(Sáng kiến kinh nghiệm) phương pháp dạy vần warin – up trong tiếng anh cho học sinh tiểu học trường tiểu học thị trấn nga sơn

THANH HOA EDUCATION AND TRAINING DEPARTMENT

NGA SON EDUCATION AND TRAINING DEPARTMENT

EXPERIENCE INITIATIVES

IMPROVING THE EFFECTIVENESS OF ENGLISH
LESSONS OF GRADE 3, 4 THROUGH WARM UP
SECTION AT THI TRAN PRIMARY SCHOOL

Conducted by: Mai Thi Hanh
Position: Teacher
Working place: Thi Tran Primary School
Experienced Initiative of subject: English

THANH HOA 2019


CATEGORY
Table of contents
Content
1. Opening
1.1.Reason for choosing the topic:
1.2.Research purposes:
1.3. Research subjects
1.4. Research methodology
2. The content of the experience
2.1. Theoretical basis of the experience initiative.
2.2.Problem situation before applying experience initiative
2.3. Innovative experiences or solutions used to solve problems.
2.4. The effectiveness of the experience initiative for educational

activities, with myself, my colleagues and the school
3. Conclusions and recommendations
3.1. Conclusions
3.2. Recommendations

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1. Opening
1.1.Reason for choosing the topic:
In recent years, English has affirmed its position in schools, so improving
the quality of teaching and learning is of primary concern. Innovating teaching
methods in general, the method of class promotion in particular is an important
need. To do that, every teacher must always seek creativity in every teaching
activity. In which the activity leading into the lesson is an activity that plays a
very important part in the success of a lesson.
In teaching English in Primary school, many teachers still keep traditional

teaching methods: grammar - translation, teachers mainly rely on the method of
explanation, spend a lot of time explaining the rules of language solutions and
advice. Students take notes and memorize passive knowledge and have few
opportunities to practice to develop language skills. In the process of teaching
teachers only convey the language content taken in the textbook, do not exploit
or refer to the materials for the lesson. Students listen and repeat passively.
Teacher's class hours are often monotonous and boring.
So how to inspire students for an hour of English right from the first
minute? That is the question that is always in my mind when planing lessons,
taking steps to class. Through a period of teaching, through document research,
passing time, learning experiences of colleagues inside and outside the school, I
have found that inspiring and actively learning for school days. The language
largely depends on tricks, teaching methods as well as how to organize teachers'
class activities. In which "Warm up" plays an important role, although it only
takes a very short time compared to the whole lesson. This is often overlooked
by teachers, deemed unimportant, unnecessary, or many teachers do not know
how to innovate the form of "Warm up" so attractive, attracting students to help
students prepare Psychology, knowledge for new lessons.
From that reason, through the teaching process at Thi Tran Primary School,
I learned about : “Improving the effectiveness of English lessons of grade 3, 4
through Warm up section at Thi Tran Primary School” hoping to
contribute and improve the quality of learning English for primary students.
1.2.Research purposes:
Selecting the methods to enter is one of the factors that helps the lesson be
successful. As a teacher who teaches English at Thi Tran Primary School, I
always seek to create ways to enter the lesson gently and effectively. Especially
for primary school students, they will learn how to be attractive, creative, create
interest in learning for students, to create a comfortable atmosphere and fun
during the class is essential.
“Warm –up” activity aims to attract students to the new lesson full of

excitement and has links to the main topic of the lesson, promoting positive
activeness of students.
Proper use of some of the teaching techniques Warm-up during the English
lesson in Primary school aims to:
- Helping students become interested in learning activities and stimulating
curiosity to explore knowledge in lessons.
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- Arousing the desire to participate in students' exploration, discovery and
testing activities.
- Helping students actively implement learning activities.
- Helping students focus attention during school hours.
- Helping children to reproduce, systematize their knowledge in the easiest
way.
1.3.Research subjects
-The topic focuses on studying Warm-up teaching methods for Primary
students.
- Research subjects are students of grades 3 and 4.
1.4.Research methodology
Applying many research methods such as:
- Experimental method
- Methods of investigation and observation.
- Method of theoretical research.
- Researching methods of teaching through documents, networks, on
television.
2.The content of the experience
2.1.Theoretical basis of the experience initiative
2.1.1. Rationale
English is a means of communication that helps us to have an open-minded

