skkn cấp tỉnh some strategies to create excitement for 11th graders to learn english at nguyen mong tuan comprehensive school

Reasons for choosing the topic of the study Choosing the topic "Some strategies to Create Excitement for 11th Graders to Learn English at Nguyen Mong Tuan Comprehensive School" is signif

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN MONG TUAN COMPREHENSIVE SCHOOL

EXPERIENTIAL INITIATIVES

SOME STRATEGIES TO CREATE EXCITEMENT FOR 11 GRADERS TO LEARN ENGLISH AT

NGUYEN MONG TUAN COMPREHENSIVE SCHOOL

English Teacher

THANH HOA 2024

TABLE OF CONTENTS PAGES

1 INTRODUCTION……… 2

1.1 The reason for choosing the topic of the study……… 2

1.2 The purpose of the study ……… 2

1.3 The subject of the study ……… …… ……… 3

1.4 The study methodology ……… 3

1.5 The factors of the study……… 3

2 CONTENTS OF THE STUDY……….……… 4

2.1 Theoretical background knowledge………… ……… 4

2.2 The current situation of the problem……… 5

2.2.1 Advantages……… 5

2.2.2 Difficulties……… 5

2.3 The solutions to the problems……… 6

2.3.1 Solution 1: Integrate multimedia technology……… 6

2.3.2 Solution2: Team and project activities……… 8

2.3.3 Solution 3: Actual connection……… 10

2.3.4 Solution 4: Learn through games and puzzles……… 11

2.3.5 Solution 5: Practice through songs and videos……… 13

2.4 The effectiveness of the solutions……… 16

3 CONCLUSIONS AND RECOMMENDATIONS……… 20

3.1 Conclusions……… 20

3.2 Recommemdations……… 20

REFERENCES……… 22

1 INTRODUCTION

1.1 Reasons for choosing the topic of the study

Choosing the topic "Some strategies to Create Excitement for 11th Graders

to Learn English at Nguyen Mong Tuan Comprehensive School" is

significant for several reasons Firstly, this age group is often at a pivotal point

in their educational journey, where engagement can profoundly influence theiracademic and future career success English, being a global language, opensnumerous doors to international opportunities, making it crucial for students tonot only learn but also enjoy the learning process to enhance retention andapplication.

Secondly, the specific focus on Nguyen Mong Tuan Comprehensive Schoolallows for tailored strategies that address the unique needs and cultural context

of the students It's essential to understand that generic approaches might not be

as effective in every educational setting By concentrating on a particularinstitution, the study can provide actionable insights that are directly applicableand potentially more impactful

Furthermore, creating excitement about learning English can help overcome thecommon challenges of motivation and relevance that educators face Byexploring innovative and engaging teaching methods, the study aims to foster amore dynamic and inspiring learning environment This can lead to improvedoutcomes in English proficiency, which are critical as students prepare forfurther studies and career opportunities in an increasingly globalized world

In summary, the topic was chosen to directly address the motivational needs of11th graders at a specific school, ensuring that the strategies developed are botheffective and relevant This focus not only supports academic achievement butalso equips students with the linguistic tools necessary to thrive in a globalcommunity

1.2 The purpose of the study

The primary purpose of this study is to identify and implement strategies thateffectively increase enthusiasm and engagement among 11th-grade studentslearning English at Nguyen Mong Tuan Comprehensive School By focusing onenhancing students' interest and participation in English language classes, thestudy aims to improve linguistic competencies, encourage continuous learning,and foster a positive attitude towards the subject Ultimately, the study seeks tocontribute to educational research by providing insights into effective methodsfor increasing student engagement and proposing recommendations that could

be adapted to similar educational contexts

1.3 The subject of the study

The specific subject of this study is class 11A2 at Nguyen Mong TuanComprehensive School This class was chosen as a representative sample of11th graders due to its diverse mix of language abilities and learning attitudes,which can provide a comprehensive overview of the effectiveness of theproposed engagement strategies By focusing on a single class, the study can

delve deeper into the impact of targeted interventions on a cohesive group ofstudents, allowing for detailed observation and analysis of student responses tothe implemented strategies.

