Using information gap activities to improve 11th grader¬, speaking skill

1.
INTRODUCTION
1.1 Statement of the problem and the rationale for the study.
In Viet Nam , since the development of market economy, English is not
only a great interest but also an increasing demand for most people. English
now is therefore a compulsory school subject in many schools and universities.
In all the four skills of learning English, speaking obviously plays the most vital
part in communication. However, most Vietnamese learners find it hard to be
able to use English in the real life. The reasons may come from the fact that
traditional language teaching method like the Grammar- Translation one which
has been applied to teach English in our country for ages. In many English
classes, teacher and student exchanges have little communicative value because
there is no real information being exchanged. Teachers often spend a large of
proportion of class time asking “display” questions for which they and their
students already know the answers. Here are three examples of typical display
questions:
1. When presenting the new word “book” , the teacher holds up a book and
says: this is a book. What is it?”
2. When teaching the sentence pattern for habitual actions, the teacher asks
a student,” Do you go to school everyday?”
3. When demonstrating the present continuous tense, the teacher performs
the activity, such as walking to the door, and while doing so says “ I am walking
to the door. What am I doing now?”
These display questions serve only to elicit inauthentic language practice
to: present a new word( example 1), elicit a sentence pattern( example 2) or
practice a grammatical structure (example 3). They are not communicative. They
demonstrate usage rather than use of the target language.
In contrast, by using information gap activities, the teacher will motivate
students to speak English and will create like-real situations where one of them
has some information and other does not; thus, they must use the target language
to share that information. The students must speak in order to be able to finish

the task. In other words, information gap activities give students opportunities to
manipulate English appropriately not only inside but also outside the classroom.
There have been a number of previous studies on how to exploit
information gap activities in the speaking class. Nevertheless, no researchers
have examined the practice of using information gap activities to improve
speaking skill for the grader 11th in Chu Van An high school. This has given the
researcher desire to carry out a research study on this issue.
1.2.Objectives of the study
Doing this research , the researcher expected that the results are useful for
the English teacher of Chu Van An high school in teaching speaking, so that the
English teacher can create more communicative and active activities for the
students by using information gap activities. The researcher also hope to help
students have a better atmosphere in an English speaking class in which they are

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encouraged to speak or to state their ideas, thoughts orally in English.
Furthermore, using information gap activities can motivate them to speak
English as often as possible, so that they can improve their ability in speaking
skills.
1.3 The scope of the study
Due to limited time and experience, this study focuses on how the students’
speaking skills can be improved by using information gap activities.
The study was limited to teach English language textbook Tieng Anh 11
which is now in use in the high schools.
The study was applied in the school year 2017/2018, 2018-2019, by
implementing information gap activities
1.4 Research Methodology.
This research is a classroom action research which is intended to make a

contribution to the improvement of teaching and learning process by using
information gap activities
2. CONTENTS OF THE EXPERIENCE INITIATIVE
2.1.THEORETICAL BACKGROUND
2.1.1. Information Gap Activities
An information gap activity, in class terms, means that one student must be
in a position to tell another something that the second student does not already
know.
The two following examples offered by Brown and Yule (1983) will
distinguish information gap activity with other ones.
Activity 1: The teacher gives the student an object to describe.
Activity 2: The student A is provided with a simple drawing of a line, a
square and a triangle with a pen and a sheet of blank paper. The student A’s task
is to instruct the student B to produce, as accurately as possible, the drawing
which the student A can see but the student B can not.
In activity 1, the student has to create, for himself, an artificial information
gap between his knowledge and the teacher’s. He has to behave as if the teacher
does not know what the object looks like. This behavior is regarded as being
additional and highly artificial. There is no information gap because both the
teacher and the student can see the object clearly and then this is not genuinely
communicative.
Differently, activity 2 is more interesting partly because it creates a
reasonable purpose for the students to perform the task. In other words, one
person has the information that the other does not know, so there is a need to
communicate.
This definition reflects the nature of information gap activities. In
information gap activities, there is always an information gap among
participants which causes a need to communicate. This characteristic of
information gap activities is similar to the nature of a conversation in real life. In
fact, the need to communicate is created when one of the participants want to

