Background to the study
English is increasingly recognized as a global language, serving as the mother tongue in many countries and playing a crucial role in politics, science, technology, commerce, tourism, and sports In Vietnam, English is now a mandatory subject in secondary schools, where students are required to develop four key skills: listening, speaking, reading, and writing Among these, listening is essential for effective communication; however, it often receives insufficient focus from both teachers and students The prevalent "teaching to the test" approach means that while students excel in grammar and vocabulary, they struggle with natural listening comprehension Consequently, listening lessons can become tedious and intimidating for students To enhance motivation and engagement, teachers should prioritize warm-up activities, incorporating language games as an effective strategy to stimulate interest in listening skills.
I have chosen to focus on the use of language games in warm-up activities to enhance motivation among 10th grade students during listening lessons at Duong Xa High School.
The aims of the study
The study will emphasize on the main following purposes:
Providing the basic literature review in terms of listening, motivation and language game
Investigating the effectiveness of using language games in warm-up activities in listening lessons of grade 10 in Duong Xa high school
Providing some suggestions and implications for the improvement of listening teaching in Duong Xa high school in terms of using language games in warm-up activities.
The scope of the study
This study examines the implementation of language games as warm-up activities to enhance listening skills among students at Duong Xa High School It specifically targets the teaching and learning of listening, focusing on students enrolled in Textbook 10 classes at the institution.
Research questions
The research plans to address the following questions:
Question 1: How do the teachers use language games in warm-up activities in listening teaching?
Question 2: What techniques should be used to improve listening teaching in terms of using language games in warm-up activities?
Method of the study
In order to achieve the objectives of the study, the major methods employed include:
Survey questionaire with the aims at finding out the difficulties of students when learning listening and their attitude to language game in warm-up activities
In an insightful interview with English teachers, we explored the challenges they face when teaching listening skills and the rationale behind incorporating language games into warm-up activities The educators shared that these games not only engage students but also enhance their listening comprehension Additionally, they outlined key criteria for selecting appropriate games, emphasizing the importance of relevance to the lesson, student interest, and the potential for fostering a supportive learning environment.
The outline of the thesis
Games
Games can be defined as activities or sports governed by rules, where individuals or teams compete for enjoyment and achievement According to the Oxford Advanced Learner's Dictionary, games are played for fun and competitive ambition Hadfield (1984) emphasizes that games involve a goal and an element of fun, while Gibbs (1978) highlights that they are activities where decision-makers cooperate or compete to achieve objectives within a set of rules Despite various interpretations, all definitions share common characteristics: games are rule-based, enjoyable, and goal-oriented.
Language games are similar to ordinary games but focus primarily on enhancing language skills According to Greenal (1984), games serve as activities that reinforce language already taught or acquired, typically during the free stage of a lesson or at events like English club meetings The term "game" applies whenever there is a competitive element among individual students or teams in a language activity.
The selection of games for language teaching is significantly influenced by the linguistic skills they require While chess is a great game, it offers little value in language instruction due to its non-linguistic skill set By analyzing both general games and specifically language games, we can identify features that enhance language learning.
“The teacher must take many factors into account when deciding which game would be most appropriate and most successful with his students at any time.” (Carrier, M
When selecting a game for educational purposes, teachers must carefully consider its relevance to the lesson and ensure it meets specific standards and requirements.
To answer for this question, there are some features of a quality game for a listening class
Games serve a crucial role in fostering meaningful communication contexts As highlighted by R S Larcabal in “The Roles of Games in Language Acquisition,” effective communication among players hinges on their recognition of its necessity during gameplay.
The concepts of "information gap" and "opinion gap" play a crucial role in enhancing the success of a game, as they are fundamental to effective communication in our daily lives To engage students in a game, it is essential to incorporate either an information gap, which encourages participants to share information to solve problems, or an opinion gap, which arises from controversial texts or ideas that require participants to articulate and defend their own viewpoints.
To create effective "information gap" or "opinion gap" exercises, it is essential to include meaningful content that engages students According to Klippel (1984), the effectiveness of these activities is influenced by the topic being discussed, as student interest can fluctuate based on its relevance Additionally, incorporating pertinent language into the game enhances its appeal, allowing students to appreciate and enjoy the experience more fully (Wright, Betteridge, & Buckby, 1983).
