(SKKN 2022) CREATING THE INTEREST IN LEARNING ENGLISH FOR STUDENTS 11 THROUGH WARM UP ACTIVITIES AT YEN DINH 2 HIGH SCHOOL

SỞ GIÁO DỤC VÀ ĐÀO ĐẠO THANH HÓATRƯỜNG THPT YÊN ĐỊNH 2 SÁNG KIẾN KINH NGHIỆM CREATING THE INTEREST IN LEARNING ENGLISH FOR STUDENTS 11 THROUGH WARM-UP ACTIVITIES AT YEN DINH 2 HIGH SCHOO

SỞ GIÁO DỤC VÀ ĐÀO ĐẠO THANH HÓA

TRƯỜNG THPT YÊN ĐỊNH 2

SÁNG KIẾN KINH NGHIỆM

CREATING THE INTEREST IN LEARNING

ENGLISH FOR STUDENTS 11 THROUGH WARM-UP ACTIVITIES AT YEN DINH 2 HIGH SCHOOL

Người thực hiện: Dương Thị Linh Chức vụ: Giáo viên

SKKN thuộc lĩnh vực: Tiếng Anh

THANH HOÁ NĂM 2022

TABLE OF CONTENTS

1 INTRODUCTION 1

1.1 Rationale 1

1.2 Objectives of the study 1

1.3 Scope of the study 2

1.4 Methodology of the study 2

2 DEVELOPMENT 3

2.1 Practical basis 3

2.2 Research content 4

2.2.1 Use videos and songs 4

2.2.2 Hot chair game 6

2.2.3 Guess the word game using pictures or flashcards 8

2.2.4 Solve crosswords 9

2.2.5 Use mindmap 12

2.2.6 Word of mouth 13

2.3 Research results 14

3 CONCLUSION 15

3.1 Limitations of the study 15

3.2 Suggestions for further research 15

REFERENCES 17

APPENDIX 19

up before each lesson under the motto "Playing in learning", which will make agood impression, attracting students in the process of absorbing new knowledge.

A class will not be successful if students are not interested at the beginning

of a topic Therefore, teachers need to try to start a lesson with engaging activities

to help students perceive and create background knowledge for learners When wecreate warm-up forms, it will help students promote positivity, be more self-aware

in learning in accordance with the spirit of teaching according to new methods, that

is, students play an active role, inquiring, thinking, creating, teachers suggest andstimulate students' initiative and creativity Consequently, creating and buildinggames to direct students to the content of the lesson topic is an art of the teacher.Although this is an optional part of the classroom teaching process, it plays anactive part in teaching in a new way Depending on the characteristics of each skillsuch as listening - speaking - reading - writing, we will have different the warm-upgames to engage students in the process of acquiring knowledge

Using the different warm-up activities can be a way to make a difference inclass performance and keep students curious, focus more attention on the lesson,providing learners with goals and motivation For this reason, I decided to choosethe topic of "Creating the interest in learning English for grade 11 students throughwarm-up activities at Yen Dinh 2 High School" Hopefully, this research can bringsome benefits to English learners as well as English teachers across our country

1.2 Objectives of the study

This major objective of the study is an attempt to identify problems faced by the11th-grade students at Yen Dinh 2 High School This research would concentrate

on these matters below:

The way students self-study on their own

1

The most common problems they encounter

The strategies which help them to get over and succeed in listening

1.3 Scope of the study

This study carried out among the 11C7 and 11C8 Students at Yen Dinh 2during the school year 2021-2022

1.4 Methodology of the study

By definition, the warm-up phase is a preliminary first phase that helpsstudents feel comfortable and sets a positive mood for learning According to

Robertson (2000): "Warm-up is a short activity for the beginning of a lesson", heasserts that warm-up are the different types of activities that help students begin toform thoughts during the lesson, review the material presented first and becomemore interested in the lesson So a warm up activity is used to start a class withsome interesting task to help students get comfortable in the classroom formationand help students start thinking about the lesson topic

In addition, Hoang (2000) identified the main characteristics of a warm-upactivity Warm-up can be used to allow students to review language learned in theprevious lesson The warm-up activity must be related to the lesson topic Thus, it

is an extremely practical to set up general warm-up forms before each lesson tohelp students want to learn and reduce the students' anxiety and boredom beforeeach lesson

Smith (2008) shows some principles for designing a warm-up activity Healso suggested that a warm-up activity should take place at the beginning of theclass It will help the teacher to capture the attention of the students Warm-upshould be interesting so that students are motivated from the start

The warm-up activity should be related to the lesson topic so that insubsequent stages, students can more easily participate in different activities.Below is the rule diagram of the warm up operation

