Applying some language games in warm up part to create excitement and enhance learning english for grade 5th pupils

1 Introduction
1.1 Reason to choose the topic:
Recently, teaching English has improved in method in the light of the
communicative, learner-centered approach which is adaptable to require
objectives and help pupils have many opportunities to communicate in English.
However, at many primary schools, many teachers still apply traditional
teaching method: grammar - translation. They spend much time explaining
grammar rules. Pupils receive knowledge passively and have little chance to
practice as well as to develop language skills. The classtime is often very boring
so drawing pupils’ attention is generally failed.
How to create excitement for pupils during English lessons at the
beginning? Through out serveral year - teaching experience, studying materials
as well as observing the other teachers' class, I realize that stimulating pupils to
learning actively during English lesson majorly bases on designing teachinglearning activities of each teacher in each lesson plan. And, warm-up activity the starting point of the lesson plays a very important role although it makes up
the shortest time of the classtime. However, in fact, many teachers are not aware
much about the importance of warm-up activity. Thus, some of them have
passed this part or they have not known how to make warm-up activities more
interesting to attract pupils.
"A good beginning makes a good ending." The saying is necessary for
each lesson plan of English teacher. So in this writing, I present the study
entitled:
"Applying some language games in "warm-up" part to create
excitement and enhance learning English for grade 5 pupils".
1.2 Study purpose
As an English teacher working in a primary school for ages, I have ever
faced with variety of difficulties, especially in attracting children’s attention in
grade 5 who have no reason to learn. Many of them don’t care what teacher talk
and talk. What do you think in class time when the learners copy mechanically
what teacher write on the board into their notebooks? However, every thing is
different when pupils are in good mood, they will involve in the lesson better.
How could I attract pupils’ attention? That’s why I choose this topic.

In this research, I would like to mention some games and the basic
techniques to conduct the games effectively during English lessons.
1.3 Study object:
Applying some language games in "warm-up" part to create excitement and
enhance learning English for grade 5 pupils.
1.4 Study measure:
 Observation method: investigate materials about methodology of teaching
games myself as well as attend my colleagues’ English lessons.
 Experience method: apply language games in teaching periods in English
textbook at school.

1


 Investigation method: make questions in order to test and check pupils’
understanding.
1.5 New point of the research:
- One game may be applicated to many units in textbook.
- These highly applicable games are especially focused on specific units in
English 5 textbook.
- These games are illustrated with interesting pictures. The teams are
named familiarly and cutely.
2 Content
2.1 The basis of reasoning:
Some researchers such as Nguyen and Khuat (2003) have shown that
students are bored with learning in traditional methods like rehearsing, writing
words on papers or learning passively through teacher’s explanations. Nguyen
and Khuat (2003) believe that learners prefer to learn the English language in a
pleasant atmosphere such as vocabulary games. They believe that in an
interesting and communicative class learners can learn 80 percent of what they

exposed to. Hence, apply language games in English class is very significant to
create excitement for learners.
Nguyen and Khuat (2003), using games provides a relaxing and funny
environment for learners, therefore, help them to learn better. They believe that
learners are interested in friendly competition which motivates them to
voluntarily involvement in the classroom tasks.
According to the methodology of teaching English, language game is an
active method in which learners are placed in the centre. To achieve the goal of
games, a player has to communicate with each other. In other words, they ought
to discuss in their groups quickly in order to find out the final result to defeat
other groups. It’s necessary for the players to use languages, to express
necessary information for completing games.
In language games, a teacher plays as a guide or an adviser, who elicits
pupils’ reaction, helps them understand the problems which need to be discussed
or the teacher may explain clearly the role of the players. The teacher sometimes
supplies the new words, new structures that the players are unfamiliar.
2.2 Real situation of teaching and learning English
From applying new English teaching methods, "warm-up" has been
become main stage in teachers' lesson plans. Some teachers have paid attention
and prepared carefully warm-up activities. However, some others are not aware
much about the importance of warm- up activities. They still think that these
activities are unnecessary. Thus, instead of having better preparation for warmup activities, they often check old lesson to get oral marks before teaching new
lesson. This makes pupils stressful and the class time boring.
Moreover, for pupils at my primary school, they have approached new
teaching methods, but they seem to be embarrassing when they take part in some
warm-up activities. To know exactly about this problem, I have investigated 69
pupils in 2 classes 5A and 5D by asking them the following questions:
2

