TABLE OF CONTENTS

A. INTRODUCTION................................................................................................1
I. Reasons for choosing the topic...............................................................................1
II. Scope of the Study................................................................................................2
B. CONTENT............................................................................................................3
I. Literature Review...................................................................................................3
1. A Public Speaking Definition................................................................................3
2. A History of Public Speaking................................................................................3
3. The Importance of Public Speaking......................................................................4
4. What Are the Problems of Public Speaking?........................................................4
5. How to Become Better at Public Speaking...........................................................6
5.1. Write an Effective Speech..................................................................................6
5.2. Overcome the Fear of Speaking.........................................................................6
5.3. Practice the Speech.............................................................................................6
5.4. Give the Speech..................................................................................................7
6. Why developing the confidence of public speaking is so important for children. 7
II. Public speaking classes at Nghe An Continuing Education Centre......................8
1. A brief overview of Public speaking courses........................................................8
2. Syllabus for public speaking classes.....................................................................9
III. Games and activities as inputs for public speaking classes.................................9
1. Definition of input in second language learning...................................................9
2. The role of inputs in second language learning...................................................10
3. Typical games applied for pre-public speaking...................................................11
3.1. Hidden Object Game........................................................................................11
3.2. Jigsaw puzzle game..........................................................................................12
3.3. Memory game...................................................................................................13
3.4. Jeopardy............................................................................................................15
3.5. Crossword.........................................................................................................16
3.6. Riddles..............................................................................................................19
3.7. Catch phrase.....................................................................................................20
3.8. Guessing Game.................................................................................................21
3.9. Board Game......................................................................................................24
3.10. Word search....................................................................................................26
3.11. Hangman.........................................................................................................29
4. Typical activities applied for while-public speaking...........................................30
4.1. Matching...........................................................................................................30
4.2. Crossword.........................................................................................................36
4.3. Information Gap...............................................................................................38
4.4. Brainstorming...................................................................................................41
4.5. Storytelling.......................................................................................................44
4.6. Guided Interviews.............................................................................................46
4.7. Riddles..............................................................................................................46
C. CONCLUSION AND RECOMMENDATION..................................................50
REFERENCES........................................................................................................51
INDEX.....................................................................................................................52
 A. INTRODUCTION
I. Reasons for choosing the topic
Currently, the English language has become popular all over the world,
many countries use it as a first language and people use it as a second language in
communication. In Vietnam, English is seen as a major foreign language today.
At Nghe An Continuing Education Centre, English is not only taught for
language specialized students but also for younglearners of all levels.
We have recently applied a number of methods and techniques into
teaching English in order to improve the quality of teaching and learning English
as a Foreign Language. Communicative method has proved their superiority as
through communicative activities more language are used and students’ initiatives
and active involvement are developed. It can be said that communicative approach
is designed to change the traditional way of presenting and practising language and
it helps to shift the teacher-led classroom culture to the students-centred classroom
atmosphere.
Games and communicative activities have widely used in my context
(training teachers of English at Nghe An Continuing Education Centre) with the
acceptance, eagerness and enthusiasm by teachers and students. It, however, is the
one requiring much knowledge and preparation as well as physical conditions, and
it also requires teachers’ commitment and patience.
We have been trying to put some of those into practice. We have been
adapting and designing ourselves a repertoire of communicative activities which
have been used and from which students have benefited.
We would like, in this paper, to introduce these games and activities to you
all - teachers of English in a view of sharing experience and seeking for common
thoughts to makes a change, however small it is, in teaching and learning English
though it is hard work really. The games and activities have been used for teaching
public speaking and developing language skills and we shall not categorise them as
some of them can be used for all about mentioned purposes. Some of activities we
have adapted from other resources, and others we have designed ourselves.
Public speaking courses have been successfully organised at Nghe An
continuing Education Centre over the last four years. A great deal of young
learners have been taking part in and quite many of them have made improvement
in speaking.
To improve the students’ effectiveness of learning English and have a
good result in teaching public speaking at Nghe An continuing Education Centre,
we have followed a number of steps to be able to generate enthusiasm in speaking.
Once they have gained, know how to make presentation, they will find speaking
skill easier.