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find out something they don’t know. Therefore, Information gap activities can be
considered as a bridge to bring features of real life communication into
classroom context
2.1.2. Factors affecting the choice of information gap activities
In order to select the most effective and appropriate information gap
activities, teachers must take many factors affecting their choice into
consideration. Among them, the four following criteria need to be paid most
attention to: students’ language level, topics and objectives of each lesson, time
allowance, and teaching aids.
First and foremost, students’ language level is the most significant factor
affecting the choice of an information gap activity. The reason is that the activity
is under or above the students’ language level; the students may lose their
interest when they find out that the activity is too easy or too difficult to be
accomplished. The activity then is just a waste of time and effort.
Secondly, the information gap activity which is chosen must suit the
particular objectives of each lesson. The teacher should not let his students
perform an information gap activity which is claimed to develop students’ ability
of using common expression in making small talks whereas the topic of the
lesson is about technology and the lesson is targeted at developing students’
capacity of talking about the uses of mordent invention in daily life. Therefore,
in order to pick out suitable information gap activities, the topic and objectives
of each lesson need to be clarified right from the start.
Another important factor must be considered carefully is time allowance for
the activity. For instance, an information gap activity set for warming up the class
should be spent just below ten minutes while fifteen to twenty minutes can be
spent on an information gap activity used in order to practice newly presented

language items.
Last but not least, teaching aids (cards, pictures, flashcards, etc.) for the
information gap activities should also take a great deal of attention. Sketchy or
illegible cards or pictures surely depress students’ interest for the activity. An
information gap activity that is interesting but hard to find the materials to be
carried out also should be eliminated. That is why, during the preparation, the
teacher should assure that the aids are available, visible and attractively
presented so he can motive his students to learn best.
2.1.3. Strategies of implementing information gap activities
Information gap activities should be implemented via some strategies. The
following are some techniques used to implement information gap activities.
2.1.3.1 Pair work or group work: In order to elicit information and opinions, the
learners need to interact among themselves. They should spend most of their
time working in pairs or groups, finding out their peers’ points of view,
transmitting their own conceptions, exchanging ideas, and questing for clues for
solutions. Thus, dividing the learners into pairs and groups is an inevitable and
important strategy to implement information gap activities. This ensures the

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successful function of the information gap activities in teaching speaking in
which group work can help achieve the goals of anxiety reduction and
meaningful communication (Sato,2003). However, effective group work in the
classroom does not occur automatically and thus the teacher’s careful
involvement is required as in the following steps:
Firstly, the teacher should plan and prepare for the group work activities
ahead of the speaking lesson ( Sato,2003) because the good designs of the
activities will result in “ more negotiation of meaning, more feedback and faster
acquisition” ( Skehan,2007,p.291)

Secondly, the engagement of the teacher in the group work is important
(Ellis,2003.p.70).
Thirdly, the teacher should allot roles to each member within group
reasonably (Sato,2003). As, Ellis(2003,p.271) suggests that mixed groups
including different proficient members can work better than “ homogeneous
group”. Additionally, Jacobs( 1998, as cited in Ellis,2003) suggests that “ the
students ate seated in a way that they can talk together easily, keep eye contact ,
share materials and talk in a lower voice”.
In fact, information gap activities assist students to achieve their goals of
meaningful communication. Through pair and group work they can get more
opportunities to speak and feel more confident about speaking after cooperating
to practice. Furthermore, they get enjoyment from learning language, which
motivates them to reach a higher level. But teachers should take into
consideration that group work in speaking also has its negative effects. For
instance, students may overuse the first language or “ engage in off task
talk”( Ellis,2003,p.168).
2.1.3.2. Personalization and individualization: according to Zhang (2004) as
quoted in Defrioka (2009,p.40) information gap activities collect views not only
from others but also from one’s own contributions as well. It is both speakers’
conceptions that close the gap between them.
2.1.3.3. Interest: interest is particular important for the implementation of
information gap activities. To stimulate learners’ involvement, interest requires
that the activities be designed with some essential characteristics, such as those
in games, role playing, curiosity arousing activities, imagination involving
activities, real life touching experiencing activities, visual or auditory attracting
activities, in addition to a clear goal and a meaningful problem solving process.
Making the information gap activities interesting will ensure a high involvement
of learners and keeps the motivation on going.
2.1.3.4. Variety: a variety of information gap activities and techniques are
always essential in all teaching and learning. They will accommodate varieties

of learning styles and individuals.
2.1.3.5. Open ending: this means “ the provision of cues or learning tasks which
do not have single predetermine “right” answers, but a prospectively unlimited
number of acceptable responses” ( Ur,1996,p.309). Open ended cues in

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information gap activities supply possibilities at various levels and dimensions.
Thus activate an increase in number of learners’ responses from elementary to
advanced, from simple to sophisticated, and from textbooks to personal
experiences. Open ended strategy allow learners opportunities for choosing
appropriate languages, topics and paces, which promotes a significant rise in the
proportion of learners’ participation
2.2.THE REALITY OF TEACHING AND LEARNING SPEAKING PART.