1.4 The study methodology

The methodology for this study involves a pre-test and post-test approach tomeasure the effectiveness of the engagement strategies implemented Initially, abaseline assessment (pre-test) will be conducted to gauge the students' currentlevel of English proficiency and their attitudes towards learning English.Following the implementation of various engagement strategies over a definedperiod, a second assessment (post-test) will be administered Comparing theresults of these tests will provide quantifiable data on improvements in Englishlanguage skills and student enthusiasm This method allows for a clearevaluation of the strategies' impact, helping to identify which approaches aremost effective in enhancing student engagement and learning outcomes

1.5 The new factors of the study

The study introduces several innovative factors that diverge from traditional

English teaching methods at Nguyen Mong Tuan Comprehensive School.Firstly, Solution 1: Integrate multimedia technology utilizes dynamic andinteractive tools such as digital presentations, videos, and interactive quizzes,which can cater to various learning styles and increase student engagement.Solution 2: Team and project activities encourages collaborative learning,allowing students to work in groups to complete projects, fostering teamworkand communication skills Solution 3: Actual connection involves connectingclassroom lessons to real-world contexts, making learning more relevant andinteresting for students by discussing current events or cultural topics Solution4: Learn through games and puzzles introduces gamification in education, whichcan make learning English fun and competitive, enhancing retention andparticipation Lastly, Solution 5: Practice through songs and videos engagesstudents by using popular media to teach language skills, thus improving theirlistening and comprehension skills in a more relaxed and enjoyableenvironment These new factors are expected to collectively transform thetraditional learning environment by making it more engaging and effective forstudents

2 THE CONTENTS OF THE STUDY

2.1 Thereoretical background knowledge

The theoretical framework for the study is grounded in several educationaltheories that support the integration of diverse and interactive learning strategies

in the classroom One foundational concept comes from Vygotsky’s SocialDevelopment Theory, which emphasizes the importance of social interaction inthe development of cognition Vygotsky argues that learning is inherently asocial process, suggesting that collaborative projects and teamwork (as proposed

in Solution 2) can significantly enhance the learning experience and absorption

of new knowledge (Vygotsky, 1978).1

Furthermore, the Cognitive Load Theory, proposed by Sweller (1988), 2isrelevant when integrating multimedia technology into learning This theoryaddresses the idea that human memory has limited capacity, and educationalstrategies should therefore aim to optimize intellectual performance by reducingunnecessary cognitive load Multimedia tools, when used effectively, can help insegmenting information and providing visual aids, which aid in more efficientinformation processing and retention

Additionally, Howard Gardner's Theory of Multiple Intelligences (1983)3supports the use of varied instructional strategies like games, puzzles, andmusic Gardner's theory proposes that students have different kinds ofintelligences, and tapping into these through various forms of content (such asmusical intelligence through songs and logical-mathematical intelligencethrough puzzles) can cater to individual learning preferences, thereby enhancingengagement and educational outcomes

These theories collectively support the study's innovative approaches,underscoring the importance of integrating a variety of teaching methods thataccommodate diverse learning styles and reduce cognitive overload, therebymaking learning more effective and enjoyable By referencing these theories, thestudy aligns with established educational research, providing a solid academicfoundation for the proposed methods

