Applying five - Minute warm up activities in teaching lessons 1. getting started (unit 1 - unit 5), English textbook 11

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
HOANG HOA 4 HIGH SCHOOL
 EXPERIENCE INITIATIVE
APPLYING FIVE-MINUTE WARM UP ACTIVITIES 
IN TEACHING LESSONS 1. GETTING STARTED
(UNIT 1-UNIT 5), ENGLISH TEXTBOOK 11 
 Author: Nguyen Thi Hoa
 Position: Teacher
 Subject: English
THANH HOA, 2019
TABLE OF CONTENTS
 Contents
Page
 INTRODUCTION
1
1.1. Rationale
1
1.2. Aims of the study
1
1.3. Objects of the study
1
1.4. Methods of the study
2
1.5. New ideas of the study
2
CONTENTS OF THE STUDY
2
Theoretical background
2
What is a warm-up activity?
2
2.1.2. Some popular five-minute warm up activities in teaching English.
3
Practical background
7-8
Applying five-minute warm up activities in teaching lessons 1. Getting started (Unit 1 - Unit 5), New English textbook 11.
8-16
Results of applying method
16-17
CONCLUSION AND SUGGESTION
17-18
Reference books
1. INTRODUCTION
1.1. Rationale.
Up to now, English which is used popularly in Vietnam is an indispensable international language. English is one of the compulsory subjects at high schools. It has been used for Final Examinations to evaluate students’ level of knowledge. Therefore, whether students are proficient at English or not. Being proficient at English means students are good at both received skills – reading and listening, and productive skills – speaking and writing. These four skills are integraded in a lesson to improve all these skills for the students because one certain skill can be used to improve the others. But it is very hard for students to begin learning English. Therefore, it is necessary to have good English teaching and learning methods and techniques.
To make students interested in a new lesson is very important for teachers, especially English teachers. How must teachers do that? This is the responsibility of all teachers! Warm – up activities are the ways in which teachers can take interest, encourage the students and prepare them to learn by stimulating their minds and their bodies. Warm – up activities are essential teaching techniques for good teachers and trainers. But how do English teachers in high schools apply these activities?
There are many ways to make good warm – up activities at high schools. However, it is a matter of fact that finding the most suitable and excellent warm-up for each lesson is not easy and many teachers find it rather time-consuming. Therefore, instead of using a five-minute warm up or ice breaker, they usually start new lessons immediately to save their time and effort.
Basing on these facts, I present the theme “Applying five-minute warm up activities in teaching Lessons 1. Getting started (Unit 1 - Unit 5), New English textbook 11” that I have applied in teaching English for many years with the aim of helping students focus on English at High school.
1.2. Aims of the study
My theme focuses on making clear about some issues below:
What is a warm-up activity?
How many popular five-minute warm up activities are there in teaching English?
How are five-minute warm up activities applied in teaching lessons 1. Getting Started, new English textbook 11.
1.3. Objects of the study
11th grade students in classes 11A1 and 11A4 in Hoang Hoa 4 High school, Thanh Hoa province are the objects chosen for my study. The students are in the second year of high school, tending to focus only on their main subjects in the National Examination and English is not really their interest; therefore, they complete the tasks in their English text book in a passive way.
1.4. Methods of the study
In order to collect a number of information, compare, and then, analyse data my study is conducted by qualitative methods. By using the combination of these methods, my theme will make clear the questions in this topic, and reach effectively the targets of the essay.
1.5. New ideas of the study
Only with five minutes to start new lessons are students motivated by warm-up activities applied. These activities make students pay more attention to their lessons and, as a consequence, the lessons become more attractive and students can comprehend knowledge better.
2. CONTENTS OF THE STUDY
2.1. Theoretical background
2.1.1. What is a warm-up activity?
According to Allwright , warm-up activities are designed to attract students’ attention, to help them put aside distracting thoughts, and to get them ready to focus individually and as groups on whatever activities that follow. They will cause people to stop whatever they are doing or thinking and refocus their attention. We could say a warm up activity is a motivating starting point that will lead students to become animated to work efficiently in the language class. It was the activity used to encourage students’ involvement and permeate the development of the whole lesson, so we avoided looking at them as isolated activities. These kinds of activities might also be called zealous, enthusiastic or suggestive activities.
