(Skkn 2023) methods and techniques to create an english learning environment for efl high school students

TABLE OF CONTENTS 2.6.2.Create English space in the classroom to develop communication capacity for high school students.. With the desire to help students have the opportunity to pract

TABLE OF CONTENTS

2.6.2.Create English space in the classroom to develop communication

capacity for high school students

8

2.7 Activities to create English environment at Thai Hoa high

school

9

PART IV: INVESTIGATE THE NECESSITY AND FEASIBILITY

OF THE PROJECT

29

4 The results of the survey on the necessity and feasibility of the

5.2.1 For the Department of Education and Training 32

COMMITMENT BEING AN AUTHOR OF INITIATIVE

1 Name of the initiative:

" Methods and techniques to create an English learning environment for EFL high school students"

2 Commitment to be the author of the initiative

I hereby commit that all content in my teaching innovation is researching, creating, and accumulating experience in my teaching process, not copying or infringing copyright If wrong, I will take full responsibility

PART I: INTRODUCTION 1.1 Reason for choosing the topic

In the current globalization context, the use of English - the international language - in communication is essential, especially for students, and the future owners of the country In fact, learning and communicating in English for Vietnamese students in general, and students in remote and mountainous areas, in particular, is a difficult task There are many reasons for this situation, but the core one is that students are still lazy and not self-disciplined in learning foreign languages They are not aware of the importance of English and are not motivated enough to learn Besides, another fact is that students do not have a communication environment as well as the opportunity to practice the language regularly, so it isn't easy to reach the level of proficiency In light of the reality during my teaching process, I am always looking for new, creative, and attractive teaching methods suitable for students to inspire them to learn English The most important thing is

to create an English environment for students to practice their language and apply

it in real-life situations With the desire to help students have the opportunity to practice the language as much as possible, I have created an English space outside the regular class hours where students "bathe" in the language so that English will become a part of their daily lives

The building of a positive learning environment outside of the regular classroom hours for students to use English in real-life situations is really attracting the attention of educational administrators, teachers, students, and the whole community

As regards myself, during the teaching process, I find that participating in these project-based learning activities not only helps students develop language competence but also develops the common competencies that the general education curriculum requires These are self-control, self-study, communication and cooperation capability, problem-solving ability, and creativity in the process of teamwork

As a result of this, I chose the topic "Methods and techniques to create an English learning environment for EFL high school students" for my innovation

experience

1.2 New points on the topic

People say that English is taught in the wrong way in Vietnam Students may study English for 12 years but can not produce a sentence when necessary If learning English takes place only during the official classroom hours, students only learn the knowledge in textbooks, there is not much time to practice the language, so the foreign communication space is limited, and students do not have

learning a foreign language extremely boring and ineffective, especially the communication ability, will be very poor

The establishment of many activities to inspire interest in English in schools has existed for a long time, so students can join and promote their talents and passions But how to make students work effectively and attract a large number of members to participate in these activities, which are really an environment for students to develop their abilities and skills, is really a problem It is necessary to have new, creative solutions to develop and improve the activities in high school The solutions to create an English learning environment at Thai Hoa High School have focused on important factors that determine the effectiveness of the activities that promote students' speaking abilities: management, organization, content development, and regularity of activities This method includes:

- Various organized learning activities do not cause boredom

- These activities are alternately and regularly conducted to maintain students' interest in learning English

- Students have the opportunity to discuss the topics they work on both offline and online

- Students are extremely excited when they are not confined or limited in their own products because they have the opportunity to explore and be creative

- Their products are exhibited in the classroom and on the fan page created by the teacher

- Students have the opportunity to maximize their strengths

- The children not only develop their language ability, especially the ability to communicate in English, but they also have the opportunity to comprehensively develop other qualities and competencies

- Student performance results can be used to assess regular grades or to add incentive points to students' grades in midterm or final exams

With the above advantages of the solution, students' English learning in the classes I have taken has made great progress in their English communication ability, resulting in markedly improved quality They become extremely confident and are no longer afraid to use English

