Developing speaking skill for 11th students in Que Phong upper secondary by designing encouraging activities for the post- Stage in each lesson

ost important to you ? 
why? 
Then, the teacher asks students to share ideas. One secretary from each group 
takes note the group’s ideas. Teacher moves round to give help if necessary. 
4.2. Unit 1 Friendship – Part B: speaking 
Role-play: 
Teacher asks students to work in pairs to play the role of a journalist and an 
interview whose friend has won the first international prize in maths. 
Journalist: You are interviewing a person whose best friend has won the first 
international prize in maths. Use the questions below as help. 
Interview: You have a friend who has won the first international prize in 
maths. You are being interviewed by a journalist about him /her. 
Questions for interview: 
- What is his/her name ? 
- Where and when was he born ? 
- What is he/she like ? 
- What does he/she look like ? 
- What are his/her hobbies ? 
- What made him/her successful in 
maths ? 
 8 
- What do you often do with your 
friend? 
- Which characters do you share in 
common? 
4.3. Unit 1 Friendship – Part C: Listening 
Interviewing: 
Teacher has students interview their partners about their best friends. 
These are some guiding questions for them to make an interview: 
- How long have you known your 
best friend ? 
- How did you meet this friend ? 
- What do you remember the first 
time you met ? 
- What do you like best about 
him/her ? 
Teacher moves round to control and gives help if necessary. After the 
interview, it is necessary to call some students to report what they have 
known from their partners’ answers . Finally, teacher gives comments on 
what students have reported. 
4.4. Unit 2 personal experience – Part A: Reading 
Mine the story: 
 In this activity, teacher asks students to work in groups of three to play the 
parts of the narrator, the father and the daughter: the narrator tells the story, 
the father and the daughter mime the story. 
 9 
Teacher goes round to give help then calls some groups to act out the story in 
front of the class. Finally, teacher analizes and gives comments. 
4.5. Unit 3 A party – Part C: Listening 
Mindmaping: 
After finishing all tasks of the lesson, students will be asked to work in 
groups of three, look at the mindmap to summarize the listening lesson. 
e 
f 
c d 
b 
 10 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
4.5. 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. 
Planning a party 
Where 
Home / restaurant 
 Decorations 
Color balloons / flowers 
Who to invite 
When 
Date & time 
Budget 
How much .. 
Dressing 
Entertainment 
Music / games 
Budget 
How much .. 
food 
Cook / order 
Entertainment 
Music / games 
birthday 
PARTY 
ENTERTAINMENT 
() 
FOOD & DRINK 
(..) 
DECORATION 
(..) 
PLACE 
(at our class) 
DATE & TIME 
( on March 8
th
From 4pm 
to 6p.m) 
BUDGET 
(500, 000VND) GUESTS 
 (friends and 
classmates.) 
DRESS 
( ..) 
 11 
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. 
4.6. Unit 4 Volunteer work – Part B: Speaking 
Role play: 
 In this part, teacher gives out a situation in which an old invalid man are 
having problem with a bad student who is really addicted to computer game. 
The bad boy is run out of money now, so he wants to rob the invalid man’s 
money to play game. At that time, some volunteer students appear, help the 
man get his money and awaken the bad student to do volunteer work rather 
than being absorbed in useless games. 
 Teacher asks students to work in groups of 4 or 5 to rehearse the play. One 
is in the old invalid man, one is in the bad students and the others are 
volunteer students. 
Teacher can help students talk about volunteer activities easily while 
reheasing play by giving some pictures: 
4.7. Unit 4 Volunteer work – Part C: Listening 
Giving suggestions: 
In this part, teacher gives out some suggestions related to the content of the 
text. Ask students to work in pairs or groups to summarize the listening text. 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
Summarize the story about Spring School 
Using the following suggestions 
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4.8. Unit 5 Illiteracy – Part C: Listening 
Colored topics: 
Teacher prepares cards with four different colors and asign each topic to each 
color. For example : 
 Red Blue Green Yellow 
Teacher divides the class into groups of four or five. 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. 
