(SKKN 2022) developing english speaking skill for the 11th graders at tinh gia 3 high school by using some efective activities and games for the post stages in speaking lessons

1 INTRODUCTION 1.1 The reason of selecting the topic Today we are witnessing the interaction and interdependence among nations in the world of information, science, technology, education and culture In this context, English acts as an effective communication tool for the country's economic, scientific and technological development and regional integration, as well as for intercultural exchanges countries in the region and in the world That is the reason why English is taught as a second language in most schools in Vietnam However there is a fact that most students who have studied English as a foreign language for at least nine years before they enter university remain incompetent in their ability to use the language in communication There are many reasons for this failure and the most significant cause is the shortage of effective methods of teaching and leaning English speaking skill Teaching and learning English at high school takes place in a narrow environment of communication and lessons are not interesting enough to stimulate students Therefore, the innovation in teaching and learning speaking English skill is necessary Through the initiative with the title “Developing English speaking skill for the 11th graders at Tinh gia high school by using some efective activities and games for the post-stages in speaking lessons” , I would like to introduce some activities that I applied to my students and brought effectiveness in teaching and learning speaking skill In this study, there are exciting and useful activities of developing speaking skill in post- stages from unit to unit 16 of English 11 Of course, this study can’t be perfect in limited time Therefore, I hope that the colleagues’ contribution will make it more perfectly 1.2 Objectives, tasks, methodology and scope of research 1.2.1 Objectives of research 1.2.1.1 For the students - Provide learners with an overview of how to communicate in English effectively - Help learners have chance to speak English and put their views and ideas into the lesson 1.2.1.2 For the teachers - Find out the most effective methods and activities to improve students’ speaking English skill - Know how to stimulate students to improve their speaking skills 1.2.2 Research tasks - Find out the reason why most of students cannot communicate in English - Apply my research to teaching practices, then compare, contrast the implementation of the topic - Evaluate and conclude the effectiveness of topic 1.2.3 Research methodology To carry out the study, the following methods have been used: Investigating methods: The aim of this method is to study the real situation of teaching speaking skill and the post- speaking at Tinh Gia High school Experimental methods: The aim of this method is to measure the effectiveness of the short activities and games in the post- speaking stage Analytic and synthetic methods: This method is used to analyze and synthesize the data collected from the questionnaire surveys Comparative and contrastive methods: The aim of this method is to compare and contrast the data collected from the questionnaire surveys 1.2.4 Scope of research The study focuses on using of activities and games in the post- speaking stage to increase the 11th graders’ interest at Tinh Gia High school PROBLEM SOLVING 2.1 Rationale and reality 2.1.1 Rationale 2.1.1.1 The nature of spoken language Spoken language is language produced by clear sounds, as opposed to written language Many languages have no written form, only have spoken form Oral language or vocal language is produced with the vocal tract, as opposed to sign language, which is produced with the hands and face According to Vanderkevent (1990) there are three components of speaking: 2.1.1.1.1 The speakers Speakers are those who produce sound They express opinions or feelings to the hearers So if there are no speakers, no opinions or the feelings will be stated 2.1.1.1.2 The listeners Listeners are those who receive the speaker’s opinions or feeling If there are no listeners, speakers will express their opinions by writing 2.1.1.1.3 The Utterances The utterances are words or sentences, which are produced by the speakers to state the opinions If there are no utterances, the speech can’t be done 2.1.1.2 The importance of speaking skill Language is a tool for communication We communicate with others, to express our ideas, and to know others’ ideas as well Communication takes place, where there is speech Without speech we cannot communicate with one another The importance of speaking skills, hence is enormous for the learners of any language Without speech, a language is reduced to a mere script The use of language is an activity which takes place within the confines of our community We use language in a variety of situations 2.1.1.3 Stages of teaching speaking According to Brown (2009), a perfect teaching speaking lesson has to follow three following stages: 2.1.1.3.1 Pre- speaking stage Pre- speaking begins before students actually speak Pre- speaking activities involve thought, reflection then provide opportunities for students to plan and organize for speaking Pre-speaking has some purposes such as choosing speaking topic, determining purpose, audience and format 2.1.1.3.2 While- speaking stage While- speaking engages students in interactions with peers and other audiences Students who have been provided with supportive, environments and opportunities to prepare