2.2.1. An overview of Chu Van An high school
Teacher
Most of the English teachers think the aims of teaching speaking English is
how to make students communicate effectively and naturally in real life.
However they found some problems in getting students’ attention and
participations in speaking class. Furthermore, the students are so active and
noisy. They are hesitant and unconfident when they speak in front of class. Thus,
when asking English teacher about what causes these problem most of them
thought that the cause may be because of the teacher’s teaching method.
Students are not motivated enough in learning English. The English teacher
often use the same method in every speaking lesson . They often give a sample
dialogue to students, ask them to read and practice with their partner . After that,
the teachers ask students to make a similar dialogue with the teacher’s help by
providing words, structures. Whenever students do not understand their

instruction, the teacher uses Vietnamese to explain. Then, teachers asks them to
memorize and perform in front of the class.
In addition, English teachers see that most of their students speaking ability
is low. They are shy and hesitant when they speak English even inside or outside
classroom. They can not express idea or give opinion in real communication
well.
The English teacher teaching method is boring, unmotivated and uncreative.
They rarely facilitate the students in communicative activities
Students
Most of students want to learn English well, they like it but they are not
motivated in learning because English is very boring and difficult. The students
meet some problems in speaking English . They do not understand what their
teacher explains. There are so many new words and structures. They do not
brave to speak English. The causes for these problem may be because they are
lack of confidence , lack of motivation and lack of vocabulary, etc..
From the above fact, the researcher see that He should use an active and
creative activity to motivate students’ speaking skills. Information gap is very
useful for organizing these such activities. The teacher is able to improve the
students’ speaking ability because information gap activities increase student
talk and promote interaction among students for communicative purposes rather
than the students become comfortable to speak everything.

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2.2.2. The English Language syllabus
Our school’s 11th Grade English Language textbook “ Tieng Anh 11” . It is
a traditional textbook structured with a priority towards theme-based or topicbased learning models. The textbook has desirable aims of providing students
with a foundational knowledge of numerous fields, a favorable attitude towards
the English Language, and the four skills generally recognized as building

proficiency in language study: Listening, Speaking, Reading, and Writing.
For each topic, related vocabulary and word studies are presented
communicatively. The book contains sixteen units, with each unit presenting
five lessons with four different skills and a language focus. Speaking is the
second unit in each lesson.Some tasks in the text book are difficult while some
others are not really challenging. This disparity requires teachers to creatively
motivate students by adapting exercises to their interest levels. Being effective at
this adaptive skill is what sets teachers apart (average from excellent)
worldwide.
2.3. METHODOLOGY
2.3.1 Research design.
This research is a Classroom Action Research (CAR) . Action research is
an action that is done by the teachers to improve the teaching and learning
process in their classes. This research consisted of 2 cycles and each cycles
consisted of 4 elements. The researcher used the scheme of action research
designed by Kemmis and McTaggart as follow:

Figure Action research cycles by Kemmis and McTaggart

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Based on the model above, the first step is planning. In this step, the
researcher found some problems in classes. Then, after planning the actions, the
researcher took actions to solve the problems. While taking actions, the
researcher also observed the teaching learning process to know the effect of the
actions. This is also the stage where the researcher collected information as
much as possible related to the implementation of the actions. The last step was
reflection where the researcher evaluated and reflected on what he had done. In
this research , the researcher used information gap activities to improve the

speaking skills of grade 11 students in Chu Van An high school
2.3.2. The implementation of information gap activities in teaching
speaking.
In this implementation, the researcher arranged the pre-test and post-test
orally. The pre-test was administered to the students under study before the
treatment was given to know the students’ pre-existing ability in speaking.
Besides, the post-test were administered to know the students’ progress after the
treatments were given.
In the pre-test, the students under study were asked to construct and
perform the descriptive monologue. The students could choose the topics which
were provided by the researcher. They could describe their best friend, daily
activity, family or school in front of the class within 2 until 3 minutes. The
researcher scored the students’ performance by using the rubric which had three
categories . The categories were grammar , fluencies and comprehension ( see
appendix 3).
After knowing that the students’ speaking ability is low, that can be seen in
the result of pre-test score, the researcher prepared 2 cycles. Each cycle consists
of four steps. They were planning, action, observation and reflection. After each
cycle was done, the researcher conducted post-test to know the improvement of
speaking ability. The description of each cycle can be explained as follow
2.3.2.1 Cycle 1
a. Planning
Planning was focused on preparing the lesson plan , teaching aids for
doing an action in the classroom. The lesson plans were suitable with the 11 th
grade and the information gap activities that is sharing information with
unrestricted cooperation. It was divided into two meeting, 45 minute for the first
meeting and 45 minute for the second meeting. The researcher prepared some
pictures and the activities related to the topic. This cycle was carried out to solve
the problem in the pre-test, which was students still low in speaking ability. To
avoid the students’ boredom, the researcher designed different activities in each

meeting.
b. Action
Action means the activities that the researcher really did in the classroom .
There were two meetings in this cycle. In this phase, the researcher taught and