2 DEVELOPMENT

2.1 Practical basis

In terms of teachers, currently, in the perception of teaching methods, manyteachers still think that it's not necessary to have warm-up activities before eachlesson As a result, many teachers only focus on going straight to the lesson's core,making students not really understand and grasp the background knowledge forthat lesson topic From limited awareness and methods, teachers do not innovateand learn about interesting warm-up tips or activities for students, create themotivation to love the subject more

In terms of facilities, teaching materials for students have not been fullyinvested such as dictionaries, books, tapes, cassette players, projector lamps, etc.And most of them don't have contact with native speakers, so it also causes somelimitations in their response to English, they can't listen and understandcommunication well

On the part of students, students are not passionate about the subject, manystudents often show fatigue and are not enthusiastic about participating in activities

in the class Students' background knowledge on some topics in the English

textbook curriculum in general and grade 11, in particular, is still very weak.Through the survey at the beginning of the year of two classes 11C7 and 11C8 ofYen Dinh 2 High School, the percentage of students who do well in English is nothigh, specifically as follows:

 Use videos and songs

 Hot chair game

 Guess the word game using pictures or flashcards

 Solve crosswords

 Use mind map

 Word of mouth

2.2.1 Use videos and songs

Short videos will increase student engagement, which will help promote thebackground knowledge of the lesson topic If students are interested in learningmaterials, they will process information and remember better Videos offerflexibility as they can pause, rewind or skip specific passages for discussion or

detailed review This is a great way to familiarize students with the topic Teacherscan use the resources of youtube or some other website

For example, in Unit 4: “Volunteer work”, the teacher shows a video and then

asks some questions as follows:

- What are the people doing?

- How meaningful is volunteer work?

- How often do you involve in volunteer work?

After the discussion, the students gained more vocabulary and understandingand some daily volunteer work At this point, the teacher will lead the students tothe lesson's topic

Similar to the topic of Unit 11: "Sources of energy", teachers can also let

students listen to songs about energy sources for 2-3 minutes Then divide the classinto 2 main groups, they will discuss and memorize the energy sources mentioned

in the song and run up to the board to record their answers The group with themost correct and fastest answers will be the winner

(https://www.youtube.com/watch?v=ClrFW2Y2Bv8)

( https://youtu.be/UZol5vMDhe4 )

2.2.2 Hot chair game

This game is fun and easy to organize with different lesson themes Theorganizational process is as follows:

- Divide students into two or more teams or groups Students name their groups

- Get two or three chairs with your back to the table Each team appoints a member

to sit on the hot seat, with his back to the board Then the teacher writes a word orphrase on the board

For example, in Unit 12: “The Asian Games”, volleyball, soccer, basketball,

cycling, football, aquatic sports, athletics, and weightlifting, …

- The students were then given 30 seconds to try to explain the word on the board

to their group members Students must not use words on the board to explain butmust explain with definitions or body language The group with the most correctanswers will be the winner

2.2.3 Guess the word game using pictures or flashcards

In the process of language teaching and learning, the role of using pictureshas become the best choice in teaching English, especially in warm-up activities.Pictures are very important to help students learn and memorize English.

It is said that vision has 22 important functions as an aid to simplify learningbecause it captures students' attention, and helps stimulate them to focus more onthe topic A picture is worth a thousand words That shows the importance andeffectiveness of the pictures in conveying the message So, as classroom teachers,

we should make full use of that strength, because pictures will make your lecturesmore vivid, and help students participate in the lesson more enthusiastically andinterestingly

For example, in Unit 16: “The wonders of the world”, the teacher gives some

pictures and asks students to answer the following questions:

- Where is it?

- What do you know about it?

2.2.4 Solve crosswords

Crossword puzzles mainly focus on vocabulary and spelling Crosswords canimprove students' vocabulary by filling in the words in the hints and reading thecrossword puzzle's clues Sometimes the teacher gives clues in terms of definitions

or pictures about the crossword puzzle, so students listen and write downsuggestions This activity can help students both review old words and start a newlesson in a very interesting way

- The teacher should divide the class into small groups for students to warm up for5-7 minutes

- The group with the most correct answers will be the winner

For example, in Unit 13: “Hobbies”

The teacher gives handouts on crosswords with some vocabulary related to thetopic, students work in groups and give the fastest answers

2.2.5 Use mind map

Teachers can use mind maps to make English lessons more interesting andeffective The method is quite simple, including the following basic steps:

- Putting a topic at the center, teachers should make the lesson's title moreprominent by writing in the largest letters or using impressive colors

- Draw subtopic branches within the larger topic: capitalize, bold to distinguishfrom the larger topic

