Some motivational activities for students’ English speaking at high school

	TABLE OF CONTENT	
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INTRODUCTION
1.1 Reasons for choosing this subject.
I am increasingly confronted with the fact that the knowledge of a foreign language becomes a vital necessity. I would like to note that the most popular language now is English. Foreign language promotes the development of mental processes. 
This is due to the fact that when studying a foreign language a person has to operate with a different system of signs. Syntactic constructions and grammar develop abilities for analysis and synthesis, memorizing lexical units - operational memory, studying not only individual words, but also the context as a whole linguistic conjecture, intelligence and attention. The language teaches to think logically, and also to choose the right variant from the set of values ​​of each individual word.
 Learning a foreign language develops the speech-motor apparatus of the child and, in addition, is a good prevention of speech defects.
Foreign language promotes the development of communicative abilities, as well as the removal of psychological barriers. The child through learning the language (through dialogue, skits, monologic statements) becomes more sociable, and therefore more successful in the future [3,5].
I would like to note that learning a foreign language is not just a matter of fashion or someone's whim, but a process of obtaining knowledge that is vitally important in a modern society developing towards globalization.
The reason for my choice of the topic is due to the fact that there is a contradiction between the need to acquire foreign language skills for students and the difficulties that arise during this.
Consider speaking as a type of speech activity. Initially, speaking is based on language as a means of communication. "Language, in turn, makes communication possible between speakers, because it is understandable for the one who communicates information and for the one who receives this information" [3].
“The goal of teaching speaking in a foreign language lesson is the formation of such speech skills that would allow the student to use them in non-speech speech practice at the level of common everyday communication” [1,7].
The realization of this goal is connected with the formation of the following communicative skills among students:
A) To understand and produce foreign language statements in accordance with a specific situation of communication, a speech task and a communicative intention;
B) to exercise their speech and non-verbal behavior, taking into account the rules of communication and the national and cultural characteristics of the country of the language being studied;
C) To use rational methods of mastering a foreign language, independently to improve in it.
Because of the above reasons, I carried out my own experienced initiative in the academic year with the theme: Some motivational activities for students’ English speaking at high school
1.2 Purposes of research 
On the basis of the proposed practical recommendations, students can be motivated to develop their speaking skills in English on the basis of English textbooks 11 for 11 classes.
1.3The scope of the research
The subject focuses on creation of some motivating speaking exercises for students of the grades 11 of Truong Thi high school. However, the typical research objects who I boldly applied this subject are 11 B1, 11B2, 11 B3 classes and in some typical units.
1.4 Methods of research
Theoretical methods:
Observation of colleagues’ lessons, investigation
Studying and analyzing scientific literature based on pedagogical experience of teachers and scientists of other countries; 
Summarizing, highlighting of the received information 
Empirical methods:
- Statistics, comparison
- Accumulation and selection of facts
- Establishing links between them.
1.5 Scientific novelty
The scientific novelty of this study is due to the design of a series of exercises and activities in the English language classes in order to activate their motivational level for speaking in English. This problem was studied and presented in the form of publications of my colleagues, but more so, on a theoretical level. The exercises and developed activities can be applied not only in relation to the established school program, but also as independent, completely independent exercises for achieving the set goals. That completely proves the scientific novelty of the presented research.
CONTENT
2.1 Justification of scientific research
Motivation (from Latin movere) - motivation for action; Psycho-physiological process that controls human behavior, defines its direction, organization, activity and sustainability; The ability of a person to actively meet his needs.
External motivation (extrinsic) is a motivation that is not related to the content of a particular activity, but is conditioned by circumstances external to the subject.
Internal motivation - motivation, associated not with external circumstances, but with the very content of the activity.
Positive and negative motivation. Motivation based on positive incentives is called positive. Motivation based on negative incentives is called negative.
Example: the design "if I put order on the table, I'll get a candy" or "if I do not indulge in, I'll get a candy" is a positive motivation. The design "if I do not put order on the table, they will punish me" or "if I dabble, they will punish me" is a negative motivation.
Stable and unstable motivation. Steady is considered to be motivation, which is based on the needs of the person, since it does not require additional reinforcement.
