Suggested warm up activities for teaching english 10

- ask students to guess the content of the lesson b.Lesson B: Speaking Name: matching words Type: group work Materials: poster, large papers, board Time: 5 mins Procedure: - Devide the

Part 1: Introduction

1 Rationale

In the global trend, English also plays an important role in every scene

Because of this, the demand for English is not increasing

In fact, the British market is considered to be one of the hottest universities

in the world Is your teacher a teacher for every student? Who is your child's teacher and goes to this school?

Throughout the four years in the Secondary School Board, the outlook for every experience is that if students participate in a warm-up activity

(warm_up activity) Beginning with the beginning of the world, education is going to be a lot better Is it possible to get warm-up activity and proper performance? This often involves counting the length of time when the hand reaches the hand

Asked to get away from it Composing the experience of the experience with the voice: Some ideas about how to work in a classroom English 10

(Suggested warm_up activities for teaching English 10) I would like to share

a few experiences that can help you make the most of your English lessons inEnglish

1.1 purpose of developement

For the reasons given above, this article may give a clue about the high

temperature and wind speed in Britain, especially the English 10 Small plates:

- Give to one more comprehensive English 10

- Provide a few basic facts about the role of the lagoon operation

- Recognize the impact of climate change on public health

1.2 Objects of study

Suggested Warm-up activities from unit 1 to unit 16

Warm-up activities are so popular every day, every meeting is different Thus,the material is not entirely attributable to the warm_up category

As a result of the source of the data, the experience, the problem, the article only mentions the smallest possible number of possible combinations in the answer English10.

1.3 Method of study.

By substituting the start of a thread with a thread, the wrestler can use the same Warm-up activity for different purposes

* Warm-up to leave students in the classroom:

With the activities of the school, the lecturers can "learn" the language, with the ability to create students at the university level:

- Use pictures

- KEY to move

- Missing or misspelled 1

- The meter was not bulky and the students'

- Provides directly or indirectly to the students

- Allows you to edit any topics at a time

- Use fresh air to drain air

- The consultant must prepare a plan for the project to be implemented, in a timely manner,in a coherent manner

- Activities must be short, simple

- Actions should be consistent

- Actions should be based on students’ strengths

- The activities in the project should be a long-term, sustainable solution for students

3 The results of the Warm-up survey on the effect of Warm-up at the level of the 10th high school in Trieu Son Upper Secondary School Number 2:

To illustrate how effective the subjects are for learning, I conducted a survey

of students in10C3, 10C4, 10C6 In addition to the output, I also apply this experience initiatives

Part 2: CONTENTS 2.1 Basic logic of the experience initiatives

English 10 was re-introduced to the humid conditions program from

2016-2017 and the raw materials were recycled in the factory Outdoor and outdooractivities After 3 years of doing this, English 10 has been very popular, but it

is difficult to find words for parents and students

At 10 points, you have 16 unit units (You, me, education, community, nature, recreation and People and place) at the same level as the numbers and the numbers The age of the students The locks are available so that they can fit

in the correct shape, in the same way that the children are saving the

information for the classroom, the classroom This is for children with many specialties needed

Language Focus is designed to fit the needs of the students For example, the name of the line (V-ing) and the source code (to V), which indicates whether the student needs to be placed after each input or scaling V-ing or To-V.Unable to reach the Glossary effect, it can be found that the information aboutthe new and improved graphics in the window, the wind I am more

comfortable in preparing myself

At the point of view of the units, though, the units are only compatible with the real numbers of the students, but the number of units in the unit is equal Make ends meet, meet one's wish

In addition, in a number of years, the authors of the book, are unconcerned about the contents of the book, and the book itself You can tell when to write

article discusses the advantages and disadvantages of point-of-entry in the external and general 10 language.

2.2 Real situation of problems before applying the experience initiatives

Although English has become a main subject at school, the motivation of its useful benefit hasn’t been concerned about very much The vital reasons are the lacks of materials and facialities of teaching, furthermore, the qualitiy of teaching or learnig is not appreciated, in other way, It has not apealed to the passinate interest of the students

According to the results of the survey, 90% of students in the Warm-up activities and more than 80% in the class returned to school children as a physical therapist It's good to see new beginnings Approximately 5% of the respondents checked their identity at start of new polls and 5% did not

otherwise agree or disagreed

Thus, it is clear that Warm-up is going to get the best results for students Students are more organized than English teachers, compared to English teachers who start with other hard-working volunteers

Before the study:

2.3 Methods applied to sovle problems

Unit1: A day in the life of…….

a Lesson A: Reading

Name: Describing pictures

Type : class work

Materials: Pictures

Time : 3-5 mins

Procedure

- Hang on some pictures in turn and ask students to say out what they can see.

