How to motivate grade 11 students at le loi upper secondary school in speaking lessons

How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

CONTENTS
A. INTRODUCTION

Page
1

I. REASONS FOR CHOOSING THE RESEARCH

1

II. AIMS OF THE RESEARCH

1

III. SCOPE, OBJECT AND RESEARCHING METHOD

2

B. DISCUSSION

2

I. MOTIVATION
1. Definition of Motivation

2

2. Motivation and Language Learning

2

3. Motivation in the ESL/EFL Classroom

3

4. Types of Motivation
5. De-motivating Factors in English Language Learning

3

II. WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS

4

1. Ways of motivating students in speaking lessons.

4

2. Demonstration of activities usually used in teaching English 11 at
Le Loi upper-secondary school.

8

III. APPLYING THE RESEARCH IN TEACHING ENGLISH 10

13

IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING

22

C. CONCLUSION

22

I. CONCLUSION

22

II. RECOMMENDATIONS

23

D. REFERENCE BOOKS

25

2

4

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

A. INTRODUCTION

Speaking is "the process of building and sharing meaning through the use
of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p.
13). Speaking is a crucial part of second language learning and teaching. Despite
its importance, for many years, teaching speaking has been undervalued and
English language teachers have continued to teach speaking just as a repetition
of drills or memorization of dialogues. However, today's world requires that the
goal of teaching speaking should improve students' communicative skills,
because, only in that way, students can express themselves and learn how to
follow the social and cultural rules appropriate in each communicative
circumstance. In order to teach second language learners how to speak in the
best way possible, some speaking activities are provided below, that can be
applied to ESL and EFL classroom settings, together with suggestions for
teachers
who
teach
oral
language.
I. REASONS FOR CHOOSING THE RESEARCH
Many learners have found difficulties in learning English. There are
multiple reasons that hinder their learning process. Students may not be aware of
the significance of English itself; others may learn English just to achieve good
grades in the exams. However, most of those learners are actually not motivated.
Without motivation, they are less interested in learning English as subject
though this category of students knows how English is important in the modern
world. Therefore, motivation has an effect on learning English. Consequently,
this study is about the role that motivation has while learning EFL.
The current stuudy aims to make students and teachers aware of the role
that motivation plays in acquiring a foreign language. Moreover, learners need
to know the factors that lead them to be motivated to speak during classes and
the other ones that hinder them from improving themselves. The study is

widely going to deal with the significance of teachers in motivating the learners
in EFL classrooms. Importantly, teaching strategies are what the teachers need
to know to help their students to sustain their self-confidence. All mentioned
above, I have decided to suggest activities I have ever taught my grade 10
students at my school.
II. AIMS OF THE RESEARCH
- To introduce how to teach speaking skills.
- To show ways of motivating students to speaking in English.
- To show how activities can be designed to arouse students’ speaking
English in grade 10 at Le Loi upper-secondary school.
- To build up students’ confidence.
III. SCOPE, OBJECT AND RESEARCHING METHOD
- Scope : Researching in the process of teaching English 11 at Le Loi
upper-secondary school.
- Object: This subject is concerned with ways of designing activities in the
class.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

- Researching method: Teaching speaking reference books , discussing
with other teachers, applying in teaching, observing and drawing out
experiences.
B. DISCUSSION
I. MOTIVATION
1. Definition of motivation
Motivation as a term is derived from the Latin word ‘moveo-movere’
which means ‘to move’ in English. In his research, Walker (2011) states that

motivation is the element that moves humans to decide taking certain choices to
be engaged and to be able to continue a behaviour (Ushioda, 2011, p. 3).
Actually, it is often used to describe certain sorts of behaviour. A student who
studies hard and tries for top grades may be described as being "highly
motivated", while his/her friend may say that he is "finding it hard to get
motivated". Such statements imply that motivation has a major influence on our
behaviour.
Motivation can be defined as a concept used to describe the factors within
an individual which arouse, maintain and channel behaviour towards a goal.
Another way to say this is that motivation is goal-directed behaviour.
2. Motivation and Language Learning
Second language refers to a language an individual learns that is not
his/her mother tongue, but is of use in the area of the individual. It is not the
same as a foreign language, which is a language learned that is not generally
spoken in the individual’s area. In research on motivation, it is considered to be
an internal process that gives behavior energy, direction and persistence in
research (in other words, it gives behavior strength, purpose, and
sustainability). Learning a new language takes time and dedication. Once you
do, being fluent in a second language offers numerous benefits and
opportunities. Learning a second language is exciting and beneficial at all ages.
It offers practical, intellectual and many aspirational benefits. In learning a
language, there can be one or more goals – such as mastery of the language or
communicative competence – that vary person to person. There are a number
of language learner motivation models that were developed and postulated in
fields such as linguistics and sociolinguistics, with relations to second-language
acquisition in a classroom setting. The different perspectives on second language
motivation can be divided into three distinct phases: the social psychological
period, the cognitive-situated period and the process-oriented period.
3. Motivation in the ESL/EFL Classroom
Motivation has long been a major problem for most teachers of English as

