THANH HOA DEPARTMENT OF EDUCATION AND TRANINING

QUANG XUONG 2 HIGH SCHOOL

TEACHING EXPERIENCE

USING POST LISTENING AND POST READING

ACTIVITIES FOR TENTH AND ELEVENTH
GRADERS AT QUANG XUONG II HIGH SCHOOL

Written by: Lê Thị Minh

English Group
Quang Xuong 2 High School

THANH HOA, MAY 2025

 TABLE OF CONTENT

Page
PART A: INTRODUCTION 1
1.Rationale 1
2.Aims of the Study 1
3.The scope and object of the study 1
4.Method of the Study 1
PART B: CONTENTS 2
I. THEORETICAL BASIS OF THE TOPIC 2
1. Concept of speaking skill 2
1.1. Speaking definition 2
1.2. Speaking skill definition 2
2. The importance of speaking skills for learners 2
3.The necessity of practicing speaking skills 3
II. PRACTICAL BASIS OF THE TOPIC 4
1. Common problems during speaking activities 4
2. Principles of teaching speaking skill 5
3. Developing speaking skills through pre- reading and pre- listening
5
activities at High School
3.1. Role play 5
3.2. Story telling 6
3.3. Interview 6
3.4. Describing events through cues 6
III. PRACTICAL APPLICATION IN TEACHING 6
1. Role-play 7
2. Story telling 10
3. Interview 11
4. Describing events through cues 13
IV. EFFECTIVENESS OF THE TEACHING EXPERIENCE 15
PART C: CONCLUSION AND SUGGESTIONS 17
1.Conclusion 17
2. Suggestions 18
REFERENCE BOOKS
 PART A: INTRODUCTION

1.Rationale
For very long time being, English has become an international communicative
language in the world. It has been widely used in different fields such as economics,
politics, culture, science, technology, education and tourism. It must be strongly
affirmed that English is one of the most important means of communication, the key
factor helping developing in our society.
Therefore, teaching and learning English to use in daily life is more and
more esstential. Then for the time being on, teaching and learning English has
been playing a morw important role in the purpose of human-development as
the 2018-education program. Speaking is the most difficult in the four skills.
Reading, listening, writing can be conducted in progress of learning with a
teacher or on learners’own with books. I think that the way of teaching by oral
activities will motivate student to use English in the spoken classroom.
At Quang Xuong II High School, a large number of students find it difficult
to communicate in English and are not willing to speak English.While speaking
skill is the most important in four skills. This is also vital for students to become
successful in their future job and to fulfill their social demands in the time of
globalisation.
Realising this emerging issue, I would like to conduct the Experience
Teaching namely: “Using post listening and post reading activities to enhance
speaking skill for grade 10 and 11 students at Quang Xuong II High School”,
hoping students feel confident to create their own generally communicative
production during each topic.
2.Aims of the Study
The study aims at :
- Enhancing the speaking skill for grade 10 and grade 11 students
- Identifying students’ speaking problems with the hope that meaningful
activities can help promote their spoken competence.
- Serving as a source of materials that help English teachers improve
speaking skill for their students.
3.The scope and object of the study
The application of meaningful activities will be carried out among a class
of thirty-five 10/11-graders at Quang Xuong II High School.The students will
participate in
Orally communicative ability before listening or reading activities. They
are also motivated to use the target language they learn in the reading and
listening lessons to practice speaking in post activities.
4.Method of the Study
- Studying the materials about improving speaking skills in reference
books.
- Analyzing and drawing experiences from the process of teaching.
- Applying in the real teaching to self-evaluate.