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the teacher sat down, observed and monitored all the activities that happened in
the classroom.
First meeting.
Date: March, 25th, 2018
Topic: Sources of energy.
The researcher began the lesson with a warm up activity by watching a
video of sources of energy and answer questions about it. The researcher also
supplied new words and structures. Then, the researcher gave a student one
picture of sources of energy while he had six ones. His duty was to ask and
describe about the advantage and disadvantage of these sources of energy in
order to find out which one is student’s energy picture. This activity was a
sample activity to help student practice later.
After giving the sample activity, the researcher asked students to work in
pairs with their partner. This time, the partner given 6 pictures of sources of
energy and the other was given a picture. The student had to practice with their
partner the activity which had been performed before. The teacher called the
students to go in front of the class with their partner. The teacher gave six
pictures to the other. They performed what they had practiced, but a picture held
by a partner was selected by the teacher. At this time, there are some students
practice and the teacher motivated them by giving additional score for the
person who was volunteer to perform in front of the class.
Second meeting.

Date: April, 4th , 2018
Topic: Hobbies
The researcher began the lesson by giving an interesting warm up activity
(miming game to guess what the student would like to do) to lead into the new
lesson. Furthermore, the researcher may ask students some questions about their
hobbies before the lesson .
The researcher asked students to work in pairs. Each student had 5 pieces
of paper on that the researcher wrote 5 hobbies that people often like to do.
Student A arranged the pieces of paper in his/her way and the student B had to
rearranged his/her paper the same sequences as student A but he/she may not see
student A’ papers. Student A’s duty is to instruct and direct student B by
describing, asking questions so that student B can arrange the same sequence as
student A’s . If they finished , they could change the turn to each other.
After practicing with partner, the researcher asked two students went in
front of the class to perform but at this time the papers are different from the
papers given to them before and the researcher was the person to arrange the
paper.
c. Observation
The researcher observed the teaching learning process in order to get the
data from students’ progresses. From the result of the pre test, the researcher
found that before using information gap activities, students were not running

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well. They were hesitant and unconfident when they perform in front of the
class. They had difficulties in expressing ideals and thought orally. However ,
the researcher found that in the first cycle , after using information gap
activities, the student may speak English more confidently. They are initiative in
speaking by using grammar and vocabulary correctly. They could make

questions and answer them fluently. Especially, they are motivated by the
teacher. Most of them were ready to perform in front of the class. Although there
were some students still have difficulties in using vocabulary and grammar but
they understood how to use them. They only need more activities to apply them.
d. Reflection.
After analyzing the data and evaluating the result of observation of
teaching learning process in cycle 1, the researcher should pay attention to the
students who were shy and not confident enough to speak English . Furthermore,
he should recognize the student who got difficult to understand and often
produce incorrect speaking.
When the researcher categorized these kinds of students, first the researcher
could ask them to speak English with him so that the researcher can correct the
errors that they made, second the researcher could put them in pairs or groups
who have a good ability in speaking English. They can give peer correction.
To sum up, after using information gap activities in cycle 1, the researcher
found that the students’ speaking English is more fluently and correctly.
2.3.2.2 Cycle 2
a. Planning
After cycle 1, the researcher found that using information gap activities
helped students improve their speaking English better. However, the researcher
didn’t satisfy with this result because there were some students who still have
difficulties in using grammar structures and vocabularies correctly. Thus, the
researcher decided to continue the next cycle to improve the students’ speaking
ability. The second cycle was carried out to improve the problem in cycle 1.
b. Action
The researcher continued applying information gap activities in this cycle
to improve students’ speaking ability. There were three meeting in this cycle ,
including post - test. They are described as follow.
Fist meeting
Date: April, 14th, 2018.