a Second Language (ESL) or as a foreign language not only in the Arab World
but also elsewhere.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Motivation in the ESL/EFL classroom is easily one of the most important factors
as I'm sure most teachers would agree with me. The main reason I'm coming to
this point of view is that most of our students have low motivation to learn
English. In addition to that, while most of them have a vague sense that whether
"English will be useful for my future" or not, they don't have a clear idea of
what that means, nor is that a very strong motivator; it's too vague and too far
off.
4. Types of Motivation
Many scholars acknowledge the importance of motivation in learning as “it can
influence what, when, and how we learn” (Pintrich & Schunk, 2002, p. 6).
Whereas motivated students tend to engage in activities that they believe will
help them learn, unmotivated students are not able to be systematic in making
an effort in learning, as are motivated students. The importance of motivation is
often emphasised in the field of language and linguistics. According to Cook
(2000), three main factors explain the speed of learners’ learning in second
language acquisition (SLA): age, personality, and motivation. He also stated
that motivation is the most important among these three elements. Masgoret
and Gardener (2003) supported this point and claimed that motivation is
responsible for achievement in a second language. In addition, many
reserachers have noted that 99% of language learners who show strong
motivation were able to achieve a reasonable working knowledge regardless of
their language aptitude.

Intrinsic motivation
Intrinsic motivation is a motivation to learn that comes from an internal force
such as interest in language learning or the desire for further personal
development in general. It compares with extrinsic motivation, which is
motivation from external pressures such as the need to speak English for work
or because a parent has sent a learner to class.
Example:
Often high level learners show a high degree of intrinsic motivation as they
continue to study a language beyond any practical need.
Extrinsic motivation
Extrinsic motivation is a motivation to learn caused by external pressures such
as work, because a parent has sent a learner to class, or the need to gain a
qualification in the language. It contrasts with intrinsic motivation, which is an
internal force such as interest in learning a language to communicate with other
people or for further personal development in general.
Example:
Exams preparation classes often have a high degree of extrinsic motivation as
learners are attending class to pass an exam, often for work purposes.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

5. De-motivating Factors in English Language Learning
Problem statement: Demotivation is a relatively new issue in the field of
second/foreign Language learning motivation. Recognizing and removing
barriers can have a marked effect on motivation and attention to learning in
general and ESL/EFL learning in particular. Demotivating factors are essential
factors which negatively influence the learner’s attitudes and behaviors and

hence lead to undesired learning outcomes. The purpose of the present study was
to analyze the effective factors on demotivation for English language learning
among a group of Iranian university students.
De-motivating Factors in English Language Learning
5.1. Lack of perceived individual competence.
5.2. Lack of intrinsic motivation.
5.3. Inappropriate characteristics of teachers’ teaching methods and course
contents.
5.5. Inadequate university facilities.
5.6. Focus on difficult grammar.
II. WAYS OF MOTIVATING STUDENTS IN SPEAKING LESSONS
1. Ways of motivating students in speaking lessons.
While they excel in the other skills, they find it difficult to speak, not
because they do not know how to, but because they are afraid to do so. This is
even more problematic when it comes to older learners and adults as there is the
common fear of making a fool of themselves in front of their peers. There are, of
course those more unique learners who will try to dominate the ESL classroom
when it comes to speaking, however, more often than not this is not the case and
when it does happen it also limits the less confident learners. What they need
more than instruction is confidence and the motivation to speak out in class and
not be afraid to do so.
As ESL teachers it not only our duty to teach, but it is also our duty to motivate
our learners to speak out and participate. We need to help reduce their fears and
provide a comfortable environment for them to learn and to make them feel
more at ease. Speaking is by far the most important skill needed when it comes
to ESL learning. Speaking is everywhere in real life and even though the
learners may be able to avoid skills such as reading and writing English in real
life, it is not the case with speaking. So how can we motivate our learners to
really love speaking English? What can we do to help reduce fear and give them
the confidence they really need? Those students who have more of a positive

attitude when it comes to language learning will be less likely to suffer from
performance and learning anxiety thus making them participate more. Here are a
couple of useful tips and techniques that you as an ESL teacher could implement
in the classroom to help those more reluctant to speak out.
1.1) - “Pair work” or “Group work”
One of the successful ways, if the teacher is resourceful and skilful
enough, to motivate his/her students to participate in speaking lessons is to use
“pair work” or “Group work” appropriately.Language is best learned through the
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

close collaboration and communication among students. This type of
collaboration results in benefits for all or both learners. In fact, learners can help
each other while working on different types of tasks such as using dialogue
speaking, interviews, drawing pictures and making comments about them, play
roles, etc…
Researches on Second Language Acquisition have shown that learners
have differences in mastering skills. While one student is good in drawing,
another can be good in expressing ideas verbally; a third other student can be
good at role play and imitation. Besides, some students find it less stressful, if
not much comfortable to learn certain rules or usages of language from their
pears and comrades than from their teacher.Finally, communicative language
teaching requires a sense of community and anenvironment of trust and mutual
confidence which “pair work” or “Group work” can provide.
1.2) The seating of the students
The way the students are seated in the classroom will often determine the
dynamics of the lesson. Indeed, a simple change in the seating pattern can make

