Some techniques to inspire students in warming up English lessons for grade 3

A. INTRODUCTION
I. Reasons for choosing topic
 In the trend of relentless integration in society today, English is used as an international language, as a mean of communication for the whole of humanity, and it is applied in all fields of life such as economics, politics, culture and education ....Aware of the importance of English, in recent years, Vietnam's education is particularly interested in teaching English in primary schools, pupils have approached this international language early. Learning English also helps students from the capacity to express individual ideas confidently, independently and creatively.
 However being an English teacher at a primary school, I realized: To have a successful lesson is not easy, how to the pupils receive, love since then actively study this subject. Once the children themselves are really passionate learning will become easier. In the process of teaching and research, I found that: A successful teaching hour is a combination of different elements from the professional qualifications, social knowledge of teachers to choose the suitable methods, equipments and teaching aids, ... and all external factors are to promote initiative, creativity, diligence of the students in the process of acquiring their knowledge.
 To achieve that English teachers need to create comfortable friendly learning environment to help students feel that learning a new language is really interesting. Especially attracting more students through activity "warm-up" is extremely important to get a successful class. So I've decided to write a innovative experience with the subject: "Some techniques to inspire students in warming up English lessons for grade 3".
II. The purpose of research:
 "Warm-up" activities' goal is to help teachers understand the importance of the "warm-up" and give them some "warm-up" activities.
III. Subjects of study: Students in Grade 3.
IV. Method of study:
1. Theoretical basis:
 Read and study the materials related to children psychology, interest, the characteristics of "warm-up" to draw evaluation.
2. Research Practice:
  - Through attending English classes, observing the exchange ideas between teachers and pupils.
 - Testing the effectiveness and feasibility of the measures applied by ourselves.
B. CONTENT
I. Theoretical bases: 
 In English lessons in primary schools, interest plays an extremely important role. It helps students have the proper attitude, determine their seriously motivation from which they will concentrate on English. This is no easy task for teachers, in which the level of teachers is most clearly demonstrated in guiding intellectual activities, guiding the students, thus teachers and students have to study and work incessantly. When children are interested in the subject they will find lessons no longer difficult or dry. The English classes will no longer be boring for them, in addition, excitement increases the effectiveness of cognitive process. Interest increases acting aspirations, work capacity and personal creativity.
 It can be said, passion makes people excited to work tirelessly hard, overcome all difficulties to achieve their goals. Therefore inspire students plays a very important role for the success of the lesson.
 Although the activities account for just a very short time compared to lesson , but they are extremely important . This is the first work done after the teacher enter into classroom.
 The activities' pedagogical aims are to be:
+ Stabilize classes, give time students to be able to adapt to new lesson.
+ Prepare psychologically, prepare knowledge.
+ Bring out excitement for a new lesson.
 "Warm up" activity usually lasts 3-5 minutes and its aim is to break the freeze in the classroom "break the ice" and reheat atmosphere up before beginning lesson. With the above aim, planning what to do in this section, the teacher should always ask the question: What is the purpose? And whether doing that we achieve purpose or not? Thus, the activities are in all not just for fun, we need to recognize such things are indispensable for foreign language lessons. How to start a lesson will determine largely the result of the lesson. I have applied these tips based on two requirements:
*. Creating a favorable environment
        	According to the purpose and characteristics of teaching hours, teachers can choose the activities and tricks which suit certain aims. For example, we will provide a pleasant atmosphere between teachers and students, elicit initiative, self-confidence for students through the activities such as greeting, talking, telling a joke, playing games, singing songs... to attract their attention, stabilize classes, lead students into new lessons.
*. Psychological preparation and knowledge for new lessons
	Teachers use different tricks flexibly to attract attention and inspire, thereby students will focus on the topic of lesson.
II. Current status of the problems:
1. Current status:
a. Regarding teachers and equipments for teaching English:
 Most English teachers are aware of the importance of the activities "warm-up" at the beginning of class, but not all teachers can fully exploit the benefits of this activity. Some of the teachers choose the method of check old exercises instead of organizing activities in the beginning part because the content is too long to teach or teachers are afraid of taking time to prepare it. Some teachers apply a boring repetitive form.
