Applying some language games in warm up part to create excitement and enhance learning english for grade 5th pupils

1 Introduction 1.1 Reason to choose the topic: Recently, teaching English has improved in method in the light of the communicative, learner-centered approach which is adaptable to require objectives and help pupils have many opportunities to communicate in English However, at many primary schools, many teachers still apply traditional teaching method: grammar - translation They spend much time explaining grammar rules Pupils receive knowledge passively and have little chance to practice as well as to develop language skills The classtime is often very boring so drawing pupils’ attention is generally failed How to create excitement for pupils during English lessons at the beginning? Through out serveral year - teaching experience, studying materials as well as observing the other teachers' class, I realize that stimulating pupils to learning actively during English lesson majorly bases on designing teachinglearning activities of each teacher in each lesson plan And, warm-up activity the starting point of the lesson plays a very important role although it makes up the shortest time of the classtime However, in fact, many teachers are not aware much about the importance of warm-up activity Thus, some of them have passed this part or they have not known how to make warm-up activities more interesting to attract pupils "A good beginning makes a good ending." The saying is necessary for each lesson plan of English teacher So in this writing, I present the study entitled: "Applying some language games in "warm-up" part to create excitement and enhance learning English for grade pupils" 1.2 Study purpose As an English teacher working in a primary school for ages, I have ever faced with variety of difficulties, especially in attracting children’s attention in grade who have no reason to learn Many of them don’t care what teacher talk and talk What you think in class time when the learners copy mechanically what teacher write on the board into their notebooks? However, every thing is different when pupils are in good mood, they will involve in the lesson better How could I attract pupils’ attention? That’s why I choose this topic In this research, I would like to mention some games and the basic techniques to conduct the games effectively during English lessons 1.3 Study object: Applying some language games in "warm-up" part to create excitement and enhance learning English for grade pupils 1.4 Study measure:  Observation method: investigate materials about methodology of teaching games myself as well as attend my colleagues’ English lessons  Experience method: apply language games in teaching periods in English textbook at school  Investigation method: make questions in order to test and check pupils’ understanding 1.5 New point of the research: - One game may be applicated to many units in textbook - These highly applicable games are especially focused on specific units in English textbook - These games are illustrated with interesting pictures The teams are named familiarly and cutely Content 2.1 The basis of reasoning: Some researchers such as Nguyen and Khuat (2003) have shown that students are bored with learning in traditional methods like rehearsing, writing words on papers or learning passively through teacher’s explanations Nguyen and Khuat (2003) believe that learners prefer to learn the English language in a pleasant atmosphere such as vocabulary games They believe that in an interesting and communicative class learners can learn 80 percent of what they exposed to Hence, apply language games in English class is very significant to create excitement for learners Nguyen and Khuat (2003), using games provides a relaxing and funny environment for learners, therefore, help them to learn better They believe that learners are interested in friendly competition which motivates them to voluntarily involvement in the classroom tasks According to the methodology of teaching English, language game is an active method in which learners are placed in the centre To achieve the goal of games, a player has to communicate with each other In other words, they ought to discuss in their groups quickly in order to find out the final result to defeat other groups It’s necessary for the players to use languages, to express necessary information for completing games In language games, a teacher plays as a guide or an adviser, who elicits pupils’ reaction, helps them understand the problems which need to be discussed or the teacher may explain clearly the role of the players The teacher sometimes supplies the new words, new structures that the players are unfamiliar 2.2 Real situation of teaching and learning English From applying new English teaching methods, "warm-up" has been become main stage in teachers' lesson plans Some teachers have paid attention and prepared carefully warm-up activities However, some others are not aware much about the importance of warm- up activities They still think that these activities are unnecessary Thus, instead of having better preparation for warmup activities, they often check old lesson to get oral marks before teaching new lesson This makes pupils stressful and the