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 PART B: CONTENTS
I. THEORETICAL BASIS OF THE TOPIC

1. Concept of speaking skill

1.1. Speaking definition
Speaking is the delivery of language through the mouth. To speak, we
create sounds using many parts of our body, including the lungs, vocal tract,
vocal chords, tongue, teeth and lips. Human talked and listened long time before
they created another form of language – writing. Children naturally learn to talk
more than five years before they can know how to write. Speaking is one of the
most important and complex aspects of learning a language- we either write or
speak, to speak correctly we need to know grammar rules, to know how to
pronounce words properly, to have listening skills, and to have a large amount of
vocabulary. Speaking can cover a wide variety of different topics which tend to
the goal is to educate, inform, entertain, or influence the listeners.
1.2. Speaking skill definition
Speaking skill is the ability to use the knowledge of the language to convey
the thoughts, demands and ideas, etc... It is the second of the four language skills
which are listening, speaking, reading and writing.
The aim of teaching a foreign language is not only to supply students with
the knowledge of the language but it is also to teach students how to use the
language to communicate. Students’ ability to use the language is shown through
four skills including listening, speaking, reading and writing. A good English
learner is not only the one who can do reading comprehension exercises correctly
or write excellent essays or understand the grammatical rule to do grammatical
exercises well. That is also the one who can speak English fluently and can
understand when others speak English to them. Obviously that there are some
special factors the speaker needs to take into consideration. However, it seems
that most students are learning English in a very different way: they just try to
master a foreign language in the form of writing with a lot of grammatical rules
and vocabulary arranged rigidly. That is why learners find it hard to make
themselves understood in English when they communicate with foreigners. The
real spoken English is different from theirs. Speaking skill is not only a form of
making sounds by joining words into sentences. It is a process of producing clear
sentences that are intelligible to listeners to enhance the clarity of speech for
effective communication.
2. The importance of speaking skills for learners
Among the four key language skills, speaking is deemed to be the most
important skill in learning a foreign or second language. Brown and Yuke
(1983) say, “Speaking is the skill in learning a foreign or second language.
Brown and Yuke (1983) say, “Speaking is the skill that the students will be
judged upon most in real life situations”.