look, so it is the leading task of the education industry. Knowing foreign
languages help us to be closer, understand each other and be more friendly.
In the process of teaching and learning English, to help students have a
comfortable psychology, create a fun and lively classroom atmosphere is the
most important factor, so teachers need to choose teaching techniques Warmup section is suitable and creative with each lesson's content. Because Warmup part plays the role of start-up, conditions form and develop the next
activities. This is also a part to help students think and focus on the lesson from
the beginning, which can provide a part of vocabulary or background knowledge
related to the lesson topic. Warm-up section help teachers have the opportunity
to classify and evaluate the ability of students, thereby adjusting measures in
accordance with the reality of the class.
So if you want students to achieve high results in English lessons, you have
to make students love that subject. In order for students to love the subject,
teachers must create an interest in learning for students through startups. There
are many methods, but it is important for teachers to use them in a flexible,
creative, and rhythmic way to promote students' positive, self-conscious,
proactive and creative learning.
2.1.2. Practical basis
In teaching and learning English, helping students start up before entering
the lesson is an indispensable teaching activity in any lesson. Starting is not just
about helping students review old lessons but also helping them to be interested
in learning in high-achieving learning activities.
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From the above theoretical basis, combined with the actual teaching
process. I find that a language lesson will be dry and boring if we don't know
how to soften that lesson. Learners will feel tired, stressed, heavy, difficult to
absorb if teachers do not know how to organize school hours in a lively and
flexible way. Especially in Warm up section, right at the beginning of the lesson,
students are excited,attractive, the next activities will achieve high results.

Therefore, Warm - up effectively I need to pay attention:
1. Create a friendly environment between teachers and students, between
students and students.
2. Teach Warm-up parts through the games
3. Adopt English songs, short stories or videos.
4. Adopting visual appliances.
5. Method to provoke students' curiosity and curiosity.
2.2.Problem situation before applying experience initiative
2.2.1. Current status
a, On the teachers’ side
-The fact of teaching in textbooks section "Warm up" is almost not available,
has not been included in the lesson content as well as in the teaching plan of
teachers. Opening lesson is hardly concerned by teachers before the lesson is
taught, teachers often check the numbers of students, check the old lesson.
- Through the time to visit the class of colleagues in Nga Son district, there
are teachers who make the warm up part in the lesson very exciting, besides,
many teachers have not done this part, the lesson is pale, passive and make
students lazy.
b, On the students’side
- Entering the lesson by checking the previous lesson and then leading it to the
new lesson will make the students feel scared and passive because most students
are afraid of being tested on the old lesson, so if you take the way to this lesson will
inadvertently make students not interested in entering new lessons.
- Entering articles with such jobs often creates a boring, coping, boring
atmosphere, does not create an effective environment for learning, and is the
least effective way to stabilize classes.
2.2.2 . The cause of the situation
-The students:
Looking at the above results, there are still some children who have not met
the requirements because they do not have reasonable learning methods, are

afraid of learning, shy, and unconfident.
Currently, the teaching and learning of English in schools takes place in
the communication environment of teachers and students, there are many
limitations: Teaching in a large group, cognitive level has many different levels,
teaching support is not synchronized. These distract students 'concentration,
greatly impacting on skills training for students, slowing down the process of
acquiring students' knowledge and the distribution of time for each piece of
content. learn.
The Teachers:
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Due to the reluctance to innovate, especially some older teachers, the
concept is not correct about the new method, including the application of
language games. Or gift is limited, afraid of creativity, lack of flexibility.
More:
- Many parents, especially parents in rural areas, have not seen the importance
of studying foreign languages, so they are not interested in this subject.
Although it is difficult, we must realize that learning English at this time is
the beginning of building a basic foundation of knowledge for students, a
necessary condition for them to step forward to the higher education level.
Therefore, teaching and learning English in primary school is a very important
issue. To solve that problem, teachers need to create diverse and diverse forms
of teaching. In which, helping students to be interested in learning right from the
beginning of class is one of the forms to attract many students to participate in
learning and bring about high efficiency in learning.
At the beginning of the school year 2018-2019, I was assigned to teach
English for grade 3, 4, through actual investigation, I obtained the following
results:
Survey results

