Speaking
Speaking is to express thoughts a loud using the voice or talk (Longman Dictionary of Contemporary English) David P. Harris, in his book “Testing English as a Second Language” defines speaking.
Speaking is a complex skill requiring the simultaneous use of number of different abilities which often develop at different rates. Either four or five components are generally recognized in analyses of speech process: pronunciation, grammar, vocabulary, fluency and comprehension.
He further says that the definition of speaking as second language:
Student’s skill in speaking a second language our fundamental concern with his ability to communicate informally on everyday subject with sufficient ease and fluency to hold the attention of his listener.
2.1.2. Speaking Ability
Talking about speaking ability, Robert Lado (1987: 126) says that:
Speaking ability is described as the ability to express one self in life situation, or the ability to report act by using the expression that is in accordance with situation.
Further Jack C.R.S. Rodgers(1963: 92) states that:
Speaking is an important ability for the students who study English as a second language based on four skills in English: Listening, Speaking, Reading and Writing.
2.2. Definition of Game
According to Jill Hedfield (1984: 27) in his book “A collection of games and activities for intermediate and advance students of English”, a game is activity with rules a goal and element of fun.
He further classifies the game; they are competitive game and co-operative game.
Competitive game is in which players or team race to be the first to reach the goal and Co-operative game is in which players or team work together toward a common goal.
Further he also states about the game:
The emphasis in the game is on successful communication therefore are to be found at the fluency-accuracy spectrum.
He further states that:
…they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real words.
2.3. The Role of the Game in Language Program
According to Jill Hedfield (1984: 45) about that:
“The inclusion of games as an integral part of any language syllabus provides an opportunity for intensive language, practice offers a context in which language is used meaningfully and as a means, and act as diagnostic tool for the teacher, for using games is simply that they are immensely enjoyable for both teacher and student.
2.4. The Role of Teacher
The role of the teacher in this game is very important. In this case, teacher is a centre in the classroom. He/she as a monitor, guided during the activities to be done.
The teacher should never interrupt a game which is flowing successfully in order to correct a mistake in language use. From than with the exchange of ideas. It is better for to the teacher to note the errors and to comment on it later.
Further Jill Hedfield (1984: 53) states that :
The teacher role’s role in these activities is that of monitor and resource center moving group to group. Listening, supplying and necessary language, nothing errors but not interrupting or correcting. It is a good idea to carry paper and pen and note any persistent errors area of difficulty.
Collin w.(1993: 12) in play game with English also said that:
… the teacher role, once the group listening in, contributing and if necessary correcting.
2.5 Some Techniques are Used in Giving Games
The game makes use of a variety of techniques. Variety of technique is important in language teaching. Techniques used include Guessing, Matching, Role play, Card game, Information gap.
Talking about that Jill H. states:
Guessing games are a familiar variant on principle. The players with the information deliberately with holds it, while other guess what it may be.
Matching games are based on different principle but also involve a transfer of information. These games involves matching identical pairs of cards or picture may be played as while class activity, where players must choose pictures or card from selection to match those by their partner from the same selection or as a card game
Role plays are many games includes an element of role play. Players are given the name and some characteristics plays in true sense, as the role play element is always subordinate to the game for the purpose of language use.
Simulation is the imitation in classroom of a total situation where the classroom becomes a street, a hotel, a supermarket which practice interaction as shops, tourist officers.
2.6. Some Points of Practical
It is absolutely that learners are totally familiar with the games they are asked to play game are normally in the following way:
4. Explanation by the teacher
5. Demonstration of pairs of the game by the teachers and one or two learners
6. Trial by the group in front of the class.
7. Any key language and instruction written on the board.
8. Remove from the board.
2.7. Kinds of Game
2.7.1 Domino Instruction
Type of activity
Small group
Card game
Function practiced
Giving instruction exponent
Imperative form
Sequences, firstly, next, then, after that, finally, etc.
Problem vocabulary
Kettle, receive, dialing tone, dial ringing tone, insert, pour, add, etc.
2.7.2 The Use of Game
Divide the class into groups of three or four and give each group a set of pictures card.