1.3 Scope of the research

1.3.1 Scope of the research

Regarding research content: research on learning activities, appropriate

content, and knowledge range to create a realistic English communication environment will help students increase time to contact and exchange knowledge

with each other to develop competence and quality, according to the objectives set out by the new general program for English

Regarding space: The subject is covered at the high school where I teach About time: The topic has been studied from September 2022 to April, 2023 1.3.2 Objects and subjects of the research

Subjects of research:

Activities to create an English learning environment in the classroom space will increase the opportunity to interact and use English in real-life situations, creating interest in learning English among students

How to conduct activities and how to evaluate students' performance in activities

Objects of research: high school students

1.4 Research purposes

With the purpose of helping students interact and experience more with English, create a foreign language practice environment built on criteria to ensure that learning and using English can take place at any time, anywhere, and suitable for Vietnamese culture, customs, and habits, making it easier for teachers and students to implement to develop communicative competence With simple activities and the simplest space - the classroom- students have the opportunity to experience, use foreign languages in real situations, and actively support the regular class time With different areas of knowledge, 12th graders can apply to solve the National High School exam very effectively

In particular, according to the theory of multiple intelligences (Theory of Multiple Intelligences), each student has a different type of intelligence, with

different strengths such as linguistic intelligence, mathematical logic intelligence, intelligence spatial image, musical intelligence, physical intelligence, personal interaction intelligence, inner intelligence, natural intelligence So when the children participate in other activities Each other, working on different projects, students have the opportunity to show their strengths, helping teachers assess students' abilities more accurately and fairly

In addition, I personally want to share this teaching experience with my colleagues so that I can make appropriate adjustments in the teaching process to bring the highest efficiency

1.5 Research mission

In order to achieve the purpose of the study, the following tasks need to be performed:

- Research the requirements in the new high school program for English subjects

- Learn and research the focus of knowledge and teaching topics in high school English

- Research and design activities outside of regular school hours in an attractive and interesting way for students to have an environment to use English

- Read documents related to the method of creating English space in the classroom, discuss with colleagues

- Check and evaluate the results of students' acquisition of knowledge so that there can be reasonable additional adjustments

1.6 Methods of the research

The research methods used in the study are:

Method of observation: I conduct research, collect, process, analyze, select,

and organize documents related to the topic

Method of exchange and discussion: From the moment I formed the idea, I

and my colleagues conducted an exchange and discussion to draw up effective implementation plans

Experimental Method: I have carried out plans to create space and create an

English environment for students in two experimental classes and two control classes outside of the regular classes

Method of investigation: I have examined and evaluated the results of the

process of participating in activities in the English space

Method of collecting information: I have made questionnaires for students to

comment on and evaluate their satisfaction with the activities so that appropriate adjustments can be made

PART 2: CONTENT

2.1 The actual situation of studying English at Thai Hoa High School

Thai Hoa High School is a school with a long history It was established in

1962, and up to now it has been 60 years of operation Last November 2022, teachers and students of Thai Hoa School celebrated the 60th anniversary of the establishment of the school Many generations of students have studied and grown

up here It is the most prestigious school in Thai Hoa town Most parents want their children to study here Previously, there were two foreign languages taught at school, English and French But according to the general trend of society, today only English is included in the curriculum Students here have a foreign language proficiency that is not as good as students in the big city but is superior to neighboring schools in the town Along with the efforts of the teachers, students

here can learn foreign languages creatively Teachers have guided and oriented students to experience many activities to create excitement and encourage students

to learn passionately and actively Teachers focus on developing students' skills, especially speaking skills, through creating and editing lessons To evaluate students’ knowledge before applying the program, with the help of teachers in the English group, I conducted a survey test at both control and experimental classes (Appendix 08,09,12) Along with the information via survey questionnaires and information gained through some small talks, observations were added to these main parts to assist the results And the results are as follows:

Table 1: Results of the English quality survey of students at the beginning of the

school year 2022 - 2023 (173 members)