class time boring Moreover, for pupils at my primary school, they have approached new teaching methods, but they seem to be embarrassing when they take part in some warm-up activities To know exactly about this problem, I have investigated 69 pupils in classes 5A and 5D by asking them the following questions: Please tick your choice in the square to answer the question: "Do you like warm-up activities in English lessons?" A very like C normal B like D dislike Why (don't) you like warm-up activities in English lesson? After the survey, I get the bellow result: very like like Total 69 pupils No % No 19 28% 25 % normal No 36% 15 Dislike % No % 22% 10 14% The result reveals that most of good pupils are interested in warm-up activities while lower pupils who are shy Students’ different proficiency level in a class causes difficulty for teachers to choose activities which are suitable for whole class Many activities can be applied well in this period but they also are boring in the other ones Lots of warm-up activities make good pupils excited while bad pupils could not participate in Besides, my school is located in half-plain and pure agricultural area so pupils have less chance to communicate in foreign language in daily life They are so shy and timid to speak as well as express their ideas, thoughts in warm-up activities so they seem not to want to take part in From those reasons, the study entitled "Applying some language games in "warm-up" part to create excitement and enhance learning English for grade pupils" has been conducted with the hope to make teachers and pupils more aware of the importance of warm-up activities 2.3 Some "warm-up" activities applied in teaching English Beginning from the actual situation as described in section reason initiatives proposed in my own experience teaching process, I tried to figure out some language games to motivate pupils to attract their attention I am pleased to present some games for instance The God say…., Slap the board, Lucky numbers, Pass the secret, Kim’s game, Mysterious pictures, First riddle, Find the other halves, Win the box, Crossword puzzle These games have been applied in my school in recent years, especially creating excitement and enhancing learning English with the demonstration in some detailed units in textbook as below 2.3.1 Game: “The God says… ” Aim: Revise the words related to the lesson Time: minutes Preparation: name of activities Work arrangement: whole class Procedure: - The teacher instructs pupils to carry out actions by saying If the teacher does not begin with The God says…, the pupils not follow the instruction - Teacher models with the whole class the first time - When the pupil does wrong, he or she will be out of the game by standing near the blackboard - Until the end of the game, anyone who failed will be punished - The punishment is copying the sound of different animals Specific lessons: This game is capable applied to the following lessons: “Unit 12: Don’t ride your bike too fast!”, “Unit 13: What you in your free time?” or “Unit 2: I always get up early How about you?” Unit 2: I always get up early How about you? Lesson 1: part 1, 2, - Teacher says: The God says … Sit down! - Actions can be chosed: “Stand up”, “Do morning exercises”, “Brush your teeth”, “Cook dinner”, “Watch TV”, “Do homework”, “Have breakfast”, “Go cycling”, “Listen to music”, “Go to school”, “Play table tennis”, “Play badminton”, “Go fishing” 2.3.2 Game: “Slap the board” Aim: Revise the words related to the lesson Time: minutes Preparation: words of means of transportation Work arrangement: group work Procedure: - Teacher (T) puts the flashcards of the words on the board - T divides class into two teams Batman and Superman - T invites each team four pupils to go to the blackboard and lines them up (two lines) - T calls out one word and the pupils in each team should slap quickly the corresponding word on the board - The team to slap quicker and more correct words will be the winner - Declare the winner Specific lessons: - This game can be applied to any lessons in English textbook, for instance: Unit 3: Where did you go on holiday? Lesson 2: part 1, 2, undergroun d boat motorbik e plane train coach taxi bus 2.3.3 Game: “Lucky numbers” Aim: Revise the sentence patterns related to the lesson Time: minutes Preparation: numbered questions Work arrangement: group work Procedure: - T puts the pictures of numbers on the board - T divides class into two teams Cat and Dog - Each team chooses a number in turn The team will respond the requirement in each number If responding is correct, they will get one mark If it is wrong, they will spend right to answer to the left team - The team may score one mark without answering if they get a lucky number - T gives feedback for each respond and marks for each team - The team with more marks will be the winner Specific lessons: - This game is capable applied to all the lessons in textbook to make a funny and interesting lesson, for example: Unit 4: Did you go to the party? Lesson 1: 4.5.6 Questions: 1) What did you at the party yesterday? 2) lucky number 3) Did you watch TV last night? 4) Did you eat lot of food at the party? 5) Where did you go on holiday? 6) What did you last summer? 