Consolidating vocabulary and grammar for high school students after each Enghlish unit in the textbooks by using role - Plays

PART I: INTRODUCTION
I. REASONS FOR CHOOSING THE RESEACH
	Learning a language is a complex, difficult and long process as anyone who has tried will surely approve. One of the most challenging and frustrating things is making the transition from the classroom to the 'real' world. Speaking another language outside the classroom is completely different and often students are lost at sea as soon as they step outside the door. Lists of memorized vocabulary are suddenly useless when ordering in a restaurant. Studying English nowadays has gradually become an essential demand for everyone as English is one of the most popular international languages and it is most not only all over the world but also in all aspects of society. Therefore, learning and mastering it would greatly bring a number of oppotunities for the person concerned. Although many Vietnamese students have graduated with excellent certain qualifications, their ability of communicating in English has always been a hard-to-solve obtacle. As a result, they will easily fail to win their dream jobs. Obviously, English is the optimum standard for applicants to have chances into foreign and state- owned companies.
English plays a vital role not only at school but also in examinations at certain stages of the school education system. According to the national curriculum, English is taught base on the aim of communicative approach. Now that being able to communicate effectively in English is considered as a satisfactory target to achieve . For our students, guided practice by teachers is one of the best ways to improve their skills. Nevertheless, in the recent years, teaching English in Vietnam has faced up with many difficulties such as the lack of teaching aids, teachers’ poor qualifications, students’ weak study motivation or ineffective methods of teaching. A large number of teachers only focus on teaching grammar, reading and writing skills. In the process of evaluating students’ study result, they concentrate too much on paper-tests. They find it very hard to improve communicating comprehension after each unit in the textbooks. From reasons stated above, it is necessary to apply the innovative methods of teaching English in general and how to use this interesting language in the most effective and natural way.
	After having been teaching English at Nong Cong No 3 High School for ages, I realise that most of the students are afraid of English skill classes and so are grammatical problems. Consequencely, they have a tendency to neglect tasks. How to encourage students to take part in language activities? How to motivate students to become eager participants in mini- speaking dialogues? How to raise students’ awareness of learning? The problems have become more simple when consolidating vocabulary and grammar for high school students after each English unit in the textbooks by using role-plays suitably. However, from my experiences of restating the content of each lesson,the simple and practical speaking tasks have always brought specific results to my students. 
	In this writing, I would like to recommend a practical way of consolidating vocabulary and grammar for high school students after each English unit in the textbooks by using role-plays.
 II. AIMS OF THE RESEARCH	
On the basis of surveying students’ English ability at Nong Cong No3 High School, I will suggest some feasible solutions in motivating students to use role-play techniques skillfully as well as improve dramatically speaking skills to systematise the tasks after each English class. From that teaching and learning English at high school will become a piece of cake and easily approach the teaching and studying foreign language targets. This subject is concerned with using role-play techniques effectively and improving students’ communicative ability to consolidate after each unit in the textbooks.
III. SCOPES OF THE RESEACH	
	Researching role-play techniques used in consolidating for high school students after each English skill lesson helps them be more self-confident in communcation especially their speaking skill. Therefore, students at Nong Cong No3 High School can gradually codify the neccessary knowlegde . The research will make students use vocabulary to practise any grammatical tasks more easily.
IV. RESEACHING METHODS
- The method of collecting and analyzing material for the research: research for material concerning about the subject, analyze and get certain knowledge from previous researches, finally give the foundation to the research.
- The method of talking to students: through talking to students, I have got to know real situation of students’ achievements after language classes at Nong Cong No3 High School.
- The method of surveying through answer sheets.
PART II: DEVELOPMENT
I. Theoretical background:
	My experience initiative is " Consolidating vocabulary and grammar for high school students after each English unit in the textbooks by using role-plays ". 
	As far as we know, role-plays, or simulations are one of the ways English as a Second language (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 an essential step, but in this approach the entire class is involved in preparing and presenting role plays through pair or group activities.
	* Some principles of using and managing role-plays: 
	When using role-plays, the more engaging the better. Bacause the value of role-plays come from students immersing themselves in the material. We should choose a topic and stage . After each English class, teacher gives students the topic they have just studied. The teacher assigns 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 so that the teacher has to give students 'personality cards' which sketch out their personal characteristics or scenario and 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-plays must support students in their role, i.g. they 'are' " Undersea World"- Unit 9 English 10. The teacher should not do anything to interrupt the pretend environment leave grammar correction to the end as correcting students in the middle of an argument interrupts the pretend environment. Exaggeration is good, so we have think about how to encourage students to exaggerate their actions, opinions and movements. Exaggeration helps students immerse themselves in the role. In order to get a successful result, teacher must stage a rehearsal first and 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. Therefore, the time should be controlled exactly ( in a short stage from 7 to 15 minutes) . The teacher has to sketch out the various routes the role-play can take from the initial scenario. This will give you some ideas what to expect and avoid any surprises. 
