Some experiences in teaching warm up for nine graders

TABLE OF CONTENT Introduction 1.1 Reason for choosing topic 1.2 Aims of study 1.3 Object of the study 1.4 Methods of the Study 1.5 The new points of the study Content of the study 2.1 Rationale 2.2 Problem Statement 2.3 Solutions 2.3.1 Techniques of “Warm up” 2.3.1.1 Guessing topic 2.3.1.2 Finding information 2.3.1.3 Remind knowledge 2.3.2 Process of the study 2.3.3 Effectiveness of the study Conclusions REFERENCE BOOKS Page 2 2 3 3 4 4 15 16 17 1 INTRODUCTION 1.1 Reason for choosing topic Nowadays, English is spoken all over the world It seems to be the main and the official language in many countries Learning English is essential for students to improve their knowledge in the world Studying environment plays an important part in teaching and learning English As we know, English is very difficult for students to study; therefore they can not grasp the content of the lessons Students don’t want to join in the activities in the class Because of that, I think it is necessary to stimulate students to learn, to make them feel excited before learning a lesson Using "Warm up" in each lesson is essential to study English It is an effective way to help the students begin to think in English and to review previously introduced material Different types of warm ups help provide variety and interest in the lesson A warm up to prepare students for a period of concentration may involve physical movement with activities that keep them active by standing up, walking, jumping, matching pictures with sentences or vocabulary, drawing or writing personal experiences or stories, and singing or listening to familiar songs and chants These are, among others, enjoyable and motivating warms ups [1] Recognizing the need of using techniques to initiate lessons, so early in the school year 2017-2018, when assigned to teach English I chose to research and apply the subject “Some experiences in teaching WARM UP for nine graders " to improve the quality of teaching and learning to meet the goal of teaching method innovation 1.2 Aims of study The study is carried out with the aims: - To stabilize the class, allowing students time to adapt to new lessons - To create a favorable environment for new lessons - To make students exciting about the new lesson - To help students connect what they have learned with new lessons - To create situation and context for the introduction of the new lesson - To create a need for communication - To create a purpose for the next communication 1.3 Object of the study In this article I want to share the experiences I had when I applied warming up activities to nine graders at Quang Binh secondary school The main objective was to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to observe how possible it was to engage them in the steps that followed I sought to explore students' involvement in the English class while I tried to motivate them through appropriate warm ups 1.4 Methods of the Study - Summarize the experiences - Observation method - Communication method - Document study method - Investigation method - Researching students' activities method [6] 1.5 The new points of the study The first part of the presentation often involves pre-teaching to encourage the flow of information In this initial stage, we conduct activities to present the new language by providing a context for each situation Some assessment activities like games, tasks or projects let students carry out the activity while the teacher is circulating in the classroom monitoring their use of the language, to examine students' progress and achievement Also, a written assessment and a self evaluation section could be included Content of the study 2.1 Rationale Many students complain that they feel bored doing same thing again and again from the beginning to end of a class As they not feel interested in class, they cannot progress much in learning a language Unfortunately, many teachers not pay attention whether or not students feel interested and motivated to work with the activities they provide in classes It is needed to find out how to keep students’ interest in learning Using warm up activities can be one way to bring variation in class activity and to make the students curious, focus their attention, provide them purpose and motivation The importance of having warming up activities was mentioned at the beginning of this paper, but a question remains: What is a warming up activity? Some educators have considered that warm up activities are designed to attract students' attention, to help them put aside distracting thoughts, and to get them ready to focus individually and as groups on whatever activities that follow They will cause people to stop whatever they are doing or