(SKKN 2022) using language games in warm up activities to motivate 10th grade students to listen in listening lessons in ba đình high school

TABLE OF CONTENTS 1 PART I: INTRODUCTION THANH HOA PROVINCE DEPARTMENT OF EDUCATION AND TRAINING Rationale of the Study Aims of the Study The Participants Method of the Study BA ĐÌNH HIGH SCHOOL PART II: CONTENT I Literature review Definition of game 10 Roles of game 11 3 Features of a quality game EXPERIENCE INITIATIVE 12 II The fact of teaching and learning on listening skill in Ba Đình high school 13 1.The fact of students’view on listening skill USING LANGUAGE GAMES IN WARM-UP ACTIVITIES TH 14 TO The fact of using10 language gamesSTUDENTS in warm-up activities MOTIVATE GRADE TO LISTEN IN ĐÌNH HIGH SCHOOL 15 3.LISTENING The difficultiesLESSONS before, whileIN andBA after playing language games 16 III Suggestions on using language games in warm-up activities in listening lesson 17 Procedures in using games to improve listening skills 18 Class Observation 11 Implementer: Nguyễn Thị Lan Anh Job Teacher 19 Using language games in title: a flexible and appropriate way School: Ba Đình high school – Nga Sơn Experience 20 Using variety of language games initiative: English 12 21 Sample work 13 22 IV The benefits of using language games in warm-up activities in listening lessons 16 23 18 PART III: CONCLUSION 12 24 Conclusions 18 25 Limitations of the and suggestions for further study 19 26 CANDIDATE’S STATEMENT THANH HOÁ 2022 19 PART I: INTRODUCTION Rationale of the Study In Vietnam, in the recent years, the teaching and learning of English have been gaining significance firstly because it is an international language; secondly it is also seen as a means to promote mutual understanding and cooperation between Viet Nam and other countries There have been an increasing number of people desiring to know English with the hope of keeping up with the latest modern technology in the world English has now been taught not only at all universities and colleges, but also at almost every senior high school and it is considered as a compulsory subject at secondary schools At PB school, where the author studies, English is a compulsory subject in the curriculum and it is considered as a major subject for the high school examination It is taught with the purpose that students have some basic knowledge of English in order to communicate and to use it as a key to science and technology However, there still exist many difficulties facing English language teachers at PB school, especially in teaching listening skills to students The teachers of English at PB school find it difficult to teach listening lessons successfully Listening has long been considered a difficult and boring subject by many second language learners It takes much time and energy to make progress in this skill For listening teachers, it is a difficult task to get students involved in listening lessons At my school, teaching listening is really a problem In addition to the lack of well-equipped facilities, teaching listening methods are not satisfactory Another problem is students’ low level of proficiency in terms of vocabulary, grammar, pronunciation, skills and so forth It is the reason why students find it difficult and tough to listen to and they are not confident enough to listening tasks successfully Moreover, learning habits not help much to improve their listening in classroom In English classroom, teachers are mainly concerned with teaching what students are tested in the exams, which is known as teaching to the test phenomenon As a result, after graduating from school, students are good at using grammar structures and vocabulary, but find difficult to listen English naturally In listening lessons, students usually feel bored and frightened To motivate and encourage students to learn listening is not an easy task for teachers At the beginning, to stimulate students to learn, warm-up activities should be stressed Using language games in warm-up activities becomes a good choice • • • • • • The main reasons above lead me to my choice of the subject: Using language games in warm-up activities to motivate 10th grade students to listen in listening lessons in Ba Đình high school Aims of the Study The study is aimed at: Investigating the effectiveness of using language games in warm-up activities in listening lessons of grade 10 in Ba Đình high school Providing some suggestions and implications for the improvement of listening teaching in Ba Đình high school in terms of using language games in warm-up activities The Participants In this individual research, the researcher will only focus on the effectiveness of using language games in warm-up activities in teaching listening skills to two large classes 10A1, 10A6 at Ba Đình high school The listening activities are selected and adapted the text book The data collected from classroom observation, informal interviews and questionnaires are then analyzed by the researcher Method of the Study In order to achieve the objectives of the study, the major methods employed include: Survey questionaire with the aims at finding out the difficulties of students when learning listening and their attitude to language game in warm-up activities Interview with teachers of English to find out thier diffculties when teaching listening, and the reasons they use language game in warm-up activities and what their criterials to choose a game are Personal observations PART II: CONTENT I Literature Review Definitions of Game A language game also shares the similar characteristics with the ordinary game However, language games mostly involve in developing and improving language skills Greenal (1984) has defined games as one kind of activity which is used to consolidate language already taught or acquired, and which occurs during the free stage