1 Vygotsky, L S (1978) Mind in society: The development of higher psychological processes Harvard

2.2 The current situation of the problems

2.2.1 Advantages

 Traditional and stable: traditional methods of education, which haveexisted for decades, create a stable and familiar learning environment Inthis environment, both teachers and students have a clear picture of what

is expected from each side Teachers can draw on experience and proventechniques to impart knowledge, while students benefit from consistency

in education and teaching methods

 Focus on basic knowledge: another important advantage of traditionaleducation methods is the emphasis on building a basic knowledge base Inlearning English, this includes focusing on language structure, vocabularyand grammar This approach helps students form a solid foundation, fromwhich they can develop language skills more confidently and effectively.These advantages are an important basis for building and developing neweducational methods, such as the use of "Global Success" books They not onlyensure that students acquire the necessary foundation, but also facilitate theability of teachers to integrate new teaching methods effectively

2.2.2 Difficulties

 Lack of interest and participation: one of the major challenges intraditional education is the lack of interest and active participation ofstudents Traditional teaching approaches, with heavy theory and littleinteraction, often do not have enough appeal to stimulate a naturalcuriosity and passion for learning in students This leads to students oftenfeeling depressed, uninterested, and unmotivated in learning English

 Lack of practical communication: another problem is the imbalancebetween theory and practice While traditional teaching methods focusprimarily on grammar and vocabulary, it often overlooks the importantaspect of using the language in real-life situations This can make itdifficult for students to develop communication skills, which are animportant goal when learning a new language

 Need diverse approaches: traditional education systems are often notflexible and diverse enough to meet the learning needs of a class withdiverse abilities and learning styles Each student has unique strengths,weaknesses and approaches to learning, which traditional teachingmethods may not be able to meet

These strengths and weaknesses provide insight into why innovation in teachingmethods is needed This innovation not only improves academic quality but alsoenhances student motivation and engagement The adoption of "Global Success"

books and new teaching methods can help address these challenges, by creating

a learning environment that is more exciting, realistic, and more relevant to thediverse needs of students

2.3 The solutions to the problems

2.3.1 Solution 1: Integrate multimedia technology

The integration of technology and multimedia in the process of teachingEnglish to Year 11 students through the book "Global Success" has opened anew era, transforming the classroom space into a creative and flexibleplayground where knowledge is not only imparted but also experienced andenjoyed Apps and games built into books are not only tools to test andconsolidate knowledge but also a constant source of motivation, they encouragestudents to actively participate, motivate and enhance concentration throughparticipating in solving interesting problems and challenges in each game Themultimedia learning environment through the use of online platforms alsofacilitates self-study, expands the educational space beyond the classroom wallsand gives students more time to interact and review English every day.Moreover, this also gives teachers more tools to create vivid, rich and diverselessons, taking full advantage of the potential of multimedia to illustrate andclarify knowledge points, making educational messages more vivid andunderstandable This combination not only creates a new feeling and excitementfor learning English but also helps students develop more comprehensively,combining knowledge with skills and positive attitude towards learning

Example 1: To excite Year 11 students when learning English with the book

"Global Success", you can integrate multimedia technology into your teachingactivities, especially in the warm-up section Here's an example of a 5-7 minutewarm-up with multimedia technology for Unit 1: A Long and Healthy Life.Activity name: discover the secret to healthy living

Goal:

 Stimulate students' curiosity and interest in the topic of healthy and longliving

 Enhance listening skills and understand English through watching videos

 Encourage students to discuss and share ideas in English

Required tools:

 Projector or smart tv with internet connection

 Speakerphone (if needed)

Steps to follow:

 Introduce:

https://www.youtube.com/watch?v=Y8HIFRPU6pM

 The teacher gives a brief introduction to the topic of unit: a longand healthy life, and forewarns students that they will be shown ashort video on how to live a healthy life

 Watch the video:

 Using a projector or smart tv, play a short video (3-5 minutes) fromyoutube or another reliable source Videos should containinteresting information about healthy lifestyles, secrets to long lives

of old leaders, or celebrities with healthy lifestyles

 Make sure the video has English subtitles to support better studentunderstanding

 Discuss:

 After watching the video, divide the class into small groups Eachgroup discusses what they've learned from the video: what are thesecrets to healthy living, whether they can apply it to their dailylives, and if so, where they will start

 Ask each group to choose a representative to share with the class the keypoints their group discussed

 Summary:

 The teacher quickly summarized the opinions shared from thegroups, emphasizing the importance of maintaining a healthylifestyle

 End the activity by giving some tips or tricks that students can startapplying immediately, such as: exercising regularly, eating well,staying positive.