The group should shuffle the cards and deal them all out. They may look at the cards, but should not show them to the other players.
The first players begin by lying down the first card in any sequence (marked with a star) and giving the accompanying instruction.
If he / she do not have the right card, the passes to the next player, and if he / she lay down a later stage by mistake, he / she may be challenged by the player with the real stage 2.
The game continues in this way until the sequence is completed.
2.7.3 The Rules of Game
1. Play the game in groups of three or four.
2. Shuffle the cards and deal them equally.
3. You may look at your cards, but do not show them to other players.
4. The card show stage in four activities (making tea, using telephone box, resuscitation and making an omelet)
5. Player 1 begins by choosing a card marked with a star and lying it down on the table giving an instruction, for example, first, fill the kettle.
6. If player 2 has the picture card showing the text stage in activity, he/she may lay it down next to the first card, giving the next instruction, for example, then, and switch the kettle on.
7. If the player 2 does not have the next card in the sequence, the turn passes to player 3.
8. If player 2 lays down the wrong card (stage 3 or 4, for example, instead of stage 2) he / she may be challenged by the player with the real stage 2.
Player 2 must then take back his / her card and turn passes to the player with the stage 2 .
9. The game continues in this way until the sequence is completed. Another sequence may then be started.
10. The winner is the player who gets rid of all his / her cards first.
2.7.4 Sweet Reason
Type of activity
Small group
Card game
Function practiced
Giving reason
Exponent
Because, as, since, owing, to, because of lexical areas
Not subject specific
Problem vocabulary
Chlorophyll, ignite, friction, strike
2.7.5 The use of game
1. Divide the class into groups of three or four and copy one set of cards for each group.
2. The cards should be shuffled and dealt out equally to each member of group.
3. The cards are divided into R cards (Reason Card) and C card (consequence card).
4. The first player begins by selecting one of the C cards, and reading it out,
for example, I lit the fire.
5. Any other players may then complete the sentence by choosing an appropriate R card and linking it to the first half- sentence with an appropriate connective, for example, … because it was cold.
The first player to complete the sentence appropriately may collect the two matching cards as a thick.
2.7.6 The Rules of Game
1. Play the game in groups of three or four.
2. The cards are in two sets: reason card and consequence card (c) cards.
3. Shuffle the two sets together and deal out the card equally.
4. Look at your cards but not show them to other players.
5. Player 1 chooses a C card from the card he / she holds and reads it out, for example, I the fire …
6. Any other players can complete the sentence with a suitable R card, for example … because it was cold.
7. The first player to complete the sentence appropriately may collect the two cards as a trick.
8. Then it is the second player’s turn.
9. At the end the player with the most trick is a winner.
2.7.7 What Do I Need?
Type of activity
Small group
Guessing
Function practiced
Expressing necessity
Exponent
Do you need … ?
Do you have to use … ?
Is it essential / necessary to … ?
It is essential/useful/optional/necessary/advisable, etc.
You need/don’t have to a …
Lexical areas
Household task, sport
Problem vocabulary
None
2.7.8 The Use of Game
Divide the class into groups of three or four and copy one set of cards for each group.
The cards should be placed face down in a pile in the centre of the table.
Each group should send one person out of the room and then take the top card off the pile and look at it.
The students who was sent out should return, and try to guess what activities the group are engaged in by asking what materials, equipment, or tools they need for the activity.
The other players may not show him / her card and may not give additional information being answering the questions when the first players has guessed correctly, a second player may be sent out of the room and the next card turned up.
This game may be played in amore competitive version the following way:
Divide the class into four group (or two or three if you have small class) and copy one set of cards for each group, but keep them yourself at the front of the class. Assign a definite “home base “ to each group and ask one person to each group to come up to the front. Give each of them a card and tell them to go back to their group. This time, it is the rest of the group who has the card must not show the rest the card, is not allowed to give any extra information.
When the group guessed correctly, they may send another student up to the front to collect another card from their pile. And so on. The teacher remains at the front each charge of cards.