of a lesson or during occasions such as English club meetings And the term game “is used whenever there is an element of competition between individual students or teams in a language activity.” Roles of games         Games are often wrongly regarded as an end of term activity or something to fill in last five minutes of a lesson In fact, they are becoming an indispensable activity in language syllabus because they play vitally important roles in language teaching and learning While Wright, Betteridge, and Buckby (1984: 1) point out that, “Games help and encourage many learners to sustain their interest and work.” Games also can provide intense and meaningful practice of language, and then they must be regarded as central to a teacher’s repertoire Moreover, games can be found to give practice in all skills (reading, listening, writing, and speaking), in all stages of the teaching and learning and for many types of communication Besides, Carrier (1980) draws out some advantages of language games: Games add variety to the range of learning situations Games can be used to change the pace of a lesson and so maintain motivation Games can be used to punctuate long formal teaching units and renew student’s energy before returning to more formal learning Games can give ‘hidden’ practice of specific language points without students being aware of this Games encourage student participation and can remove the inhibitions of those who feel intimidated by formal classroom situations Games can change role of the teacher from that of formal instructor to that of manager or organizer of activities that students enjoy participating in this can be useful in reducing teacher-student distance or conflict Games can increase student-student communication, and so reduce the domination of the classroom by the teacher Games can act as a testing mechanism, in the sense that they will expose areas of weakness and the need for remedial work Features of a quality game “The teacher must take many factors into account when deciding which game would be most appropriate and most successful with his students at any time.” (Carrier, M (1980:7)) It means that when the teacher wants to choose a game for his teaching purpose, he has to ponder whether the game can be used in the lesson and whether the game he uses should be up to a certain standard and meet certain requirements To answer for this question, there are some features of a quality game for a listening class Firstly, the most important function of games is to create meaningful contexts for communication Secondly, the terms “information gap” and “opinion gap” are mentioned to contribute for the success of a game Thirdly, an “information gap” or “opinion gap” needs some content Klippel K (1984:4) claims that, “information and opinion gap exercises have to have some content worth talking about Students not want to discuss the interest which is aroused by the structure of the activity may be reduced or increased by the topic.” Moreover, the relevant of a game must include relevant language in game Then, the students can enjoy and value a game if the content and language used are relevant to them Fourthly, another important feature of a language game is the variety of the game teachers use The techniques used by teacher included guessing, information gap, searching, matching, exchanging and collecting, combining and card games, problems and puzzles, role play and simulation techniques It is obvious that the variety of forms and games is essential to help teachers attract and interest their students during the lessons Fifthly, it is vitally important that the games be interesting, simple and easily comprehensible In a word, there have been a few different views about features of a good language game Nevertheless, the elements of meaningful contexts, information gap, opinion gap, relevant content and language as well as co-operation would be taken into account if the teachers want to constitute a good game It may be hard to say what the best game is because it depends on many factors such as certain situation, certain students and each teacher, and other factors II The fact of teaching and learning on listening skill in Ba Đình high school The fact of students’ view on listening skill Most of students think listening is a difficult skill Some of the students think listening is a very difficult skill, Some students thinks it is not very difficult, it is a normal skill, and only a few of them think it is easy to learn listening Therefore, the majority of students find it hard to study listening skill The teacher, therefore, should encourage students to learn listening by some ways, language games may be their choice The fact of using language games in warm-up activities The majority of students say that their teachers sometimes use language games in warm-up activities for listening lessons Some of the students say their teachers usually use language games in warm-up activities The rest of students say their teachers rarely use language games in warm-up activities Not all the listening lessons, the teacher organize for students to play language games during the lessons Therefore, to make the lessons more interesting and make students relax and interested in the lessons, the teachers should use language games more frequently The kinds of language games the teachers use in warm-up activities Most of the teachers use the variety of language games in warm-up activities to teach listening skills: crossword, jumbled words, jumbled sentences, bingo, memory game, miming, guessing, and others Of these kinds, most students answer they usually play miming, memory games, and guessing It seems that these kinds of language games are easy to play and especially easy for teachers to organize and it doesn’t take the teachers too much time to prepare for