SKKN experiences in arousing the students interest in learning english 7

PART 1:

INTRODUCTION

1. Rationale
Foreign language is one of the necessary materials which helps each of
us go into the World with confidence. The typical expression of the general trend
of globalization is the association of economy among nations in the region and
in all over the world. This has a great influence on the international relationship
and the life in each country. It is not only economic cooperation but also the
cultural intergration among nations, so the knowlegde of foreign language is
becoming the general trend in the world. Foreign language, especially English is
considered as “an important ticket” to come into other countries in the regions
and in the world for work. Thus, English is vital and evident for people who
want to work with foreigners in both home and abroad.
From seeing the benefits of English, our Government leads this subject
into the curriculum in schools, beginning from primary school. On December
22, 2017, the Prime Minister signed the Decision No. 2080 / QD-TTg,
approving the amendment and supplementation of the scheme on teaching and
learning foreign languages in the national education system for the period 2017 2025. With the aim of renewing foreign language teaching and learning in the
national education system, continuing to implement new foreign language
teaching and learning programs at all educational levels, training levels, and
capacity to use foreign languages to meet the needs of learning and working;
enhancing the competitiveness of human resources in the integration period,
contributing to the construction and development of the country; to create a
foundation for universal foreign language universalization in general education
by 2025. Requirements for general education up to 2020, completing the
promulgation of an optional language program for grades 1 and 2. By 2025, to
strive for 100% of students from grades 3 to 6 to study a 10-year language
program. (starting from grade 3 to grade 12)[1]
So, schools have been invested much money in improving materials

which are used for teaching and learning English. The teaching of English has
been improved in method in the light of the communicative, learner-centered
approach which is adaptable to give students many opportunities to
communicate in English. However, at many junior high schools in Viet nam, the
teaching of English has not really developed students’ ability, activeness and
motivation.
In order to make his English lessons more effective, the teacher himself must
find out the ways of teaching suitable for his students. I think that in a good
English period, the students play active roles and the teacher acts as both a
guider and an organiser.
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All the aforementioned conditions drive the author to carry out the
research “Experiences in arousing students’ interest in learning English at Tan
Phong 2 Secondary school”. Hopefully, this study will make a small
contribution to arouse students’ interest in learning English at Tan Phong 2
secondary school.
2. Aims.
The aim of this study is to explore the exploitation of using techniques to
arouse students’ interest in learning English . In order to achieve the aim, the
writer focuses on finding out the benefits of applying techniques in teaching
lessons for grade 7th students.
3. Scope of the study:
To give the aim set in above, the study can not cover all aspects of
teaching English lessons. It only focuses on applying the insights of some
techniques to arouse students’ interest in learning English.
4. Methodology:
The major method which was used in study is qualitative. All comments,
remarks, assumptions and conclusions of the study were based on the data and

analysis. Data collections for analysis in the study were gained through the
following resources: survey questionnaire, observations, tests for students, as
well as reference books. After the data were collected, they were categorized
and analyzed quantitatively and qualitatively to obtain the realistic results.
To end with, based on analysis of survey results and references, some
pedagogical implications and suggestions in order to arouse students’ interest in
learning English by using some techniques will be proposed.

PART 2:

CONTENTS

1. Theory background.
In deed, English has been a newer subject than the other subjects taught
in junior high schools in Viet Nam. Teachers of English in Viet Nam should
manage to learn a large amount of teaching experience from foreign teachers of
the language. The most important points are the number of teaching techniques
which help develop students’ motivation in learning the language and ways
teachers use to apply these teaching techniques in their classes.
Experienced teachers will find the way to get more interests in what they
are teaching and to make things more interesting for their students . It requires a
little work, a little imagination , and maybe even a little acting ability.
2. The current situation of teaching and learning reading comprehension at
Tan Phong 2 secondary school
2.1. The problems of teaching and learning English at the school
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I have been working as a teacher of English at several junior high
schools for over twenty years. I realize the fact that a rather big number of