A key aspect of effective language games in teaching is the diversity of activities employed by educators According to Hadfield (1990), maintaining variety is crucial, as repetitive games, despite being initially engaging, can quickly lose their appeal Techniques such as guessing, information gaps, matching, and role play, along with card games and puzzles, play a significant role in keeping students engaged and interested during lessons Thus, incorporating a range of game formats is essential for teachers to capture their students' attention and enhance the learning experience.
To ensure effective engagement, games must be interesting, simple, and easily comprehensible Incorporating elements of healthy competition can enhance their appeal, while straightforward rules allow all participants to grasp the game quickly Additionally, using an appropriate vocabulary level is essential for facilitating understanding and encouraging active participation among all members.
An essential ingredient of any game is challenge, as noted by Wright, Betteridge, and Bucky (1983) However, Wright emphasizes that challenge should not be equated with competition Instead, many experts advocate for the importance of cooperation in games, suggesting that quality games should prioritize cooperative elements over competitive ones.
When creating an effective language game, teachers should consider key elements such as meaningful contexts, information gaps, opinion gaps, relevant content, and cooperation The ideal game can vary significantly based on factors like the specific situation, the students involved, and the individual teacher's approach Consequently, determining the best language game is not straightforward, as it is influenced by multiple variables.
Games are frequently misunderstood as mere filler activities at the end of lessons; however, they are essential components of language curricula Their significant contributions to language teaching and learning highlight their importance in the educational process.
Games play a crucial role in language learning by creating a context in which language becomes useful and meaningful, as noted by Andrew Wright, David Betteridge, and Michael Bucky They encourage learner participation, requiring understanding and expression of thoughts through speaking and writing The repetitive nature of drilling, emphasized in games, allows for focused practice of language forms, enhancing communication skills Meaningfulness in language learning is vital; learners engage with content that evokes emotions such as amusement or surprise, leading to better retention of language Additionally, games facilitate practice across all language skills—reading, listening, writing, and speaking—while supporting various teaching stages and types of communication, including encouraging, criticizing, agreeing, and explaining.
Simon Greenall (1984: 6) emphasized the importance of incorporating games into English Language Teaching (ELT) due to their significant benefits He argued that games enable teachers to achieve their educational objectives by allowing students to generate meaningful and authentic language independently, free from the constraints of the teacher or course materials Additionally, games provide students with the opportunity to engage with language in simulated real-life contexts, enhancing their listening skills Moreover, Greenall highlighted the necessity of balancing relaxed activities with intensive practice to support an effective learning process.
Language games play a crucial role in English Language Teaching (ELT) by providing learners with a psychologically secure environment to practice their newly acquired skills According to Greenall (1984), these games allow students to engage without the fear of making mistakes, as the consequences are fictional and insignificant This supportive atmosphere fosters confidence, enabling students to learn from their errors and enhance their language competence through interactive activities.
Teaching Listening
Listening comprehension is an active process where meaning is constructed by applying knowledge to incoming sounds According to Buck (2001), comprehension is influenced by various factors, including the characteristics of the speaker, the context of the situation, and the listener's attributes, all of which can impact the understanding of the message.
Listening comprehension is a skill that requires ongoing practice and cannot be mastered in isolation, as emphasized by Willga (1966) To enhance understanding, learners should engage with progressively challenging material Additionally, the interplay between bottom-up and top-down processes in comprehension is highlighted by various authors, including Lynch (1988) and Rubin.
Listeners employ both top-down and bottom-up processes for comprehension, utilizing context and prior knowledge alongside phoneme-level features Rixon (1986) categorizes listening comprehension into extensive and intensive listening, with intensive listening being more prevalent in language classrooms This approach encourages learners to listen closely to passages to gather and organize information, presenting challenges that foster skill development By focusing on detailed language work, teachers enhance learners' understanding of the material they listen to.
Extensive listening enables learners to focus on comprehending stories and extracting information from audio passages rather than reinforcing specific grammar structures or course-related content This approach allows students to engage with the material in a detailed manner, enhancing their overall listening skills.
1.2.2 Three stages of the listening lesson
To maximize the effectiveness of a listening lesson, it is essential to structure the lesson plan into three key stages: Pre-listening, While-listening, and Post-listening This approach considers the expectations and objectives of learners, ensuring that real-life listening experiences are effectively taught.
