SKKN enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at cua lo upper secondary school

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT CỬA LÒ SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI: Enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at Cua Lo Upper Secondary School (Thuộc mơn Tiếng Anh) Nhóm tác giả: Nguyễn Thị Tuấn Anh Lê Thị Thanh Hương Tổ: Ngữ văn - Ngoại ngữ Năm học 2021-2022 INDEX PART A: INTRODUCTION I REASONS FOR CHOOSING THE TOPIC .1 II AIM, OBJECTIVE, METHOD, SUBJECT, NOVELTY, FEASIBILITY AND STRUCTURE OF THE STUDY PART B: CONTENTS I THEORETICAL BASIS OF THE TOPIC Concept of speaking skill ………………………………………………… … The importance of speaking skills for learners…………………………….…… The necessity of practicing speaking skills …………………………………… II PRACTICAL BASIS OF THE TOPIC Common problems during speaking activities ………………………………….5 Principles of teaching speaking skill ……………………………………………6 Developing speaking skills through post reading and post listening activities at upper secondary schools …………………………………………………………6 III PRACTICAL APPLICATION IN TEACHING Role-play ……………………………………………………………………… Story telling ………………………………………………………………… 11 Interview ………………………………………………………………………16 Describing events through cues ……………………………………………….19 PART C: CONCLUSION I RESULTS OF THE EXPERIENCE APPLICATION .19 II SUMMARY 20 III PROPOSALS 20 REFERENCE BOOKS PART A: INTRODUCTION I REASONS FOR CHOOSING THE TOPIC The Covid 19 pandemic has had a severe impact on almost all aspects of life in general and on education in particular in the past two years On the pretext of the pandemic, every effort has been made to overcome the difficulties Various measures have been taken to prevent and protest against the spread of Covid 19 Thus, all the educational staffs from central to regional organizations have effectively carried out the plans to face up to the complicated situations Nghe An is one of the provinces that experience the outbreak of Covid 19 several times Teachers and students have shifted to online teaching with the motto “stop going to school but not stop studying” To cope with the issues related to online teaching during the period of the pandemic, on the 16 th September, 2021, the head of the Ministry of Education and Training enacted a document No 4040/ BGD&ĐTGDTrH 2021 guiding the implementation of the National Curriculum for lower and upper secondary education in the school year 2021-2022 As a result, a lot of lessons of almost every subject have been omitted or changed to the form of students’ self study About English subject at upper secondary education, most speaking and writing lessons have been left for students to practice at home under the teachers’ guide This leads to the fact that students’ communication skill and speaking skill have not been trained as well as face-to-face lessons because not all students are studious enough to practice speaking alone at home and they know of no effective way to improve speaking skill by themselves despite the teachers’ directions Understanding these problems, we have decided to choose and carry out the topic:“Enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at Cua Lo Upper Secondary School” II AIM, OBJECTIVE, METHOD, SUBJECT AND RANGE OF THE STUDY Aim of the Study: The topic was studied and applied with a view to enhancing the speaking skill for grade 10 and grade 11 students It is also served as a source of materials that help English teachers improve speaking skill for their students Through this study, the topic has helped the writers draw experiences of developing the students’ speaking skills Objective of the Study: The writer’s experiences shown in this study may provide English teachers with a source of materials to improve students’ speaking skill In addition, students can also use the methods illustrated in this study for their self-study in practicing speaking skill Method of the Study: - Studying the materials about improving speaking skills in reference books - Analyzing and drawing experiences from the process of teaching - Applying in the real teaching to self-evaluate Subject of the Study: - How to motivate students to use the target language they learn in the reading and listening lessons to practice speaking in post activities Novelty of the Study: It is possible that the topic of developing students’ speaking skill is not really new in the field Our topic, however, focuses on the ability of students to study by themselves under the guide of their teachers in very special studying cases – which sometimes include online classes Structure of the Study: The Study is made up of three main parts as follow: - Part A: Introduction - Part B: Contents - Part C: Conclusion Feasibility of the Study: Once having been applied among students at Cua Lo Upper Secondary School , it has proved that the method is really feasible and has helped students become more confident to practice speaking in public because they can make use of the language they have just learnt in the reading and listening lessons and imitate the way the natives speak They don’t have to worry about writing or thinking in Vietnamese and then translating into English as what they used to whenever speaking English in public and they also don’t worry about making mistakes in speaking because they are imitating or even copying the language of the native speakers PART B: CONTENTS I THEORETICAL BASIS OF THE TOPIC: Concept of speaking skill: 1.1 Speaking definition : Speaking is the delivery of language through the mouth To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips Human talked and listened long time before they created another form of language – writing Children naturally learn to talk more than five years before they can know how to write Speaking is one