students are not interested in learning English and they do not usually get
desired results for this subject. They think English is a difficult subject at school.
As a teacher, I have been spending plenty of time thinking about this problem.
In fact, students should be aware of importance of the language in their
study and in their future life so that they can be active in learning this foreign
language. Besides, their teachers of this subject must give interesting and
suitable teaching methods to their lessons. There have been many teaching
activities which help arouse students’ motivation in each language lesson such
as teaching English through games and music, eliciting,…… In this limited unit,
I would like to suggest some common and useful ones.
2.2. The school
This study was conducted at Tan Phong 2 secondary school in Quang
Xuong district, Thanh Hoa province. In the school year 2020-2021, the school
had 10 classes with more than 400 students, among which there were 104
seventh grade students divided into three classes, so there were about 35
students in each class. One thing worth to note here is that the level of students
at Tan Phong 2 secondary school is not very high. They mostly come from rural
areas where English teaching and learning has not been paid much attention to.
Besides, the school shares common features with classrooms elsewhere in
Vietnam: large size, students sitting in rows of four each and irremovable
furniture
2.3. The students
At present, I am teaching English at a junior high school near my house.
What I have realized is that a large number of students are afraid of learning
English and say that it is difficult for them to be good at English and there is not
a real language environment for them to do their practice every day. Their
awareness of importance of this language for their life is not made clear.
Moreover, some teachers of English do not still manage to put real interest in
their lessons. Another reason is because of the lack of necessary equipment for
teaching English at many schools in Viet Nam. In deed, the school where I am

working as a teacher of English has been famous for its good quality in
education for years. Most students of my school are well brought up by their
parents and they identify a good motivation in their studying, which leads to
better study results for English as well as other subjects at school.
Students under this investigation are 34 students of class 7C of Tan Phong
2 secondary school within the first semester from the 5 th September to the
April, 2021. There were 15 girls and 19 boys. They were the same age and had
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the same total years of learning English with the same curriculum from primary
school to secondary school. Most of them could do grammar quite well but they
have difficulties in comprehending the spoken language, many of them lost of
interst in learning English.
Following is the convey on the quality of English at class 7C of Tan
Phong secondary school at he beginning of the first term in school year 20202021.
Not using a suitable combination of
teaching activities
Marks
The results of 45-minute test no. 1
Numbers of students of class 7C

%

9 – 10

1

2,9

8–9

2

5,9

7–8

2

5,9

6–7

4

11,7

5–6

10

29,4

Under 5

15

44,2

From the matter of fact, as a teacher, I have endlessly been considering
and researching for the methods to improve the quality of teaching English
3. CONTENTS AND SOLUTIONS.
There are various activities in a classroom to arouse students’interest in
learning English. The following may be extremely helpful:
3.1. Eliciting:
In many classes, it is the teacher that talks while the students listen. If the
students take speaking tasks, it is usually to repeat what the teacher says, or to
answer a set of questions. This way of teaching will obviously make the students
feel bored and frustrated. Instead of simply giving words, sentences, or
structures directly, the teacher should involve the students more by eliciting
them from the students. He should ask them for their ideas and suggestions, get
them to contribute what they already know, and encourage them to guess new
words. This is called eliciting.
Eliciting involves the class by focusing students’ attention and making them
do some thinking activities. This happens even if students do not know the
words which are being elicited, so elicitation can be used for presenting a new
language item as well as reviewing what was taught earlier. Furthermore,
eliciting encourages students to draw on what they already know or partly know
or do not know. So it is a useful technique for mixed ability classes or classes of
students from different learning backgrounds, from which different students
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know different things. In addition, eliciting gives teachers a chance to see what
students know and what they do not know, so teachers can adapt the presentation
to the level of the class. Of course, an eliciting presentation takes more time than
a straightforward presentation of a new thing. However, eliciting will catch
students’ attention and they will remember the new knowledge better.[2]
Some ways of eliciting:

3.1.1. Eliciting from pictures:
- Using pictures to elicit is the easiest way to introduce a new topic or new
vocabularies. When students are elicited from pictures, they should be asked
fairly general questions that allow a variety of responses. This encourages more
students to respond and leads them to say more.
- In fact, sometimes students may not answer one or two of teachers’ eliciting
questions because they may have very little knowledge about that field . In this
case, teachers should give out this presentation . The advantage of trying to do
some eliciting first is that students’ attention will now be focused on the
word/words and they should be learning it/them with their greater interest.
3.1.2. Getting students to guess:
Because the language follows rules, it is often possible to guess things
which students have never actually been taught, and an important part of
learning a language is developing this ability to make guesses. Eliciting is one
way of encouraging students to make guesses and to work out rules for
themselves. Learning through this way will fill students with enthusiasm.
- For instance, to elicit the topic of Unit 3 of the textbook “TIẾNG ANH 7”, I
let my students play Kim’s game with some pictures showing the activities and
encourages them to guess the topic of the unit. The following slide from my
powerpoint lesson plan is shown as the illustration.
Example: Unit 3: Community Service
The following slide from my powerpoint lesson plan is shown as the illustration.