an incredible difference to group coherence and student satisfaction, and I’ve
seen many other cases where seating has been a crucial element in the success or
failure of the lesson.The seating pattern you use may, in some cases, not be fully
under your control – if for example the desks are fixed to the ground or the
school has strict rules about not moving the furniture. Student numbers are also
going to be an issue.
I’ll talk about average size classes – anything from 35 to 40. Teachers have
different preferences for seating arrangements – groups seated round small
tables is often one choice. This is probably the best option for the larger classes
in this range, but for smaller numbers and with adult or teenage students I think
the horseshoe shape, which I find has all of the advantages of groups, and none
of the disadvantages. A horseshoe may be desks in a U-shape with a hollow
centre, students in a semicircle on chairs with arm-rests and no desks, or
students seated around three sides of a large table, with the teacher at one end. In
any case, whatever seating pattern you choose or is imposed on you, the class is
likely to be more successful if you keep the following principles in mind:
a) Try and maximise eye contact.
Both teacher to student and student to student. In full class phases of the lesson,
if the person who is speaking does not have eye contact with the others, then
attention is likely to drop. This is the main reason I personally think the
horseshoe shape to groups is better.
b) Make sure students are seated at a comfortable distance from each other.
Make sure you don’t have one student sitting alone or outside the groups.
Besides, try to leave a fair empty, but not so much a space because large
distances between the students will tend to lead to a “muted” atmosphere, low
pace, and less active student participation in the lesson.
c) Think in advance about how you will organise changing partners or changing
groups.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

This is a stage of the lesson which can potentially descend into chaos if it’s not
tightly controlled, with students wandering aimlessly around not knowing where
to go or confidently moving to the wrong place.
1.3) The Error Correction
It is always asked whether we should correct all students’ errors, whenever they
occur. The reasonable answer is that if we stop at every single error and treat it
with no room for errors to take place, this will lead to a gap of communication
and students will be too much afraid of making mistakes. Hence, due to being
too much obsessed with making errors, students will be too much reluctant to
participate.Thus, Teachers should be aware of when to correct errors and how to
do that without any hurt and humiliation. In a learner- centered classroom, it
should be better to correct errors, which students make unconsciously, whenever
there is a gap of communication or when not treating the error will result in a
misunderstanding of the idea expressed.
Concerning the ways of how to correct errors, there are several techniques
which the teacher, who is seen as the monitor, should choose from them
according to the type of the error and task where the incorrect form of language
occurs. Among these ways of correction we can state: self correction, peer
correction and teacher correction.
1.4) Role play
This is another technique to vary the pace the lesson and to respond to the
fundamental notion of variety in teaching. Teachers are advised to use the roleplay activity in order to motivate their students and to help the less motivated
learners take part in the lesson. Besides, certain tasks in the student’s book are
followed by a role- play activity where it becomes a necessity to undergo such
an activity. As good examples of that we can state: the hide (item) and guessing
game, dramatizing an interview of customer and shop assistant, doctor and

patient conversation, etc…
1.5) Using realia, flash cards, Stories and songs in teaching
Realia and flash cards are considered as important tools in teaching especially a
foreign language, since they play the role of a facilitator in teaching new
vocabularies such as fruits, vegetables, clothes items, etc…Besides, they are
very helpful in drawing especially beginners’ attention to follow and match new
words to items. In addition, realia is an authentic material that helps the teacher
to overcome classroom artificiality.Creating stories with the students is another
way of developing speaking and writing skills. Actually, creating stories is
grounded in the students’ ability to create a story from their personal experience.
In creating stories some issues are revealed such as: a) fluency, b) whether the
students have enough language to create the story, and c) accuracy.
Teachers are able to demonstrate techniques of using songs in different ways to
teach grammar, vocabulary, pronunciation and community building because the
students like songs and they motivate the students to learn the English language
in an interesting way. Teachers can elicit students’ ideas about the song through
activities such as prediction, mind maps, word splashes, etc. Students discuss
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

questions such as the feelings in the song, what will happen next, etc. and write
their responses in an interesting manner. Students may write and present how the
song makes them feel and then draw a picture of their feelings while listening to
the song. Teachers respond to this presentation and ask questions. Then,
feedback is provided from the group.
1.6) Using audio visual material: cassette player, video, computer…
Since our schools are equipped with various audio visual materials such as

cassette recorders, videos, computers, projectors, magic boards and many others,
teachers should use these materials when teaching. Indeed, they should include
the appropriate material to use while planning their lessons. For instance, we
should include a cassette player in a lesson based on listening, while we need to
include a computer in any e-lesson or a lesson about designing a website or an
internet page about your school. Whereas, we can use an overhead projector in
presenting writing drafts for classroom correction or to read.
1.7) Using the first language (or native language) in the EFL/ ESL
classroom
Should we or shouldn’t we use the students’ first language (L1) in the
classroom? This is one of the questions which most divides EFL/ESL teachers,
whether they are for it or against it.The main argument against the use of the L1
in language teaching is that students will become dependent on it, and not even
try to understand meaning from context and explanation, or express what they
want to say within their limited command of the target language (L2).But there
are other, historical reasons why the use of the students’ mother tongue went out
of favour. Initially it was part of a reaction against the Grammar-Translation
method, which had dominated late 19th and early 20th century teaching, and
which saw language learning as a means towards intellectual development rather
than as being for utilitarian, communicative purposes.
But, we can say that there are a few cases when we can resort to the student’s
mother tongue such as- When there is a gap of communication or total
misunderstanding, since it can prevent time being wasted on fruitless
explanations and instructions, when it could be better spent on language
practice.- It can be used contrastively to point out problem areas of grammar.
For example, various course books, like Headway, now encourage students to
translate model sentences into their own language in order to compare and
contrast the grammar.
It can be used with beginners, when students are trying to say something but
having difficulty, they can say it in their own language and the teacher can