1
 Above all, for teachers, the facilitators will help them be active, creative,
feel responsible not only does he teach, moderate, but also inspire young learners.
In this paper, we would like to give some ideas about how to teach speaking
skill effectivelly to help our children feel easier and more confident during their
study. The paper is divided into three parts:
A. Introduction
B. Content
C. Conclusion and recommendation
II. Scope of the Study
In this writing, we’d like to share our suggestions that we have gathered in
our during preparing lessons, on using different kinds of games and
communicative activities as inputs to help our young learners practise and develop
English public speaking skill.
The significances of this study were expected to provide some advantages
for English teaching and learning process. The significances of this study are:
1. For young learners as the subjects of the study, it was expected that they would
take the advantages of the study. They could learn how to improve their skills of
public speaking.
2. For the teachers at Nghe An Continuing Education Centre, it was expected that
the teachers could improve their technique of speaking interestingly and effectively
so that the pupils would enjoy the study.
 B. CONTENT
I. Literature Review
1. A Public Speaking Definition
What is public speaking? Basically, it's a presentation that's given live
before an audience. Public speeches can cover a wide variety of different topics.
The goal of the speech may be to educate, entertain, or influence the listeners.
Often, visual aids in the form of an electronic slideshow are used to supplement the
speech and make it more interesting to the listeners.
A public speaking presentation is different from an online presentation
because the online presentation may be viewed or listened to at the viewer's
convenience, while a public speech is typically limited to a specific time or place.
Online presentations are often comprised of slideshows or pre-recorded videos of a
speaker.
There are five elements of public speaking, and it basically boils down to
who is saying what to whom using what medium with what effect. In other
words, who is the source of the message. What is the message itself. Whom is the
audience, while the medium is the actual delivery method and ending in the effect.
Think of the effect as the speaker's intent for the speech.
Because public speaking is done before a live audience, there are some
special factors the speaker needs to take into consideration. We'll touch on those
shortly, but first let's take a quick look at the history of public speaking.
2. A History of Public Speaking
There's a good chance that there's been public speaking, in one form or
another, as long as there've been people. But most academics and others involved
with public speaking, including those at The Public Speaking Project, trace the
origins of modern public speaking back to ancient Greece and Rome. Of course,
those societies didn't have any of the electronic conveniences we've got today to
help with public speaking (no slideshows). But they did have a need for public
speaking and developed public speaking methods that are still studied today.
The ancient Greeks, in particular, used public speaking primarily to praise
or persuade others. At one point, all Greek citizens had the right to suggest or
oppose laws during their assemblies, which resulted in a need for skilled public
speakers. Public speaking became a desirable skill and was taught. Public speaking
in the time of the Greeks was called rhetoric. Later, when Rome came to power,
public speaking was used during the sessions of the governing body—the Roman
senate. The Romans adopted the public speaking rhetoric methods of the Greeks.
In fact, most public speaking teachers of the time were Greek.
 If you fast forward to modern times, what was known as the Latin style of
public speaking was popular in the U.S. and Europe until the mid-20th century.
After World War II, however, a less formal and more conversational style of
speaking started to become popular. Also, electronic tools became available to
enhance public presentations. Towards the end of the 20th century, those electronic
tools migrated to the computer and evolved into the computer software tools, such
as PowerPoint, that we know and use today.
Even though today's public speeches are less formal, it's still important that
they're well organized. More on that later. Now let's take a look at the importance
of public speaking.
3. The Importance of Public Speaking
If you ask most people, they'll probably say they don't like public
speaking. They may even admit to being afraid of it, since fear of public speaking
is a very common fear. Or they may just be shy or introverted. For those reasons,
many people avoid public speaking if they can. If you're one of those people who
avoid public speaking, you're missing out.
Over the years, public speaking has played a major role in education,
government, and business. Words have the power to inform, persuade, educate,
and even entertain. And the spoken word can be even more powerful than the
written word in the hands of the right speaker.
Whether you're a small business owner, a student, or just someone who's
passionate about something - you'll benefit if you improve your public speaking
skills, both personally and professionally. Some benefits to public speaking
include:        
 Improves confidence 
 Better research skills
 Stronger deductive skills
 Ability to advocate for causes
Public speaking is especially important for businesses since they've got a
need to get their message before potential customers and market their business.
Sales people and executives alike are often expected to have good public speaking
skills. To learn more about some of the benefits of public speaking, review the
following article:
4. What Are the Problems of Public Speaking?
Even though many people routinely give speeches or presentations for
work or school, they may still experience fear at the idea of having to stand in front
of others and talk. Some speakers can become debilitated by thoughts of what to