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- After looking at the screen in 30 seconds, teacher exit the screen and ask
student to guess the topic of the lesson:
- When getting students to guess, the teacher should pay attention to these
points:

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+ The teacher should pause after asking each question so as to give students
time to think.
+ The teacher should vary his or her questioning techniques according to the
difficulty of the questions, letting good students answer difficult questions and
directing easier questions at weaker ones. In this way, the whole class will be
involved.
+ The teacher should try to elicit “onto the blackboard’, building up a set of
examples as students respond.
3.1.3. Getting students to imagine:
A textbook often includes only questions that will elicit key vocabulary or
structures, or to establish a situation or a topic. Therefore, the teacher should
take every opportunity to ask questions that require students to interprete what is
in a picture or a text
There may be no single “right” answers to these questions but a wide
range of possible answers. Students are encouraged to express their own ideas
and feelings. Questions of this kind encourage students to give a more
imaginative, personal response. If we ask questions like that, we can involve the
class in discussion and can stimulate freer use of language.
3.2. Using visual aids:
There are various kinds of visual aids that teachers can use to teach English
such as the blackboard, real objects, flashcards, charts, teachers themselves, etc.
- Using visual aids has a lot of benefits:
+ Showing visuals focuses attention on meaning, and helps to make the
language used in the class real and alive.
+ Having something to look at keeps students’ attention, and makes the
lesson more interesting.

+ Visuals can be used at any stage of a lesson. Visual aids are used to
present a new language, to introduce a topic, as a part of language practice, and
to review the language that has been presented earlier. Good visual aids are not
just used once, but again and again, and can be shared by different teachers.
In this part, I would like to study some familiar visual aids used in a classroom.
3.2.1 The blackboard.
The teacher or students can use it to note the important points of the
language, to draw pictures, diagrams, maps, etc. Simple pictures drawn on the
blackboard can help to increase the interest of a lesson, and are often a good way
of showing meaning and conveying situations to the class. Blackboard drawings
should be as simple as possible, showing only the most important details. It is
not necessary for teachers to be good artists to create their drawings successfully
on the blackboard. A lot of information can be conveyed by means of very
simple line drawings and “stick figures”, which are easy and not time7


consuming for teachers to draw. It is important for these drawings to be drawn
as quickly as possible so as not to lose the interest of the class. Teachers should
also talk while drawing. In this way, the class will be more involved and will
understand the picture on the board both from seeing it and from listening to the
teacher.
3.2.2 Real objects: (sometimes called “realia”):
They can be the things that are already in the classroom such as fans, desks,
tables, walls, clothes, etc. Teachers can also bring real things into the classroom
like foods, clothes, household objects, containers, etc. Real objects are in many
ways the easiest kind of visual aids to be used in class as teachers need no
special preparation. Simple objects can be used not only for teaching
vocabularies but also as prompts to practice structures and develop situations.
3.2.3 Charts:
They are large sheets of card or paper with writing, pictures or diagrams,

used for more extended presentation or practice. They can usually be displayed
on the wall or on the blackboard, or the teacher can hold them up for the class
to see.
Using charts is convenient because of the following reasons:
* The teacher does not have to spend time in the lesson drawing or
writing on the blackboard
* As the chart is prepared in advance, it is possible for teachers to draw
pictures or tables more carefully and also to make them more attractive (e.g. by
colouring them)
* The chart can be kept and used again with the same class (e.g. for
review), or used with other classes and by other teachers.
The textbooks we are using now are up-to-date and have good illustrations.
There may be no need for teachers to make charts. However, it may still be
worthwhile to copy some visual materials from the textbooks onto charts, so that
the teacher can introduce the lesson in a more interesting way, or review earlier
lessons, or simply make a change of activity.
3.2.4. Flashcards:
They are cards with single pictures which can be held up by the teacher. They
can be used for presenting and practising new words and structures and for
revision. Teachers can draw a picture on the flashcard, or stick on a picture from
a magazine; flashcards can also be used to show words or numbers. Good
flashcards can be made by paying attention to these points:
* They should be large enough – at least 20 x 14 cm (half a piece of
typing paper).
* Pictures can be drawn with a thick pen so that they are clear, or they
can be cut from a magazine. Pictures from magazines are often more interesting
for students to look at, but it is difficult to find pictures which are in the right
size and which are simple enough.