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 According to Bueno, Madrid and Mc Laren (2006;321) “Speaking is one of
the most difficult skills language learners have to face”. Even the learners learn
the language for so many years; they find it difficult to speak in real time
situations when it is demanded The speakers have to produce sentences on the
spur of the moment. It is quite difficult for foreign or second language
learners to produce sentences without learning the grammatical structures
and having proper knowledge of adequate vocabulary. Therefore, the students
face many problems in speaking grammatical sentences in English. Since
speaking skills play a dominant role in communication, people try to learn these
skills in order to communicate well with the entire community all around the
world.
Speaking skills are the most essential skills for all the learners who
wish to learn English to enhance their career, improve business, build
confidence levels, get better job opportunities, make public speeches, attend
interviews, participate in debates and group discussions, give presentations and
so on. In the present modern world, everything is linked with speaking. One
who has talent in speaking can conquer the whole world. Having good
communication is the passport to get better employment opportunities. Once
students practice these speaking skills they get the mastery of these skills and
perform well in the activities in and outside classroom.
3.The necessity of practicing speaking skills
A lot of people tend to put a lot more effort on certain skills and not enough
on others. Interestingly enough, speaking is the skill most people wish to be
really good at. Yet, it’s also the skill they practice the least. There are some
reasons for this among which their determination has been always. Some people
may try to practice but when they meet some difficulties they are willing to give
up. While some people may have more natural speaking ability than others,
some have a more pleasing voice and other ones are more charismatic- anyone
who can speak, can learn to be a better speaker than they are right now. It just
takes some know- how and some effort. Practice makes perfect, so do speak
English in plenty. Some people think that they do not have the opportunity to
practice speaking because they do not live in the US or another English-
speaking country. They might also be discouraged because English is not used at
their workplace, or they do not know any native speakers. But remember that
there are some ways to practice speaking, such as working on your
pronunciation and diction, talking with yourself in the mirror, thinking in
English, retelling a story in English, listening to music in English, watching the
English news or other programs on TV , talking to others especially listening
attentively to the native speakers and trying to talk to them as much as possible.
Try to practice anywhere at any time
No matter how confident you are at speaking, practicing our speech is still an
important step to have an effective speech. There are many problems when we
speak such as being shy, poor organization, limited time management, lack of
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vocabulary, not having enough knowledge of the topic…etc which can be solved
by practicing. The more we practice speaking the more problems we will
overcome.
Practicing not only makes us improve your speaking skills, but also
increases our familiarity with the presentation—making it more likely that our
speech will go smoothly. With an ounce of regular practice, it is sure that the
students can immensely develop their speaking skills. Then they can perform
well in the classroom discussions and debates and gradually develop their
speaking skills. They will be in a position to give presentations on their own by
leaving all the fears that they had in their minds. With regular practice of these
skills, they can deliver short speeches also in the classrooms. Moreover, they
build self-confidence among themselves and become stronger in decision-
making and problem-solving
II. PRACTICAL BASIS OF THE TOPIC
1. Common problems during speaking activities
The first and foremost difficulty that English teachers at our school have
when organizing an activity for the speaking lesson is that the students do not
know what to say and how to speak out their ideas. Most of the time, they just
think about the issue in Vietnamese and then try to translate into English by
arranging words into phrases or sentences without any grammar rules. They do
not have enough vocabulary to convey their ideas. In addition, they become too
shy to raise their voice because they are afraid of making mistakes. Therefore,
whenever being asked to practice speaking, they just speak out a few separate
words without any confidence or even keep silent.
The second problem that English teachers have to deal with is that
students spend so much time on vocabulary and grammar to get high marks in
the exam that they don’t focus on practice speaking skill. The new teaching
methods mainly focus on developing the initiative and creation for students.
Students become more passive when they communicate in English because
they have to think, choose the vocabulary and use the grammatical structures
correctly to speak out their ideas. Some students are not confident to speak
English although they have good command of English vocabulary and
grammar, which results in their speaking without fluency.
They have to think in their mother tongue then try to find the suitable
vocabulary and structures to produce sentences in English. That is because they
spend too little time practicing speaking skills. Reference books and materials
for practicing speaking are not available to them as most students don’t focus
on speaking skills and they are too busy learning by heart vocabulary and
grammatical rules to get high marks in the tests and exams. That is the reason
why, in my opinion, Vietnamese students who have chance to learn English
from primary school to upper secondary school can’t use English to
communicate after twelve years at school. Moreover, English is a difficult
subject to learn with such a lot of knowledge. Each lesson has so much
vocabulary, knowledge of stress and intonation and so many structures as well
4
 as grammatical rules. Especially, to students in rural areas, limited English
communicating environment and their local accents make it very hard for them
to use English to communicate or give any presentation on a particular topic.
2. Principles of teaching speaking skill
There are several principles that teachers should apply to make students
eager and willing to be involved in speaking activities. The first one is
motivation. “Motivation is the combination of effort plus desire to achieve the
goal of learning plus favorable attitudes toward learning the language. So effort
alone does not signify motivation but it is the desire and the satisfaction in the
activity that count”. (Nunan, 1999: 233). Students will take part in the speaking
activities when they are clear about the context and they have ideas to talk about
and the most important thing is that they know how to express their ideas. The
second principle is toleration. Teachers should tolerate if the students make
mistakes- both pronunciation as well as grammatical ones. They even repeat
what they say or keep silent for a short time while they try to find vocabulary. In
these cases, teachers must be patient. Interruption and correction may make
them feel shy. They will never want to open their mouth again because they are
afraid of making mistakes.
3. Developing speaking skills through pre- reading and pre- listening
activities at High School
Communicative teaching approach is the modern method of teaching
foreign language. It is considered an active and effective way to help students
improve their speaking skills which are focused on not only in the speaking
lessons but also in reading, listening and writing ones. Especially, the post
reading and post listening activities are freer activities that tend to focus mainly
in speaking skills because they can help students remember and use the newly
learned words as well as promote the use of language in creative ways. This way
helps us determine how much the students learn during the reading or listening.
In order to make students practice effectively the teacher must create active and
encouraging atmosphere as well as provide as many chances as possible for
students to speak.
We just focus more on using the four teaching techniques below through
post reading and post listening activities because they are really suitable for
students to practice during self study process.
3.1. Role play
Role-play is a study in which students act specific roles through saying and
doing. Blank (1985) defines role playing as an activity which “requires physical
involvement on the part of students. Two or more people "act out" the part of
individuals in a hypothetical situation” (p. 55). The physical involvements of
students in role playing in the classroom motivate them to learn the foreign
language effectively. Participants are given particular roles to play in a
conversation or other interaction, such as an email exchange, typical of
discipline. They may be given specific instructions on how to act or what to say,
as an aggressive client or patient in denial, for example, or required to act and
react in their own way depending on the requirements of the exercise. The
5
participants will then act out the scenario and afterwards there will be reflection
and discussion about the interactions, such as alternative ways of dealing with
the situation. Role play can be really a good speaking activity. It is considered
an enjoyable teaching technique allowing students to pretend to be other people
especially famous or important person. However, students really need to be able
to identify with and be interested in the characters they are playing. This activity
helps students involve in the real situations and students can promote not only
their speaking skill but also their body language and facial expressions.
Moreover, they can build up their self-confidence because when they are asked
to stand in front of their friends, acting out like a real character day by day, their
shyness will get less and less and they really get involved in the English
environment.
3.2. Story telling
In pre- reading and pre- listening activities, teachers can ask students to tell
the stories they have just learnt. Students are given sources of information about
particular topics through the drill. They understand the content and how to use
the structures and a wide range of vocabulary which can be used in each
situation. What they have to do is how to make use of the language materials to
change into their own language. If not they can repeat exactly what they study
from the lesson by learning by heart. Through this process, they can use these
ideas and expressions in real life when it comes to the same situations.
3.3. Interview
Based on the story given, students can adapt to make an interview in which
one makes questions and the other uses the information obtained during the
whileactivities to answer.
To do this activity, students have to understand the topic clearly. Good students
can change the content in the reading or listening lessons into their own language to
take part in the interview. Thus, they can enhance their speaking skill. In addition,
weak students can imitate or even repeat the vocabulary or structures used in the
lessons. Actually, it is not important whether they can be creative when giving the
answers, but what we need is that weak students become more confident and
they also improve their fluency. Anyway, anything is better than they stand
silently and try to find out separate words before opening their mouth with so
much difficulty.
3.4. Describing events through cues
This kind of activity is suited for the lessons about special events with figures.
Teacher can show a word or a number extracted from the lesson and students have to
use it to make sentences related to the event. The numbers will help students evoke
the details in the lessons and they are motivated to call out the information learnt in
the lessons. For example, after learning a reading lesson about a famous person’s
life. Teacher can show the years related to the milestone in his/her life such as the
year he/she was born, the one he/she graduated from college, the one he/she won the
Nobel prize or something like that. When seeing the year, of course students
understand what event it refers to and they will try to raise their voice.
III. PRACTICAL APPLICATION IN TEACHING
6
 Having taught English for so many years at a school in which most students
come from rural areas and have no chance to practice speaking English
confidently, we can see that the methods we have been using really help our
students not only enhance speaking skill but also build up their confidence. They
are able to speak English without being afraid of making mistakes or not
knowing how to express their ideas in English due to their lack of vocabulary.
Here are some examples of what we have done to apply the methods in post
reading and listening activities.
1. Role-play
Global success 11- Unit 4: ASEAN and VIETNAM- Post listening
activity ( Listening lesson 5)
After listening to the passage about the preparation for the event at Lan
and Phong’s school, students can play the role of Lan or Phong to talk about the
preparation for activities. While some students play the role, the others can give
remarks on their performances. The activity is really interesting because
students have some knowledge about the Korea ( music, singer, fashion.....). The
students are so excited to join. Through this activity students have a chance to
use the vocabulary of community ASEAN or regional issues.. etc.
Moreover, this helps students practice their speaking skills naturally and
effectively.