reformulate it for them.- When students need to combine the two languages, for
example in those lessons whose focus evolve around translation and
interpreting.
2. Demonstration of ways of motivating grade students at Le Loi uppersecondary school in speaking lessons.
2.1. Pair work:
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Examples : Unit 1 – Friendship - Part B: Speaking
Task 1(controlled practice): Look at the people below and describe their
physical characteristics.

Lower students:
Teacher: Aks students to work in pair to ask and answer questions about the
people in the pictures.
Students: Prepare the questions related to the physical characteristics of the
people.
Student 1: Can you describe the man/ woman / girl/ boy in the picture?
Student 2: The man/ woman/ girl/ boy is____. He/ She has got____.
Good/advanced students:
Teacher: Aks students to work in pair to ask and answer questions about their
mother/ father/ brother/ sister/ closest friend.
Students: Prepare the questions related to the physical characteristics of their
relatives/ closest friend.
Student 1: What does your mother/ father/ brother/ sister/ closest friend look
like?
Student 2: My mother/ father/ brother/ sister/ closest friend____. He/ She has

got____.
Unit 6 – Competition – part B: Speaking
Task 2 (controlled practice): Work in pair. Ask your partner how he/she feels
about each type of the competitions/ contests given in Task 1 (on page 69
Textbook Tieng Anh 11).
Competitions/ contests:
General Knowledge Quiz
English Competition.
Art Competition (Painting, drawing, Sculpture,…)
Poetry reading/ Reciting Competition.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Singing Contest
Athletics Meetings
Low students:
- Ask and answer about the Competitions/ contests using the sample below:
Student 1: Do you think (that) General Knowledge Quiz is great?
Student 2: Yes, I do./ No, I don’t.
Student 1: Why/ Why not?
Student 2: Because I can have a good chance to test my general knowledge.
Better students:
- Ask and answer about the Competitions/ contests using different expressions of
how people feel about something .
Example:
Student 1: What do you think of General Knowledge Quiz ?
Student 2: Oh, it’s great. It’s an opportunity to test my general knowledge.

2.2 Group work
Unit 6 – Competition – part B: Speaking
Task 3 (production): Work in groups. Talk about a competition or contest you
have recently joined using the suggestions below.
- Where and when did you see or take part in it?
- What type of competition or contest was it?
- Who organized it?
- Who participated in it?
- Who won the competition/ contest?
- Did you enjoy it? Why/ Why not?
Teacher: - Ask students to work in groups of 6 (one advanced student, two good
students, 3 low students) to talk about a competition or contest .
Students: - Use the structures of puposes to talk talk about a competition or
contest they have recently enjoyed or seen.
Low students: talk about the name, the place and the time of the competition or
contest.
2.3. The seating of the students
Here are som suggestions:

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Unit 11 – Sources of energy – Part B : Speaking
Task 3: work in group. Express your belief on the increasing use of alternative
sources in the future.
Teacher:
- Aks students to work in groups of 6 with different levels.

- Aks students to change their seat as the following chart.

Students: - Prepare questions about the increasing use of alternative sources in
the future.
+ What source of energy is it?
+ What advantges does it have over the other?
+ How can people set up to generate power?
……
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

2.4. The Error Correction
Here are the ways I usually use while correcting my students not oly in speaking
but also other skills.
That isn’t correct. / That’s incorrect
That’s not quite right. / This word is wrong
Something is missing. / Add another word
Use another verb. / Don’t add another word
There’s an extra word here
What does this mean? / Do you mean “like” or “liked”?
Remember we are talking about past.
This sentence is incomplete
Don’t forget to follow the order in the example
What is missing? / There’s a word missing?
What is wrong with this sentence?
Does this verb look right? / Does this word sound right?
Try adding another word

Try using another tense
Please look at this sentence again “like” and “likes”
Look at the difference between “like” and “likes”/ compare
This sentence is off topic
Pay attention to the verbs
Remember the irregular form / Don’t forget….
Compare your work to the example
Check spelling
Please revise this sentence. You need to review the example
You need to pay attention to the model
2.5. Using realia, flash cards, stories and songs in teaching
In language teaching, realia are actual objects, which have a purpose outside
the classroom and can be used in the classroom. This speaking lesson is
based around the use of realia.
Materials: A collection of everyday objects from around the house and a large
bag to put the objects in. Here is a sample list of the kind of objects that work
well for this activity:
A coat hanger, some diskettes, a bread knife, a can opener, a hammer, some
lipstick, a comb, a paintbrush, some string
Warmer
Tell the students that to imagine the following situation: they were all on a cruise
ship when there was a terrible storm. The boat sank, but they have managed to
reach a small tropical island. There is abundant fruit on the island and lots of
fish too. However, the only things they have with them are these objects, which
have washed ashore.
Stage One
Bring out the objects and make sure the students know what they are in English.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

