(Skkn 2023) methods and techniques to create an english learning environment for efl high school students

TABLE OF CONTENTS
CONTENTS

PAGE

PART I: INTRODUCTION

1

1.1. Reason for choosing the topic.

1

1.2. New points on the topic

1

1.3. Scope of the research

2

1.3.1 Scope of the research

2

1.3.2. Objects and subjects of the research

3

1.4. Research purposes

3

1.5. Research mission

3

1.6. Methods of the research

4

PART 2: CONTENT

4

2.1. The actual situation of studying English at Thai Hoa High School

4

2.2. Theoretical basis

5

2.2.1 Overview of the high school English program

5

2.3 Some concepts

6

2.3.1. English learning environment.

6

2.3.2. ESL high school students

6

2.4 Practical basis

6

2.5 The situation of the research problem

7

2.5.1. Advantages

7

2.5.2. Difficulty

8

2.6. Create a communication environment for students outside of 8
the course.
2.6.1. extracurricular activities

8

2.6.2.Create English space in the classroom to develop communication 8
capacity for high school students.
2.7. Activities to create English environment at Thai Hoa high 9
school.


2.7.1. Class mag

9

2.7. 2. A day as a journalist
2.7.3 Vocabulary desk labels.

14

2.7.4. Poster design
2.8. Work spirit
PART III: RESULTS

18
21
26
27

PART IV: INVESTIGATE THE NECESSITY AND FEASIBILITY 29
OF THE PROJECT
4.1. Purpose of the survey

29

4.2. Survey content and methods.

29

4.2.1 Survey content

29

4.2.2 Survey and evaluation methods

29

4.3. Subjects of the survey.

29

4. The results of the survey on the necessity and feasibility of the 29
topic
4.1. The necessity

30

4.2. The feasibility

31

PART V: CONCLUSION

32

5.1. Lessons learned

32

5.2. Recommendations

32

5.2.1. For the Department of Education and Training

32

5.2.2. For the school

32

5.2.3. For the expert team

32

REFERRENCE

34

APPENDIX

35


COMMITMENT BEING AN AUTHOR OF INITIATIVE

1. Name of the initiative:
" Methods and techniques to create an English learning environment for EFL
high school students"
2. Commitment to be the author of the initiative
I hereby commit that all content in my teaching innovation is researching,
creating, and accumulating experience in my teaching process, not copying or
infringing copyright. If wrong, I will take full responsibility.


PART I: INTRODUCTION
1.1. Reason for choosing the topic.
In the current globalization context, the use of English - the international
language - in communication is essential, especially for students, and the future
owners of the country. In fact, learning and communicating in English for
Vietnamese students in general, and students in remote and mountainous areas, in
particular, is a difficult task. There are many reasons for this situation, but the core
one is that students are still lazy and not self-disciplined in learning foreign
languages. They are not aware of the importance of English and are not motivated
enough to learn. Besides, another fact is that students do not have a communication
environment as well as the opportunity to practice the language regularly, so it isn't
easy to reach the level of proficiency. In light of the reality during my teaching
process, I am always looking for new, creative, and attractive teaching methods
suitable for students to inspire them to learn English. The most important thing is
to create an English environment for students to practice their language and apply
it in real-life situations. With the desire to help students have the opportunity to
practice the language as much as possible, I have created an English space outside
the regular class hours where students "bathe" in the language so that English will
become a part of their daily lives.
The building of a positive learning environment outside of the regular
classroom hours for students to use English in real-life situations is really attracting

the attention of educational administrators, teachers, students, and the whole
community.
As regards myself, during the teaching process, I find that participating in
these project-based learning activities not only helps students develop language
competence but also develops the common competencies that the general
education curriculum requires. These are self-control, self-study, communication
and cooperation capability, problem-solving ability, and creativity in the process of
teamwork.
As a result of this, I chose the topic "Methods and techniques to create an
English learning environment for EFL high school students" for my innovation
experience.
1.2. New points on the topic
People say that English is taught in the wrong way in Vietnam. Students may
study English for 12 years but can not produce a sentence when necessary. If
learning English takes place only during the official classroom hours, students
only learn the knowledge in textbooks, there is not much time to practice the
language, so the foreign communication space is limited, and students do not have
the chance to apply the knowledge they have learned in real life, then they find

1


learning a foreign language extremely boring and ineffective, especially the
communication ability, will be very poor.
The establishment of many activities to inspire interest in English in schools
has existed for a long time, so students can join and promote their talents and
passions. But how to make students work effectively and attract a large number of
members to participate in these activities, which are really an environment for
students to develop their abilities and skills, is really a problem. It is necessary to
have new, creative solutions to develop and improve the activities in high school.