for their informal and formal speaking experiences are more likely to have the confidence to “go public” with their ideas and information Some purposes for while- speaking are to express personal feelings, ideas or viewpoints; to tell a story; to entertain or amuse; to describe; to inform or explain; to request; to inquire or question; to classify thinking; to explore and experiment with a variety of ideas and to converse and discuss 2.1.1.3.3 Post- speaking stage This stage is like the follow – up stage After students have practised the target skill in the white – stage, they an extension activity This helps students take the information or whatever they have produced in the white – stage, and something meaningful with it This stage is usually an “information transfer” production – type exercise where students respond to what they have just learnt Tasks usually involve the productive skills The importance is that we have to definite exactly what activities we can use in the post – stage and who does most of the work In conclusion, in the Presentation – Practice – Production framework of teaching language, games can be used provided that they can be either for practising specific language items or skills or for more communicative language production 2.1.2 Reality For many years working in high school myself and my colleagues frankly acknowledge the fact that students in high schools are weak in speaking English Most of the students are afraid of communicating in English, they mainly listen and understand, or write it down on paper whenever the teacher asks for pair or group activities This is understandable because the children's communication environment is limited, the vocabulary is too meager, accompanied by fear of grammar mistakes or not expressing yourself in a sentence In addition, certain limitations in the application of methods, communication skills and methods of organizing teaching activities of teachers in each specific lesson also significantly affect the ability of students Besides, at the high school level, the study of English is often focused as a main exam subject in the national high school exam rather than an important means of communication This misperception from teachers and students needs to be changed In order to have information and data for the study, I have designed the questionnaire surveys The questionnaire survey for teachers consists of six questions was designed to elicit their views on the following aspects (Appendix 1): Teachers’ attitude toward speaking skill and the post- speaking stage Reality of teaching the post- speaking stage in the speaking lesson Difficulties in teaching speaking in High school Frequency of using short activities and games the post- speaking stage Teachers’attitude toward the effect of games or short activities in the postspeaking stage Teachers’attitude in using short activities and games in the post speaking stage With students I conducted a survey for classes : 11A1,11A2,11A,11 A4 and 11A5 with 260 students The survey questionnaire number is given before the experimental teaching There are seven questions(Appendix 2) which focus on the following areas: - Students’ attitude toward speaking skill, speaking lesson and the postspeaking stage - The reasons why students are less interested in the speaking lesson - Students’ frequency of taking part in the short activities or games in the post- speaking stage - Degree of students’ familiarity with the type of short activities and games - Students’ opinions about the goals of using short activities and games in the post- speaking stage And this is the results and data that I got from teachers and students’ questionnaire The importance of speaking skill: Table2.1: Attitude toward speaking skill (%) Very Rather Not very Not important important important important at all Teachers 20% 60% 20% 0% Students 20.2% 19.3% 53.6% 15.9% The importance of the post- speaking stage in learning and teaching speaking lessons Table 2.2: Attitude toward the post- speaking stage (%) Attitude Teacher Student Very important 20 % 14.7% Rather important 20% 29.8% Not very important 60% 40.7% Not important at all 0% 14.8% Problems of teaching and learning speaking skill in the post- speaking stage Table2.3: Difficulties of teaching the post- speaking stage (%) Causes Data Students are lazy and passive 60% Students are lack of knowledge 40 % Large class size 40 % Others 20 % Table 2.4: The reasons which make students less interested in class (%) Reasons Data Being afraid of making mistake 68.1% Low level of English of proficiency 12.4% Low motivation 13.9% Poor teaching equipment 5.6% The frequency of using short activities or games and the participation of students in these activities in the post- speaking stage Table2.5: The frequency of using short activities or games in the post- speaking stage (%) The frequency Teacher Student Always 20 % 13.9% Sometimes 20 % 38.9% Rarely 60% 25.8% Never 0% 21.4% Short activities or games Table 2.6: Kinds of short activities or games used in the post- speaking (%) Short activities or games Always Sometimes Rarely Never (%) (%) (%) (%) Discussion 40 40 20 Role play 60 20 20 Slap the board 20 20 40 20 Storytelling 20 40 20 20 Interviews 20 20 60 Reporting 40 40 20 Playing card 20 40 40 Picture description 20 60 20 Guessing game 20 40 20 20 Show and tell 20 60 20 Table 2.7: The Level of the Students’ familiarity with each short activity or game Short activities or Know very Know Know a Don’t know games well quite well little at all Discussion 11.1% 72.2% 13.9% 2.8% Role play 50.8% 29.8% 5.6% 13.8% Slap