7) Where were you last week? 8) lucky number 2.3.4 Game: “Pass the secret” Aim: stimulate pupils to remember sentences related the topic of the lesson Time: minutes Preparation: sentences related to the lesson Work arrangement: group work Procedure: - T divides class into teams Each team makes a line - A pupil sitting in the first line of each team goes to the board and receives the message from the teacher He or she remembers the sentence After that, he or she returns to the team and whispers the sentence in the next sitting pupil's ear The game continues like that to the pupil standing in the last line - The last pupil in each team goes to board and report the message which the teacher whispered The team having more correct sentences in the shortest time will be the winner - T checks and declares the winner - T leads in to the new lesson Specific lessons: - This game can be applied to all the lessons in textbook, for instance: Unit 5: Where will you be this weekend? Lesson 3: 1.2.3 * Given sentences: 1) I will swim in the sea 2) He will build sandcastles on the beach 3) They will eat seafood in the evening 4) She will explore some caves 5) He will take a boat trip around the islands 6) They will sunbathe in the afternoon 2.3.5 Game: “Kim’s game” Aim: introduce new lesson through out the pictures Time: minutes Preparation: pictures Work arrangement: group work Procedure: - T divides class into teams (books closed) - T hangs on pictures on the board - T lets them look at pictures and asks them to remember quickly all activities in the pictures in 30 seconds Then, T puts the pictures away - Ask students to write down the names of the pictures - The team to show the right answers more quickly will win the game - T shows pictures again to checks their answers - T declares the winner and leads in to the new lesson Specific lessons: - This game can be applied to many lessons in textbook, for instance: Unit 6: How many lessons you have today? Lesson 1: 1, 2, *Cue pictures: 2.3.6 Game: “Mysterious picture” Aim: check old lesson and introduce new lesson Time: minutes Preparation: a picture and pieces of paper Work arrangement: group work Procedure: - T divides class into teams - T hangs on the picture hidden pieces of paper and asks Ss to open each piece in turn by answering the question in it - Each team in turn chooses piece of paper and answer the question to see picture If the answer is correct, they will have mark and if it is wrong, they will lose turn Which team finding out the picture first, the game will stop and they will be winner - T checks, declares the winner and asks Ss guess the topic of the lesson through out picture Specific lessons: - This game can be applied to many lessons in textbook, for instance: Unit 8: What are you reading? Lesson 1: 1.2.3 The topic: the stories Then, T leads in new lesson Questions: How you practise reading? How you practise speaking? How you practise listening? How you practise writing? When you have English? Why you learn English? Mysterious picture: The story of Mai An Tiem 2.3.7 Game: “First riddle” Aim: find key word related to the topic of the lesson Time: minutes Preparation: pictures Work arrangement: group work Procedure: - Teacher (T) divides class into teams Fox and Rabbit - T hangs the prepared pictures on the board and asks pupils to find out the name of animals in the picture and then take the first word of each word to make key word Which teams finding the key word faster will be the winner - Pupils work in groups and find the key word - T declares the winner and leads in to the new lesson - Notes: the key word consists of letters Specific lessons: - This game can be applied to many lessons in textbook, for instance: Unit 9: What did you see at the zoo? Lesson 1: 1, 2, * Key word: ANIMAL * cue pictures: ALLIGATOR MONKEY NIGHTINGAL E ANT IGUANA LION 2.3.8 Game: “Find the other halves” Aim: practice giving and responding to advice on common health problems Time: minutes Preparation: pieces of paper contain half of sentences Work arrangement: group work Procedure: - T divides class into groups of 4-5 students - T hangs on pieces of paper on the board and delivers the other ones to groups - Ss read the sentences in pieces of paper carefully and then couple with pieces of paper on the board to make meaningful sentences in the fastest time - Each group chooses a representative to run quickly to the board to couple pieces of paper Which group complete fastest with more answers will be the winner - T checks answers and leads in to the lesson Specific lessons: - This game can be applied to Unit 11 in textbook: Unit 11: What’s the matter with you? Lesson 2: Key: I have a toothac he You shouldn’t eat a lot of sweets I have a stomac h ache I have a backach e You shouldn ’t carry heavy things You should go to the doctor 2.3.9 Game: “Win the box” Aim: introduce the topic of the lesson through the pictures Time: minutes Preparation: pictures of food or drinks, a box of candies Work arrangement: group work Procedure: - T divides class into teams "Jerry” and "Tom" - T hangs pictures in turn on the board - Two teams raise their hands to have right to guess either "what is this?" or “What are they?” in the picture If guessing is correct, they will one step closer to win the box If it is wrong, they