say, how to keep the audience’s interest and how to calm nerves. Much of the
anxiety associated with public speaking can be minimized, however, if you pay
attention to overcoming the most common problems of public speaking.
 Lack of Confidence
If you don't have confidence in yourself, you'll risk alienating the audience.
Being obviously nervous is especially problematic because “when we are nervous,
listeners are more likely to focus on negative vocal and visual cues,” says author
Cheryl Hamilton in “Essentials of Public Speaking.” Allowing time to prepare and
practice beforehand helps speakers gain the sense of control necessary for the
audience to trust and believe the message.
 Lack of Attention to Audience
Make sure you know the audience, or the presentation will be
unsuccessful. Researching their ages, culture, values and current level of
knowledge is essential to shaping the speech’s tone and content. Failing to relate
the material to the audience, to maintain eye contact and to read their expressions
can negatively affect how your speech will be interpreted. Explaining how the
material benefits listeners personally and using anecdotes attracts the audience’s
attention.
 Lack of Organization
You can lose credibility by not spending enough time gathering and
organizing material. Conducting research about the audience, topic and sources are
preliminary steps. Arrange the information into an attention-getting introduction,
craft a paragraph for each of the three most important points, follow them with a
conclusion. Attempting to speak on the fly invites disaster. It's standard practice to
create an outline or put information on note cards to refer to as you speak. This
method helps both the speaker and audience stay on track.
 Lack of Preparedness
Practice the speech in full before delivery. Saying the words helps speakers
hear: where they are rushing words; where to improve word flow and voice
intonation; and how to project enthusiasm. Using technology or other visuals
beforehand makes it possible to catch glitches that could otherwise disrupt the
actual speaking event. Rehearsal also improves familiarity with the material,
enabling speakers to field questions and maintain credibility.
 Lack of Time Management
Run through the speech to ensure it meets time requirements. Many
speakers run overtime because they have not adequately rehearsed and timed the
delivery of their material. “If you are speaking for 10 minutes, rehearse for about
eight,” advise Ronald Adler and Jeanne Elmhorst in their book “Communication at
Work: Principles and Practices for Business and Professions”.
5. How to Become Better at Public Speaking
Okay, so now that you understand the benefits of public speaking, you
might be a little more interested. Still, you might think it's not for you. Maybe you
gave a speech once and it didn't go well. Maybe you're afraid of public speaking.
Or maybe you think you don't have a natural ability for giving speeches.
The truth is that public speaking is a skill. It can be learned. While some
people may have more natural speaking ability than others, or a more pleasing
voice, or are more charismatic-anyone who can speak can learn to be a better
public speaker than they are right now. It just takes some know-how and some
effort.
To help you become better at public speaking, we'll take a look at these four
areas:
 Writing the speech
 Overcoming a fear of speaking
 Practicing the speech
 Giving the speech
5.1. Write an Effective Speech
The first thing you'll want to do is work on writing a well-organized,
engaging speech. Because even if you've got a great speaking voice or a great deal
of charisma, you won't give a good speech if your material isn't any good. The
following tutorials can help you learn to write better speeches:
5.2. Overcome the Fear of Speaking
Fear of public speaking is very real and can hold you back if you let it. If
you don't feel confident when giving your speech, your listeners may pick up on
that, making your presentation less effective. Fortunately, there are some
techniques that'll help most people manage their fear of public speaking and
become more confident.
First, let's tackle fear of public speaking. The following tutorials list some
techniques you can use to overcome a fear of public speaking:
5.3. Practice the Speech
Even if you're not afraid of public speaking, practicing your speech is still
an important step to having an effective speech. If you're in a rush, you may be
tempted to skip practicing your speech to save time. While skipping practice may
seem like a good idea, it's really not.
By practicing your speech not only do you improve your public speaking
skills, but you also increase your familiarity with the presentation—making it more
likely that your speech will go smoothly. This tutorial includes a handy checklist to
help you practice your speech (and other tips):
5.4. Give the Speech
Now that you've written a good speech, feel more confident about public
speaking, and have practiced—you're ready to actually give the speech. There are
some tips and tricks you can use on the day of your speech to make it go more
smoothly, though. Remember, you're giving a presentation before a live audience
at a specific place and time. So, you've got some concerns about the speaking
venue that those who give online presentations don't have to worry about. Some
common concerns for public speakers include:
 Will the audience be able the hear me?
 Does the venue have the equipment I need?
 Are there enough seats for all of my listeners?
6. Why developing the confidence of public speaking is so important for
children
The idea of public speaking is understandably daunting, having to win over
a bunch of strangers so it’s no wonder why most people stay away from it.
However, the unfortunate thing for those individuals is that they miss out on the
one skill that can positively change the direction of their journey and impact their
success immensely, from securing a job or investors, to increasing sales and
building brand awareness.
There are just countless reasons why you should consider this
communication technique and get into public speaking but here are my top 3:

 Winning over the crowd

Public speaking is a great opportunity to win over a crowd. Look at it this
way, the crowd you’re speaking to are in fact your potential clients. It’s almost a
make or break moment. You have the chance to pretty much sell yourself. Introduce
yourself to the crowd so they can get to know you, build some sort of trust and
credibility with them. Being able to persuade your audience that you are worth the
investment and they should trust you by telling your personal story. Public speaking
is a great avenue for this to happen, they see you live in action and you are able to
create a deeper connection with your audience by applying story-telling secrets,
tonality and more. It provides the chance to express to a crowd why a particular
product, service, idea or even yourself would be beneficial to them as well as
allowing you to put potential customers at rest by touching on any enquiries or
concerns they might have. You pretty much have the power to directly influence
people to buy your product or service.
 To Motivate people
Great public speakers have the ability to push people to either do
something, stop something, reach a goal or drop bad habits. Platforms for public
speaking makes room for this. Being able to encourage your crowd to take an action
through testimonials or live figures of how your personal framework or technique
has change your life and the life of your clients. Seeing is believing, public
speaking therefore is your chance to show your audience that making the specified
change or action in their lives is the right move to make. As a public speaker, you
need to convey how passionate and driven you are, inspiring them to be driven in
their own personal endeavours also.
 To inform
I believe that public speaking is one of the best ways to get your message
across. Whilst other communication methods like social media marketing, ads and
email campaigns is effective, there’s no doubt that physical and personal
communication is far more impactful in getting a message out there to a large
audience. This is why public speaking is a game changer. It allows you to inform
people of who you are and/or what you are doing on a more personal and direct
level. It is an opportunity for you to spark new interests and make people who had
no idea who the hell you are wonder how they survived their whole life without you
thus far.
II. Public speaking classes at Nghe An Continuing Education Centre
1. A brief overview of Public speaking courses
Running more than 15 classes so far with different learners of mixed
ability and competency, a great deal of lessons and experiences have been drawn
out, which are crucial for our next tutoring. We have made an investigation into the
matter and found that the regular mode of training and handbook activities did not
seem to bring good performances to our learners. Thus, we have put these
initiatives afterwards on public speaking and through all class above, we are quite
confident that these have brought a good return.
2. Syllabus for public speaking classes.
Lessons Starters Movers & Flyers Ket & Pet
1 Introduction Introduction & Hobbies School uniform
2 Hobbies My favourite animals Environment
3 Family Subjects Countries
4 My best friend School Health
5 My favourite animals Sports Ideal School
6 Food & drink Holidays Holidays
7 Toys Cities Celebrities
8 Weather Famous people Sports
9 Field trip Field trip Field trip
10 Daily routine Seasons Seasons
11 My house Means of transport Natural disasters
12 School Festivals World Wonders
13 My city Food & drink Festivals
Preparation for the Preparation for the Preparation for the
14
course end course end course end
15 Closing ceremony Closing ceremony Closing ceremony
III. Games and activities as inputs for public speaking classes
1. Definition of input in second language learning
Input refers to the exposure learners have to authentic language in use.
This can be from various sources, including the teacher, other learners, the
environment around the learners and keeping them in our brain. Input can be
compared to intake, which is input then taken in and internalized by the learner so
it can be applied.
Input learning consists of:
 Memorize vocabularies
 Study grammar rules
 Take online lessons
 Read English books
 Watch movies, dramas, online video clips
 Listen to audio files and podcasts
 The brain produces sentences based on the sentences it has seen or heard
(input). So the way to improve is to feed your brain with a lot of input -
correct and understandable sentences (written or spoken). Before you can
start speaking and writing in a foreign language, your brain must get enough
correct sentences in that language.
2. The role of inputs in second language learning
In language learning, input is the language data which the learner is
exposed to. There are many factors which influence the second language
acquisition. The internal factors include the mental disposition of a learner, the
aptitude, the ability to handle communication process and others. The external
factors, such as the conditions in which the learner operates might include the time
and the frequency available for the exposure to the target language, the quality of
the samples of the target language which the learners are exposed to, in other
words the input. Input that learners receive in the learning process plays a very
important role in the language acquisition. Learners need to be given the
opportunity to make sense of what they hear or see, to notice the contexts in which
the samples of the language are used, to interact with them as well as to
compensate for the insufficiency. The importance of the input has been advocated
by a variety of learning theories. In the second half of the 20th century
psychologists, biologists, linguists and other researchers proposed that the
acquisition process (represented by the language acquisition device) the same way
as any other biological function, works successfully only when stimulated at the
right time – the time they called the Critical Period (Lightbown, Spada, 1999,
p.19). They supported this hypothesis by several case studies (e.g. a well-known
story of Victor or Gennie), although it was difficult to support it by numerous
experiments since this research was based on the study of the first language. As
Lightbown and Spada (ibid., p.60) claim the "developmental changes in the brain
affect the nature of language acquisition. … Language learning which occurs after
the end of thecritical period may not be based on the innate biological structures
believed to contribute to first language acquisition or second language acquisition
in early childhood”. In the natural setting learners are exposed to a variety of
language samples while they themselves do not necessarily have to contribute. The
"passive" phase in which the child processes the language, reacts or does not react
to it, observes the linguistic or extra linguistic messages coming through, lasts for
much longer in the natural setting than we can afford in the formal instruction.
That, however, does not mean that we should resign to the meaningfulness of this
process. If children have a chance to be imbued with the target language, with the
options of whether and how to react to it we simulate the natural conditions for the
language acquisition.
On the whole, input is absolutely necessary and there is no theory or
approach to SLA that does not recognize the importance of input. In Schwartz’s
view (1993), the input feeds or nurtures an innate system to aid its growth. But
input alone cannot facilitate second language learning. It will not function to the
full in SLA until it gets involved in interaction.
3. Typical games applied for pre-public speaking
3.1. Hidden Object Game
A hidden object game (or hidden picture game) is a casual game in which
the player must find items from a list that are hidden within a picture. Hidden
object games are a popular trend in casual gaming, and are comparatively
inexpensive to buy. All hidden object games require you to find lists of objects
within a busy scene.
 Aims: To help learners think of vocabulary 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:
- Each team looks at the hidden pictures and clues, then guess the words.
- The team who speaks out the word or the picture will be the winner.
 Lesson applied:
Example 1: lesson 2 “My favourite animal” - Movers level