2.7.9 The Rules of Game
1. Play this game in groups of three or four.
2. Place the cards face down in pile on the table.
3. Send one person out of the room.
4. Take the top card off the pile and look at it.
5. Ask the student to return. He / she must guess.
6. What activities is pictured on the card by asking what things are useful or necessary for that activity, for example, Do I need a hammer? Is oven necessary?
7. The other players must answer his / her card or give additional information.
8. When the student suggested correctly, it is another students’ turn go out the room.
2.7.10 Dreaming Sequences
Type of activity
Pair work / small group
Information gap
Function practiced
Combining narrative and description
Exponent
Past tenses
Sequence connectives: after, then, as soon as, when, etc.
Lexical areas
Landscape, appearance of people and object problem vocabulary
Locked, wings, waves, chased, fountain, cellar, rainbow, galloping, wolf, burden, shadow, snake, ladder, owl, bat.
2.7.11 The Use of Game
Copy one sets of cards for each person in the class.
Divide the students into pairs gives each students a set of cards.
They should place a book or file between them, so that neither can see what the other doing.
Ask them to look the pictures, which represent image from a dream.
They should choose a number of images which appeal to them and arrange them in order to form a dream sequence.
When they have finished, they should tell a dream to the partner, who should select the image described and arrange them in order.
The game may be played another way, if preferred:
Divide the class into groups of three or four and copy one set of cards for each group.
The cards should be dealt out equally to all members of group.
The first player begins by choosing a card from her / his hand and lying it down on the table as the first event of a dream, describing as he / she does so what happened in the dream.
The next player should them choose a suitable card to follow on as the next stage in the dream.
When all groups have finished their dream, they can visit each other tables and explain the dreams each other.
2.7.12 The Rules of Game
1. Play this game in groups of three or four.
2. Deal out the cards equally to each player.
3. Look at your picture cards. These pictures represent the events in a dream.
4. The first player chooses any card and lays it down on the table, describing the first event in the dream, for example, I found myself in a garden with huge flowers …
5. The next player chooses card and lays it down next to the first card, describing what happened next, for example, I walked through the garden and came to a locked door …
6. The aim of the game is to build up a co-operative dream.
Speaking is a complex skill requiring the simultaneous use of number of different abilities which often develop at different rates. Either four or five components are generally recognized in analyses of speech process: pronunciation, grammar, vocabulary, fluency and comprehension.
He further says that the definition of speaking as second language:
Student’s skill in speaking a second language our fundamental concern with his ability to communicate informally on everyday subject with sufficient ease and fluency to hold the attention of his listener.
2.1.2. Speaking Ability
Talking about speaking ability, Robert Lado (1987: 126) says that:
Speaking ability is described as the ability to express one self in life situation, or the ability to report act by using the expression that is in accordance with situation.
Further Jack C.R.S. Rodgers(1963: 92) states that:
Speaking is an important ability for the students who study English as a second language based on four skills in English: Listening, Speaking, Reading and Writing.
2.2. Definition of Game
According to Jill Hedfield (1984: 27) in his book “A collection of games and activities for intermediate and advance students of English”, a game is activity with rules a goal and element of fun.
He further classifies the game; they are competitive game and co-operative game.
Competitive game is in which players or team race to be the first to reach the goal and Co-operative game is in which players or team work together toward a common goal.
Further he also states about the game:
The emphasis in the game is on successful communication therefore are to be found at the fluency-accuracy spectrum.
He further states that:
…they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real words.
2.3. The Role of the Game in Language Program
According to Jill Hedfield (1984: 45) about that:
“The inclusion of games as an integral part of any language syllabus provides an opportunity for intensive language, practice offers a context in which language is used meaningfully and as a means, and act as diagnostic tool for the teacher, for using games is simply that they are immensely enjoyable for both teacher and student.
2.4. The Role of Teacher
The role of the teacher in this game is very important. In this case, teacher is a centre in the classroom. He/she as a monitor, guided during the activities to be done.
The teacher should never interrupt a game which is flowing successfully in order to correct a mistake in language use. From than with the exchange of ideas. It is better for to the teacher to note the errors and to comment on it later.