the games The difficulties before, while and after playing language games To find out the difficulties before, while and after playing language games in listening lessons, the researcher carried out questions: Em có gặp khó khăn trước chơi trị chơi? A Có (em tick vào khó khăn em gặp phải) B Không không hiểu luật chơi không tìm bạn chơi khó khăn khác: Em có gặp khó khăn chơi trị chơi? A Có (em tick vào khó khăn em gặp phải) B Khơng trị chơi khó lớp ồn lớp q đơng trị chơi khơng hay bạn nhóm khơng hợp tác khó khăn khác: Em có gặp khó khăn sau chơi trị chơi? A Có(em tick vào khó khăn em gặp phải) B Không lớp ồn em không tiếp tục tập trung thời gian để ổn định trật tự lớp khó khăn khác : Question asks about the difficulties before students play language games, 41% of students have difficulties because they not understand the rules of games or they can’t find the partners to play games Question mentions the difficulties of students while playing language games, 55.6% of students say they find it difficult to play games because of some reasons They think the games are too difficult, the class is noisy and crowded The game is not very interesting or the other members are not cooperative 44.4% of students think they have no difficulties in playing language games Question mentions the difficulties students have after playing language games 54.5% of students have difficulties after playing games They have trouble because of some reasons Firstly they find it hard to concentrate on the lesson Secondly, the class is too noisy after games And it takes time to continue the lesson It can be seen that most of teachers have difficulty in playing games The reasons are various, however, the ability to understand the language is the main reason The effectiveness of the games for that reason is so limited To organize a language game in warm-up activities, teachers have to take many factors in consideration The time for each class hour is limited, and the lesson content is usually long Even if the teachers have language games at hand, there is not enough time to play games, which is a difficulty Another difficulty is that teachers have to many other things besides teaching, they have to make the tests, mark students’ papers and many others so they have little time to prepare and look for the language games that are suitable for most of students Moreover, the classes are so crowded and have mix-ability students One game can not suit for all students’ levels and needs ,therefore, when playing games both teachers and students have difficulty Because of a large class with students of different proficiency, it is not easy to control the whole class Students may not like the games or not understand what is talked about, they may not find the group members or the group members are not cooperative, that’s why the games sometimes cannot be successful III Suggestions on using language games in warm-up activities in listening lesson Procedures in using games to improve listening skills 1.1 Before using games 1.1.1 Preparation The success or failure of a game depends mainly on the way teachers prepare for the game That is the reason why teacher should pay much more attention to the preparation Firstly, the teacher should decide which game to use When deciding which game would be most appropriate and most successful with the learners, the teachers must take many factors into account He has to consider the level of the learners but also: What is the main aim of having a game? What is the interest of the learners? The time the game should be used in class because the interest and motivation of learners in games may be different on a Tuesday morning from late on a Friday afternoon Having considered these factors an initial choice of game should only be confirmed if the teacher is certain it is feasible in the class It means that the teacher should ensure that the aids and materials are available so that the learners can encounter the game’s requirements Secondly, the teacher must prepare the game thoroughly after having decided which game to use and when to use Though games may be good fun, they need to be carefully prepared and organized 1.1.2 Organizing class In order to make the setting up of a game be carried out as quickly and smoothly as possible, the teacher must decide in advance how to organize the students and the classroom The class organization plays very important roles in deciding the success of the game Therefore, the teacher should know beforehand if games should be conducted in pairs, groups, teams or whole class According to W.R Lee, because the learners especially the young children will feel safe and confident when they are sitting in pair or group work, the division of class into teams or groups should not be changed and redone on every occasion In conclusion, each teacher should base on their teaching conditions to decide what arrangement should be made to suit their students 1.1.3 Giving instructions To make the learners understand the rules of games and know how to play games, the instructions given are very important Each game has its own specific instructions, but several general points can usefully be made The instructions of the teacher must be ensured that they are clear, simple, precise and explicit so that the students, who in any case have language difficulties, will not be confused and understand the instructions Another point is that it will be vitally important to let students ask questions The teacher should sit with the students and pose questions himself, both as a demonstration and as a prompt when students are unsure of what to next In addition, all the rules of the game should be provided as well as the system of scoring in order to avoid the students’ confusion and trouble latter Also the students should be announced the time limit for the game It is