The solutions to create an English learning environment at Thai Hoa High
School have focused on important factors that determine the effectiveness of the
activities that promote students' speaking abilities: management, organization,
content development, and regularity of activities. This method includes:
- Various organized learning activities do not cause boredom.
- These activities are alternately and regularly conducted to maintain
students' interest in learning English.
- Students have the opportunity to discuss the topics they work on both offline
and online.
- Students are extremely excited when they are not confined or limited in their
own products because they have the opportunity to explore and be creative.
- Their products are exhibited in the classroom and on the fan page created by
the teacher.
- Students have the opportunity to maximize their strengths.
- The children not only develop their language ability, especially the ability to
communicate in English, but they also have the opportunity to comprehensively
develop other qualities and competencies.
- Student performance results can be used to assess regular grades or to add
incentive points to students' grades in midterm or final exams.
With the above advantages of the solution, students' English learning in the
classes I have taken has made great progress in their English communication
ability, resulting in markedly improved quality. They become extremely confident
and are no longer afraid to use English.
1.3. Scope of the research
1.3.1 Scope of the research
Regarding research content: research on learning activities, appropriate
content, and knowledge range to create a realistic English communication
environment will help students increase time to contact and exchange knowledge

2

with each other to develop competence and quality, according to the objectives set
out by the new general program for English.
Regarding space: The subject is covered at the high school where I teach.
About time: The topic has been studied from September 2022 to April, 2023.
1.3.2. Objects and subjects of the research
Subjects of research:
Activities to create an English learning environment in the classroom space
will increase the opportunity to interact and use English in real-life situations,
creating interest in learning English among students.
How to conduct activities and how to evaluate students' performance in
activities
Objects of research: high school students
1.4. Research purposes
With the purpose of helping students interact and experience more with
English, create a foreign language practice environment built on criteria to ensure
that learning and using English can take place at any time, anywhere, and suitable
for Vietnamese culture, customs, and habits, making it easier for teachers and
students to implement to develop communicative competence. With simple
activities and the simplest space - the classroom- students have the opportunity to
experience, use foreign languages in real situations, and actively support the
regular class time. With different areas of knowledge, 12th graders can apply to
solve the National High School exam very effectively.
In particular, according to the theory of multiple intelligences (Theory of
Multiple Intelligences), each student has a different type of intelligence, with
different strengths such as linguistic intelligence, mathematical logic intelligence,
intelligence spatial image, musical intelligence, physical intelligence, personal
interaction intelligence, inner intelligence, natural intelligence... So when the
children participate in other activities Each other, working on different projects,

students have the opportunity to show their strengths, helping teachers assess
students' abilities more accurately and fairly.
In addition, I personally want to share this teaching experience with my
colleagues so that I can make appropriate adjustments in the teaching process to
bring the highest efficiency.
1.5. Research mission
In order to achieve the purpose of the study, the following tasks need to be
performed:

3


- Research the requirements in the new high school program for English
subjects.
- Learn and research the focus of knowledge and teaching topics in high
school English.
- Research and design activities outside of regular school hours in an
attractive and interesting way for students to have an environment to use English.
- Read documents related to the method of creating English space in the
classroom, discuss with colleagues.
- Check and evaluate the results of students' acquisition of knowledge so that
there can be reasonable additional adjustments.
1.6. Methods of the research
The research methods used in the study are:
Method of observation: I conduct research, collect, process, analyze, select,
and organize documents related to the topic.
Method of exchange and discussion: From the moment I formed the idea, I
and my colleagues conducted an exchange and discussion to draw up effective
implementation plans.
Experimental Method: I have carried out plans to create space and create an