Grade

Total of
students

Above 9
Number

Above 5
%

Number

Under 5
%

Number

%

4
135
30
22,2
78
57,8
27
20,0
3
93

16
17,2
57
61,3
20
21,5
2.3. Innovative experiences or solutions used to solve problems.
During the learning process, students will achieve high results if they
determine their motivation for learning. For Primary students, the motivation for
learning will be effective when they feel happy, excited about the subject and
see their progress through the lessons. Therefore the following measures partly
meet that requirement.
This is one of the most important solutions in demanding teaching hours in
enthusiastic teachers, always seeking creative learning, spending a lot of time
researching and teaching.
2.3.1. Create a friendly environment between teachers and students,
between students and students.
In order to have effective teaching hours, help students become enthusiastic
and excited when studying, teachers need to establish a positive and positive
cooperative relationship between teachers and students, between students and
students creating inspiration. interesting for students. The form of attractive
teaching and the friendly and open atmosphere during class will create the
learning motivation of both teachers and students.
The communication attitude of the teacher must be in harmony with the
students, happy, friendly, observing encouragement, timely praise, promoting
the activeness and initiative of the students, creating opportunities for them to be
closer
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The teacher always encourages them to be confident, proactive,
comfortable in communication as well as in learning activities. Always create
the atmosphere of a happy, friendly class, students are comfortable, confident
and active. At the same time teachers should use the environment with English
elements in the classroom.

2.3.2 Teaching warm up method through games.
A few notes when giving students a game in the ‘Warm-up’ section:
+ Depending on the subject and the level of the students, the teachers must
choose the game accordingly.
+ Time for the "Warm up" section should not be too long, only about 5 to 7
minutes, not stressful for students.
Teaching children is relatively difficult and complicated work because
children are not really aware of learning like adults and most are still very giddy.
In order for children to focus on the lesson, the students also take lessons as well
as review the lesson most effectively, the teacher knows how to use the games in
English teaching, giving students the interest in learning for the subject. Help
students get involved in the lesson.
Applying games in the lessons for students to "learn and play, play and
learn", teachers create diverse and colorful playgrounds in English for students,
guide students to master the playground and each additional steps to other
activities. However, depending on the specific lesson, the teacher may choose
the game that is appropriate for the purpose of the lesson.
2.3.2.1.Miming:
This game helps students have a natural habit of communicating, brave
when performing in front of a crowd and improving their acting ability by
acting, and through the application process I see that they are very excited and
participate very actively and happily, helping students actively participate in
learning activities.
For example: When teaching Unit 5 - Grade 4 we can use Miming game to

reinforce words and sentence patterns just learned.

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Students are describing actions
Apply this game in unit 5: Can you swim - English 4 to introduce
action verbs.
Students look at their classmates acting and guessing words that make them
remember the verbs longer and more clearly. They are very excited to
participate and state the verbs very well.
2.3.2.2. Bingo:
Use this game to enhance students' ability to memorize and understand. This
game is suitable to reinforce topics such as: Counting (Number), Alphabet,career
reference (Occupation), Colors, fruits, animals, costumes (clothes), careers (jobs),
family ...
Apply this game in English class 3-unit 8: This is my pen
Students will be taught skills to memorize school things vocabulary
2.3.2.3. Matching
This is also a very popular activity in helping students review vocabulary,
students have to match words with their meaning and vice versa, or it can be a pair
of antonyms, singular with plural… depending on the content of the lesson.
Apply to English 4 unit 19: What animal do you want to see?
Students will remember and practice more about the vocabulary group that they
have learned and learned.
Example 1: Connect English words with the names of animals.

6

Example 2: Connect English words with Vietnamese meanings (Apply to
unit 12- English 4)
teacher
công nhân
doctor

giáo viên

nurse

bác sỹ

worker

y tá

2.3.2.4. Crossword
To test their vocabulary as well as make them curious to discover, I also
often give them a crossword puzzle: through the suggested image, they guess the
words, if the team guessing the correct crossword will win.
This exercise can be applied to all lessons in the production section to
reinforce the knowledge for the students. Applying in the lessons, I see that the
students are very excited and achieve high efficiency.