1. The aim of Spring School 
2. The number of children who 
live or attend the lasses 
3. The activities the children can 
take part in at school 
Provide/ It/ disadvantaged children/ classes 
- 30 street students/ live/study 
- 250 children /special difficulties /attend 
class 
- dance/ sing/ play music/They 
Making 
noise 
teasing 
Playing 
truant/ cutting 
classes 
Breaking 
school rules 
 13 
4.9. Unit 6 Competition – Part A: Reading 
Table description: 
In this part , teacher asks students to talk about the English competition base 
on the table information: 
The annual final English Competition 
1.Time last Saturday 
2.Competitors The representatives of three classes 
3.Aim of the competition Stimulate the spirit of learning English among 
the students 
4.Organized by English teachers 
5.Sponsored by The Students’ Parents Society 
6.Competition’s rules - work in groups of three 
- complete 5 activities 
- answer the questions on the worksheets 
7.The judges’ activities - observe and score the students’ performance 
- announce total score of each group 
8. The winner’s awards a set of CDs for studying English and an Oxford 
Advanced Learner’s Dictionary 
9. winner group B (70 points) 
Teacher asks students to work in pairs or groups to summarize the reading 
text base on the table information . Teacher goes around to give help then 
calls some students to make the summary in front of the class. Finally, teacher 
analizes and gives comments. 
4.10. Unit 6 Competition – Part C: Listening 
Chart description: 
Teacher asks students to work in pairs to summarize the listening text base on 
the chart information. Teacher moves around the class to give help . Invite 
some pairs to present their conversation in front of the class. 
 14 
4.11. Unit 6 Competition – Part B: Speaking 
Game show: 
Teacher prepares a set of general knowledge questions (about 10 questions) 
1. What does water consist of ? 
2. What language do all airline pilots need to speak ? 
3. How many sides does a cube have ? 
4. Which of these elements do you need for something to burn ? 
5. How many teeth does an average adult have ? 
6. What mammal lives the longest ? 
7. Where is the smallest bone in the human body ? 
8. What is the red planet ? 
9. What sense is the most closely linked to memory ? 
10. In what month the earth is nearest to the sun ? 
 Teacher delivers handouts, asks students to listen and read out the answer 
of each question. Give one mark for each correct answer. The group who 
has more correct answers will be the winner. Finally, teacher declares the 
winning group. 
The Boston 
 Marathon 
1897 J. McDermott 
(the first man won the race) 
Every year 
The centre 
 of Boston 
1967 
In 1984, 
34 countries 
42 km , 13 towns 
 15 
Handout: 
 a b c 
1 Hydrogen & oxygen Hydrogen & calcium Hydrogen & nitrogen 
2 French Spanish English 
3 Four Six Eight 
4 oxygen Hydrogen gasoline 
5 32 34 30 
6 The elephant The whale man 
7 In the foot In the hand In the ear 
8 Jupiter Venus Mars 
9 sigh smell Hearing 
10 June January December 
4.12. Unit 7 World population – Part A: Reading 
Discussion: 
Teacher has students work in groups, asks them discuss about five world 
largest countries in population. 
Discuss with your partner and find out five world largest 
countries in population. Say where they are and which is 
the richest and which is the poorest country. 
India 
Indonesia 
Russia 
Europe 
Asia 
 16 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
4.13. Unit 8 Celebration – Part A: Reading 
Picture description: 
 Firstly, teacher asks students to think of what they will introduce to 
foreigners about Tet holiday when they have chance to talk to them. 
Teacher shows some images and has students work in groups to talk about Tet 
holiday. Teacher goes round to give help then calls some students to make 
the summary in front of the class. Finally, teacher analizes and gives 
comments. 
Preparation for tet: 
China 
The USA 
Latin America 
 17 
Food at Tet holiday: 
Activities at Tet holiday: 
 18 
4.14. Unit 8 Celebration – Part C: Listening 
Speak –it – up: 
Teacher asks students to work in groups of four. From the notes from the 
table, have students make a comparison between the Vietnamese New Year 
and the Japanese one. 
Teacher goes round to give help then calls some students to make the 
comparison in front of the class. Finally, teacher analizes and gives 
comments. 
Activities 
Japan 
Vietnam 
Preparations 
begin a few days before 
the New Year 
begin many days before 
the New Year 
Foods and clothes 
begin a few days before 
the New Year 
traditional foods, dress, 
ao dai, suits, no kimonos 
Activities on New 
Year’s Eve 
clean up, pine trees, 
watch the national 
singing contest on TV, 
clean up, peach/apricot 
flowers, watch TV 
People to celebrate 
with 
...is celebrated among 
family only 
...is celebrated with 
every family / relatives 
 19 
4.15. Unit 9 Post office – Part A: Reading 
Speak-it-up: 
Teacher gives students some cues and ask them to make sentences about 
Thanh Ba post office. 