English environment for students in two experimental classes and two control
classes outside of the regular classes.
Method of investigation: I have examined and evaluated the results of the
process of participating in activities in the English space.
Method of collecting information: I have made questionnaires for students to
comment on and evaluate their satisfaction with the activities so that appropriate
adjustments can be made.
PART 2: CONTENT
2.1. The actual situation of studying English at Thai Hoa High School.
Thai Hoa High School is a school with a long history. It was established in
1962, and up to now it has been 60 years of operation. Last November 2022,
teachers and students of Thai Hoa School celebrated the 60 th anniversary of the
establishment of the school. Many generations of students have studied and grown
up here. It is the most prestigious school in Thai Hoa town. Most parents want their
children to study here. Previously, there were two foreign languages taught at
school, English and French. But according to the general trend of society, today
only English is included in the curriculum. Students here have a foreign language
proficiency that is not as good as students in the big city but is superior to
neighboring schools in the town. Along with the efforts of the teachers, students
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here can learn foreign languages creatively. Teachers have guided and oriented
students to experience many activities to create excitement and encourage students
to learn passionately and actively. Teachers focus on developing students' skills,
especially speaking skills, through creating and editing lessons. To evaluate
students’ knowledge before applying the program, with the help of teachers in the
English group, I conducted a survey test at both control and experimental classes
(Appendix 08,09,12) Along with the information via survey questionnaires and
information gained through some small talks, observations were added to these

main parts to assist the results. And the results are as follows:
Class

N

Good

Rather good

medium

weak

Q

P

Q

P

Q

P

Q

P

11C

45

13

33,33%

18

40%

10

22,22%

4

8,88 %

10H

43

3

6,97%

10

23,25%

23

53,44%

7

16,270%

11A

48

16

33,33%

20

41,66%

12

25%

0

0%

10I

37

4

10,8%

10

27,08%

20

54,05%

3

8,1%

Table 1: Results of the English quality survey of students at the beginning of the
school year 2022 - 2023 (173 members)
Through the above table, we see that on average, the number of students with
good capacity account for a low percentage (from 4 % to 16 %). A quite large
number of students study rather well (from 23% to 41,66%). Weak and medium
students also make up a very high rate (from 7% to 53%).
2.2. Theoretical basis
2.2.1 Overview of the high school English program
English is one of the instrumental subjects in high school, it not only helps
students to form and develop their ability to communicate in English but also
contributes to the formation and development of common competencies, to live

and work more effectively, to do well in other subjects as well as for lifelong
learning. The subject of English provides students with an important international
communication tool, helping them to exchange information, advance scientific and
technical knowledge, and learn about cultures, thereby contributing to building an
understanding between peoples, forming a sense of global citizenship, contributing
to the development of personal qualities and capacities. Through learning English
and learning about different cultures, students can better understand and love their
own language and culture.
The basic objective of the General Education Program in English is to help
students form and develop their communication skills through training in listening,
speaking, reading, writing, and language knowledge (phonics and phonology),
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vocabulary, and grammar). Communication skills and language literacy are built
on the basis of specific communicative
competence units, in themes and topics relevant to the needs and abilities of
high school students to help them meet the requirements specified in the 6-level
Foreign Language Competency Framework for Vietnam (issued according to the
Circular No. 01/2014/TT-BGDĐT dated January 24, 2014, of the Minister of
Education and Training), students who finish high school achieve level 3
The general education program in English ensures flexibility, flexibility, and
openness to meet the needs and suit the diverse conditions of English teaching in
localities with the following topics: Our lives, Our Society, Our Environment, and
Our Future.
Referring to speaking skills, author Ying Ying Chang (2009) assessed: Speaking
is one of the four important skills when learning English. At the same time, she
pointed out that the best way to practice Speaking is to practice communication,
which will bring positive effects to students. From there, it shows that the
communication practice environment plays an important role in students' learning

activities. First, studying in a positive language practice environment will help
students communicate confidently and maintain a focused attitude. Creating a positive
English practice environment will help students be confident and active in practicing
and using foreign languages fluently. This is a very important issue because it is a
premise for improving the quality of foreign language teaching and learning. The
ideal language practice environment will help students develop all-around skills,
especially speaking skills. Having good speaking skills will help students gain
confidence to learn the remaining skills effectively. Makarenco– the famous Russian
pedagogist of the early twentieth century, also said: “I insist that educational issues,
educational methods can not be limited to teaching problems, for the educational
process not only takes place only in the classroom, but rather per square meter”. In
"Letter to the National Conference of Children's Officers", Uncle Ho asked: "While
studying, it is necessary to make the children happy, while having fun, it is also
necessary to make the children study. In the school, in the society, the children are
happy, they all learn.”
2.3 Some concepts
2.3.1. English learning environment.
The English learning environment is a place where teachers and students use
English as much as possible to communicate in an optimal learning environment.
At the same time, students learn actively and effectively. More than that, teachers
and students apply practices to dealing with communication situations. Especially
optimizing the use value of the classroom.
2.3.2. ESL high school students

