Using some interactive activities to stimulate the spirit of learning english among passive students in grade 11

INDEX

1. INTRODUCTION

Page 1

1.1. Reason for choosing the theme

Page 1

1.2. Aims of study

Page 2

1.3. Scope of study

Page 2

1.4. Methods of study

Page 2

2. CONTENTS

Page 3

2.1. Theoretical basis of experienced initiative

Page 3

2.2. The status of teaching and learning English

Page 4

at Lam Kinh high school
2.3. Solutions and Implementation

Page 5

2.4.The effectiveness of the experienced initiative

Page 16

3. CONCLUSION AND RECOMMENDATION

Page 17

3.1. Conclusion

Page 17

3.2. Recommendation

Page 18


1. INTRODUCTION
1.1. Reason for choosing the theme.
- Rationale of theory.
Nowadays, English has become one of the most important international
languages in the world. The number of people who communicate and use it as

the first language has been increasing day by day. In Vietnam, everyone is aware
of the role of English in their life or their jobs, so the need of learning English
has been popular in all areas. To meet that need, many English centre are opened
with a good training quality. This is a significant signal that the Government
should care about. English is used in many fields such as politics, economics
especially the system of international education. Therefore, the teaching of
English has been improved in method of the communicative, learner-centered
approach which is adaptable to give students many opportunities to
communicate in English. However, at many high schools in Viet Nam, the
teaching of English has not really developed students’ ability, activeness and
motivation.
Rationale of practice.
The activeness and motivation in learning is the vital factors of learning a
language. It is considered as a priority to many teachers who want to improve
students’ interest in learning English. Despite its importance, for a long time,
increase the passion for learning in some high school has not been highly
appreciated. Traditional methods for teaching English have seem to emphasize
the learning of language system as a goal in its own right and failed to give
students an ability to gain realistic experiences in actually using the language.
The grade 11 English textbooks provide students with a lot of different topics of
speaking about life and society. However, the diversity of subjects quires
students to memorize a large number of vocabulary and obtain a good speaking
skill. This is a major difficulty for the students, especially for those in rural and
mountainous areas. Being a teacher at a high school, I have realized that a large
number of students are afraid of learning to speak English and lack of
confidence to communicate with other people in English. According to the
survey carried out at the beginning of this school year at my school, more than
50% of the students said that they have no motivation of learning English in
class and they could hardly make a simple conversation in English or express
what they thought. If students do not learn how to speak or do not get

opportunities to speak in the language classroom, they may soon get de2


motivated and lose interest in learning. On the other hand, if we use different
activities in teaching English, the lessons will get a lot of fun. Therefore, we can
raise general learner motivation and make the language lesson funnier and more
dynamic.
In fact, there are many good methods of teaching English effectively but the
selection and application of those methods flexibly in each Unit is not easy for
each teacher.
In teaching students at the school, I and some of my colleagues have coped with
many difficulties in finding suitable methods for each lesson to give our students
more chance to develop their skills at full. That is a matter I have been absorbed
in and that is the reason why I choose the theme "Using some interactive
activities to stimulate the spirit of learning English among passive students in
grade 11”
1.2. Aims of study
The author has investigated and compared different techniques of teaching
speaking to find out the effective ways to improve and motivate students’ desire
for mastering English.
1.3. Scope of study
- Researched knowledge:
For the reason of limited time and knowledge, the author only focuses on the
ways to make students more excited about developing their ability and ways to
encourage students to feel confident enough to express their idea in front of the
class
- Researched participants:
Lam Kinh high school students in grade 11and English textbooks for grade 11
are chosen as the objects of the study
1.4. Methods of study

1.4.1. Read the document:
I have collected and studied various materials relating to the subject so that I can
find out the orientation for the content of the topic, understand the research
problem and solve the problem with relatively accurate documentation.
1.4.2. Investigate
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a. Attend English lessons: Through attending English lessons of
colleagues in and out of school I summarized some valuable
experiences in teaching vocabulary to students
b. Experiment: Own experimentation through class lesson, I have
applied several methods of teaching vocabulary in each lesson several
self-assessment and the effectiveness of those methods
c. Discussion: Through expert group meetings, I and colleagues have
discussed the problem of teaching methods and skills to teach English
vocabulary effectively to students
d. Assessment: Through quality tests students, teachers self-assessment
reviews the effectiveness of the use of methods of teaching vocabulary
and find out measures to improve the quality of learning vocabulary