Further Jill Hedfield (1984: 53) states that :
The teacher role’s role in these activities is that of monitor and resource center moving group to group. Listening, supplying and necessary language, nothing errors but not interrupting or correcting. It is a good idea to carry paper and pen and note any persistent errors area of difficulty.
Collin w.(1993: 12) in play game with English also said that:
… the teacher role, once the group listening in, contributing and if necessary correcting.
2.5 Some Techniques are Used in Giving Games
The game makes use of a variety of techniques. Variety of technique is important in language teaching. Techniques used include Guessing, Matching, Role play, Card game, Information gap.
Talking about that Jill H. states:
Guessing games are a familiar variant on principle. The players with the information deliberately with holds it, while other guess what it may be.
Matching games are based on different principle but also involve a transfer of information. These games involves matching identical pairs of cards or picture may be played as while class activity, where players must choose pictures or card from selection to match those by their partner from the same selection or as a card game
Role plays are many games includes an element of role play. Players are given the name and some characteristics plays in true sense, as the role play element is always subordinate to the game for the purpose of language use.
Simulation is the imitation in classroom of a total situation where the classroom becomes a street, a hotel, a supermarket which practice interaction as shops, tourist officers.
2.6. Some Points of Practical
It is absolutely that learners are totally familiar with the games they are asked to play game are normally in the following way:
4. Explanation by the teacher
5. Demonstration of pairs of the game by the teachers and one or two learners
6. Trial by the group in front of the class.
7. Any key language and instruction written on the board.
8. Remove from the board.
2.7. Kinds of Game
2.7.1 Domino Instruction
Type of activity
Small group
Card game
Function practiced
Giving instruction exponent
Imperative form
Sequences, firstly, next, then, after that, finally, etc.
Problem vocabulary
Kettle, receive, dialing tone, dial ringing tone, insert, pour, add, etc.
2.7.2 The Use of Game
Divide the class into groups of three or four and give each group a set of pictures card.
The group should shuffle the cards and deal them all out. They may look at the cards, but should not show them to the other players.
The first players begin by lying down the first card in any sequence (marked with a star) and giving the accompanying instruction.
If he / she do not have the right card, the passes to the next player, and if he / she lay down a later stage by mistake, he / she may be challenged by the player with the real stage 2.
The game continues in this way until the sequence is completed.
2.7.3 The Rules of Game
1. Play the game in groups of three or four.
2. Shuffle the cards and deal them equally.
3. You may look at your cards, but do not show them to other players.
4. The card show stage in four activities (making tea, using telephone box, resuscitation and making an omelet)
5. Player 1 begins by choosing a card marked with a star and lying it down on the table giving an instruction, for example, first, fill the kettle.
6. If player 2 has the picture card showing the text stage in activity, he/she may lay it down next to the first card, giving the next instruction, for example, then, and switch the kettle on.
7. If the player 2 does not have the next card in the sequence, the turn passes to player 3.
8. If player 2 lays down the wrong card (stage 3 or 4, for example, instead of stage 2) he / she may be challenged by the player with the real stage 2.
Player 2 must then take back his / her card and turn passes to the player with the stage 2 .
9. The game continues in this way until the sequence is completed. Another sequence may then be started.
10. The winner is the player who gets rid of all his / her cards first.
2.7.4 Sweet Reason
Type of activity
Small group
Card game
Function practiced
Giving reason
Exponent
Because, as, since, owing, to, because of lexical areas
Not subject specific
Problem vocabulary
Chlorophyll, ignite, friction, strike
2.7.5 The use of game
1. Divide the class into groups of three or four and copy one set of cards for each group.
2. The cards should be shuffled and dealt out equally to each member of group.
3. The cards are divided into R cards (Reason Card) and C card (consequence card).
4. The first player begins by selecting one of the C cards, and reading it out,
for example, I lit the fire.
5. Any other players may then complete the sentence by choosing an appropriate R card and linking it to the first half- sentence with an appropriate connective, for example, … because it was cold.
The first player to complete the sentence appropriately may collect the two matching cards as a thick.