Topic: Space conquest
To motivate students in the new lesson, the researcher warm up them with a
small game ( quiz game) . The questions in the game were related in the topic.
Then , the researcher divided students into groups, each group had four
members. The researcher prepared 10 important events in space exploration.
However, each event was cut up into pieces of paper. The students worked in
groups. Each member in group handed one or two pieces of the event. Without

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seeing each other ‘s paper, the student in the group must decide the original
sequence of the event.
After that they discussed about the event and created a story without
writing it. The researcher helped students if necessary. After discussing, the
researcher called two member of each group to perform their story in front of
the class. The researcher chose the students to perform randomly. This activity
helped students to improve their description and narration language.
The second meeting.
Date: April, 25th ,2018.
Topic: The wonders of the world
The researcher warmed up students with a suitable activity that was related
to the topic ( such as brainstorming the wonders of the world). She also prepared
two kinds of paper. The first paper is the list of wonders of the world. The
second paper is the list of the characteristics of these wonders ( construction,
special features, attraction….) . Then the researcher asked students to work in
pairs , one student had a paper consists of the names of wonders, one had a
paper consists of their characteristics. The students may not see the other’s
paper. Students worked in pairs to decide which characteristics belongs to
which wonder by describing and asking questions. Students took turn in this

activity. In order to help students to understand how to do this activity, the
researcher asked a student who has a good ability in English to come forward
and perform this activity with the researcher in front of the class. After students
practiced with their partners, the researcher called students to perform in front of
the class.
Third meeting ( post - test).
Date: May, 2rd,2018.
Topic: The beauty of Vietnam
The researcher gave warm up activity related to the topic. The activity used
in this test was the same activity with the second meeting but the topic was
different . The researcher asked students to work in pairs. Then , he gave a
student in each partner a paper consists of 10 provinces, while the other was
given a paper consists of 20 things that may be found in these provinces. Then,
the researcher asked them to work with their partner to decide things that might
be found in each province by discussing and arguing . After practicing, the
researcher called students’ name two by two. She selected the name randomly.
Then she gave them two papers as the papers that had been given to them
before. The researcher also invited the English teacher to assess students’
performances. The test run for 45 minutes.
c. Observation
After observation the second cycles, the researcher found that by using
information gap activities students’ speaking English become better. They were
very enthusiastic to follow the teaching learning process. Most of the students

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are more confident and initiative in expressing their idea or thought orally in
English. They are willing to be volunteers when the researcher asked them to
speak or answer the questions. They could use grammar structures correctly.

d. Reflection
Based on the result of the observation, the researcher evaluated the result of
implementation of using information gap activities for the 11 th grader as follow.
Most of the students are braver, more confident and easier to understand English
speaking and easier to use grammatical rules and vocabulary items fluently and
correctly. Furthermore, students may use English in real communication. They
are willing to speak, and communicate with their teachers and friends outside
classroom. To know the progress of the students’ speaking ability after
conducting the research for 2 cycles ( with 5 meetings), the researcher displayed
students’ progress on their pre-test and post-test .
2.3.3. SOME EFFECTIVE INFORMATION GAP ACTIVITIES TO
TEACH SPEAKING TO 11 GRADERS
2.3.3.1. Speaking activities based on information gap activities
The teacher should design the speaking activity so as to provide an
opportunity for learners to produce language that they had recently learnt in
order to prepare the learner for later communicative activity by providing them
with the necessary linguistic form and the necessary links between forms and
meanings.
According to William Littlewood (p.40,2006) speaking activities based on
information gap principle can be divided into some categories, those are:
1. Identifying pictures: learner A has a set of four, five or six pictures which
are very similar in content, but contain a number of distinguishing features.
Learner B has a copy of these pictures , learner A must find out which of the
pictures learner B is holding, by asking him questions about it.
2. Discovering identical pairs: In this activity the students work in groups,
for instance, one group consists of five students. Four pictures are given among
four students and the fifth learner in the group holds a duplicate of one of these
pictures. He must ask the others to discover which learner has the picture
identical to his own
3. Discovering sequences or location: learner A has a set of six patterns.

These are arranged into a sequence from one to six. Learner B has the same set
of patterns, but these are not in sequence. Learner B must discover the sequence
of A’s pictures and arrange his pictures in the same way.
4. Discovering missing information or features: learner A has information
represented in tabular or picture form. However, some items of information have
been deleted from the table or picture. Learner B has an identical table or picture
but different items of information have been deleted. Each learner can complete
his own table or picture by asking his partner for the information that he lacks.
5. Communicating patterns and pictures: learner A has an assortment of
shapes which he arranges into a pattern. Learner B has the same shapes. They