 The materials used as a reference for teaching English at primary school is still quite modest. Besides, a lot of teachers have not been intensively trained. In professional schools, most of them only are trained to teach English in secondary schools and high schools. Hence, it also causes difficulties for teachers to catch the psychology of students.
b. Regarding students:
 - This is just the beginning time they get acquainted with this subject so they feel unfamiliar. These days many students have not formed language learning methods. Otherwise a significant number of students are not good at Vietnamese.
 - Students do not learn new words by heart, sentence patterns, especially lots of students do not find joy in the subject.
2. Result and effectiveness of the current status: 
 After a short time I directly teach and through the survey of twenty six grade three pupils at the beginning of 2015-2016 school year I reached the following result:
Number of students
Point 9-10
Point 7-8
Point 5-6
Under point 5
Number
Percentage %
Number
Percentage %
Number
Percentage %
Number
Percentage %
26
2
7.7
5
19.2
13
50
6
23,1
III. Measures taken: 
 To perform a "warm up" effectively requires teachers really flexibility, innovative, no rigidity. Within the scope of this initiative experience I just give some simple tricks being suitable for primary students to carry out "warm up".
1. Argument/ talk with students before class:
 - This form of "warm-up" is quite fast and easy to implement, we can use it flexibly in many different cases. Topics used to chat with students are also diverse. Before starting lesson teacher could ask general questions about health (How are you?), weather (How's the weather? / What's the weather like today?), ask for information about students (Who's absent today? / How old are you? / How old is your mother? / How old is your father? / What do you do at break time? ..... ) or simply a few words of praise, interesting comments about several pupils (Quynh, your new shirt is very beautiful/ Tung, you look very handsome today....).
 - Occasionally teachers can start the lesson with a fairy tale, a piece of jokes, a puzzle or tell your personal experience. Teachers can fully speak in Vietnamese. This is creating an friendly and comfortable atmosphere before class, strengthens collaboration between teachers and learners.
 - Especially on special holidays such as Christmas, Vietnamese women's day, Vietnamese teacher's day.... teachers need to use flexibly "warm up" activities through discussing topics that help students better understand culture and beauty of Vietnam as well as of speaking English countries. In traditional Lunar New Year, we should give them easy and common words such as Chung cake, peach tree ....)
2. Use pictures, illustration, real objects or actions:
2.1. Use pictures and illustrations:
 Pictures will make lessons more lively, attract more students. Especially English vocabulary of Grade 3 students is still limited, the thought-provoking through visual bring increasingly effectiveness. Just a picture with topics related to the content of lessons will help their students form interesting ideas.
Example: Teaching of Unit 12: This is my house. Lesson 1(1,2,3). Teachers can bring pictures where the rooms of a house are drawn to classes, then ask for students to describe the picture. By the way we will step into lesson quickly. Teachers who have little artistic talent can sketch some strokes on the board instead of bringing pictures to classes.
 Teaching of Unit 19: They're in the park. Lesson2(1,2,3). Teachers come to class and draw by chalks a few strokes showing the shower scene with a tree swinging in the wind, the blazing sun. It is sure that all students can guess the lesson's content.
2.2. Use the real things:
 Besides the use of paintings in "warm up" activities, simply teachers can take advantages of even real things around as an effective visual aids. Appearing before classes with a small bag (which I and my students usually call happily is Doremon magic cat bag), I always pay attention, arouse curiosity and speculative minds of students. Then, when the secret is revealed about objects inside "magic bag", the students eagerly guess lesson's content.
 Example: Teaching of Unit 8: This is my pen. Lesson 1(1,2,3). I put in my schoolbag supplies close to the students, such as pens, rulers, erasers, pencil boxes, notebooks, pencil sharpeners ... Teaching of Unit 15: Do you have any toys? Lesson 1.(1,2,3) I put all kinds of toys such as cars, dolls, robots, ... With such a simple way, I quickly attracted my students in class in a natural way. But we also need to note that we should not use real things too bulky, unhygienic or not suitable in school.