the board 5.5% 11.1% 16.7% 66.7% Storytelling 22.25 2.8% 19.4% 55.6% Interviews 13.9% 8.3% 30.6% 47.2% Reporting 0% 0% 25% 75% Playing card 2.8% 27.8% 50% 19.4% Picture description 63.9% 22.2% 13.9% 0% Guessing game 69.4% 30.6% 0% 0% Show and tell 44.4% 36.1% 8.3% 11.2% The goals of using short activities and games in the post- speaking stage Table 2.8: Opinions about the goals of using short activities and game in the post- speaking stage (%) Students’ opinion about the goals of using short Teachers Students activities and games Increasing the interest of lessons 20 14.3% Summarize the main points of the lesson 20 14.9% Provide more chances for students to practice 20 19.1% Meet the requirement of task complettion in textbook 40 41.7% From the shown figures, we can see that most teachers know the importance of speaking skill and they try their best to improve their speaking lessons as well as their student’s speaking skill by using short activities and games in the poststage speaking lesson However, the effectiveness that they bring doesn’t live up their expectation Besides, with the support from my colleagues, I aslo tested the students’ speaking skill in classes 11A1,11A3,11A4 by interviewing them and gave marks basing on standards : vocabulary (10 points), grammar (10 points), pronunciation (10 points), fluency (10 points) and coherence (10 points) ( total score = 50/5) Here are the questions in the interview What’s your name ? Where you live ? Can you tell some thing about your hometown ? What you like ? Why you like it ? What subject you like? Why ? Can you tell me something about your last vacation? This is the results of 124 students Table 2.9: The’levels of students speaking skill Students Good Above Average Weakness Poverty (9-10) average (5-6) (3-4) (0-2) (7-8) 124 = 0.8% 10 = 8.1% 20 = 16.2% 73 = 58.7% 20 = 16.2% From this result, we can see that most of interviewed students have low level in using and speaking English Therefore, chaging teaching method is necessary 2.2 Measure implementation 2.2.1 Factors of a successful speaking activity Speaking in a second or foreign language has often been viewed as the most demanding of the four skills When attempting to speak, learners must concentrate on their thoughts and encode their ideas in vocabulary and syntactic structures of the target language Ur (1996) indicates the four following prerequisites of a successful speaking activity in the classroom: Learners talk a lot: during speaking skill activities, learners should have chances to talk a lot to develop their oral skill Participants are even: all learners are involved in the activities and their distribution for speaking chance are the same Motivation is high: all the leaners are interested in talking and positively participate in speaking activities Language is of an appropriate level: this means that the language used by teachers and learners to express their ideas and thoughts is understandable to others Thus, from the factors mentioned above, it can be inferred that teachers should take the factors into consideration when teaching speaking skill 2.2.2 Solutions to the problems with speaking activities Teaching English as a second language means being able to solve problems students may have in acquiring certain language skills In order to solve the problem of learning and teaching speaking skill, Ur (1996) offers the following solutions: Group work: Group work increases the amount of time available for oral practice and allows more than one student to benefit from speaking time Working in groups also lowers the inhibitions of shy students who are not comfortable speaking in front of the whole class Easy language: Simple language makes it easier for students to speak for longer without hesitation and gives them a sense of accomplishment Essential vocabulary can be pre-taught or reviewed before the activity enabling students to fill-out their speech with more interesting sentences and rich language Interesting topic: Choosing a topic according to the interests of the class ensures student motivation If the material and task instructions are presented clearly and enthusiastically, students will be more likely to meet the challenge set for them Clear guidelines: Stating clearly what is expected from each student is essential in ensuring that everyone in the group contributes towards the discussion Appointing a leader to each group to regulate participation is a way to make sure that dominant students leave discussion opportunities open to more reserved students Feedback exposes the results of the discussion and motivates each student to follow the guidelines English monitors: Teacher might appoint one of the groups as the monitor because a monitor can be appointed to each group to remind students not to speak their mother tongue A lack of classroom management and discipline will encourage students easily comeback to use mother tongue as soon as they have problems Therefore, the best way to keep students speaking the target language is that the teacher should be there as much as possible, reminding them and modeling the language use and there is no substitute for nagging In short, teachers should take mentioned ways into consideration and base on certain situations of each group to find out their own method to enhance speaking skill for their students 2.2.3 Short activities and games 2.2.3.1 The role of short activities and games in language teaching and learning process Short activities and games (or communicative activities) really play an important part in language teaching and learning Firstly, short