APPLYING SOME GAMES FOR WARM UP ACTIVITIES IN SPEAKING LESSONS IN ENGLISH 11

THANH HOA EDUCATION AND TRAINING DEPARTMENT

QUANG XUONG 1 HIGH SCHOOL

EXPERIENCE INITIATIVE

APPLYING SOME GAMES FOR WARM-UP ACTIVITIES
IN SPEAKING LESSONS IN ENGLISH 11
( ÁP DỤNG MỘT SỐ TRÒ CHƠI CHO PHẦN
WARM-UP TRONG GIỜ NÓI TIẾNG ANH 11)

Writer: Nguyễn Thị Hồng
Position: teacher
School: Quang Xuong 1 High School
Subject: English

THANH HÓA, YEAR 2017
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TABLE OF CONTENTS
PART I:INTRODUCTION
1.Rational of the study (page 1)
2.Aims of the study (page 1 +2)
3.Scope of the study (page 2)
4.Methods of the study (page 2)
PART II: CONTENTS
1.Theorical background (page 2 +3)
2.Some problems before applying games for warm-up
(page 3 +4)
3.Some solutions to solve the problems by applying some

games for warm-up (page 4 - 15)
4.The effect of experience initiative (page15 + 16)
PART III: CONCLUSION , PROPOSAL
1. Conclusion (page 17)
2. Proposal (page 17)
3.Reference

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“Applying some games for warming -up activities in speaking lessons in
English 11 ”
PART ONE : INTRODUCTION
1.

Rationale of the study.
Nowadays, English is the most popular language in the world. As an

effective means of international communication, it is used as the official
language in many fields of life such as economics, politics, science,
technology, sports and many others. This leads to an increasing demand of
learning English. There are more and more people who learn English and
consider it as an inevitable factor in their work and life.
Today society is growing, learning, acquire, acquire human knowledge is
an urgent need of each individual. To help people be accessible with
abundant knowledge, English is an indispensable means. Therefore, learning
English is increasingly social concern, especially for the younger generation.
How to study and teach English effectively is always a big question to
both teachers and students. The knowledge introduced in the textbook is
what all students have to exploit and receive. However, if the teacher teaches

directly the lessons, students will feel passive and they cannot define what
they are going to study because the fact that English is too difficult for them.
To help students prepare mental sense well before going to the new lessons
and become more active during the lessons. Recognizing the importance of
speaking, I decide on choosing “Applying some games for warming -up
activities in speaking lessons in English 11 ”
2. Aims of the study
The specific aims of the study are as follows:

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- Clarifying the nature of warming -up activities in speaking
lessons in accordance with some important points in teaching this skill.
- Investigating the present situation of teaching and learning
speaking of the 11th form students to find out advantages as well as problems
facing both teachers and students in speaking lessons.
- Suggesting useful techniques to motivate the speaking skills
in the warming -up activities .
3. Scope of the study
Due to the limitation, all the techniques suggested are used in the
speaking skills in the warming –up stage. And the object of this study is the
11th form students .
4. Methods of the study
To implement this study, the following methods are used:
- Consulting related materials: For the sake of getting
knowledge and useful ideas, I read many books and other materials in
addition to earlier researches about how to motivate students by warming up
and teaching speaking.
- Delivering survey questionnaire and observing speaking

lessons: To fulfill this study, two survey questionnaires, one for students
and another for teachers and some speaking class observations were carried
out to find out the teachers’ and students’ attitudes toward teaching and
learning speaking as well as their working methods.
PART TWO : CONTENTS
Part 1 : Theoretical basis
1.1 . What is meant by speaking skill?