“Warm up is an effective way to help the students begin to think in English and to review previously introduced material. Different types of warm ups help provide variety and interest in the lesson.” (p.vi). A warm up to prepare students for a period of concentration may involve physical movement with activities that keep them active by standing up, walking, jumping, matching pictures with sentences or vocabulary, drawing or writing personal experiences or stories, and singing or listening to familiar songs and chants. These are, among others, enjoyable and motivating warm ups.
Diagram 1 shows some of the principles that a teacher must consider when preparing a warm up activity.
The principles contained in this diagram make us realize that warm up activities are not only processes to begin the class, but tools that help us catch students’s attention. If you start with an exciting and interesting activity you can be sure the other steps can be developed easily. This warm up must also be short (should last about 5 minutes) because it is like a preparation for the other class stages. That is why it has to be related with the topic and centered in communicative aspects which could involve activities that emphasize the practice of different skills.
Principles for warming up activities
Focus student’s attention
Be short
Be useful to continute the class
Prepare students for a period of concentration
Help students begin to work
Be related to the topic
Be an interesting and enjoyable activitiy
Go at the beginning of the class
Diagram 1. Aspects to be considered in a warm up activity.
 In addition, a warm up must be prepared taking into account the students’ learning styles. According to Cardenas (2001), “Students learn best when they can address knowledge in ways that they trust. They will learn best through doing, rather than reflecting”.
Learning English highly depends on students’ positive attitude toward the class. Consequently, learning must be stimulating and enjoyable through breaking what might cause monotony in this process and strengthening what makes tasks more interesting, as well as what increases students’ involvement. The use of warm - up activities implies features as the ones previously described in order to get students’ attention, to make them interested in what is going on, to focus on language items and to increase learners’ expectations by consciously arranging the conditions in a way that they put the learners in a more positive or optimistic mood. 
2.1.2. Some popular five-minute warm up activities in teaching English.
Depending on the contents of the lesson and students, teachers should design a suitable five-minute warm up for each lesson. Below are some warm ups often used to start a new lesson.
2.1.2.1. Guessing topic.
2.1.2.1.1. Hangman
This classic game is a favourite one for all students but it can get boring quite quickly.
Teacher thinks of a word related to the topic of the lesson and write the number of letters on the board using dashes to show many letters there are. He/she asks students to suggest a letter. If it appears in the word, write it in all of the correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man. Teacher continue until the students guess the word correctly (they win) or you complete the diagram (you win).
2.1.2.1.2. Jumbled word
This is a great game to encourage team work and bring a sense of competition to the classroom.
Teacher gives students some jumbled words related to the topic of the new lesson. Students must rearrange them in the correct order. 
2.1.2.1.3. Guessing topic
Teacher divides class into some small groups and delivers the list of items related to the topic of the lesson to groups. Students discuss in groups. The group first guessing the topic is the winning group.
2.1.2.2. Describing the picture
Show a picture and have students take turns saying one descriptive thing about it. Beginners can make simple observations like “three cats” while advanced students can make up a story to go with the picture. They aren’t allowed to repeat what someone else said, so they need to pay attention when each person speak. Variation for individual: take turns with the teacher.
2.1.2.3. Shark attack
Teacher uses the template to present a new learning topic. This activity is a variation on the popular Hangman warmer. Instead of building a set of gallows and hanging the villain, a boy or a girl moves down the steps and falls into the mounth of a waiting shark.
Sing a song or play the music song
If you’re musically inclined, or even you’re not, song can be a lively way to get everyone involved.
Finding information
Brainstorm race
A brainstorm race is a great way to review topics you’ve already covered, and have some energizing fun in the process. Divide the class into two teams or more. Teacher gives a topic and asks learners to think of anything related to it. They will have about 30 seconds to brainstorm and list as many items as they can in a certain amount of time-without speaking. Each student must write his or her ideas on the board or paper you’ve provided. The team with the most ideas after the prescribed time wins that round.
