Applying some language games effectively renew warm up activity of lessons english 10 (basic)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT 4 THỌ XUÂN

EXPERIENCE INITIATIVE

APPLYING SOME LANGUAGE GAMES EFFECTIVELY
TO RENEW WARM-UP ACTIVITY OF READING LESSONS
- ENGLISH 10 (BASIC) -

Người thực hiện: Đỗ Thị Sen
Chức vụ: Giáo viên
SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HOÁ NĂM 2017


1. INTRODUCTION
1.1. Reasons for choosing the research
Nowadays, English assumes as a more and more important part as a means of
international communication than ever. It is also a "useful tool" and a "master- key"
to discover the world of science, technology, education, culture, business and
diplomacy. With such a trend of development, therefore, improving the quality of
education in general and quality of the subject English in particular is one of the
concerns leading the current educational policy. Specially, in some recent years, the
focus of teaching has been promoting oral skills in order to respond to the Students’
needs for effective communication.
However, due to some objective and subjective reasons, teaching and learning
English in general and teaching and learning in particular does not come up to the
study aims. In spite of teachers’ efforts to provide students with opportunities to
develop their communicative skills, how to teach and learn speaking effectively is

still a challenging question to both teachers and students at many high schools in
Vietnam.
At 4 Tho Xuan high school, most students are not aware of the importance of
reading skill. It has been proved that some students got into a habit of learning
“mute English” which obviously harmful to a language learner. Therefore, it is
necessary to find a supplementary technique used in teaching reading.
Games can help teachers to create contexts in which the language is useful and
meaningful. Games bring a relaxed atmosphere and create more opportunities for
students to practice so they are highly motivating, competitive and fun. With
games, students will enjoy themselves, be stimulated and get involved in speaking.
As a result, they can learn new lexical items faster and remember better. With so
many advantages, games seem to be an effective way in teaching and learning a
foreign language.
All the above – mentioned reasons and factors have inspired me to conduct a
research titled “Applying some language games effectively to renew warm-up
activity of reading lessons – English 10 (basic)”
1.2. Aims of the research
The aims of the research are:
- To investigate the situation of teaching reading skill to the 10 th graders in
classroom.
- To investigate the effectiveness of using games in teaching reading skill to the 10 th
graders at 4 Tho Xuan high school.
- To provide some suggestions and implications for the improvement of teaching at
4 Tho Xuan high school by using games in addition to other techniques.

2


1.3. Object of the research
The research focuses specifically on using games in warm up activity in

teaching reading skill to the 10th graders at 4 Tho Xuan high school, namely, 2
classes 10A1 and 10A7.
1.4. Methods of the research
In the process of carrying out this research, the survey questionnaire is used to
collect data. The survey questionnaire including pre-task and post-task survey
questionnaire is for 80 10th form students from 2 classes 10A1 and 10A7 at 4 Tho
Xuan high school.

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2. CONTENT
2.1. Theoretical background
Warm up activities
A warm up activity is a short and fun game which a teacher or trainer can use
with students. The purpose of a warm up is to encourage the students and prepare
them to learn by stimulating their minds and/or their bodies.
Motivation
Motivation is generally defined as an abstract concept used to describe the
willingness of a person to expand to reach a particular goal. For language learners,
mastery of a language may be a goal. In linguistic, sociolinguistic and second
language acquisition, a number of language learner motivation models have been
postulated.
Oxford and Shearin (1996) points out: “Motivation is important because it
directly influences how often use L2 learning strategies, how much students
interact with native speakers, how much input they receive in the language being
learnt (the target language), how well they do on curriculum-related tests, how high
their general proficiency level becomes, and how long they preserve and maintain
L2 skills after language study is over…”.
Language games

Language games mean games related to language. Hadfield (1987) classifies
language games into may categories as follow:
+ Sorting, ordering, or arranging games.
+ Information gap games.
+ Guessing games.
+ Search games.
+ Matching games.
+ Labeling games.
+ Exchanging games.
+ Board games.
+ Role play games.
2.2. The reality of the problem
The research was carried out at 4 Tho Xuan high school with the participation
of 80 the 10th form students. All of the surveyed students have learned English for 7
years. However, most of them have difficulties in mastering four language skills.
Of the four skills, as many of them revealed, they find reading especially important
yet challenging one. That was the reason why most of the students feel bored and
unmotivated in classes.
English 10 textbook consists of 16 units for two terms. Lessons are under the
tendency theme-based approaches. In general, the textbook provides students with
a variety of topics and activities with the aim of helping students improve their
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skills. However, there are some topics that are far unfamiliar with the students’
background knowledge such as people’s background (unit 3), special education
(unit 4), technology and you (unit 5), undersea world (unit 9), conservation (unit
10) and historical places (unit 16).
The survey questionnaire used for 80 students from 2 classes 10A1 and 10A7 at 4
Tho Xuan high school.

