(SKKN 2022) a number of effective activities to warm up 10th grare sturens in listening lessons

Among the skills above, listening is one of the most difficult skills in the process of students' English learning.. So I chose the topic “ A number of effective activities to warm – up

TABLE OF CONTENTS

1 Introduction 1

1.1 The reasons for choosing this topic 1

1.2 Purposes of the study 1

1.3 The scope of the study 2

1.4 Methods of study 2

2 Content 2

2.1 Rationale: 2

2.2 Practical facilities 3

2.3 Ways of warm – up 4

2.4 Implementation process 5

2.4.1 Using pictures 5

2.4.2 Reading a short story 7

2.4.3 Asking and anwering 8

2.4.4 Jumbled words 9

2.4.5 Guess the missing letters 9

2.4.6 Open prediction or Brainstorming 11

2.4.7 True - False statement prediction 11

2.4.8 Ordering 12

2.4.9 Eliciting 13

2.4.10 Matching 14

3 Conclusion 15

3.1 Result 15

3.2 Initiative 16

3.3 Conclusion 17

1 Introduction

1.1 The reasons for choosing this topic

Today, being good at a foreign language means having a quick access to the world's abundant knowledge resources Among the foreign languages are taught in high schools, English is considered the most popular not only in the countries in the world but also in Vietnam Therefore, as a foreign language teacher, the attractive and effective communication of lesson content for students to absorb the lesson as quickly

as possible is my biggest wish In order to do this well, in addition to combining teaching methods, we also have to know how to excite students in the learning process with warm-up forms before each lesson under the motto " playing in learning", that will make a good impression and attract students in the process of absorbing new knowledge

When we create warm-up activities, it helps students promote their positivity and self-discipline in learning in accordance with the spirit of teaching according to new methods, students play an active role in exploring, thinking and creating, teachers suggest and stimulate students' initiative and creativity

Therefore, creating and building games 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 an active part in teaching in a new way Depending on the characteristics of each skill such as listening - speaking - reading - writing, we will have different warm-up activities (warm up) to interest students in the process of acquiring knowledge Among the skills above, listening is one of the most difficult

skills in the process of students' English learning So I chose the topic “ A number of effective activities to warm – up 10 th grade students in listening lessons”

1.2 Purposes of the study

Learning, creating and collecting warm-up activities for LISTENING skills to create interest and stimulate the interest in English learning of high school students, specifically for 10th grade students

1.3 The scope of the study

- Part C: Listening from Unit 1 to Unit 16 in English textbooks10

- Innovation program (Education Publishing House - 2006)

- 10th grade students at Trieu Son 5 high school

1.4 Methods of study

- Researching from teaching materials, collecting documents

- Learning from colleagues and some of my own experiences

- Observing students' knowledge acquisition in the teaching process

2 Content

2.1 Rationale:

Foreign language is a difficult subject, requiring an effort, diligence, hard work and a little bit of talent For students learning at school, most of them do not understand the importance of learning foreign languages, except for one reason for trying to study to pass exams, but they do not understand how to learn a foreign language and they do not know how a language helps with absorbing the world's endless source of knowledge, being good at a foreign language will give them confidence when entering life, being good at a foreign language will help them have countless opportunities to find a good job in the future In addition, they are not aware

of the importance of learning a foreign language, plus learning a foreign language is too difficult for them, so they often have fear and boredom in studying the subject

For an English teacher, teaching LISTENING is challenging because this skill takes a lot of time to practice Furthermore, regular practice is required and at times,

students feel discouraged because they do not see clear progress day by day because these improvements are so small

Practicing listening skills is also not easy because when listening to English, there are no rules like in grammar study skills or topical exercises like in speaking and writing skills

As a high school English teacher, I have partly understood how important it is

to create excitement for students at the beginning of each class Therefore, it is extremely practical to set up general warm – up activities before each lesson to help students to learn, reduce students' anxiety and boredom before each lesson Designing warm-up activities before students practice listening skills is an important part in assessing the level of receptivity