not easy to predict how long a game may last, however, it is important for the teacher to consider these points when preparing for a game: What is the minimum amount of time needed to play this game once? Is it likely that the class will wish to play the game several times over? What is the maximum amount of time available in the lesson? In brief, the instructions given by teacher are very important and necessary to step by step interest the learners to participate in the games 1.2 When using game This stage is the main part in game playing process In this stage the teachers have to control class, correct the mistakes and score the students 1.2.1 Controlling class Since language games are used not only for fun but also for language teaching purposes, the teacher must control the class to make sure that after performing games, students can get the language points, can speak naturally Therefore, the roles of teacher in every game are very important The teacher should go from group to group, listen and observe students’ performance, check that they have understood and are carrying out the instructions The teacher may have to answer the students’ questions about procedures, new words, etc so he/she should go visit quickly to each group within the first two minutes After that the teacher should go round again helping with vocabulary questions, correcting if it is appropriate, giving encouragement and if necessary inspiration for those games which require some imagination However, it is advisable for the teacher not to jump in the game and wait until he is asked for help Therefore, she/he had better try to elicit from students themselves rather than simply providing what they need, which makes students feel more comfortable and self-confident One of the inevitable of a speaking class is the noise Therefore, when a teacher wants to level down the noise, the followings should be taken into account Firstly, the teacher has to make sure that the students are close enough to each other This is particularly important for group and pair work A spread out group is noisier than a huddle Secondly, the teacher can appoint a chairman for groups The chairman can have several functions, one of which can be to make sure that only one person talks at any one time Thirdly, the teacher can tell the students to talk quietly This is an obvious piece of advice but often ignored The students normally appreciate the problems as much as anyone else and if they are reminded, they should as the teacher says 1.2.2 Correcting the mistakes The teacher should consider making mistakes the inevitable and natural part of the process of playing games It is also very important to make the students be aware that making mistakes is not a big problem If students are afraid of making mistakes and keep silent, they will learn little However, the students who know of making mistakes are involved in playing game process can learn much more than the former According to Micheal Carrier, correcting mistakes “must be left up to individual teachers to decide whether or not students’ language errors should be corrected during or after a particular game.” Because correction may reduce students’ motivation, it is suggested that it should not be too prominent It means that the teacher should not correct every mistake at any time, in any where It would be preferable for the teacher to make a note of major errors, and then correct them When a small group of students are working together and copying each other’s mistakes, in this case, it is advisable for the teacher to correct mistakes In less structured situations, such as role-playing or communication games, correction should be avoided where it would be over-intrusive on the part of the teacher If the students can correct himself or herself, it would be very good The teacher should increase selfcorrection or peer’s correction All in all, the teacher should be careful when deciding to correct the mistakes or not to take advantages of playing games 1.2.3 Scoring According to Lee.Wr, 1979:7, the thing the teacher should take in account is that “psychologically, it is better to give points for success than to false them away for failure, even if this procedure keeps the scores very busy.” It is obvious that the students will have the feeling of success and therefore, it will stimulate them to lake more effort There are many ways of recording scores The following ways of recording scores are suggested by WR, Lee (1979:8) and Selagh Rixon (1988:62) • Noughts and crosses • • • • Climbing ladders Climbing the mountain Hangman (build up one line at a time) A fight of steps 1.3 After-using games 1.3.1 Ending the game It is necessary fir the teacher to give signal to the whole class to stop playing game According to A Wright (1984:6), “As with all events in the classroom, it is advisable to stop a game and change to something else before the learners become tired of it In this way their good will and concentration are retained.” Also in Opal Dann (1983:7) “the ideal time to stop is when students want another turn In a large class, however, stopping the game is a big problem The most effective way to solve this problem is to use a horn or clapping hands.” After signaling to stop the game, the teacher has to declare the points of each team, group The teacher can call a certain student in any teams, groups and ask him to count and state the points This will increase the objective evaluation of the game 1.3.2 Summarizing and commenting Whatever a game is, students like to hear how well they are doing to receive encouragement commented on as well as having errors corrected Therefore, it is advisable for the teachers to give remarks and summarize the language points after the end of the game It is preferable for the teacher to give good remarks in order to motivate and encourage