thinking and refocus their attention We could say a warming up activity is a motivating starting point that will lead students to become animated to work efficiently in the language class For the purpose of our study, it was the activity used to encourage students' involvement and permeate the development of the whole lesson, so we avoided looking at them as isolated activities These kinds of activities might also be called zealous, enthusiastic or suggestive activities 2.2 Problem Statement At the beginning of the school year, through quality surveys I found that only a small number of students can speak English Through surveys, they all think that this subject is difficult, it is easy to forget because they don’t communicate with friends daily For 9th grade students, the amount of knowledge in many lessons is great In the class, students often receive knowledge passive They not understand the purpose of communication, resulting in poor learning quality Apart from this problem, there is also a problem that many pupils in rural areas, their learning conditions have not been sufficient, but the requirements for study in this subject also need The support of materials such as dictionaries, reference books, video tapes and internet is not enough From this fact, to encourage and motivate the desire of all students, I think every teacher should study, apply the techniques of "Warm up" to the lessons The following is the result of testing students in grade at the midterm of the first semester Class 9A 9B Number of students 42 42 Excellent Good Average No of students % No of students % No of students % 0 0 16 20 38 47 Below average and weak No of % students 23 20 55 47 2.3 Solutions 2.3.1 Techniques of “Warm up” 2.3.1.1 GUESSING TOPIC This is an activity that helps students predict the topic of the lesson; the teacher may use a variety of techniques below: - Hangman - Jumbled words - Guessing topic - Guessing picture - Guessing words - Shark attack 2.3.1.2 FINDING INFORMATION These types of activities are designed to help students stabilize their class, focus attention and excitement, but still have the information they need to get to the next lesson - Brainstorm - Networks - Lucky number - Chatting - Kim’s game 2.3.1.3 REMIND KNOWLEDGE These activities aim to create a conductive environment for students to recall their old knowledge and get lead to the new lesson - Bingo - Noughts and crosses - Matching - Crossword puzzle - What and where - Slap the board - Chain game… [6] 2.3.2 Process of the study APPICATION 1: UNIT - LESSON 1: Getting started + Listen and read (P13 English 9) Pictures : [2] This is the beginning lesson of the unit, consists of Getting started and Listen and read The teacher needs to simplify some difficulties, help students to catch up quickly and actively requirements a Matching: The teacher uses the pictures provided in the students’ books to describe the traditional dresses Therefore, matching is used to help students to remember the meaning of the words Teacher’s and students’ activities Content Matching : Students look at the Warm up : (Getting started) pictures and match them with the Matching: suitable traditional costumes Pictures Traditional costumes Students work in groups and then A Aodai give their keys B Kimono T corrects students’ working and C Kilt then asks students about the D Veil pictures E Sari - Where does she/he come from? F Cowboy - Why you know where she/he A.2, B.1, E.3, D.5, E.6, F.4 comes from? Practice asking and answering Students practice asking and about the pictures: answering about the pictures The answer: with their friends She comes from Japan She is wearing a Teacher corrects students’ ideas Kimono She comes from Viet Nam She is wearing Ao dai He comes from Scotland He is wearing a kilt She comes from India She is wearing a sari He comes from the USA He is wearing the Cowboy She comes from (Saudi) Arabia She is wearing a Veil [4] b Chatting: *Teacher’s and students’ activities *Content CHATTING: Warm up : (Getting started) Teacher chats to students: Chatting: - How many people are there in the - There are six people pictures? - Do you know where they are come - Yes, I Because of their from? why? costumes - Look at picture a) What is she a She comes from Japan She is wearing? Where does she come? wearing a Kimono - Look at picture b) What is she b She comes from Viet Nam She is wearing? Where does she come? wearing Ao dai - Look at picture c) What is he c He comes from Scotland He is wearing? Where does he come? wearing a kilt - … d She comes from India She is wearing a sari e He comes from the USA He is wearing the Cowboy f She comes from (Saudi) Arabia She is wearing a Veil [3] c Guessing game : * Teacher’ and students’ activities *Content Teacher