SKKN experiences in arousing the students interest in learning english 7

PART 1: INTRODUCTION Rationale Foreign language is one of the necessary materials which helps each of us go into the World with confidence The typical expression of the general trend of globalization is the association of economy among nations in the region and in all over the world This has a great influence on the international relationship and the life in each country It is not only economic cooperation but also the cultural intergration among nations, so the knowlegde of foreign language is becoming the general trend in the world Foreign language, especially English is considered as “an important ticket” to come into other countries in the regions and in the world for work Thus, English is vital and evident for people who want to work with foreigners in both home and abroad From seeing the benefits of English, our Government leads this subject into the curriculum in schools, beginning from primary school On December 22, 2017, the Prime Minister signed the Decision No 2080 / QD-TTg, approving the amendment and supplementation of the scheme on teaching and learning foreign languages in the national education system for the period 2017 2025 With the aim of renewing foreign language teaching and learning in the national education system, continuing to implement new foreign language teaching and learning programs at all educational levels, training levels, and capacity to use foreign languages to meet the needs of learning and working; enhancing the competitiveness of human resources in the integration period, contributing to the construction and development of the country; to create a foundation for universal foreign language universalization in general education by 2025 Requirements for general education up to 2020, completing the promulgation of an optional language program for grades and By 2025, to strive for 100% of students from grades to to study a 10-year language program (starting from grade to grade 12)[1] So, schools have been invested much money in improving materials which are used for teaching and learning English The teaching of English has been improved in method in the light of the communicative, learner-centered approach which is adaptable to give students many opportunities to communicate in English However, at many junior high schools in Viet nam, the teaching of English has not really developed students’ ability, activeness and motivation In order to make his English lessons more effective, the teacher himself must find out the ways of teaching suitable for his students I think that in a good English period, the students play active roles and the teacher acts as both a guider and an organiser All the aforementioned conditions drive the author to carry out the research “Experiences in arousing students’ interest in learning English at Tan Phong Secondary school” Hopefully, this study will make a small contribution to arouse students’ interest in learning English at Tan Phong secondary school Aims The aim of this study is to explore the exploitation of using techniques to arouse students’ interest in learning English In order to achieve the aim, the writer focuses on finding out the benefits of applying techniques in teaching lessons for grade 7th students Scope of the study: To give the aim set in above, the study can not cover all aspects of teaching English lessons It only focuses on applying the insights of some techniques to arouse students’ interest in learning English Methodology: The major method which was used in study is qualitative All comments, remarks, assumptions and conclusions of the study were based on the data and analysis Data collections for analysis in the study were gained through the following resources: survey questionnaire, observations, tests for students, as well as reference books After the data were collected, they were categorized and analyzed quantitatively and qualitatively to obtain the realistic results To end with, based on analysis of survey results and references, some pedagogical implications and suggestions in order to arouse students’ interest in learning English by using some techniques will be proposed PART 2: CONTENTS Theory background In deed, English has been a newer subject than the other subjects taught in junior high schools in Viet Nam Teachers of English in Viet Nam should manage to learn a large amount of teaching experience from foreign teachers of the language The most important points are the number of teaching techniques which help develop students’ motivation in learning the language and ways teachers use to apply these teaching techniques in their classes Experienced teachers will find the way to get more interests in what they are teaching and to make things more interesting for their students It requires a little work, a little imagination , and maybe even a little acting ability The current situation of teaching and learning reading comprehension at Tan Phong secondary school 2.1 The problems of teaching and learning English at the school I have been working as a teacher of English at several