students to participate in game activities The encouraging comments should be given to the students According to A Wright, the following praise should be used • Good, quite good, very good, ok, fine, excellent • Well done, right, correct, good job The negative comments should be kept more general for example, not quite right, not very good I don’t think this one is as good as that one Besides, the teacher’s aim should be to share what people did well with the rest of the class so that everyone can learn form the experience or to invite suggestions for solving problems from the whole class As language games are used for language teaching, it is necessary for the teacher to summarize what language points or skills the language games focus on The main point of this is to show the students that what they with language is interesting To this, the teacher can ask some students to repeat the main language points in the games or ask them to tell the purposes of the games they have just played In conclusion, the teacher should consider their teaching conditions to decide what to in each stage Class Observation The researcher carried out to observe classes at different classes, grade 10 taught by different teachers When visiting these three classes, she realized that all teachers used language games in warm-up activity in listening lessons They all find that language games are useful and should be used in warm-up activities to motivate and encourage students to learn listening Firstly, the investigator observed class 10A1 in which students were taught Unit 12- Music In the warm-up activities, the teacher asked students to look at the four pictures and guess what people’s jobs are The teacher gave four pictures of Van Cao, who was a composer, picture of a teacher, picture of a singer and a doctor The pictures looked so funny so all the students felt interested and eager to raise their hands to answer and guess the jobs of these people This activity lasted only minutes Then the teacher asked students “Do you know Van Cao? Who is he?” and lead in the lesson The second observation was done in class 10A2, with Unit 13- Films and Cinema In warm-up, the teacher asked the whole class to look at the picture and say the words- the kinds of film The teacher gave students numbers and asked students to choose the number to open the picture so they can guess the word The words are: detective film, action film, thriller, cartoon, science fiction film, love story film and comedy film As can be seen, all the pictures were so popular, therefore all students could answer the words easily This game lasted minutes Finally, the observation was carried out in class 10A3, with Unit 14- The World Cup, the teacher organized the memory game for students The teacher asked students to watch a clip about the football players Then the students had to name the footballers After watching the clip, they had minute to remember the names of the footballers After that, the teacher called students from groups to go to the board and write down the names of the footballers as many as possible without watching the clip Finally, the teacher checked with whole class Which team wrote more names would be the winner It seemed that the game made the students so excited and eager to join They all felt relaxed and confident The game lasted nearly 10 minutes To sum up, the warm-up activities made students feel interested in the lesson However, they only related to the topic mostly It can be seen that during the language games, students feel excited to the games, however, when starting the lesson and doing the task in the listening lessons, students still find it hard to the tasks or they don’t feel like to the tasks because of their difficulties Using language games in a flexible and appropriate way As a teacher, the researcher finds out that in most cases, a language game can be used in different classes despite the mix-ability classes The way to organize the game is not different in each class, so in some classes it is successful and makes the students feel interested While in other classes, some or even most of students not feel excited to play and even feel bored For that reason, teachers should take into account the flexibility and appropriateness of using language games for each class Take Unit 13- Films and Cinema as an example The game is organized to play by seeing the pictures and guessing the kinds of films To make the game more interesting, the teachers should extract some films and show for all students to see, and guess the kinds of films By this way, the teachers have to prepare a lot at home Detective film, teachers should extract a clip from Sherlock Holmes film or others Action film, teachers should extract a clip from Kung Fu killer or others Thriller, with a clip from Deep Blue Sea Cartoon, with a clip from Tom and Jerry Science fiction film, with a clip from Star Wars Love story film with a clip from Winter Sonata Comedy film with Mr Bean’s holiday In some classes with more weak students, students may not know the English words for the kinds of film, therefore, the teachers may let the students speak in Vietnamese The purpose here is to make the students interested in the listening lesson only Using variety of language games Because of the time limit so most of teachers use guessing, memory or miming in warm-up activities However, if these kinds of games are played frequently, students feel bored and demotivated to play the same kinds of games Therefore, the teachers should use variety of language games to make students excited and surprised The other games include Bingo, Treasure Hunts, or Crossword Moreover, the ways to count the points for students is also a good way to interest the students or even the ways to organize the games for students to play Sample work A warm-up activities