hides the picture of a Warm up : Vietnamese woman and asks *Guessing picture: students to guess how many people a A woman comes from Japan She there are in the picture, what she is is wearing a Kimono wearing and where she is from Students guess the picture by asking some Yes-No questions T answers yes or no, then students describe the pictures teacher hides Ex: Are there three person in the picture ? Is there only one person in the picture? Is she standing or sitting? Is she wearing Ao dai? => She comes from Vietnam b A woman comes from Viet Nam She is wearing Ao dai c A man comes from Scotland He is wearing a kilt d A woman comes from India She is wearing a sari e A man comes from the USA He is wearing the Cowboy f A woman comes from (Saudi) Arabia She is wearing a Veil [4] APPLICATION : UNIT –LESSON : SPEAK Page-14/ 15 [2] This lesson aims to develop speaking skill, so the teacher should use the techniques improve vocabulary and structures Pictures: [2] a Kim’s game : This technique aims to revise vocabulary related to casual clothes and clothes on special occasion *Teacher’s and students’ activities * Content Teacher gives the pictures about the Warm up : clothes and has students look at it in 20 Kim’s game: seconds and then takes it away The clothes: shirt, skirt, short, Teacher divides the class into two T-shirt, suit, jeans, blouse, teams and asks them to go to the board to write as many things as they remember from the pictures Teacher shows the picture again and corrects students’ work The team which writes more words will win the game After this activity, teacher can lead in the new lesson by asking some questions: - Can you tell me name of clothes you have? - What you usually wear on the weekend? - What is your favorite type of clothing? b.Crossword/ wordsquare : This activity helps students revise vocabulary of clothes to talk about the clothes they like *Teacher’s and students’ activities * Content Warm up : Crossword Teacher gives a “crossword” and S H I R T P asks students to find the names of A U U O T A clothes from it S K I R T N Students work in two teams and B H M T B T then they go to the board to write the L C O L R S correct words out O S A R I S Teacher corrects students’ working U K V P T O and chooses the winner S K I L T S E J E A N S  Key: SHIRT, SKIRT, SARI, SKILT, JEANS SUIT, SHORT BLOUSE, PANTS [3] c.Noughts and crosses : * Teacher’s and students’ activities Students play “noughts and crosses” by making sentences to talk about wearing suitable clothing given in the box Teacher divides the class into two teams Each team chooses one student to go to the board The student of the first team writes the nought in the box after their fellow has spoken a sentence with the word given The student of the second team * Content Warm up : Noughts and crosses : shirt x Jeans o Skirt Blouse Pants x Suit o Shorts Sari Skilt x Ex:-Team 1: + S1: I like wearing shirt to school (x) + S2: I usually wear pants on the weekend ( x ) -Team 2: + S1: Jeans are my favorite type of clothing ( o ) writes the cross in the box after their fellow has spoken a sentence with the word in the box The winner is the team which has three noughts or crosses continuously +……………[3] APPLICATION : UNIT – LESSON 3: LISTEN Page- 16 [2] The aim of this lesson is develop listening skill Students will be able to listen for realistic information about some event Therefore, teacher should use the techniques to revise vocabulary and pronunciation Pictures: [2] a Slap the board: *Teacher’s and students activities *Content Teacher shows pictures about some Warm up: clothes and shoes on the board and Slap the boad: calls students go to stand at the  Picture: short, pants, skirt, long first table sleeved white blouse, short sleeved Teacher reads one word, students pink blouse, blue shoes, red boot, run to the board and slap the picture brown shoes, short sleeved white of that words blouse [2] The winner is the student who slaps the board first Then teacher calls other pair They also listen to teacher and slap the board at the picture of the correct word b Bingo: * Teacher’s and students’ activities - Before playing game, Teacher’s asks students to give the name of some clothes and then teacher asks students to choose words to write into their boxes - Teacher reads the words , students listen and mark in their box - When teacher reads words continuously in one student’s box , he/she’ll say “bingo” Teacher’s should give a present to the winner *Content Warm up : Bingo: Words given: shorts, pants, skirt, long sleeved white blouse, short sleeved pink blouse, blue shoes, red boot, brown shoes, jeans, plain suit, striped shirt, sweater, baggy pants, trousers, Tshirt, short sleeved white blouse [3] shorts jeans sweater blue shoes plain