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* If possible, flashcards should be made on pieces of white card. Then
they can be kept and used again.
3.3. Teaching English through games:
Students are greatly keen on participating in games. So teaching English
through games is the most effective way to make students interested in learning
English. From my personal experience and from some reference
books, I would
like to introduce some common games.
3.3.1. Guessing game:
For example:
+ The student who is chosen writes a word or a sentence on a piece of paper.
+ The teacher has this student go to the front of the class. Other students ask
him/her yes-no questions to guess the word or the sentence.
+ The student who can guess the word or the sentence will replace this
student and continue the game.
+ The teacher can also divide students in groups. Each group will think of a
word or a sentence and the representative of each group will go to the front of
the class in turn. The group who can guess the word or the sentence will get
three marks. The group with more marks will be the winner.
Or
There are different ways to organize different guessing games:
+The teacher searches old magazines and finds photos of simple things such as
dogs, cats, cereal boxes, baseballs, pencils, school bags, and so on, to use them
as objects
+The teacher cuts out the selected photos and pastes them on 3x5 index
cards.
+The teacher places the cards in a large box and jumbles them up.
+ Students take turns to pick up a card from the box.

+The student will have to use words that describe the object on the card. He/
She has to make sure that he/she does not speak out the name of the object.
+The others seated have to guess the name of the object.
+The one who guesses it right takes the next turn
3.3.2. Lucky numbers:
This game is usually designed as a way to check students’ answers to a series
of reading comprehension questions so that students will feel more excited
about their lesson. The game is played as follows:
+ Have students form groups (It is up to the number of the students in class).
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+ Write some numbers on the board.
E.g: 1 2
3
4
5
6
7
8
9
10
+ There are some lucky numbers (e.g. 2, 5, 9). The group who choose the
lucky number will get 2 marks without doing anything.
+ The other numbers each will show a question or an order. If the group can
answer the question or perform the order well, that group will get 2 marks. If
that group cannot answer the question or cannot perform the order, the other
groups will have the right to do that.
+ When all the numbers have been chosen, the group with more marks will
be the winner.

Lucky stars and Lucky animals are very similar to Lucky numbers. The only
difference is that the numbers (1,2,3,……….) are replaced by the stars or
animals that are numbered 1,2,3,…………..
Example: Unit 6: The first university in Viet Nam
Lesson 5: Skills 1
- Ask Ss to scan the passage to answer the questions.
1. When was the Imperial Academy founded?
2. Why was it successful?
3. Who was one of the most famous teachers at the Imperial Academy?
4. What is another special thing about it?
- Let Ss play the game Lucky number

Numbers 2,3,6,7 are the questions from 1 to 4
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Numbers 1,4,5,8 are lucky numbers
Answer keys:
1. in 1076
2. Because thousands of Vietnamese scholars graduated from it.
3. Chu Van An was.
4. It is considered the first university in Viet Nam.
3.3.3. Jumbled words
This example (including the answer keys in red) is taken from my lesson
Unit 1: Health – A closerlook 1 - TIẾNG ANH 7
I hold the game to check my students’ vocabulary of the previous lesson

1. Usnrntub
2. ounegh
3. luf

4. opst
5. llayger

=>sunburnt
=> enough
=> flu
=> spot
=> allergy

3.3.4. Word square:
+ The teacher shows a word square on the board and form 2 or 4 groups of
students. The teacher gives the topic related to the words and the number of
words that need to find. The representative of each group will go to the board
and circle the words. The group with more correct words will be the winner.
E.g: A Word square with its answer keys
3.3.5. Network:
+ The teacher writes the network on the board.
+ Students work individually or in groups to find the information to fill in
the network.
+ The first student or the first group that can complete the task correctly will
be the winner.
3.3.6. What and where:
The game is often played after the vocabulary is presented. This teaching
technique helps students remember the new words better in an exciting way. The
teacher conducts the game in the following steps:
+ Draw circles on the board, corresponding to the number of the words that
have just been taught.
+ Write the words onto the circles.
+ Have students read the words.
+ Rub out the words in turn and have students read aloud the word that has

