Contents: Introduction Chapter I theoretical foundations of teaching speaking to pupils of junior form

Conclusion
In conclusion it is worth noting that teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly, fluently and efficiently contributes to the success of the learner in school and success in his/her future life. Therefore, it is essential that language teachers pay considerable attention to teaching speaking, rather than leading the students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic communicative skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and interesting for them.
Language learning is a difficult task and requires adopting various skills. Games are a priceless support which a teacher may take an opportunity to use in order to help the students to succeed. Using games in the process of teaching languages is not restricted for any language level classes. It is a great tool for all levels, though it may serve different purposes and may be used in different ways. Using games will always help to feel comfortable and therefore more confident in the process of acquiring a new language.In order to make the teaching learning process more interesting and motivaating the teacher should pay careful attention to his/her teaching method. He/she must be able to make a better atmosphere in the class, for example by using the activities mentioned above. By implementing the activities listed above, the learners will be more motivated in learning English and the class will be more interesting.
In developing the four skills, linguists constantly refer to the importance of using language from relevant sources, and producing language towards relevant ends. Skills are developed extensively and often enjoyably through communicative activities. We have looked at various types of communicative activity; word power games, games, group discussion, conversation building, role plays and interview skill. All these activities generally involve gathering, exchanging, and producing information in English. Such activities motivate the learners, they further the learning process itself, they give the teacher information on progress, and they thereby provide a context for deciding which elements of language form the learners need help with. Thus language learning is proved as a gradual process that involves creative use of language, and trial and error. Although errors are a normal product of learning, the ultimate goal of learning is to be able to use the new language effectively and meaningfully. So successful language learning involves the use of effective learning and communication strategies.
Speaking is the most essential skill that needs to be mastered by the students. The students may have some difficulties related to the lack of practice in the classroom which makes their speaking skill level is low. One technique can be used to improve students’ speaking skill is Communicative Games. Based on the finding and discussion above, it proved that Communication Games can improve students’ speaking skill. Communicative Games leads the students to have a better communicative competence which help them to communicate in real life situation. Communicative Games also help passive students who usually stay quite in the classroom to be more active because it gives an equal chance for each student to speak. Lastly, Communicative Games can reduce anxiety which make the students highly motivated and more confident to speak in the classroom and make a mistake without having feeling of failure.

there is students’ participation in the teaching and learning process. By doing this, the students’ difficulties will be able to be solved. Many teachers realize that the best strategy for motivating the students to communicate in English is by changing the situation in the class. By creating an interesting and motivating environment, the students are expected to be immersed in the activities given by the teachers. This idea is also supported by Bailey (2003: 48) saying that an ideal teacher should provide opportunities for students to talk by using group work or pair work, and limiting teacher talk. Therefore, the teacher should keep encouraging the students to get involved during the process of learning in the class most o