1. Please tick your choice in the square to answer the question:
"Do you like warm-up activities in English lessons?"
A. very like
C. normal
B. like
D. dislike
2. Why do (don't) you like warm-up activities in English lesson?
....................................................................................................................
After the survey, I get the bellow result:
very like
like
Total
69 pupils

No

%

No

19

28% 25

%

normal
No

36% 15

Dislike

%

No

%

22%

10

14%

The result reveals that most of good pupils are interested in warm-up
activities while lower pupils who are shy. Students’ different proficiency level in
a class causes difficulty for teachers to choose activities which are suitable for
whole class. Many activities can be applied well in this period but they also are
boring in the other ones. Lots of warm-up activities make good pupils excited
while bad pupils could not participate in.
Besides, my school is located in half-plain and pure agricultural area so
pupils have less chance to communicate in foreign language in daily life. They
are so shy and timid to speak as well as express their ideas, thoughts in warm-up
activities so they seem not to want to take part in.
From those reasons, the study entitled "Applying some language games
in "warm-up" part to create excitement and enhance learning English for
grade 5 pupils" has been conducted with the hope to make teachers and pupils
more aware of the importance of warm-up activities.
2.3 Some "warm-up" activities applied in teaching English 5.

Beginning from the actual situation as described in section reason
initiatives proposed in my own experience teaching process, I tried to figure out
some language games to motivate pupils to attract their attention. I am pleased
to present some games for instance The God say…., Slap the board, Lucky
numbers, Pass the secret, Kim’s game, Mysterious pictures, First riddle, Find
the other halves, Win the box, Crossword puzzle. These games have been applied
in my school in recent years, especially creating excitement and enhancing
learning English with the demonstration in some detailed units in textbook as
below.
2.3.1 Game: “The God says…..”
Aim: Revise the words related to the lesson.
Time: 5 minutes
Preparation: name of activities
Work arrangement: whole class
Procedure:
3


- The teacher instructs pupils to carry out actions by saying. If the teacher does
not begin with The God says…, the pupils do not follow the instruction.
- Teacher models with the whole class the first time.
- When the pupil does wrong, he or she will be out of the game by standing
near the blackboard.
- Until the end of the game, anyone who failed will be punished.
- The punishment is copying the sound of different animals.
Specific lessons:
This game is capable applied to the following lessons: “Unit 12: Don’t ride your
bike too fast!”, “Unit 13: What do you do in your free time?” or “Unit 2: I
always get up early. How about you?”
Unit 2: I always get up early. How about you?

Lesson 1: part 1, 2, 3
- Teacher says: The God says …. Sit down!
- Actions can be chosed: “Stand up”, “Do morning exercises”, “Brush your
teeth”, “Cook dinner”, “Watch TV”, “Do homework”, “Have breakfast”, “Go
cycling”, “Listen to music”, “Go to school”, “Play table tennis”, “Play
badminton”, “Go fishing”.
2.3.2 Game: “Slap the board”
Aim: Revise the words related to the lesson.
Time: 5 minutes
Preparation: 8 words of means of transportation
Work arrangement: group work
Procedure:
- Teacher (T) puts the flashcards of the words on the board.
- T divides class into two teams Batman and Superman.
- T invites each team four pupils to go to the blackboard and lines them up
(two lines).
- T calls out one word and the pupils in each team should slap quickly the
corresponding word on the board.
- The team to slap quicker and more correct words will be the winner.
- Declare the winner.
Specific lessons:
- This game can be applied to any lessons in English 5 textbook, for instance:
Unit 3: Where did you go on holiday?
Lesson 2: part 1, 2, 3

undergroun
d

boat

motorbik
e

plane

train

coach

taxi

bus

4


2.3.3 Game: “Lucky numbers”

Aim: Revise the sentence patterns related to the lesson.
Time: 5 minutes
Preparation: 8 numbered questions
Work arrangement: group work
Procedure:
- T puts the pictures of numbers on the board.
- T divides class into two teams Cat and Dog.
- Each team chooses a number in turn. The team will respond the requirement
in each number. If responding is correct, they will get one mark. If it is
wrong, they will spend right to answer to the left team.
- The team may score one mark without answering if they get a lucky number.
- T gives feedback for each respond and marks for each team.

