Warm – up activities for reading in grade 11 textbook

Definition of warm- up activities “ Warm – up activities are different types of activities which help the students begin to think in English , review previously introduced materials an

I INTRODUCTION

In the trend of globalization today, the importance of English cannot be denied

and ignored because it is widely used everywhere in the world Along with thedevelopment of technology, medicine, engineering and education, English plays avery important role It has been used for the Final Examinations to evaluatestudents’ level of knowledge Therefore, it is necessary to have teaching andlearning English methods and techniques It will not be successful class if thestudents do not feel interested at the beginning of the class Most teachers see theimportant of warm- up activities in learning the new lesson, especially in learningreading lesson Reading is the beginning of a common theme of a unit whichconsists of 5 lessons Warm – up activity helps and encourages many learners tosustain their interest and work.Warm- up activity also helps the teacher to createcontexts in which the language is useful and meaningful There are many ways tomake good warm- up activities at high school This is a reason why I choose

“Warm – up activities for reading in grade 11 textbook” According to this

research, I myself will get experiences to improve skills and teaching methods

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II CONTENTS

1 Warm – up activities

1.1 Definition of warm- up activities

“ Warm – up activities are different types of activities which help the students

begin to think in English , review previously introduced materials and become

interested in the lesson.” ( as cited in Velandia, 2008, p.11)

1.2 The value of warm – up activities

Most teachers see the important of warm –up activities in leading the new

lesson and take students interested in learning English In fact, it is important to begin the new lesson by warm –up activities because those activities help teachers lead to the new lesson and review the old lesson easier snd easier Beside, those activities help students feel comfortable snd relaxed when they start learning

English, hard subject

Through warm – up activities, learners practice and internalize vocabulary, grammar and structures Warm – up helps learners put aside their daily distractionsand focus on English If they haven’t used English all day, they may take a little while to shift into it Warm- ups also encourage whole- group participation which

can build a sense of community within the group ( O’Morrow , The Whys of

recreation Activities for Psychiatric Patients, Therapeutic Recreation Journal, 3rd quarter, 1971)

1.3 Principles of warm – up activities

Velandia ( 2008) proposes some principles to design a warm- up activity He

suggests that a warm-up activity should take place at the beginning of the class It will help the teachers catch the students’ attention It has to be interesting so that students get motivated from the very beginning It is usually a short activity as it a preparatory stage of other stages students can get involved in different activities easily to develop their language skill Following is the displays some of the

principles of warm – up activity from Velandia

Diagram: features of warm- up activity

( http:// writing colostate edu/ guides / teaching/ esl/ warmups.cfm )

1.4 Method of warm-up activity

As for the lead in the new lesson, in addition to the teacher's proliferation ofmethods, such as asking students to look at the pictures (asking, answering, etc

The students will be more interested in themselves when they exploit the content that they will learn about Teachers are also very gentle when introducing new

lessons and certainly more or less effective lessons The warm-up design part is

based on the following tips:

+ Game: Games help children create psychological comfort, gentle when entering the game

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Principle of warm – up activity

Be useful to continue the class

Be an interesti

ng and enenjoyable activity

Be an interestin

g and enjoyable activity

Prepare students for a period of concentration

Help students begin the work

Focus students’

attention

Go at the beginning

Be short

The game design must not exceed the allowed time (4-5 minutes) should request

fast, neat, unexpected

+ Brainstorming: Give students a keyword, asking students to work out as many relevant words as possible within a certain time limit The group with the right

words wins the prize This activity helps them to consolidate their vocabulary

+ Discussion: Teachers give discussion, students think in group and then choose individual to present oral presentation to the whole class From there, the teacher takes an introduction to the content of the new lesson

+ Ask and answer: Ask some questions about a particular subject through specific pictures or objects, asking the students to give their personal opinion The

questions are simple, easy to understand to avoid the psychology "see fear of

false" Encourage students to raise questions regarding the topic raise

+ Matching: Require students to match up two or three items, usually vocabulary words with their correct definition and/or with an illustration A variation may also

be used to match concepts with a matching diagram/definition or a topic sentence with supporting detail, etc

Give a copy to each student to match up The students then discuss their choices with a partner The teacher listens in on the discussions and follows up with a

whole class discussion focusing on areas of uncertainty

( Andrew Wright, Dvid Betteridge and Michael Buckby, 1984 Games for

language Learning.Cambridge University Press )

2 Demonstrations

Here are some warm – up activities organized in the introductory section to new lessons for reading – English 11

Unit 1: FRIENDSHIP A Reading

-The teaching technique : Game: " Picture talk"

- Type : group work

- Materials : Pictures

- Time : 4 mins

- Procedure:

+ Put the students in two groups, close the book.