Table 1: Students’ attitudes and perspectives towards reading lessons
Options
A
B
C
D
Questions
(%)
(%)
(%)
(%)
Question 1:
How are reading lessons important to you?
8
17
25
50
A. Very important
B. Important
C. Normal
D. Not important at all
Question 2:
How do you find reading topics introduced in
10
21
23
46
English 10 textbook?
A. Very interesting
B. Interesting

C. Normal
D. Boring
Question 3:
How do you find reading activities introduced in
62
27
11
0
English 10 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy
Question 4:
Are you willing to speak in classes?
1
28
71
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I’m never willing to speak
As can be seen clearly from the table 1, a lot of the surveyed students think
that reading skill is the most difficult skill meanwhile there are only 8 % consider it
very important. More specifically, 46 % find topics introduced in English 10
textbook boring and 62% find activities introduced in English 10 textbook very
difficult. Moreover, there are so many students who are never willing to speak in
classes (71%). In summary, the students are losing their interest during the lesson.
Therefore, an effective technique should be exploited to motivate students in
reading lessons.

5


2.3. Measure implementation
To stimulate the students’ minds before studying a reading lesson, a short and
fun game should be used for warm up activity. The following are some sample
games for each unit in English 10 textbook:
Unit 1: A day in the life of…….
Type of games: Describing pictures
Classroom management: Class work
Materials: Pictures
Time: 4 minutes
Procedure:
- Hang on some pictures in turn and ask sts to say out what they can see

- Ask sts to guess the content of the lesson
Unit 2: School talks
Type of games: Slap the board
Classroom management: Group work
Materials: Stick cards
Time: 5 minutes
Procedure:
- Divide the class into 2 groups
- Ask each group to send 5 presentatives and set in a queue
- Provide each group of sts 7 stick cards & give instruction
- Read aloud sentence by sentence
- Give feedback
- Declare the winner
* Suggested sentences:
+ I often play ………online when I have free time

+ After the school year, I’ ll go on a summer…….
+ Soccer and badminton are my favourite……….
+ Do you usually watch…….at 6p.m everyday?
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+ What is the ……….like today?
+ Students have to………hard for the exam.
+ My ………….is collecting stamps.
Keys : games/ holiday/ sports/ film/ weather/ study/ hobby
Unit 3: People’ s background
Type of games: Guessing game: Who am I? ( 3 persons)
Classroom management: Group work
Materials: Pictures, some pieces of paper
Time : 5 minutes
Procedure:
- Divide the class into 2 teams
- Give instruction
- Read aloud the 3 clues for 1 person in turn
- Declare the winner
• Who am I?
+ I was born in Nghe An
+ I am the greatest leader of Vietnam
+ My birthday is May 19th 1890
 UNCLE HO

• Who am I?
+ I live in America
+ My name begins with letter B
+ I am the boss of the company Microft

 BILL GATES

• Who am I?
+ I am a famous female scientist.
+ I was born in Germany
+ My name begins with letter M
 MARIE CURIE

7


Unit 4: Special education
Type of games: Questionnaire
Classroom management: Class work
Materials: none
Time: 3 minutes
Procedure:
- Give questions and ask sts to answer:
+ Can all of you hear/ speak/ see?
+ What are people who can’t hear/ speak/ see called? THE DISABLED
+ Is it easy or difficult to teach the disabled?
+ May they have normal education?
- Lead in the lesson : SPECIAL EDUCATION
Unit 5: Technology and you
Type of games: Matching words and pictures (names of hardware)
Classroom management: Group work
Materials: Pictures, stick cards
Time: 4 minutes
Procedure:
- Devide the class into 2 teams and give instruction

- Hang pictures on the board
- Call on the representative of each group to stick cards with the right words
on
the pictures
- Declare the winner

Unit 6: An excursion
Type of games: Word square
Classroom management: Group work
Materials: Papers
8


Time: 3 minutes
Procedure:
- Divide the class into groups of four or five students
- Give each group a paper containing a word square
- Ask them to find out the names of some places (Thien Mu pagoda, Ha
Long Bay, One- pillar pagoda and Da Lat) in the square. The words may go
across, down, up, backwards or at an angle.
- Which group finishes first and has the correct answers will be the winner.
1