2. CONTENTS
2.1. Theoretical basis of experienced initiative
2.1.1. Legal basis:
- Education Law No. 44/2009 / QH12 amending and supplementing a number of
articles of the Education Law No. 38/2005 / QH11 promulgated by the National
Assembly November 25, 2009.
- Educational programs attached to Decision No 16/2006 / QD-BGDT minister
dated 05/05/2006 of education and training
- Decision No. 1400 / QD-TTG of the Prime Minister: On approval of the

project "Teaching and learning of foreign languages in the national education
system the period 2008 - 2020"
- Topics of education and training on innovative approaches to teaching and
assessment of English at high schools
- The material “Some common problems of teaching methods innovation in
schools” by Nguyen Van Cuong, Prof. Dr. Bernd Meier compiled collaborative
project developed under high school education of the Ministry of Education and
Training
2.1.2. Scientific basis:
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- Based on current goals of education is to focus on the development direction of
the dynamism, creativity and active learning of students in order to help them
have the ability to identify and solve problems. To achieve the goal of this
section, the use of diverse techniques of teaching speaking to students instead of
traditional teaching methods that teachers provide only words and meanings of
words is necessary.
- Based on innovation-oriented method of teaching English in secondary schools
by the Ministry of Education and Training. Basic criteria of the new teaching
methods that operate independently, actively, activeness of students in solving
the tasks to communicate in the language. Key criteria to assess the learning
outcomes of students is the ability to communicate and conduct capacity tape
language in practical situations. In particular, the speaking skill is the main
component in communicative activities. Thus, helping students master this skill
is a task that is equally important.
- Based on the objectives of foreign language learning is not only to know
phonetic system, vocabulary, grammar, but also to use that system to achieve the
purpose of communication. Therefore, know that help students use language to
communicate is indispensable and relatively difficult with each teacher,

especially with those students in rural and mountainous areas.
2.2. The current situation and issues of teaching and learning English at
Lam Kinh high school
Through the teaching of English, especially English program grade 10, I
have realized some problems below:
- The majority of foreign language teachers have done their utmost to teach and
inspire the love for learning English for students. However, due to a lack of
facilities and equipment needed for particular courses of visual aids cater for
teaching English, it should not achieve high efficiency. Besides, traditional
methods of teaching English often reduces the quality of the language lessons
and absorptive capacity of the students. Some teachers do not design interesting
activities for students to take part in or they are not creative in designing
activities. Therefore, some English lessons get boring and de-motivated.
- In fact, many students in grade 11 of Lam Kinh high school come from
agricultural commune, some are mountainous ethnic minority students.
Although the students love English and they are aware of its importance, using a
foreign language to communicate is still a major obstacle to them. Most students
are not confident to present their ideas in English though they may understand
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what other students and their teacher say. Moreover, many students are not
motivated to take part in English lessons and are afraid of making mistakes and
being laughed at by their friends or being told off by their teachers. This is a
huge drawback for students from rural and mountainous areas where they have
little chance of having a real language environment and connected with alien
technology or modern teaching facilities.
At the beginning of 2018-2019 school year in grades 11A1,11A2,11A6 after
conducting a short survey about the efficiency of learning English among
passive students by a test , I have obtained the following results:

Class
Total

11A1

11A2

11A6

( 26
(28
20
students) students) students)

The number of students scoring proficient
Percentage
The number of students scoring pretty
Percentage
The number of students scoring average
Percentage
The number of students scoring below average
Percentage

1

0

1

3,84%

0%

5%

3

3

2

11,53%

10,71%

10 %

12

12

8

46,15%

42,85%

40%

10

13

9

38,46%

46,42%

45%

- Thus, the rate of students scoring good and excellent is only 15,37% in class
11A1 and the figure is 10,71% in 11A2. The rate of students at average level
and lower accounts for more than 80%. The test results show that the student's
language ability is very limited compared to the amount of knowledge provided
in the textbooks.
- From this result, I have adopted a number of measures to improve the
efficiency of teaching and learning English for students in my class. With each
lesson, I use diverse forms of teaching skills to suit each student object and I
also try to make full use of the poor teaching conditions in my school.

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- In 11th grade English, English lessons are divided into several topics and many
different groups. With each lesson, I have tried to design different activities so
that all students can get involved.
2.3. Solutions and Implementation
2.3.1. Set up some English clubs and turn your lessons into club meetings to
create an English environment.