2.2 Practical facilities

In the process of teaching English in high schools, through the first year English survey of students, I found that their learning motivation is too weak, they are afraid to speak English, afraid to learn vocabulary , not paying attention to the process

of learning to listen, as well as having too much difficulty in writing or describing a certain problem even though the problem is very simple In addition, the number of classes is large, so in the teaching process, teachers cannot cover and timely support students who are weak and passive listeners Facilities and teaching materials for the children have not been fully invested such as dictionaries, books, newspapers, tapes, cassette players, projectors, etc also cause some limitations in their response to English, they cannot understand well when they speak at a fast speed

One of the things that makes students most frustrated when they listen to English is that they feel like they don't understand what they're hearing Many students try to listen and translate word by word Others are self-deprecating that they cannot understand English The role of the listening teacher is to help students understand that not being able to understand English is also acceptable and can be improved It should

be noted that not all students accept this fact easily But if teachers can convince their students, that is the most significant thing that helps them make great progress in their listening skills In addition, in the process of listening practice, students should combine phonics and grammar training to familiarize themselves with the knowledge appearing in the listening lesson

Through the survey at the beginning of the year of two classes 10D1 and 10D2

of Trieu Son 5 high school, the percentage of students who do well in English is not high, especially in listening skills, specifically as follows:

Class Number of

students

10D1 52 0% 2 = 3,8% 18= 34,6% 20 = 38,5% 12= 23,1% 10D2 50 0% 0 = 0% 12 = 24,0% 25 = 50,0% 13 = 26,0% The above average percentage of class 10D1 is 38.4%, class 10D1 is 24.0% With the above results, I personally think creating excitement when learning English in general, skills listening skill in particular is extremely necessary for students, so I have studied, collected and created some warm up forms before students enter listening class

2.3 Ways of warm – up

- Using pictures

- Reading a short story

- Asking and anwering

- Jumbled words

- Guess the missing letters

- Open prediction

- True - False statement prediction

- Ordering

- Eliciting

2.4 Implementation process

A listening lesson will be really effective if the teacher knows how to make the listening time lively, interesting and engaging for students, so the teacher must prepare well for the warm up activities The fact that a listening lesson is effective or not depends on how many students participate during the warm up, so in the listening class, creating more activities of warm up will attract students to the class Learning, promoting the activeness and positivity of students throughout the process of participating in learning activities

2.4.1 Using pictures

In Unit 3 - People's background, in the listening section, students will hear

about a world champion athlete, should we introduce that character and let students discuss?

Teachers can tell students a little bit about Nellie Kim -Olympic gymnast from Russia, five-time -Olympic champion

- Let students practice asking about her background, her achievements etc

- Students will familiarize themselves with the content they are about to hear, such as background, habits, interests, achievements etc

With a picture of a cassette player, the teacher can introduce students to Unit 7 - The mass media as follows:

The teacher asks students to close their books, introduce a picture of a radio, and ask students to answer the following questions:

1 What is it? - It’s a radio

2 What is it used for? - To listen to news, music

3 How often do you listen to the radio?

4 How many hours per week do you listen

to it?

5 What topics do you like listening to and why?

The teacher introduces the listening lesson

In Unit 15, the listening part, the teacher could bring a

picture of the Statue of Liberty to warm up by asking related questions as follows:

- What is it?

- Where is it?