The ability to communicate in a foreign language also presupposes the formation of certain qualities in students that make the process of mastering the language as a means of intercultural communication the most effective. It is about education in the student:
- Interest and positive attitude to the studied language, to the culture of the people speaking this language;
- Understanding yourself as a person belonging to a certain linguistic and cultural community, as well as universal consciousness;
- Understanding the importance of learning a foreign language;
- The need for self-education » [2].
Let us begin to consider the often encountered difficulties in the assimilation of such activities as speaking in English lessons.
One of the difficulties faced by students is the assimilation of speech structures in the native language, which prevents the formation of the speech mechanism of the language being studied. This is due to the automatic translation by the students of the semantic units of the second language into the native language. And also when trying to construct a speech utterance in English, the mechanisms of speech are replaced or completely superseded.
Another difficulty that some students face with regard to speaking in a second language are the so-called personal psychological barriers, manifested in the uncertainty that they will be able to build monologic utterances in the language in question, in fear that the reservations made will entail negative Evaluation.
The most common problem is motivation. Students lack the living motives for mastering English. As long as the student did not come to school, he solved all his communication needs using his native language, which, in turn, was formed under the influence of the environment, having mastered sufficiently his native language, the student simply does not need to learn a second foreign language [5,6,1].
Consequently, the solution to the difficulties associated with is seen in the need to expand the circle of communication between students, the exchange of information with their peers from other countries, which will make learning English real and relevant. To weaken the influence of the native language mechanism in the process of mastering the English language, it is important to determine the content of linguistic phenomena that must be compared with each other because of their sharp difference, and also describe the cases of rapprochement of the native and English language mechanisms that help to master the second language. In addition, "it is necessary to strengthen the role of incentive assessments in the process of teaching English, noting the positive aspects in the speech skills and abilities of the student and, on such a background, to comment, indicate ways to eliminate gaps" [2,4]. 
2.2 Organization and conduct of the approach to solving of problems in teaching speaking in English.
Before asserting the correctness of my assumption about the importance of motivation to learning speaking in English, I and my colleagues decided to test it in practice. Teachers and a foreign teacher of our school organized an experiment, the results of which would help us establish a level of motivation to study speaking in English. The students of the 3 eleventh grades were offered a questionnaire developed by our teachers during the school year, based on both theoretical and methodological literature, and on the basis of personal experience of each of us.
NAME:
CLASS:
TEACHER:
DATE:
PLEASE READ THE FOLLOWING STATEMENTS AND CIRCLE THE CORRECT ANSWER
1). When there is a choice between two options for doing a homework in English, it is better to do it faster than to postpone for a certain time.
YES / NO
2). I get easily annoyed when I notice that I can not 100% complete my homework in English.
YES / NO
3). When there is a problematic situation during speaking in English, I most often raise my hand one of the last.
4). When I have 4 days in a row there is no practice in English, I lose my peace.
YES / NO
5). When I give up speaking practice in English, then I severely condemn myself, because I know that in it I would have achieved success.
YES / NO
6). I'm more attracted to other subjects than English.
YES / NO
7). The censure of the teacher in the lesson of English stimulates me more than praise.
YES / NO
8). I know that my classmates consider me to be able to speak English as a student.
YES / NO
9). My mistakes in English make my decisions more solid.
YES / NO
10). When answering a question in English, I do not listen to classmates' tips.
YES / NO
11). Sometimes I postpone what I had to do now.
YES / NO
12). The ability to speak in English is the key to my successful future.
YES / NO
13). Whenever I have to do an important job in English, I do not think of anything else.
YES / NO
14). During the holidays, I usually listen to British or American channels.
YES / NO
15). My successes in English to some extent depend on my classmates.
YES / NO
This questionnaire contained the following yes/no statements:
The applied experiment showed the next results:
So, based on the results of the survey, we concluded that the need in increasing the level of motivation among students of the 3 eleventh grades: 11B1, 11B2 and11B3 at Truong Thi high school is obvious.
The department of teachers in English, in particular with a foreign teacher, developed a series of activities according to the syllabus that, in our opinion, could be interesting and motivating for students.