Through the above table, we see that on average, the number of students with good capacity account for a low percentage (from 4 % to 16 %) A quite large number of students study rather well (from 23% to 41,66%) Weak and medium students also make up a very high rate (from 7% to 53%)

2.2 Theoretical basis

2.2.1 Overview of the high school English program

English is one of the instrumental subjects in high school, it not only helps students to form and develop their ability to communicate in English but also contributes to the formation and development of common competencies, to live and work more effectively, to do well in other subjects as well as for lifelong learning The subject of English provides students with an important international communication tool, helping them to exchange information, advance scientific and technical knowledge, and learn about cultures, thereby contributing to building an understanding between peoples, forming a sense of global citizenship, contributing

to the development of personal qualities and capacities Through learning English and learning about different cultures, students can better understand and love their own language and culture

The basic objective of the General Education Program in English is to help

vocabulary, and grammar) Communication skills and language literacy are built

on the basis of specific communicative

competence units, in themes and topics relevant to the needs and abilities of high school students to help them meet the requirements specified in the 6-level

Foreign Language Competency Framework for Vietnam (issued according to the Circular No 01/2014/TT-BGDĐT dated January 24, 2014, of the Minister of Education and Training), students who finish high school achieve level 3

The general education program in English ensures flexibility, flexibility, and openness to meet the needs and suit the diverse conditions of English teaching in localities with the following topics: Our lives, Our Society, Our Environment, and Our Future

Referring to speaking skills, author Ying Ying Chang (2009) assessed: Speaking

is one of the four important skills when learning English At the same time, she pointed out that the best way to practice Speaking is to practice communication, which will bring positive effects to students From there, it shows that the communication practice environment plays an important role in students' learning activities First, studying in a positive language practice environment will help students communicate confidently and maintain a focused attitude Creating a positive English practice environment will help students be confident and active in practicing and using foreign languages fluently This is a very important issue because it is a premise for improving the quality of foreign language teaching and learning The ideal language practice environment will help students develop all-around skills, especially speaking skills Having good speaking skills will help students gain

confidence to learn the remaining skills effectively Makarenco– the famous Russian

pedagogist of the early twentieth century, also said: “I insist that educational issues, educational methods can not be limited to teaching problems, for the educational process not only takes place only in the classroom, but rather per square meter” In

"Letter to the National Conference of Children's Officers", Uncle Ho asked: "While

studying, it is necessary to make the children happy, while having fun, it is also necessary to make the children study In the school, in the society, the children are happy, they all learn.”

2.3 Some concepts

2.3.1 English learning environment

The English learning environment is a place where teachers and students use English as much as possible to communicate in an optimal learning environment

At the same time, students learn actively and effectively More than that, teachers and students apply practices to dealing with communication situations Especially optimizing the use value of the classroom

2.3.2 ESL high school students

ESL stands for English as a Second Language This refers to students who have non-native English as their primary language

2.4 Practical basis

According to the current program distribution, English is taught three periods per week, which is too little for foreign language learning To learn a foreign language in general and English in particular, learners need to practice English every day, and there must be an environment where learners have the opportunity to use the language So, with a duration of three regular periods per week without an environment for students to study daily, the effectiveness of foreign language learning will be very low Most students do not have the self-discipline to study, but they only perform the learning tasks as required by the teacher Although with the effective help of materials from different sources from the Internet, most of them do not know how to take advantage of it and have not yet promoted the spirit of self-study

With such reality, in the process of teaching, I myself always wonder how to create an English environment so that students have the opportunity to contact English anytime, anywhere, so that they can "bath" in the language, being able to use the foreign language in real situations, not just the knowledge in the main lessons in the textbook So in addition to school extracurricular activities, websites and fan pages to exchange learning with students, I personally find the classroom a great space to help students contact and use English every day This idea is

presented in detail in the experience initiative “ Methods and techniques to create an English learning environment for EFL high school students"