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ESL stands for English as a Second Language. This refers to students who
have non-native English as their primary language.
2.4 Practical basis

According to the current program distribution, English is taught three
periods per week, which is too little for foreign language learning. To learn a
foreign language in general and English in particular, learners need to practice
English every day, and there must be an environment where learners have the
opportunity to use the language. So, with a duration of three regular periods per
week without an environment for students to study daily, the effectiveness of
foreign language learning will be very low. Most students do not have the selfdiscipline to study, but they only perform the learning tasks as required by the
teacher. Although with the effective help of materials from different sources from
the Internet, most of them do not know how to take advantage of it and have not
yet promoted the spirit of self-study.
With such reality, in the process of teaching, I myself always wonder how to
create an English environment so that students have the opportunity to contact
English anytime, anywhere, so that they can "bath" in the language, being able to
use the foreign language in real situations, not just the knowledge in the main
lessons in the textbook. So in addition to school extracurricular activities, websites
and fan pages to exchange learning with students, I personally find the classroom a
great space to help students contact and use English every day. This idea is
presented in detail in the experience initiative “ Methods and techniques to
create an English learning environment for EFL high school students"
2.5 The situation of the research problem
2.5.1. Advantages
Today, with the development of technology and the advent of the Internet, we
can create many spaces for communication and exchange about learning foreign
languages in general and English in particular. Students only need a smartphone or
a computer with an internet connection to be able to participate in online forums
and classes. When students do project learning activities, students easily find
information, form ideas, and create perfect products with the help of technology.
Along with that, students can easily look up vocabulary, word usage, and standard
pronunciation of English words with standard dictionaries such as "The Oxford
learner's dictionary", and "And Cambridge English Dictionary" online, so they

don't have to worry about vocabulary pronunciation.
Besides, Technology help students become very agile and grasp timely
information, background knowledge in different fields is constantly being added,
and along with that, they have the opportunity to discover and develop their
potential. All these help them to coordinate very smoothly and effectively in group
work.
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With the above advantages, creating an English space in the classroom where
students meet and exchange information with each other every day, and where they
can exhibit their own products is really facilitated. When participating in projectbased learning activities, students can develop self-study, self-control, and fully
actively absorb knowledge, which is nothing better.
2.5.2. Difficulty
The lack of school facilities is the biggest obstacle. If you want to create
English spaces on a school-wide scale, you need funding and support from
organizations in the school. Community learning is also very difficult. So for
schools that do not have much funding or lack facilities, teachers can only proceed
to create an English classroom space right in the student's classroom. When
creating an English classroom space with a large classroom space like today, it is a
bit tight, so it is more or less difficult to design, display products, and create a
learning space anytime, anywhere for students.
Moreover, time is also an obstacle. When the children complete the products
and display them in the classroom space with the specified positions, it also takes
time for the groups to present and evaluate the projects, so the teacher and students
need to arrange to take afternoon elective classes, which requires teachers to be
enthusiastic, students to be responsible and self-disciplined.
2.6. Create a communication environment for students outside of the
course.
2.6.1. extracurricular activities

In order to create an English communication environment for students outside
of regular school hours, the organization of extracurricular activities on a schoolwide scale, which can be organized monthly or quarterly during the school year, is
an effective choice. To develop students' ability to communicate in English in reallife environments. Some activities are easy to do such as English Club, English
Singing Competition, Ringing the Golden Bell, themed painting exhibition,
English learning method exhibition, new school year with new goals, practicing
journalism members, members of the yellow chalk day, English space on campus...
These activities allow students to experience English in a real-life environment to
create excitement, and passion, and increase their love of English. Depending on
the characteristics of each school, school mangement and teachers choose
extracurricular activities with topics suitable for students. However, these
extracurricular activities of course cannot be held every day, every week.
Therefore, teachers need to have other forms to create English spaces so that
students have the opportunity to "bath" in English every day, creating opportunities
for them to use English more realistically, and develop students’ communication
skills.