of the most important and complex aspects of learning a language- we either write or speak, to speak correctly we need to know grammar rules, to know how to pronounce words properly, to have listening skills, and to have a large amount of vocabulary Speaking can cover a wide variety of different topics which tend to the goal is to educate, inform, entertain, or influence the listeners 1.2 Speaking skill definition Speaking skill is the ability to use the knowledge of the language to convey the thoughts, demands and ideas, etc It is the second of the four language skills which are listening, speaking, reading and writing The aim of teaching a foreign language is not only to supply students with the knowledge of the language but it is also to teach students how to use the language to communicate Students’ ability to use the language is shown through four skills including listening, speaking, reading and writing A good English learner is not only the one who can reading comprehension exercises correctly or write excellent essays or understand the grammatical rule to grammatical exercises well That is also the one who can speak English fluently and can understand when others speak English to them Obviously that there are some special factors the speaker needs to take into consideration However, it seems that most students are learning English in a very different way: they just try to master a foreign language in the form of writing with a lot of grammatical rules and vocabulary arranged rigidly That is why learners find it hard to make themselves understood in English when they communicate with foreigners The real spoken English is different from theirs Speaking skill is not only a form of making sounds by joining words into sentences It is a process of producing clear sentences that are intelligible to listeners to enhance the clarity of speech for effective communication The importance of speaking skills for learners Among the four key language skills, speaking is deemed to be the most important skill in learning a foreign or second language Brown and Yuke (1983) say, “Speaking is the skill in learning a foreign or second language Brown and Yuke (1983) say, “Speaking is the skill that the students will be judged upon most in real life situations” According to Bueno, Madrid and Mc Laren (2006;321) “Speaking is one of the most difficult skills language learners have to face” Even the learners learn the language for so many years; they find it difficult to speak in real time situations when it is demanded The speakers have to produce sentences on the spur of the moment It is quite difficult for foreign or second language learners to produce sentences without learning the grammatical structures and having proper knowledge of adequate vocabulary Therefore, the students face many problems in speaking grammatical sentences in English Since speaking skills play a dominant role in communication, people try to learn these skills in order to communicate well with the entire community all around the world Speaking skills are the most essential skills for all the learners who wish to learn English to enhance their career, improve business, build confidence levels, get better job opportunities, make public speeches, attend interviews, participate in debates and group discussions, give presentations and so on In the present modern world, everything is linked with speaking One who has talent in speaking can conquer the whole world Having good communication is the passport to get better employment opportunities Once students practice these speaking skills they get the mastery of these skills and perform well in the activities in and outside classroom The necessity of practicing speaking skills A lot of people tend to put a lot more effort on certain skills and not enough on others Interestingly enough, speaking is the skill most people wish to be really good at Yet, it’s also the skill they practice the least There are some reasons for this among which their determination has been always Some people may try to practice but when they meet some difficulties they are willing to give up While some people may have more natural speaking ability than others, some have a more pleasing voice and other ones are more charismatic- anyone who can speak, can learn to be a better speaker than they are right now It just takes some knowhow and some effort Practice makes perfect, so speak English in plenty Some people think that they not have the opportunity to practice speaking because they not live in the US or another English- speaking country They might also be discouraged because English is not used at their workplace, or they not know any native speakers But remember that there are some ways to practice speaking, such as working on your pronunciation and diction, talking with yourself in the mirror, thinking in English, retelling a story in English, listening to music in English, watching the English news or other programs on TV , talking to others especially listening attentively to the native speakers and trying to talk to them as much as possible Try to practice anywhere at any time No matter how confident you are at speaking, practicing our speech is still an important step to have an effective speech There are many problems when we speak such as being shy, poor organization, limited time management, lack of vocabulary, not having enough knowledge of the topic…etc which can be solved by practicing The more we practice speaking the more problems we will overcome Practicing not only makes us improve your speaking skills, but also increases our familiarity with the presentation—making it more likely that our speech will go smoothly With an ounce of regular practice, it is sure that the students can immensely develop their