2.3.2.5.Slap the board

Apply this game in checking vocabularies to create excitement for students
and help them remember the word right in the classroom. Example of the game I
have applied for grade 3 - unit 10: What do you do at break time?

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2.3.2.6. Find Someone Who
The teacher gives out the questionnaire to the students with questions
related to the lesson content.
Students stand up and walk around the classroom to ask their classmates
and fill out the form
The students then report to the teacher that they have found out who does
what the weekend does
Example: Unit 3: Lesson 3 - Grade 4
Activities
Lam
Hoa
Go to the zoo
v
Help parents
v
Watch TV
Hoa goes to the zoo at the weekend
Lam helps her parents at the weekend

Tuan

v

Tuan watches TV at the weekend.

2.3.2.7.Charades
This game helps children know how to use gestures to describe the

meaning of words.
The teacher placed the vote from face down. A student picked up the top
vote, used gestures to describe the meaning of the word, the whole class guessed
the word, wrote it on the board.
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This activity is suitable for career and animal words, words that work only
to help students remember the learned words.
2.3.2.8.Jumble words
- Teacher writes some words with mixed letters on the board.
- Ask students to rearrange the letters into meaningful words.

1.Cnhicke =

Chicken

2.Fefeco =

Coffee

3.Geg =

Egg

4.Papel =

Apple

5.Omenl =

Lemon

6.Lodone=

Noodle

2.3.2.9 .The Alphabet Game:
+ Divide the class into three teams.
+ The teacher says one letter. Students find words that begin with that letter
and write it on paper.
+ Any group that gets more words is scored.
For example:
T: It starts with C /si/
Ss: cat, chicken, city…
T: It starts with B /bi/
Ss: boy, bike, book…
I myself have applied this game and found it highly effective in every
learning tiewets, helping them expand their vocabulary.
2.3.2.10. What’s missing?
In this game all students participate independently and write the answer to
their board. The teacher showed a few words, then disappeared a word, the
students discovered the word disappeared and recorded the board, the time to
think for each word was 20 seconds, the contestant raised the board
simultaneously, The teacher turns to other words that appear and disappear,
students discover and write on the board.
1

APPLE

2

ORANGE
4

LEMON
5

GRAPE

BANANA
6

pear

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2.3.2.11. Pelmanism
- Divide the class into 2 teams.
- Each team in turn sends 1 team member to flip 2 cards. If two cards
match, then points are counted (point 10). If it does not match, turn the card
upside down and continue the game until all the cards are flipped. The team that
gets more points wins.
Example: English 4-unit 11: What time is it?

2.3.2.12. Shark attack
Apply for students to memorize vocabulary through each lesson.

2.3.2.13.Kim’s game:

(Teachers can use pictures with different topics for students to play.)
- Divide the class into 2 teams.
- Observe 6 pictures in turn.
- Teams remember and record the names of the pictures in English for 1
minute. Recording each picture correctly the team will get 10 points.
For example:
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2.3.2.14. Pass the cards
This game facilitates all students to speak the words learned.
+ Divide the class into 3 teams, allowing students to form three rows.
+ Assign three children to surrender some magnetic cards.
+ These three children read the words one by one and pass the words to
them right behind them.
+ Every student who receives the word must read it out loud.
+ The team that finishes first is the winning team.

2.3.2.15. Freeze
Ask students to stand on the spot.
Supervisor, Ex. Dancing, skipping, hoping ... Students use gestures to
describe activities.
When the teacher read Freeze! Students must stop and stand still in the
position that describes the activity.
Students who stop at the latest must be disqualified and have to sit down.
Continue the game until a team wins.
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Example: Unit 5- English 4.

2.3.2.16. Where are the vowels?
The teacher wrote the word but the vowel was left blank.
Representatives of the groups rewrite the words correctly on the board.
Ex.