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Speaking is described as an interactive process of constructing meaning
that involves producing and receiving and processing information. Speaking
depends on the context or the situation, Context includes the physical
environment, the purposes for speaking is more often spontaneous, open
ended, and evolving. Speaking requires learners to not only know how to
produce specific points of language such as grammar, pronunciation, or
vocabulary but also that they understand when, where, why and in what
ways to produce language.[5]
1.2 . What is the game in teaching English?
Games help and encourage many learners to sustain their interest and
work.''Games also help the teacher to create contexts in which the language
is useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak
or write in order to express their own point of view or give information.
1.3 . Ideas for warm up activities
A warm up activity is a short, fun game which a teacher or trainer can
use with students. The purpose of a warm up is to encourage the students,
wake them up – first thing in the morning and after lunch people are often a
little sleepy, prepare them to learn by stimulating their minds and/or their

bodies. Warm ups should last about 5 minutes. Warm ups are particularly
useful to help new students or trainees to get to know each other, to mark the
shift when students have finished learning about one topic before starting on
a new topic Warm up activities are essential teaching techniques for good
teacher and trainers.
Part 2 : Some problems before applying games for warm- up

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Teaching English at Quang Xuong 1 for many years, I have noticed
poor students in this course so much, only a few students can speak fluently.
Through practice I found that one of the reasons that the number of poor
students due to the fact that families are difficult, learning conditions are
limited, they do not have dictionaries, reference books, video tapes of
machine support for the children the skills of listening, speaking, practice
more, and poor conditions from the school have affected the quality of their
learning. But the major cause is that they they don’t feel interested in the
subject, that subject is difficult, they do not have to communicate daily
environment so they forget , which leads to slow acquisition, unequal power
in school. It is from this fact, in order to promote, encourage and stimulate
the desire of the students believe that every teacher should study and apply
the game to fit with the lesson content, contributing to the direction students
in the lesson content and the desire to learn English. To do it well, every
teacher needs to understand the role of the game, that is:
- Create a relaxed atmosphere in the class.
- Supporting effective in creating excitement, interest in learning,
comfort in every class.
- Supports the student's brain.
- Assist in review from a new set of questions.

- Assist in training students' speaking skills.
- Means of instructions, suggested by questions and answers between
teachers and students towards the theme of the lesson.[4]
Part 3: Some solutions to solve the problems by applying games
for warm –up activites in some speaking lessons

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1. Organizing games for warming-up activities in teaching
speaking skill.
a. Rules: The teacher has to ensure that the students understand how a
activity is played by giving clear instructions of the rules and
remember to chech their understanding before starting.
b.

Forms of playing

Student can take part in some activities such as:
-

in pairs

-

in small groups of four or five

-

in large groups of two tables

-

in two groups( the class is divided into 2 teams)

-

in individual with class

b.

Requirements

-

Student should use English as much as posible while they are

taking part in the activities
c.

Preparation

-

Teacher should prepare all the objects, things relating to the

goal of activities and must give clear instructions.
d.

Role of the teacher

-

Teacher plays the role of an instrutor and counselor during the

activities.
e.

Time limited

Each activity takes from 5 to 8 minutes. Before starting, time limited
should be given to students and the teacher shoul stop them whether they
have finished or not.

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2. Type of games for warming-up activities in teaching speaking
skill
Students of English often lack confidence when speaking due to the
language's irregular pronunciation rules. Practicing often can help to build
both the learners' confidence and competency in speaking English. Using
games which require verbal responses in the classroom is an effective way
of developing spoken language skills. There are some games that are used
in teaching speaking skill:
Sorting, ordering or arranging games, Information gap game, Guessing
games, Matching games, Labeling games, Puzzle-solving games, Role play
games…
3. Games for warming –up activites in some speaking lessons in
English 11

Unit 1:Friendship [1]
Lesson B: Speaking
Game : Crosswords
- Divide the class into two groups: Group A and Group B
- Stick the Crossword Poster on the board.
- Give instructions:
- Two groups take turn to choose the number from one to seven. There are
two lucky numbers. If you choose them, your group gets 1 mark. If not, you
have to answer my question. One mark will belong to you if you’re right. If
not, the other group has the right to answer.
- At the end of the game, which group has more marks will be the winner.”
- Let the class play the game.
- Declare the winners.