- The team with more marks will be the winner.
Specific lessons:
- This game is capable applied to all the lessons in textbook to make a funny
and interesting lesson, for example:
Unit 4: Did you go to the party?
Lesson 1: 4.5.6

Questions:
1) What did you do at the party yesterday?
2) lucky number
3) Did you watch TV last night?
4) Did you eat lot of food at the party?
5) Where did you go on holiday?
6) What did you do last summer?
7) Where were you last week?
8) lucky number
5


2.3.4 Game: “Pass the secret”

Aim: stimulate pupils to remember sentences related the topic of the lesson.
Time: 5 minutes
Preparation: 6 sentences related to the lesson
Work arrangement: group work
Procedure:
- T divides class into 3 teams. Each team makes a line.
- A pupil sitting in the first line of each team goes to the board and receives the
message from the teacher. He or she remembers the sentence. After that, he
or she returns to the team and whispers the sentence in the next sitting pupil's

ear. The game continues like that to the pupil standing in the last line.
- The last pupil in each team goes to board and report the message which the
teacher whispered. The team having more correct sentences in the shortest
time will be the winner.
- T checks and declares the winner
- T leads in to the new lesson.
Specific lessons:
- This game can be applied to all the lessons in textbook, for instance:
Unit 5: Where will you be this weekend?
Lesson 3: 1.2.3
* Given sentences:
1) I will swim in the sea.
2) He will build sandcastles on the beach.
3) They will eat seafood in the evening.
4) She will explore some caves.
5) He will take a boat trip around the islands.
6) They will sunbathe in the afternoon.
2.3.5 Game: “Kim’s game”

Aim: introduce new lesson through out the pictures
Time: 5 minutes
Preparation: pictures
Work arrangement: group work
Procedure:
- T divides class into 4 teams. (books closed)
- T hangs on pictures on the board.
- T lets them look at pictures and asks them to remember quickly all activities
in the pictures in 30 seconds. Then, T puts the pictures away.
- Ask students to write down the names of the pictures.
- The team to show the right answers more quickly will win the game.

- T shows pictures again to checks their answers.
- T declares the winner and leads in to the new lesson.
Specific lessons:
6


- This game can be applied to many lessons in textbook, for instance:
Unit 6: How many lessons do you have today?
Lesson 1: 1, 2, 3
*Cue pictures:

2.3.6 Game: “Mysterious picture”

Aim: check old lesson and introduce new lesson
Time: 5 minutes
Preparation: a picture and pieces of paper
Work arrangement: group work
Procedure:
- T divides class into 2 teams.
- T hangs on the picture hidden 6 pieces of paper and asks Ss to open each
piece in turn by answering the question in it.
- Each team in turn chooses piece of paper and answer the question to see
picture. If the answer is correct, they will have 1 mark and if it is wrong, they
will lose turn. Which team finding out the picture first, the game will stop
and they will be winner.
- T checks, declares the winner and asks Ss guess the topic of the lesson
through out picture.
Specific lessons:
- This game can be applied to many lessons in textbook, for instance:
Unit 8: What are you reading?

Lesson 1: 1.2.3
The topic: the stories
Then, T leads in new lesson.

1

2

3

4

5

6

Questions:
1.
2.
3.
4.
5.
6.

How do you practise reading?
How do you practise speaking?
How do you practise listening?
How do you practise writing?
When do you have English?
Why do you learn English?