activities and games encourage students’ interest because they ensure that communication is purposeful rather than artificial Secondly, short activities and games offer opportunities to develop listening, speaking, reading and writing as well as to obtain intercultural and interactional competence in English Communicative activities can also help develop cognitive ability such as analyzing, evaluating, and synthesizing information In addition, through communicative activities the students are encouraged to participate with their classmates actively Short activities and games are often conducted with pair work and group work in which students talk to many partners and interact with them This brings learners a feeling of security because they feel easier to speak Finally, short activities and games such as working in groups, in pairs or singing etc create a relatively safe environment for making mistakes a long with relaxed atmosphere, for there is little error correction or distract attention Moreover, students have a lot of fun when they learn with communicative activities This reduces their stress and anxiety about their performance In conclusion, short activities and games can both bring about proficiency and greatly improve communicative competence 2.2.3.2 Principles of using short activities and games in speaking class Besides some principles that Ur (1996) has discusses, there are some things that teachers should remember when using short activities and games: Good preparation: Careful prepared short activities or games is one key to maintain the control of the class and the interest of the students To have a good preparation, teachers should know for sure the purpose of using the activities or games, how to carry out it and how it is carried out the most effectively for the activities and games Simple activities and games: It means they last short time and easy for students to understand Good class organization: Teacher should divide class into small groups or teams and must be sure that there is a balance in the level students in each group In short, teachers should understand and pay attention to these principles before using short activities and games in speaking class 2.2.3.3 Some recommendations for using short activities and games in the post- speaking stage 2.2.3.3.1 The selection of short activities and games In general, to achieve the good results in both teaching and studying foreign language, well-chosen activities and games is a good idea How to choose appropriate speaking activities for teaching and learning English? When using activities and games, the writer should consider these things Firstly, activities and games must be fun and relax Activities and games should keep all of the students involved and interested Secondly, activities and games should be appropriate with the students’ language level and the content of the lesson Thirdly, activities and games should give students a chance to learn, practice, or review specific language materials Moreover, activities and games teacher should not be too long because they can make students feel bored 2.2.3.3.2 Time Allocating time for each activity and game suitably is an important factor that affects to the success of the post- speaking stage Only within forty five minutes of the speaking lesson, the teacher should distribute the time for the three stages equally According to communicative language teaching method, the postspeaking stage often takes from six to seven minutes; therefore, the short activities and games should be performed only from five to seven minutes 2.2.3.3.3 Preparation There is a common idea that it is very good to let students study and finish the speaking lesson in fun because students will be more motivated for their next class In order to this, teachers can use short activities and games for postspeaking stage Firstly, the teacher has to consider how to choose the most appropriate short activity and game for their class To this, they should consider some aspects like: the size of the class, the level of the students, the period’s aims, the preparation for the activities and time as well as Secondly, the teacher has to prepare some equipment or materials needed for the short activities and games such as: pictures, cards, visuals aids, sheets of paper, etc However, to have students’ attention to the game from the beginning to the end, those things should be different from what are illustrated in the text book They must be clear, attractive, colorful and updated 2.2.3.3.4 Physical arrangement A classroom with good physical arrangement will promote a positive learning environment Good physical arrangement is very necessary for carrying out short activities and games With each kind of games teacher should consider some aspects such as organization (group work, pairs work, individual work or the whole class), equipment need for using the activity, the safety issues when performing the activities and games, etc In general, pairs work and group work are two common types of performing short activities and games in the postspeaking stage They also have good points and bad points Thus, teachers should decide what arrangement will suit best for their students in giving situation 2.2.3.3.5 Management Teacher plays a very important role in organizing short activities and games In order to make short activities and games become effective, the teacher should be aware of the importance of lesson management The teacher should be willing to be a helper or a guider who are always willing for helping and making some suggestions to keep students