2.7.6 The Rules of Game
1. Play the game in groups of three or four.
2. The cards are in two sets: reason card and consequence card (c) cards.
3. Shuffle the two sets together and deal out the card equally.
4. Look at your cards but not show them to other players.
5. Player 1 chooses a C card from the card he / she holds and reads it out, for example, I the fire …
6. Any other players can complete the sentence with a suitable R card, for example … because it was cold.
7. The first player to complete the sentence appropriately may collect the two cards as a trick.
8. Then it is the second player’s turn.
9. At the end the player with the most trick is a winner.
2.7.7 What Do I Need?
Type of activity
Small group
Guessing
Function practiced
Expressing necessity
Exponent
Do you need … ?
Do you have to use … ?
Is it essential / necessary to … ?
It is essential/useful/optional/necessary/advisable, etc.
You need/don’t have to a …
Lexical areas
Household task, sport
Problem vocabulary
None
2.7.8 The Use of Game
Divide the class into groups of three or four and copy one set of cards for each group.
The cards should be placed face down in a pile in the centre of the table.
Each group should send one person out of the room and then take the top card off the pile and look at it.
The students who was sent out should return, and try to guess what activities the group are engaged in by asking what materials, equipment, or tools they need for the activity.
The other players may not show him / her card and may not give additional information being answering the questions when the first players has guessed correctly, a second player may be sent out of the room and the next card turned up.
This game may be played in amore competitive version the following way:
Divide the class into four group (or two or three if you have small class) and copy one set of cards for each group, but keep them yourself at the front of the class. Assign a definite “home base “ to each group and ask one person to each group to come up to the front. Give each of them a card and tell them to go back to their group. This time, it is the rest of the group who has the card must not show the rest the card, is not allowed to give any extra information.
When the group guessed correctly, they may send another student up to the front to collect another card from their pile. And so on. The teacher remains at the front each charge of cards.
2.7.9 The Rules of Game
1. Play this game in groups of three or four.
2. Place the cards face down in pile on the table.
3. Send one person out of the room.
4. Take the top card off the pile and look at it.
5. Ask the student to return. He / she must guess.
6. What activities is pictured on the card by asking what things are useful or necessary for that activity, for example, Do I need a hammer? Is oven necessary?
7. The other players must answer his / her card or give additional information.
8. When the student suggested correctly, it is another students’ turn go out the room.
2.7.10 Dreaming Sequences
Type of activity
Pair work / small group
Information gap
Function practiced
Combining narrative and description
Exponent
Past tenses
Sequence connectives: after, then, as soon as, when, etc.
Lexical areas
Landscape, appearance of people and object problem vocabulary
Locked, wings, waves, chased, fountain, cellar, rainbow, galloping, wolf, burden, shadow, snake, ladder, owl, bat.
2.7.11 The Use of Game
Copy one sets of cards for each person in the class.
Divide the students into pairs gives each students a set of cards.
They should place a book or file between them, so that neither can see what the other doing.
Ask them to look the pictures, which represent image from a dream.
They should choose a number of images which appeal to them and arrange them in order to form a dream sequence.
When they have finished, they should tell a dream to the partner, who should select the image described and arrange them in order.
The game may be played another way, if preferred:
Divide the class into groups of three or four and copy one set of cards for each group.
The cards should be dealt out equally to all members of group.
The first player begins by choosing a card from her / his hand and lying it down on the table as the first event of a dream, describing as he / she does so what happened in the dream.
The next player should them choose a suitable card to follow on as the next stage in the dream.
When all groups have finished their dream, they can visit each other tables and explain the dreams each other.
2.7.12 The Rules of Game
1. Play this game in groups of three or four.
2. Deal out the cards equally to each player.
3. Look at your picture cards. These pictures represent the events in a dream.
4. The first player chooses any card and lays it down on the table, describing the first event in the dream, for example, I found myself in a garden with huge flowers …
5. The next player chooses card and lays it down next to the first card, describing what happened next, for example, I walked through the garden and came to a locked door …
6. The aim of the game is to build up a co-operative dream.
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