will spend right to answer to the left team The team on the top first will be the winner - T gives feedback for each guessing and moves Tom or Jerry to the next stair - T declares the winner and leads in to the new lesson (The box is for the winner.) Specific lessons: - This game can be applied to many lessons in textbook, for instance: Unit 17: What would you like to eat? Lesson 1: 1.2.3 * cue pictures: a packet of biscuits sausages a glass of orange juice bottles bananas a bar of chocolate rice a cartoon of lemonade 10 Game: “Crossword puzzle” Aim: review the vocabulary related to the topic Time: minutes Preparation: a picture of crossword puzzle Work arrangement: whole class Procedure: - T hangs the picture on the board - T tells the pupils that they are going to play “crossword puzzle game” - Each pupil chooses a number in random from the square, and gives correct answer - T gives feedback for every pupil’s answers Specific lessons: - This game can be applied to all lessons in textbook, for instance: Unit 18: What will the weather be like tomorrow? Lesson 1: (The words are adjectives that are used to describing the weather.) Crossword puzzle 6↓ S 5↓ W 1→ R 2↓ C 3↓ 4→ S 2.3.10 Keys: 11 6↓ S N O W 5↓ W 3↓ 4→ S U N N Y T 1→ 2↓ C L O U N D Y R R A I M N D Y N Y Game: “Noughts and crosses” Aim: review the sentence patterns related to the lesson Time: minutes Preparation: a numbered table Work arrangement: group work Procedure: Game: Noughts and crosses - Draw numbered cells - Divide class into two teams: Nought and Cross team - Ask each team to take turns to choose a number, for each number there is a cue picture for them to ask and answer using the sentence patterns they have learnt in previous lesson If they get it right they have one cross or nought - The winner will be the team who forms three successive noughts or crosses in a straight line - Declare the winner 2.4 Illustrate with a specific lesson Unit 15: What would you like to be in the future? Period 96: Lesson (task 4, 5, 6) Page 31 I Objectives: By the end of the lesson, Ss will be able to:  Ask and answer the questions about future jobs, using “-What would you like to be in the future? –I’d like to be…… ”  Develop listening and writing skills II Teaching method: Communicative method III Teaching aids: - Student’s book, laptop, speaker, pictures IV Language focus: 2.3.11 12 Vocabulary: a pilot, a doctor, an architect, a writer Sentence patterns: — What would you like to be in the future? — I’d like to be a doctor V Time: 40 minutes VI Procedure: Steps and Teacher and student’s activities time * Warm-up: Game: Noughts and crosses minutes - Draw numbered squares Task 4: Listen and tick 10 minutes - Divide class into two teams: Nought and Cross team - Ask each team to take turns to choose a number, for each number there is a cue picture for them to ask and answer using “–What would you like to be in the future? –I’d……… ” If they get it right they have one cross or nought The winner will be the team who forms three successive noughts or crosses in a straight line Lead-in: You have practiced speaking about future jobs In today’s lesson, you are going to listen and write more about the future jobs Pre-listening: - Tell the class that they are going to listen and tick the correct pictures - Have them to look at the pictures and identify jobs - Ask students to guess the answers before listening - Invite some students to give their guessing While-listening: - Play the recording two times for students to the task - Get them to swap and compare their answers before checking as class Post-listening: Language focus Ss will be revised the old sentences and vocabulary Sentence patterns: -What would you like to be in the future? -I’d like to be a doctor Ss will be able to listen and tick the correct pictures Key: 1b 2a 3c 13 - Invite some students to summarize the jobs of the characters - Get the other students to correct mistakes if needed - Give feedback Suggested answers: 1) She’d like to be a writer 2) She’d like to be an architect 3) He’d like to be a pilot Task 5: Look Pre-writing: and write - Tell the class that they are going to 10 minutes look and write sentences about future jobs - Invite class to look at the pictures and tell their future jobs - Ask students to works in pairs to discuss how to write sentences While-writing: - Give time for students to the task individual - Go around and offer help if necessary Post-writing: (Peer correction) - Choose several students to write their answers on the board and invite the others to make correction and comments - Make correction with the class and give feedback and comments Task 6: Let’s - Tell class that they are going to sing the sing song What would you like to be in the 10 minutes future? - Have students read each line of the lyrics and teach the unfamiliar words - Play the recording all the way through for the students listen and follow in their books Play it again and ask students to sing line by line - When the students are familiar with the melody, ask students to sing along with the song - Have students to sing the song and actions - Call some groups to sing the song and actions in front of the class while Ss will be able to look and write sentences about future jobs based on given pictures Key: like to be a teacher like to be a doctor like to be architects Ss will be able to sing the song What would you like to be in the future? 