- ask students to guess the content of the lesson

b.Lesson B: Speaking

Name: matching words

Type: group work

Materials: poster, large papers, board

Time: 5 mins

Procedure:

- Devide the class into 2 groups

- Provide each group with 1 large and 1 board

- Give instruction and time allotted

- Check groups’ work and declare the winner

Subjects in English Subjects in Vietnamese

Type: class work

Material: board, chalk

Time: 3 mins

Procedure:

- write the key word on the board

- ask sts to think of the related words and say in English

- Lead in the lesson by some guiding question:

+ Do you like travelling by cyclo?

+ Do you think Cyclo_ driver is an easy work?

d Lesson D: writing: Writing a narrative

Name: Telling a story

Type: Individual work

Materials: Nothing

Time: 3- 5 Mins

Procedure:

- ask sts to think of the most impressed story that they witnessed or heard

- call on one advanced to tell in front of the class( Encourage him/ her to use English)

- Give some other guiding questions:

+ What items are mentioned in his/ her story( Time, event, place……)+ Which tense is used in the story?

e Lesson E: Language Focus:

Name: Describing pictures

Type: Class work

Materials: Pictures, chalk

Time: 2-3 mins

Procedure:

- Hang the 2 pictures on the boarh and ask students to speak out what they can see in these pictures

- Write the 2 key words on the board

- Call on some students to read the words

- Write the phonetic forms of them and read the words aloud several times

Unit 2: School talks

a.Lesson A: Reading:

Name: Slap the board

Type: Group work

Materials: stick cards

Time: 3- 5 Mins

Procedure:

- divide the class into 2 groups

- Ask each group to send 5 presentatives and set in a queue

- Provide each group of students 7 stick cards and give instruction

- Read aloud sentence by sentence

- Give feedback

- Declare the winner

7 Suggested sentences:

+ I often play ………online when I have free time

+ After the school year, I’ ll go on a summer……

+ Soccer and badminton are my favourite………

+ Do you usually watch…….at 6p.m everyday?

+ What is the ……….like today?

+ Students have to………hard for the exam

+ My ………….is collecting stamps

Keys : games/ holiday/ sports/ film/ weather/ study/ hobby

b Lesson B: Speaking

Name: Jumbled words

Type: class work

Materials: Posters

Time: 5 mins

Procedure:

- Hang on the posters

- Give instruction and time allotted

- Check with the whole class

Jumbled words:

+ nice/ been/ has/ it/ meeting/ you

+ later/ you/ see/ Goodbye

+ Hello Are/ you/ how

+ Sorry, go/ to/ have/ got/ I you/ catch/ later

Keys:

+ It has nice been meeting you

+ Goodbye See you later

+ Hello How are you?

+ Sorry, I have got to go Catch you later

c Lesson C: Listening

Name: Missing words

Type: group work

Materials: Posters, chalk

Time: 5 mins

Procedure:

- Divide the class into 2 teams

- Give instruction

- Hang on the posters

- Call on 2 representatives of the 2 groups to come to the board and writedown the key words

Poster:

+ The duty of students is to S_ _ _ _

+ In summer, my family often go to the B_ _ _ _

+ 30th April is Hoa’s birthdayP_ _ _ _

+ My hobby is T_ _ _ _ _ _ _ _ _ around the world

+ He invites me to go out for a D_ _ _ _

Suggested answers: STUDY/ BEACH/ PARTY/ TRAVELLING/ DRINK

Unit 3: People’ s background

a.Lesson A: Reading

Name: Game: Who am I( three persons)

Type: group work

Materials: pictures, some pieces of paper

Time : 5 mins

Procedure:

- Divide the class into two teams

- Give instruction

- Read aloud the three clues for one person in turn

- Declare the winner

 Who am I

+ I was born in Nghe An

+ I am the greatest leader of Vietnam

+ My birthday is May 19th 1890

 UNCLE HO

 Who am I?

+ I live in America

+ My name begins with letter B

+ I am the boss of the company Microft

 BILL GATES

 Who am I?