2

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I

O

W

A

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C

H

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F

N

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D

3

A

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D

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D

A

D

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4

D

N

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A

B

C

D

P

E

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A

5

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J

A

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8

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F

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Y

M

G

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10

M

G

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A

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11

N

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12

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A

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B

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14

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J

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D

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B

15

T

S

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F

V

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D

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Unit 7: The mass media
Type of games: Kim’s game
Classroom management: Class work
Materials: Pictures on the power point
Time: 3 minutes
Procedure:
- Hang pictures on the board
- Ask sts to look at the pictures and try to remember their names
9


- Call sts to name all of them in 1 minute (television, internet, books,
newspapers, radio, cell phone)
- Lead in the lesson: THE MASS MEDIA
Unit 8: The story of my village
Type of games: Questionnaire
Classroom management: Class work

Materials: Pictures
Time: 3 minutes
Procedure:
- Hang pictures on the board
- Ask sts to look at the pictures and answer the questions

Who are they?
They are farmers

10


What is the name of this animal?
Buffalo

Where is this?
In a field

What are they doing?
They are transplanting

- Lead in the lesson: THE STORY OF MY VILLAGE
Unit 9: Undersea world
Type of games: Matching
Classroom management: Class work
Materials: Pictures
Time: 4 minutes
Procedure:
- Hang the pictures of sea animals on and give their names
- Ask sts to match the pictures with their names

- Ask sts the question: “Where do these animals live?”
- Lead in the lesson: UNDERSEA WORLD

Shark

Dolphin

Seal

Jellyfish

Turtle
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Unit 10: Conservation
Type of games: Observing pictures and answering questions
Classroom management: Class work
Materials: Pictures
Time: 5 minutes
Procedure:
- Asks sts to observe the pictures and answer the questions:
What do you think about these pictures?

Unit 11: National parks
Type of games: Hang man
Classroom management: Class work
Materials: Black board and chalks
Time: 4 minutes
Procedure:

- Ask sts to close their books
- Give instruction of the game “hang man”
- Give the clue “It is a noun phrase that has 12 letters. It is a place in use for
conservation purposes”
12


It is a noun phrase that has 12 letters.
It is a place in use for conservation
purposes

N

A

T

I

O

N

A

L

P

A

R

K

- Declare the winner
Unit 12: Music
Type of games: Brain storming
Classroom management: Group work
Materials: Black board and chalks
Time: 3 -5 minutes
Procedure:
- Divide the class into 2 teams
- Ask each group to send a representative and list kinds of music
- Declare the winner
Jaz
z

Kinds of
music
Pop
Folk

13


Unit 13: Films and Cinema
Type of games: Matching
Classroom management: Class work
Materials: Extra-board

Time: 4 minutes
Procedure:
- Ask sts to match the titles of these films with their Vietnamese translation
1. Gone with the wind

A. Hồn ma

2. The thorn birds

B. Nhật ký tiểu thư Jones
C. Xác ướp trở lại
D. Cuốn theo chiều gió
E. Tiếng chim hót trong bụi mận gai

3. Love Actually
4. Lion King
5. Hero
6. Bridget Jone’s Diary
7. Mummy return
8. Ghost
9. Pearl Habour
10. American beauty

F. Yêu thật sự
G. Anh hùng
H. Vua sư tử
I. Vẻ đẹp Mỹ
J. Trân Châu Cảng

- Give the keys

* Keys:
1.D 2. E 3. F 4. H 5. G 6. B 7.C

8. A 9. J

10. I

Unit 14: The world cup
Type of games: Labeling games
Classroom management: Group work
Materials: Pictures
Time: 5 minutes
Procedure:
- Divide the class into 2 teams
- Ask each group to name the football teams
- Declare the winner

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BRAZIL

GERMANY

SPAIN

ITALY

ENGLAND

FRANCE

Unit 16: Historical places
Type of games: Matching
Classroom management: Class work
Materials: Pictures
Time: 3 minutes
Procedure:
- Hang the pictures of some places on and give their names
- Ask sts to match the pictures with their names
Harbor

Cathedral

Mausoleum

Citadel

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- Ask sts the question: “What are they?”
- Lead in the lesson: HISTORICAL PLACES
2.4. Results
After applying the above language games in warm up activities in reading
lessons for the 10th graders, I realized that there have been some considerable
changes such as:
+ The atmosphere of the class became more ebullient; the students were eager to
practicing speaking and active to contribute their ideas to the lesson.
+ The students were more confident and less afraid of making mistakes.

