SKKN HOW TO AROUSE STUDENTS’ INTEREST IN LEARNING ENGLISH

HOW TO AROUSE STUDENTS’ INTEREST IN LEARNING ENGLISH I Introduction II Why we have to arouse students’ interest in learning English? III Some activities to arouse students’ interest in learning English Eliciting Using visual aids Teaching English through games Role play Using Language Lab Using PowerPoint presentations The teacher’s attitude IV Conclusion HOW TO AROUSE STUDENTS’ INTEREST IN LEARNING ENGLISH I Introduction “My students are very lazy and stubborn When I explain the lessons, they don’t pay attention and let their mind wander When I ask them to the homework, they just ask other people for help When I ask them to learn the lessons, they ignore it or just spend little time doing that I don’t know what to now.”, a teacher of English complained This is a common case in many classes of English What’s the solution to that problem? We cannot use the rod to force our students to learn Nor can we split their heads to put the knowledge into them What can we do? The better way is to arouse students’ interest in learning English Once students have interest in learning English, they themselves will try their best to learn it II Why we have to arouse students’ interest in learning English? Many teachers wrongly see students as machines to be programmed (“ I’ve taught them the present tense They must know it”) But students are people People think but they also have feelings Students may be learning about machines, but they still learn as human beings Learning, particularly the learning of a language, is an emotional experience The feelings that the learning process evokes will determine the success of the learning Whatever technical virtues a teacher possesses, however good at the language the teacher is, without interest the students will never learn If the students are bored, they will not pay attention And the result is that they won’t learn Moreover, if they are not interested in learning, they will be easily distracted Then they will get up to mischief and prevent others from learning That’s why we have to arouse students’ interest in learning English The teacher must provide interest through: -identifying and catering to the students’ interests in terms of topics, e.g themselves (the most interesting topic of all), their hobbies, ambition, dreams; - variety of language points., skills practiced, interaction TS, ST, SS, pair/ group activities; -humour (in visual aids e.g cartoons, anecdotes and jokes as reading or listening passages, mime); -inherently interesting tasks, e.g problem solving Remember that students are more likely to be interested in you and what you are doing if you show an interest in them No matter how big your class, you must try and get to know your students as people and not just as numbers in a register Do not regard time in class spent on learning about your students as wasted time On the contrary, the extra motivation generated through this will more than compensate III Some activities to arouse students’ interest in learning English There are various activities in a classroom to arouse students’ interest in learning English In this limited unit, I would like to suggest some common and useful ones Eliciting In many classes, it is the teacher that talks while the students listen If the students speak at all, it is usually to repeat what the teacher says, or to answer a set question This way of teaching will obviously make the students feel bored and frustrated Instead of simply giving words, sentences, or structures, the teacher should involve the students more by drawing them from the students He should ask them for their ideas and suggestions, getting them to contribute what they know already, and encouraging them to guess new words This is called eliciting Eliciting involves the class by focusing student’s attention and making them think This happens even if students not know the words being elicited; so elicitation can be used for presenting new language as well as reviewing what was taught earlier Furthermore, eliciting encourages students to draw on what they already know or partly know So it is a useful technique for mixed ability classes or classes of students from different learning backgrounds, where different students know different things In addition, eliciting gives teachers a chance to see what students know and what they not know, and so adapt the presentation to the level of the class Of course, eliciting takes more time than straightforward presentation of new language However, it will catch students’ attention and they will remember the lesson more Some ways of eliciting: a Eliciting from pictures Using pictures to elicit is the easiest way to introduce a new topic or new vocabulary When eliciting from pictures, it is often best to ask fairly general questions that allow a variety of responses This encourages more students to respond and leads them to say more For example, to elicit from the picture in unit of the textbook “TIẾNG ANH 10” (on page 12), the teacher can ask, “What is the man’s job? Why you know that?” Students could answer “He is a farmer because he is in the field/ he is with a buffalo/ he is ploughing/ he is harrowing, etc.” Sometimes the students cannot answer the questions because they don’t know the vocabulary In this case the teacher should present it The advantage of trying to elicit it first is that students’ attention will now be focused on the word and they should be listening with greater interest b Getting students to guess Because language follows rules, it is often possible to guess things which we 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 guess and to work out rules for themselves Learning through this way will fill students with enthusiasm EX: I don’t mind waiting Would you mind closing the window? She doesn’t mind ? (do) the housework The students will know the answer is “doing:” When getting students to guess, the teacher should pay attention to these points: - The teacher should pause after asking each question, to