8


Below, I will introduce some ways to create an English space in the classroom
with some project-based learning activities that are simple, easy to implement and
students are extremely interested.
2.6.2. Create English space in the classroom to develop communication
capacity for high school students.
The classroom is where students spend a lot of time, most of the days.
Moreover, a class of about 34 students is a potential communication environment
where students can always find a "partner". So why don't we turn the classroom
into an engaging English space for students to take advantage of every nook and
cranny of the classroom? These activities are arranged alternately, the variety of
activities does not cause boredom, and one activity follows another so students

perform the activity regularly, without interruption. For simple activities teachers
can integrate assessments in the regular class; For activities that require product
demonstrations and presentations, the teacher can organize the assessment in an
elective class scheduled in the afternoon (At my school I am teaching elective
lessons scheduled in the afternoon), so it is very convenient for students to learn
through projects like this). Students' activities and products are regularly
exchanged on the English learning fan page “ English- my love” set up and
managed by the teacher. Currently, I am allowing students to exchange on the
Fanpage.
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Link and QR code of fan page“ English- my love”
The results of the teacher's activities can be used as regular marks or
encouragement points for midterm and final exams. During the teaching process, I
conducted a variety of activities to create an effective English space in the
classroom. And here are some typical activities.
2.7. Activities to create English environment at Thai Hoa high school.
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2.7.1. Class mag
* General description of the operation:
The teacher gives students a topic, Students design their own products, and
exhibit products.
* Objectives of the activity:
- Enhance the practice of English reading, writing as well as teamwork skills
for students.
- Training skills in analyzing and synthesizing information in English,
expanding background knowledge related to a given topic for students, sharing
bright experiences, developing soft skills, remembering and increasing the pride
and awareness of preserving some value about traditional new year in Vietnam

* Scope and implementation time: Each quarter, a magazine is displayed in
the classroom.
* How to perform:
Step 1: Grouping: The teacher divides the class into 4 groups
Step 2: Brainstorm: Each group collects or writes articles, choose online
pictures or draw by themselves according to the topic suggested by the teacher.
Step 3: Discussion: The groups discuss selected articles according to the
given topics. Within a week, students need to design and complete the journal
(cover page, introduction page, table of contents, and content decoration. ...)
Step 4: Posting on Fanpage: After completing the journal, The teacher will
help them post on Fanpage.
Step 5: Exhibition: By the second week, the groups will exhibit their journals
according to their assigned positions in the classroom. Each group appoints a
representative to present their journal.
Step 6: Evaluation of the journal: The teacher and the rest of the groups listen
to and follow the journal and complete the grading sheet( Score sheet formAppendix 01).
Step 7: Announcement of results: After the four groups have completed, the
teacher collects the scorecards from the groups and sums up the results (group
scores by 1, teacher scores by 2), and announces the winning group and rewards
that group.
Step 8: Feedback: After finishing this activity, teachers can survey students'
opinions on the level of satisfaction with the content and form of the "class
journal" activity. This collection of ideas helps teachers to make appropriate
adjustments to the next activities more effectively. (Feedback form – appendix 02)
Specific example: Class Mag
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Teachers can suggest categories in the journal such as GCSE exam tips,
Music, Gender equality, Friendship, festivals, sports pages, film reviews, cinema

news, fashion, etc... Students discuss in groups to decide on items to write about.
After that, students make up the layout of the magazine and decorate it according
to the ideas of the group.
The following are the products of 4 groups of students I directly teach. (Some
other pictures are in Appendix14).
Topic 1: Music. This topic is inspired from unit 3 - Tieng Anh 10- Global
success.

11


QR code and pictures of video Class mag – topic music on fanpage “English- My love”

Topic 2: Tet HolidayThese class mags are inspired from unit 8- Tieng Anh 11.

12


QR code and pictures of Class mag – topic Tet holiday on fanpage “English- My love”

Topic 3: Gender equality.
This topic is inspired from unit 6- Tieng Anh 10- Global success.

13


QR code Class mag – topic Gender equality on fanpage “English- My love”
2.7. 2. A day as a journalist
* Description of the activity: Students work in groups to make a reportage
clip in English about an item in the learning process, a social issue or an example