7


Mysterious picture:
The story of Mai An Tiem

2.3.7 Game: “First riddle”

Aim: find key word related to the topic of the lesson
Time: 4 minutes
Preparation: 6 pictures
Work arrangement: group work
Procedure:
- Teacher (T) divides class into 2 teams Fox and Rabbit.
- T hangs the prepared pictures on the board and asks pupils to find out the
name of animals in the picture and then take the first word of each word to
make key word. Which teams finding the key word faster will be the winner.
- Pupils work in groups and find the key word.
- T declares the winner and leads in to the new lesson.
- Notes: the key word consists of 6 letters.
Specific lessons:
- This game can be applied to many lessons in textbook, for instance:
Unit 9: What did you see at the zoo?
Lesson 1: 1, 2, 3
* Key word: ANIMAL
* 6 cue pictures:

ALLIGATOR

MONKEY

NIGHTINGAL
E

ANT

IGUANA

LION

8


2.3.8 Game: “Find the other halves”

Aim: practice giving and responding to advice on common health problems
Time: 6 minutes
Preparation: 6 pieces of paper contain 6 half of sentences
Work arrangement: group work
Procedure:
- T divides class into groups of 4-5 students
- T hangs on 3 pieces of paper on the board and delivers the 3 other ones to
groups.
- Ss read the sentences in pieces of paper carefully and then couple with pieces
of paper on the board to make meaningful sentences in the fastest time.
- Each group chooses a representative to run quickly to the board to couple
pieces of paper. Which group complete fastest with more answers will be the
winner.
- T checks answers and leads in to the lesson
Specific lessons:

- This game can be applied to Unit 11 in textbook:
Unit 11: What’s the matter with you?
Lesson 2: 4. 5. 6
Key:
I have a
toothac
he.

You
shouldn’t
eat
a lot of
sweets

I have
a
stomac
h ache.

I have a
backach
e.

You
shouldn
’t
carry
heavy
things.

You
should
go to
the
doctor.

9


2.3.9 Game: “Win the box”

Aim: introduce the topic of the lesson through the pictures
Time: 5 minutes
Preparation: 6 pictures of food or drinks, a box of candies
Work arrangement: group work
Procedure:
- T divides class into 2 teams "Jerry” and "Tom".
- T hangs 8 pictures in turn on the board.
- Two teams raise their hands to have right to guess either "what is this?" or
“What are they?” in the picture. If guessing is correct, they will one step
closer to win the box. If it is wrong, they will spend right to answer to the left
team. The team on the top first will be the winner.
- T gives feedback for each guessing and moves Tom or Jerry to the next stair.
- T declares the winner and leads in to the new lesson. (The box is for the
winner.)
Specific lessons:
- This game can be applied to many lessons in textbook, for instance:
Unit 17: What would you like to eat?
Lesson 1: 1.2.3

* 8 cue pictures:

a packet of
biscuits

sausages

a glass of
orange juice

bottles

bananas

a bar of
chocolate

rice

a cartoon of
lemonade
10


Game: “Crossword puzzle”
Aim: review the vocabulary related to the topic
Time: 5 minutes
Preparation: a picture of crossword puzzle
Work arrangement: whole class
Procedure:

- T hangs the picture on the board.
- T tells the pupils that they are going to play “crossword puzzle game”.
- Each pupil chooses a number in random from the square, and gives correct
answer.
- T gives feedback for every pupil’s answers.
Specific lessons:
- This game can be applied to all lessons in textbook, for instance:
Unit 18: What will the weather be like tomorrow?
Lesson 1: 4. 5. 6
(The words are adjectives that are used to describing the weather.)
Crossword puzzle
6↓
S
1
6
5
5↓
W
1→
R
2↓
C
3↓
2
5
1
4→ S
2.3.10

6

3

4

Keys:
11


6↓
S
N
O
W

5↓
W

3↓
4→ S
U
N
N
Y

T

1→
2↓
C

L
O
U
N
D
Y

R

R

A

I

M

N
D
Y

N

Y

Game: “Noughts and crosses”
Aim: review the sentence patterns related to the lesson
Time: 5 minutes
Preparation: a numbered table
Work arrangement: group work

