Some experiences in teaching warm up for nine graders

Teacher’s and students’ activities Content Matching : Students look at the pictures and match them with the suitable traditional costumes.. Chatting: *Teacher’s and students’ activities

TABLE OF CONTENT

1 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

2 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

3 Conclusions

REFERENCE BOOKS

Page 2 2 2 2 2 3 3 3 3 4 4 4 4 4 5 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 9 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

2 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 do not feel interested in class, they cannot progress much in learning a language Unfortunately, many teachers do 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 do 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 9 at the midterm of the first semester

Class Number

of

students

Excellent Good Average Below average

and weak

No of students % studentsNo of % studentsNo of % studentsNo of %

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 2 - 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

pictures and match them with the

suitable traditional costumes

Students work in groups and then

give their keys

T corrects students’ working and

then asks students about the

pictures

- Where does she/he come from?

- Why do you know where she/he

comes from?

Warm up : (Getting started)

Matching:

Pictures Traditional costumes

A B C D E F

1 Aodai

2 Kimono

3 Kilt

4 Veil

5 Sari

6 Cowboy

A.2, B.1, E.3, D.5, E.6, F.4

Practice asking and answering

Students practice asking and

answering about the pictures

with their friends

Teacher corrects students’ ideas

about the pictures:

The answer:

1 She comes from Japan She is wearing a Kimono

2 She comes from Viet Nam She is wearing Ao dai

3 He comes from Scotland He is wearing

a kilt

4 She comes from India She is wearing a sari

5 He comes from the USA He is wearing the Cowboy

6 She comes from (Saudi) Arabia She is

wearing a Veil [4]

b Chatting:

*Teacher’s and students’ activities *Content

CHATTING:

Teacher chats to students:

- How many people are there in the

pictures?

- Do you know where they are come

from? why?

- Look at picture a) What is she

wearing? Where does she come?

- Look at picture b) What is she

wearing? Where does she come?

- Look at picture c) What is he

wearing? Where does he come?

- …

Warm up : (Getting started) Chatting:

- There are six people

- Yes, I do Because of their costumes

a She comes from Japan She is wearing a Kimono

b She comes from Viet Nam She is wearing Ao dai

c He comes from Scotland He is 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

Vietnamese woman and asks

students to guess how many people

there are in the picture, what she is

wearing and where she is from

Students guess the picture by

asking some Yes-No questions

Warm up :

*Guessing picture:

a A woman comes from Japan She

is wearing a Kimono

b A woman comes from Viet Nam She is wearing Ao dai

c A man comes from Scotland He is

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

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 2 :

UNIT 2 –LESSON 2 : SPEAK Page-14/ 15 [2]

This lesson aims to develop speaking skill, so the teacher should use the techniques improve vocabulary and structures

Pictures:

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

clothes and has students look at it in 20

seconds and then takes it away

Teacher divides the class into two

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

Warm up :

Kim’s game:

The clothes: shirt, skirt, short, T-shirt, suit, jeans, blouse,

After this activity, teacher can lead in the new lesson by asking some questions:

- Can you tell me name of clothes you have?

- What do 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

Teacher gives a “crossword” and

asks students to find the names of

clothes from it

Students work in two teams and

then they go to the board to write the

correct words out

Teacher corrects students’ working

and chooses the winner

Warm up : Crossword

 Key:

SHIRT, SKIRT, SARI, SKILT, JEANS

SUIT, SHORT

BLOUSE, PANTS [3]

c.Noughts and crosses :

* Teacher’s and students’ activities * Content

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

writes the cross in the box after their

fellow has spoken a sentence with

the word in the box

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 )

+………[3]

The winner is the team which has

three noughts or crosses

continuously

APPLICATION 3 :

UNIT 2 – 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

clothes and shoes on the board and

calls 2 students go to stand at the

first table

Teacher reads one word, students

run to the board and slap the picture

of that words

Warm up:

Slap the boad:

 Picture: short, pants, skirt, long sleeved white blouse, short sleeved pink blouse, blue shoes, red boot, brown shoes, short sleeved white

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 *Content

- Before playing game, Teacher’s asks

students to give the name of some

clothes and then teacher asks students

to choose 9 words to write into their

boxes

- Teacher reads the words , students

listen and mark in their box

- When teacher reads 3 words

continuously in one student’s box , he/

she’ll say “bingo”

Teacher’s should give a present to

the winner

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,

T-shirt, short sleeved white blouse [3]

blue shoes plain suit brown

shoes T-shirt pants skirt

c Matching:

*Teacher’s and students’ activities *Content

- Teacher shows the pictures about

clothes on the board and write

their names in some cards and put

on the table

- Teacher divides the class into 2

teams Teacher reads a word, one

student from each team run to the

table and choose the correct name

for each picture

- They match the names with the

correct pictures The winner is the

team which matches more words

with suitable pictures

Warm up

Matching Pictures Clothes 1

2 3 4 5 6 7 8 9

a shorts

b long sleeved white blouse

c skirt

d pants

e brown shoes

f short sleeved pink blouse

g blue shoes

h red boot

i short sleeved white blouse 1-d; 2-a; 3-c; 4-b; 5-f; 6-i; 7-g; 8-h; 9-e

[4]

APPLICATION 4: UNIT 8 - LESSON 3: READ Page 68, 69

a Networks:

*Teacher’s and students’ activities *Content