2.3. Dramas:
 In some specific lessons, drama is also a unique way to enter lesson.
Example: Teaching of Unit 6: Stand up. Lesson 1(1,2,3). Teachers can sit down and stand up several times with an unusual gesture, which gives students a wonder, attention. Then students are gradually attracted by the little dramas. The "warm-up" activity requires teachers have performing talent.
3. Use English songs, poems, "chant":
 At the age of Grade 3 students beginning to learn English, children are excited about learning songs, poems or "chant" in English. Through teaching fact I realize that songs, poems or chants always come easily to mind, faster any dry grammatical structure. So in English hours teachers should teach them some English songs which they can use in 5 minutes collective activities. Especially if teachers select songs, poems, chant which have content close to the lesson content, the lesson will be more effective. The programs of grade 3 English textbook supplies a large number of songs, poems in Lesson 3(part 3).
 Teachers can put this section to the top of lessons to implement the "warm-up" without fear of violating the rules related to the teaching process or can ask students to sing the song / reread copper in the next classes. To avoid monotony, the teacher can organize a competition of group singing, vocals, performance, reading poems, rhymes ...
Example: Teaching of Unit 2: What's your name? Lesson 2 (1,2,3). Teachers teach students "The alphabet song," after the song I think they will guess the lesson's content.
4. Use motive games:
 - The final form of "warm-up" that I want to mention in this article is how to warm lessons. It is difficult to do that, teachers are in need of being really "skilled". How can teachers attract all students in their activities with stability? This question is not easy to answer for teachers who do not have much experience in organizing motive games. In my opinion, to limit unwanted "noise" and "chaos" teachers should:
 - Select games which are suitable for classroom layout, lesson's content and especially time. Do not fall into the game though it really inspires students.
  - Instruct quickly, neatly and clearly and all students know how to play.
   - Actions are diverse, plentiful, highly attractive, avoid using a certain number of games many times.
  - Regularly organize active games during class to help both teachers and students become familiar with the organization.
 - Besides creating a fun atmosphere, the teacher selected games should focus on checking the grasp of students or introduction of new content.
  - Lesson 3 section 6 in new textbooks for grade 3 also offers plenty of types of motive games, teachers can refer to manipulate. Depending on the idea, the purpose, every teacher has different options for organizing the game. Here, I would like to give some common games being suitable for primary students. And I initially used "warm-up" successfully in the local school.
4.1. Simon says:
*. The general steps:
 - This game is used to test remembering command phrases or sequence of actions related to each other.
  - When the management says: Simon says + command, players have to make this order.
       - When the management just say that command the player does not comply.
*. Examples in the specific unit:
 - Example 1: Unit 8: This is my pen. Lesson 1(1,2,3).
Teacher's activities
Students' activities
* Warm-up:(3') Play a game: Simon says.
- The aim of the game is to review new words about school objects in the previous lesson such as pen, pencil, pencil case, school bag, notebook, pencil sharpener.
- Explain the rule of the game:
+ When teacher says: Simon says: "Show me your pen," students raise their pens...
+ When teacher says: Simon says: "Show me your notebook", students raise their notebooks...
+ If teacher only says " Show me your pen" or " Show me your notebook", Students don't follow teacher's guide.
- Have students play the game. Teacher plays the role of the organizer
- Make comments and congratulate students.
- Listen to teacher's guide.
- Play the game
- Listen to teacher's comments.
4.2. Kim's game:
*. The general steps:
 - The teacher divided the class into groups.
 - Teachers give students the real objects, pictures or words in a short period of time.
  - Teachers take objects, pictures or tables of words. 
       - The team that correctly remember more words than is the winner.
*. Examples the specific unit:
       - Example: Unit17: What toys do you like? Lesson 1 (1,2,3).
	Teacher's activities
Students' activities
* Warm-up:(5') Play the game: Kim's game
- The aim of the game is to review new words in the previous lesson: truck, doll, kite, plane, robot....
- Explain the rule of the game.
- Choose four students to take part in the game. Divide them into two teams.
- Put different kinds of toys on the desk such as: three trucks, three dolls, three kite, four planes......