In teaching real-life listening, educators consider the expectations and purposes of listeners, mirroring authentic listening experiences in their native language By effectively preparing students with relevant information about the content, context, and speakers prior to a listening lesson, teachers can enhance engagement and comprehension As noted by Ur (1992), providing this background information before starting the listening activity is a beneficial strategy to facilitate a more meaningful learning experience.
Pre-listening activities, as outlined by Underwood (1990), encompass various engaging tasks such as examining images, discussing relevant topics, participating in question and answer sessions, completing written exercises, and following instructions for the upcoming listening activity These preparatory steps are essential for enhancing students' comprehension and engagement during the listening process.
The while-listening stage includes specific activities designed to enhance students' listening skills in spoken language According to Rixon (1986), the primary goal of this stage is to challenge and guide students in processing information and understanding messages from listening texts It is essential that while-listening activities are engaging and thoughtfully selected, varying in complexity to suit different levels and contexts.
Post-listening activities, conducted after the listening task, serve multiple purposes in enhancing student comprehension and engagement According to Underwood (1989), these activities aim to assess students' understanding, reflect on challenges faced during listening, expand on the topic or language, and consider the speaker's manner and attitude When selecting post-listening activities, it is essential to consider factors such as the desired language focus, available time, the format of activities (speaking, reading, or writing), opportunities for collaboration, potential for outside-the-classroom tasks, and the motivational aspects of the chosen activities.
Motivation
The definitions of motivation are numerous and varied
Brown, H.D (1994) defines that “motivation is the extent to which you will make choices about goals to pursue and the effect you will devote to that pursuit”
Ur (1996) considers motivation difficult to give a definition, motivation in terms of
Motivated learners actively engage in learning activities, making the teaching and learning process more enjoyable and effective Motivation, both internal and external, serves as a driving force that inspires individuals to pursue their goals and enhances their educational experience.
Motivation is divided into two kinds which seem to be useful for teacher: Intrinsic and extrinsic motivation
Intrinsic motivation is defined as the drive to engage in an activity for its own sake (Wlodkowski, 1991), encompassing the internal attitudes, values, needs, and personality traits that learners bring to the educational environment This form of motivation is crucial for students' success in language learning, as those who are intrinsically motivated pursue language acquisition for personal fulfillment Key factors that influence intrinsic motivation include competence, autonomy, and relatedness, all of which contribute to a deeper engagement in the learning process.
Extrinsic motivation refers to the drive to participate in an activity as a means to achieve a specific goal, as noted by Paul (2002) Harmer (2001) elaborates that this type of motivation is influenced by external factors, including the necessity to pass exams, the desire for financial rewards, or the potential for future travel opportunities.
In conclusion, intrinsic and extrinsic motivation interact with each other and play a vital part in second language learning, especially listening
1.3.3 The importance of motivation in listening lesson
Listening to English can be challenging for non-English majors, as many students perceive listening courses as tedious and unproductive (Broughter, 1978) To enhance the effectiveness of listening lessons, it is crucial for teachers to focus on making these classes more engaging, particularly at the outset Implementing language games during warm-up activities is an effective strategy to capture and maintain students' interest in learning.
This study examines 10th-grade students at Duong Xa High School, most of whom have been learning English since grade 3 and hail from rural areas While English is a compulsory subject, students primarily learn it in class, resulting in a basic understanding of grammar and an active vocabulary, mainly for written communication However, they struggle with listening comprehension, finding it challenging to understand spoken English, including audio materials Despite these difficulties, the majority recognize the significance of developing listening skills in learning English and foreign languages overall.
At Duong Xa High School, there are ten English teachers, six of whom participated in this research The teachers, all female, range in age from their late twenties to fifty, with teaching experience spanning from three to nearly thirty years Most hold a Bachelor's degree, while one has a Master's degree, and others have completed in-service training These dedicated and experienced educators are committed to helping their students, particularly in overcoming challenges in learning English, especially in listening skills.
Data collecting instruments
A survey was conducted among 10th-grade students at Duong Xa High School using a questionnaire comprising 11 questions The first question assessed students' perceptions of listening skills, while questions 2 and 3 focused on the use of language games in warm-up activities The next three questions (4, 5, and 6) explored the challenges students face when engaging in language games Questions 7 to 10 gathered students' attitudes and preferences regarding these games, and the final question sought their suggestions for improving the use of language games in warm-up activities (See Appendix I).