is often a short and fun game which the teacher can use with his students The purpose of warm-up is to prepare them to learn by stimulating their minds Warm-ups should last about five minutes Unit 1: A Day in the Life of  Type of game: Matching  Material: hand-outs  Time: 3-5 minutes  Classroom management: group work  Procedure The teacher divides the class into groups of four students The teacher gives each group a hand-out as below Students have to work in groups and quickly match the sentences with each job Which group finishes first and has all correct answers will be the winner Hand-out A B He gets up very early He is a He works with children farmer He works in the streets He works on the farm He gets people from one… place to He is a another place teacher He works in the school He lives in the country He corrects homework He meets a lot of people He is a cyclo driver Unit 4: Special Education  Type of game: Jumbled words  Material: hand-outs  Time: 3-5 minutes  Classroom management: group work  Procedure Teacher asks students to work in groups of to find out the words from the jumbled ones Teacher calls on students to write down the words on the board Ask students to speak out all these words Jumbled words Words  tume  feda  budm  bulc  potho  redchinl  emberm Unit 5: Technology and You  Type of game: Memory  Material: Picture of modern inventions in Paper A0  Time: 5-7 minutes  Classroom management: group work  Procedure Teacher has students work in groups of and discuss to find out the name of modern inventions Teacher asks students try to remember as many names of modern invention as possible Teacher asks of students in different groups to go to the board to write down as many inventions as possible without seeing the picture Who writes down more will be the winner Pictures Unit 7: The Mass Media  Type of game: crossword  Material: power-point, hand-outs  Time: 5-7 minutes  Classroom management: group work  Procedure Teacher divided the class into teams, gives one hand-out for each students Teacher shows the crossword on the PowerPoint, then give out the suggestions one by one The team raises hands first will have the chance to answer the cross-word If they give the correct answer, they will score point, if they give the wrong answer, the other team will have the turn to answer The team who has the correct vertical word will have points After the game, who has more points will be the winner L I S C T O N E M E N E W S I D S P N Y P O G A R P T E S R Suggestions Which skill should we practise in the lesson today? What you call a film or a play that is intended to be funny, usually with a happy ending? What should I buy to read for information everyday? Which TV progamme should I watch if I like physical activities? IV The benefits of using language games in warm-up activities in listening lessons Based on the date obtained, the researcher has achieved several important findings which fall into four categories: the benefits of using language games in warm-up activities in listening lessons, the frequency of using language games in warm-up activities, the difficulty in organizing and playing language games, and the suggestions on using language games in warm-up activities in listening lesson Most of students have positive attitude on language games, they think language games can make them more interested and relax when starting a listening lesson The majority of students think language games are effective to help them learn listening They feel more comfortable, more relaxing and have knowledge, the vocabulary about the lesson Most of the teachers also share this idea However, language games still have some drawbacks After playing language games in warm-up activities, the class is noisy, it means that students still talk about the games and discuss the games and it takes the teachers time to make the class stop talking and start the lesson The students find it not easy to concentrate on the lesson Some students not find the game interesting so they not like the game as well as join the game Therefore, they become passive and make other members in their groups cannot a good job, even feel bored In short, language games are useful if the teacher spend time choosing the suitable games for students, and takes students’ preference in consideration The suggestions of students that their teachers should to make the games more effective Students give some suggestions First, teachers should use language games which should be appropriate with their ability or their levels Second, teachers should explain clearly the rules of games Next, teachers should use variety of language games Last but not least, teachers should give some examples for students to follow These suggestions are very necessary for teachers to organize the games more effective and successful in listening lessons The interviews with teachers have given some valuable information to my research When being asked about the frequency of using language games in warm-up activities in listening lessons, most of the teachers said they sometimes use language games in warm-up activities because some listening lessons are so long, therefore they have to deal with all the tasks in the book, they not have time for language games The reasons for organizing language games in warmup activities in listening lessons are various Firstly, language games can be used for fun Students will be more interested in the lessons and eager to study Secondly, language games can provide students with a number of words and expressions relating to the listening passage Next, students will have the ideas about the listening passage Finally, students can guess the content of the passage they are going to listen to Each teacher has their own criteria to choose a language game which is suitable for students The first criteria is