on task According to Brown (2001), the teacher should not sit at the desk or leave the room and take a break He should not spend a large of time with one group and neglect the others or interrupt the students while they are performing their speaking Especially, teachers should only correct students’ errors when being asked to so Teacher should assign a group leader who will monitor the group activities When students are playing a short activity or game, the teacher should move around to check if students really join in the activities or only spend time for chatting Besides, teacher should encourage the students motivate them and make them feel more confident and more interested in the activities as well as in all lessons 2.2.3.3.6 Short activities and rules of games’ instructions One of the most difficult things in using short activities and games is how to give instructions to students in order to make the activities and games run smoothly To send exact messages to students, teachers should make sure that all of the students are silent and fully focused on the teachers before the teachers explain any instructions Besides, teachers should explain instructions or rules clearly and easily Teachers have to give a clear signal for students to start and finish their working Let students know when they have to start and when they have to stop by giving clearly signal Teachers should check students’ understanding of the rules or instructions before starting the games or activities 2.2.3.3.7 Correction It is unnecessary for teachers to correct students’ mistakes whenever students make because the main purpose here is to achieve fluency When carrying out the short activities and games, the teacher can find out the students’ mistakes easily but the students’ language mistakes should only be corrected after finishing a short activity or game Because if teachers interrupt students to correct their mistakes, they will be afraid or shy to continue speaking, so the speaking activities will be unsuccessful In the post- speaking stage, correction is not really too important Due to the aims of using short activities and games in this stage is to increase the students’ interest; sometimes the teacher can ignore unimportant errors 2.2.3.4 Some suggested short activities and games to increase the 11th graders’ interest in the post- speaking stage Storytelling: Students re-tell the story in the content of the text in their own words The teacher can help them by doing a mini drill first, usually using the same pictures or simplified statements that were used for predicting in the pre -stage task or ordering or selecting in the while - stage task Students practise speaking in pairs or groups The re-telling with a picture can also be done as a chain story Show and Tell This classic classroom activity still has a place in modern classrooms Students simply bring in something they would like to Show and Tell to their classmates It practices students speaking ability, and their ability to prepare short written scripts that they will have to read For those not talking it practices their listening ability, especially if you add a could of quiz questions at the end of each show and tell part You can change this by having a mystery box and they have to describe the item with out looking to their classmates and have them try to guess ( or the student of course) what it is Reporting This activity can be carried in groups or whole class Teacher chooses a topic and gives the first sentence about the topic The first student repeats the sentence of the teacher and adds one more sentence The second student repeats the teacher’s and student’s sentences and adds one more sentence The third student repeats the teacher’s, the first and the second students’ sentences and adds one more sentence This process will continue to the last student Discussion Students work in two big groups: one group talks about the problems and the other talks about the solutions Students will discuss in group in minutes Then 10 two groups will take turn to talk about the problems and give the solutions for each problem Which group can give the points immediately will become the winner Picture description Teacher asks students to work in two big groups then gives each group a picture about the theme Each group chooses a member who will be asked to go to the board, his duties are to listen to the teammates’ description and draw the picture on the board Other members in the group try to describe the picture for their member to draw Which group can draw the picture which is the most similar to the original picture will become the winner Interview Teacher asks a student to go to the front of the class and pick a famous person who he wants to talk about Then the other students in the class will interview him/her as that famous person Role play Teacher asks a student to come to the board to play the detective He must turn his back to the board Teacher writes a word/ sentence or shows a picture to the board and requests other students in class to play the witnesses to suggest for the detective The witnesses have to use body language, the other sentences or the synonyms/antonyms, etc of the picture/word/ sentence to explain for the detective The detective has to guess what the picture/ word/sentence is Playing card Prepare some cards in different colors Each type of color card is numbered from the first to the last Teacher gives a topic and emphasizes on the important issues of the topic Divide students into groups depending on the same number in their card Each group will discuss about one