just been rubbed out
+ Have students write the words again onto the correct circles.
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3.3.7. Kim’s game:
This game is designed to help develop students’ ability of memory. The
teacher can follow these steps:
+ Divide the class into groups.
+ Show students some objects or pictures
+ Hide the objects or pictures.
+ Call on the representative(s) of each group to go to the board to write the
names of the objects or pictures. The groups with more correct names will be the
winner. The following is an illustration extracted from my powerpoint lesson
Unit 5 of the textbook “TIẾNG ANH 7”:
Example: Unit 5: Vietnamese Food and Drink- Lesson 7: Looking
back & Project, I let my students play Kim’s game to revew vocabulary of this
lesson.
Show some pictures and nouns showing food and let them to look at the
screen in 30 seconds. Exit the screen and ask students to remind and write the
food and drink are shown in the picture in 2 minutes.
Show the picture again and check. The student who remember the most
words in the winner. The following slide from my powerpoint lesson plan is
shown as the illustration.
- Write the names of the pictures you have seen

3.3.8. Slap the board:
The teacher can organize the game after presenting the new words so as to
help students remember the new words better in a ralaxing way.
+ The teacher writes the new words or sticks the prepared pictures onto the

board.
+ He calls on two groups to go to the board (Each group has four or five
students).
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+ Each group stands in the same distance
+The teacher says aloud the words in Vietnamese if the words on the board
are in English and vice versa. He says the words in English if using the
pictures).
+ The students of the two groups will go to the board and slap the word said
aloud.
+The teacher gives marks to the group that can slap the words correctly and
more quickly.
+ The groups with more marks will be the winner.
3.3.9. Brainstorming.
Example : Unit 7 – Traffic
Lesson 1: Getting started - Student book English 7
- Divide class into 2 groups and let the play the game “ Brainstorming”.
Ask student to call out or write the words refer to the topic of the lesson. Let
them 2 or 3 minutes to write the words on the board. [4]

3.3.10. Pelmanism:
+The teacher prepares some cards and writes the content that need to be
practised on one side of each card (e.g. the content is to practise the verbs of the
base form and the past tense form).
+ He writes 10 verbs of the base form on ten cards and sticks them on the left of
the board.Then he writes the past tense form of the verbs on other ten cards and
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stick them on the right of the board. The side of each card which is blank must
be shown.
+ He divides the class into 2 groups and gets each group to choose 2 cards in
turn.
+ Each group turns up the chosen cards if they belong to the same verb (e.g.
eat – ate), that group will get marks. If not, the group turns down the cards and
sticks them on the original positions. The game continues until all the cards are
turned up.
+ The groups with more marks will be the winner.
3.3.11. Noughts and crosses:
+ A table of nine squares is drawn. Each square contains a word or a picture.
EX:
+The class is divided into 2 groups: one is “Noughts” (O) and the other is
“Crosses” (X)
+The groups choose the words in the squares and make sentences with the
words.
+ The group with a correct sentence will receive an “O” or an “ X”
+ The group with “O O O” or “X X X” in the same vertical line, diagonal
line or horizontal line first will be the winner.
3.3.12. Crossword puzzles:
There are many games which can be used in teaching learning process. One
kind of game is crossword puzzle. By crossword puzzle, the students can get
new vocabularies and improve their vocabulary.Crossword puzzles can be
used to warm up to focus on the lesson.
Example: Unit 2: Health – Lesson 1: Getting started
In order to focus on the lesson, teacher let student play the game called
Crossword puzzles in order to find the topic of the lesson.[4]

In order to review all the vocabularies of the pevious lesson. Let students

play a games Crossword puzzles. Using some picture cues.
Example 2: Unit 2: Health
Lesson 5: Skills

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Some pictures cues:

This picture is shown as the illustration [4]