junior high schools for over twenty years I realize the fact that a rather big number of students are not interested in learning English and they not usually get desired results for this subject They think English is a difficult subject at school As a teacher, I have been spending plenty of time thinking about this problem In fact, students should be aware of importance of the language in their study and in their future life so that they can be active in learning this foreign language Besides, their teachers of this subject must give interesting and suitable teaching methods to their lessons There have been many teaching activities which help arouse students’ motivation in each language lesson such as teaching English through games and music, eliciting,…… In this limited unit, I would like to suggest some common and useful ones 2.2 The school This study was conducted at Tan Phong secondary school in Quang Xuong district, Thanh Hoa province In the school year 2020-2021, the school had 10 classes with more than 400 students, among which there were 104 seventh grade students divided into three classes, so there were about 35 students in each class One thing worth to note here is that the level of students at Tan Phong secondary school is not very high They mostly come from rural areas where English teaching and learning has not been paid much attention to Besides, the school shares common features with classrooms elsewhere in Vietnam: large size, students sitting in rows of four each and irremovable furniture 2.3 The students At present, I am teaching English at a junior high school near my house What I have realized is that a large number of students are afraid of learning English and say that it is difficult for them to be good at English and there is not a real language environment for them to their practice every day Their awareness of importance of this language for their life is not made clear Moreover, some teachers of English not still manage to put real interest in their lessons Another reason is because of the lack of necessary equipment for teaching English at many schools in Viet Nam In deed, the school where I am working as a teacher of English has been famous for its good quality in education for years Most students of my school are well brought up by their parents and they identify a good motivation in their studying, which leads to better study results for English as well as other subjects at school Students under this investigation are 34 students of class 7C of Tan Phong secondary school within the first semester from the th September to the April, 2021 There were 15 girls and 19 boys They were the same age and had the same total years of learning English with the same curriculum from primary school to secondary school Most of them could grammar quite well but they have difficulties in comprehending the spoken language, many of them lost of interst in learning English Following is the convey on the quality of English at class 7C of Tan Phong secondary school at he beginning of the first term in school year 20202021 Not using a suitable combination of teaching activities Marks The results of 45-minute test no Numbers of students of class 7C % – 10 2,9 8–9 5,9 7–8 5,9 6–7 11,7 5–6 10 29,4 Under 15 44,2 From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English CONTENTS AND SOLUTIONS There are various activities in a classroom to arouse students’interest in learning English The following may be extremely helpful: 3.1 Eliciting: In many classes, it is the teacher that talks while the students listen If the students take speaking tasks, it is usually to repeat what the teacher says, or to answer a set of questions This way of teaching will obviously make the students feel bored and frustrated Instead of simply giving words, sentences, or structures directly, the teacher should involve the students more by eliciting them from the students He should ask them for their ideas and suggestions, get them to contribute what they already know, and encourage them to guess new words This is called eliciting Eliciting involves the class by focusing students’ attention and making them some thinking activities This happens even if students not know the words which are being elicited, so elicitation can be used for presenting a new language item as well as reviewing what was taught earlier Furthermore, eliciting encourages students to draw on what they already know or partly know or not know So it is a useful technique for mixed ability classes or classes of students from different learning backgrounds, from which different students know different things In addition, eliciting gives teachers a chance to see what students know and what they not know, so teachers can adapt the presentation to the level of the class Of course, an eliciting presentation takes more time than a straightforward presentation of a new thing However, eliciting will catch students’ attention and they will remember the new knowledge better.