that the game should involve the whole class, all class members can play the game and eager to join the game The second is that the games have to be relating to the topic of the listening passage The third is that the games should be interesting and can give fun for students The next is that they should be easy for teachers to prepare at home, and they not waste time and money and it doesn’t take long to play game in the class, minutes is appropriate Another question is that what kinds of language game they usually organize for students to play Most of them say guessing is the most popular because it is easy to prepare and also very interesting, memory games and miming coming next Being asked about the difficulties of organizing language games, most of the teachers said that they have to spend time looking for the games because the language games are not available Therefore, it takes time while they have to many others things such as making lesson plans, making tests, studying and housework Moreover, students’ ability is mixed so it is not easy to choose a language game that meet all the criteria above The last question asks the teacher about the measurements for the success of using language games in warm-up activities in listening lessons All the teachers said that after playing games, most of students feel interested in and excited about the lesson is a signal that the game is successful Students can gain some vocabulary and have general ideas about the listening passage The very important factor is that students are eager to the tasks in listening lessons In short, all the teachers organize for their students to play language games Although it is not frequently played, it helps encourage students in some respects and have a good influence on students’ attitude for learning and studying listening PART III: CONCLUSION • •       Conclusions There have been a lot of problems from current situation of teaching and learning English at upper secondary school level in Vietnam in general and at Ba Đình high school particularly The students’ knowledge of English and their four skills are still limited though they have been learning English since they were in grade listening comprehension seems the weakest skill and students usually have to cope with a lot of challenges Being a teacher of English, the investigator has desire to something to help the students study English more effectively Therefore, the study is undertaken in a small scale with some certain purposes: Investigating the effectiveness of using language games in warm-up activities in listening lessons of grade 10 in Ba Đình high school Providing some suggestions and implications for the improvement of listening teaching in Ba Đình high school in terms of using language games in warm-up activities To gain these purposes, first of all, a review of relevant literature on language games, listening comprehension and motivation shows that language games can help motivate students to learn English especially listening skill Secondly, the investigator delivered the questionaire to students to find out some information: Students’ view on listening skill The fact of using language games in warm-up activities The difficulties before, while and after playing language games Effectiveness of language games in warm-up activities in listening lessons Students’ attitude and preference on playing language games Suggestions of using language games in warm-up activities in listening lessons Thirdly, the researcher has interviewed some teachers of English to get some valuable information about their using language games in warm-up activities in listening lesson Most of them sometimes use language games in warm-up activities to make student have fun and interest in learning listening skill Finally, the investigator has observed listening lessons and found out some useful information Most of student feel interested in the warm-up activities, however when doing the listening tasks students still have difficulties From the valuable information, the researcher has drawn out some suggestions such as  Takings the students’ personal factors and proficiency into consideration  Using variety of language games  Using language games in a flexible and appropriate way In short, the researcher believes that the results of the study are useful to those who want to carry on research in this area and those who get interested in or are concerned with these problem The author would appreciate the readers’ tolerance for shortcomings and deficiencies of the study Limitations of the and suggestions for further study In most research projects, limitations are inevitable The study has presented in this thesis is of no exception Firstly, this thesis only focuses on investigating the using language games in warm-up activities in listening lessons, English 10 so it is descriptive Secondly, the number of the students took part in the questionnaire is 90 students from some classes at Ba Đình high school, which may not be enough for the investigator to have precise judgments Therefore, the suggestions of using language games in warm-up activities in listening lessons to motivate students to learn listening skill may be subjective and incomplete The investigator hopes that future study on the same topic could overcome these shortcomings CANDIDATE’S STATEMENT I hereby certify that the thesis entitled “Using language games in warm-up activities to motivate 10th grade students to listen in listening lessons in Ba Đình high school.” is the result of my own research in Ba Đình high school and this experience initiative has not been submitted for any other reseaches Nga Sơn, 20th April, 2022 IMPLEMENTER Nguyễn Thị Lan Anh REFERENCES Broughter G (1978) Teaching English as a foreign language Routledge & Kegan Paul Ltd Brow, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy, Prentice