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3.3.13. “Composing Stories”:
This game can be played by the whole class or in groups. The purpose of
this game is to cultivate students’ reading comprehension and memory. For
example, the teacher delivers ten disordered sentences of a paragraph from a text
which students have learned. The winner will be the group who can rearrange
them correctly and the fastest.
3.3.14. Miming:
+ The class is divided into groups.
+ The representatives of the groups will go to the front of the class to mime a
job or an action in turn.
+ Each correct answer will be given 1 mark. The group that has the student
who mimes and can give the correct answer will be given 2 marks. The group
with more marks will be the winner
* “Fantasy” situations from stories they read, or from the textbook.
3.4. Using PowerPoint presentations
PowerPoint presentation can make the class teaching much more interesting. It

can help catch students' attention with the help of some vivid and proper pictures
or sounds. The interesting sounds and flashes can cheer students up in class.
Thus students may be more impressed and remember the vocabulary or the
sentence patterns easily and can keep the memory longer.
PowerPoint presentation is a great way of displaying pictures and linking to
movie clips. It does break the monotony in the classroom and adds a variety.
Teachers have access to many teaching tools when they can produce lesson
plans with PowerPoint. Pictures of vocabulary words and recorded dialogues are
just a few of the many features teachers can incorporate into PowerPoint lesson
plans to make them engaging and informative to students.
3.4.1 Pictures:
Teachers could use photographs and clip arts to help explain the meaning of
the words which are being taught. Students will have a better understanding of
new words if they can see pictures to help them understand the meanings.
Teachers should keep these pictures relevant and simple enough. However, there
is no need to fill a slide up with photographs to help explain just a few words.
3.4.2. Recorded Audio:
Teachers can record the pronunciation of new words, dialogues, English songs
or listening exercises for students to play at appropriate time during their lesson
with a PowerPoint-presented lesson. Students will be able to hear authentic
speech during the lesson. Teachers can send their lesson to students after class so
that they can review the speech that they heard during the lesson on their own
time and repeat it as many times as they think necessary to better understand it.
3.4.3 Video:
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A teacher can put a link to a You Tube video into a lesson if he wants to show
a video. For example, if his lesson is about job interviews, he can show a short
video on how to act during a job interview. Students can then discuss predetermined questions the teacher has given, listen to new vocabulary the teacher

has pre-taught, or perform their own job interviews after watching the video.
3.4.4.Games:
I usually used games on PowerPoint and found that students were very
interested. They love games all the time, especially those they had seen on TV.
Teachers can use PowerPoint to create their own games to use in the classroom
or they can download them. There are many exciting PowerPoint games on the
Internet. For example, I can download teaching games from the web: There are so many useful games
there. After downloading, I can change the contents so that they are suitable for
my lesson purpose.
Using PowerPoint is a good way of teaching. However, there may be some
danger in using it. Therefore, teachers should be very careful when making a
PowerPoint presentation. PowerPoint can help a lot in language teaching and
learning as long as the teacher uses it properly.
3.5. The teacher’s attitudes:
To make students do their learning, the teacher must encourage his students to
feel like learning.
This encouragement involves all aspects of a teacher’s roles: a sympathetic
attitude, not demanding beyond the students’capabilities, not overcorrecting,
praising what has been well done.
Some teachers always force students to learn their lessons and get angry if
they don’t. What’s the use of forcing students to do what they do not like or
cannot do?
That just gives students fear, stress and dislike in learning. Teachers should try to
create a lively and pleasant classroom atmosphere with a smiling face, sense of
humour, a sympathetic attitude, and interesting tasks so that students feel that
they love to do their learning. But teachers should not be so easy-going.
Sometimes they should be strict to manage students better.
Some teachers say that their students always make mistakes and they have to
correct them all the time. Neither teachers nor students should worry too much
about small mistakes. The important thing is that students should understand and

be understood. If a student asks the question “You want collect our books?” he
should be corrected but at first and more importantly, he should also be praised –
‘Good, Well done”. The teacher should ask the question again so everyone can
hear it – “Listen! Do you want to collect our books?”, “Now you ask the
question again”, “Good”. In this way the form of the question has been
corrected but the student has been given full credit for making himself
understood. This method increases the student’s motivation, he will now be keen
on trying again and not nervous about making mistakes.

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The teacher should also give praise to his students even if they make very
small progress. Use the encouraging words such as “Good” , “ Good job”,
“ Well done”, “Ok”, “Clever” and use “Try” , “Do your best “, or “ I believe
you can do better next time.” which can encourage students and help them build
self-confidence instead of “No”, “You can’t”. Then the students can learn
English harder and harder and get better achievement. Day by day the interest in
learning English is brought up, and the students want to learn English selfconsciously.
PART III: ACHIEVEMENTS AND REQUESTS
1. Achievements.
After examining this theme in two class 7C of Tan Phong 2 secondary
school. These teaching techniques have been used to arouse students’ interest in
learning English , I realized that:
* For the students:
The students had more interest in leaning English. In English lesson
classes, students worked more actively and effectively. They also got higher
grades in the tests. They had opportunities to practice English in class. It helped
weak students more self-confident in learning English. Therefore, the teaching
qualities of English has been improved.