Write the cues on the board. 
Cue 1: advanced technology. 
Student: Thanh Ba post office is equiped with advanced technology. 
Cue 2: staff 
Student: Their staff is well trained, thoughtful and courteous. 
Cue 3: mail and parcel device 
Student: They provide good mail and parcel service. 
Cue 4: Express money transfer 
Student: They will sent your money in less than 24 hours. 
Cue 5: phone call and faxes 
Student: they have original telephone call service and messenger call service 
as well as fax transmission. 
Cue 6: press distribution 
Student: They have newspaper or magazine delivery service. 
 Teacher asks some students to repeat after each answer. Then tell the rest of 
the class what they know about Thanh Ba post office using the cues on the 
board . Teacher should encourage students by giving them good marks 
4.16. Unit 10 Nature in danger – Part A: Reading 
Reporting the video: 
In this part, teacher lets students work in two teams. Tell them that they are 
going to watch a video of the song “ The Earth Song” by Michael Jackson. 
 20 
 Then, teacher asks students to try to remember the events happening in the 
scenes of the video then talk about them when the video finishes. 
Teacher can give out some guiding questions such as: 
- Who is the singer ? 
- What is the song about ? 
- How are people, plants, animals described in the videoclip ? 
- What is your feeling after listening to the song ? 
-  
4.17. Unit 11 Sources of energy – Part B: Speaking 
Discussion: 
Ask students to work in groups. Discuss the actions that you and your friends 
often do to use energy economically to protect our environment. 
Suggestions: 
 21 
- We join “the Earth hour” annually. 
- We often turn off electric devices like lights, fans 
- When we leave rooms or unnecessary electric devices. 
Teacher asks students to work in groups of four. From the suggestions from, 
have students talk about how they are saving energy in daily life. 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
4.18. Unit 12 The Asian games – Part B: Speaking 
Find someone who: 
 Teacher delivers the handouts to each student. Ask students to move around, 
asking the questions in the handout of Find someone who table. If someone 
says yes, ask some more details and write his or her name. Tell students not 
to write the same name for different questions. Ask some students to report 
their work in front of the class. 
Handout: 
Find SO who  Name Details 
Hate sports ? What sport ? why ? 
Plays sport everyday ? How often ? 
Has ever won a sport competition ? When ? 
Has his/her favourite sport idol ? Who ? 
Has never watched sports on TV? Why ? 
Has never missed a football match on 
TV ? 
 Favourite team ? 
Watches the Asian Games very often ? Which game/ like best ? 
Prefers Sea Games to Asian Games ? Why? 
4.19. Unit 13 Hobbies – Part C: Listening 
Dictogloss: 
 22 
 In this activity, teacher asks students listen once more time and rearrange 
the following phrases in order they hear. 
- When he was a little boy 
- His hobby is reading 
- Learn about tiger without going in to 
jungle 
- Cope with living better 
- Avoid catching disease 
- Learn about so many things : 
wonders of the world , space, gigantic 
whales 
Then, base on these phrases ask a student to summerise the listening lesson by 
their own words. 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
4.19. Unit 14 Recreations – Part C: Listening 
Role play: 
Anna has just been back from a camping holiday on the beach and she really 
had a very good time there. Her friend Cindy is asking her about the trip and 
she is willing to tell all the good things that the camping holiday brought her. 
Ask students to work in pairs, one student plays the role of Anna and the other 
of Cindy to act out the conversation. 
Teacher goes round to give help then calls some students to make the 
summary in front of the class. Finally, teacher analizes and gives comments. 
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4.20. Unit 15 Space conquest – Part A: Reading 
Chart description: 
Teacher shows some pictures about Yuri Gagarin and asks students to 
complete the following sentence base on the pictures. 
Teacher goes round to give help then calls some students to complete the 
sentences in front of the class. Then, teacher gives feedback. 
- Yuri Gagarin/ Soviet cosmonaut 
Yuri Gagarin is a Soviet cosmonaut 
- The Vostok 1 /lift off/ 12th April, 1961/ bring Gagarin into space 
The Vostok 1 lifted off on 12th April, 1961 
to bring Gagarin into space 
- The flight / last/ 108 minutes 
The flight lasted 108 minutes. 