The researcher conducted interviews with teachers at Duong Xa High School to address key concerns regarding the use of language games in education The discussions focused on the challenges faced when implementing these games, the motivations for their use, criteria for selecting appropriate games, and methods for assessing their effectiveness in warm-up activities The interviews were semi-open-ended, allowing for in-depth responses.
The researcher conducted classroom observations in three different classes to distribute questionnaires and document all activities These observations were designed to verify the reliability of the data collected from the questionnaires and to clarify any gaps in the information provided.
Questionnaire
3.1.1 Students’ view on listening skill
Question 1 asks about students‟ view on listening skill The data collected is summarized in the table below:
Table 1: Students’ view on listening skill
According to the data, a significant majority of students, 56 out of 90, perceive listening as a challenging skill to master Specifically, 16 students classify it as very difficult, while 15 consider it moderately challenging, and only 3 students find it easy to learn This indicates that most students struggle with developing their listening skills To address this, teachers should motivate students to enhance their listening abilities through engaging methods, such as language games.
3.1.2 The fact of using language games in warm-up activities
Question 2 and question 3 mention about the fact of using language games in warm-up activities Question 2 asks about the frequency of using language games in warm- up activities, the results will be summarized in the chart below:
Chart 1: The frequency of using language games in warm-up activities
A recent survey reveals that 62.2% of students report their teachers sometimes incorporate language games in warm-up activities for listening lessons, while 23.3% say these games are used regularly Conversely, 14.5% of students indicate that language games are rarely utilized Given that not all listening lessons include these engaging activities, it is recommended that teachers increase the frequency of language games to enhance student interest and relaxation during lessons.
In warm-up activities, teachers frequently utilize a variety of language games to enhance listening skills, including crossword puzzles, jumbled words, jumbled sentences, bingo, memory games, and miming Among these options, students most commonly engage in miming, memory games, and guessing, as these games are not only enjoyable but also easy for teachers to organize and require minimal preparation time.
3.1.3 The difficulties before, while and after playing language games
To find out the difficulties before, while and after playing language games in listening lessons, the researcher carried out 3 questions: question 4, question 5 and question 6 as seen below
Chart 2: The difficulties before, while and after playing language games
Question 4 asks about the difficulties before students play language games, 41% of students have difficulties because they do not understand the rules of games or they can‟t find the partners to play games Question 5 mentions the difficulties of students while playing language games, 55.6% of students say they find it difficult to play games because of some reasons They think the games are too difficult, the class is noisy and crowded The game is not very interesting or the other members are not cooperative 44.4% of students think they have no difficulties in playing language games Question 6 mentions the difficulties students have after playing language games 54.5% of students have difficulties after playing games They have trouble because of some reasons Firstly they find it hard to concentrate on the lesson Secondly, the class is too noisy after games And it takes time to continue the lesson It can be seen that most of teachers have difficulty in playing games The reasons are various, however, the ability to understand the language is the main reason The effectiveness of the games for that reason is so limited
3.1.4 Students’ attitude and preference on playing language games
Question 7 mentions about the ways language games should be organized to play The majority of students prefer playing in groups, others like to play in pairs, individually and whole class Question 8 asks about the students‟ attitude toward language games in warm-up activities, as seen in the chart below very much 29% much 48% normal 20% not much 3%
Pie chart 1: The students’ attitude toward language games in warm-up activities
According to the chart, 48% of students enjoy playing language games significantly, while 29% express a strong preference for them Additionally, 20% of students feel neutral about these games, and only 3% dislike them entirely This indicates that language games play a crucial role in helping students relax and engage with their lessons, fostering an enjoyable language learning environment.
3.1.5 Effectiveness of language games in warm-up activities in listening lessons
Question 9 asks about the effectiveness of language games in warm-up activities in listening lessons, as seen in the chart below
3% very effective effective normal not effective
Pie chart 2: The effectiveness of language games in warm-up activities in listening lessons
According to the survey, 50% of students find language games effective for enhancing their listening skills, while 32% consider them very effective Only 15% view their effectiveness as average, and a mere 3% believe they are ineffective Despite facing challenges before, during, and after playing these games, students remain enthusiastic and motivated, enjoying a relaxed atmosphere in their lessons Therefore, it is recommended that language games be incorporated into warm-up activities to boost engagement and learning.