give students time to think - The teacher should vary his or her questioning technique according to the difficulty of the question, letting good students answer difficult questions and directing easier questions at weaker students 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 c Getting students to imagine A textbook often include only questions that would be to elicit key vocabulary or structures, or to establish a situation or topic Therefore, the teacher should take every opportunity to ask questions that require students to interpret what is in a picture or a text ((EX: To get students to interpret the picture in unit of the textbook “TIẾNG ANH 10” (on page 12) the teacher can ask “Why is the man in the field?”), or to imagine things beyond a picture or a text (EX: What will happen next?) There are 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 Using visual aids There are various kinds of visual aids that we can use to teach English such as the blackboard, real objects, flashcards, charts, the teachers ourselves, flannel board, slides, coloured rods, etc Using visual aids has a lot of advantages: - Showing visuals focuses attention on meaning, and helps to make the language used in the class more real and alive -Having something to look at keeps the students’ attention, and makes the class more interesting -Visuals can be used at any stage of the lesson- to help in presenting new language or introducing a topic, as part of language practice, and when reviewing 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 a The blackboard: The teacher or students can use it 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 to be a good artist to draw successfully on the blackboard- a lot of information can be conveyed by means of very simple line drawings and “stick figures”, which are easy to draw It is important to draw quickly so as to keep the interest of the class Teachers should also talk as they draw: in this way the class will be more involves, and will understand the picture on the board both from seeing it and from listening to the teacher b Real objects: (sometimes called “realia”): They can be the things that are already in the classroom such as fan, desk, table, wall, clothes, etc We can also bring them into the classroom.-food, clothes, household objects, containers, etc Real objects are in many ways the easiest kind of visual aid to use in class, as they need no special preparation or materials Simple objects can be used not only for teaching vocabulary but also as prompts to practice structures and develop situations EX: The teacher can show a cell phone -to teach the word “cell phone” -to practice the structure “What …for?”( What is a cell phone used for?- It is used to talk to people when you are away from home.) -to develop an imaginative dialogue: Student 1: Could you lend me your cell phone? Student 2: Yes, of course What you want it for? Student 2: My sister has been to Hanoi I’d like to phone her c Charts: They are large sheets of card or paper with writing, pictures or diagrams, used for more extended presentation or practice They would usually be displayed on the wall or blackboard, or the teacher can hold up for the class to see EX: To teach the word “erosion”, the teacher can show this picture 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 to draw the pictures or tables more carefully, and also to make them more attractive (e.g by using colour) -The chart can be kept and used again with the same class (e.g for review, or to practice a different tense), 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 material from the books onto charts, so that the teacher can introduce the lesson in a more interesting way, or review earlier lessons, or simply to make a change of activity d 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 The teacher 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 We can make good flashcards 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, using a thick pen so that they are clear, or they can be cut from a magazine; pictures from magazines are often more interesting to look at, but it is difficult to find pictures which are the right size and which are simple enough -If possible, flashcards should be made on pieces of white card – then they can be kept and used again e The teachers ourselves: The teacher can use gestures, facial expressions, and actions to help show the meaning of words and to illustrate situations The teacher can swing their arms to teach the word “swing” He can mime someone sneezing to teach the word “sneeze” Most action verbs (sit, stand, write, etc) and some adjectives (happy, worried, etc) could be taught in this way 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 learn From my personal experience and from some reference books, I would like to introduce some common games a Guessing game + Students write a word or a sentence on a piece of paper + The teacher has a student go to the front of the class Other students ask yesno questions to guess the word or the sentence + The student who can guess the word or the sentence will replace the other 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 b Lucky numbers + Have students form groups (It is up to the number of the students in class) + Write on board some numbers EX: 10 + There are some lucky numbers (e.g 2, 5, 9) The group who choose the lucky number will get marks without doing anything + The other numbers will show a question or an order If the group can answer the question or perform the order well, that group will get marks If that group cannot answer the question or cannot perform the order, the other groups will have the right to them + When all the numbers have been chosen, the group with more marks will be the winner c Jumbled letters EX: Rearrange these letters to make a meaningful word: sweta ? (Key: waste) d Word square + The teacher shows a word square on the board and form or 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 EX: Find the new words in the reading text of