issue of the topic After minutes, students have to move quickly to work in different teams basing on the same color in their cards Each member in the team will talk to the other members the issue which they have just discussed The perfect speaking of the topic will be performed by all members in the group Slap the board The teacher divides the class into two teams, each team chooses students and numbers them from1 to 4, E.g “You are number one”, etc Four students from two teams stand in front of the board (the distance is equal) The teacher sticks some pictures or writes some words on the board and calls the name of the picture/ word The student has to slap on the picture/ word provided by the teacher The student who does correctly and quickly will get point for his team The team that gets more points is the winner The hot seat Teacher divides class into two groups and places a “hot seat” in front of the class Each leader of the groups will take turn to seat in the “hot seat” Teacher writes eight words to the board where the leader can’t see them Team members take turn to suggest these words for the leader without saying the words (they can use body language to express the words) The leader can say “pass” if the 11 word is too difficult Each group has two minutes to get as many words as possible Which group has more correct words will be the winner Guessing game The teacher writes some words that he wants the students to perform on the pieces of paper then calls some volunteer students to go to the front of the class These students will choose one of the pieces of paper on the table Then they will use body language and gestures to convey what the word means Notes: The teacher should create an action that is easy to the students 2.2.3.5 Samples of using variety of effective activities in post –stage speaking in English 11 to develop students’ speaking skill 2.2.3.5.1 Unit Friendship – Part B: speaking Storytelling : Continue a story Teacher gives the topic to the class (maybe it is the lesson’s topic).Teacher divides student into groups, each group has to 10 students and gives the first sentence The first student will start the story with the first sentence Other students will take turn to continue the story by adding a sentence However, students have to guarantee the story’s logic as well as focus on the topic Topic: Love at first sight Student A: Three month ago, on the way to school, I meet a girl Student B: In fact, I had never met such a beautiful girl such her Student C: She has the brightest and warmest smile that makes strongly impressive on my mind Student D: I realize that I am often puzzled whenever I meet her Student E: I think that I’ve liked her already Student F: ………………………… 2.2.3.5.2 Unit Personal experience– Part B: speaking Hot seat Teacher breaks class into two groups Place a “hot seat” in front of the class Each leader of the groups will take turn to seat in the “hot seat” Teacher writes eight words to the board where the leader can’t see them Team members take turn to suggest these words for the leader without saying the words (they can use body language to express the words) The leader can say “pass” if the word is too difficult Each group has two minutes to get as many words as possible Which group has more correct words will be the winner Some words can use in this activity: angry, smile, cry, sad, laugh, shy, scream, faint, etc 2.2.3.5.3 Unit A party – Part B: speaking Describing chart: Teacher shows the chart related to the content of the lesson, asks students to think of plans being necessary for a party 12 Dressing Who to invite When Date & time Where Home / restaurant Planning a party Decorations Color balloons / flowers BUDGET (500, 000VND) food Cook / order Entertainment Music / games FOOD & DRINK (… …) DATE & TIME ( on March 8th From 4pm to 6p.m) PLACE (at our class) Budget How much food Cook / order DRESS ( …… ) birthday PARTY DECORATION (…… ) GUESTS (friends and classmates….) Then, students have to work in pairs to make plans for the party Teacher moves around the class to give help When the time for preparation is over, teacher invites some pairs to present their conversation in front of the class 2.2.4.5.4 Unit Volunteer work – Part B: Speaking Presentation In the previous lesson, teacher divides class into groups of and ask groups to present about a voluntary work that they took part in by using powepoint or making a video T suggest groups an outline as following model - When did they take part in the voluntary work? Where ? - What kinds of actitities did they participate ? - How did they feel when doing voluntary work ? 13 In the lesson, teacher invites groups to present their results 2.2.4.5.5 Unit Competition Reporting: Chain Game Teacher divides student into groups, each group has to 10 students and gives the first sentence The first student in the group repeats the sentence of the teacher and adds one more sentence The second student repeats the teacher’s and student’s sentence and adds one more sentence The third student repeats the teacher’s, the first and the second students’ sentence and adds one more sentence This process will continue to the last student Competition- topic: Talk about the game “Road to Mount Olympia” Teacher: The name of the game is “Road to Mount Olympia” Student A: The name of the game is “Road to Mount Olympia It began in 1999 Student B: The name of the game is “Road to Mount Olympia It began in 1999 It is a knowledge contest on TV for high school students Student C: The name of the game is “Road to Mount Olympia It began in 1999 It is a knowledge contest