+ Have the students observe 6 pictures on the board, ask the students to find the names of objects and animals in the picture Then take the first letter in these

names in order from picture 1 to picture 6 of the word meaning

The team that finds the word fast and accurate will be the winning team

* Key: FRIEND

- Use the following questions to get into the lesson:

1 Do you have a lot of friends?

2 How many close friends do you have?

UNIT 2: THE PERSONAL EXPERIENCES A: Reading

- Teaching Techniques : Matching

- Type : group work

A Excited B frightened C Happy

D Embarrassed E Disappointed F Angry G surprised

UNIT 3 : THE PARTY A: Reading

-Teaching Techniques: A matching game

-Type : Group work

- Material : Handouts

- Time : 5 mins

- Procedure : + Divide the class into small groups of 3-4 Ss Then distribute the following handouts for Ss to do the matching task in their own groups Which

group finished it first and has all the correct answers will be the winner

+ Get Ss to tell if there are similar celebrations and events in Vietnamese culture tocheck Ss’ understanding of the new words

+ Give some details about these celebrations

Matching the celebrations with the correct imagines below:

Christmas Easter Graduation Halloween Thanksgiving

Mother’s day Wedding Valentine’s day

=>Lead in the new lesson

UNIT 4 : THE VOLUNTEER WORK A: Reading

-Teaching Techniques:

Observing pictures - Asking and Answering”

-Type : Class work

- Material: Pictures

- Time : 5 mins

- Procedure: + Ask students look at the pictures and answer the questions:

What are they doing?

Expected answer:

The first picture : She is feeding the old woman.

The second picture: They are building the house.

The third picture: She is teaching the children to read and write.

The fourth picture: They are repairing the country road.

+ Use the following question to get into the lesson

Which activity do they take part in ? VOLUNTEER WORK

UNIT 6: THE COMPITITIONS A: reading (page 66, 67, 68 English 11)

- Teaching Technique: “Watching”

-Type: Group work

- Material: board , chalk

- Time : 5 mins

- Procedure :

+ Write the key word on the board

+ Ask students to think of the related words and say in English

u gg e sti o n:

1.Sao Mai Television Singing Contest

2 Magic hat

3.Quiz: “Road to Mount Olympia”

4.Who wants to be the millionaire?

5 Arena 100 or 1 vs 100

6.Ring the golden bell

=>Lead in the new lesson

Unit 7 : WORLD POPULATION A : Reading

-Teaching Techniques : Competition game – Crossword puzzle

- Type: Group work

- Material : Handout

- Time: 5 mins

- Procedure:

+ Divide the class into small groups of 3-4 Ss Then T distributes the following

crossword puzzle handouts for Ss to do in their own groups Which group finishes first and has all the correct answers will be the winner

Crossword

1 an area of public land in a town or a city where people

go to walk, play and relax.

2 the noun of ‘poor’

3 attractive without being very beautiful

4 without a job although able to work

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CO MP ETI TI ON S

5 a group of Ss who are taught together

6 (of man) attractive

7 feeling that you’d like to sleep or rest

8 not knowing how to read or write

9 not young

10.the synonym of ‘country’

Can you find out the key word hidden in the crossword ?

+ Introduce the topic of the lesson by asking question:

1.4 What is the number of the world population nowadays ?

1.5 Do you think it is large or small?

UNIT 8 : CELEBRATIONS A : Reading

-Teaching Technique: Matching

- Type : Class work

A Mid – autumn festival B Teacher’s Day C Valentine’s Day

D Tet holiday E Chrismas Day F Thanksgiving

G Birthday

+ Let students to listen to the song and asks some questions:

a What is the title of the song?

b When do people often sing it?

c What is it about?

Suggested answer :

a Happy New Year

b to welcome the New Year/it is often sung on the last days of the old year and the

at the beginning of the New year

c Feeling about the old year and the New Year

=>Lead in the new lesson

Unit 9 : THE POST OFFICE A : Reading

- Teaching Technique: "Asking and Answering"

- Type : Class work

- Material : Letter , picture

- Time : 5 mins

- Procedure:

+ Hold a letter up and ask questions: What is this? (A letter)

1) Where can you post a letter? (At the post office)

2) How far is it from the house to the nearest post office? ( kilometers)

4) How often do you go to the post office? What for? (Once / Twice a week - To

make a phone call )

5) What services do you think the post office offer? ( mail, phone call )

UNIT 10 : NATURE IN DANGER A : Reading

- Teaching Technique : Game Activity – Brainstorming

- Type : Group work

- Material : Pictures

- Time: 5 mins

- Procedure:

+ Divide the class into 2 groups (folded books)

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Picture 4 Picture 5 Picture 6

+ Have students observe some pictures of wildlife in 30 seconds Then take it Askthe students to name the animals on the board

The team that scores more words will be the winning team

*Answer Key: 1 bear 3 elephant 5 tiger

2 lion 4 monkey 6 cheetah

+ Use the following questions to get into the lesson:

-Where do these wild animals live ?