2.5 The situation of the research problem

2.5.1 Advantages

Today, with the development of technology and the advent of the Internet, we can create many spaces for communication and exchange about learning foreign languages in general and English in particular Students only need a smartphone or

a computer with an internet connection to be able to participate in online forums and classes When students do project learning activities, students easily find information, form ideas, and create perfect products with the help of technology Along with that, students can easily look up vocabulary, word usage, and standard

pronunciation of English words with standard dictionaries such as "The Oxford learner's dictionary", and "And Cambridge English Dictionary" online, so they

don't have to worry about vocabulary pronunciation

Besides, Technology help students become very agile and grasp timely information, background knowledge in different fields is constantly being added, and along with that, they have the opportunity to discover and develop their potential All these help them to coordinate very smoothly and effectively in group

With the above advantages, creating an English space in the classroom where students meet and exchange information with each other every day, and where they can exhibit their own products is really facilitated When participating in project-based learning activities, students can develop self-study, self-control, and fully actively absorb knowledge, which is nothing better

2.5.2 Difficulty

The lack of school facilities is the biggest obstacle If you want to create English spaces on a school-wide scale, you need funding and support from organizations in the school Community learning is also very difficult So for schools that do not have much funding or lack facilities, teachers can only proceed

to create an English classroom space right in the student's classroom When creating an English classroom space with a large classroom space like today, it is a bit tight, so it is more or less difficult to design, display products, and create a learning space anytime, anywhere for students

Moreover, time is also an obstacle When the children complete the products and display them in the classroom space with the specified positions, it also takes time for the groups to present and evaluate the projects, so the teacher and students need to arrange to take afternoon elective classes, which requires teachers to be enthusiastic, students to be responsible and self-disciplined

2.6 Create a communication environment for students outside of the course

2.6.1 extracurricular activities

In order to create an English communication environment for students outside

of regular school hours, the organization of extracurricular activities on a wide scale, which can be organized monthly or quarterly during the school year, is

school-an effective choice To develop students' ability to communicate in English in life environments Some activities are easy to do such as English Club, English Singing Competition, Ringing the Golden Bell, themed painting exhibition, English learning method exhibition, new school year with new goals, practicing journalism members, members of the yellow chalk day, English space on campus These activities allow students to experience English in a real-life environment to create excitement, and passion, and increase their love of English Depending on the characteristics of each school, school mangement and teachers choose extracurricular activities with topics suitable for students However, these extracurricular activities of course cannot be held every day, every week Therefore, teachers need to have other forms to create English spaces so that students have the opportunity to "bath" in English every day, creating opportunities for them to use English more realistically, and develop students’ communication skills

real-Below, I will introduce some ways to create an English space in the classroom with some project-based learning activities that are simple, easy to implement and students are extremely interested

2.6.2 Create English space in the classroom to develop communication capacity for high school students

The classroom is where students spend a lot of time, most of the days Moreover, a class of about 34 students is a potential communication environment where students can always find a "partner" So why don't we turn the classroom into an engaging English space for students to take advantage of every nook and cranny of the classroom? These activities are arranged alternately, the variety of activities does not cause boredom, and one activity follows another so students perform the activity regularly, without interruption For simple activities teachers can integrate assessments in the regular class; For activities that require product demonstrations and presentations, the teacher can organize the assessment in an elective class scheduled in the afternoon (At my school I am teaching elective lessons scheduled in the afternoon), so it is very convenient for students to learn through projects like this) Students' activities and products are regularly exchanged on the English learning fan page “ English- my love” set up and managed by the teacher Currently, I am allowing students to exchange on the Fanpage

https://www.facebook.com/profile.php?id=100090593080234&mibextid=ZbWKwL

Link and QR code of fan page“ English- my love”

The results of the teacher's activities can be used as regular marks or encouragement points for midterm and final exams During the teaching process, I conducted a variety of activities to create an effective English space in the classroom And here are some typical activities

2.7.1 Class mag

* General description of the operation:

The teacher gives students a topic, Students design their own products, and exhibit products

* Objectives of the activity:

- Enhance the practice of English reading, writing as well as teamwork skills for students