on TV for high school students Students in every high school of Viet Nam can take part in it Student D: The name of the game is “Road to Mount Olympia It began in 1999 It is a knowledge contest on TV for high school students Students in every high school of Viet Nam can take part in it There are four parts in this game Students E: …………………………… 2.2.4.5.6 Unit World population Discussion: Students work in two big groups: one group talks about the problems and the other talks about the solutions Students will discuss in group in minutes Then two groups will take turn to talk about the problems and give the solutions for each problem The group gives the points immediately will become the winner topic: Talk about the problems of overpopulation and offer solutions Student in group 1: Overpopulation is the cause of lack of school, hospital, teacher, doctor, nurse Student in group 2: The governments should carry out the population education programs Student in group 1: Overpopulation is cause of shortage of food and fresh water Student in group 2: People should give assistances to the poorer and shouldn’t make environment pollution Student in group 1: Overpopulation means a lot of children die at birth Student in group 2: Each family should follow the birth control methods of the local authorities ……………………………… 2.2.4.5.7 Unit Celebration Picture Description With the topic topic “Talk about Tet holiday of Viet Nam” In this activity, the teacher divides students into two big groups and gives each group a picture about the theme Each group will choose one member who is asked to go to the 14 board His duties are to listen to the teammates’ description to draw the picture on the board Other members in the group try to describe the picture for their member to draw The group who can draw the picture which is the most similar to the original picture will become the winner Picture A: Student 1: There are six people in this picture: grandparents, parents, and two children Student 2: The grandparents are sitting around the table and giving lucky money to the children Student 3: The parents are standing and taking the tray of five fruits (bananas, oranges, watermelon, pineapple and pomelo) Student 4: They also wear beautiful clothes for new year- day Student 5: On the table there are Chung cake, fruits, tea and litter jam Student 6: …………………… 2.2.4.5.8 Unit – Post office RolePlay Teacher divides the class into groups, then ask them to make a dialogue for each situation in the book - Group 1, situation 1, group 2,4 situation T Calls on some Ss to talk about their dialogue in front of the class 2.2.4.5.9 Unit 10: Nature in danger Palying cards Teacher prepares cards with four different colors and asign each topic to each color For example : Air Polution Water Polution Forest Animal T divides the class into groups Ask each group to take one card at random Then ask students in each group to talk about the problem presented by the card they have chosen and offer sollutions Teacher goes round the class to give help with vocabulary Invite some groups to report their ideas and give comments 2.2.4.5.10 Unit 11 Sources of energy – Part B: Speaking Slap the board: The teacher divides the class into teams: team A and team B Each team chooses students 15 Number students of each team Number 1, 2, 3, E.g “You are number one”, etc Four students from two teams stand in front of the board (the distance is equal).Stick some pictures on the board Shout the number Example “Number 3, Are you ready?” - Call the name of the picture - The student to be shouted slap on the picture provided by the teacher - The student does correctly and more quickly gets point for his team - The team that gets more points is the winner Some pictures can use for this game: Wind energy solar energy Water energy Oil Coal Wave energy 2.2.4.5.11 Unit 12 The Asian games – Part B: Speaking Interview: Teacher asks a student go to the front of the class - This student picks a famous person whom he wants to talk about - Then the other students in the class will interview him/her as that famous person Topic: Talk about Nguyen Thi Anh Vien- a famous swimming athlete of Viet Nam Anh Vien: Nice to meet you! Class: Nice to meet you! Student A: Can I ask you a question? Anh Vien: you are welcome! Student A: What you often in your free time? Anh Vien: I often listen to music and go shopping Student B: You gain a lot of medals in17th Asian Games in Korea So to have the results, have you ever trained all the time? Anh Vien: Oh yes My training is very hard I had to try my best Student C: How you think about Korea? Anh Vien: A modern and friendly country I like it Student D: …………………………… 2.2.4.5.12 Unit 13 – Hobbies Guessing game 16 The teacher writes some words that he wants the students to perform on the pieces of paper The teacher calls some volunteer students to go to the front of the class These students will choose one of the pieces of paper on the table Then they will use body language and gestures to convey what the word means - Notes: The teacher should create an action that is easy to the students Some words can use in this game: swimming, playing volleyball, chatting on phone, reading books, playing computer games, running, singing, dancing, etc 2.2.4.5.14 Unit 15 – Space conquest Interview: Teacher ask students to work in pair and these tasks - Student A has an interview form - He or she asks student B about biography of “ ISAAC NEWTON” A B th Date of birth - 25 December 1642 Place of birth - England University - Cambridge Famous discoveries - Maths, physics Career - Professor Death -20th