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must communicate each other so that B can reproduce as exactly as possible the
same pattern as A.
6. Discovering differences: learner A and B each have a picture or
map/patter , etc. The pictures are identical except for a number of details. The
learner must discuss the pictures in order to discover what the differences are.
7. Following directions: learner A and B have identical maps. Only A knows
the exact location of some building or other feature. He must direct B to the correct
spot.
8. Pooling information to sold a problem: learners have to pool information
in order to solve a problem. For instance, learner A has a tow plan showing the
location of interesting places. Learner B has a list of a bus timetable together
they must devise a itinerary which would enable them to visit, say five places
during one say , spending at least half an hour at each.
9. Reconstructing story sequences: a picture script story(without dialogue)
is cut up into its separate pictures. One picture is handed to each member of a
group. Without seeing each one’s pictures, the learners in the group must decide

on the original sequence and reconstruct the story
2.3.3.2. Typical procedure to conduct an information gap activity.
Norman, Levihn, and Hendenquist (1986, p.101) offer the following steps
to carry out an information gap activity:
Step 1: Divide the class into pairs
Step 2: Give each student the appropriate “half” of an information gap
activity. Explain that they must not look at each other’s information. It is a good
idea if the information given to the students the instruction for what they are
required to do. It is often helpful for one student’s information to contain the
information You start, while the other student’s includes. Your partner will start.
Step 3: Students prepare for a new moment silently.
Step 4: Students do the activity, without further preparation by the teacher.
Step 5: One or more pairs “performs” for the class. If all pairs are working
on the same activity, after each “performance”, other students are invited to
comment, and both the teacher and students make comments on how the
language can be improved.
Talking about their speaking English ability , many students assume that
they have not spoken English well yet. They are hesitant when they express
ideas or thought orally.

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2.3.3.3. Some suggested lesson plans for teaching speaking ‘ Tieng Anh 11”.
Because of the limitation of the number pages (no more than 20 pages),
reasearcher only states out 3 periods
Date of planning:…….
Period:…
Topic: Friendship ( unit 1: Part B: speaking)
I. Objectives: Students will be able to :

- describe physical characteristics, discuss
- personalities and talk about a famous person or a friend….
II. Teaching aids: Tieng anh 11 course book, Pictures, Handouts
III. Method: mainly communicative
IV.Procedure:
Teacher’s activities
1. Warm up: Guessing game
Suggested questions:
• Is the person a girl/a boy?
• Is she tall?
• Is she wearing a blue shirt?
• Is she friendly?
• Does she have long black hair?
the game can continue until the time is up.
2. Pre speaking:
Brainstorming.( Group work)
Teacher gives the keys words.
square
oval
crooked
hooked
flat

face
round

heart- shaped

curly

wavy

nose
pointed

Students’ activities
-

turn-up
snub
large

One st goes
to the board and
T gives him a
piece of paper
with the name of
a st in the class.
Others have to
ask Y/N Qs to
find out who the
st is. Sts should
ask about the
appearance,
personalities, or
clothes.
-Students find out
the related words
(mainly adjectives)

wrinkled
hair

straight
shoulder- length

long, short

forehe
ad

high
wide

sleek

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careful

friendly

easygoing

hospitable

personality
3. While- speaking
Activity 1: Guess the card

Teachers prepare cards ( pictures of some pupils in class).
One student holds a card so that their partner can not see.
The partner must ask yes or no questions to determine who is on the cards.
Suggested questions:
• Is the person a girl/a boy?
• Is he tall?
• Is he wearing a ring ?
• Is he friendly?
• Does he have under- cut hair?
• Does his name start by letter M ?
• Is his bag red ?........
Teacher goes around to help students with words and structures
Activity 2: Find your idol/ famous person. ( whole class
activity)
Students go around the class. They will ask each other yes
or no question about a person who they think in mind (a
famous person). The others have to guess who they are
talking about.
4. Post - speaking
* Ask students to perform in front of the class
* Give feedback .
5. Consolidation and homework
Ask Students to write a paragraph about a person who they
love most.

- Students work in
pairs or small
groups.
-ask
and

answer Questions
as the teacher has
guided.

Use the same ways
in activity 1 to
pratise with
anybody they love.
Work in pairs to
practise.
Write down and do
at home.

Date of planning:
Period:
Topic: Holiday/ celebration ( unit 8: Part B: speaking)
I. Objectives: Students will be able to :
- describe a holiday or a celebration
- talk about the features of the celebrations.