Question 10 asks about the things language games can help in learning listening lessons Students who think language games are useful because after playing games, they feel more comfortable, more relaxing Games can help them improve their knowledge, have the ideas and vocabulary for the listening content
3.1.6 Suggestions of using language games in warm-up activities in listening lessons
Students suggest that teachers can enhance the effectiveness of language games by ensuring they are suitable for the students' skill levels Clear explanations of game rules are essential, and incorporating a variety of games can keep students engaged Additionally, providing examples for students to follow is crucial Implementing these suggestions will help teachers organize more effective and successful listening lessons.
In conclusion, while many students struggle with language skills when playing games, the majority find them engaging and enjoyable, which enhances their motivation to participate in listening lessons.
Interview
Interviews with six teachers revealed valuable insights into the use of language games in warm-up activities for listening lessons Most teachers indicated that they occasionally incorporate language games, primarily due to the lengthy nature of some lessons, which limits time for additional activities The benefits of using language games include enhancing student interest, providing relevant vocabulary, and helping students form ideas about the listening passage Teachers select games based on criteria such as class involvement, relevance to the lesson topic, and the ability to engage students while being easy to prepare Ideally, these games should be fun, quick to implement, and designed to fit within a five-minute timeframe, ensuring they are both effective and efficient.
Teachers commonly organize language games for students, with guessing games being the most favored due to their simplicity and engaging nature, followed by memory games and miming However, many educators face challenges in organizing these activities, as they often need to invest time searching for suitable games that are not readily available This time-consuming process competes with their other responsibilities, such as lesson planning, test preparation, and personal tasks Additionally, the varied skill levels among students complicate the selection of games that can effectively meet diverse learning needs.
The effectiveness of language games in warm-up activities for listening lessons is measured by students' interest and excitement, as reported by teachers A successful game leads to increased vocabulary acquisition and a better understanding of the listening passage Most importantly, it fosters students' eagerness to engage with the tasks in listening lessons.
Teachers organize language games for their students, which, although not played frequently, significantly encourage student engagement and positively influence their attitudes towards learning and listening skills.
Class Observation
The researcher carried out to observe 3 classes at 3 different classes, grade 10 taught by
During her visit to three different classrooms, she observed that all three teachers incorporated language games into their warm-up activities for listening lessons They unanimously agreed on the effectiveness of these games in motivating and encouraging students to enhance their listening skills.
In a recent observation of class 10A2, students engaged in a warm-up activity focused on Unit 12 - Music The teacher presented four humorous pictures representing different professions, including the renowned composer Van Cao, a teacher, a singer, and a doctor, which sparked the students' interest and encouraged them to participate eagerly After just five minutes of guessing the jobs depicted in the images, the teacher seamlessly transitioned into the lesson by asking, "Do you know Van Cao? Who is he?"
In the observation of class 10CB5 during Unit 13 on Films and Cinema, the teacher initiated a warm-up activity by asking students to identify different types of films from a picture Students were given seven options to choose from, including detective film, action film, thriller, cartoon, science fiction film, love story film, and comedy film The popularity of the images made it easy for all students to participate and respond correctly This engaging game lasted for seven minutes.
In class 10A4, the teacher conducted an engaging memory game centered around Unit 14 - The World Cup Students first watched a clip featuring football players, after which they had one minute to memorize their names Two students from each group were then invited to the board to write down as many names as they could recall without revisiting the clip The teacher facilitated a class-wide check to determine which team had the most names, fostering excitement and eagerness among the students The game, lasting nearly 10 minutes, helped students feel relaxed and confident while enhancing their learning experience.
In summary, warm-up activities effectively engaged students' interest in the lesson, primarily relating to the topic While language games sparked excitement among students, they often struggled with the subsequent tasks in listening lessons, finding them difficult or tedious, which diminished their motivation to participate.
This chapter has presented the results and discussion of the research The next chapter will discuss some major findings and suggestions based on the data analysis.
Chapter four: Findings and Recommendations
Findings
The research findings reveal four key insights regarding the use of language games in warm-up activities for listening lessons: the advantages of incorporating language games, the frequency of their implementation, the challenges faced in organizing and executing these games, and recommendations for effectively utilizing language games in listening lesson warm-ups.