While doing this, ask, “What is it used for?” making sure that they use the
gerund. Divide the students into groups of three or four. Each group has to come
up with alternative uses for the objects in their situation. Write an example on
the board.
The coat hanger is used for hanging clothes. It could be used for fishing.
They have to discuss this as a group and at the end present their solution to the
class.
Stage Two
Circulate and monitor the groups while they are doing the speaking activity. Set
a time limit (10 minutes is usually enough, but let it go on longer if they get into
it!). The activity works better if each group has some or all of the objects so that
they can touch and handle them. If you have a big class, or don’t have enough
objects, try one of the variations below.
Stage Three
Stop the activity when students have decided how they can use the objects. Ask
each group to present their ideas to another group. At the end, ask which group
had the most imaginative uses for the objects. To follow this up, ask students to
work in their groups again and make a list of the ten objects they would most
like to have in their situation.
Variations
If you can get a copy of the film Cast Away starring Tom Hanks, you could use
it as part of the warmer or study some scenes after the activity.
You could also ask the students to bring in the objects without telling them what
they are for. Tell them to each bring in four household objects that they don’t
know the word for in English. Do stage one with them in groups.
Unit 13 – Hobbies – Part B: Speaking
Flash cards: swimming, fishing, playing computer games, watching Tv…

Realia: stamps, books, …
2.6. Role play
Unit 1 – Friendship – Part B: Speaking
Task 3 (production): Talk about a famous friend.
Designed task: Role play. Imagine one of you a journalist and the other will be
interviewee. Ask and answer questions with a partner, using the suggestions (on
page 17 of the Textbook Tieng Anh 11).
Teacher: - Ask students to role play: a journalist and an interviewee.
Students: - Prepare questions and answers using the cues on page 17 of the
Textbook Tieng Anh 11.
Low students:
+ What is his/ her name?
+ Where is he/ she from?
+ What does he/ she look like?
+ What is his/ her hobby?
Good students:

+ What is his/ her name?
+ What is his/ her nationality?
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

+ What does he/ she look like?
+ How did you know him/ her?
+ What is he/ she like?
+ What does he/she like doing in his/ her freetime?
+ How do you keep contact with each other?

III. APPLYING THE RESEARCH IN TEACHING ENGLISH 10
UNIT 1: FRIENDSHIP
LESSON 2: SPEAKING
Class 11A2, 11A5, 11A10
I. Objectives:
I. Knowledge:
.
II. Skill: Speaking.
1. Education aims: Sts know about the qualities of a true friend
2. Knowledge
- Students know how to describe about features and characteristics of
someone.
- Students can make a dialogue talking about a famous person
3. Skills
+ Speaking:
-Asking and answering about features and characteristics of someone.
-Talking about features and characteristics of someone.
II. Anticipated problems
Sts may not know about some difficult adjectives to describe a person.
III. Teaching aids
Textbook, chalk, board, pictures.
IV. Procedures:
Teacher's activities
Students' activities
1. Warm-up:( 5 mins)
- Aims: to revise the names of school
subjects .
- Ask sts to close their books.
- Close their books.
- Ask students to play a game.

- Work in groups of three or four
Competition game – Word search
to play word search game.
- T divides the class into small groups of 3 –
4 Ss. Then T distributes the following
puzzle handout for Ss to do in their own
groups. Which group finishes first and has
all the correct answers will be the winner.
- A variant of this activity: T draws or
prepares 2 big copies of the word search and
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

hangs them on the board. T calls 2 pairs of
Ss to go to the board and ask them find all
the adjectives as quickly as possible. The
pair with the quickest and most correct
answers will be the winner.
The adjectives in the box below are hidden Find and circle the words.
in the puzzle. Find them as quickly as
possible.
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beautiful
Caring
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medium
honest
understanding
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E
E
N
U D
N O
A U
T E

I
I

E
H
E
H
A
R
E
A
U
L
N

G
N
R
B
D
O
N
E
R
A
H
R
S

handsome
sincere
humorous
N

U
U
T
I
L
D
S
O
R
R
B
E

S
B
E
A
U
T
I
F
U
L
H
L
D

A
O
G

E
M
N
N
M
S
I
M
M
M

D
C
A
R
I
N
G
U
O
D
H
A
S

2. Presentation:( 9 mins)
- Aims: to teach some vocabualaries and
introduce the way to describe a person.
2.1 Vocabulary
- Present the new vocabulary:

Medium –/ˈmidiəm/ - trung bình, vừa using 3 pictures: tall – short - medium.
Hospitable - /hoˈspitəbəl/ - hiếu khách
explanation
Crooked - /’krukid/ - cong, oằn, xoắn (mũi)
– using picture.
2.2 Structure
- Introduce briefly what sts are going to do
in this lesson.
- Ask sts about the verb they often use to
descbribe a person.
Present the grammar of the verb “to be, to
look, to have got, to be like” used to
describe people.
E.g:

- Speak aloud their answers:
Tall
medium handsome
beautiful honest
sincere
Caring
understanding
humorous

Listen to the teacher
- The verb “to be, to look like, to
have got, to be like”.
- Listen and take notes

- Make examples using the

verb“to be, to look, to have got,
to be like” to describe their
brother/ sister.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

My friend is tall.
He looks handsome.
He has got an oval face.
He is like warm-hearted.
- Ask sts to make examples using the
verb“to be, to look, to have got, to be like”
to describe their brother/ sister.