[2] Some ways of eliciting: 3.1.1 Eliciting from pictures: - Using pictures to elicit is the easiest way to introduce a new topic or new vocabularies When students are elicited from pictures, they should be asked fairly general questions that allow a variety of responses This encourages more students to respond and leads them to say more - In fact, sometimes students may not answer one or two of teachers’ eliciting questions because they may have very little knowledge about that field In this case, teachers should give out this presentation The advantage of trying to some eliciting first is that students’ attention will now be focused on the word/words and they should be learning it/them with their greater interest 3.1.2 Getting students to guess: Because the language follows rules, it is often possible to guess things which students have never actually been taught, and an important part of learning a language is developing this ability to make guesses Eliciting is one way of encouraging students to make guesses and to work out rules for themselves Learning through this way will fill students with enthusiasm - For instance, to elicit the topic of Unit of the textbook “TIẾNG ANH 7”, I let my students play Kim’s game with some pictures showing the activities and encourages them to guess the topic of the unit The following slide from my powerpoint lesson plan is shown as the illustration Example: Unit 3: Community Service The following slide from my powerpoint lesson plan is shown as the illustration - After looking at the screen in 30 seconds, teacher exit the screen and ask student to guess the topic of the lesson: - When getting students to guess, the teacher should pay attention to these points: + The teacher should pause after asking each question so as to give students time to think + The teacher should vary his or her questioning techniques according to the difficulty of the questions, letting good students answer difficult questions and directing easier questions at weaker ones In this way, the whole class will be involved + The teacher should try to elicit “onto the blackboard’, building up a set of examples as students respond 3.1.3 Getting students to imagine: A textbook often includes only questions that will elicit key vocabulary or structures, or to establish a situation or a topic Therefore, the teacher should take every opportunity to ask questions that require students to interprete what is in a picture or a text There may be no single “right” answers to these questions but a wide range of possible answers Students are encouraged to express their own ideas and feelings Questions of this kind encourage students to give a more imaginative, personal response If we ask questions like that, we can involve the class in discussion and can stimulate freer use of language 3.2 Using visual aids: There are various kinds of visual aids that teachers can use to teach English such as the blackboard, real objects, flashcards, charts, teachers themselves, etc - Using visual aids has a lot of benefits: + Showing visuals focuses attention on meaning, and helps to make the language used in the class real and alive + Having something to look at keeps students’ attention, and makes the lesson more interesting + Visuals can be used at any stage of a lesson Visual aids are used to present a new language, to introduce a topic, as a part of language practice, and to review the language that has been presented earlier Good visual aids are not just used once, but again and again, and can be shared by different teachers In this part, I would like to study some familiar visual aids used in a classroom 3.2.1 The blackboard The teacher or students can use it to note the important points of the language, to draw pictures, diagrams, maps, etc Simple pictures drawn on the blackboard can help to increase the interest of a lesson, and are often a good way of showing meaning and conveying situations to the class Blackboard drawings should be as simple as possible, showing only the most important details It is not necessary for teachers to be good artists to create their drawings successfully on the blackboard A lot of information can be conveyed by means of very simple line drawings and “stick figures”, which are easy and not time7 consuming for teachers to draw It is important for these drawings to be drawn as quickly as possible so as not to lose the interest of the class Teachers should also talk while drawing In this way, the class will be more involved and will understand the picture on the board both from seeing it and from listening to the teacher 3.2.2 Real objects: (sometimes called “realia”): They can be the things that are already in the classroom such as fans, desks, tables, walls, clothes, etc Teachers can also bring real things into the classroom like foods, clothes, household objects, containers, etc Real objects are in many ways the easiest kind of visual aids to be used in class as teachers need no special preparation Simple objects can be used not only for teaching vocabularies but also as prompts to practice structures and develop situations 3.2.3 Charts: They are large sheets of card or paper with writing, pictures or diagrams, used for more extended presentation