There are many reasons for creating an English club. Students who lack
interaction, motivation in class, either because they are introvert, shy or they
have low language level, the English club might be a good solution to involve
them with their friends, in doing various activities and to make weak students
active.
The good thing about creating an English club is giving chance to students to
study English with fun and it is also a place for students to improve their
English. They also watch films, listen to music, read stories and then engage in
discussions or debates about different topics. This means that students can
practice English in a funny way

A typical period in form of English club
Teachers can set up different clubs , then design suitable activities depending on
students’ ability and the topics of the lessons in their class. By this way, students
can learn the boring lessons in their class in a more effective way. Below is a list
of ideas for a typical English club that I have tried with my own classes
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2.3.1.1. Two truths and a lie
The first is called Two Truths and a Lie. This activity can be done in pairs, small
groups, or the whole English club. One person comes up with three facts about
themselves. Two of the facts are true, and one is a lie. They tell the group the
three facts, and the group must decide which one is the lie. Each participant
takes a turn with this activity. Teacher can design the tasks in some lessons in
textbooks in form of this game.
- For example: Unit 4:Volunteer work/ Part B-Speaking/ page 49-50/ textbook

Students are working in groups to find out which fact is the lie
2.3.1.2. Guessing game

Another club activity is Salad Bowl. For this activity, tell students to think of a
person, place or thing and write it down on a piece of paper. Collect the pieces
of paper and stick them into a small card-board . Then, divide the class club into
two teams. Each team then takes turns having one person go to the front of the
room to take a piece of paper. The student must then describe the word to other
team members. As soon as a team member correctly guesses the word, the
person then selects another word from the bowl. Each team has 30 seconds to
guess as many words as possible.
For example: Unit 12: The Asian games / Part A- Reading/ page 136-137/
textbook

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Students are learning vocabulary about sports by playing guessing games
2.3.1.3. Discussion questions
Finally, for groups that do not like activities, you can simply start a club class
with a warm-up discussion question, or by sharing a topic and give some
questions and let them write down all the answers they can think of
For example: Unit 6: Competition / Part B- Speaking/ page 69-70/ textbook

Students are trying to answer the questions about competitions
2.3.2. Organize debates for and against on prominent topics
Debates are the most popular type of English teaching activity to draw students’
attention and make them more active and dynamic because they let students use
English in a more natural way than in a classroom.
It helps to have a new discussion topic for each lesson. This helps keep
conversations from being too repetitive. It also encourages students to learn new
words. Debates are good ways to keep participants interested. They create
excitement, and make students practice using new words

For example: Unit 13: hobbies / Part B- Speaking/ page 148-149/ textbook

Students involve in some debates about different opinions about hobbies
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2.3.3. Guest speakers and presentations
You can also invite students to give presentations in English. They may role play
in politicians, non-profit workers, teachers, police, and so on. Participants can
ask the presenter questions. Your participants can also take turns giving
presentations on subjects that are important to them, as well.
For example: Unit 2: personal experience / Part B- Speaking/ page 25-26/
textbook

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Some students are presenting their ideas
2.3. 4. English-language songs
Another activity is to listen to and sing popular songs in English. To make this
more effective, you can provide the words of the song to the club members.
Students can then use the song’s message as a discussion topic. You can also
select a section from an English-language book to read and discuss as a group.
For example: Unit 1: Friendship / Part A- Reading/ page 12-13/ textbook

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Students are happy to sing some English songs about friendship
2.3. 5. Using outdoor activities

Motivation is one of the most important factors in language learning. Students
who are enthusiastic about learning English are more likely to work hard. The
most powerful type of motivation is when students enjoy learning and the
learning experience is fun and interesting.
To make the lesson more fascinating and exciting, teachers may organize
some trips to the place of interest in the neighborhood to learn about topic of the
lesson in the textbook. Besides, Teacher can take the class outside the classroom.
The lessons may take place on the schoolyard or on the playground in the
campus. We should divide students into teams and compete with each other for
points in some activities. With this method, the boring review session will
become more attractive and more effective because students will be eager to
participate in.
Students in some outdoor activities

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Speak English to native speakers

Learn about Halloween

Visit a church on Christmas day

Water festival

2.3.6. Competition
Another idea to motivate students is to create friendly competitions to your
students in one class or between other classes. Poetry, speech, singing dancing
or debate competitions are especially effective.