Ask the winning team to present their ideas. Ask remaining teams to add any ideas the winning missed and to correct any mistakes the winning team may have made. 
 Networks
Teacher draws a network on the board with the topic of the lesson in the middle of the network. Teacher asks students to work in two or four groups to find information related to the theme.
 Lucky number
Teacher divides the class into two teams and lets them name their team. Teacher asks teams to choose the number. If they choose the number that is lucky, they will not have to answer the question but they still get mark. In contrast, if they choose the number that have a question, they will have to answer that question. At the end of the game, the team getting the highest mark will be a winner. 
Chatting
Teacher asks students questions relating to the content of the new lesson. Students give their ideas. From this information, teacher leads to the new lesson.
 Kim’s game
This is the memory game. It helps students find out the information for the new lesson. Teacher divides the class into two teams. Let students see a picture with objects or 8-10 words, word phrases related to the topic of the lesson in 20 seconds. Students must remember them without writing. After that, students go to the board and write down all the objects or the words, word phrases they can remember. The team which has the most objects or the words, word phrases is the winner. 
Remind knowledge
Bingo
Distribute to each student one 5x5 Bingo card with a vocabulary word typed into each square. If teacher have time, he/she could distribute blank Bingo card and present the students with a list of vocabulary words they should recognize. The students write in the words themselves to practice writing. 
Draw a randon word card from a bag and call out the word (alternatively, Teacher could show the students a picture that corresponds with a vocabulary word). The students search for the written word on their cards and cross it off.
Continue until a student calls out, “Bingo!”. This student is the winner. Again, students can only call out, “Bingo!” when they have crossed out five boxes in a row vertically, horizontally, or diagonally.
Matching
Teacher asks students to match words in column A with their meanings in column B, words in column A with pictures in column B or a half of sentence in column A with its rest half in column B, 
Crossword puzzle
Teacher asks students to work in pairs or groups. He/She gives them a “crossword” and asks students to find the objects related to the lesson. 
Other five-minute warm up activities.
What and where, slap the board, survey, true/false statement, picture drill, find someone who, chain game, gap fill, hot seat, mystery object, nought and crosses, 
2.2. Practical background
Hoang Hoa 4 high school is located in Hoang Hoa district, Thanh Hoa province. It was built in 1989. At present, school has 32 classes with nearly 1.500 students. 
Almost all students in the school live in the countryside and do not have many opportunities and conditions to practice English regularly as well as take part in extra English classes. Although they are studious and obedient students, they do not raise the sense of initiative in learning English. They need the teacher’s help. If a teacher uses a five-minute warm up, which is a short, fun game, he/she can encourage the students, wake them up - first thing in the morning and after lunch they are often a little sleepy, mark the shift when students have finished one subject before starting on a new topic. Furthermore, a five-minute warm up helps learners put aside their daily distractions and focus on English. If they haven’t used English all day, they may take a little while to shift into it. Warm-ups also encourage whole class participation which can build a sense of community within the class.
We all know that starting the lesson with a good hook activity sets us up for a better chance of success. It captivates the students and draws them into the lesson – giving us the opportunity to “do our thing”! A warm up at the beginning of the lesson takes only five minutes but it brings us a variety of benefits as I presented above.
Applying five-minute warm up activities in teaching Lessons 1. Getting started (Unit 1 - Unit 5), English textbook 11.
Below are some five-minute warm ups I have used in teaching new English lessons, English text book 11 in the last few years, many teachers can also apply them in their teaching. 
Application 1.
Unit 1. THE GENERATION GAP
LESSON 1: GETTING STARTED
Warm up
Hangman.
Teacher thinks of the phrase word “the generation gap” and writes 18 letters on the board using dashes to show. He/She asks students to suggest a letter. If students suggest the letters: g, t, e, h, r, t, i, n, o, a and p, write it in all of the correct spaces. If students suggest other letters, write them off to the side and begin drawing the image of a hanging man. Teacher continues until the students guess the word correctly.
T H E G E N E R A T I O N G A P
 	B, Q, C, Y, F 
 1
 2
 5 5555555
 3 2 4
	 5 
Network.
