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 de-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
Attend English lessons: Through attending English lessons of colleagues in and out of school I summarized some valuable experiences in teaching vocabulary to students
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
Discussion: Through expert group meetings, I and colleagues have discussed the problem of teaching methods and skills to teach English vocabulary effectively to students
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:
- 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 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
( 26 students)
11A2
(28 students)
11A6
20 students)
The number of students scoring proficient
1
0
1
Percentage
3,84%
0%
5%
The number of students scoring pretty
3
3
2
Percentage
11,53%
10,71%
10 %
The number of students scoring average
12
12
8
Percentage
46,15%
42,85%
40%
The number of students scoring below average
10
13
9
Percentage
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.
- 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
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
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
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
 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
 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
Speak English to native speakers Visit a church on Christmas day
 Learn about Halloween 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.
 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.
 ( 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.
 ( 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
( 26 students)
11A2
(28 students)
11A6
20 students)
The number of students scoring proficient
1
0
1
Percentage
3,84%
0%
5%
The number of students scoring pretty
3
3
2
Percentage
11,53%
10,71%
10 %
The number of students scoring average
12
12
8
Percentage
46,15%
42,85%
40%
The number of students scoring below average
10
13
9
Percentage
38,46%
46,42%
45%
Table 2: After applying
 Class
Total
11A1
( 26 students)
11A2
(28 students)
11A6
(20 students)
The number of students scoring proficient
8
6
8
Percentage
30,76%
21,43%
45%
The number of students scoring pretty
12
15
7
Percentage
46,15%
53,57%
35%
The number of students scoring average
5
7
4
Percentage
19,23%
25%
20 %
The number of students scoring below average
1
0
1
Percentage
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 o