Public speaking classes at Nghe An Continuing Education Centre

ons & Dragons. The amount of time required to learn to play or master a game varies greatly from game to game. Learning time does not necessarily correlate with the number or complexity of rules; some games, such as chess or Go, have simple rulesets while possessing profound strategies.
Aims: Learners explore themselves their vocabulary and structures as well as their friends’.
Organization: Pairs or groups
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students.
Each student of a pair or group in turn shake a dice and ask the questions, the others will answer..
Lesson applied: 
Example 1: lesson 1“Hobbies” - Movers level
 Example 2: lesson 5“Sports” - Flyers level 
3.10. Word search
A word search is a word game that consists of the letters of words placed in a grid, which usually has a rectangular or square shape. The objective of this puzzle is to find and mark all the words hidden inside the box. The words may be placed horizontally, vertically, or diagonally. Often a list of the hidden words is provided, but more challenging puzzles may not provide a list. Many word search puzzles have a theme to which all the hidden words are related such as food, animals, or colors. The puzzles have, like crosswords and arrowords, become very popular. Also in common with these latter puzzles, have had complete books and mobile applications devoted to them.
Aims: To introduce learners vocabulary relating to certain topics.
Organization: Individuals, pairs or groups
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file and handouts.
Procedure: 
Deliver the handouts to the students.
Follow the instructions in the handouts and do the task.
Lesson applied: 
Example 1: lesson 13 “Food and drinks” - Movers & Flyers level
Example 2: lesson 12 “School” - Starters level
Example 3: lesson 5 “Sports” - Movers & Flyers level
3.11. Hangman
Hangman is a classic paper and pencil game. The idea of the gallows may be a little morbid, but it also adds to the excitement of the game, especially for boys. Everyone wants to save the poor person from a grim fate!
TO WIN: The executioner wins if the full body is hanging from the gallows. The guesser(s) wins if they guess the word before the person is hung.
Aims: To introduce learners vocabulary relating to certain topics.
Organization: pairs or groups
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sports, Animals, Festivals 
Materials Required: A computer in the classroom, powerpoint file and handouts.
 Procedure: Choose one person to be the executioner. That person will think of a word or short phrase an mark out blanks (short lines) for each letter of each word. Separate words with either a slash, a fairly wide gap, or place words on separate lines. Then another player will guess a letter. If that letter is in the word(s) then write the letter in everywhere it would appear, an cross out that letter in the alphabet. If the letter isn't in the word then add a body part to the gallows (head, body, left arm, right arm, left leg, right leg). The player will continue guessing letters until they can either solve the word (or phrase) or all six body parts are on the gallows.
Lesson applied: 
Example: lesson 2 “My favourite animals” - Movers & Flyers level
4. Typical activities applied for while-public speaking
4.1. Matching
Matching games are games that require players to match similar elements. As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30 word cards; composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory. This is also known as the Pelmanism principle, after Christopher Louis Pelman, a British psychologist of the first half of the 20th century.
Most matching games are objective, with correct answers in the rules for what counts as a match, pair, etc. 
Aims: To introduce learners vocabulary relating to certain topics.
Organization: Individuals, pairs or groups
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students.
Follow the instructions in the handouts and do the task.
Lesson applied: 
Example 1: lesson 13 “Festivals” - Pet level
Example 2: lesson 10 “Seasons” - Movers & Flyers level
Example 3: lesson 2 “Environment” - Pet level
Example 4: lesson 6 “Holidays” - Ket & Pet level
Example 5: lesson 1 “Introduction” - Starters level
4.2. Crossword
A crossword is a word puzzle that usually takes the form of a square or a rectangular grid of white-and black-shaded squares. The game's goal is to fill the white squares with letters, forming words or phrases, by solving clues, which lead to the answers. In languages that are written left-to-right, the answer words and phrases are placed in the grid from left to right and from top to bottom. The shaded squares are used to separate the words or phrases.
Aims: To To introduce learners vocabulary or information relating to certain topics
Organization: Individuals 
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students.
Follow the instructions in the handouts and do the task.
Lesson applied: 
Example 1: lesson 13 “Festivals” - Ket & Pet level
Example 2: lesson 6 “Holidays” - Flyers level
4.3. Information Gap
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information.  Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.
Aims: To help learners think of vocabulary relating to certain topics
Organization: Pairs
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Houses, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students.
One student make questions and another anwers.
Lesson applied: 
Example 1: lesson 11 “My house” - Starters level
Example 2: lesson 1 “Introduction” - Starters level
Example 3: lesson 6 “Holidays” - Movers level
4.4. Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
Aims: To elicit vocabulary and structures relating to certain topics
Organization: Groups
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students
Students read the questions in the map and answer.
Lesson applied: 
Example 1: lesson 1 “Introduction”- Starters level
Example 2: lesson 3 “School”- Movers level
people
Example 3: lesson 6 “Holidays”- Flyers level
Example 4: lesson 2 “Environment”- Ket level
Example 5: lesson 2 “Environment”- Pet level
4.5. Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class.