March 11727 Place of buried - Westminster Abbey 2.2.4.5.14 Unit 16 – The wonder of the world Show and tell: Teacher divide class into groups and give them pictures about wonders of the world In each picture, provide some information realating to the wonder and ask groups using given clues to talk about that wonder Invite groups to go on the aboard, show their picture and tell about their wonders 2.3 The result of researching 17 Having applied the encouraging activities in post-stage to teach English 11, I can affirm that they really bring to my lectures much effectiveness Not only the activities add students’ interest but they help my students improve speaking skill as well I gave my students in three classes the questionnaire number (appendix 3) This shows that when applying short activities and small games in the postspeaking stage, the students are more excited and active This shows that when applying short activities and small games in the postspeaking stage, the students are more excited and active Table 2.10: Students’ interest in the experimental teaching lessons (%) Students’ interest in the experimental teaching lessons Data Very much 63.9% Much 22.2% Not very much 13.9% Not at all 0% Table 2.11: Students’ attitude toward the short activities and games (%) Students’ attitude toward the short activities and games Data Interesting 2.8% Useful 11.1% Relax, fun 13.9% Both A, B and C 72.2% Table 2.12: The benefits of using short activities and games in the post–speaking stage (%) Strongly Strongly Advantages Agree Neutral Disagree agree disagree Improve your oral 30.6% 52.8% 8.3% 5.5% 2.8% communication Provide you with opportunities to experience 16.7% 19.4% 33.3% 16.7% 13.9% the real- life situation Increase your confidence in 44.4% 36.1% 5.6% 13.9% 0% speaking Increase your creativity and 27.8% 41.6% 11.1% 2.8% 16.7% self- expression Bring a lot of fun and laugh 75% 0% 25% 0% 0% Create a relax atmosphere 22.2% 52.8% 13.8% 11.1% 0% of learning Help you know your 25% 5.5% 50% 16.7% 2.8% classmates better Table 2.13: Students’ views about the effectiveness of the short activities and games used in the post- speaking stage (%) Students’ feeling about the effectiveness of the Data short activities and games Very effective 55.6% 18 Effective 30.5% Rather effective 13.9% Not effective 0% Table 2.14: The degree of students’ interest with each short activity or game (%) The degree of students’ interest (from Short activities and games the most interested to the least interested) Discussion 80.6 % Role plays 63.9% Slap the board 47.2% Storytelling 38.9% Interviews 27.8% Reporting 16.7% Playing card 40.3% Picture describing 50.4% Guessing games 20.3% Show and tell 45.6% Table 2.15: Students’ opinions about whether teacher should use short activities and games in the post- speaking or not Students’ opinions Data Should use 83.3% Shouldn’t use 16.7% nd At the end of the semester, I tested 124 students who took part in the previous test with the same questions And this is the result Table 2.16: The comparision the levels of students’speaking skill between before and after using short activities and games in the post-stage speaking lesson 19 From the chart, we can see that the number of students having average level in using and speaking English has increased and this is the evidence that changing in teaching method brought effectiveness CONCLUSION AND PROPOSAL 3.1 Conclusion In conclusion, besides increasing students’ interest, using short activities and games in the post- speaking stage have some positive effects on students such as improve their oral communication and confidence in speaking, provide them opportunities to experience the real- life situation, create a relax atmosphere of learning, etc Students in 11th graders 11A4 at Tinh Gia High school are really interested in the post- speaking stage of the experimental teaching lessons because they can achieve knowledge in the most natural way Because of the good effects, both teachers and students at Tinh Gia High school recommend that short activities and games should be often used to increase the students’ motivation and interest in speaking lessons in general and in the post- speaking stage in particular 3.2 Proposal 3.2.1 To teachers: - Try to use short activities or games to have an effective teaching skpeaking lesson - Use different methods to encourage students to improve students’ speaking skill 3.2.2 To students: - Take part in short activities and games used in the post-stage sepaking lesson - Take advantage of opportunities in the post-stage speaking lesson to improve their speaking skill Because of time limitation, I not avoid errors I would like to receive feedback from my colleagues, especially teachers who teach English to make my initiatives more complete and widely applied in the teaching process XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 02 tháng năm 2022 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác (Ký ghi rõ họ tên) Hoàng Thị mai Hương 20 ... teaching the post- speaking stage in the speaking lesson Difficulties in teaching speaking in High school Frequency of using short activities and games the post- speaking stage Teachers’attitude... research The study focuses on using of activities and games in the post- speaking stage to increase the 11th graders? ?? interest at Tinh Gia High school PROBLEM SOLVING 2.1 Rationale and reality... and tell 44.4% 36 .1% 8 .3% 11.2% The goals of using short activities and games in the post- speaking stage Table 2.8: Opinions about the goals of using short activities and game in the post- speaking