or practice They can usually be displayed on the wall or on the blackboard, or the teacher can hold them up for the class to see Using charts is convenient because of the following reasons: * The teacher does not have to spend time in the lesson drawing or writing on the blackboard * As the chart is prepared in advance, it is possible for teachers to draw pictures or tables more carefully and also to make them more attractive (e.g by colouring them) * The chart can be kept and used again with the same class (e.g for review), or used with other classes and by other teachers The textbooks we are using now are up-to-date and have good illustrations There may be no need for teachers to make charts However, it may still be worthwhile to copy some visual materials from the textbooks onto charts, so that the teacher can introduce the lesson in a more interesting way, or review earlier lessons, or simply make a change of activity 3.2.4 Flashcards: They are cards with single pictures which can be held up by the teacher They can be used for presenting and practising new words and structures and for revision Teachers can draw a picture on the flashcard, or stick on a picture from a magazine; flashcards can also be used to show words or numbers Good flashcards can be made by paying attention to these points: * They should be large enough – at least 20 x 14 cm (half a piece of typing paper) * Pictures can be drawn with a thick pen so that they are clear, or they can be cut from a magazine Pictures from magazines are often more interesting for students to look at, but it is difficult to find pictures which are in the right size and which are simple enough * If possible, flashcards should be made on pieces of white card Then they can be kept and used again 3.3 Teaching English through games: Students are greatly keen on participating in games So teaching English through games is the most effective way to make students interested in learning English From my personal experience and from some reference books, I would like to introduce some common games 3.3.1 Guessing game: For example: + The student who is chosen writes a word or a sentence on a piece of paper + The teacher has this student go to the front of the class Other students ask him/her yes-no questions to guess the word or the sentence + The student who can guess the word or the sentence will replace this student and continue the game + The teacher can also divide students in groups Each group will think of a word or a sentence and the representative of each group will go to the front of the class in turn The group who can guess the word or the sentence will get three marks The group with more marks will be the winner Or There are different ways to organize different guessing games: +The teacher searches old magazines and finds photos of simple things such as dogs, cats, cereal boxes, baseballs, pencils, school bags, and so on, to use them as objects +The teacher cuts out the selected photos and pastes them on 3x5 index cards +The teacher places the cards in a large box and jumbles them up + Students take turns to pick up a card from the box +The student will have to use words that describe the object on the card He/ She has to make sure that he/she does not speak out the name of the object +The others seated have to guess the name of the object +The one who guesses it right takes the next turn 3.3.2 Lucky numbers: This game is usually designed as a way to check students’ answers to a series of reading comprehension questions so that students will feel more excited about their lesson The game is played as follows: + Have students form groups (It is up to the number of the students in class) + Write some numbers on the board E.g: 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 each 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 that + When all the numbers have been chosen, the group with more marks will be the winner Lucky stars and Lucky animals are very similar to Lucky numbers The only difference is that the numbers (1,2,3,……….) are replaced by the stars or animals that are numbered 1,2,3,………… Example: Unit 6: The first university in Viet Nam Lesson 5: Skills - Ask Ss to scan the passage to answer the questions When was the Imperial Academy founded? Why was it successful? Who was one of the most famous teachers at the Imperial Academy? What is another special thing about it? - Let Ss play the game Lucky number Numbers 2,3,6,7 are the questions from to 10 Numbers 1,4,5,8 are lucky numbers Answer keys: in 1076 Because thousands of Vietnamese scholars graduated from it Chu Van An was It is considered the first university in Viet Nam 3.3.3 Jumbled words This example (including the answer keys in red) is taken from my lesson Unit 1: Health – A closerlook - TIẾNG ANH I hold the game to check my students’ vocabulary of the previous lesson Usnrntub ounegh luf opst llayger =>sunburnt => enough => flu => spot => allergy 3.3.4 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 E.g: A Word square with its answer keys 3.3.5 Network: + The teacher writes the network on the board + Students work