Time
Teacher’s activities Students’ activities
arrangement
- Ask students spend one Try to arrange the information
minute arrangering the about these activities
1 minute
information about activities according to what they have
for the event . heard.
- Have students work Play the role as being required
individually playing the role
of Lan/ Phong
- Check students to make sure Respond to the requirement of
they know what they have to the teacher.
2 minutes do and how they have to
perform
- Give them some cues such as Use the suggestions to act as
musical event, cuisine fair, the role.
visit some cultural
heritage,.......….
6 minutes - Select some students to - The selected students
perform and ask the others perform and the others listen
pay attention to “these actors” and give remarks
and give remarks. * Expected performance :
+ clear
7
 + fluent
+ accurate
+ attractive
1 minute - Encourage students to + Humorous
practice and comment on the + Stimulating
presentation of all the Feel more confident and
students. stimulated after pretending to
be an organisation
Global Success 11- Unit 9: Social Issues - Post reading activity ( Reading
lesson 3)
The reading passage is about peer pressure of teenagers . Thanh and Van
talk about their problems .The passage is so meaningful and help people know
more about teen’s life. This means that they share their ideas about their daily
life and want their parents as well as their friends understand their problems.
Therefore in the post reading I have students play the role of Thanh or Van to
talk about their problem. By this way students will be more interested in the
passage and they can also get the chance to use the vocabulary from the passage.