S: The question begins with "
What time..........?"
S: What time does Mai go to
school?
S: Give more examples

3. Controlled- practice:( 20 mins)
- Aims: Sts practise speaking in pairs
+ Task 1: Look at the picture below and
describe their physical characteristics.
Instruction: You are going to look at the - Listen to the teacher.
picture of 4 people on page 15 and describe
them in pairs.

- Before letting Ss do the task, T asks them
to read Useful language on page 16.
T
may
provide
some - Look at the handouts.
adjectives/expressions used to describe
people’s appearance for sts by using
handout. She may also give Ss a handout of
these adjectives and expressions.
Describing people’s appearance
Height
Build

Hair

Tall, medium, short
Slim, plump(bụ bẫm, đầy
đặn), overweight/obese (béo
phì),Thin, muscular (vạm
vỡ), athletic, stocky (thấp
chắc nịch), well-built (lực
lưỡng),
of
medium/average/normal
build.
Normal order of activities
used to describe one’s hair:
length, style and colour
+ length: long, short,

shoulder-length(ngang vai)
+ style: straight, wavy,
curly, crew-cut (đầu cua))
+ colour: black, grey, red,
brown
Others: a fringe (mái), a
bun (búi tóc), plait(s) đuôi
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Face

Eye
Nose
Chin
Lips
Forehead
Skin

General
Appearanc
e
Age

sam)( to wear one’s hair in
a
bun/a

plait/plaits),
receding, bald
Oval, round, large, square,
skinny,
chubby(phúng
phính), long, with high
cheek-bones(gò má cao)
Small, big, black, brown,
blue
Straight, crooked, turned
up(hếch),
big,
small,
flat(tẹt)
Pointed chin(cằm nhọn),
double chin(hai cằm), no
chin
Thin, full, narrow, heart
shaped
Broad, high
White, pale, suntanned,
oriental,
dark,
brown,
coffee-coloured, black, a
smooth complexion, pale
complexion (da tái)/ dark
complexion, clear skin,
greasy skin(da nhờn)
Beautiful, handsome, pretty,

good-looking, plain
She was in her late teens /he
was in his early twenties
(21-23 tuæi)/she was about
thirsty years old/his twelveyear-old son/a middle- aged
woman/a man in his sixties.

Lower students:
Teacher: Aks students to work in pair to ask
and answer questions about the people in
the pictures.
Students: Prepare the questions related to
the physical characteristics of the people.
Student 1: Can you describe the man/
woman / girl/ boy in the picture?
Student 2: The man/ woman/ girl/ boy

- Ask and answer questions
about the people in the pictures
using the sample.

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

is____. He/ She has got____.
Good/advanced students:
- Ask and answer questions

Teacher: Aks students to work in pair to ask about the people in the pictures
and answer questions about their mother/
using the sample.
father/ brother/ sister/ closest friend.
Students: Prepare the questions related to
the physical characteristics of their relatives/
closest friend.
Student 1: What does your mother/ father/
brother/ sister/ closest friend look like?
Student 2: My mother/ father/ brother/
sister/ closest friend____. He/ She has
got____.
+ Task 2: Work in groups. Discuss and
number the following personality in
order of importance in friendship.
Instuction: You are going to discuss and
number the personalities in order of
importance in friendship and then report the
results.
-T divides the class into groups of 6 with a
group leader. They discuss and the leader
will take notes of the ideas, and then one
representative will report the result to the
whole class. T reminds Ss that they have to
explain their choice as well.
- T goes round to offer help when Ss
discuss.
- T calls on some Ss to report the results of
their discussion.

- Work in groups of 6

- Report the results to the class.
Ss’ answer may be: My group
thinks that being caring is the
most important in friendship
because when friends care about
each other, they will know when
to share happiness or difficulty
with their friend ....

- T elicits feedback from the class and gives
final comments.
4. Free practice:( 10 mins)
- Aims: sts practise speaking freely, they
can express their own ideas.
Talk about a famous friend.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

+ Task 3. Role-play: Talk about a famous
friend.
Instruction: Imagine that you have a friend
who has just won the first prize in
Mathematics. A journalist is going to
interview you about your friend . Act out the
interview in pairs.