- After one minute, take out toys.
- Have teams rewrite all kinds of toys and their quantities. (one minute)
- The team which writes more correct words will be the winners.
- Make comments and congratulate students.
- Listen to the teacher's instruction.
- Look at and try to remember kinds of toys and quantities of toys.
- Teams rewrite all kinds of toys and their quantities.
- Listen to teacher's comments.
4.3. Pumpkin:
*. The general steps:
 - Teachers identify the words that students have to know.
   - Students read out the words.
     - Students choose several words write the words into their notebooks.
        - The teacher reads aloud the words prescribed, not in the order (students are not known)
   - Students tick the selected word to hear the teacher read them.
     - Students have the words marked Bingo.
        - Students shouting Bingo first is a winner.
*. Examples illustrating the specific unit:
  - Example 1: Unit 2: What's your name? Lesson 1(1,2,3).
	Teacher's activities
Students' activities
* Warm-up:(5') Play the game: Simon says
- The aim of the game is to review the English alphabet.
- Have students read all letters of the English alphabet in choral
- Have students to choose 9 random letters and write in their notebook
- Read letters not in a list (students don't know them)
- Check the result, make comments and congratulate students.
- Read all letters of the English alphabet in choral
- Choose 9 random letters and write in their notebook
- Listen and circle the letters which teacher reads in their notebook.
- The first student with all 9 correct letters shouts: Bingo.
- Listen to teacher 's comments.
4.4. Brain storming:
*. The general steps:
 - This is the procedure commonly used in the "warm-up" to synthesize the information being crucial for a new unit.
      - Teacher divide students into many groups. These groups will list word or phrase under certain topics. After a specified time, the group finding more than the other groups will be winners.
*. Examples illustrating the specific unit:
 - Example 1: Unit 7: That's my school. Lesson 1 (1,2,3).
Teacher’s activities 
Students’ activities
* Warm-up : (5’) Brain storming
- The aim of the game is to review new words about school facilities .
- Divide the class into two teams. Teams list all names of the rooms two minutes.
- The winner is the team which lists the names of the rooms in the school. 
gym library school
 classroom playground
- Check students’ answers, make comments and congratulate students
- Follow teacher’s guide
- Play the game in teams
 - Listen to teacher’s comments
4.5. Chain Game:
*. The general steps:
 - Teachers or students start to talk about certain information.
     - The second student must repeat teacher's saying or the first student's saying and have to add other information.
        - The third student must repeat the first and second person's saying and give information more.
*. Examples illustrating specific unit:
  - Example 2: Unit 10: What do you do at break time? Lesson 2 (1,2,3).
Teacher’s activities 
Student’s activities
* Warm-up: (5’) Play a game: Chain game
- The aim of the game: reviewing new words about sports and games.
- Explain the rule of the game.
- Have class play the game.
- St1: football
- St2: football and hide-and-seek.
- St3: football, hide-and-seek and skipping.
- St4: football, hide-and-seek, skipping and skating...
- Make comments and congratulate students.
- Follow teacher’s guide.
- Play the game.
- Listen teacher’s comments
4.6. Chinese Whisper:
*. The general steps:
  - Divide the class into vertical, vertical 8-10 per student. Each group elected a leader
         - Students standing surrender whispered a word learned with every second student, the student must listen and speak with students standing silently next. Done so until the last student. Students will eventually run up to say the word again with the leader, if the word is pronounced correctly, the group is a flower, if you mispronounce it is not a flower. 
         - After the time of the game (by teachers' regulations) group having much cotton more than the other groups is the winning team.
*. Examples illustrate specific unit:
   - Example 1: Unit 12: This is my house. Lesson 2 (1,2,3)
Teacher’s activities 
Student’s activities
* Warm-up: (5’) Play a game: Chinese Whisper
- The aim of the game: reviewing new words about 
house.
- Explain the rule of the game.
- Divide class into three groups. Groups stand in rows from the board to the bottom of the class.
- Have groups transmit following words house, living room, kitchen, bathroom, bedroom, dining room.
- Make comments and cong