Time
Teacher’s activities Students’ activities
arrangement
1 minute - Give the students the duty - Pay attention to what the
which they are going to do teacher explains
- Check some students - Respond to the teacher’s
whether they are clear about request
the task - Try to use the useful ideals
- Help the students to to practice
remember the main points of
the passage and some key
8
 words
+ hang out
+ peer pressure
+ bad influence on
+ lose friends
+ colour hair
+ paint finger nails
+ depression
+ low self-confidence
- Ask the students to work by
role playing of Thanh or
Van Practice playing the role
of Thanh or Van as
required
- Select some students to -The selected students
present their talks present their talking as the
(In order to make the activity competitors .
more interesting we organize
2 minutes a competition whose
participants are “ these teens
”. The participants will have
to play the role of Thanh or
Van to talk about their
problems)
- Comment on the students- - The students appointed to
competitors’ performances work as the judge pay
to praise their efforts. attention to their presentation
to evaluate.
* The expected speech
4 minutes should be: + clear
+ fluent
+ expressive
+ moving
+ energetic
+ accurate
2 minutes - Ask the representative of - Pay attention to the
the judges to evaluate and teacher’s comments
state the winner of the - Listen to the judge’s
competition who is given an evaluation and respond to their
award such as applauses requests.

9
 from the rest of the class, or
a packet of candy, a hand-
made poster…etc.

2. Story telling:
Global Success 10- Unit 1: Family life –Post listening activity (Listening
lesson 5)
The activities really encourage students to practice speaking. Especially,
when teacher chooses students at random and asks them to pick up one card,
they are eager to know if it is the lucky card with a smiling face on it.