F–sh
fish
m--t
meat, meet
t - - c h – r teacher
y – l l – w yellow
In the process of teaching I have applied some of the above games to help
you to engrave words or phrases learned and create interest for students to study
for the subject.
2.3.2.17.What and Where.
The purpose of this game helps students remember the meaning and
reading of words. This game applies to all words in the lesson, usually long and
difficult to read.
The teacher wrote some words on the board that did not follow any order
and rounded them up.
After each reading, the teacher deleted a word but did not delete the circle.
Have students repeat the words including deleted words.
When you delete all the words, the teacher lets the students rewrite the
words in the right place.
Example:
teach

farme

er

r

nurs
e

stude
nt

2.3.2.18.Simon says
This game is intended to help students remember words and is often
applied to short commands.
Students only follow the teacher's orders if the teacher reads the command
starting with “Simon says”.
The teacher reads the command, without the sentence "Simon says" the
student cannot execute that command. If a student performs, he / she will be
removed from the game.
This game applies to the whole class.
Example: Unit 6 - English 3. If the teacher says "Simon says' '"Stand up', or
“raise your hand up”
Through lessons, students memorize phrases that are very good commands.

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2.3.2.19. Group the words
The aim is to help students remember the meaning of words and understand
the properties of words.
The teacher writes some words on the board
Students work in groups to arrange words according to each topic that the

teacher requires.
In a certain period of time, the team that is fast and the best will be the winner.
Example: Put the words in the frame to the right column.
round, jump, rabbit, flower, catch, short,
puddle, read, little, square, cloud, throw
Adjective

Verbs

Nouns

Cloud
…………

Read
…………

Rabbit
…………..

2.3.2.20. Circle the words
The purpose of this game is to help students review words and words of words.
Each horizontal row can be 3.4 words (one word is different from the other
words)
The teacher asks the students to circle.
It is possible to organize this game in groups, using a side table to play the
game.
Ask the class to reread all the words.
For example: Underline words are different from the other words.
1. Fish

pizza
milk
bread
2. Rabbit
car
kite
doll
3. What
they
where
how
4. Your
he
it
she
2.3.2.21. Net works
This game is designed to help students re-design vocabulary or sentence
patterns, in addition to placing words in different lessons in a context that helps
students review vocabulary.
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Teachers give the topic and ask students to write the word that corresponds
to the topic. The game is done in groups.
In a period of time, if the team is able to write a lot of correct words, the
team is the winner.
Example:
pen
school bag

School

ruler

things
rubber
book
2.3.2.22. Symnonym and antonym
Besides the purpose of remembering words, this activity also helps students
expand their vocabulary.
Teachers can give words, ask students to find antonyms or synonyms
Students work in pairs or groups to find words
Example: Unit 9 - Grade 4. Request for synonyms or antonyms for the
following words:
1.old <=> young
2. tall <=> short
3. pretty <=> ugly
4.thin <=> fat
Organizing games section, Warm up helps students get an exciting,
comfortable and fun learning atmosphere. The game is capable of stimulating
children's excitement and imagination, stimulating their intellectual development.
Teachers make reasonable games to create a fun and lively classroom
atmosphere that helps students have a comfortable psychology to review their
learning. However, in any form, teachers need to organize for all students in the
class to follow up and comment so that they can work together.
2.3.3. Teaching sections Warm-up through English songs, short video
clips, or Chant songs
Before school hours, teachers let students listen and sing, move on to fun
English songs related to the lesson, which is the best tool in the classroom to
create wit, humor, and laughter for students. The songs that start before school

English for children are varied and rich. A self-composed teacher creates a
strong, easy-to-remember melody for most structures or words, as long as it is
guaranteed to correctly accentuate, singing short phrases, or even simple
questions and answers, will stimulate students to pronounce and save the
language into memory.
Example 1: Unit 4- English 3- Lesson 3. Teach the students to listen to the
song about the alphabet. After listening to the song, the teacher asks the students
to tell them what they have just heard, ask them to come up with the two-letter
sign that the teacher reads, then introduce the lesson to them. Today we are
going to practice the sound with the two letters "f, s'"
Example 2: Before teaching Unit 4- English 3.
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Teachers sing songs and chanting the song "How are you?" The whole
class sing the song and acts after her. We have just learned the question and
answered "How are you". Today we will learn another question with "How".
That's "How old are you?", To ask about age. Then she went to the new lesson.
In addition for students to learn English songs that are easy to understand, short,
vivid in the gym hours between hours, or hours of greeting. Like “Head, shoulder,
knee and toes’ ’,“Hockey, pockey ’’, “Chicken dance”, “How is the weather’ ’…
Or teachers let students listen to stories, watch different video clips with
vivid images and interesting conversations related to the topic of the lesson
along with short, specific, easy-to-hear stories. and easy to understand. Usually
when giving students the opportunity to listen and simulate like the movements
in the Video, it will help them to be excited and happy before going to class as
well as to remove the embarrassments and shyness, and more self-help, believe
more when speaking, performing in public.
For example: When studying the "Daily activities' topic - English 4
The teacher asks students to watch the video clip of daily activities,

