By looking at the results graph of week 1, it can be noticed that students participated little in class before the implementation of the new teaching method. They did not pay much attention to the teacher in class, as they moved continuously in their chairs, spoke to their peers and took a long time to start and do an activity sent. In addition, they did not try to speak English in class, unless they were asked to do the effort.During the first part of the study, I limited myself to observing the class in their day-to-day for two sessions. Here, I noticed that, in general, the children's postures were those of boredom (bodies leaning back in the chair, heads leaning on the hand). In addition, there were many periods of children not paying attention (speaking to each other during explanations, some drawing on a piece of paper, or in the English book, girls playing with their hair, etc). As seen from the mentioned graph, this was true for the majority of the students.Once the implementation of the activities suggested to motivate the students took place, the attitude of the students towards the English class changed dramatically. The first visible progress observed was their change of attitude towards the class. When the students saw me, they were very happy and glad. Then, at the end of the class, they asked when I was coming back. This was the first visible sign that they were becoming motivated towards their English class. All this progress is reflected in the graph of week 2 (p.8).