Wil

d Ani ma ls

- Have the numbers of these wild animals become larger ?

- Why have the numbers of these wild animals become smaller ?

UNIT 11 : SOURCES OF ENERGY A: Reading

-Teaching Technique : Listing game

-Type : Group work

- Material : board

- Time : 5 mins

- Procedure :

+ Divide class into 4 groups

+ Show some icons of some home appliances and introduces that they all need

electricity to operate

+ Ask Ss to work in 4 groups and list home appliances that use electricity as much

as possible in 3 minutes, and then Ss stick the group boards on the black board

Which group has the most things gets the highest marks

+ Check understanding the rule

+ Give each group 1 group board

+ After 3 minutes, call 4 Ss to check amount of words and spelling on 4 group

boards

+ Announces the result

+ Lead-in “Home appliances need to electricity to operate”

+ Ask “Where does electricity come from?” and elicit some answers giving clues

“Đa Nhim, Trị An, Đa mi,…”; “It’s in the morning sky”

+ Remind Ss to remember The Fukushima Daiichi nuclear disaster on 11 March

2011,

+ Introduces the lesson

UNIT 12 : THE ASIAN GAMES A: Reading

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-Teaching Technique : “ Asking and Answering ”

- Type: Class work

+ Ask the following questions:

1, Who are they?

2, What do they do ?

3, What do they have in common ?

4, Who else has won gold medal in the Asian Game ?

5, Which sports do you think are the strongest of Vietnam ?

=>Lead in the new lesson

UNIT 13 : HOBBIES A : Reading

- Teaching Technique:

Watching

-Type : Group work

- Material : Board

- Time : 5 mins Reading playing chess

Playing guitar

Going shopping

Fishing Collecting stamps

-Procedure:

+ Write the key word on the board

+ Ask students to think of the related words and say in English

+ Ss work in groups and give the answers on the bb ( 2 groups)

+ Check and give the ideas

Which group write more and correct that group will win

+ Give some expression to lead to New Lesson

-T: How can you keep your hobbies and why do you have that hobby ?Come to

Unit 13 : HOBBIES

UNIT 15 : SPACE CONQUETS A: Reading

-Teaching Technique:

Guess name of the people in the pictures and answer some questions.

- Type: Class work

Yuri Gagarin

Neil Armstrong

+ Ask the students to answer the following questions :

1 Who was the first human to fly into space?

2 Who were the first humans to set foot on the moon?

3 Who was the first Vietnamese to fly into space?

Suggested answer:

1 Yuri Gagarin was the first human to fly into space.

2 Neil Armstrong and Buzz Aldrin were the first humans to set foot on the moon 3.Pham Tuan was the first Vietnamese to fly into space.

=> Lead the new lesson

UNIT 16 : THE WONDER OF THE WORLD A: Reading

-Teaching Technique:

Guess name of the wonders of the world.

-Type: Class work

Buzz Aldrin

1 2

3 4

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5 6

8 7

Suggested answer:

1 The Taj Mahal

2.The great wall

3.The tower bridg

4 The Roman colosseum

5 The Pisa tower

6 Ha Long Bay

7 great pyramid of Giza

8.Sydney opera house

+ Lead the new lesson

3 Applicability

I spent two years in the process of teaching; students are more excited,

engrossed in the content of each reading comprehension, the vocabulary of

students increased significantly

With this type of activity, we can apply to all students Depending on the content

of the lesson is simple or complex, we ask them to work in groups, pairs or

individuals Depending on the student object, we have different suggestions and requirements are also different Activities in this research project have the primary benefit of introducing students to the topic of the lesson, creating attraction,

stimulating learners to focus, explore and explore The design of these warm-up activities also helps students develop thinking, improve the psychological

difficulty in facing reading comprehension

By entering the content of the unit, students are encouraged to explore and

enrich their knowledge with related reading assignments

Through the time of application of new solutions, the quality of subjects has

been improved, reflected in the results of the semester 2017 – 2018 At the same time, these procedures can be applied to any classroom, teachers can apply in otherlessons, there is a change in accordance with the content of the lesson

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