suit brown shoes T-shirt pants skirt c Matching: *Teacher’s and students’ activities *Content - Teacher shows the pictures about Warm up clothes on the board and write Matching their names in some cards and put Pictures Clothes on the table a shorts - Teacher divides the class into 2 b long sleeved white blouse teams Teacher reads a word, one c skirt student from each team run to the d pants table and choose the correct name e brown shoes for each picture f short sleeved pink blouse - They match the names with the g blue shoes correct pictures The winner is the h red boot team which matches more words i short sleeved white blouse with suitable pictures 1-d; 2-a; 3-c; 4-b; 5-f; 6-i; 7-g; 8-h; 9-e [4] 10 APPLICATION 4: UNIT - LESSON 3: READ Page 68, 69 a Networks: *Teacher’s and students’ activities *Content Teacher divides the class into Warm up teams Each team go to the board to Networds: write the names of celebrations in Tet one minute and thirty seconds Easter Teacher’s day The winner is the team which Celebratio writes more celebrations Father’s dayns ……… After this activity teacher asks students some questions to lead in the new lesson - Which celebration you love best? - Do you love your father? - Have you ever expressed your feelings to your father? Today we’ll read some feelings to father b Kim’s game: Picture: [7] *Teacher’s and students’ activities Students look at the pictures in 20 seconds and remember them - T hides the pictures, students go to the board to write the celebrations they saw from the pictures in two teams - The team which remembers and writes more celebrations will win the game *Content Warm up Kim’s game: Celebrations: Woman’s Day, Tet, May Day, Mid fall festival, Christmas, Wedding, Teacher’s Day, Father’s Day 11 After this activity teacher asks students some questions to lead in the new lesson - Which celebration you love best? - Do you love your father? - Have you ever expressed your feelings to your father? Today we’ll read some feelings to father c.Jumbled words *Teacher’s and students’ activities * Content Teacher gives some jumbled Warm up: words and gives a clue : they are the Jumbled words: names of some celebrations (or gives yam yad -> May Day pictures about celebrations) dim lalf stivefal -> Mid fall Teacher divides the class into festival two teams After repairing in stichrams -> Christmas minutes, teacher calls each team to dewdignd -> Wedding go to the board to give the correct chertea’s dya -> Teacher’s Day words therfa’s yad -> Father’s Day [3] The team which completes the work more quickly and write more correct words will win the game After this activity teacher asks students some questions to lead in the new lesson: - Which celebration you love best? - Do you love your father? - Have you ever expressed your feelings to your father? => Today we’ll read some feelings to father APPLICATION 5: UNIT – LESSON 4: WRITE Page- 70 [2] In the writing lesson, the teacher needs to use the techniques providing students structures related to the topic Pictures: I love my parents very much [7] 12 a Chain game: *Teacher’s and students’ activities Teacher uses a picture of a family and guides students to express their feelings to their parents by playing “chain game” - T divides into groups of five The students in each group must give a sentence to express their feeling to their parents and repeat their friends’ sentences - S1 speaks a sentence S2 repeats S1’s sentence and speak another sentence S3 repeats S1 and S2’s sentences and speak another sentence… S5 repeat four sentences of their fellows and speak another sentence - The group which gives more good ideas and speaks fluently will have a gift b Brainstorm: *Teacher’s and students’ activities - Teacher divides the class into teams and helps them play “brainstorm” about what they should on the Mother’s Day or Father’s Day? - Students from each team go to the board to write their ideas in one minutes and thirty seconds - The team which gives more good ideas will win the game * content Warm up : Chain game: o Group 1: (5 students) S1: I love my parents very much S2: I love my parents very much and I will give a gift to my parents S3: I love my parents very much, I will give a gift to my parents and I will help my parents to housework S4: I love my parents very much, I will give a gift to my parents and I will help my parents to housework and I will study well S5: ………… [3] *Content Warm up: Brainstorm: What should you on the Mother’s Day or Father’s Day? - Do the housework - Give a gift to my father/ mother - Go on a picnic with my father/ mother - Have a party at home - Give some flower to my father/ mother - Give a postcard to my father/ mother - ……[4] 13 APPLICATION UNIT 3: LESSON – LANGUAGE FOCUS Pages- 28/ 29/ 30/ 