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Unit 2
Personal Experience [2]
Lesson B: Speaking
“Have you ever” Game
Form: The teacher ask sts to work in groups of 3-4
Preparation: at home Teacher cuts out and shuffles the given “Tell the truth”
or “Tell a Lie” card
The goal: Ask and aswer with the question “have you ever…………..?”
How to proceed : teacher places the cards in one pile at the centre of the
table.
- teacher modes “Have you ever” + past participle” for sts as well as
ways to respond to “Have you ever” question.
Eg: Have you ever been to Paris?

No, I haven’t or Yes, I have
If the answer is Yes, one might ask a follow-up question, using the past
simple, eg. When was it?
- within the sts’ groups the first student starts and asks anyone else in his/
her group a “Have you ever?” question.The student who is asked the
question should draw a card from the piles of “ Tell the truth” or “Tell a
lie” cards and answer according to the card.The rest of the students are
allowed to ask 3 more follow-up questions to try and determine if the
person answering is telling the truth or lying.After 3 questions are up, the
student answering will show his/her card for the group to see if it’s a “tell
the truth” or “tell a lie” card. The group continues to play until everyone
is asked
Unit 3: A Party [1]
Lesson B: Speaking
Brainstorming
Form: The teacher ask sts to work in groups and fill in the circles some
parties they know
Preparation: Teacher preparation boards, chalk
The goal: Find some phrases only parities
How to proceed : Teachers require each groups to think and fill in the
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handouts .The grous having the name of the parties the most will be the
winner

UNIT 4 :Volunteer work[1]
Lesson B: Speaking
Competition game- Describing the pictures
Teacher divides the class into small groups of 3- 4 students and gives

each groups a set of pictures. Sts are required to describe the activity in each
picture in one sentence only.Which group finishes first and has the most
correct and meaning ful sentences will be the winner.

UNIT 6 : COMPETITON [1]

Lesson B: Speaking
Brainstorming
Form: The teacher ask sts to list some competitions they know
Preparation: Teacher preparation boards, chalk
The goal: Find some phrases only competition
How to proceed : Teachers ask sts to list some names of the competition in
front of the class

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UNIT 7: WORLD POPULATION

Lesson B: Speaking
Jumbed words
Ask sts to work in pairs to arrange the order of words to make meaningful
words
1.BOLEUP
2.LYMIFA NAPLIGN
3.CERSEANI
4.RAESDEC
5.IMLTI
6.GEURIF

Suggested answer
1.DOUBLE
2.FAMILY PLANNING
3.INCREASE
4.DECREASE
5.LIMIT
6.FIGURE
UNIT 8: CELEBRATUION

Lesson B: Speaking
Guessing
FORM :Ask sts to listen some pieces of the songs and give the name of the
festival
Preparation: Teacher preparation cassete, tapes
The goal: introduce some celebrations
How to proceed : Teacher plays the tape for sts to hear the pieces of the song
aboutVietnamese Teachers’ Day, Christmas and Mid – Autumn festival
UNIT 9 : THE POST OFFICE [1]
Lesson B: Speaking
- ask sts to look at the pictures and guess what service the customers
are using

Unit 11: Sources of energy
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Part B: Speaking
Guessing
FORM :Ask sts to listen some information about some alternative sources of
energy and then answer

The goal: introduce some alternative sources of energy
How to proceed : Teacher make questions “What sources of energy do you
know? “
It can be found in only some places of the earth. (GEOTHERMAL HEAT)
This energy can be very dangerous. (nuclear power)
Sailboats couldn’t move without this energy. (WIND ENERGY)
They will be exhausted within a relatively short time. (FOSSIL FUELS)
It covers about three quarters (¾ ) of the earth’s surface (WATER
ENERGY)
Panels are used to create this energy( SOLAR ENERGY)
UNIT 12: THE ASIAN GAMES

Part B: Speaking
Jumbed words
- ask sts to rearrange the order of words to make meaninful sentences