- T may elicit the questions they may ask,
for example:
Low students:
+ What is his/ her name?
+ When was he/she born?
+ Where is he/ she from?
+ What does he/ she look like?
+ What is his/ her hobby?
Good students:
+ What is his/ her name?
+ When was he/she born?
+ What is his/ her nationality?
+ What does he/ she look like?
+ How did you know him/ her?
+ What is he/ she like?
+ What does he/she like doing in his/ her
freetime?
+ How do you keep contact with each
other?
5. Homework: ( 1 min)
- Write a paragraph ( about 80 words) about
their best friend.
Unit 12: THE ASIAN GAMES .
Period 3 - B: SPEAKING
Class 11A2, 11A5, 11A10
I. Objectives:
1. Aims:
- ask for and give some information about Asian Games
- express their own ideas own ideas about sport results and about
their favorite games or athletes

2. Knowledge:
- General knowledge: Asian Games.
- Language:
- Words concerning sports, Asian Games.
- The way to tell about sports and Asian Games.
II. Methods: integrated, mainly communicative.
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

III. Anticipated problems:
- Problems: Some of students may have little knowledge about sports and
Asian Games.
- Solutions: The teacher provides some general knowledge about sports and
Asian Games before they practise speaking.
IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities
Students' activities
1. Warm-up:( 5 mins)
- Aims: to revise the names of Asian
countries.
Game: Stop the bus
- Put Ss in teams.
- Play the game in teams
- Draw two lines on the board and label
them with 2 categories.
Group A

Group B
Country: .........................................
................................
Sports:
.........................................
................................
- Give Ss a letter from the alphabet, for
example letter M. As quickly as
possible, they should think of a word
connected with each category
beginning with letter M and write them
down. For example:
Country:
Malaysia
Sport:
mountain
climbing
- The first team to write down one word
for each category should shout: "Stop
the bus". If the words are correct, give
the team one point then choose another
letter.
- Check Ss' understand the instructions
- Suggested ideas:
- T , P, V ; -B,C,MT: Thailand - Table tennis/ Tennis.
P: Philippines/ Pakistan - Ping pong
V: Vietnam - Volleyball
B: Brunei - Basketball / Boxing /
Bodybuilding / Billiards

- Guess the word(s) related to the
letter(s).

- Write down one word for each
category should shout: "Stop the
bus". If the words are correct, give
the team one point then choose
another letter.

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

C: Cambodia - Chess
M: Malaysia / Myanmar - Mountain
biking/ climbing
S: Singapore - snookers/ Squash
Declare the winning group.
2. Presentation:( 9 mins)
- Aims: to introduce the simple past
tense, and the passive voice of the
verbs in the simple past tense.
Useful Language:
- revise the simple past tense and the
- Use simple past tense to talk about the passive voice of the verbs in the
events in the past.
simple past tense.
- Passive Voice can be used to talk

about the year the Asian games took
place.
E.g: The first Asian Games were held in
1951 in New Delhi, India.
- Ask sts to give examples about the
events in the past using the simple past
tense and the passive voice of the verbs
in the simple past tense.
3. Controlled- practice:( 20 mins)
- Aims: Sts practise speaking in pairs
+ Task 1: Work in pairs. Repetition
and substitution:
- Ask sts to open their books.
- Introduce the requirement of the task.
- Ask sts to look at the table in the
textbook and read through it.
- Ask Ss to look at the dialogue on page
139 and repeat the conversation
- Ask Ss to use the information in the
table to substitute for the suitable
information
- Teacher moves around to give help
Example:
A: When and where were the 2nd Asian
Games held?
B: They were held in 1954 in the
Philipines
A:How many coutries took part in the
Games/

- Give examples about the events in
the past.

- Work in pairs.
- Look at the table in the textbook
and read through it.
- Look at the dialogue on page 139
and repeat the conversation

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

B: 18
A: How many sports were there at the
games?
B: 8..,
- Some pairs come to the front of the
Feedback: Ask some pairs to come to class and act out their coversation.
the front of the class and act out their
coversation.
+ Task 2: Work in groups
- Ask sts to work in groups of 6 with
different levels.
- Ask sts to take turns to talk about the
sports results of the Vietnamses athletes
at 14th Asian games, using the
information from the table on page 140

- task 2.
- Teacher moves around to give help
Example:
At the 14th Asian Games held in Busan,
Korea, in bodybuilding, the Vietnamses
athletes won one gold medal and one
bronze medal . In billiars, they won one
gold medal and one silver medal
Feedback:
- Ask some of groups to stand up and
talk about about the sports results of the
Vietnamses athletes at 14th Asian
games.

- Work in groups of 6 with different
levels
- Take turns to talk about the sports
results of the Vietnamses athletes at
14th Asian games

- Some of groups to stand up and talk
about about the sports results of the
Vietnamses athletes at 14th Asian
games.

4. Free practice:( 10 mins)
- Aims: sts practise speaking freely,
they can express their own ideas.
- Ask sts to talk about the Vietnamese
athlethes they know.