speaking skills Then they can perform well in the classroom discussions and debates and gradually develop their speaking skills They will be in a position to give presentations on their own by leaving all the fears that they had in their minds With regular practice of these skills, they can deliver short speeches also in the classrooms Moreover, they build self-confidence among themselves and become stronger in decision-making and problem-solving II PRACTICAL BASIS OF THE TOPIC: Common problems during speaking activities The first and foremost difficulty that English teachers at our school have when organizing an activity for the speaking lesson is that the students not know what to say and how to speak out their ideas Most of the time, they just think about the issue in Vietnamese and then try to translate into English by arranging words into phrases or sentences without any grammar rules They not have enough vocabulary to convey their ideas In addition, they become too shy to raise their voice because they are afraid of making mistakes Therefore, whenever being asked to practice speaking, they just speak out a few separate words without any confidence or even keep silent The second problem that English teachers have to deal with is that students spend so much time on vocabulary and grammar to get high marks in the exam that they don’t focus on practice speaking skill The new teaching methods mainly focus on developing the initiative and creation for students Students become more passive when they communicate in English because they have to think, choose the vocabulary and use the grammatical structures correctly to speak out their ideas Some students are not confident to speak English although they have good command of English vocabulary and grammar, which results in their speaking without fluency They have to think in their mother tongue then try to find the suitable vocabulary and structures to produce sentences in English That is because they spend too little time practicing speaking skills Reference books and materials for practicing speaking are not available to them as most students don’t focus on speaking skills and they are too busy learning by heart vocabulary and grammatical rules to get high marks in the tests and exams That is the reason why, in my opinion, Vietnamese students who have chance to learn English from primary school to upper secondary school can’t use English to communicate after twelve years at school Moreover, English is a difficult subject to learn with such a lot of knowledge Each lesson has so much vocabulary, knowledge of stress and intonation and so many structures as well as grammatical rules Especially, to students in rural areas, limited English communicating environment and their local accents make it very hard for them to use English to communicate or give any presentation on a particular topic Principles of teaching speaking skill There are several principles that teachers should apply to make students eager and willing to be involved in speaking activities The first one is motivation “Motivation is the combination of effort plus desire to achieve the goal of learning plus favorable attitudes toward learning the language So effort alone does not signify motivation but it is the desire and the satisfaction in the activity that count” (Nunan, 1999: 233) Students will take part in the speaking activities when they are clear about the context and they have ideas to talk about and the most important thing is that they know how to express their ideas The second principle is toleration Teachers should tolerate if the students make mistakes- both pronunciation as well as grammatical ones They even repeat what they say or keep silent for a short time while they try to find vocabulary In these cases, teachers must be patient Interruption and correction may make them feel shy They will never want to open their mouth again because they are afraid of making mistakes Developing speaking skills through post reading and post listening activities at upper secondary schools Communicative teaching approach is the modern method of teaching foreign language It is considered an active and effective way to help students improve their speaking skills which are focused on not only in the speaking lessons but also in reading, listening and writing ones Especially, the post reading and post listening activities are freer activities that tend to focus mainly in speaking skills because they can help students remember and use the newly learned words as well as promote the use of language in creative ways This way helps us determine how much the students learn during the reading or listening In order to make students practice effectively the teacher must create active and encouraging atmosphere as well as provide as many chances as possible for students to speak However, the national Curriculum has been omitted to cope with the policy of teaching and learning during the period of the Covid 19 pandemic Thus, most of speaking lessons in the textbooks have been changed into the form of self study in which teachers just give some guidelines so that students can practice at home by themselves We just focus more on using the four teaching techniques below through post reading and post listening activities because they are really suitable for students to practice during self study process 3.1 Role play: Role-play is a study in which students act specific roles through saying and doing Blank (1985) defines role playing as an activity which “requires physical involvement on the part of students Two or more people "act out" the part of individuals in a hypothetical situation” (p 55) The physical involvements of students in role playing in the classroom motivate them to learn the foreign