- Training skills in analyzing and synthesizing information in English, expanding background knowledge related to a given topic for students, sharing bright experiences, developing soft skills, remembering and increasing the pride and awareness of preserving some value about traditional new year in Vietnam

* Scope and implementation time: Each quarter, a magazine is displayed in

the classroom

* How to perform:

Step 1: Grouping: The teacher divides the class into 4 groups

Step 2: Brainstorm: Each group collects or writes articles, choose online

pictures or draw by themselves according to the topic suggested by the teacher

Step 3: Discussion: The groups discuss selected articles according to the

given topics Within a week, students need to design and complete the journal (cover page, introduction page, table of contents, and content decoration .)

Step 4: Posting on Fanpage: After completing the journal, The teacher will

help them post on Fanpage

Step 5: Exhibition: By the second week, the groups will exhibit their journals

according to their assigned positions in the classroom Each group appoints a representative to present their journal

Step 6: Evaluation of the journal: The teacher and the rest of the groups listen

to and follow the journal and complete the grading sheet( Score sheet form- Appendix 01)

Step 7: Announcement of results: After the four groups have completed, the

teacher collects the scorecards from the groups and sums up the results (group scores by 1, teacher scores by 2), and announces the winning group and rewards that group

Step 8: Feedback: After finishing this activity, teachers can survey students'

opinions on the level of satisfaction with the content and form of the "class journal" activity This collection of ideas helps teachers to make appropriate adjustments to the next activities more effectively (Feedback form – appendix 02) Specific example: Class Mag

Teachers can suggest categories in the journal such as GCSE exam tips, Music, Gender equality, Friendship, festivals, sports pages, film reviews, cinema news, fashion, etc Students discuss in groups to decide on items to write about After that, students make up the layout of the magazine and decorate it according

to the ideas of the group

The following are the products of 4 groups of students I directly teach (Some other pictures are in Appendix14)

Topic 1: Music This topic is inspired from unit 3 - Tieng Anh 10- Global success

QR code and pictures of video Class mag – topic music on fanpage “English- My love” Topic 2: Tet HolidayThese class mags are inspired from unit 8- Tieng Anh 11

QR code and pictures of Class mag – topic Tet holiday on fanpage “English- My love” Topic 3: Gender equality

This topic is inspired from unit 6- Tieng Anh 10- Global success

QR code Class mag – topic Gender equality on fanpage “English- My love”

2.7 2 A day as a journalist

* Description of the activity: Students work in groups to make a reportage

clip in English about an item in the learning process, a social issue or an example

of a good person or good action Students can interview their classmates right in the classroom, take advantage of the break time, and 15-minute activity time to interview, students can also interview characters outside the classroom, record for reportage, and slideshow in class when finished They also can make an interview right in the lesson as the teacher’s assignment

* Objectives of the activity:

- Improve students' speaking and writing skills in English through reporting

- Developing creative thinking, researching, teamwork skills, information searching, processing skills, and problem-solving skills for students

- Strengthening exchanges and connections, sharing and raising the sense of community responsibility

* How to perform:

Step 1: Divide the group: The teacher divides students into 4 groups

Step 2: Register topics: Students based on the lesson topics they have learned

or are about to learn to register for the topic of reportage

Step 3: Make a reportage: Students conduct a discussion to bring up the

content and detailed plan for the reportage and then complete the reportage

Step 4: Sending products to Fanpage: Students make a reportage into a video clip

and send it to the class' Fanpage, then there will be a presentation in the classroom

Step 5: Product evaluation: Teachers and other groups will watch clips of

each group together, conduct assessments, and score points based on available scorecards (scoring sheet appendix 06)

Step 6: Announcement of results: Announcing the first prize and distributing

prizes to the group with the best reportage clip from the scorecards of the audience and teachers (Teacher's score is a factor of 2 and an audience score is a factor of 1)

Reportage time: Just enough time - not too long, not too short, 3-5 minutes according to regulations

Step 7: Feedback: The teacher then distributes the questionnaires to the

students about their satisfaction with this activity, so that the teacher can make adjustments for the next activities (Feedback form appendix 05)

