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

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
 NHU THANH HIGH SCHOOL
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 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
PAGE
 PART ONE: INTRODUCTION
1
I. Rationale of the study
1
II. Aims of the study
1
III. Research questions
2
IV. Participants 
2
V. Methods of the study
2
 PART TWO: DEVELOPMENT
3
CHAPTER 1: LITERATURE REVIEW
3
I. Overview of role – playing games.
3
II. Some principles of using and managing role – playing games.
4
III. The steps in carrying the role playing games in class.
5
CHAPTER 2: PRACTICAL SITUATIONS
6
I. The infrastructure of teaching and learning English speaking skill at Nhu Thanh high school
6
II. The practical situation of teachers and students.
6
CHAPTER 3: RECOMMENDATIONS
TO IMPROVE THE STUDENTS’S ENGLISH SPEAKING SKILLS
7
I. Recommendations 
7
II. Practical solutions
7
III. Some practical role – playing games used at Nhu Thanh high school
8
CHAPTER 4: RESULT
17
 PART THREE: CONCLUSION AND SUGGESTION
18
I. Conclusion
18
II. Suggestion
18
 REFERENCES
19
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 11th 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 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 11th 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.
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 role-playing, 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 non-players 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 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 role-play 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. 
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.
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.
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
Students
Excellent-good
Average
Weak (bad)
11A8
100%
10%
55%
35%
11A10
100%
8%
57%
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 11th graders’ English speaking skills at Nhu Thanh High School ”
II. PRACTICAL SOLUTIONS 
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) 
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:
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. Gro