Time
Teacher’s activities Students’ activities
arrangement
- Ask students to work in - Work in groups of 4
groups of four. Give them
3 minutes some pictures illustrated
the story of family support.
- Ask the group leaders
Each student receives a
organize the activity by picture and report the details
giving pictures to the related to the picture.
members in the group at
random. Each student has
to speak out a/ some
sentence(s) related to the
pictures given.
- Teacher moves round to
- Control students
participation in the activity.
- After that, teacher calls
- Practice speaking:
one group to go to the
board and gives each * Real answers:
student a picture and ask Representative of group 1:
them to tell part of the -In my family all members
story. are close to each other. We
share not only household
chores but also problems in
our daily life such as work,
study, friends,
relations.....We feel
supportive each other. For
example , when I have
troubles in my study , my
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 brother always help me.
Morever, my parents are
those who encourage me to
promote in my study.
Representative of group 2:
My family is completely
different from yours ( tudent of
group 1). My parents are
divorced, so I have to live
with my grandparents. I
don’t receive any mental
support from my parents, so I
have to try my best and I
become independent .
- Teacher listens and gives
feedback
- If there is not enough time,
teacher can ask students
7 minutes practice telling the whole
story at home and record
their presentations to send
the teacher through Zalo or
Padlet.
3. Interview:
Global 10- Unit 3: Music - Post- listening activity (Listening lesson 5)
The topic of this lesson is Music. Students get familiar with this topic as
most of them love music. However, before listening, when we ask students
“What can be done for an International Youth Music Festival ?”, most students
just stop at listing some details. They don’t know how to express the reasons
why they think so in English. In some cases, a few students ask the teacher if
they can give more details in Vietnamese because they are unable to translate
their ideas from Vietnamese to English. To solve this problem, in the post
listening activity of the lesson, we give students some suggestions and ask them
to make an interview. Below is the procedure of the post listening activity:

Time
Teacher’s activities Students’ activities
arrangement
- Ask students to work in - Work in pairs
pairs
3 mins - Give students some Make questions and prepare
suggestions so that they the answers based on the
11
 can make questions and suggestions given.
answers
* Suggestions:
1. When is the event
organised?
2. Where does it take place ?
3. Are tickets sold in
advance?
- Let students discuss in 3 - Practice in pairs
minutes. Students may
use the information they
have learnt in the reading
passage to answer the
questions or they can
speak out their ideas.
- Call some pairs to go to Interview 1:
the board and make an Student A: Hi, thank you for
7 mins interview. joining our programme. Our
- One student raises the topic today is about “Music
questions and the other event”.
gives answers. The first question for you is
Below are some sample “Which kind of Music
interviews from students Festival is it?” Student B: It
in class 10A6 and is an International Music
10A10D: Festival
Student A:
Where is it held?
Student B:
It is held on the beach.
Student A: Do you think it is
a big event?
Student B: Yes,I think so
because many people are
interested in this event.
Student A: Thank you for
your responding.
Interview 2:
Student A: Do you think
many young teenagers are
waiting for this event?

12
 Student B: Yes I think so
because tickets are sold in
advance.
Student A: How do you
feel?
Student B: Well. I feel
excited about this festival
and there are many foreign
singers come here to
perform
Student A: Thank you for
interview.

Result:
Having learnt this lesson , students now understand the content clearly.
Therefore, when they are given this activity, they know what to say and how to
express their ideas, based on the content of the listening. To good students, they
just paraphrase and adapt to convey their own ideas. To fair and weak students,
they may copy or simplify the structures to complete the interview. Actually, it
is not important whether students “create” their own answers or just copy the
passage. What we appreciate is the students’ confidence in speaking English and
of course, through this activity, students know how to talk about the preparations
for an event and they can communicate with others about it in real life
conversations.
4. Describing events through cues
Global Success 11- Unit 5: Global warming - Post reading activity
(Reading lesson 3)
The reading passage supply the students with a brief view of environmental
problems .The reading passage provide students with information about goals of
13
reducing global warming of the UN Climate Change Conference. But how to do
to help them talk about the content of the passage clearly and fluently is what we
are concerned about. And the “describing events through cues” activity for the
post reading is chosen to carry out.
Time
Teacher’s activities Students’ activities
arrangement
- Have students to scan the - Look at the passage again
1 minute passage again to be sure about to be clearer about the
the content passage
Pay attention to the
Explain the duty for the last
1 minute teacher’s explanation and
part of the lesson.
think about the activity
List the cues from the passage Note down the cues and
and make a model try to connect with the
+ The first goal goals
2 minutes
+ The second goal
+ The third goal
+ The last key goal
Model: +The first goal -> Pay attention to the model
limit the global temperature Practice describing the
rise. events with the cues
-Ask students to continue Try to connect the events
listing the goals to have a talk about the
Observe and help them to goals.
finish their duty.
Have some students present Be eager to choose the
their talks by choosing the ticket
4 minutes
ticket requiring their Respond to the requiring
presentation or allowing them task
to get a gift. ( This step makes Feel more stimulated and
the atmosphere more exciting motivated.
and attractive)
Listen to their presentation and
give remarks to encourage
them to practice more
enthusiastically