illustrated with pictures on a background of a gentle song, asking students to
write the activities seen on the screen.
Then the teacher plays the video clip again, and checks the answers with
the class. In this way, the teacher not only attracts the students' attention from
the beginning but also gives the learners some structure to talk about daily
activities in English. From there, students can imitate and practice more easily.
In addition, let students review vocabulary knowledge or sentence patterns
through the "Chant" lessons. “Chant’ ’lessons with gentle rhythm, combined with
lively body movements to create a lively and comfortable atmosphere during class.

2.3.4. Teaching Warm up part through intuitive utensils
The use and good exploitation of teaching facilities in Warm up section is
especially intuitive devices such as pictures, real objects .... It is essential to help
students become interested in learning.
With topics closely related to the everyday life of English books block
3,4,5, teachers can introduce new words or situations through visual means such
as images, or objects and real things .
Use visuals: real objects in class, pictures, sketch pictures (sticks), collages
from magazines, gestures, etc. Teacher has a strong effect on students' interest in
learning and stimulates their curious curiosity.
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+ Use real objects to review the topic of school supplies (School things),
costumes (clothes)
* School things, Clothes, Food
However, real objects are not always available at school, so teachers can
use pictures instead. In the new set of English textbooks, images are given to
introduce very well, lively and similar images in real life. So while teaching,
teachers must not only know how to exploit and use them to the maximum but

also to use them flexibly and creatively. This is the most gentle, easy to
understand way but the results are very high and very suitable for primary
school students.
+ Sketch simple images to help students review vocabulary about shapes,
numbers.
+ Use color palette to review the topic of color.
+ Use pictures or objects to teach toys to help them have a passion for
learning and high concentration because the objects that teachers recommend are
objects that are very close and easy to guess for them. .
Example: English 3
+ Using room pictures (rooms), interior (funiture), weather, emotions
(fellings), sports.
* House
With a curious and curious nature, along with the ability to perceive the
world from visually vivid to abstract thinking, all students share the same idea
that they really like the teachers using the teaching tools. In English lessons.
Since this is a very active age, the children love to explore objects with their
eyes and ears, so the visual aids have a great influence on learning English.
* Funiture
* Feelings
+ Use activities to clarify the meaning of activity verbs (actions)
+ Imitate the movements, gestures, facial expressions: teachers and
students themselves are a lively visual source that is skillful and effective.
a. happy – sad

b. cold – hot

c. stand – sit

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2.3.5. The method provokes the curiosity of students.
For primary school age children, their curiosity and curiosity are very
large, so they are easily attracted to the issues they care about.
So when teaching the part Warm -up teachers should focus on topics which
are close to students, in accordance with the level, psychology of ages, needs,
interests as well as their living capital.
Example: When I want to introduce the theme "How do you feel '' (Unit 8English 4)
In order to engage students in the lesson, the teacher acts (drinking water)
and says "I am thirsty" –“ she is thirsty”. The teacher then asks the student "How
do you feel" - How do you feel? Students answer, "I'm hot." So teachers can
introduce them to the lesson.
Thus students will quickly understand the teacher's requirements and easily
practice.
Student 1: I’m hot.
Student 2: I'm tired.
Thus provoking the curiosity and curiosity of students is extremely
important, helping students see the interest and closeness of teachers with
students. Helping students and teachers no longer have a strange distance, but
students see the friendliness and openness of teachers.
5.Teaching illustration:
Grade 4
Unit 5: Can you swim ? - Lesson 1 (3,4,5)
I.OBJECTIVES:
1. Knowlege:
- To help ss use the words and phrases related to the topic things they can do.
- By the end of the lesson, the ss will be able to tell about things they can
do and things they can’t do
2. Skill:

-Developing speaking, reading, writing, and listening skills.
3. Education:
-Help students be stronger and confident in communication.
II. LANGUAGE FOCUS :
- Sentence patterns :
What can you do ? - I can _______.
- Voc: sing, dance, can, can not , skip, skate, cook, swim, ride a bike,
III. RESOURCES :
Student’s book, recording, fresh cards, posters, cues, projector, computer.