The progress of the students can be seen through the following tables comparing
the data collected from the survey questionnaire before and after applying this
experience initiative:
Table 2:
Questions
Question 1:
How are reading lessons important to
you?
A. Very important
B. Important
C. Normal
D. Not important at all
Question 2:
How do you find reading topics
introduced in English 10 textbook?
A. Very interesting
B. Interesting
C. Normal
D. Boring

Options

A
(%)

B
(%)

C
(%)

D
(%)

Before

8

17

25

50

After

53

29

11

7

Before

10

21

23

46

After

21

45

26

8
16


Question 3:
How do you find activities introduced in
English 10 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy
Question 4:
Are you willing to speak in classes?
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I’m never willing to speak

Before

62

27

11

0

After

24

19

45

12

Before

1

28

71

After

13

62

25

17


3. CONCLUSION AND SUGGESTIONS
3.1. Conclusion
This research is done with the purpose of seeking one effective teaching
technique to improve students’ reading skill. And as there are many teaching
techniques exploited by the teachers to teach skills, the study limits itself to use
language games to motivate students to speak. The literature review has been made
in the hope of demonstrating the scope of the research theoretically in terms of
skills and language games. The findings from the data analysis show that many
students have low motivation towards English classes. They find activities either
challenging or boring. Thus they show their unwillingness to raise their voice.
Language games are used for warm up activities to motivate students in reading
lessons and are applicable as a motivator.
It is hoped that the research will prove worthwhile to those who want to motivate
students in English classes and who are concerned about the problem.
3.2. Suggestions
Although the research has accomplished the objectives set at the beginning, it
can not avoid some limitations.
Due to the time is short; limit of knowledge and the scope of the research, the
research can not cover all the uses of language games in four skills and language
elements. Therefore, further study can focus on the use of language games as a
motivator in reading classes, speaking classes, writing classes, listening classes and
language games as an effective technique to teach vocabulary and grammar.
Obviously, mistakes are unavoidable, all comments and remarks on this

research will be highly appreciated.

Xác nhận của hiệu trưởng

Thọ Xuân, ngày 20 tháng 05 năm 2017
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.
Người viết SKKN

Đỗ Thị Sen

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REFERENCES
1. Hoàng Văn Vân (2007), Tiếng Anh 10, NXB Giáo dục.
2. Nguyễn Thủy Minh – Lương Quỳnh Trang (2009), Thiết kế bài giảng tiếng
Anh 10, Tập 1 và Tập 2, NXB Hà Nội.
3. Vũ Thị Lợi (chủ biên) (2006), Giới thiệu giáo án tiếng Anh 10, NXB Hà Nội.
4. Lưu Qúy Khương (2006), A practical course for teaching English as a
foreign language.
5. Bygate (1997), Speaking, Oxford University Press.
6. Wright, A; Betteridge, D&Buckly, M. (1983), Games for language learning,
Cambridge University Press.
7. Rixon, S.(1981), How to use games in language teaching, London,
Macmillan Publishers.
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TABLE OF CONTENTS

1. INTRODUCTION…………………………………………………………
1.1. Reasons for choosing the research……………………………………….
1.2. Aims of the research……………………………………………………..
1.3. Object of the research……………………………………………………
1.4. Methods of the research………………………………………………….
2. CONTENT……………………………………………………………………..
2.1. Theoretical background………………………………………………….
2.2. The reality of the problem…………………………………………...…...
2.3. Measure implementation…………………………………………………
Unit 1: A day in the life of …
Type of games: Describing pictures
Unit 2: School talks
- Type of games: Slap the board
Unit 3: People’s background
- Type of games: Guessing (Who am I?)
Unit 4: Special education
- Type of games: Questionnaire
Unit 5: Technology and you
- Type of games: Matching
Unit 6: An excursion
- Type of games: Word square
Unit 7: The mass media
- Type of games: Kim’s game
Unit 8: The story of my village - Type of games: Questionnaire
Unit 9: Undersea world
- Type of games: Matching
Unit 10: Conservation
- Type of games: Observing pictures and

answering questions
Unit 11: National parks
- Type of games: Hang man
Unit 12: Music
- Type of games: Brainstorming
Unit 13: Films and Cinema
- Type of games: Matching
Unit 14: The World Cup
- Type of games: Labeling
Unit 16: Historical places
- Type of games: Matching
2.4. Result……………………………………………………………………..
3. CONCLUSION AND SUGGESTIONS…………………………………...
3.1. Conclusion……………………………………………………………….
3.2. Suggestions………………………………………………………………

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DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
___________________________
Họ và tên tác giả:
ĐỖ THỊ SEN
Chức vụ và đơn vị công tác: Giáo viên - Trường THPT 4 Thọ Xuân
TT

1

Tên đề tài SKKN

Cấp đánh giá
xếp loại

Using some language
games in warm up activity Ngành GD cấp
effectively to motivate the tỉnh; tỉnh
11th graders at 4 Tho Xuan Thanh Hóa
high school in English
speaking classes

Kết quả đánh
giá xếp loại

C

Năm học
đánh giá xếp
loại
2015 - 2016

21