Example 2: lesson 11 “My house” - Starters level

Example 3: lesson 5 “My favourite animal” - Starters level

3.2. Jigsaw puzzle game

A jigsaw puzzle is a tiling puzzle that requires the assembly of often oddly
shaped interlocking and tessellating pieces. Each piece usually has a small part of a
picture on it; when complete, a jigsaw puzzle produces a complete picture. In some
cases, more advanced types have appeared on the market, such as spherical jigsaws
and puzzles showing optical illusions.
Jigsaw puzzles were originally created by painting a picture on a flat,
rectangular piece of wood, and then cutting that picture into small pieces with
a jigsaw, hence the name. John Spilsbury, a London cartographer and engraver, is
credited with commercializing jigsaw puzzles around 1760.[1] Jigsaw puzzles have
since come to be made primarily of cardboard.
 Aims: To help learners think of vocabulary 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:
- Each team looks at the hidden pictures and clues, then guess the words.
- The team who speaks out the word or the picture will be the winner.
 Lesson applied:
Example: lesson 7 “My favourite toy” - Starters level

3.3. Memory game

Memory games are considered as one of the primary methods for ensuring
that our brains are working at their best. These games have become a subject of
great interest to people because they are founded on sound science. Memory is the
ability to register, store, hold and retrieve new information. Memory can be
divided into some distinct sections that is, short term or working memory and long
term memory. Working memory is a key aspect of how we deal with temporarily
retained information, whereas long term memory or permanent memory concerns
itself with all that we can do accurately and rapidly. Knowledge can be stored as
episodic memory, the form of memory that stores events in the precise order in
which they happened.
 Aims: To help learners think of vocabulary relating to certain topics
 Organization: Group
 Time allowed: 10 minutes
 Variations: Food, Drink, Toys, Sports, Animal, Festival, Technology,
Wonders, Famous people, Subjects
  Materials Required: A computer in the classroom, powerpoint file
 Procedure: Spread cards randomly over the playing surface, face down, until
none overlap. Players take it in turn to pick two cards of their choosing. If the
cards have the same rank (two sixes, for example), the player keeps the pair
and plays again. If not, the cards are returned to their face-down position and
it's the next person's turn. Play until all the cards have been matched. The
player with the most pairs wins.
 Lesson applied:
Example 1: lesson 5 “Sport” - Flyers level

Example 2: applied for lesson 12 “Festivals” - Movers level

3.4. Jeopardy 
Jeopardy is an American television game show created by Merv Griffin.
The show features a quiz competition in which contestants are presented
with general knowledge clues in the form of answers, and must phrase their
responses in the form of questions. 
 Aims: To help learners think of vocabulary relating to certain topics
 Organization: Group
 Time allowed: 10 minutes
 Variations: Food, Drink, Toys, Sports, Animal, Festival, Technology,
Wonders, Famous people, Subjects
 Materials Required: A computer in the classroom, powerpoint file
 Procedure: Split all players into a few teams. Open the Powerpoint file you
modified. Display all topics and begin the game show. Allow the first team to
choose a topic and a point value for a question. Click on this question box and
it will take you to the question slide. Read this question and allow players to
raise their hands if they want to answer the question. If someone on a team
answers a question correctly, they gain that number of points. If they get it
wrong, they lose that number of points.
 Lesson applied:
Example 1: lesson 8 “Sports” - Ket level

Example 2: lesson 13 “Festival” – Pet level

3.5. 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 provide learners vocabulary relating to certain topics or lead in the
topic of new leson.
 Organization: individuals or groups
 Time allowed: 10 minutes
 Variations: Food, Drink, Toys, Sport, Animal, Festival, Technology, Wonders,
Famous people, Subjects, Health.
 Materials Required: A computer in the classroom, powerpoint file, handouts
 Procedure:
- Solve the fill-in-the-blank clues first, as they're usually easier than the
others.
- Return to the start, making a second pass through the clues.
- Repeat these steps until the puzzle is solved or until completely stumped.
- Spend a long time thinking about the "theme" clues.
- Study the missing letters.
- Review the puzzle and the clues you missed or clues you derived without
any knowledge of the subject. 
 Lesson applied:
Example 1: lesson 8 “Health” - Ket level
Example 2: lesson 6 “Holidays” - Flyer & Ket level
3.6. 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.
Some riddles show the wit of protagonists in a narrative, allowing them to
escape a terrible situation by using their wit rather than their strength. Often times,
puzzling riddles tell us that we cannot answer some questions, leading to hours of
perturbed head scratching. However, they open our minds to a number of
possibilities.
 Aims: To help learners think of vocabulary relating to certain topics
 Organization: Group
 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:
- Look at the questions on the slide and teams choose the best answer
- The team who gets the right answer in the shortest time will be the winner
 Lesson applied:
Example 1: lesson 7 “My favourite toy” - Starters level
Example 2: applied for lesson 3 “Subjects” - Movers level

Example 3: lesson 12 “Festival” - Movers & Flyers level

3.7. Catch phrase

 Aims: To help learners think of vocabulary 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:
- Look at the picture on the slide and match the two pictures and it makes a
word
- The team who gets the right answer in the shortest time will be the winner
 Lesson applied:
Example 1: lesson 2 “My favourite animal” - Flyers level