of a good person or good action. Students can interview their classmates right in
the classroom, take advantage of the break time, and 15-minute activity time to
interview, students can also interview characters outside the classroom, record for
reportage, and slideshow in class when finished. They also can make an interview
right in the lesson as the teacher’s assignment
* Objectives of the activity:
- Improve students' speaking and writing skills in English through reporting
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- Developing creative thinking, researching, teamwork skills, information
searching, processing skills, and problem-solving skills for students
- Strengthening exchanges and connections, sharing and raising the sense of
community responsibility.
* How to perform:
Step 1: Divide the group: The teacher divides students into 4 groups.
Step 2: Register topics: Students based on the lesson topics they have learned
or are about to learn to register for the topic of reportage.
Step 3: Make a reportage: Students conduct a discussion to bring up the
content and detailed plan for the reportage and then complete the reportage.
Step 4: Sending products to Fanpage: Students make a reportage into a video clip
and send it to the class' Fanpage, then there will be a presentation in the classroom.
Step 5: Product evaluation: Teachers and other groups will watch clips of
each group together, conduct assessments, and score points based on available
scorecards. (scoring sheet appendix 06)
Step 6: Announcement of results: Announcing the first prize and distributing
prizes to the group with the best reportage clip from the scorecards of the audience
and teachers. (Teacher's score is a factor of 2 and an audience score is a factor of
1).
Reportage time: Just enough time - not too long, not too short, 3-5 minutes

according to regulations.
Step 7: Feedback: The teacher then distributes the questionnaires to the
students about their satisfaction with this activity, so that the teacher can make
adjustments for the next activities. (Feedback form appendix 05)
Inspired by Lesson 8 - celebrations - English 11 - 7-year system about Tet
holidays, students had an interview with foreigners who are teaching at English
centers in Thai Hoa town about their feelings about the Vietnamese New Year.
This activity helps students to be more and more active with the lesson topic,
exploiting the lesson topic in many different aspects. They are also more confident
when interacting with native speakers, and can improve their listening and
speaking skills. Moreover, it also helps them to have a spirit of love for their
homeland, the traditional values, and the cultural identity of the nation.
•Specific example:
Topic 1: Tet holiday inspired by lesson 8 - celebrations - English 11 - 7-year
system.

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Picture “a day as a journalist” – topic Tet holiday on fanpage “English- My love”

QR code “a day as a journalist”– topic “Tet holiday on fanpage” “English- My love”
Topic 2: Interview the celibrity - Inspired by Lesson 12 Tieng Anh 11 - 7year system,
In the reading lesson, I had two students play the role of a presenter of
VTV6 Vietnam TV station, interviewed Bui Thu Thao, who won a gold medal at
the Asian Games, in the long jump event. Through the interview, asking her about
the goal of the Asian Games, which is to develop intercultural knowledge and
friendship, promote solidarity, and also an opportunity to validate the sporting
ability of countries in the Asia region.

16


Picture “a day as a journalist”– topic “intervieiw
the celibrity” on fanpage “English - My love”
From these activities, I see that the students were excited to prepare and also
very excited to see their friends’ performances. This creates a lively, innovative,
and dynamic classroom atmosphere.

QR code “a day as a journalist”– topic Asian Games on fanpage
“English- My love”
Topic 3: Making the coverage about The 14th Asian Games
Also in lesson 12 The Asian games - English 11- 7- year system, another
group demonstrated their journalistic abilities through a reportage, talking about
the 14th Asian Games. I was also surprised by the technological capabilities, sweet
voice, and pronunciation, although there are errors in a few words, in general, are
relatively standard from the pitch to the ending sounds. It is indeed through
occasions like this, students have the opportunity to show their full potential,
which teachers cannot see in regular lessons. It really increased the spirit of
learning English.

17


Picture “a day as a journalist” – topic The 14th Asian Games on fanpage
“English- My love”

QR code “a day as a journalist"– topic The 14th Asian Games on fanpage
“English- My love”
2.7.3 Vocabulary desk labels.

* General description of the activity:
This is an activity that helps students expand and improve their vocabulary to
serve other skills such as listening, speaking, and reading. The teacher teaches
vocabularies by topic, let students write vocabularies on colouful cardboards, stick
it on the table in front of each seat, each topic concludes 12 words, equivalent to 12
students' desks, with a time of two days, students have to memorize those 12 words
(Writing, pronunciation and Vietnamese meaning). After two days (or next lesson),
the teacher will teach another vocabulary topic, move the old words to farther
possition of the table, to paste the new word into the outermost row, near the aisle
so that students can easily observe the word. By doing this, the table s are full of
words. For example, a class of 45 children will have 45 different words, and all
students in the class will go around the classroom to learn more words that they do
not know, within a week students need to remember all the words on their tables.
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* Objectives of the activity:
- To improve the spirit of self-study, self-mastery, and self-discovery in
learning
- Practice communication skills
- To expand and improve students' vocabulary to serve other skills such as
listening, speaking, reading, and writing. Developing vocabulary is extremely
useful in solving the National High School Exam.
* Duration: Each batch of vocabulary will last 1 week
* How to perform:
Step 1: Each student bases on the vocabularies given by the teacher to write
that word or phrase on a piece of paper, then stick it on the table at their seat.
Step 2: During the recess, students will go around the class looking for words
they do not know and discuss with eachother the meaning and pronunciation.
Step 3: After a week students have to learn all the words then test themselves