individually or in groups to find the information to fill in the network + The first student or the first group that can complete the task correctly will be the winner 3.3.6 What and where: The game is often played after the vocabulary is presented This teaching technique helps students remember the new words better in an exciting way The teacher conducts the game in the following steps: + Draw circles on the board, corresponding to the number of the words that have just been taught + Write the words onto the circles + Have students read the words + Rub out the words in turn and have students read aloud the word that has just been rubbed out + Have students write the words again onto the correct circles 11 3.3.7 Kim’s game: This game is designed to help develop students’ ability of memory The teacher can follow these steps: + Divide the class into groups + Show students some objects or pictures + Hide the objects or pictures + Call on the representative(s) of each group to go to the board to write the names of the objects or pictures The groups with more correct names will be the winner The following is an illustration extracted from my powerpoint lesson Unit of the textbook “TIẾNG ANH 7”: Example: Unit 5: Vietnamese Food and Drink- Lesson 7: Looking back & Project, I let my students play Kim’s game to revew vocabulary of this lesson Show some pictures and nouns showing food and let them to look at the screen in 30 seconds Exit the screen and ask students to remind and write the food and drink are shown in the picture in minutes Show the picture again and check The student who remember the most words in the winner The following slide from my powerpoint lesson plan is shown as the illustration - Write the names of the pictures you have seen 3.3.8 Slap the board: The teacher can organize the game after presenting the new words so as to help students remember the new words better in a ralaxing way + The teacher writes the new words or sticks the prepared pictures onto the board + He calls on two groups to go to the board (Each group has four or five students) 12 + Each group stands in the same distance +The teacher says aloud the words in Vietnamese if the words on the board are in English and vice versa He says the words in English if using the pictures) + The students of the two groups will go to the board and slap the word said aloud +The teacher gives marks to the group that can slap the words correctly and more quickly + The groups with more marks will be the winner 3.3.9 Brainstorming Example : Unit – Traffic Lesson 1: Getting started - Student book English - Divide class into groups and let the play the game “ Brainstorming” Ask student to call out or write the words refer to the topic of the lesson Let them or minutes to write the words on the board [4] 3.3.10 Pelmanism: +The teacher prepares some cards and writes the content that need to be practised on one side of each card (e.g the content is to practise the verbs of the base form and the past tense form) + He writes 10 verbs of the base form on ten cards and sticks them on the left of the board.Then he writes the past tense form of the verbs on other ten cards and 13 stick them on the right of the board The side of each card which is blank must be shown + He divides the class into groups and gets each group to choose cards in turn + Each group turns up the chosen cards if they belong to the same verb (e.g eat – ate), that group will get marks If not, the group turns down the cards and sticks them on the original positions The game continues until all the cards are turned up + The groups with more marks will be the winner 3.3.11 Noughts and crosses: + A table of nine squares is drawn Each square contains a word or a picture EX: +The class is divided into groups: one is “Noughts” (O) and the other is “Crosses” (X) +The groups choose the words in the squares and make sentences with the words + The group with a correct sentence will receive an “O” or an “ X” + The group with “O O O” or “X X X” in the same vertical line, diagonal line or horizontal line first will be the winner 3.3.12 Crossword puzzles: There are many games which can be used in teaching learning process One kind of game is crossword puzzle By crossword puzzle, the students can get new vocabularies and improve their vocabulary.Crossword puzzles can be used to warm up to focus on the lesson Example: Unit 2: Health – Lesson 1: Getting started In order to focus on the lesson, teacher let student play the game called Crossword puzzles in order to find the topic of the lesson.