Steps
1/ Warm up: 5’

Teacher’s activities
Let’s play “ Freeze’’ game
-Ask students to stand on the spot.
Instructor: Dancing, skipping,
hoping ... Students use actions to
describe activities.
-Teachers play music when students
hear Freeze! Students must stop and

Student’s activities
- whole class.
- Stand
- Listen
- Listen
action

and

17

do


stand still in the position that
- Individually
describes the activity.
-Students who stop at the latest must
be disqualified and have to sit down.
Continue the game until a team wins.
2/ Listen and tick: - Tell ss that they are going to listen
10’
to 3 dia about someone’s abilities Listen
and tick the correct pictures
- play the recording more than once Whole class
if necessary
Listen carefully
3/ Look and write: Ask them to focus on the dates.
10’
Tell ss to complete the sentences to Takenotes
express ability with different Key: 1. a 2. c 3. a
Whole class
pictures.
- Give them time to do the task
- Key: 1. dance 2. skate 3. swim 4. Copy down
cycle
4/ Let’s play
Whole class

Tell them to play guessing game
5/ Reinforcement: Play in groups of 4.
Work in groups
Ask ss to do in front of the class
5’
- Call some ss to tell the qs and the
6/Home link: 5’
Do at home
other guess in front of the class.
individually
Rewiew the lesson .
2.4. The effectiveness of experience initiatives for educational activities,
with themselves, colleagues and schools.
During my time at the school, I investigated and applied experience
initiatives into practice, supported by teachers and achieved relatively good results.
1. Compare experimental results
* Early in the school year
Survey results
Total of
Above 9
Above 5
Under 5
Grade students
Number % Number
%
Number
%
4
135
30

22,2
78
57,8
27
20,0
3
93
16
17,2
57
61,3
20
21,5
* End of school year:
Grade

Total of
students

4
3

135
93

Above 9
Number
70
52

Survey results
Above 5

% Number
51,9
63
55,9
40

%
46,7
43,0

Above 5
Number
2
1

%
1,4
1,1

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After applying the above techniques, the students are mostly excited about
the lesson. They can, show their confidence and dynamism when participating in
games, moreover, the coordination with each other while playing helps them to
be more united and help each other more in learning and solidarity. Especially,
they like to use simple English sentence patterns to communicate.

2.Provide assessment of research results.
Looking at the above results compared to the survey results at the beginning
of the year, the students have made significant progress, partly because of the
effective methods of teaching Warm - up. I always ask the teacher what to do to
improve the efficiency of school hours for primary students?
3. Conclusions and recommendations
3.1. Conclusions
After a period of using the topic to help them actively participate in
learning, I realize that students are more confident in communication activities,
contributing to improving the quality and effectiveness of teaching. Thus, the
application of such tricks not only creates a happy and exciting atmosphere for
students to study. I believe that if you continue to take this experience seriously,
throughout the teaching process, the quality of learning English in the school
will get better results.
Teaching is an art, a process that changes from communicating teacher
knowledge, comprehension and receptive students into their knowledge, thereby
applying to each lesson and life. Therefore, if we do not love the profession, we
will not be able to perform this art well.
The above are a few tips to guide students into the lesson that themselves
have tried and attempted to research, study and learn from the experience of
their peers in finding effective teaching methods. For many years of teaching, I
have tried hard in renewing the teaching methods, which has interesting tricks
for students through the "Warm up" section mentioned above with the subject
of students of grade 3,4 at Thi Tran Primary Schools. Although there are many
shortcomings, but with this method will help students create excitement, learn,
and apply the knowledge learned in practice.
Thus, the use of "Warm up" not only creates a happy atmosphere,
stimulates the passion for learning and research in each student but also a
scientific, creative trick of teachers, knowing integrate so as to match the lesson
topic. We need to look at "Warm up" as a rewarding job for students. Although