language effectively Participants are given particular roles to play in a conversation or other interaction, such as an email exchange, typical of discipline They may be given specific instructions on how to act or what to say, as an aggressive client or patient in denial, for example, or required to act and react in their own way depending on the requirements of the exercise The participants will then act out the scenario and afterwards there will be reflection and discussion about the interactions, such as alternative ways of dealing with the situation Role play can be really a good speaking activity It is considered an enjoyable teaching technique allowing students to pretend to be other people especially famous or important person However, students really need to be able to identify with and be interested in the characters they are playing This activity helps students involve in the real situations and students can promote not only their speaking skill but also their body language and facial expressions Moreover, they can build up their self-confidence because when they are asked to stand in front of their friends, acting out like a real character day by day, their shyness will get less and less and they really get involved in the English environment 3.2 Story telling: In post reading and post listening activities, teachers can ask students to tell the stories they have just learnt Students are given sources of information about particular topics through the drill They understand the content and how to use the structures and a wide range of vocabulary which can be used in each situation What they have to is how to make use of the language materials to change into their own language If not they can repeat exactly what they study from the lesson by learning by heart Through this process, they can use these ideas and expressions in real life when it comes to the same situations 3.3 Interview: Based on the story given, students can adapt to make an interview in which one makes questions and the other uses the information obtained during the whileactivities to answer To this activity, students have to understand the topic clearly Good students can change the content in the reading or listening lessons into their own language to take part in the interview Thus, they can enhance their speaking skill In addition, weak students can imitate or even repeat the vocabulary or structures used in the lessons Actually, it is not important whether they can be creative when giving the answers, but what we need is that weak students become more confident and they also improve their fluency Anyway, anything is better than they stand silently and try to find out separate words before opening their mouth with so much difficulty 3.4 Describing events through cues: This kind of activity is suited for the lessons about special events with figures Teacher can show a word or a number extracted from the lesson and students have to use it to make sentences related to the event The numbers will help students evoke the details in the lessons and they are motivated to call out the information learnt in the lessons For example, after learning a reading lesson about a famous person’s life Teacher can show the years related to the milestone in his/her life such as the year he/she was born, the one he/she graduated from college, the one he/she won the Nobel prize or something like that When seeing the year, of course students understand what event it refers to and they will try to raise their voice III PRACTICAL APPLICATION IN TEACHING: Having taught English for so many years at a school in which most students come from rural areas and have no chance to practice speaking English confidently, we can see that the methods we have been using really help our students not only enhance speaking skill but also build up their confidence They are able to speak English without being afraid of making mistakes or not knowing how to express their ideas in English due to their lack of vocabulary Here are some examples of what we have done to apply the methods in post reading and listening activities Role-play: English 10- Unit 14: The World Cup - Post listening activity ( Listening lesson) After listening to the passage about Pelé - the world greatest football player students can play the role of Pelé to talk about himself While some students play the role of Pelé, the others can give remarks on their performances The activity is really interesting because Pelé is very well- known to most of students The students are so excited to join Through this activity students have a chance to use the vocabulary of life or education or profession etc - Let students discuss in minutes Students may use the information they have learnt in the reading passage to answer the questions or they can speak out their ideas the suggestions given - Call some pairs to go to the board and make an interview mins - One student raises the questions and the other gives answers - Practice in pairs Below are some sample interviews from students in class 11A1.1 and 11D1.1: Interview 1: - Student A: Hi, thank you for joining our programme Our topic today is about “Friendship” The first question for you is “What is the most important quality for true friendship?” - Student B: In my opinion, the most important quality is unselfishness - Student A: Why you think so? - Student B: Because a person who is 17 concerned only with his own interests and feelings cannot be a true friend He or she never pay any attention to others’ emotion Therefore, the others will soon feel disappointed - Student A: Do you think you are a good friend? - Student B: Yes, I always care about my friends’ thoughts and feelings - Student A: Thank you for your sharing Interview 2: - Student A: What is the