unit (English 11) P T Y M O Q L L E B O T R C A J R W E R O W M A M V K Z N C O U F N L K T N T S D X E S U F F E R Key: P T Y M O Q L L E B O T R C A J R W E R O W M A M V K Z N C O U F N L K T N T S D X E S U F F E R make a bed a cake a decision an error a mess … … … e Word forks + The teacher writes on the board the word forks EX: + Have students work individually or in groups to find the information to fill in the word forks ? ? rock + The?first student abroad or the first ? group that can ? complete the task correctly will be the ? cartoon winner listening to music f.? Word nets ? documentary + Thetravelling teacher writes on the board the word nets watching EX: television HOBBIES reading books ? ? ? comic swimming ? in the river ? ? ? ? ? ? ? + Have students work individually or in groups to find the information to fill in the word nets + The first student or the first group that can complete the task correctly will be the winner g What and where + 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 h Kim’s game + Divide the class into groups + Show students some objects or pictures + Hide the objects or pictures + Call on the representative 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 i Slap the board + Write new words or stick pictures onto the board + Call on two groups to go to the board (Each group has four or five students) + Have each group stand in the same distance + Say aloud the words in Vietnamese if the words on the board are in English and vice versa (Say 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 + Give marks to the group that can slap the word more correctly and quickly + The groups with more marks will be the winner j Find someone who + Write the table on the board Have students write it on their notebooks Use a computer Speak French Cook Play the guitar Name Nam swim + Have students make yes-no questions for the words in the left (e.g Can you use a computer?) + Give model with a student Ask a question (e.g Can you use a computer?) If the student answer “Yes”, write his name on the column “Name” + Have students go around the class and ask other students to find the names to fill in the table The names must be different The student who can fill all the blanks first is the winner k Simon says +Say aloud orders Students just perform the teacher’s orders if the teacher begins with, “Simon says” +If the teacher says, “Simon says: stand up”, the students will stand up + If the teacher says, “stand up”, the students will not stand up + The students who make mistakes will be punished in some funny way l Pelmanism + Prepare some cards Write the content that need to be practised on one side of each card (e.g the content is to practise the verbs of the present and past tense Write 10 verbs of the present tense on ten cards and stick them on the left of the board Write the past tense of the verbs on other ten cards and stick them on the right of the board The side of each card which is blank must be shown.) + Divide the class into groups Have each group choose cards in turn + Turn up the chosen cards If they belong to the same verb (e.g eat – ate), that group will get marks If not, turn down the cards and stick them on the same position Continue the game until all the cards are turned up + The groups with more marks will be the winner m Noughts and crosses + Draw a table of nine squares Each square contains a word or a picture EX: Souvenir Supermarket shop school Post office Bookstore Village Hotel street School + Divide the class into groups: one is “Noughts” (O) and the other is “Crosses” (X) + Have the groups choose the words in the squares and make sentence with that word (e.g There is a post office near my house) + The group with the correct sentence will receive a “O” or a “ X” + The group with three “O” or “ X” in the same vertical line, diagonal line or horizontal line will be the winner 10 n Crossword puzzles Find the word which means: say one is sorry, esp for having done sth wrong give money so that sth will happen finish happening or done once every year encourage or make sth more active give sth to sb as a prize without problems or difficulties enthusiasm an energy make sth known publicly 10.competition What is the word in the grey column? Key: 10 11 S T S 10 C A I M A S O N M A O S N C A P M N U W O P N O P O P U L A T I O N O N L A A R H R U T L S E L T D L I N E O G I S E O R T E E Y T C E S T o Word dominoes EX: …cheatomatonakedirector… p “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, delivering ten disordered sentences of a paragraph from a text which students have learned The winner will be the group who can rearange it correctly and fastest k Miming + Divide the class 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 mark The group that has the student miming and can give the correct answer will be given marks The group with more marks will be the winner r The teacher can also design games which are similar to popular games on television such as “Chung sức”, “Rung chuông vàng”, “Đường lên đỉnh Olympia”, etc (Instead of using Vietnamese in these games, we will use English) EX: The game which is similar to the game “Chung sức”: + Divide the class into groups 12 + Say: “I had a survey on 100 students and got 10 answers to this question If you give one of those answers, you will receive the marks which are equivalent to the numbers of the students giving that answer.” + The teacher writes on the board: (20 students) (17 students) _(15 students) (12 students) _(11 students) _(9 students) _(7 students) _(5 students) _(3 students) 10 (1 student) + Have the representatives of the groups go to the front to slap the board to get the right to answer + Ask the question: “What you often in your free time?” + The student who slaps the board first will get the right to answer first Then each group will give one answer in turn Answers: watching television (20 marks) listening to music(17 marks) chatting on the phone(15 marks) playing computer games(12 marks) going shopping(11 marks) reading books(9 marks) playing