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Students in English speaking, dancing and singing competitions
2.3.7. Having fun
When it comes to role plays, it is all about the creative use of language. The
students must put what they know to the test. This does not mean they have to
list off a boring dialogue. Allow them to be as creative as they can. Put them
into challenge situations, and this will allow them to think of new ways of
saying things.

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( Students are excited to take part in the plays that they have designed about
a farmer family and their daily lives)
Students may act out as the characters in the film that they like best. Using
realistic situations make students more motivated and eager to talk.

15


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( Students in a scene of a film)
Through these activities, students are more interested in the lesson and they are
more confident to speak English naturally.
2.4. The effectiveness of the experienced initiative
Based on the teaching process and experimental results from tests of vocabulary

in three classes 11A1,11A2, 11A6, I can see the effectiveness after the
application of measures to improve the efficiency of teaching English for
students. The improvement in the students’ ability to make conversation and to
express what they think in English is demonstrated by the number of students
getting good marks and average ones as follows:
Table 1:

Before applying
Class

Total

11A1

11A2

11A6

( 26
(28
20
students) students) students)

The number of students scoring proficient
Percentage
The number of students scoring pretty
Percentage
The number of students scoring average
Percentage
The number of students scoring below average

Percentage

1

0

1

3,84%

0%

5%

3

3

2

11,53%

10,71%

10 %

12

12

8

46,15%

42,85%

40%

10

13

9

38,46%

46,42%

45%

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Table 2:

After applying
Class

Total

11A1

11A2

11A6

( 26
(28
(20
students) students) students)

The number of students scoring proficient
Percentage
The number of students scoring pretty
Percentage
The number of students scoring average
Percentage
The number of students scoring below
average
Percentage

8

6

8

30,76%

21,43%

45%

12

15

7

46,15%

53,57%

35%

5

7

4

19,23%

25%

20 %

1

0

1

3,84%

0%

5%

Comparing the results obtained from the two tables above, I can see the progress
of the students when learning English with these methods which are more
diverse and more interesting, especially when students take part in the activities
designed in the form of games.
As can be seen in the Table 1, the percentage of students getting bad marks in
the test accounts for more than 40% and the rate of students scoring good or
excellent makes up for below 15%. From the second table, after the adoption of
measures to improve the efficiency of teaching English, the percentage of
students scoring at or above average has increased significantly (from about
15% in Table 1 to more than 70% in Table 2)
In each lesson, students are more active, more flexible and enthusiastic
participation in the speaking section. Students are no longer passive and sky to
talk as they used to be. In every classroom lessons, many students have the
ability to make a daily conversation with other students.
I do not have to take too much time to explain words and practice from them.
With some games, students can organize themselves, so it has increased the
confidence and positivity of students in speaking English.
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3. CONCLUSION AND RECOMMENDATION

3.1. Conclusion
This result indicates that the measures which I have applied to improve the
efficiency of teaching speaking for students has yielded positive results.
Students are not only able speaking English confidently and fluently, but also
feel excited about learning English lessons with different activities. They no
longer have to meet the psychological fear of exercises or tests of speaking. On
the contrary, the lessons become more fun and more exciting.
Above are some of the measures that I have learned, consulted and adopted
into their lesson in the grade 11 th English program. However, in the course of
use, there are still many difficulties and limitations in the application these
measures into teaching and learning. Therefore, I look forward to receiving
constructive feedback so that I can complete my work better.
My assignment can have some unavoidable mistakes for my limited knowledge,
if any readers see any problems with my small piece of work; I am very willing
to listen to contributing ideas.
3.2. Recommendation
Derived from the application of innovative experiences and the results obtained
above, I give some suggestions as follows:
Firstly, every teacher should apply suitable and flexible methods of teaching
English, and also should teach them the skills to learn speaking from lower
classes so that they will have a certain skill when they come to higher grades.
Secondly, teachers should make the activities form in the warm up more
interesting, and the consolidation of all to stimulate the interest of student
learning.
Thirdly, Teachers and schools should organize extra-curricular sessions in
English to give students new experiences when learning English. Based on the
interest to be involved, they will be more motivated to learn English.
In short, each method has its own advantages and disadvantages so when
teaching English to students, teachers need to choose the appropriate method for
each different kind of students to help them find ways of learning to English

more effectively.
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The confirmation of my school

Thanh Hoa, May 15, 2019
I claim that I wrote this experienced
initiative on my own without
copying the content of others
Experienced initiative writer

Lê Thị Thùy Linh

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