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 As mentioned above this activity is useful for students to talk about the
events logically and closely. The students are encouraged to practice naturally.
They seem to become more confident when speaking in front of the class which
helps them overcome the shyness to get used to public speaking.
IV. EFFECTIVENESS OF THE TEACHING EXPERIENCE :
Applying this method during the teaching process, I have obtained some
good results. First, students are more interested in their study, more active and
eager to enrich their knowledge and develop their communication skills in
English. The atmosphere in the speaking classes is more exciting. Most of
students are no longer upset or worried whenever they are asked to speak
English. It is simply because they needn’t spend too much time thinking about
what to say in Vietnamese and then try to translate into English to find out that
they do not have enough vocabulary and grammatical structures to express their
ideas.
They just pay attention to the lessons given and try to imitate to create their
own stories, of course with a wide range of language features supplied. In
addition, this method helps students to develop the ability to react very fast in
communication to keep the flow of the conversation because they have chance to
practice talking about various topics. Simultaneously, the method also helps
students feel more confident and more natural in communication.
Here are the differences between the quality of the same classes before and
after adapting the method in the two tables below
* The quality of students speaking before applying the method

Good level Fair level Average level Weak level

Number
Class of
students Number Percenta Number of Percenta Number Percent Number Percen
of of of
ge students ge age tage
students students students

11C5 45 6 13,3% 10 22,2% 15 33,33% 14 31,1%

10A10 45 5 11,1% 12 26,66% 13 28,88% 15 33,33%

10A6 43 7 16,27% 8 18,6% 16 37,2% 12 27,9%

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 After one year of applying the method, my students not only enjoyed
themselves in our speaking classes but also made good progress in learning
English. Below are the results of the speaking test at the end of the first term.
The speaking test accounts for 20% of the total in their term test.

* The quality of students speaking after applying the method

Good level Fair level Average level Weak level

Number
Class of
students Number Percent Number Percent Number Percent Number Percen
of of of of
age age age tage
students students students students

11C5 45 12 26,66% 21 46,66% 9 20% 3 6,66%

10A10 45 11 24,44% 23 51,11% 7 15,55% 4 8,88%

10A6 43 13 30,23% 19 44,18% 8 18,6% 5 11,62%

Clearly, that the number of students making progress in speaking English

and being confident to speak English has increased as the result of the applying
the given activities for the post reading and post listening at my school. Thus,
we can state the effect of the method is so active. Moreover, it is not very
difficult to apply it provided that we are always willing to perform.
We have also carried a survey about opinions and feelings of the students and
the teachers of English applying the techniques for post reading and post
listening activities to know the effects of the technique. The results from 133
asked students and 7 teachers of English group are given on the two tables
below
*The survey for students

Users’ satisfaction feedback on the activities used in the post reading and
post speaking parts
Advantages of the Completely Don’t Disagree Completel
Agree
program agree know y disagree
1. It helped me
practice 120/ 133 8/133 5/133 0 0
English effectively
2. It made me like
115/133 9/133 9/133 0 0
English more
3. It corresponded to 110/133 12/133 11/133 0 0
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my English level
4. It fit my needs 112/133 15/133 5/133 1/133 0
5. It made me more
confident to speak 102/133 28/133 3/133 0 0
before people

* The survey for teachers of English

Users’ satisfaction feedback on the activities used in the post reading and
post speaking parts
Advantages of the Completely Don’t Disagree Completel
Agree
program agree know y disagree
1. It helped students
practice their
6/7 1/7 0 0 0
speaking skills of
English
2. It made students
4/7 3/7 0 0 0
like English more
3. It corresponded to
5/7 2/7 0 0 0
students’ English level
4. It fit students’ needs 5/7 2/7 0 0 0
5. It should be used
6/7 1/7 0 0 0
more often