- Talk about the Vietnamese athlethes
-Give sts some suggested names:
they know.
Bodybuilding - Ly Duc, Pham Van
Mach; Wushu: Nguyen Thuy Hien,
Nguyen Thi My Duc; Shooting:
Nguyen Manh Tuong, Hoang Xuan
Vinh; Billiard: Tran Dinh Hoa, Luong
Chi Dung, etc.
- Ask some of sts to present.
- Some of sts to present.
5. Homework: ( 1 min)
- Find some more information about
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

Vietnamese athlethes.
- Prepare the next lesson

IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING
Class
11A2
11A5
11A10

Term
1st term

2nd term
1st term
2nd term
1st term
2nd term

Excellent-good
22%
38%
20%
35%
15%
30%

Average
53%
51%
43%
50%
45%
50%

Weak (bad)
25%
11%
37%
15%
40%
20%

C. CONCLUSION AND RECOMMENDATIONS:
I. CONCLUSION OF THE STUDY
As indicated in this paper, motivation is a crucial factor in learning a
foreign language, which is influenced by different variables: personality
variables, the attitudes of learners, their learning styles, and even the power
relationships between languages.
The whole study emphasizes the goal from Foreign Language
learning/teaching. The subject of the current study is the role of motivation to
enhance learners’ speaking ability in FL classrooms. Teachers should use
modern and different strategies during classes and teach their students learning
strategies to meet their needs and styles. They also have to give the individuals
sufficient opportunities to practise their speaking skill. Apparently, the good
relationship between the teacher and his/her students may help in creating a
comfortable atmosphere where there is a respect among learners themselves, so
they will be motivated to speak without the fear of being criticized.
The investigation is about the effect that motivation has to stimulate
learners to have self- confidence in order to speak in front of their teacher and
classmates. In addition, the study have concentrated on the influence of using
different teaching strategies on learners’ desire to learn English, and how to help
students to overpass their difficulties in speaking so they would be more
stimulated to practise their speaking skill.
Consequently, the main objective of the teachers is to make their students
speak English. To achieve that, they need to try different ways to motivate the
students so they will participate in the classrooms.
II. RECOMMENDATIONS
Each teacher has their own ways to motivate students in learning how to
speak English. Whatever ways are used the suggestions which may help teachers
are followings:
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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

1. Encouraging different learning styles; children’s learning preferences should
be supported because they are the reasons to be stimulated to learn.
2. The belief of learners in their own capacities; they need a positive feedback to
guarantee that they can believe in their own abilities.
3. Ensuring a task is related to interest; apparently, many publishers that provide
high interesting reading materials have a lower level of vocabulary.
4. Minimising pressure; some pressure are good to achieve motivation including,
deadlines and competition. But, extreme pressure leads to de-motivation.
5. Encouraging student’s choice; that would provide control, independence, and
responsibility in students’ learning.
6. Teacher has to think about the context in real situation where the vocabulary
and grammar might be used in order to relate learning language to real life and
also promotes high motivation.
7. Because of students‘ limited English level, teacher has to explain again and
again and or even in Vietnamese. This is a proof to find that students‘ limited
knowledge (vocabulary, phrases, expressions …) is a big obstacle for
implementing speaking activities..
8. Teacher should give them some assignment by telling them to read, watch
films, listen to songs etc and note the useful word. It is a good way to produce
the target language by themselves.
9. Teacher must see that the personality of students affects the quality of
speaking activities a lot. If the student is an active and outgoing person, she / he
is willing to work with other people and he/ she knows how cooperate with
them.
10. Teacher should encourage students to use positive comments.
COMMENTS AND ASSESSMENT

OF THE SCIENCE COUNCIL

Tho Xuan, May 25th, 2019
I hereby declare that this research is

The chairman of Le Loi upper-

due to the experience I myself have

secondary school

written, do not copy from anybody. I
sincerely thank you.
The writer

Đỗ Thị Hồng Hạnh

Đỗ Viết Định

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How to motivate grade 11 students
at Le Loi upper-secondary school in speaking lessons.

D. REFERENCE BOOKS
1. English Language Teaching Methodology (edited by Hanoi university)
2. />3. Alderson, J.C. (1984). Reading in foreign language: A reading problem or a
language problem. Cambridge: Cambridge University Press.
4. Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge

University Press.
5. Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to
language Pedagogy. Third Edition. White Plains: Pearson Longman
6. Eskey, D. E. (1988) ―Interactive models for second language
reading: perspectives on instruction.” In P. L. CARRELL, J. DEVINE and D.
E. ESKEY (Eds.), Interactive Approaches to Second Language Reading. New
york: Cambridge University Press, 223-238
7. Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh Dung)
8. Harmer, J. 2007. How to Teach English. Essex: Pearson-Longman
9. Emma Ushioda, Language learning motivation, self and identity: current
theoretical perspectives, 2011. Centre for Applied Linguistics, University of
Warwick , Coventry, UK
10. Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,
Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất bản giáo dục.
11. Tiếng Anh 10 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ
Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất bản giáo
dục.
12. Thiết kế bài giảng Tiếng Anh 11 (Chu Quang Bình) – Nhà xuất bản Hà Nội
13. Motivation in Education: Theory, Research, and Applications, 2nd Edition
Paul R. Pintrich, Late of University of Michigan; Dale H. Schunk, University of
North Carolina at Greensboro.
14. Richard, J.C. (n.d). Approaches and methods in language teaching.
Retrieved from May 15th, 2012.
15. Giới thiệu Giáo Án Tiếng Anh 1 Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn
Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung) – Nhà
xuất bản Hà Nội.

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