[4] In order to review all the vocabularies of the pevious lesson Let students play a games Crossword puzzles Using some picture cues Example 2: Unit 2: Health Lesson 5: Skills 14 Some pictures cues: This picture is shown as the illustration [4] 15 3.3.13 “Composing Stories”: This game can be played by the whole class or in groups The purpose of this game is to cultivate students’ reading comprehension and memory For example, the teacher delivers ten disordered sentences of a paragraph from a text which students have learned The winner will be the group who can rearrange them correctly and the fastest 3.3.14 Miming: + The class is divided into groups + The representatives of the groups will go to the front of the class to mime a job or an action in turn + Each correct answer will be given mark The group that has the student who mimes and can give the correct answer will be given marks The group with more marks will be the winner * “Fantasy” situations from stories they read, or from the textbook 3.4 Using PowerPoint presentations PowerPoint presentation can make the class teaching much more interesting It can help catch students' attention with the help of some vivid and proper pictures or sounds The interesting sounds and flashes can cheer students up in class Thus students may be more impressed and remember the vocabulary or the sentence patterns easily and can keep the memory longer PowerPoint presentation is a great way of displaying pictures and linking to movie clips It does break the monotony in the classroom and adds a variety Teachers have access to many teaching tools when they can produce lesson plans with PowerPoint Pictures of vocabulary words and recorded dialogues are just a few of the many features teachers can incorporate into PowerPoint lesson plans to make them engaging and informative to students 3.4.1 Pictures: Teachers could use photographs and clip arts to help explain the meaning of the words which are being taught Students will have a better understanding of new words if they can see pictures to help them understand the meanings Teachers should keep these pictures relevant and simple enough However, there is no need to fill a slide up with photographs to help explain just a few words 3.4.2 Recorded Audio: Teachers can record the pronunciation of new words, dialogues, English songs or listening exercises for students to play at appropriate time during their lesson with a PowerPoint-presented lesson Students will be able to hear authentic speech during the lesson Teachers can send their lesson to students after class so that they can review the speech that they heard during the lesson on their own time and repeat it as many times as they think necessary to better understand it 3.4.3 Video: 16 A teacher can put a link to a You Tube video into a lesson if he wants to show a video For example, if his lesson is about job interviews, he can show a short video on how to act during a job interview Students can then discuss predetermined questions the teacher has given, listen to new vocabulary the teacher has pre-taught, or perform their own job interviews after watching the video 3.4.4.Games: I usually used games on PowerPoint and found that students were very interested They love games all the time, especially those they had seen on TV Teachers can use PowerPoint to create their own games to use in the classroom or they can download them There are many exciting PowerPoint games on the Internet For example, I can download teaching games from the web: http://jcschools.net/tutorials/ppt-games/.[3] There are so many useful games there After downloading, I can change the contents so that they are suitable for my lesson purpose Using PowerPoint is a good way of teaching However, there may be some danger in using it Therefore, teachers should be very careful when making a PowerPoint presentation PowerPoint can help a lot in language teaching and learning as long as the teacher uses it properly 3.5 The teacher’s attitudes: To make students their learning, the teacher must encourage his students to feel like learning This encouragement involves all aspects of a teacher’s roles: a sympathetic attitude, not demanding beyond the students’capabilities, not overcorrecting, praising what has been well done Some teachers always force students to learn their lessons and get angry if they don’t What’s the use of forcing students to what they not like or cannot do? That just gives students fear, stress and dislike in learning Teachers should try to create a lively and pleasant classroom atmosphere with a smiling face, sense of humour, a sympathetic attitude, and interesting tasks so that students feel that they love to their learning But teachers should not be so easy-going Sometimes they should be strict to manage students better Some teachers say that their students always make mistakes and they have to correct them all the time Neither teachers nor students should worry too much about small mistakes The important thing is that students should understand and be understood If a student asks the question “You want collect our books?” he should be corrected but at first and more importantly, he should also be praised – ‘Good, Well done” The teacher should ask the question again so everyone can hear it – “Listen! Do you want to collect our books?”, “Now you ask the question again”, “Good” In this way the form of the question has been corrected but the student has been given full credit for making himself understood This method increases the student’s motivation, he will now be keen on trying again and not nervous about making mistakes 17 The teacher should also give praise to his students