Hall Regents Buck, Gray, (2001) Assessing Listening, Cambridge: Cambridge University Press Carrier, M (1980) Games and Activities for the Language Learners Gibbs, G (1978) Dictionary of gaming, Modelling & Stimulation E & FN Spon Ltd, London Greenal.S (1984) Language Games and Activities Hulton Education Publications Ltd Hadfield, J (1984), Elementary Communication Games England Addision Wesley Longman Ltd Harmer J (2001) The Practice of English Language Teaching 3rd ed Longman Hornby, A.S (2005) Oxford Advanced Learners Dictionary of Current English Oxford University Press 10 Jeftic, D (1986) Thirty Short Fun-filled Games English Teaching Forum Washinton D.C Vol 24 (No 4) 11 Kipppel, F (1984) Keep Talking Cambridge Cambridge University Press 12 Larcabal R S(1992) The Roles of Games in Language Acquisition English Teaching Forum Washington D.C Vol (No 2) 13 Lee, W, R (1986) Language Teaching Games and Contest, Oxford Oxford University Press 14.Lynch, A J (1988) Granding foreign Language Listening Comprehension Materials: The Use of Naturally Modified Interaction Unpublished Doctoral Dissertation, University of Edinburgh 15.Paul, R Pintrich & Dale H Schunk (2002) Motivation in Education 16 Penny Ur, Wright, A (1992) Five minute Activities Cambridge Cambridge University Press 17 Rivers, Willga (1966) Listening Comprehension University of Chicago Press 18 Rixon, S (1981) How to use games in Language teaching Macmillan Publishers Ltd 19.Rubin, J (1994) A Review of Second Language Listening Comprehension Research The Modern Language Journal 78 (2) Survey questionnaires for pupils 20.Underwood, M (1990) Teaching Listening Longman DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI Họ tên tác giả: Nguyễn Thị Lan Anh Chức vụ đơn vị công tác: Giáo viên trường THPT Ba Đình TT Tên đề tài SKKN Kinh nghiệm dạy kỹ nghe Tiếng Anh cho học sinh lớp 10 có hiệu Using a model-based approach to teach English writing to 10th Graders in Ba Dinh High School, Nga Son, Thanh Hoa’ The application of communicative activities to develop speaking skills for 10th graders at Ba Đình High School - Nga Sơn – Thanh Hóa Teachers’ corrective feedback on the 11th form students’ writing at Ba Đình high school, Nga Sơn, Thanh Hóa Applying cooperative learning principles to the teaching of English speaking skills in large classes at Ba Đình high school The experience on using group writing to improve writing skills for 10th class at Ba Đình high school Cấp đánh giá Kết đánh giá Năm học Sở GD C 2011 - 2012 Sở GD B 2014 - 2015 Sở GD C 2016 – 2017 Sở GD B 2017 – 2018 Sở GD C 2019 – 2020 Sở GD C 2020 - 2021 Appendix I Unit 12: Music I Objectives: by the end of the lesson, students will be able to: − Decide on True or False statements − Understand the questions II Teaching Aids: − Chalk, board, CD, power point, III Time: minutes IV Procedure Teacher’s activities Students’ activities − Show pictures one by one and ask − Look at the pictures one by one and students what are their jobs? − Call on students to give the answers guess their jobs − Give out the answers − Ask other questions:  As a composer what does he  He writes song  She teaches students do?  As a teacher what does she do?  He looks after people’s health  As a doctor what does he do?  She sings song  As a singer what does she do? − Lead in the lesson by asking: Do you know Van Cao? Who is he? Appendix II Unit 13: Films and Cinema III Objectives: by the end of the lesson, students will be able to: − Listen for the main idea − Fill in the table IV Teaching Aids: − Chalk, board, CD, power point, III Time: minutes V Procedure Teacher’s activities − Divide the class into teams Students’ activities − Take turn to choose the number − Give students numbers and ask − Look at the pictures one by one and them to choose the number to see answer what the kind if film is the picture and answer what kind of film is it? If they can answer, they  detective film will get one If they cannot, they  action film get no point and other teams will  thriller have the turn to answer  cartoon − Show the picture and ask students  science fiction film what kind of film is it?  love story film − Comment  comedy film Appendix III Unit 14: The World Cup V Objectives: by the end of the lesson, students will be able to: − Fill in the table − Understand the questions VI Teaching Aids: − Chalk, board, CD, power point, III Time: 10 minutes VI Procedure Teacher’s activities Memory game − Divide the class into teams − Explain the rule of the game: you Students’ activities − Watch the clip − Try to remember the names of the footballers will watch a clip about footballers, − The preventatives go to the board you have to name them After and write down the names of the watching the clip, you have minute footballers to remember the names of the  Ronal do, Zidane, Roberto Carlos, footballers After that, I call Ronney, Ronaldinho, Marodona, students from groups to go to the Kaka, Cong Vinh, Backham, Pele, board and write down the names of Hong Son the footballers as many as possible without watching the clip Which team wrote more names would be the winner − Play the clip − Call on students to write down the names of the footballers − Comment ... of language games in warm- up activities in listening lessons Students? ?? attitude and preference on playing language games Suggestions of using language games in warm- up activities in listening lessons. .. language games in warm- up activities in listening lessons of grade 10 in Ba Đình high school Providing some suggestions and implications for the improvement of listening teaching in Ba Đình high school. .. in warm- up activities to motivate 10th grade students to listen in listening lessons in Ba Đình high school Aims of the Study The study is aimed at: Investigating the effectiveness of using language