2.3. Designing independent motivational activities according to the syllabus in 3 selected units (English textbook 11)
2.3.1. Some motivational activities: 
- Short speeches: Students may be given some easy topics and they prepare them in verbal or written form.
- Gap activity: This is a form of a dialague. One student has some information which the other person does not have such as: an interview, self introduction. This activity will remove the students hesitation.
- Role play: A teacher asks students to play different roles in the form of a drama. This exercise will encourage the students to speak in real life situation.
- Discussions: A teacher will give some topics or pictures and give them instructions how to proceed. Students will discuss the topic then the teacher or a leader of group ask questions and discussions are carried out.
UNIT
TOPIC
Motivational activities
1). Unit 1
Friendship
Role play
2). Unit 3
A party
Discussion – Short speeches
3). Unit 10
Nature in danger
Gap activity
2.3.2: Research content
Here I would like to present some of the motivational activities, which are used in three selected units in English textbook 11. 
Unit 1: Friendship
Period 3- Part B: Speaking-Class: 11B1, 11B2 and 11B3.
OBJECTIVES: By the end of the lesson, Ss will be able to: 
- Improve the speech skills of monologic speech, the development of speech skills based on the creative use of previously learned material.
- Compare and collate Developing - the development of the ability to compare and collate speech units, the development of the ability to carry out reproductive and productive speech actions,
- Understand the value of friendship, see the positive qualities of the individual and be able to talk about a friend, the formation of the need for friendly relationships among adolescents.
II. TEACHING AIDS pictures, handout , worksheet.
PROCEDURE 
Teacher’s activities
I. Warming-up
 (5 minutes)
-Asks ss to write some statements about friends and friendship such as:
Student 1: It takes a long time to grow an old friend.
Student 2: A friend in need is a friend indeed.
Student 3: A faithful friend is better than gold
-	Leads Ss into the content of the lesson.
II. Pre-speaking and while-speaking
 (25 minutes)
Task 1: Talk about a friend whom you like best.
-Asks ss to answer the questions:
1. What is his / her name?
2. How old is (s)he?
3. What does (s)he look like? -> good-looking, slim
4. What are his/ her personalities? -> Hard-working, modest, generous
5. What are his/ her hobbies? -> reading, traveling
6. Why is he/ she interested in Maths/ English?
7. How much time does he/ she spend on English every day? -> 2-3 hours
8. Why do you like him/ her? -> friendly, helpful 
9. What made him/ her successful? -> patient, studious 
10. What does he / she do in his/ her free time?
Match the questions with the correct answers and then practice dialogue in pairs.
Journalist
Interviewee
Task 2:
Answer key:
1-f 
2-h 
3-b 
4-c 
5-a 
6-g 
7-i 
8-k 
9-e 
10-d
1. What’s his name? 
2. When was he born? 
3. What does he look like?
4. What are his hobbies?
5. What are his personalities?
6. Why is he interested in Maths?
7. How much time does he spend on Maths every day?
8. What makes him a good friend?
9. What is the main reason for his success? 
10. What does he do in his free time?
a. He’s friendly, and helpful. 
b. Well, he’s thin and tall. With a bright face, a broad forehead and thick glasses, he looks very intelligent.
c. Reading books and playing badminton are his hobbies.
d. He likes playing soccer. He says that this sport can help him reduce stress.
e. I think that is precisely because he is studious, patient and eager to learn anything related to Maths.
f. His name is Nam.
g. He often tells me that he can see lots a magic thing in this subject.
h. He was born in 1990.
i. He spends 2 hours a day.
studying Maths.
k. What I like most about him is that he is very humorous.
III. Post- speaking
(15 minutes)
Task 3: Role – play: Talk about a famous friend.
 Model Conversation:
J: Hello, I’m I’m a journalist for Truong Thi high school. I know you are  friend. Could you give me some information about ..?
J: What’s your friend’s name?
I: He is Dung
J: When was he born?
I: He was born in 1990 
J: What does he look like?
I: He’s tall. He has a square face with a broad forehead. He’s good-looking 
J: What are his hobbies?