even if they make very small progress Use the encouraging words such as “Good” , “ Good job”, “ Well done”, “Ok”, “Clever” and use “Try” , “Do your best “, or “ I believe you can better next time.” which can encourage students and help them build self-confidence instead of “No”, “You can’t” Then the students can learn English harder and harder and get better achievement Day by day the interest in learning English is brought up, and the students want to learn English selfconsciously PART III: ACHIEVEMENTS AND REQUESTS Achievements After examining this theme in two class 7C of Tan Phong secondary school These teaching techniques have been used to arouse students’ interest in learning English , I realized that: * For the students: The students had more interest in leaning English In English lesson classes, students worked more actively and effectively They also got higher grades in the tests They had opportunities to practice English in class It helped weak students more self-confident in learning English Therefore, the teaching qualities of English has been improved In order to see the differences in my students’ interest in learning English before and after using various interesting activities suitably and properly in my lessons, I would like to give out the following results of my surveys of asking the students the questions “Do you like learning English? Why/Why not?” * Before the application of the theme: approximatey 60% of my students said they were not keen on learning English because it is a difficult subject, * After a period of time of suitably applying various mentioned-above teaching activities, about 85% of my students are saying that they are much more interested in English because the lessons are much more vivid and interesting Therefore, they have been involved in my lessons As a result, my students’ results for English subject have been higher The table below clearly expresses the differences in the students’ understanding of some of my lessons with and without exciting teaching activities of class 7C at Tan Phong Secondary school Marks Using various teaching activities suitably The results of 45-minute test no – 10 Numbers of students of class 7C % 5,9 8–9 11,7 7–8 26,5 6–7 20,6 5–6 33,6 Under 11,7 18 Requests - Excellent teaching themes should be widely disseminated to teachers so that we can have opportunities to study and to improve professional teaching skills - More teaching aids, reference books and facilities should be supplied for secondary schools to improve teaching qualities They also make our lessons more exciting and interesting These are some of the solutions which I have medicinal used in the teaching of English in Tan Phong secondary in the school year 2020 -2021 These solutions are certainly subjective I would like to get more suggestions of the collages which help me to improve my subject XÁC NHẬN CỦA HĐKH TRƯỜNG Thanh Hóa, ngày 16 tháng năm 2021 Tơi cam đoan SKKN viết, khơng chép nội dung người khác Người thực Phạm Thị Huyền PART 1: APPENDIX INTRODUCTION Page 01 Rationale Aim and objectives Scope of the study Methodology Page 01 Page 02 Page 02 Page 02 Page 02 PART 2: CONTENTS Theory background Page 02 2.The current situation of teaching and learning reading Page 02,03 comprehension at Tan Phong secondary school Contents and Sollutions Page 04 Page 04 3.1 Eliciting 3.1.1 Eliciting from pictures 3.1.2 Getting students to guess 3.1.3 Open prediction 3.2 Using visual aids 3.2.1 The blackboard 3.2.2 Real objects 3.3.3 Charts 3.2.4 Flashcards Page 05 Page 05 Page 06 Page 06,07 Page 07 Page 07 Page 07 Page 08 19 3.3 Teaching English through games 3.3.1 Guessing games 3.3.2 Lucky numbers 3.3.3 Jumbled words 3.3.4 Wordsquares 3.3.5.Network 3.3.6 What and where 3.3.7 Kim’s game 3.3.8 Slap the board 3.3.9 Brainstorming 3.3.10 Pelmanism 3.3.11 Noughts and crosses 3.3.12 Crossword puzzles 3.3.13 Composing story 3.3.14 Miming 3.4 Using powerpoint presentations PART III: ACHIEVEMENTS AND REQUESTS Achievements Requests Page 08 Page 08 Page 09 Page 10 Page 10 Page 11 Page 11 Page 11 Page 12 Page 12 Page 13 Page 13 Page 13, 14 Page 15 Page 15 Page 15,16 Page 17 Page 18 TÀI LIỆU THAM KHẢO [1] Resolution No 29-NQ/TW of November 04, 2013 The Decision No 2080 / QD-TTg, On December 22, 2017, the Prime Minister [2] Teaching english as a second language : theory and techniques for the secondary stage / J A Bright, G P Mc Gregor [3] Tham khảo số tài liệu mạng internet [4] Some slides from power point presentations 20 21 ... school These teaching techniques have been used to arouse students? ?? interest in learning English , I realized that: * For the students: The students had more interest in leaning English In English. .. learning English Therefore, the teaching qualities of English has been improved In order to see the differences in my students? ?? interest in learning English before and after using various interesting... arouse students? ?? interest in learning English at Tan Phong secondary school Aims The aim of this study is to explore the exploitation of using techniques to arouse students? ?? interest in learning English