II. Practical background:
I have carried out the survey of real situations of learning four skills of English in class 10A8 and 11C6 (the school year: 2018- 2019) and I have got the following result:	
Class
Before applying innovative techniques
(According to the figures from a four skill test at the beginning of the school- year 2018 – 2019)
Excellent
Good
Fair
Poor
10A8
1%
15%
25%
59%
11C6
2%
18%
27%
55%
From the above survey, It is not dfflicult to realise that teaching and learning English classes at Nong Cong No3 High School are ineffective and rather passive. Students do not seem to be eager to learn. This is because of their lack of vocabulary. Their systematicalisation and generalisation abilities are limitted. In fact, the greatest problem is ability of communicating in English. They are still inactive learners in joining lessons. Therefore, it is extremely necessary to innovate the methods of teaching language classes well and flexibly, at the same time the teacher uses role-plays in consolidating for high school students after each English unit in the textbooks and motivate students to become better listeners. From this, the above obtacles will step-by-step be solved.
III. Solutions:
3.1. Steps in carrying out role-plays: 
3.1.1. Outside the classroom:
	- Choosing the topic, based on the topic of the lesson for the unit in textbook.
	- Preparing materials, especially role-play cards (Teachers can make up the cards themselves, or search for them on the Internet)
3.1.2. Inside the classroom:
	- Providing students with enough language to be used in their role-plays.
	- Setting up the scene for role-plays ( scenes based on the units in the textbooks grade 10, 11 and 12).
3.2. Sample lesson plans:
Unit 1: Friendship (English 11) 
Finding a Perfect Roommate/Flatmate Role-play
1. Materials: 
Ranking Roommates: Vocabulary Warm-up about adjectives of manner and people's characters
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?
 + What kind of person is good to live with? Why?
·       2 groups divided into Pros and Cons then pair up Pro and Con to discuss
When trying to find a compatible roommate, what qualities are the most important for you? Circle the qualities of your ideal roommate. Finally, in groups, rank them below. (1 being the most important and 12 being least important).
Messy (is a slob)
good cook
Can’t cook
outgoing
shy
easygoing
argumentative/high strung 
boring
humorous, interesting
smoker
Non-smoker
heavy drinker
social drinker non-drinker
friendly
grumpy/mean 
quiet
noisy
considerate
selfish 
has a car
doesn’t have a car
broke 
has enough money
How are you as a roommate? How many of the above ideal qualities do you have?
In your group, find out who is the most compatible roommate for you:
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/ town/ house)
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.Students Looking for Someone to Share Housing
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. 
Unit 6: Competitions (English 11)
Reported speech role play
Level: Intermediate
Teacher's notes:
1. After you have taught reported speech, put 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. 
	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.
Unit 10: Conservation (English 10)
ROLE PLAY:
	A discussion between different parties interested in global warming.
Team up with classmates who have been assigned the same role to develop your roles and discuss ideas and “strategies” before the role play begins. Introduce yourself to the other role players. Discuss your roles after the role play ends.
Role A – Penguin leader
You live in Antarctica. You need global warming to stop. Temperatures must actually get cooler. Your species is at great risk of extinction. Your habitat, the ice, is melting and your sources of food are disappearing. The world must act to save you. The day the last penguin dies is the start of the end of the Earth.
Role B – Dessert dweller
You like the recent effects of global warming. It has brought a lot of unexpected rain to your land. For the first time you can grow things. You have bumper harvests. You have lots of water to drink. You think global warming is simply a matter or winners and losers. You think global warming or cooling has always happened.
Role C – Worried Martian
Billions of years ago, Mars, your planet, looked like Earth. Life was everywhere. However, greedy Martians controlled the energy sources and the Mars climate changed, killing all life – except you. The greedy Martians paid leaders to pretend nothing was happening and that alternative energies would arise. It was all too late. Advise the Earthlings and the penguins of the dangers of climate change.
Role D – U.S. President
You are terrified of taking measures to control global warming because you might lose your power. You believe scientists can build a huge machine to re-freeze the ice caps. You think keeping American jobs is more important than penguin food. You know better than the world’s climate experts. You don’t believe in aliens.
Unit 10: Conservation (English 10)
Role play activity: The Environment - Disposing of Car Waste
This is your chance to discuss some of the issues that the European Parliament makes decisions about. The characters involved in your role-plays are: 
Tony Fallon, Environmental campaigner 
Trevor Grey, MEP 
Sally Whiting, Car owner 
Simone Taylor, Resident of Chippingham Estate 
Grace Pemberton, Spokesperson for Viva UK (a car manufacturer) 
These characters are fictional (this means they are not real people) but there are people like them who have similar opinions.  
Your discussion question is: Should car owners be responsible for disposing of their worn out cars? 
Your character is: Tony- Environmental campaigner 
You are pleased that the European Parliament is making an effort to minimise the damage to the environment that results from car waste as you are concerned that, up to now, all the petrol and oil has been left to seep into our earth. However, you believe that this does nothing to deter people from buying new cars or to stop the ever-increasing level of car usage and consequent pollution. You want the European Parliament to put the environment first, not the interests of greedy car manufacturers. You can’t understand why the European Parliament doesn’t put pressure on car manufacturers to design cars that last for longer.
Your character is: Trevor Grey, MEP 
You and your colleagues in the European Parliament have worked hard to come up with a solution to the problem of vehicle waste and you are confident that this will make people responsible for disposing of their vehicle with the environment in mind. You believe that the European Parliament has balanced the interest of consumers and manufacturers whilst putting the environment first.
Your character is: Sally, Car owner 
	You’re very suspicious about this European Parliament proposal.  You agree that car owners should be responsible for getting rid of their worn out cars but you think that you’ll end up paying for this new measure in the end.  The car manufacturers will probably put up their prices. You already pay through the nose