by rewriting those words.
Step 4: Summary of assessment:
Once a week, after students memorize all the words on the table, the teacher
creates an activity to test the student's ability to remember the words. Teachers
may have a variety of weekly tests as follows:
4.1. Measure 1: The teacher takes the first 5 minutes of the class to ask all the
students to write down all the words they have memorized on a piece of paper,
then the teacher collects the student's paper to check and give mark, the grade can
be used as a plus point for tests. The teacher can also test any student on
memorization of learned words by reading the words aloud and making sentences
with some of the learned words for an oral test score.
4.2. Measure 2: Divide the class into two groups, the teacher is the referee,
and the two groups take turns quizzing each other, they speak Vietnamese, and the
opponents will speak equivalent English, They must not repeat the quizzed words,
the required answer must be pronounced correctly to score points.
4.3. Measure 3: The teacher assigns students to create a list of vocabulary
through app quizlet.com to check students’ pronunciation, students listen and
speak the equivalent Vietnamese meaning, and two teams take turns answering, if
it is wrong, the right to answer belongs to the other team.
4.4. Measure 4: Students remove the word from the table and paste it on the
board, representatives of the two teams come up to play the game “ slap the board”

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Step 5: Collect feedback on the activity: The teacher gives each student a
feedback sheet on the level of satisfaction with the activity to make necessary
adjustments for the next activities. (feedback form in appendix 03)
• Specific example:
Topic 1: Unit 12. The Asian Games (English 12 - 7 year system)

To encourage students to expand their vocabulary related to the topic “The
Asian Game”, the teacher gives out 12 more name of sports, stick on the borad
first, get students to find out VietNamese equivalent, then sticks it on the table,
The teacher makes sure you know the meaning, pronunciation and get examples in
sentences using that word, then students share it on fan page “ English- my love”
so that they can easily study the words at home.
Classroom space “learn vocabulary together” – words are sticked on the table
so that students often see and memorize words easily

Topic 2: people- derived from an optional lesson

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Picture and QR code “Vocabulary desk labels” – topic people on fanpage
“English- My love”
2.7.4. Poster design
* Operation Description:
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This is an activity where students design posters on topics requested by the
teacher. When the groups have completed the posters according to the agreed time,
the groups will display their work in the classroom. All groups have the
opportunity to view and read posters from other groups.
* Objectives of the activity:
- Activities to develop students' reading-writing-speaking-listening skills.
Develop teamwork and discussion skills.
- Create a positive language practice environment for students to express their
insights, creative thinking, and problem-solving on current topics.

- Students also practice more presentation skills and cooperation ability when
participating in group activities.
* Time and scope of implementation:
Students design posters for a week
classroom for a week.

days and then display them in the

* How to perform
Step 1: The teacher divides the class into 4 groups, gives the content of the
project, and guides the students to do it.
Step 2: Students conduct group work to develop ideas and assign tasks to
group members.
Step 3: After completing the poster, the groups will take a photo of the
poster and post it on the fan page “ English- My love” created by the teacher.
Step 4: The groups will hang their posters in the classrooms of the class
according to the specified positions, and all groups have the opportunity to admire
each other's products.
Step 5: Teachers and students organize their poster presentations in the
afternoon elective class.
Step 6: Students listen to the presentation, take notes of important
information, then ask the presenting team 1-3 questions from the rest of the groups.
Step 7: The groups and the teacher conduct the grading for the presentation
group. The teacher then collects the scorecards and aggregates the scores for each
group according to the criteria prepared on the scorecard. (The score sheet in appendix
06)
Step 8: Evaluation summary: The teacher's score has a coefficient of 2, while
the audience groups have a coefficient of 1 (each group has 1 rating card). Then
announce the winning team. Next, the teacher distributes a form to collect students'
opinions on the activity to make adjustments for the next activity. (feedback form

in appendix 07)
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