14


II. Teaching aids:
spaeker, computer.

Tieng anh 11 course book, Pictures, Handouts, projector,

III. Method: mainly communicative
IV.Procedure:

Teacher’s activities
Warm up: Game: Celebration Recognition
Teacher prepares a tape with pieces of songs:
1. Happy new year
2. Jinggle Bells
3. Chiec Den Ong Sao
4. Happy birthday
- divide class into 2 teams.
the team has the faster and correct answer will be given 1
mark
- the winner is the group having more marks.
- check sts' understanding of the instructions.
1. happy new year- New year's celebration
2. Jinggle Bells - Christmas day
3. chiec den ong sao- Mud- Autumn festival.
4. happy birthday- Birthday's celebration
- Do you know any other celebrations in our country and
around the world
2. Pre speaking: Make questions
Ask students to make as many questions as possible when they
want to talk about a celebration.
Sample questions:
- What is it?
- When is it exactly?
- what is the main purpose of the celebration ?
- What do you often do on that day?
………………
3. While- speaking
Activity: Discover missing information.
Learner A has a table of celebrations. However, some items

of information have been deleted from the table. Learner B has an
identical table but different identical items of information have
been deleted.
-sheet A and Sheet B will give full information
Sheet A
Holiday/Celebr Main purpose
Main activities

Students’
activities
- listen to each
song once and
tell the occasion
when this song is
played.
-the team
has the
faster and
correct
answer
will be
given 1
mark
- the winner is
the group having
more marks.

- write down the
forms and
practise.

Each learner can
complete his or
her own table by
asking his /her
partner for the
information that

15


he lacks.
-sheet A and
Sheet B will give
full information.

ation
Valentine’s day People express
their love to each
other
Family members get
together. They
prepare a large meal
with roast turkey.
People visit other
family members or
friends. Children
receive lucky money

Tet

People celebrate
the largest full
moon in the year
Sheet B
Holiday/Celebr Main purpose
ation

Main activities

Work in pairs to
practise

They give chocolates,
flowers or gifts to the
people they love
Thanks giving

Mid Autumn
festival

People celebrate
the harvest
Mark the
beginning of
spring.

Work in pairs to
practise
Children wear masks,

parade in the street,
have parties with
special cakes and lots
of fruits..

4. Post – speaking
Ask and answer about the holidays above.
5. Consolidation and homework.
- Write a short paragraph about one of the holidays

Work in pairs to
practise

Write down and
do at home

Date of planning:
Period: Topic: The wonder of the world ( unit 16: Part B: speaking)
I. Objectives: Students will be able to : Students will be able to know more
some wonders of the world and talk about them .

16


II. Teaching aids: Tieng anh 11 course book, Pictures, Handouts, projector,
speaker, computer.
III. Method: mainly communicative
IV.Procedure:
Teacher’s activities
Students’

activities
1. Pre – speaking
* Brainstorming the wonders of the world ( Group work).
Halong bay
Work in
The Great Wall
groups, give
The Great Pyramid of Giza
the name of
Tai Maha India, ……………..
the wonders
* Provide new words
of the world
World Heritage = wonder of the world
Construction: cấu trúc xây dựng
-write down
Feature: đặc điểm
the words
Visible (adj): có thể nhìn thấy được.
-listen and
Man made: nhân tạo
read
* Check up: Rub out and remember
2. While - speaking.
Activity: Discover missing information
* hand out the lists of wonders , and the lists of their
characteristics to students.
Sheet A and Sheet B will give full information.
Sample cards
Student A (sheet A):

- students to
work in pairs
Pyramid
The Great
The statue
Wonders
Eiffel tower
-Students
of Giza
wall
of liberty
have to
Country?
France
America
decide which
Constructi
In 1889
In 1886
characteristic
on?
s belong to
Be
which
considered
Be seen
wonders by
as a
Attraction
from almost

masterpiece describing
?
anywhere
and asking
of the
in paris
questions.
human
-each student
spirit
has to finish
Special
147
The length :
his card with
features?
metres
more than
full
high
6000km
information
The height:

17


11m
Students may use the suggested questions:
- Which country does it belong to ?/ where is it located ?

- When did its construction start ?
- Is it in France ?
- Is it a manmade heritage ? / Is it a natural wonder ?
- What is the most attraction about it ?
- Can you tell me some special features about it ?
Student B (sheet B):
Pyramid of
Eiffel
The great The Statue
Wonders
Giza
tower
wall of liberty
Country?
Egypt
China
2560 BC
In 1368
Constructi Built over a
Took 200
on?
20 year
years to
period
complete
The tallest
To be
structure on
Attraction
visible

earth more
?
from the
than 43
moon
centuries
1665 steps
20.000
light bulbs
on the
tower
A present of
Special
Over 30
France to
features?
replicas of
America
the Eiffel
tower
around
world
3. Post - speaking
* Student perform in front of the class
* Teacher gives feedback.
4. Consolidation and homework: student write a short
description about one of the wonders of the world.