most important quality for true friendship? - Student B: I think sympathy is the most important quality - Student A: Why you think so? - Student B: 18 Because friends must sympathize with each other’s aims, likes, joys, sorrows and happiness - Student A: Do you think you are a good friend? - Student B: Yes, I am  Result: Having learnt this reading lesson for two periods, students now understand the content clearly Therefore, when they are given this activity, they know what to say and how to express their ideas, based on the reading passage To good students, they just paraphrase and adapt to convey their own ideas To fair and weak students, they may copy or simplify the structures to complete the interview Actually, it is not important whether students “create” their own answers or just copy the passage What we appreciate is the students’ confidence in speaking English and of course, through this activity, students know how to talk about the qualities to maintain long lasting friendship and they can communicate with others about it in real life conversations Describing events through cues English 10- Unit 13: Films and cinema - Post reading activity ( Reading lesson) The reading passage supply the students with a brief history of cinema Reading the passage students learn about the initial form of cinema as well as the development of the seventh kind of the entertainment But how to to help them talk about the content of the passage clearly and fluently is what we are concerned about And the “describing events through cues” activity for the post reading is chosen to carry out Time arrangement minute Teacher’s activities Students’ activities - Have students to scan the - Look at the passage again to passage again to be sure about be clearer about the passage 19 the content minute - Explain the duty for the last - Pay attention to the teacher’s part of the lesson explanation and think about the activity - List the cues from the passage - Note down the cues and try to connect with the events and make a model minute + 19th century + 1905 + 1910s + 1915 + 1920s Model: + 19th century -> The - Pay attention to the model history of cinema began in the early 19th century ( focus on the verb tense as well) minutes minutes - Practice describing the events - Ask students to continue with the cues describing the events using the Try to connect the events to others have a talk about the cinema - Observe and help them to finish their duty - Have some students present - Be eager to choose the ticket their talks by choosing the - Respond to the requiring task ticket requiring their presentation or allowing them to get a gift ( This step makes the atmosphere more exciting - Feel more stimulated and and attractive) motivated - Listen to their presentation and give remarks to encourage them to practice more enthusiastically As mentioned above this activity is useful for students to talk about the events logically and closely The students are encouraged to practice naturally They seem 20 to become more confident when speaking in front of the class which helps them overcome the shyness to get used to public speaking 21 PART C: CONCLUSION I RESULTS OF THE EXPERIENCE APPLICATION: Applying this method during the teaching process, we have obtained some good results First, students are more interested in their study, more active and eager to enrich their knowledge and develop their communication skills in English The atmosphere in our speaking classes is more exciting Most of students are no longer upset or worried whenever they are asked to speak English It is simply because they needn’t spend too much time thinking about what to say in Vietnamese and then try to translate into English to find out that they not have enough vocabulary and grammatical structures to express their ideas They just pay attention to the lessons given and try to imitate to create their own stories, of course with a wide range of language features supplied In addition, this method helps students to develop the ability to react very fast in communication to keep the flow of the conversation because they have chance to practice talking about various topics Simultaneously, the method also helps students feel more confident and more natural in communication We can see the differences between the quality of the same classes before and after adapting the method in the two tables below * The quality of students speaking before applying the method Class Number Good level Fair level Average level Weak level of students Number Percenta Number Percenta Number of ge of ge students students of Percent Number Percen age of tage students students 11A1.1 45 13,3% 10 22,2% 15 33,33% 14 31,1% 11D1.1 45 11,1% 12 26,66% 13 28,88% 15 33,33% 10T1 43 16,27% 18,6% 16 37,2% 12 27,9% After one year of applying the method, our students not only enjoyed themselves in our speaking classes but also made good progress in learning English I think this is partly 22 because they are more interested in English Below are the results of the speaking test at the end of the first term The speaking test accounts for 20% of the total in their term test * The quality of students speaking after applying the method Class Number Good level Fair level Average level Weak level of students Number Percentag Number Percent Number Percentag Number Percent of e of age of e of age students 11A1.1 45 12 students 26,66% 21 students 46,66 students 20% 6,66% 15,55% 8,88% 18,6% 11,62% % 11D1.1 45 11 24,44% 23 51,11 % 10T1 43 13 30,23% 19 44,18 % Clearly, that the number of students making progress in speaking English and being confident to speak English has increased as the result of the applying the given activities for the post reading and post listening at my school Thus, we can state the effect of