4.1.1 The benefits of using language games in warm-up activities in listening lessons
Many students have a positive attitude towards language games, believing they enhance interest and relaxation during listening lessons A significant number find these games effective for improving their listening skills, as they feel more comfortable and gain vocabulary related to the lesson Most teachers agree with this perspective; however, language games have drawbacks After warm-up activities, the classroom can become noisy, as students discuss the games, making it difficult for teachers to refocus the class Some students struggle to concentrate, and those who do not find the games engaging may become passive, negatively impacting their group members' participation Ultimately, language games can be beneficial if teachers carefully select suitable games and consider students' preferences.
4.1.2 The frequency of using language games
Listening is a challenging skill for students, often leading to feelings of fear and boredom during lessons To enhance engagement, teachers can incorporate language games as warm-up activities; however, the lengthy and complex nature of listening tasks often limits time for such activities Additionally, finding or designing appropriate games requires extra preparation, and the time spent transitioning between games and lessons can detract from focused listening practice Consequently, these challenges hinder the frequent use of language games in the classroom, resulting in fewer opportunities for students to engage in this interactive learning method.
4.1.3 Difficulties in organizing and playing language games
Organizing language games as warm-up activities presents several challenges for teachers Limited class time and extensive lesson content often hinder the implementation of these games, even when they are readily available Additionally, teachers face the burden of various responsibilities, such as preparing tests and grading papers, leaving little time to find suitable language games for their diverse student groups The presence of mixed-ability students in crowded classrooms complicates this further, as a single game may not cater to all proficiency levels Consequently, both teachers and students may struggle with engagement and understanding, leading to potential difficulties in successful game execution.
4.1.4 Suggestions on using language games in warm-up activities in listening lesson
Based on student questionnaires, teacher interviews, and observations, the researcher offers several suggestions for effective game use in the classroom Teachers frequently employ a variety of games, with guessing, miming, and memory games being particularly popular among students due to their ease of preparation for warm-up activities It's essential that the game difficulty aligns with the students' skill levels, prioritizing enjoyment to enhance engagement In cases where games are challenging, teachers should clearly explain the rules, potentially in Vietnamese, to ensure understanding Games should be conducted in groups or with the entire class, and a duration of around five minutes is recommended for optimal engagement.
Recommendations
The findings enable the researcher to give some recommendations to better the situation for the sake of the students
4.2.1 Takings the students’ personal factors and proficiency into consideration
As a teacher, the author recognizes that students' personal factors, such as their feelings, interests, and needs, can significantly impact their motivation to learn, particularly in challenging skills like listening To enhance students' motivation for listening, it is essential for teachers to implement appropriate language games that are enjoyable and engaging Additionally, the proficiency level of students must be considered when selecting these games, as overly demanding activities may lead to a loss of interest Ultimately, the focus of language games should be on fun, encouraging students to participate and improve their listening skills.
4.2.2 Using language games in a flexible and appropriate way
The researcher, drawing from their experience as a teacher, observes that language games can be effectively utilized across various classes, including mixed-ability groups However, the organization of these games remains consistent, leading to varying levels of student engagement; some classes thrive with enthusiasm while others may experience disinterest or boredom Therefore, it is essential for teachers to consider the flexibility and suitability of language games for each specific class to enhance student participation and enjoyment.
Unit 13 - Films and Cinema offers an engaging game where students guess film genres based on images To enhance the experience, teachers can select and display various films for the class to identify This approach requires thorough preparation by teachers in advance.
Detective film, teachers should extract a clip from Sherlock Holmes film or others
Action film, teachers should extract a clip from Kung Fu killer or others
Thriller, with a clip from Deep Blue Sea
Cartoon, with a clip from Tom and Jerry
Science fiction film, with a clip from Star Wars
Love story film with a clip from Winter Sonata
Comedy film with Mr Bean‟s holiday
In classes with students who struggle with English vocabulary related to film genres, teachers may allow the use of Vietnamese to facilitate communication This approach aims to enhance student engagement during listening lessons, fostering a more inclusive and effective learning environment.