Obviously, that the number of members who support the activities is

greater than the opposite ones. The supporters find the activities interesting, useful
and beneficial. According to them, the activities should be used more often.
Therefore, we would like to share the experience of creating the English spaces with
those who are concerned with the improving the English competence for their
students, especially in the age of globalizing and assimilating into the English
speaking countries.
PART C: CONCLUSION AND SUGGESTIONS
1.Conclusion
It is an agreed fact that language is learnt by speaking it first after a lot of
listening to the sounds, words, phrases and sentences from the surroundings
(Anuradha, Raman & Hemamalini 2014). In upper secondary education, teaching
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students to practice speaking English in the curriculum creates a good condition for
them to develop their skills in their higher education. However, teaching and
learning to speak English are not easy.
Both teachers and students have a lot of difficulties. Writing this topic, I
hope to help English teachers and students out of difficulties so that students
will enhance their speaking skill especially in the time of globalisation.I always
appreciate my colleagues’ opinions and support to help us complete our project.
One of the successful things of this topic is that students can get out of the
fear of the speaking English. On the contrary, to some extents, students may get
the satisfaction whenever they have a chance to practice speaking English. They
have become more and more interested in listening and speaking English.
Moreover, students not only improve their skills but also widen their
vocabulary. Thus, the topic has contributed to making students more interested
in English. Although I made every effort to complete the topic, there may be
some unavoidable mistakes. I hope to receive more comments and feed-backs
from colleagues as well as students to complete the topic in a more successful
way so that it can help students improve their speaking skill as well as help them
build up their confidence.
2. Suggestions
Having applied this teaching method for a school year successfully, I have
got some results as well as a few views as follow:
For teachers:
- Teachers always have to create a foreign language environment during the
classes and use English as the main language to communicate with students so
that they get familiar with the “English environment”. Moreover, depending on
the students’ level in each class, teachers may ask students to produce the
language ……. To do all these things well, teachers have to keep on studying to
broaden their knowledge and improve their speaking skills.
- Teachers shouldn’t pay too much attention to students’ mistakes when they
are speaking English. Just let them listen and speak naturally. Never stop them when
they are trying to express their thoughts and ideas in English because this may
make them feel bad and stressed when they listen and speak English.
- Teachers should ask students to practice speaking at home and record
their presentations to teachers through media available like Zalo, Messenger,
Padlet,….
For school:
School should have more encouragement in the movement to innovate teaching
methods, test and evaluate students in the direction of promoting student capacity,
writing and applying skills.
For the Department of Education and Training:

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 - It is important to disseminate throughout the industry good experiences and
ideas, the S experience idea has been evaluated and graded by the Faculty of Science
for colleagues to refer and apply to have the best effect in teaching.
- The Department of Education and Training should organize a symposium on
writing experiences, thereby helping teachers to form good writing skills.
Finally, I would like to thank my colleagues in the technical team and students
for helping me complete this experience teaching.
LEADER’S Thanh Hoa, May, 25 th 2025
CONFIRMATIONS I strongly ensure this is my own work
(XÁC NHẬN CỦA THỦ without copying from any other’s
TRƯỞNG ĐƠN VỊ ) Writer

Lê Thị Minh

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 REFERENCE BOOKS

1. Global Success 10, Nxb Giáo dục.

2. Global Success 11, Nxb Giáo dục.
3. Carter, R. &Nunan, D. (2001), Cambridge Guide to Teaching English to
Speakers of Other Languages, Cambridge University Press.
4. Brown, G. and Yule, G.. 1983. Teaching the spoken language: An
approach based on the analysis of conversational English. Cambridge:
Cambridge University Press.
5. Klippel, F. 1987. Keep talking: Communicative fluency activities for
language teaching. New York: Cambridge University Press.