. No, I didn’t. I did my homework until 11 p.m. I feel hungry now. What
about going to the cinema?
15. What did you like most in Vung Tau?
2. What was on TV last night?
4. Yes, that’s a great ideal. Let’s go

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6. Sure
8. By the way, do you want to see my photos?
10. Hello, Ba. You don’t look happy. What’s the matter with you?
12. Hi, Hung. It was wonderful. I really enjoyed it.
14. Oh, there was an international football match on TV at 9 p.m. and a
good film at 11 p.m. Did you watch TV last night?
Feedback:
The weather: 5 12 15 3 7 9 1 8 6
Last’s night TV program: 11 10 2 14 13 4

4.2 Picture drill
Unit 5: Technology and game
(Task 4)
Type of games: Picture drill
Classroom management: Group work
Teaching aid: Pictures and cards
Time: 10 minutes
Procedure:
The teacher divides the class into groups of four or five students
The teacher prepares from 6 to 8 pictures on the board.
From this picture, the student asks questions based on drawings were used
structure learning.
Pictures:
RICE COOKER
TELEVISION

It is used to ……………
WASCHING MACHINE

It is used to……………….
CELL PHONE

It is used to……………..
RADIO

It is used to……………
FRIDGE
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It is used to……………..

It is used to ………………

4.3 Story telling
Type of games: Story
telling Time: 10 minutes
Procedure:

Unit 11: National Parks
Classroom management: Group work

The teacher divides the class into groups of eight students (two rows of
tables). The teacher asks students to work in groups to tell about their imaginary
excursion. The teacher can begin the story with one clause of the third
conditional sentence. Then the students in each group one by one add more
sentences using the third conditional sentences. After the last student in each
group finishes the story, all groups are asked to tell their excursion in front of
the class. The teacher will decide which the most interesting story is.
For example: The teacher can begin: If yesterday had been Sunday………
Student A: If yesterday had been Sunday, I would have gone a picnic to
Cua Lo beach
Student B: If I had gone to Cua Lo beach, I would have gone with some of
my friends
Student C: I had gone with some of my friends; we would have gone there
by motorbike
Alternatively, it can be made more interesting and amusing by replacing the
third conditional sentences with the story using “fortunately” and
“unfortunately”.
For example:

The teacher can start: Yesterday it was nice, so I decided to go for a walk
Student A: Unfortunately, it began to rain
Student B: Fortunately, I had an umbrella
Student C: Unfortunately, it was broken.
4.4 Searching games
Unit 15: Task 4 (Post- speaking)
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Type of games: searching games
Classroom management: Whole class
Teaching aids: copies of table
Preparation: make copies for the table below
Time: 10 minutes
SURVEY: WHICH CITY DOES YOU PREPER?
Name \ Opinion

Prefer New York

Prefer Lon Don

Why

Procedure:
- Get students to move around and interview many other students as
possible about which city they prefer and why in a limited time
- Remind them to take notes while interviewing
- The students who have more names in the survey will be the winners
- Call some to report their finding.
4.5 Guessing games

Unit 15: Cities
Type of games: Guessing games
Teaching aid: card
Classroom management: Whole class
Time: 10 minutes
Procedure:
The teacher prepares a set of cards on which some famous cities in the
world are written. Students will take turn to choose one card from this set and
try to use their knowledge to describe this city so that the other students can
guess which the city is. To make it more challenging, the students are not
allowed to use proper name. And the game can be played until time is up.
For example: The student takes up a card on which “Amsterdam” is
written. He can use the typical features to talk about it: It is the city which is
famous for tulips and windmills. So the other students may find it easy to guess
correctly
Set of cards
HONGKONG TOKYO
NEW DELI
ROME
SYDNEY

LONDON

MEXICO

HANOI

BEIJING

PARIS

BERLIN

BANGKOK

MOSCOW

VIENNA

CAIRO

SINGAPORE

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IV. THE RESULTS OF THE RESEACH
I directly experimented the above method in using games to improve
speaking skills for grade 10 students at Nong Cong III high school in
different classes with the flexibility of communicative methods. Besides, I
have still been applying the traditional methods. As the result showed that
90% of students at class 10B5 acquired firmly the content of each lesson to
express the ideas naturally with clear rhythm and intonation so that they
gradually pay more attention to what the teacher expect them to do.
Therefore, they learned very well what teacher taught.
I have got the following detail result through these techniques:
After applying innovative techniques
(According to the figures at the end of the school- year 2019 – 2020)

Excellent

Good

Fair

Poor

10B2

19%

26%

43%

12%

10B5

21%

28%

42%

9%

PART III. CONCLUSION AND SUGGESTION

I. Conclusion

The important of speaking for grade 10 form students is undeniable. It
is obvious that both teachers and students often encounter difficulties
when dealing with English speaking. To better the situation, the study
has presented some useful techniques for improving teaching and
learning to speak English.
From the results of the study, it can be clearly shown that the teaching
and learning English speaking is still far from satisfactory. The students
are not
equipped with necessary speaking skills or strategies to become
successful English speakers.

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It is hope that the study will prove worthwhile to those who want to
improve students in speaking classes and who are concerned about the
problem.
II. Suggestion:
For all the above experiences, I hope that it can be useful in some way to my
colleagues and be applied by students and carried out effectively in teaching
English. From this desire that I propose to have phonetic textbook for both
teachers and students which should be used in high school curriculum. This is
the realistic requirement and the necessary need of teacher and student to
improve quality of learning foreign languages at higher level, to meet the
practical requirements and proposed curriculum.
Thus, in order to make the study more practical, some suggestions on
using language games as well as a variety of language games applied in
all stages of a speaking lesson have also been mentioned.

CONFIRM

OF THE HEAD OF THE UNIT

Thanh Hoa, May 25th, 2020
COMMITMENTS DO NOT COPY

Tran Thị Thu Hien
REFERENCES
1. Lightbown M.P, Spada N. (1990), How language are learned, OUP
2. Ur, P. (1996). A course in Language Teaching. Cambridge: CUP
3. Kim, Lee Su. 1995. Creative Games for The Language Class]
4.Greenal, S. (1984). Language games and activities. Great Britain:
Hulton Educational Publication
5. Gardner, R.C. & Macintyre, P. D. (1992) – A Student’s
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Contributions to Second Language Learning. Language
Teaching 25
6. Gardner, R.C. & Macintyre, P. D. (1992) – A Student’s
Contributions to Second Language Learning. Language
Teaching 26
7. George P. McCallum (1980) - 101 Word Games - OUP
8. Lesson/Ersz-Games.html
9. Techniques/ Deesri-Game.html
10. />
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