4.2.3 Using variety of language games
To keep students engaged and motivated during warm-up activities, teachers should avoid relying solely on guessing, memory, or miming games, as these can become monotonous over time Instead, incorporating a variety of language games such as Bingo, Treasure Hunts, and Crosswords can create excitement and surprise among students Additionally, implementing creative point systems and organizing diverse game formats can further enhance student interest and participation.
Sample work
Warm-up activities are engaging and brief games designed by teachers to prepare students for learning by stimulating their minds These activities typically last around five minutes, making them an effective way to kickstart the lesson.
Unit 1: A Day in the Life of
The teacher organizes the class into groups of four and provides each group with a handout Students collaborate to swiftly match sentences with their corresponding jobs The first group to complete the task with all correct answers will be declared the winner.
1 He gets up very early
3 He works in the streets
4 He works on the farm
5 He gets people from one… place to another place
6 He works in the school
7 He lives in the country
9 He meets a lot of people
Type of game: Jumbled words
Teacher asks students to work in groups of 4 to find out the words from the jumbled ones Teacher calls on students to write down the words on the board
Ask students to speak out all these words
Material: Picture of modern inventions in Paper A0
Teacher has students work in groups of 4 and discuss to find out the name of modern inventions
In a classroom activity, the teacher challenges students to recall and list modern inventions Two students from different groups are selected to compete by writing down as many inventions as they can on the board, without the aid of pictures The student who lists the most inventions will be declared the winner.
Material: power-point, hand-outs
Teacher divided the class into 2 teams, gives one hand-out for each 4 students
In this engaging classroom activity, the teacher presents a crossword puzzle via PowerPoint and offers suggestions one at a time The first team to raise their hands gets the opportunity to answer the crossword clues A correct answer earns the team 1 point, while an incorrect response allows the opposing team a chance to answer Additionally, teams can earn 3 points for correctly identifying a vertical word At the end of the game, the team with the highest score is declared the winner.
1 Which skill should we practise in the lesson today?
2 What do you call a film or a play that is intended to be funny, usually with a happy ending?
3 What should I buy to read for information everyday?
4 Which TV progamme should I watch if I like physical activities?
Summary of the study
The teaching and learning of English at the upper secondary school level in Vietnam, particularly at Duong Xa High School, face significant challenges, as students demonstrate limited proficiency in the language despite starting their studies in grade 3 Among the four skills, listening comprehension is notably the weakest, presenting various difficulties for students As an English teacher, the investigator aims to improve students' English learning outcomes, prompting a focused study to address these issues.
Investigating the effectiveness of using language games in warm-up activities in listening lessons of grade 10 in Duong Xa high school
Providing some suggestions and implications for the improvement of listening teaching in Duong Xa high school in terms of using language games in warm-up activities
A review of literature on language games, listening comprehension, and motivation reveals that incorporating language games can significantly enhance students' motivation to learn English, particularly in improving their listening skills.
Secondly, the investigator delivered the questionaire to students to find out some information:
Students‟ view on listening skill
The fact of using language games in warm-up activities
The difficulties before, while and after playing language games
Effectiveness of language games in warm-up activities in listening lessons
Students‟ attitude and preference on playing language games
Incorporating language games into warm-up activities for listening lessons can significantly enhance student engagement and enjoyment Interviews with English teachers reveal that many educators occasionally utilize these games to foster interest in developing listening skills, making the learning experience more enjoyable and effective.
The investigator observed three listening lessons and gathered valuable insights While most students expressed interest in the warm-up activities, they encountered challenges when engaging in the listening tasks.
From the valuable information, the researcher has drawn out some suggestions such as
Takings the students‟ personal factors and proficiency into consideration
Using variety of language games
Using language games in a flexible and appropriate way
The researcher emphasizes that the study's findings are valuable for individuals interested in pursuing research in this field, as well as for those concerned about the related issues The author kindly asks readers to be understanding of any shortcomings or limitations within the study.
Limitations and suggestions for further study
This thesis acknowledges inherent limitations in its research, focusing specifically on the use of language games in warm-up activities for listening lessons in English 10 With only 90 students from Duong Xa High School participating in the questionnaire, the sample size may be insufficient for drawing definitive conclusions Consequently, the recommendations regarding the integration of language games to enhance student motivation in listening skills may be subjective and lacking in completeness The researcher encourages future studies on this topic to address these limitations.