sports(7 marks) meeting friends(5 marks) traveling(3 marks) 10 sleeping(1 mark) + After all of the ten answers are given, the group with more marks will be the winner Role play Role play is a way of bringing situations from real life into the class room When we role play, we ask students to imagine They may imagine: - a role: in other words, they pretend to be a different person (e.g a farmer); - a situation: in other words, they pretend to be doing something different (e.g planning a holiday) - both a role and a situation (e.g a police officer asking about a lost bag) In role play, students improvise The situation is fixed, but they make up the exact words to say as they go along ( So reading a dialogue aloud is not the same as role play.) Role play increases motivation Always talking about real life can become dull, and the chance to imagine difference situations adds interest to the lesson Children and even teenagers and adults often imgine themselves in different 13 situations and roles when they play games So by using role play in class, we are building on something that students naturally enjoy When using role play, bear in mind that the situations we use for role play should as far as possible within the experience of the students In general, the more familiar a role or situation is, the easier it will be Suitable roles for school classes would be: - People familiar to students from everyday life, e.g parents, brothers, sisters, teachers, shopkeepers, police officers - Characters from the textbook, and from other books or from television Suitable situations: - Situations which students see or take part in in everyday life, e.g shopping, holidays, using local transport, asking the way to places - “Fantasy” situations from stories they read, or rom the textbook Using Language Lab To inspire students with great interest, we can teach them in a language lab In fact, there are many benefits of using the lab to teach English, especially in teaching speaking and listening In a language lab, the teacher can easily show a picture, a film, or play a song without taking a lot of time Besides, the noise from films, songs or students’ activities will not cause any trouble for any surrounding classes In addition, students can enjoy eye-catching pictures with wonderful soundtracks which make them feel eager and give them interest in learning the new lesson EX: To lead in unit 10 (Conservation), “TIẾNG ANH 10”, the teacher shows students a video clip of a forest fire and asks: - What is happening ? - Is it good or bad for our environment? Why? - What should we to prevent it ? After seeing the video clip, the students will be more interested in answering the questions and they will remember the lesson better Using PowerPoint presentations PowerPoint presentation can make the class teaching interesting It can help catch the students' attention with the help of some vivid and propar pictures or 14 sounds The interesting sounds and flashes can cheer students up in class Thus students may be more impressed and remember the vocabulary or 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 variety You have access to many teaching tools when you can produce your lesson plan with PowerPoint Pictures of vocabulary words, hyper links to informational You Tube videos, and recorded dialogues are just a few of the many features you can incorporate into your PowerPoint lesson plan to make it engaging and informative to your students Pictures: You could use photographs and clip art to help you explain the meaning of the words you are trying to teach Students will have a better understanding of new words if they can see pictures to help them understand the meanings Keep your pictures relevant and simple, however There is no need to fill a slide up with photographs to help explain just a few words Recorded Audio: You can record the pronunciation of new words, custom dialogues, English songs or listening exercises for your students to play at appropriate times during your lesson with a PowerPoint-presented lesson Students will be able to hear authentic speech during the lesson You can send your lesson to your students after class so that they can then 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 Video: Put a link to a You Tube video into your lesson if you want to show a video For example, if your lesson is about job interviews, you can show a short video on how to act during a job interview Students can then discuss pre-determined questions you have given, listen for new vocabulary you have pre-taught, or perform their own job interviews after watching the video Games: I sometimes 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 excited PowerPoint games on the Internet For example, you can download from this web: http://jcschools.net/tutorials/ppt-games/ There are so many useful games there After downloading, you can change the contents so that they are suitable for your lesson purpose Using PowerPoint is a good way of teaching However, there may be some dangers 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 use it proparly The teacher’s attitude To make students learn, the teacher must seek to encourage the students This encouragement involves all aspects of the teacher’s role – a sympathetic 15 attitude, not demanding beyond the students’ capabilities, not overcorrecting, praising what has been well done Some teachers always force students to learn and get angry if they don’t What’s the use of forcing students to what they not like or cannot do? That just gives students fear, stress and dislike in learning We 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 learn But we should not be so easygoing Sometimes we should be strict to manage our students better Some teachers say that their students always make mistakes and they have to correct them all the time Neither teacher 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 first and more important, he should also be praised – ‘Good, Well done Yes, I want to collect our books You ask the question