Inspired by Lesson 8 - celebrations - English 11 - 7-year system about Tet holidays, students had an interview with foreigners who are teaching at English centers in Thai Hoa town about their feelings about the Vietnamese New Year This activity helps students to be more and more active with the lesson topic, exploiting the lesson topic in many different aspects They are also more confident when interacting with native speakers, and can improve their listening and speaking skills Moreover, it also helps them to have a spirit of love for their homeland, the traditional values, and the cultural identity of the nation

•Specific example:

Topic 1: Tet holiday inspired by lesson 8 - celebrations - English 11 - 7-year system

Picture “a day as a journalist” – topic Tet holiday on fanpage “English- My love”

QR code “a day as a journalist”– topic “Tet holiday on fanpage” “English- My love” Topic 2: Interview the celibrity - Inspired by Lesson 12 Tieng Anh 11 - 7- year system,

In the reading lesson, I had two students play the role of a presenter of VTV6 Vietnam TV station, interviewed Bui Thu Thao, who won a gold medal at the Asian Games, in the long jump event Through the interview, asking her about the goal of the Asian Games, which is to develop intercultural knowledge and friendship, promote solidarity, and also an opportunity to validate the sporting ability of countries in the Asia region

Picture “a day as a journalist”– topic “intervieiw the celibrity” on fanpage “English - My love”

From these activities, I see that the students were excited to prepare and also very excited to see their friends’ performances This creates a lively, innovative, and dynamic classroom atmosphere

QR code “a day as a journalist”– topic Asian Games on fanpage

“English- My love”

Topic 3: Making the coverage about The 14th Asian Games

Also in lesson 12 The Asian games - English 11- 7- year system, another group demonstrated their journalistic abilities through a reportage, talking about the 14th Asian Games I was also surprised by the technological capabilities, sweet voice, and pronunciation, although there are errors in a few words, in general, are relatively standard from the pitch to the ending sounds It is indeed through occasions like this, students have the opportunity to show their full potential, which teachers cannot see in regular lessons It really increased the spirit of learning English

Picture “a day as a journalist” – topic The 14 th

Asian Games on fanpage

“English- My love”

QR code “a day as a journalist"– topic The 14 th Asian Games on fanpage

“English- My love”

2.7.3 Vocabulary desk labels

* General description of the activity:

This is an activity that helps students expand and improve their vocabulary to serve other skills such as listening, speaking, and reading The teacher teaches vocabularies by topic, let students write vocabularies on colouful cardboards, stick

it on the table in front of each seat, each topic concludes 12 words, equivalent to 12 students' desks, with a time of two days, students have to memorize those 12 words (Writing, pronunciation and Vietnamese meaning) After two days (or next lesson), the teacher will teach another vocabulary topic, move the old words to farther possition of the table, to paste the new word into the outermost row, near the aisle

so that students can easily observe the word By doing this, the table s are full of words For example, a class of 45 children will have 45 different words, and all students in the class will go around the classroom to learn more words that they do not know, within a week students need to remember all the words on their tables

* Objectives of the activity:

- To improve the spirit of self-study, self-mastery, and self-discovery in learning

- Practice communication skills

- To expand and improve students' vocabulary to serve other skills such as listening, speaking, reading, and writing Developing vocabulary is extremely useful in solving the National High School Exam

* Duration: Each batch of vocabulary will last 1 week

* How to perform:

Step 1: Each student bases on the vocabularies given by the teacher to write

that word or phrase on a piece of paper, then stick it on the table at their seat

Step 2: During the recess, students will go around the class looking for words

they do not know and discuss with eachother the meaning and pronunciation

Step 3: After a week students have to learn all the words then test themselves

by rewriting those words

Step 4: Summary of assessment:

Once a week, after students memorize all the words on the table, the teacher creates an activity to test the student's ability to remember the words Teachers may have a variety of weekly tests as follows:

4.1 Measure 1: The teacher takes the first 5 minutes of the class to ask all the

students to write down all the words they have memorized on a piece of paper, then the teacher collects the student's paper to check and give mark, the grade can

be used as a plus point for tests The teacher can also test any student on memorization of learned words by reading the words aloud and making sentences with some of the learned words for an oral test score

4.2 Measure 2: Divide the class into two groups, the teacher is the referee,

and the two groups take turns quizzing each other, they speak Vietnamese, and the opponents will speak equivalent English, They must not repeat the quizzed words, the required answer must be pronounced correctly to score points

4.3 Measure 3: The teacher assigns students to create a list of vocabulary

through app quizlet.com to check students’ pronunciation, students listen and speak the equivalent Vietnamese meaning, and two teams take turns answering, if

it is wrong, the right to answer belongs to the other team

4.4 Measure 4: Students remove the word from the table and paste it on the

board, representatives of the two teams come up to play the game “ slap the board”

Step 5: Collect feedback on the activity: The teacher gives each student a

feedback sheet on the level of satisfaction with the activity to make necessary adjustments for the next activities (feedback form in appendix 03)

• Specific example:

Topic 1: Unit 12 The Asian Games (English 12 - 7 year system)

To encourage students to expand their vocabulary related to the topic “The Asian Game”, the teacher gives out 12 more name of sports, stick on the borad first, get students to find out VietNamese equivalent, then sticks it on the table, The teacher makes sure you know the meaning, pronunciation and get examples in sentences using that word, then students share it on fan page “ English- my love”

so that they can easily study the words at home

Classroom space “learn vocabulary together” – words are sticked on the table

so that students often see and memorize words easily

Topic 2: people- derived from an optional lesson

Picture and QR code “Vocabulary desk labels” – topic people on fanpage

“English- My love”

2.7.4 Poster design

This is an activity where students design posters on topics requested by the teacher When the groups have completed the posters according to the agreed time, the groups will display their work in the classroom All groups have the opportunity to view and read posters from other groups

* Objectives of the activity:

- Activities to develop students' reading-writing-speaking-listening skills Develop teamwork and discussion skills

- Create a positive language practice environment for students to express their insights, creative thinking, and problem-solving on current topics

- Students also practice more presentation skills and cooperation ability when participating in group activities

* Time and scope of implementation:

Students design posters for a week days and then display them in the classroom for a week

* How to perform

Step 1: The teacher divides the class into 4 groups, gives the content of the

project, and guides the students to do it

Step 2: Students conduct group work to develop ideas and assign tasks to

group members

Step 3: After completing the poster, the groups will take a photo of the poster and post it on the fan page “ English- My love” created by the teacher

Step 4: The groups will hang their posters in the classrooms of the class

according to the specified positions, and all groups have the opportunity to admire each other's products

Step 5: Teachers and students organize their poster presentations in the

afternoon elective class

Step 6: Students listen to the presentation, take notes of important

information, then ask the presenting team 1-3 questions from the rest of the groups

Step 7: The groups and the teacher conduct the grading for the presentation

group The teacher then collects the scorecards and aggregates the scores for each group according to the criteria prepared on the scorecard (The score sheet in appendix 06)

Step 8: Evaluation summary: The teacher's score has a coefficient of 2, while

the audience groups have a coefficient of 1 (each group has 1 rating card) Then announce the winning team Next, the teacher distributes a form to collect students' opinions on the activity to make adjustments for the next activity (feedback form

in appendix 07)

• Attention: Posters will be hung in class for a week, students have the opportunity to look at the products, and continue to exchange information to practice more reading-speaking-listening skills and background knowledge Essentials are available on the posters

In order to really maximize the effectiveness of posters in English classes, teachers can call any student and ask him or her to present the information he or she has learned from the posters of the groups

After completing the product, the groups display their poster in the specified position in the classroom and present the product

Here are four posters from four groups of students in the class where I teach design and presentation (More pictures in Appendix 15)

• Specific examples:

Topic 1: The Asian Games (Unit 12 Tieng Anh 11- 7-year system)