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21 Wlodkowki R J Enhancing Adult Motivation to learn
22 Wright, A, Betteridge, D and Bucky, M (1983) Games for language learning
Phiếu khảo sát này được thiết kế để phục vụ cho luận văn thạc sĩ với đề tài “Nghiên cứu việc sử dụng trò chơi ngôn ngữ trong các hoạt động khởi động nhằm khuyến khích học sinh lớp 10 học nghe tại trường THPT Dương Xá.” Chúng tôi rất mong các em sẽ hỗ trợ bằng cách trả lời các câu hỏi trong phiếu khảo sát này Xin chân thành cảm ơn sự giúp đỡ của các em!
1.Em thấy kĩ năng nghe như thế nào?
2 Trong phần khởi động em có hay được chơi trò chơi không?
3 Em thường được chơi trò chơi nào trong phần khởi động trong giờ nghe?
4 Em có gặp khó khăn gì trước khi chơi trò chơi?
A Có (em hãy tick vào khó khăn em gặp B Không phải)
2 không tìm được bạn chơi
5 Em có gặp khó khăn gì trong khi chơi trò chơi?
A Có (em hãy tick vào khó khăn em gặp phải)
5 các bạn trong nhóm không hợp tác
6 Em có gặp khó khăn gì sau khi chơi trò chơi?
A Có(em hãy tick vào khó khăn em gặp phải) B Không
2 em không tiếp tục tập trung được
3 mất thời gian để ổn định trật tự lớp
7 Em thường được tổ chức chơi trò chơi theo;
8 Em có thích chơi các trò chơi trong phần khởi động trước giờ nghe không?
9 Em thấy chơi trò chơi giúp em nhiều trong giờ nghe không?
10 Theo em nếu có giúp ích cho giờ nghe nó giúp em những gi?
C Có khái niệm về bài nghe
D Có thêm từ vựng về bài nghe
11 Để phát huy tính hiệu quả của việc sử dụng trò chơi ngôn ngữ trong các giờ học nghe, theo em giáo viên cần:
A Giáo viên nên sử dụng các trò chơi phù hợp với trình độ của học sinh
B Giáo viên nên giải thích luật chơi dễ hiểu, rõ ràng
C Giáo viên nên sử dụng đa dạng các trò chơi
D Giáo viên nên làm mẫu cho học sinh
1 How often do you use language games in warm-up activities in listening lessons for
2 What are the reasons for you to organize language games in warm-up activities in listening lessons?
3 What are your criteria to choose a language game?
4 What kinds of language game do you often organize for students to play?
5 What are the difficulties of organizing language games?
6 What are the measurements for the success of using language games in warm-up activities in listening lessons?
I Objectives: by the end of the lesson, students will be able to:
Decide on True or False statements
Chalk, board, CD, power point,
Show 4 pictures one by one and ask students what are their jobs?
Call on students to give the answers
As a composer what does he do?
As a teacher what does she do?
As a doctor what does he do?
As a singer what does she do?
Lead in the lesson by asking: Do you know Van Cao? Who is he?
Look at the pictures one by one and guess their jobs
He looks after people‟s health
III Objectives: by the end of the lesson, students will be able to:
Listen for the main idea
Chalk, board, CD, power point,
Divide the class into 2 teams
In this engaging classroom activity, students are presented with seven numbers and asked to select one to reveal a corresponding picture Their task is to identify the type of film depicted in the image If they successfully answer, they earn one point; if not, they forfeit the chance, and the next team takes their turn This interactive game promotes teamwork and critical thinking while enhancing film knowledge.
Show the picture and ask students what kind of film is it?
Take turn to choose the number
Look at the pictures one by one and answer what the kind if film is
V Objectives: by the end of the lesson, students will be able to:
Chalk, board, CD, power point,
Divide the class into 2 teams
In this engaging game, participants will watch a clip featuring various footballers and must identify them by name After viewing, they will have one minute to memorize the names Subsequently, two students from different groups will be called to the board to write down as many names as they can recall without revisiting the clip The team that lists the most names will be declared the winner.
Call on students to write down the names of the footballers
Try to remember the names of the footballers
The preventatives go to the board and write down the names of the footballers
Ronal do, Zidane, Roberto Carlos, Ronney, Ronaldinho, Marodona, Kaka, Cong Vinh, Backham, Pele, Hong Son