In order to see the differences in my students’ interest in learning English
before and after using various interesting activities suitably and properly in my
lessons, I would like to give out the following results of my surveys of asking
the students the questions “Do you like learning English? Why/Why not?”
* Before the application of the theme: approximatey 60% of my students said
they were not keen on learning English because it is a difficult subject,
* After a period of time of suitably applying various mentioned-above
teaching activities, about 85% of my students are saying that they are much
more interested in English because the lessons are much more vivid and
interesting. Therefore, they have been involved in my lessons. As a result, my
students’ results for English subject have been higher.
The table below clearly expresses the differences in the students’
understanding of some of my lessons with and without exciting teaching
activities of class 7C at Tan Phong 2 Secondary school
Marks
Using various teaching activities suitably
The results of 45-minute test no. 3
9 – 10

Numbers of students of class 7C
2

%
5,9

8–9

4

11,7

7–8

9

26,5

6–7

7

20,6

5–6

8

33,6

Under 5

4

11,7

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2. Requests.
- Excellent teaching themes should be widely disseminated to teachers so

that we can have opportunities to study and to improve professional teaching
skills.
- More teaching aids, reference books and facilities should be supplied for
secondary schools to improve teaching qualities. They also make our lessons
more exciting and interesting.
These are some of the solutions which I have medicinal used in the
teaching of English 7 in Tan Phong 2 secondary in the school year 2020 -2021.
These solutions are certainly subjective. I would like to get more suggestions of
the collages which help me to improve my subject.
XÁC NHẬN CỦA HĐKH TRƯỜNG

Thanh Hóa, ngày 16 tháng 4 năm 2021
Tôi cam đoan đây là SKKN của mình viết,
khơng sao chép nội dung của người khác
Người thực hiện

Phạm Thị Huyền

PART 1:

APPENDIX
INTRODUCTION

Page 01

1. Rationale
2. Aim and objectives
3. Scope of the study
4. Methodology

Page 01
Page 02
Page 02
Page 02
Page 02
PART 2: CONTENTS
1. Theory background.
Page 02
2.The current situation of teaching and learning reading Page 02,03
comprehension at Tan Phong 2 secondary school
3. Contents and Sollutions.
Page 04
Page 04
3.1. Eliciting.
3.1.1. Eliciting from pictures
3.1.2. Getting students to guess
3.1.3. Open prediction
3.2. Using visual aids
3.2.1. The blackboard
3.2.2. Real objects
3.3.3. Charts
3.2.4. Flashcards

Page 05
Page 05
Page 06
Page 06,07
Page 07
Page 07
Page 07

Page 08
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3.3. Teaching English through games
3.3.1. Guessing games
3.3.2. Lucky numbers
3.3.3. Jumbled words.
3.3.4. Wordsquares
3.3.5.Network
3.3.6. What and where
3.3.7. Kim’s game
3.3.8. Slap the board
3.3.9 Brainstorming
3.3.10. Pelmanism
3.3.11. Noughts and crosses
3.3.12. Crossword puzzles
3.3.13. Composing story
3.3.14. Miming
3.4. Using powerpoint presentations
PART III: ACHIEVEMENTS AND REQUESTS
1. Achievements.
2. Requests.

Page 08
Page 08
Page 09
Page 10
Page 10
Page 11

Page 11
Page 11
Page 12
Page 12
Page 13
Page 13
Page 13, 14
Page 15
Page 15
Page 15,16
Page 17
Page 18

TÀI LIỆU THAM KHẢO
[1] Resolution No. 29-NQ/TW of November 04, 2013
The Decision No. 2080 / QD-TTg, On December 22, 2017, the
Prime Minister
[2]. Teaching english as a second language : theory and techniques for
the secondary stage / J. A. Bright, G. P. Mc Gregor
[3]. Tham khảo một số tài liệu trên mạng internet
[4] Some slides from power point presentations

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