I: He likes doing Maths.
J: Is he friendly?
I: Yes. He’s caring , helpful to	everybody
J: Thanks for giving me time. Bye.
I: You’re welcome
Unit 3: A party 
Period: 14- Part B. Speaking-class: 11B1, 11B2, 11B3
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
- know other parties in Viet nam and oversea countries
- describe a party and how to plan a party.
II. TEACHING AIDS: pictures, extra board, cards.
PROCEDURE 
Teacher’s activities
1. Warm –up (5 minutes)
Asks ss to tell the name of some popular parties in Viet Nam e.g.:
 Student 1: a Birthday party
Student 2: a Wedding party
Student 3: a New Year party
- Leads Ss into the content of the lesson.
2. Pre-speaking (20 minutes)
Task 1: Provides ss other kinds of parties.
- Show on the slide
Barbecue party- it is a party when your friends or relatives gather together in a garden or in a forest. - Barbecue, a party in the fresh air.
Fancy dress party (word semantification with a picture on the slide) - costume party.
 House-warming party - it's a party that you have to move in. 
 Sit-down meal - it's means that you sit at the table with your friends or relatives. 
- Asks ss to listen and repeat
- Asks ss to give translation
Task 2: Food and drink
- Opens a new slide with the names of drinks and snacks
 Hot drinks - alcohol drinks. - Alcoholic beverages
 Snacks - They are sandwiches, crisps and so on. 
 Soft drinks - juice, mineral water and so on. 
- Asks ss to give translation
Task 3: Clothes
- Clothes are important, especially at the parties
Dress casually- it means that you dress. - Dressing comfortably
Dress smartly - it means that you dress tidy, clean and fashionable.- Dress beautifully and fashionably. Wear formal clothes - Wear official clothes (the student translates the word, as it is familiar to them)
- Asks ss to listen and repeat these words.
- Asks ss to translate
Task 4: Filling the missing words
- Asks ss to use the above words to fill it in meaning.
1. We often have a in the summer.
2. I hate. Because we only eat and talk.
3. It is very harmful for your health if you drink .a lot.
4. There are different in a café.
5. I like wear ..It is comfortable
6. If you go to a wedding you must wear..clothes.
Answer:
1 - a barbecue party, 2- sit-down meal, 3 - hot drinks, 4- snacks, 5 - casually, 6- formally.
3. Post- speaking (20 minutes) 
 Task 5: Describe a party
- Divide into groups of 3 or 4 students
- Each group gets cards with the key words
- Asks ss to try to use them in their description.
Model descriptions
Group 1: We've chosen a barbecue party. We can see a large family: a grandfather, a grandmother, a mother, a father and their children. They are having a barbecue party. They enjoy the beautiful country side. The father is a barbecue and the mother is telling him a joke. The grandfather and the grandmother are chatting and enjoying the meal. The children are eating delicious snacks and drinking soft drinks.
Group 2: We 've chosen a finishing school year party. Teens are very glad and happy, because it is the end of the school year. They are at the party. It is a youth party, that's why they are wearing casually: T-shirts and jeans. Of course, they are listening to music and dancing. We think they are listening rap or R'n'B. Students are going to have summer holidays, that's why they are laughing and telling jokes. Some students are chatting, one of them taking photos of his friends.
Asks ss to prepare an oral report on the last party, which was attend by students, consisting of 10-13 sentences
Unit 10: Nature in danger 
PERIOD 63 - Part B - SPEAKING - Class 11B1, 11B2, 11B3	OBJECTIVES By the end of the lesson, Ss will be able to:
talk about endangered nature.
express their own ideas about measures for protecting endangered nature. 
II. LANGUAGE FOCUS
New words words related to the nature.
III. TEACHING AIDS pictures, handout , worksheet, real objects
 PROCEDURE
Warm up (5 minutes.)
Asks ss to look at the apple:
Imagine it’s our Earth. I’m cutting it into 4 pieces. Three quarters of the Earth surface is water and only 1/4 is land. One half of it is habitable. The rest of the land is the deserts, mountains, frozen ice-caps and other places where people cannot live in. And now I’m cutting this