- What do you know about it? Answer:

- It’s the statue of liberty

- It’s on an island in New york Habour/ In New york state/ In the USA

- It’s tall, big/ It’s beautiful/ It’s famous

The teacher leads the students to the listening lesson about the painting World famous statue: The statue of liberty

In English, there is a sentence "A picture is worth as a thousand words" That shows the importance and effectiveness of the pictures in conveying the message Therefore, as a classroom teacher, we should make full use of that strength, because pictures will make your lectures more vivid, helping students to participate in the lesson more passionately and interestingly

2.4.2 Reading a short story

Stories, if interesting content and professionally narrated, will capture the attention of the majority of students Therefore, before letting students listen to the tape, teachers should read to their students very slowly a short story with simple and easy way to understand content and that content is directly related to the listening lesson Then, the teacher can ask a few questions related to the content of the story for students to answer Or the teacher can tell only part of the story, then let your students discuss and come up with their own conclusion This will make your students feel very interested in the lesson because they get to voice their own opinions Especially for students who are a bit weak in using English, they will feel very surprised and happy that they can understand a story in English From there, students will be more motivated to try to study

Example: The young wife moved by her football player husband, said:

-Last night you held my head in your hands and fondled me I didn't know that you were so much in love with me that you think of me even while you sleep

The player was surprised

- Oh, was that your head? I was dreaming and was surprised that my ball had suddenly grown such long hair

This funny and short story can lead you to Unit 14 listening: The World Cup, this listening will be directly related to a world famous player: Pele.

2.4.3 Asking and anwering

Before starting the listening lesson, the teacher can spend about 5 to 10 minutes asking students a few questions related to the topic of the listening lesson This will help your students define the topic of the listening lesson, from which they will system their background knowledge of vocabulary and grammar related to the topic of the lesson, making the listening lesson more enjoyable should be more efficient

For example, teachers can use some of the following questions to ask their students during the listening lesson with the topic "talking about your experience of

learning how to use a computer" we go to Unit 5 - Technology and you.

- Can you use a computer?

- Who teaches you how to use a computer ?

- Is this difficult to learn how to use it?

- What will you do if you can’t understand the computer ?

Now, you are going to listen to a passage, which tells you about an old company director talking about his experience of learning how to use a computer

By answering such provoking questions, your students will visualize what they have to do, the main content that needs to be grasped when listening Moreover, this also makes the atmosphere between teachers and students become more friendly, and

most importantly helps students gain confidence and excitement to participate in the lesson

2.4.4 Jumbled words

In the listening part of Unit 1 - A day in the life of

The teacher writes on the board and shows how: Students arrange the following words into meaningful words:

CCLOY CYCLO RIEDV DRIVE NSSEGERPA PASSENGERS DOFO SALLT FOOD STALL

After the students finished arranging, the teacher checked the situation:

- He has a cyclo

- He drives passengers everyday

- He usually has meals at a food stall

And ask

- Who is he?

- Answer: HE IS A CYCLO DRIVER

The teacher leads the students to a new lesson: Today they will listen to a passage about a cyclo rider's daily activities

2.4.5 Guess the missing letters

In Unit 6 - Part C- Listening, we can have students fold their books and play a

very simple game as follows:

The teacher writes on the board a word consisting of 6 letters The teacher writes only the first letter and the last letter Students guess the missing letters to make

a complete word P_ _ _ _ C

Answer: PICNIC The teacher introduces the new lesson with the following suggestions:

- Where do you often go for a picnic?

- When do you often have a picnic?

- What do you often do at a picnic?

The teacher divides the class into 3 groups:

1 Park

Sunday

Play games

For example, in Unit 16 Historical places, the teacher can let students guess

the key word of the lesson in the following ways:

Students complete the following word, which has 11 letters and given a few:

For example, in Units 16 Historical places, the teacher can let students guess the key word of the lesson in the following ways:

Students complete the following word, which has 11 letters and given a few:

The teacher suggested:

- This word has 11 letters

- It begins with D

- It ends woth the suffix ION

Answer: DESTINATION

2.4.6 Open prediction or Brainstorming

The teacher gives the topic or key word of the lesson, giving students the freedom to guess about the content or vocabulary related to the lesson to be learned

Unit 9 - Undersea world, the teacher writes on the board the word: whale and asks

the students to predict the words related to the whale