14 *home link others listen - Praise them and give feedback - Remind students to sing the song Sing the song “What would you like to be in the What would you future?” At home like to be in the future? Appendix: Warm-up: (Cue pictures) 2.5 The result of achievement All above things are some warm-up activities which I applied for grade pupils at my school After applying those activities, I see that students' learning English have been improved The table below expresses clearly the change in the students’ behavior in warm-up activities: Total 69 students (5A, 5D ) very like No 25 % 36 like No 29 % 42 normal No 11 % 16 dislike No % In fact, after some lessons with warm-up activities, students seem to be more excitement as well as indulging in learning English Lots of shy students are more confident They begin speaking English together in the class time Almost students are interested in warm-up activities This makes them more active and more enthusiasm to take part in learning activities Thus, their learning result has been clearly increased in comparison with the beginning semester Learning result before applying project School year: 2017-2018 15 The number of pupils 69 students (5A, 5D) good average below average No % No No No % 17 24 48 70 Learning result after applying project School year: 2017-2018 The number of pupils good average below average 69 students (5A, 5D) No 35 % 51 No 34 % 49 No % With the results obtained from the second survey to pupils in grade in this school year, I really feel very good because the percentage of weak pupils was no longer available, the number of average pupils reduced and the rate of good pupils increased This shows that they have no difficulty in using the English language any more but are actively involved in English lessons, especially when participating in games or singing songs in English they find interesting CONCLUSION AND SUGGESTION 3.1 Conclusion Renew English teaching method for textbook asks renew warm-up activities The aim of the change is leading pupils to learning more actively Creating excitement and enhancing learning for pupils through warm-up activities makes them more positive as well as more creative in the main activities of the lesson This contributes remarkable to the success of the lesson for teachers and increases learning result for pupils This project helps English teachers not only at high school but also at any other school level are aware more about the important role of warm-up activities in teaching English From that, they are also more responsible for each lesson plan to have successful lessons 3.2 Suggestion It can be said that teaching English by new methods at primary school especially at schools which is located in pure agricultural area is very difficult However, teacher can apply new methods effectively if they really have love with teaching career and always study suitable teaching methods for each student, gradually solve difficulties of this subject Through this writing, I want to share my little experience about using some new warm-up activities to stimulate pupils to learn English with the other teachers I really hope that it is a useful reference to help teacher have the most effective lessons I sincerely thank you! 16 Certified by the headmaster Tho xuan, May 22nd, 2018 I assure initiative, it is my experience and not copy other people’s content Lê Thị Thúy 17 REFERENCE Harmer, J (1991), How to teach English, London - Long man Press Nguyen and Khuat, Learning Vocabulary through Games Asian EFL Journal December 2003 http://asian-efl-journal.com/dec_03_vn.pdf Sách tiếng anh (sách giáo viên), Hoàng Văn Vân NXB giáo dục Việt Nam Teach English by Adrian Doff Teach young learners English, NXB giáo dục Việt Nam 18 TABLE OF CONTENTS Page Introduction 1.1 Reason to choose the topic: 1.2 Study purpose 1.3 Study object: 1.4 Study measure: 1.5 New point of the research: Content 2.1 The basis of reasoning: 2.2 Real situation of teaching and learning English .2 2.3 Some "warm-up" activities applied in teaching English .3 2.3.1 Game: “The God says… ” .3 2.3.2 Game: “Slap the board” 2.3.3 Game: “Lucky numbers” 2.3.4 Game: “Pass the secret” 2.3.5 Game: “Kim’s game” .6 2.3.6 Game: “Mysterious picture” .7 2.3.7 Game: “First riddle” 2.3.8 Game: “Find the other halves” 2.3.9 Game: “Win the box” .10 2.3.10 Game: “Crossword puzzle” 11 2.3.11 Game: “Noughts and crosses” 12 2.4 Illustrate with a specific lesson .12 2.5 The result of achievement .15 CONCLUSION AND SUGGESTION .16 3.1 Conclusion 16 3.2 Suggestion .16 19 ... entitled "Applying some language games in "warm- up" part to create excitement and enhance learning English for grade pupils" has been conducted with the hope to make teachers and pupils more... textbook asks renew warm- up activities The aim of the change is leading pupils to learning more actively Creating excitement and enhancing learning for pupils through warm- up activities makes... actively involved in English lessons, especially when participating in games or singing songs in English they find interesting CONCLUSION AND SUGGESTION 3.1 Conclusion Renew English teaching method for