+ I am a famous female scientist

+ I was born in Germany

+ My name begins with letter M

 MARIE CURIE

b.Lesson B: Speaking:

Name: Listing words beginning with the letter I

Type: Group work

Materials: Large papers, board

Time: 3-5 mins

Procedure:

- Divide the class into two teams

- Deliver each group with one large paper and one board

- Ask students to write down the words beginning with I in three minutes

- Check with the whole class and declare the winner

c Lesson C: Listening

Name: Name some Olympic champions

Type: class work

Type: group work

Materials: posters, board pens

Time: 3-5 mins

Procedure:

- Divide the class into two teams

- Provide each group with one poster containing the matching task

- Ask sts to match in three mins

- Hang groups’ work on and check with the whole class

- Declare the winner

a Quynh giang village

b Phan Boi Chau

c 5/ 10/ 1983

d Music and dancing

e Private tutor

f English

g Cao Thi Hue

e Lesson E: Language Focus

Name: Drawing pictures

- complete the pictures of three faces with sadness on them

- ask sts these questions:

+ Who are they? Men or Women? > Men

+ Are they sad or happy? > Sad

- Write the two words on board and read them aloud three times

- Write the phonetic forms of them and ask sts to read

Unit 4: Special Education

- give questions and ask sts to answer:

+ Can all of you hear/ speak/ see?

+ What are people who can’t hear/ speak/ see called?-THE DISABLED+ Is it easy or difficult to teach the disabled?

+ May they have normal education?

- lead in the lesson : SPECIAL EDUCATION

b Lesson B: Speaking

Name: Noughts and crosses

Type: group work

Materials: posters

Time: 5 mins

Procedure:

- Divide the class into 2 teams

- Give instruction: each group take 1 turn to choose the number they like each number carrries 1 word, the group have to make sentence with this word.The group which complete 3 sentences on the same horizontal or vertical line first will be the winner

- Monitor the game

- Declare the winner

Test (2) Lower secondary( 5) Time- table( 8)

- write the key word on the board

- ask students to say the name of the school for the disabled in Vietnam

- lead in the lesson

- hang the pictures on and give questions:

+ who are in these pics?

+ how do they feel? Happy or angry?

+what kind of letter do you write if you feel angry with something/ someone? A letter of complaint or a thank- you letter?

- lead in the lesson

e Lesson E: language focus

Name: Using realia

Type: Classwork

Materials: a box, some chalk

Time: 2 mins

Procedure:

- Take a box and ask students what you are holding BOX

- Take some chalk and ask sts what is in your hand CHALK

- Write the two words on Board

- Ask some sts to read aloud the words

- Read aloud the words as modal

- Write the phonetic forms and lead in the lesson

Unit 5: Technology and you

a lesson A: Reading

Name: Matching words and pictures( names of hardware)

Type; group work

Materials: pictures, stick cards

Time: 3-5 mins

Procedure:

- devide the class into two teams and give instruction

- hang pictures on board

- call on the representative of each group to stick cards with the right words on the pictures

- declare the winner

b Lesson B; Speaking

Name; Network

Type: classwork

Material: none

Time: 3 mins

Procedure:

- write the key words on Board

- ask sts to say out the names of modern inventions that they know

- lead in the lesson by some more questions:

- Lead in the lesson with some questions:

+ are you learning to use computer at school?

+ is it easy or difficult or interesting?

D Lesson D: Writing: Writing instructions

+ Have you ever used a public telephone?

+ Is it easy or not to use it?

+ can you show me how to use it?

- lead in the lesson

e Lesson E: Language Focus

Name: realia and questions

Type: class work

Materials: books, chalk

Time:2 mins

Procedure:

- take a book and asks students to say what it is  BOOK

- asks sts what “ Thang 6” in English is  JUNE

- write the two key words on Board and read them aloud

- Asks sts to tell the difference in pronouncing these words

- Give the phonetic forms

+ Which site do you like to visit best?

- Teacher draws a horizontal line on the board

- Asks some sts to come to the board and complete it in their own

opinion

- Praise the st if he/ she can draw a picture of a boat

- If sts can not draw a boat, T has to do it

- Lead in the lesson by some more guiding questions:

+ Have you ever traveled by boat? Do you like it?

+ which place on the boat do you like best?

- asks sts to answer the Questions in the part “ Before you listen”

- lead in the lesson

- write the keys word on board

- ask sts to speak out types of letter that they know

- lead in the lesson

e Lesson E: Language Focus

Name: odd one out

Type: group work

Materials: chalk, books

Time: 3 mins

Procedure:

- divide the class into groups

- write the 2 groups of words on board

- ask students to find out the word whose underlined part is pronounced differently

- give feedback and lead in the lesson

 ea rn, bird, fir, other

 today, nurse, from, of

Unit 7: Mass Media

- divide the class into 2 groups

- provide each group a large paper and one board

- give instruction

- hang the groups’ work on and check with the whole class

- declare the winner

- lead in the lesson

- write the key word on board

- ask sts to speak out the names of some Mass media

- lead in the lesson

- Take the pic and ask sts to say what is in the picture RADIO

- Give some guiding questions:

+ what is it used for?

+ do you often listen to it? When? How many hours a week?+ which programme on it do you like best? Music or news?

- lead in the lesson

+ can you name some kinds of Mass Media?

+ Which is the most popular?