2.3.2 Solution 2: Team and project activities

Group activities and projects are not only a means to enhance knowledgeand skills, but also serve as a bridge connecting students to the outside world,where theory and reality are connected in a coherent way Integrating groupprojects into the learning process of Year 11 students through the book "GlobalSuccess" provides an experimental playground where wisdom and creativity arestimulated and developed In the space of a project, students must not only applywhat they have learned to solve specific problems, but also develop teamwork,communication and conflict resolution skills – important soft skills necessary forholistic development

Every project, no matter how big or small, opens up a new world wherestudents can express themselves, explore and challenge their limits Throughproject execution, they not only learn how to put theory into practice, but alsohow to manage time, divide work, and leverage the power of teamwork toachieve common goals

Other group activities such as discussing, exchanging and solving real-lifesituations also help students develop their language skills in a realcommunicative environment where language is not only a tool to impartknowledge but also a means to connect, Share and build opinions

Thus, by integrating group activities and projects into the learningprocess, we are not only creating a visual, interactive and realistic learningenvironment, but also giving wings to the creativity and critical thinking ability

of each student Thereby, helping them not only learn English, but also useEnglish as a tool to explore and create value in the world around them.

Example 2: Group activities and projects are a great way to create excitement

and interaction among students when learning English, especially with topicslike "generation gap" in unit 2 of the book "global success" Here's an activitythe project team applied:

Project name: "bridging the gap"

Goal:

 Explore and deepen your understanding of the concept of generation gap

 Develop teamwork, research, and presentation skills

 Improve communication skills in English through discussion andpresentation

Required tools:

 Computer with internet connection for research

 Projector or smart tv for presentation purposes

 Research and preparation:

 Groups use the internet and other resources to gather information

on their topics

 Prepare a powerpoint presentation or use other presentationsoftware, including research summaries, images, evidence, andsolutions or proposals

 Presentation and discussion:

 Each team presents their project in front of the class, using aprojector or smart tv

 After each presentation, teachers and other groups can askquestions, give comments, or discuss the topic

 Feedback and reviews:

 Teachers give feedback and evaluation to each group based oncontent, presentation, and creativity

 Emphasize the importance of understanding and respectingdifferent perspectives between generations

2.3.3 Solution 3: Actual connection

Bridging linguistics in textbooks and real-world contexts is an importantstrategy to increase students' interest in and motivate them to learn language.Especially, in teaching English to grade 11 students through the book "GlobalSuccess", the application of this principle of "Real Connection" becomesextremely important and effective

Relating language to real-world problems and situations not only makeslanguage more vivid and relatable to students, but also helps them see the value

of language learning in everyday life Instead of learning in isolation and theory,students are exposed to real-life situations, challenges, and problems where theyhave the opportunity to apply language, thinking, and problem-solving skills in apositive way

Lectures can be derived from stories, lessons from events, famous people,

or social issues of social concern From there, students not only learn, but alsodiscuss, comment, give opinions and solve problems in a real-life context,through which they learn to link knowledge with reality, developcommunication skills and critical thinking

For example, applying a "practical connection" solution to "teamwork:

discussing the cities of the future and presenting the group's ideas to the wholeclass" activity in the "Cities of the future" lesson can help students not onlydevelop their language skills but also enhance their understanding andimagination of a sustainable future Here's an example that describes how toimplement this solution:

Step 1: prepare and divide the group

 Preparation: Teachers prepare reference materials, including articles,videos, and photos about smart city projects, green technologies, andcurrent sustainable solutions