Aims: To help learners elicit vocabulary relating to certain topics
Organization: Pairs or groups
Time allowed: 20 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Pairs or groups look at the pictures and name the things and activities in the pictures.
Using the pictures to make a story.
Lesson applied: 
Example: lesson 14 “Preparation for course end” - Flyers level
4.6. Guided Interviews
Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. 
Aims: to explore learners’ vocabulary relating to certain topics
Organization: Pairs
Time allowed: 20 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Each pair asks and anwers the questions about the topic.
Call pairs to stand up and make interviews.
Lesson applied: 
Example: lesson 6 “Holidays” - Ket & Pet level
HOLIDAY A
HOLIDAY B
Ask your partner questions about his/.her last holiday. Use the following notes to help you.
You can either answer your partner’s questions by using the following notes or by talking about a holiday you really had.
Where?
How long for?
Saty where?
With whom?
Like it? – Whay? Why not?
Sightseeing?
Sports?
Food?
Go again?
Do anything special?
Bad points
Iceland
2 weeks
Camping
Group of students
Very nice – friendly people from different countries
Lots of
Hiking, swimming in lakes
A bit boring, no fruit
Perhaps
Climb a volcano, see a glacier
Rain, cold
4.7. Riddles
A riddle is a question, a puzzle, a phrase, or a statement devised to get unexpected or clever answers. It is a folklore genre as well as rhetorical device, often having veiled or double meanings. When someone uses it as a puzzle or a question, it could be a thought-provoking challenge for the audienceto figure it out themselves, or it could be a funny comment intended to make the audience laugh.
Aims: To Provide learners vocabulary and structures relating to certain topics
Organization: Individuals
Time allowed: 10 minutes
Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders, Famous people.
Materials Required: A computer in the classroom, powerpoint file
Procedure: 
Deliver the handouts to the students. 
Students read the riddles and write the answer in the boxes.
Lesson applied: 
Example 1: lesson 5 “My favourite animal” - Starters level
Example 2: lesson 11 “My house” - Starters level
Example 3: lesson 12 “World wonders” - Ket level
C. CONCLUSION AND RECOMMENDATION
	Teaching public speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching public speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various public speaking activities such as those listed above can contribute a great deal to students in developing basic skills necessary for public speaking. Hopefully these activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them
 All the above mentioned activities have been used from the fourth course onwards at Nghe An continuing Education Centre, so have the additional visual materials. Though not all young learners who have been taking part in public speaking courses are up to our expectation because of mixed classes and big size classes, the number of young learners follow the courses has been increasing year by year. According to the statistic from 2016 to 2019 we have taught nearly 300 students. After the courses students have made impression by their good presentations in the closing ceremonies which satisfied their parents.We are in a great confidence to confirm that speaking has added up its credits to our young learners’ performance.
Apart from using these games and communicative activities in teaching public speaking classes to develop learners’ speaking skill as well as their performance, we would like to recommend those applied in teaching other skills such as teaching vocabulary, grammar and for different kinds of classes not only at our centre but also other schools.
It’s really an honor for us to share out our ideas and our thought with you. All remarks and recommendations will be warmly welcome and hope that we together can get more and more experiences in our teaching.
Hope you all find they are of some uses and do get back to us with any single feedback so that we will be able to perfect them later.
REFERENCES
Doff,A.(1988).Teacher English - A training Course for Teachers. Cambridge University Press.
Penny Ur.(1996). A course in Language Teaching. Cambridge University Press.
Ron Forseth,Carol Forseth,Ta Tien Hung,Nguyen Van Do.Methodology Handbook for English Teachers in Viet Nam.English Language Institude of America.
ELTTP Methodology Course
Sourses from Internet
CAMERON, L. 2003. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. ISBN 0-521-77434-9 
CURTAIN, H. A., PESOLA, C. A. 1988. Languages and Children – Making the Match. USA: Addison-WesleyPublishing Company, Inc. ISBN 0-201-12290-1 
ELLIS, R. 1997. Second Language Acquisition. Oxford: Oxford University Press. ISBN 0-19-437212-X 
FOSTER-COHEN, S. 1999. An Introduction to Child Language Development. Essex: Addison Wesley Longman Limited. ISBN 0-582-08729-5 
GARMAN, M. 1991. Psycholinguistics. Cambridge: Cambridge University Press. ISBN 0-521-27641-1 
HOMOLOVÁ, E. 2003. Autentický materiál ako prostriedok rozvoja jazykových a komunikatívnych kompetencií žiakov. Banská Bystrica: Univerzita Mateja Bela. ISBN 80- 8055-788-8 
LIGHTBOWN, P., SPADA, N. 1999. How Languages are Learned. Oxford: Oxford University Press. ISBN 0-19-437000-3
INDEX
Sample lesson plan
Sample 1 : 
Lesson 2: My favourite animal
Level: Movers
Procedure:
Teacher’s activities
Student’s activities
1. Warm-up: (10 minutes)
Let class play a game: What animal is this?