Practise in
pairs by

using yes/no
questions or
Wh
questions

Practise in
pairs by
using yes/no
questions or
Wh
questions

Practise in
pairs by
using yes/no
questions or
Wh
questions

Work in
pairs to ask
and answer
about the
wonders of
the world

18


2.4. RESULT OF RESEARCH

- I compared the students’ performance in speaking lessons in class 11D2(42
students) and 11D3 (42 students) at Chu Van An high schhol, school year
2017 – 2018 about: fluencies (when they speak) , comprehension (when they
speak), pronunciation and vocabulary (when they speak), selfconfidence
when they speak in class.
- we should focus that the student in class 11D2 and in class 11D3 are the
same level, 11D2 used information gap but 11D3 didn’t use. And I see that:
+ The fluencies (when they speak)
Level
Good
Quite good
11D3
5%
20%
11D2
15%
25%

normal
30%
40%

+ Comprehension (when they speak)
Level
Good
Quite good
normal
11D3
10%
20%

40%
11D2
15%
25%
45%
+ Pronunciation and vocabulary (when they speak)
Level
Good
Quite good
normal
11D3
5%
30%
40%
11D2
10%
40%
40%
+ Selfconfidence when they speak in class.
Level
Good
Quite good
11D3
10%
20%
11D2
20%
35%

normal

20%
30%

bad
45%
20%
bad
30%
15%
bad
25%
10%
bad
50%
15%

- The comparisions about showed that in class 11D2 we used information gap
activities in speaking lessons, which gave better results than those in class
11D3 (in 11D3 we used traditional methods/ without using information gap
activities)
- we should focus that the student in class 11D2 and in class 11D3 are the
same level and taught by one teacher – reasearcher.
- In school year 2018 -2019, at Chu Van An high school I applied information
gap activities in speaking lessons in class 11A3, 11A6 and had the same
result in 11D2(2017-2018)
- I also shared my ideas about using information gap activities in speaking
lessons with some of my friends who are teaching English in high school
such as: Mr Le Huu Tung in Lang Chanh high school, Mr Nguyen Van Xo,
Mr Le Quang Nguyen in Sam Son high school, Mrs Le Thuy Linh in Le Lai

19


high school, Mr Nguyen Duy Xuan in Mai Anh Tuan high chool, Mr Le van
Tuyen in Nhu Thanh high school...
They said they also applied information gap activities in speaking lessons in
grade 11 in their school in school year 2018 – 2019 and got the exciting
results.
So I can be sure that using information gap activities in speaking lessons in
grade 11 is very useful.
3. CONCLUSION AND SUGGESTION
3.1.Conclusions
By implementing information gap activities in teaching speaking , the students
have more opportunities to practice their speaking by communicating certain
information to their friends. Information gap also increased students’ motivation
and confidence to speak in English. The students also understood the classroom
English very well. Information gap technique has various activities that can be
effective to teach students in a big class. The students’ speaking skills of grade
11 at Chu Van An high school are improved.
Because of the limited ability of reasearcher, the study hasn’t been perfect, we
hope that it will contribute a small part to helping students learn and master
English better at high school and to be more successful in daily communication.
3.2. Suggestions for further study
Exploiting communicative activities in developing speaking skill for
students still remains a wide room to discuss and study. Further research may
concentrate on some aspects such as how to motivate students in speaking
lessons or useful techniques to invest communicative activities effectively. As
for the field of information gap activities, the researcher would like to suggest
that the study on building an item bank of information gap activities for
particular course book would contribute to deal with the shortage of applicable

materials for teachers. Besides, concerning the teachers’ difficulties in selecting
and adapting information gap activities, research on criteria to select appropriate
exercises would worth considering.

The headmaster’s identification

Thanh Hoa, May 14, 2019
I ensure that I wrote this experience
initiative myself, without copying the
content of others.
Writer
Nguyễn Đức Toàn

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TABLE OF CONTENTS
Date of planning:……....................................................
Date of planning:.......................................................... 1
Date of planning:..........................................................
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5

6
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Brown, G., & Yule, G. (1983). Teaching the spoken language. Great Britain:
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Levihn, & Hendenquist, T.(1986) . The Social Construction of Reality. Oxford:
Oxford University Press.
Nunan , D.(1991). Language Teaching Method. Hemel Hempstead: Practice Hall

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Richards,J.C.(2008). Teaching Listening and Speaking from Theory to Practice.
Cambridge : Cambridge University Press.
Richard, J., Platt, J., and Webber, H. (1986). Longman Dictionary of Applied
Linguistics. London: Longman Group Limited.

William Littlewood.(2006). Communicative Language Teaching. Cambridge:
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Ur,p. (1996). A Course in Language Teaching. Cambridge: Cambridge University
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Video.nationalgeographic.com/video/alternative – energy

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