- Splitting smaller branches from subtopics: lowercase, small size

With this way of learning, students not only increase their ability to memorize andexpand words related to the topic, but also expand their background knowledge inthe fastest and easiest way to remember In addition, learning vocabulary is alsofast, the expansion progress is also good The relationships are established to helpstudents think more logically, so that it is more convenient to review old lessons Inparticular, it also helps to reduce stress in studying Simplify vocabularyknowledge

Example: Image of mind map in topic Unit 11: “Source of energy”

2.2.6 Word of mouth

This game can be suitable for a large classroom environment Teachers canorganize this game as a warm-up activity for children, especially effective to checkold lessons, help students remember the word, write the correct spelling and alsothe correct pronunciation of the word The organization works as follows:

- Class is divided into groups to suit the class size

- The teacher will whisper to the first student a certain number of words or a certainsentence, that student will have to whisper the above content back to the nextfriend

- The student who stand at the end of the line and have the task of reading aloud orwriting down what she/he hear If he/she are correct, he/she will get points Theteam that pronounces correctly or writes the most words and phrases correctlywins

For example, in Unit 12: “The Asian Games” I also follow the steps above in the

lesson to reinforce vocabulary for students

2.3 Research results

I have applied these measures in the 2021-2022 school year and the resultsobtained in 2 grades: 11C7 and 11C8 show that the student's learning quality hasincreased markedly The percentage of students is quite higher, the average studentrate is limited I will continue to apply and consult with colleagues to make thisinitiative more effective and complete.

The forms above are some starter games that I myself have used over theyears, but I think teachers should change the warm-up activities in different lessons

so that the classroom atmosphere is always lively, avoiding the monotonous andboring path for students At this stage, the teacher only plays a guiding role anddoes not give the right answer, but only to stimulate students to actively participate,and students will discover the right idea or create a natural need to help studentswant to learn more about the lesson content in the exercises at a later stage

When applying the form of warm-up games, how to cause excitement andexcitement for students in each lesson, how to suit the characteristics of students atdifferent levels After a year of teaching in this form, I noticed that my studentsimproved their learning quality, and at the same time they also gradually filled intheir lack of confidence and knowledge deficits, thereby further developing theirstudy skills, improving their ability to think creatively throughout the learningprocess at school

Results of the second semester examination of students in grades 11C7 and 11C8:

3.1 Limitations of the study

In conclusion, using a warm-up is an effective way to start a class with anenjoyable activity, helping students set a positive mood for learning and activelyparticipate in the class Research results have shown that warm-up activities inforeign language classes can be used for many purposes One of the reasons forusing warm up is to establish a good relationship between student and teacher andestablish a positive learning environment for students so that they are comfortable

in the classroom The warm-up can then be used to motivate students so that theybecome interested in learning Furthermore, teachers can use the warm-up feature

to grab students' attention at the start of the class Alternatively, using a warm-upcan also be a good exercise for students to recall their background knowledge Atthe same time, teachers can discuss lesson goals in the warm-up so that studentshave clear goals for higher learning efforts

3.2 Suggestions for further research

To continuously improve the quality of students' learning, teachers mustprepare well for lessons, explore and be creative while preparing lesson plans,avoid one-way knowledge transmission, heavily on theory, and less encourage thecreative thinking of students The teacher's main role is to control and guidestudents' inactive and active learning activities in class This is even more evident

in the teaching and learning of English because the most basic point of view of thenew method is how to promote positivity, and learners' initiative and create optimalconditions for learners to practice and develop their ability to use language forcommunication purposes

However, when designing the warm up sessions, teachers should pay attention tothe following points:

 The design is concise, attractive, and takes less time

 Use warm-up forms for the right purpose, logic, and situation of the lesson

 Suitable for all ages, subjects, and levels of students

 One form of warm-up can be applied to multiple units

Schools and senior leaders need:

 Deploy more seminars to create conditions for teachers to have the opportunity

to exchange and learn from experiences through seminars

 As a foreign language environment, skills must be practiced according to thecharacteristics of teaching methods, so it's necessary to have a departmentroom to avoid making noise in the neighboring classrooms as well as not beingaffected by noise from outside (can be combined with other departments)

 Introduce relevant documents for teachers to refer to, learn and apply

DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH

NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO CẤP TỈNH

XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Dương Thị Linh

Chức vụ và đơn vị công tác: Giáo viên – Trường THPT Yên Định 2

Cấp đánh giá xếp

loại

Kết quả đánh giá xếp loại

Năm học đánh giá xếp loại

1. How to teach a reading

lesson effectively grade 11

at Yen Dinh 2 high school

QĐ số :1362 / SGD&ĐT ngày

APPENDIX HOBBIES & FREE TIME ACTIVITIES 1

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