Teacher draws a network on the board with the topic of the lesson. After that, he/she asks students to work in groups of four to complete the network about some words relating to the topic.
Conflict 
Extended family 
Nuclear family
Generation gap
Childcare
Viewpoint 
Jumbled word.
 Teacher divides the class into four groups and gives some jumpled words related to the topic “our families”:
ofitcnlc
xeddaiyetnefml
nceraiyulafml
cidaehlcr
wepitiwon
eeainagnrtogp
Suggested answer: 
 conflict
Extended family 
Nuclear family
Childcare
Viewpoint 
Generation gap
Matching
Teacher asks students to match a word or word phrase in column A with its corresponding picture in column B.
A
B
1. Extended family
a.
2. Generation gap
b. 
Conflict
c. 
Nuclear family
d.
Childcare
e. 
Suggested answer: 	1.b	2.a	3.e	4.c	5.d
Lead-in: We are going to listen to a conversation between two friends about the generation gap and family rules
Application 2.
Unit 2. RELATIONSHIPS
LESSON 1. GETTING STARTED
Warm-up.
Describing the picture.
Teacher shows some pictures about Romantic relationships and asks students to describe them. 
Teacher can give some questions to make this activity easier:
What are the pictures about? 
What can you see in the pictures?
Should a student start a romantic relationship with a boy or a girl?
What are we going to learn today?
Suggested answers:
They’re about romantic relationships.
We can see two persons, a boy and a girl. They are getting involved in romantic relationships.
No, she/he shouldn’t. If she/he falls in love with someone, it will distract her/his attention from studying.
We are going to learn some vocabularies related to relationships.
Play the music song
Teacher plays the music song “Love story”. The song is a lively way to get everyone involved. 
https://www.youtube.com/watch?v=8xg3vE8Ie_E
	After students listen to the piece of music, teacher asks them some questions:
1. What is the song about? 
2. What can you see in the video?
3. What are we going to learn today?
Lead-in: You are going to listen a conversation between Mai and her grandma about the topic of romantic relationships.
Application 3.
Unit 3. BECOMING INDEPENDENT
LESSON 1. GETTING STARTED
Kim’s game
Teacher divides the class into two teams. Let students see a picture with 8 phrases related to the topic of the lesson in 20 seconds. Students must remember them without writing. After that, students go to the board and write down all the phrases they can remember. The team which has the most phrases is the winner. 
	AN INDEPENDENT PERSON
Being self-reliant 
Being determined
Can be trusted 
Able to make decisions quickly
Having a lot of knowledge
Being confident
Not allowing any difficulties to prevent you
Can rely on
Guessing topic
Teacher divides class into some small groups and delivers the list of items related to the topic of the lesson to groups. Students discuss in groups. The group first guessing the topic is the winning group.
determined
confident
self-reliant
Topic of the lesson?
Lead-in: You are going to know more about the topic of becoming independent
Application 4.
Unit 4. CARING FOR THOSE IN NEED
LESSON 1. GETTING STARTED
Guessing game.
Teacher divides the class into six groups, shows the back of a picture of disabled people and gives some information about the picture. Students discuss in groups. The group first guessing the picture is the winning one.
The back of the picture
Some information about the picture:
They can’t hear.
They can’t walk.
They see nothing.
They need a lot of help to get around.
	 The front of the picture
Expected answer:
The picture is about disabled people.
Chatting.
Teacher asks students some questions about the picture in the textbook and students give their ideas.
	 The picture in the textbook
What can you see in the picture?
What are the students doing?
Who do you think some gifts are being prepared for?
Are the students in the picture happy or not?
Suggested answers: 
I see four students and many gifts.
They are preparing some gifts.
I think they are being prepared for students who need help.
Yes, they are very happy.
Lead-in: You are going to learn about helping students in need.
Application 5.
Unit 5. BEING PART OF ASEAN
LESSON 1. GETTING STARTED
* Warm-up:
2.3.5.1. Brainstorming.
Teacher divides class into two groups and has students brainstorm words and phrases related to ASEAN’s – its aims, member states and activities to answer the question “What do you know about ASEAN?”. They will have about 3