again so everyone can hear it – Listen “Do you want to collect our book?” Now you ask 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 student motivation, he will now be keen to try again and not nervous of making mistakes The teacher should also give praise to the students even if they make very small progress Use the encouraging words , such as Good , OK, CLEVER and use “try” , “Do your best “, or “ I believe you can 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 self-consciously IV Conclusion Learning is a personal journey We are simply a guide Our students have to the traveling A guide can’t force a tourist to see what he or she doesn’t want to see We organize a learning environment, but we can’t learn for the students They have to the learning themselves So the teacher should teach the essential things and things that motivate the students Besides, English lessons are like the medicines that the students should take They may still need to be sweetened with the sugar of enjoyment, fun, creativity and a sense of achievement That is the reason why the teacher should create activities that can arouse students’ interest in learning English It may take time and energy to so or you can get failure in the first few times Don’t worry It is said that “Cultivation of the soil serves ten years’ interest Cultivation of the mind serves one hundred years’ interest” And remember the English proverb: “If at first you don’t succeed, try, try again” 16 REFERENCE BOOKS        Teach English, a training course for teachers, Adrian Doff, Cambridge University Press in association with The British Council (1988 ) Teaching English through English, a course in classroom language and techniques, Jane Willis, Longman Thiết kế giảng TIẾNG ANH 10, TIẾNG ANH 11, TIẾNG ANH 12, Chu Quang Bình, nhà xuất Hà Nội Material from Phạm Tấn, Ho Chi Minh University of Education Department of English.(2006) ELT Methodolody from Nguyễn Thành Yến, Ho Chi Minh University of Education Department of English.(2000) Tài liệu bồi dưỡng giáo viên thực chương trình sách giáo khoa lớp 10, lớp 11, lớp 12 trung học phổ thông môn TIẾNG ANH ,nhà xuất Giáo dục Teaching English as a second language, Harold B Allen, university of Minnesota 17 [...]... e.g shopping, holidays, using local transport, asking the way to places - “Fantasy” situations from stories they read, or rom the textbook 5 Using Language Lab To inspire students with great interest, we can teach them in a language lab In fact, there are many benefits of using the lab to teach English, especially in teaching speaking and listening In a language lab, the teacher can easily show a picture,... lesson plan with PowerPoint Pictures of vocabulary words, hyper links to informational You Tube videos, and recorded dialogues are just a few of the many features you can incorporate into your PowerPoint lesson plan to make it engaging and informative to your students Pictures: You could use photographs and clip art to help you explain the meaning of the words you are trying to teach Students will have... reading books(9 marks) 7 playing sports(7 marks) 8 meeting friends(5 marks) 9 traveling(3 marks) 10 sleeping(1 mark) + After all of the ten answers are given, the group with more marks will be the winner 4 Role play Role play is a way of bringing situations from real life into the class room When we do role play, we ask students to imagine They may imagine: - a role: in other words, they pretend to. .. the chance to imagine difference situations adds interest to the lesson Children and even teenagers and adults often imgine themselves in different 13 situations and roles when they play games So by using role play in class, we are building on something that students naturally enjoy When using role play, bear in mind that the situations we use for role play should as far as possible within the experience... the interest in learning English is brought up, and the students want to learn English self-consciously IV Conclusion Learning is a personal journey We are simply a guide Our students have to do the traveling A guide can’t force a tourist to see what he or she doesn’t want to see We organize a learning environment, but we can’t learn for the students They have to do the learning themselves So the teacher... of a forest fire and asks: - What is happening ? - Is it good or bad for our environment? Why? - What should we do to prevent it ? After seeing the video clip, the students will be more interested in answering the questions and they will remember the lesson better 6 Using PowerPoint presentations PowerPoint presentation can make the class teaching interesting It can help catch the students' attention... or 14 sounds The interesting sounds and flashes can cheer students up in class Thus students may be more impressed and remember the vocabulary or 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 variety You have access to many teaching tools when you can... go to the front to slap the board to get the right to answer + Ask the question: “What do you often do in your free time?” + The student who slaps the board first will get the right to answer first Then each group will give one answer in turn Answers: 1 watching television (20 marks) 2 listening to music(17 marks) 3 chatting on the phone(15 marks) 4 playing computer games(12 marks) 5 going shopping(11... dominoes EX: …cheatomatonakedirector… p “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, delivering ten disordered sentences of a paragraph from a text which students have learned The winner will be the group who can rearange it correctly and fastest k Miming + Divide the class into... the essential things and things that motivate the students Besides, English lessons are like the medicines that the students should take They may still need to be sweetened with the sugar of enjoyment, fun, creativity and a sense of achievement That is the reason why the teacher should create activities that can arouse students’ interest in learning English It may take time and energy to do so or you