Procedure:
Game: Noughts and crosses
- Draw 9 numbered cells.
1
2
3
4
5
6
7
8
9
- Divide class into two teams: Nought and Cross team.
- Ask each team to take turns to choose a number, for each number there is a
cue picture for them to ask and answer using the sentence patterns they have
learnt in previous lesson. If they get it right they have one cross or nought.
- The winner will be the team who forms three successive noughts or crosses
in a straight line.
- Declare the winner.
2.4 Illustrate with a specific lesson
Unit 15: What would you like to be in the future?
Period 96: Lesson 1 (task 4, 5, 6) Page 31
I. Objectives: By the end of the lesson, Ss will be able to:
 Ask and answer the questions about future jobs, using “-What would you
like to be in the future? –I’d like to be……..”
 Develop listening and writing skills.
II. Teaching method: Communicative method.
III. Teaching aids:
- Student’s book, laptop, speaker, pictures
IV. Language focus:

2.3.11

12


Vocabulary: a pilot, a doctor, an architect, a writer.
Sentence patterns:
— What would you like to be in the future?
— I’d like to be a doctor.
V. Time: 40 minutes
VI. Procedure:
Steps and
Teacher and student’s activities
time
* Warm-up: Game: Noughts and crosses
5 minutes
- Draw 9 numbered squares
1
2
3
4

Task 4:
Listen and
tick
10 minutes

5

6

7
8
9
- Divide class into two teams: Nought
and Cross team.
- Ask each team to take turns to choose a
number, for each number there is a cue
picture for them to ask and answer
using “–What would you like to be in
the future? –I’d………..” If they get it
right they have one cross or nought.
The winner will be the team who forms
three successive noughts or crosses in a
straight line.
Lead-in: You have practiced speaking
about future jobs. In today’s lesson, you
are going to listen and write more about
the future jobs.
Pre-listening:
- Tell the class that they are going to
listen and tick the correct pictures.
- Have them to look at the pictures and
identify jobs.
- Ask students to guess the answers
before listening.
- Invite some students to give their
guessing.
While-listening:
- Play the recording two times for

students to do the task.
- Get them to swap and compare their
answers before checking as class.
Post-listening:

Language focus
Ss will be revised
the old sentences
and vocabulary.
Sentence
patterns:
-What would
you like to be
in the future?
-I’d like to be
a doctor.

Ss will be able to
listen and tick the
correct pictures.

Key:
1b

2a

3c
13

- Invite some students to summarize the
jobs of the characters.
- Get the other students to correct
mistakes if needed.
- Give feedback.
Suggested answers:
1) She’d like to be a writer.
2) She’d like to be an architect.
3) He’d like to be a pilot.
Task 5: Look Pre-writing:
and write
- Tell the class that they are going to
10 minutes
look and write sentences about future
jobs.
- Invite class to look at the pictures and
tell their future jobs.
- Ask students to works in pairs to
discuss how to write sentences.
While-writing:
- Give time for students to do the task
individual.
- Go around and offer help if necessary.
Post-writing:
(Peer correction)
- Choose several students to write their
answers on the board and invite the
others to make correction and
comments.
- Make correction with the class and give

feedback and comments.
Task 6: Let’s - Tell class that they are going to sing the
sing
song What would you like to be in the
10 minutes
future?
- Have students read each line of the
lyrics and teach the unfamiliar words.
- Play the recording all the way through
for the students listen and follow in
their books. Play it again and ask
students to sing line by line.
- When the students are familiar with the
melody, ask students to sing along with
the song.
- Have students to sing the song and do
actions.
- Call some groups to sing the song and
do actions in front of the class while

Ss will be able to
look and write
sentences about
future jobs based
on given pictures.

Key:
1. like to be a
teacher.
2. like to be a

doctor.
3. like to be
architects.
Ss will be able to
sing the song
What would you
like to be in the
future?

14


*home link

others listen.
- Praise them and give feedback.
- Remind students to sing the song Sing the song
“What would you like to be in the What would you
future?” At home.
like to be in the
future?