it took a lot of time for teachers to prepare "Warm up" for lessons. But anyway,
because of the future young generation, for the future country, we try to do our
best to invest a certain foreign language knowledge for each student. The issues
presented above are just a small, subjective opinion of my own in using "Warm
up" in the lessons, but showed a positive result, overcoming the limitations. The
above situation, positively contribute to improving the quality of English
subjects.
I did this topic only as part of the lesson, but it played a very important role
in teaching and learning English.
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With this experience, I hope to make a small contribution to helping my
teachers and students in particular, colleagues and students in general overcome
difficulties, implement English teaching and learning. Better efficiency.
3.2. Recommendations:
3.2.1. For teachers:
Encourage students to learn and use English vocabulary in communication.
- Give children a love and passion for English as well as realize the
importance of English in life.
- Regularly check and evaluate students' learning results as well as praise
and encourage prompt reminders.
- Do not stop investing, expanding knowledge and innovating teaching
methods.
- In addition, teachers should regularly attend each other's time on that
basis to provide feedback and experience.
- Provide more tapes with rich content on customs, practices and culture of
English-speaking countries.
3.2.2. For students:
Actively participate in the activities of classroom teachers, boldly

communicate in classroom situations.
- Learn and record fully, always unite to help each other in group and group
activities.
- Actively participate in group activities that teachers organize.
3.2.3. For managers:
Taking care of and facilitating facilities for qualified teachers, investing in
a private audiovisual room for teaching English is very effective.
Here are some methods of teaching Warm –up in English lessons I have
applied at Thi Tran Primary School with the desire to help students achieve high
results in English lessons, contributing to improving the quality of learning
English in elementary school. In the course of the research, it is inevitable that I
have many shortcomings, I look forward to receiving many useful comments for
the topic so that I can have more effective methods to help students achieve the
highest results episodes
I sincerely thank!
Receipts from:
Nga Son, April, 5th,2019.
I assure that this is my experience,
does not copy the content of others.
(Sign and write full name)

Mai Thị Hạnh

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Reference documents:
[1] Handbook of English-Tu Anh, Phan Ha, May Vi Phuong, Ho TanEducation Publishers 2002.
[2] Find out information on the Internet
[3] Teaching Grammar and Vocabulary.

[4] Teaching English to children.
[5] How to use games in language teaching. Rixon, S. (1984), HongKong:
Macmillan Publishers Ltd.
[6] Teaching method of vocabulary

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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: Mai Thị Hạnh.
Chức vụ và đơn vị công tác: Giáo viên, trường Tiểu học Thị Trấn, Nga Sơn,
Thanh Hóa.
Cấp
Kết
đánh
quả
Năm học
TT
Tên đề tài SKKN
giá
đánh
đánh giá
xếp giá xếp
xếp loại
loại
loại
Năm học

Phương pháp vận dụng trò chơi trong các
Huyện
B
1.
2006 – 2007
tiết học Tiếng Anh
Năm học
Một số kinh nghiệm về bồi dưỡng học sinh
Huyện
A
2.
2008 – 2009
giỏi môn Tiếng Anh.
Một số kinh nghiệm phụ đạo học sinh yếu
Năm học
3.
Huyện
B
kém môn Tiếng Anh THCS
2009 – 2010
Năm học
Một số kinh nghiệm giúp học sinh thích
Huyện
B
4.
2010 – 2011
học Tiếng Anh ở trường THCS Nga Thành
Nâng cao hiệu quả phụ đạo học sinh yếu
kém môn tiếng Anh ở trường THCS Nga
Năm học

5.
Huyện
B
Thành thơng qua hình thức tổ chức cặp2013 – 2014
nhóm ở lớp và ở nhà
Một số phương pháp giúp học sinh lớp 9
Năm học
6.
ghi nhớ và vận dụng tốt kiến thức về câu
Huyện
B
2015 – 2016
hỏi đuôi ở trường THCS Nga Thành
Nâng cao hiệu quả phụ đạo học sinh yếu
kém môn tiếng Anh ở trường THCS Nga
Năm học
7.
Huyện
B
Thành thơng qua hình thức tổ chức cặp2017– 2018
nhóm ở lớp và ở nhà

22