1.14Th / were/ the/ where/ Asian/ held/ Games/ when/ and?
2.countries/ in/how/ the/part/many/took/ Games?
3.were/at/Games/sports/many/ completed/how/the?
Answer
1.When and where were the 14Th Asian Games held?
2.How many countries took part in the Games?
3.How many sports were competed at the Games
UNIT 13: HOBBIES
Part B: Speaking
-ask sts to work in pairs to ask about their own hobbies
-write their hobbies on the board
UNIT 15 : SPACE CONQUEST
Part B: Speaking
-give some picture of famous astronauts

_ask sts some questions and answer
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1.Who Are They?
2. What Are their nationalities?
Pict 1:He’s Pham Tuan_VietNamese astronaut
2.He’s Yuri Gagarin Russian astronaut
3.Buzz Aldrin_American Astronaut.
4.Yang Liwei_Chinese Austronaut
5.John Glenn_An American Astronaut
6..Valentina_Tereshkova
UNIT 16: THE WONDERS OF THE WORLD [1]
Part B: Speaking
Guess the place

-ask sts to listen some information about wonder and answer the question
“ what wonder of the world is? “
1. It is believed to have been built over a 20-year period.
2. It consisted approximately two million blocks of stone.
Key: The Great Pyramid

4.The effect of experience initiative
During a 2016-2017 school year, I have applied these some
games in class 11T1,11T2, 11C3 and it can be seen that students have made
some progress. Many students became more and more active and easier with
the lessons. Therefore , they leaned the lessons more comfortablely and
more effectively.
Specific results
class

11T1
11T2
11C3

total
46
44
42

Excellentvery good
22
10
5

Quite average
good
20
21
15

4
13
22

Weak
(bad)
0
0
0

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PART THREE : CONCLUSION, PROPOSAL
During the year, I usually used the game for warm-up activities,
depending on the abilities of students in each class to choose and orient the
content of games. I used many kinds of games and I see that many students
became more and more active and easier with the lessons. Therefore , they
leaned the lessons more comfortablely and more effectively. I found used
game measures play an active supporting role in the teaching of foreign
languages in general and English in particular. It is one of the effective
measures that motivates

students to participate actively in learning,

research, brainstorming lesson. We created the situation, context, help
students practice better, inspire and assist students to understand quickly,
contribute to improve the quality of student learning and performance
teaching performance of the teachers. Thus, the use of the game not only
create a fun atmosphere, start learning in students, but also a science tricks,
creative teachers. Integrated to match the theme unit. Stimulating the passion
for learning and research in each student. We need to see the game as a
rewarding job for those students. Although it takes teachers a lot of time to
prepare for the design of games in the class, anyway we also try to help
young generation, for the country in the future, we try to do our best to
invest in a certain language knowledge for each student. Help students use
their capital basic language and application for their practical life.
Due to the shortage of time and the lack of practical experience, all
the issues of the teaching process cannot be covered as a whole. It is
expected that the further studies will be the continuance for this one. The

quality of teaching and learning speaking in English as a result can be step
by step improved. Furthermore, mistakes are also inevitable in the thesis
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because of the limitation of time, references and ability. Comments and
recommendations would be highly appreciated to better the thesis both in
content and in the form.
I think it is a good method for every teacher in teaching.This paper is
only my suggestions, you can create a suitable one for your own class you
will see how helpful it is. I would like to receive your strict criticism and
constructive comments to male it a better one for another.
My recommendation : I wish the leaders of my school could create
better conditions for the teaching aids for teachers of English such as:
cassette, video tapes, pictures, projectors…

XÁC NHẬN CỦA THỦ TRƯỞNG

Thanh Hóa, ngày 30 tháng 5 năm 2017

ĐƠN VỊ

Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung của
người khác

Nguyễn Thị Hồng

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Reference
[1].The website://www.google.com.vn
[2].Thiet ke bai giang tieng anh 11
[3].English Textbook 11
[4].English langguage teaching methodology ( Teacher’s Workbook)
[5].Teach English – A training course for teachers – Tác giả Adrian
Doff.

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