Example 2: lesson 2 “Food & drink” - Flyers level

3.8. Guessing Game

A guessing game is a game in which the object is to guess some kind of
information, such as a word, a phrase, a title, or the location of an object. Many of
the games are played co-operatively. In some games some player know the answer,
but cannot tell the other, instead they must help them to guess it.
  Aims: To introduce learners vocabulary or information relating to certain
topics
 Organization: Group
 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: Each player takes a card. This card represents the character your
opponent has to guess and the character you have to answer questions about.
The player begins by asking the other players a characteristic found on on one
of his/her characters. Example: “ Does your character have brown hair?”If
they say, “yes,” the asking player flips over all of the characters without
brown hair. If they say, “no,” the asking player flips over the characters that
have brown hair. Through the process of elimination, players will eventually
be able to “guess” the name of the opponents character. Each player gets one
yes or no question per turn and may only guess (to win the game) once per
game. If a player successfully guesses their opponents hidden character then
they win; if their guess is wrong then they lose.
 Lesson applied:
Example 1: lesson 2 “Food & drink” - Movers level
Example 2: lesson 7 “Celebrities” - Ket & Pet level
3.9. Board Game
A board game is a game that involves counters or pieces moved or placed
on a pre-marked surface or "board", according to a set of rules. Games can be
based on pure strategy, chance or a mixture of the two, and usually have a goal that
a player aims to achieve. Early board games represented a battle between two
armies, and most current board games are still based on defeating opposing players
in terms of counters, winning position or accrual of points. There are many
different types and styles of board games. Their representation of real-life
situations can range from having no inherent theme, as with checkers, to having a
specific theme and narrative, as with Cluedo. Rules can range from the very
simple, as in Tic-tac-toe, to those describing a game universe in great detail, as in
Dungeons & 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
 E
xample 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 You can either answer your partner’s
his/.her last holiday. Use the following questions by using the following notes
notes to help you. or by talking about a holiday you
really had.
Where? Iceland
How long for? 2 weeks
Saty where? Camping
With whom? Group of students
Like it? – Whay? Why not? Very nice – friendly people from
different countries
Sightseeing? Lots of
Sports? Hiking, swimming in lakes
Food? A bit boring, no fruit
Go again? Perhaps
Do anything special? Climb a volcano, see a glacier
Bad points 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:
Student’s
Teacher’s activities
activities
1. Warm-up: (10 minutes)
Let class play a game: What animal is this? - Play the game
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

52
 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.
- Look at the
picture

Ex: - What colour is it?

- What do the cat’s eyes look like?
- What can it do? - Answer the
- What does it like to eat? questions
- Is it friendly/ fiece/ gentle..?
- Do you like cats and why?
……………
Then brainstorm on the board: talk about an animal

- Look at the
board and they

ability may write down.

 appearance
e animal
character

its food

Activity 2: (10 minutes) Work in pairs. Ask and answer

- Deliver each student a picture of an animal - Work in pairs
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
- Work
about it. Their talk should be the following format.
individually
 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.
- Present the topic
They have 2 minutes for their presentations.
- Teacher feedbacks.(10 minutes)
Activity 5: (10 minutes) Game: Riddle
- Play the game

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.

Sample 2:
Lesson 5: Sports
Level: Flyers
Procedure:
Teacher’s activities Student’s
activities
1. Warm-up: (10 minutes)
- Do the
Let class do crosswords about sports. crosswords in
groups
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

SPORTS
Fill in the crossword and find the hidden words.
1

2
2
3

5 3 4

9
6 1
0
1
1
8 1
2
1
3
1
4
1 1
0 5
1
6
?

2. Lesson
Activity 1: (10 minutes) Work in pairs
 - 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
- Work in pairs
1. baseball 10. horseback riding
2. basketball 11. jogging 19. snowmobiling
3. cycling 12. judo 20. soccer
4. dancing 13. karate 21. swimming
5. diving 14. sailing 22. table tennis
6. fishing 15. skateboarding 23. taekwondo
7. football 16. skating 24. tennis
8. hiking 17. skiing 25. volleyball
9. hockey 18. snowboarding

Do you want to _____________________ with me?

PLAY GO DO
Activity 3: (20 minutes) Work in groups. Discoussing
- Work in
Complete the brainstorming and then each group present to groups
the class.

Where do you play?

Why is the sport

good for you?

Who do you play

with? sport

What equipments do When do you play it?

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 - Present the
have 2 minutes for their presentations. topic
- Teacher feedbacks.(10 minutes)
Activity 5: (10 minutes) Game: Riddle
Now let students think of some riddles about sports. They go - Play the game
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.