31 The lesson Language focus has many different activities, therefore, the teacher need to use many warm up techniques a Guessing picture: Pictures: [2] * Teacher’s and students’ activities Teacher has students look at the pictures and tells them to remember the actions in the pictures Ex: P1: A student with his bad exam P2: A girl is thinking about his parents P3: Three students are in the rain P4: ………… Teacher hides the pictures and asks students to guess one or two pictures which is chosen by teacher Students ask some Yes/ No questions to get information and then they tell what the picture is *Content Warm up : Guessing picture: Picture 1: Students:- Are there five people in the picture? T: No Students: Is there only one person in the picture? T: Yes Students: Is he thinking about his exam? T: Yes Students: Oh I see Picture is about a student with his bad exam 14 b.Lucky number: This technique is often used in answering question activities; however, teacher can use in many different activities like: describing pictures, complete sentences * Teacher’s and students’ activities *Content Warm up : Students play “Lucky number” in Lucky number : Describe pictures two teams Picture 1: A student with his bad Students from each team choose exam one number Teacher gives picture of Picture 2: A girl is thinking about that number and the student describe his parents it Lucky number Students have 10 marks for each Picture 3: Three students are in the suitable description If they choose rain the Lucky Number (LK), they will Picture 4: A boy is thinking about have 10 marks for their team without flying giving the description Picture 5: Five students are The team which has more marks will talking about Hue festival win the game Lucky number Picture 6: A boy is thinking about new bicycle [3] EX: Student chooses number 1Teacher gives picture and Students describes it: A student with his bad exam => Student gets mark 10 for his/her team 2.3.3 Effectiveness of the study After a year of applying the theme, the students of Quang Binh secondary school are more active in the They are eager to participate in the team games and group activities Student can speak English with friends and teacher confidently The result show that their English has been improved a lot Class 9A 9B Number of students 42 42 Excellent Good Average No of students % No of students % No of students % 15 13 35 30 22 22 53 53 Below average and weak No of % students 15 Conclusions Warm up is a very important step to make students interested in learning and ready for the new lesson Warm Up gets students to begin thinking and focusing on English It may have been a few days, a week, or even longer since they last used English A little time here will improve receptivity later Warm up activities are a great way to start any English class It is a winwin for both teachers and students Teachers can tune themselves in for the upcoming class and buy themselves some time Students, especially younger ones, can have fun, get to know each other, and learn something new at the same time Just like athletes need to warm up their muscles before their activities, students need to “warm up” their brains The warm up activities should take about minutes These activities can range from controlled to less-controlled and free expressions The activities must provide opportunities to work on a particular skill or to work integrated skill exercises Application: The application provides students with hands-on opportunities to use what they have learned This part of the lesson can also be considered part of the practice -particularly less controlled and free practice XÁC NHẬN CỦA HỘI ĐỒNG KHOA HỌC Quảng Xương, ngày 22 tháng năm 2018 Người viết Nguyễn Thanh Bình 16 REFERENCE BOOKS [1] Một số vấn đề đổi phương pháp dạy học trường THCS – Bộ giáo dục đào tạo (2004) [2] Sách giáo khoa – Tiếng Anh – NXB giáo dục [3] Sách thiết kế giảng –Tiếng Anh – NXB Đại Học Sư Phạm [4] Sách giáo viên - tiếng Anh - NXB giáo dục [5] Chuẩn kiến thức kỹ [6] Tài liệu bồi dưỡng thường xuyên cho giáo viên THCS – Môn tiếng Anh – NXB Giáo dục [7] Tham khảo số tài liệu mạng internet - Nguồn: http://google.com.vn 17 ... research and apply the subject Some experiences in teaching WARM UP for nine graders " to improve the quality of teaching and learning to meet the goal of teaching method innovation 1.2 Aims of study... complain that they feel bored doing same thing again and again from the beginning to end of a class As they not feel interested in class, they cannot progress much in learning a language Unfortunately,... students 15 Conclusions Warm up is a very important step to make students interested in learning and ready for the new lesson Warm Up gets students to begin thinking and focusing on English It may