Divide the class into 2 teams. Ask them to look at icebreakers and guess what the animals are. Which team can give more correct answers will be the winner.
 Game for warm-up
 Hippo
 1
 Gorilla
 2
 Turle
 3 
 Crocodile
 4 
 Snake
 5
 Camel
 6 
 Elephant
 7 
2. Lesson
Activity 1: (15 minutes)
Show a cat on the slide, ask the class some questions about it.
Ex: - What colour is it?
 - What do the cat’s eyes look like?
 - What can it do?
 - What does it like to eat?
 - Is it friendly/ fiece/ gentle..?
 - Do you like cats and why?
Then brainstorm on the board: talk about an animal
ability
appearancee
animal
character
its food
Activity 2: (10 minutes) Work in pairs. Ask and answer
- Deliver each student a picture of an animal
Make questions as many as possible to ask about your friend’s animal.
Ex: St A: a lion St B: a horse
Where does it live ? 
Can it run fast ?
What does it eat ?
Is it small ?.....
- Teacher goes round to check or help pairs if necessary
Activity 3: (15 minutes) Prepare for the presentation
Students think of an animal they like best and they will talk about it. Their talk should be the following format.
Introduction My favourite animal is a pet / a 
 wild animal. It’s a rabbit
 It lives in jungle / a house / the sea 
Body It has got round eyes.
 It’s beautiful/ frienly
 This animal likes eating
 It can
Ending I like it because
Activity 4: (30 minutes) Make a presentation
- It’s time for students to present their favourite animal. They have 2 minutes for their presentations. 
- Teacher feedbacks.(10 minutes)
Activity 5: (10 minutes) Game: Riddle 
 1
 2
 3
Now let students think of some riddles about animals. They go to the board and read out to class to guess.
3. Homework (5 minutes)
Practise speaking about the topic and students may record their presentation.
- Play the game
- Look at the picture
- Answer the questions
- Look at the board and they may write down.
- Work in pairs
- Work individually
- Present the topic
- Play the game
Sample 2: 
Lesson 5: Sports
Level: Flyers
Procedure:
Teacher’s activities
Student’s activities
1. Warm-up: (10 minutes)
Let class do crosswords about sports. 
Divide the class into 4 groups. Ask them to look at the pictures to fill in the crosswords and find the hidden words. (Key: Do you do any sports?). Which team can complete the crosswords and find the hidden words first will be the winners.
 Game for warm-up
?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
SPORTS
Fill in the crossword and find the hidden words.
2
3
5
6
8
10
2. Lesson
Activity 1: (10 minutes) Work in pairs
Give each pair a handout.
Which equipments do these sports need? Match A with B and C.
A
B
C
1. diving
fishing rod
2. boxing
bicycle
3. cycling
boxing gloves
4. volleyball
ball
5. fishing
diving suit
6. horseriding
skate board
7. golf
saddle
8. baseball
golf club
9. swimming
paddle
10. kayaking
baseball bat
11. skiing
goggles
12. skating
karategi
13. football
goal
14. karate
tennis racket
15. basketball
basketball hoop
16. tennis
skis
Activity 2: (10 minutes) Work in pairs
Use the sports in the list to fill in the boxes.
LIST OF SPORTS
baseball
basketball 
cycling 
dancing 
diving
fishing 
football 
hiking 
hockey
horseback riding 
jogging 
judo 
karate 
sailing 
skateboarding 
skating 
skiing 
snowboarding 
snowmobiling 
soccer 
swimming 
table tennis 
taekwondo 
tennis 
volleyball 
Do you want to _____________________ with me?
PLAY
GO
DO
Activity 3: (20 minutes) Work in groups. Discoussing
Complete the brainstorming and then each group present to the class.
Where do you play?
Why is the sport 
good for you?
Who do you play with?
sport
When do you play it?
What equipments do you need?
Activity 4: (10 minutes) Prepare for the presentation
Students think of a sport they like playing and they will talk about it. Their talk should be the following format.
Introduction My favourite sport is .. 
Body This sport requires two people..
Ending I like playing this sport very much.
Activity 4: (30 minutes) Make a presentation
- It’s time for students to present their favourite sport. They have 2 minutes for their presentations. 
- Teacher feedbacks.(10 minutes)
Activity 5: (10 minutes) Game: Riddle 
Now let students think of some riddles about sports. They go to the board and read out to class to guess what the sport is.
3. Homework (5 minutes)
Practise speaking about the topic and students may record their presentation.
- Do the crosswords in groups
- Work in pairs
- Work in pairs 
- Work in groups
- Present the topic
- Play the game