the method is so active Moreover, it is not very difficult to apply it provided that we are always willing to perform We have also carried a survey about opinions and feelings of the students and the teachers of English applying the techniques for post reading and post listening activities to know the effects of the technique The results from 133 asked students and teachers of English group are given on the two tables below * The survey for students Participants’ satisfaction feedback on the activities used in the post reading and post speaking parts Advantages of the activities Completel y agree Agree Don’t know It helped me practice English effectively 120/ 133 8/133 5/133 It made me like English more 115/133 9/133 9/133 Disagre Completely e disagree 0 0 23 It corresponded to my 110/133 English level 12/13 11/13 0 It fit my needs 112/133 15/13 5/133 1/133 It made me more 102/133 confident to speak before people 28/13 3/133 0 * The survey for teachers of English Users’ satisfaction feedback on the activities used in the post reading and post speaking parts Advantages of the program Completel y agree Agree Don’t know It helped students practice their speaking skills of English 8/9 1/9 0 It made students like English more 6/9 3/9 0 It corresponded to students’ English level 7/9 2/9 0 It fit students’ needs 7/9 2/9 0 It should be used more 8/9 often 1/9 0 Disagre Completel e y disagree Obviously, that the number of members who support the activities is greater than the opposite ones The supporters find the activities interesting, useful and beneficial According to them, the activities should be used more often Therefore, we would like to share the experience of creating the English spaces with those who are concerned with the improving the English competence for their students, especially in the age of globalizing and assimilating into the English speaking countries 24 II SUMMARY: It is an agreed fact that language is learnt by speaking it first after a lot of listening to the sounds, words, phrases and sentences from the surroundings (Anuradha, Raman & Hemamalini 2014) In upper secondary education, teaching students to practice speaking English in the curriculum creates a good condition for them to develop their skills in their higher education However, teaching and learning to speak English are not easy Both teachers and students have a lot of difficulties Writing this topic, we hope to help English teachers and students out of difficulties so that students will enhance their speaking skill especially in the situations which most of the speaking lessons in the textbooks are omitted due to the Covid 19 pandemic We always appreciate our colleagues’ opinions and support to help us complete our project One of the successful things of this topic is that students can get out of the fear of the speaking English On the contrary, to some extents, students may get the satisfaction whenever they have a chance to practice speaking English They have become more and more interested in listening and speaking English Moreover, students not only improve their skills but also widen their vocabulary Thus, the topic has contributed to making students more interested in English Although the writers made every effort to complete the topic, there may be some unavoidable mistakes We hope to receive more comments and feed-backs from colleagues as well as students to complete the topic in a more successful way so that it can help students improve their speaking skill as well as help them build up their confidence III PROPOSALS: Having applied this teaching method for a school year successfully, we have got some results as well as precious experiences as follow: Teachers always have to create a foreign language environment during the classes and use English as the main language to communicate with students so that they get familiar with the “English environment” Moreover, depending on the students’ level in each class, teachers may ask students to produce the language …… To all these things well, teachers have to keep on studying to broaden their knowledge and improve their speaking skills Teachers also try to encourage students to use English to communicate Teachers shouldn’t pay too much attention to students’ mistakes when they are speaking English Just let them listen and speak naturally Never stop them when they are trying to express their thoughts and ideas in English because this 25 may make them feel bad and stressed when they listen and speak English Teachers should ask students to practice speaking at home and record their presentations to teachers through media available like Zalo, Messenger, Padlet,… 26 SOME IMAGES OF SPEAKING ACTIVITIES 27 28 29 30 REFERENCE BOOKS Tieng Anh 10 (2006), Nxb Giáo dục Tieng Anh 11 (2006), Nxb Giáo dục Carter, R &Nunan, D (2001), Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge University Press Brown, G and Yule, G 1983 Teaching the spoken language: An approach based on the analysis of conversational English Cambridge: Cambridge University Press Klippel, F 1987 Keep talking: Communicative fluency activities for language teaching New York: Cambridge University Press 31 ... decided to choose and carry out the topic:? ?Enhancing speaking skill through post listening and post reading activities for grade 10 and grade 11 students at Cua Lo Upper Secondary School? ?? II AIM,... speaking activities ………………………………….5 Principles of teaching speaking skill ……………………………………………6 Developing speaking skills through post reading and post listening activities at upper secondary schools... SUBJECT AND RANGE OF THE STUDY Aim of the Study: The topic was studied and applied with a view to enhancing the speaking skill for grade 10 and grade 11 students It is also served as a source of materials