Appendix:
Warm-up: (Cue pictures)
1

2

6

7

5

4

3

8

9

2.5 The result of achievement.
All above things are some warm-up activities which I applied for grade 5
pupils at my school. After applying those activities, I see that students' learning
English have been improved. The table below expresses clearly the change in
the students’ behavior in warm-up activities:
Total
69 students (5A, 5D )

very like
No
25

%
36

like
No
29

%
42

normal
No
11

%
16

dislike
No
4

%
6

In fact, after some lessons with warm-up activities, students seem to be
more excitement as well as indulging in learning English. Lots of shy students
are more confident. They begin speaking English together in the class time.
Almost students are interested in warm-up activities. This makes them more
active and more enthusiasm to take part in learning activities. Thus, their
learning result has been clearly increased in comparison with the beginning
semester.
Learning result before applying project
School year: 2017-2018
15

The number of pupils
69 students
(5A, 5D)

good

average

below average

No

%

No

No

No

%

17

24

48

70

4

6

Learning result after applying project
School year: 2017-2018
The number of pupils
good
average
below average
69 students
(5A, 5D)

No
35

%
51

No
34

%
49

No
0

%
0

With the results obtained from the second survey to pupils in grade 5 in
this school year, I really feel very good because the percentage of weak pupils
was no longer available, the number of average pupils reduced and the rate of
good pupils increased. This shows that they have no difficulty in using the
English language any more but are actively involved in English lessons,
especially when participating in games or singing songs in English they find
interesting.
3 CONCLUSION AND SUGGESTION
3.1
Conclusion
Renew English teaching method for textbook asks renew warm-up
activities. The aim of the change is leading pupils to learning more actively.
Creating excitement and enhancing learning for pupils through warm-up
activities makes them more positive as well as more creative in the main
activities of the lesson. This contributes remarkable to the success of the lesson
for teachers and increases learning result for pupils. This project helps English
teachers not only at high school but also at any other school level are aware
more about the important role of warm-up activities in teaching English. From
that, they are also more responsible for each lesson plan to have successful
lessons.
3.2 Suggestion
It can be said that teaching English by new methods at primary school
especially at schools which is located in pure agricultural area is very difficult.
However, teacher can apply new methods effectively if they really have love
with teaching career and always study suitable teaching methods for each
student, gradually solve difficulties of this subject. Through this writing, I want
to share my little experience about using some new warm-up activities to
stimulate pupils to learn English with the other teachers. I really hope that it is a
useful reference to help teacher have the most effective lessons.

I sincerely thank you!
16


Certified by the headmaster

Tho xuan, May 22nd, 2018
I assure initiative, it is my experience
and do not copy other people’s content.

Lê Thị Thúy

17


REFERENCE
1. Harmer, J (1991), How to teach English, London - Long man Press
2. Nguyen and Khuat, Learning Vocabulary through Games. Asian EFL Journal.
December 2003. />3. Sách tiếng anh 5 (sách giáo viên), Hoàng Văn Vân. NXB giáo dục Việt Nam.
4. Teach English by Adrian Doff.
5. Teach young learners English, NXB giáo dục Việt Nam.

18


TABLE OF CONTENTS
1

2

Page
Introduction.....................................................................................................1
1.1

Reason to choose the topic:......................................................................1

1.2

Study purpose...........................................................................................1

1.3

Study object:.............................................................................................1

1.4

Study measure:..........................................................................................1

1.5

New point of the research:........................................................................2

Content............................................................................................................2
2.1

The basis of reasoning:.............................................................................2

2.2

Real situation of teaching and learning English.......................................2

2.3

Some "warm-up" activities applied in teaching English 5.......................3

2.3.1

Game: “The God says…..”.................................................................3

2.3.2

Game: “Slap the board”......................................................................4

2.3.3

Game: “Lucky numbers”....................................................................5

2.3.4

Game: “Pass the secret”......................................................................6

2.3.5

Game: “Kim’s game”.........................................................................6

2.3.6

Game: “Mysterious picture”...............................................................7

2.3.7

Game: “First riddle”...........................................................................8

2.3.8

Game: “Find the other halves”...........................................................9

2.3.9

Game: “Win the box”.......................................................................10

2.3.10 Game: “Crossword puzzle”..............................................................11
2.3.11 Game: “Noughts and crosses”..........................................................12

3

2.4

Illustrate with a specific lesson...............................................................12

2.5

The result of achievement.......................................................................15

CONCLUSION AND SUGGESTION.........................................................16
3.1

Conclusion..............................................................................................16

3.2

Suggestion...............................................................................................16
19