- He/ the first person / eat and drink / weightlessness /when /he /27 years old 
 He was the first person to eat and drink in weightlessness 
when he was 27 years old 
- He / turn back/ the earth /safe /make / him a hero 
 He turned back the earth safely, which makes him a hero 
Yu
ri 
Ga
ga
ri
n 
Vostok
1 
1
9
6
1 
0
1
:
4
8
:
0
0 
Eat & drink in 
space 
 24 
- He/ die/ 1968/ a plane crash 
 He died in 1968 in a plane crash 
After completing the sentences, students have to look at the following chart to 
summarize the content of reading text. Teacher gives comments and scores to 
encourage students’ effort. 
Talk about Gagarin base on the chart 
Yuri Gagarin Yuri G garin 
Vostok1 
1961 
A plane crash 
Eat & drink in space 
1968 
 25 
4.21. Unit 16 Space conquest – Part A: Reading 
Discussion: 
Teacher shows some pictures of the wonders of the world . Ask students to 
work in groups of four, discuss the following questions: 
- What are the names of these wonders ? 
- Where are they ? 
- What do you know about them ? 
- Which one do you like best ? Why ? 
 Christ the Redeemer in Brazil Great Wall of China 
01:48:00 Land safely 
Be national hero 
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 Colosseum in Italy Taj Mahal in India 
Sydney Opera House in Australia Babylon on Iraq 
III. Experiment’s effect: 
 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 have done the experiments with the encouraging activities in post-
stage for the students of 11th grader for years. As a result, more and more 
students feel eager with speaking English because they have no any tention or 
nervous. This is the reason why students study better. 
The result of these investigations is counted up with the following table: 
 Before doing experiments After doing experiments 
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School year 
Class 
Paying 
attention 
to lesson 
( % 
Students) 
Practising 
speaking 
well 
( % 
Students) 
Doing 
well 
tasks 
 ( % 
Students) 
Paying 
attention 
to lesson 
( % 
Students) 
Practising 
speaking 
well 
( % 
Students) 
Doing 
well 
tasks 
 ( % 
Students) 
20182019 
11A1 
11A2 
11A3 
58% 
57% 
39,2% 
48,8% 
47,3% 
25,3% 
44,2% 
42,5% 
35,6% 
86,2% 
75,9% 
62,6% 
69,7% 
68,8% 
60,3% 
70% 
70,3% 
60,8% 
PART C: CONCLUSION 
In conclusion, learning English through the encouraging activities in 
post-stages is one effective and interesting way that can be applied in any 
classrooms. The results of my research suggest these encouraging activities 
be used not only for more fun, but more importantly, for the useful practice 
and review of language lessons, thus leading toward the goal of improving 
learners' communicative competence. Furthermore, by applying the 
encouraging activities in post-stage to teach English, I want to help student 
speaking English better. And of course, the encouraging activities in post-
stage are much more convenient and interesting than tasks in the text book. 
Not only can we apply the encouraging activities in post-stages to teach 
English 11 but we also can use them to teach English in any classrooms, even 
for English 10,12. 
Finally, I hope my research with samples lectures from Unit 1 to Unit 
16 of English 11 will become useful reference materials for teachers. And I 
also hope to be consulted to make my study more perfectly. 
PART D: REFERENCES 
1. Tiếng Anh 11 . Nhà xuất bản giáo dục. 
2. Giới thiệu giáo án Tiếng anh 11. Nguyễn Hải Châu, Vũ Thị Lợi, Trần Lê 
Thúy Hằng, Đồng Thị Yến Trang. 
 28 
3. Sách Giáo viên Tiếng anh 11. Nhà xuất bản giáo dục 
4. Dạy học theo chuẩn kiến thức kĩ năng 11. Vũ Thị Lợi, Hoàng Thị Xuân 
Hoa, Nguyễn Thu Hà, Nguyễn Huyền Minh. 
5. Lee, S. K. (1995, January-March). Creative games for the language class. 
6. Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford 
University Press. 
7. Rixon, S. (1981). How to use games in language teaching. London: 
Macmillan. 
8. Thiagarajan, S. (1999). Teamwork and teamplay: Games and activities for 
building and training teams. San Francisco: Jossey-Bass. 
9. Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language 
learning (3rd ed.). New York: Cambridge University Press. 
 Que Phong, March 20th, 2019 
I pledge that this is my experience during my process of teaching, not copying 
the content of others. 
 Author 
 Lu Thi Hien