Skkn 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 3 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 1 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 3 High school.

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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 3 High school.
2. 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.

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 do an extension activity. This helps students take
the information or whatever they have produced in the white – stage, and do
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 5 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.
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

With students I conducted a survey for 5 classes : 11A1,11A2,11A,11 A4 and
11A5 with 260 students. The survey questionnaire number 1 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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
0
Role play

60
20
20
Slap the board
20
20
40
20
Storytelling
20
40
20
20
Interviews
20
20
60
0
Reporting
0
40
40
20
Playing card
20
40
40
0
Picture description
20

60
20
0
Guessing game
20
40
20
20
Show and tell
0
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%

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 5 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.
1. What’s your name ?
2. Where do you live ?
3. Can you tell some thing about your hometown ?
4. What do you like ? Why do you like it ?
5. What subject do you like? Why ?
6. 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
1 = 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.

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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.
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 do 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 do 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 do 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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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 3 minutes. Then
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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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 2 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 4 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 1 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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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 1 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 8 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 2 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 3 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.

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Where
Home / restaurant
Dressing

Planning a party

Who to invite
When
Date & time

Decorations
Color balloons / flowers

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….)

BUDGET
(500, 000VND)

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 4 Volunteer work – Part B: Speaking
Presentation
In the previous lesson, teacher divides class into groups of 6 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 ?....

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In the lesson, teacher invites groups to present their results.
2.2.4.5.5. Unit 6 Competition
Reporting: Chain Game
Teacher divides student into groups, each group has 8 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 7 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 3 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 8 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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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 9 – Post office
RolePlay
Teacher divides the class into 4 groups, then ask them to make a
dialogue for each situation in the book.
- Group 1, 3 do situation 1, group 2,4 do situation 2.
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 4 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 2 teams: team A and team B. Each team
chooses 4 students.

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

Number students of each team. Number 1, 2, 3, 4. 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 1 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 do you often do 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 do 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 do these tasks
- Student A has an interview form.
- He or she asks student B about biography of “ ISAAC NEWTON”
A
B
th
1. Date of birth
- 25 December 1642

2. Place of birth
- England
3. University
- Cambridge
4. Famous discoveries - Maths, physics
5. Career
- Professor
6. Death
-20th March 11727
7. Place of buried
- Westminster Abbey
2.2.4.5.14. Unit 16 – The wonder of the world.
Show and tell:
Teacher divide class into 5 groups and
give them 5 pictures about 5 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
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 do 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 2 (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%
Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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 2 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.

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

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Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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

Skkn.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.lessonsSkkn.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.lessonsSkkn.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.lessonsSkkn.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