INTRODUCTION
Rationale of the study
English is increasingly popular globally, serving as a mother tongue in many countries and an international language in politics, science, technology, commerce, tourism, and sports In Vietnam, it has become a compulsory subject in secondary schools, where students learn essential skills such as listening, speaking, reading, and writing, with speaking being crucial for effective communication However, speaking often receives insufficient attention from both teachers and students, as the focus in classrooms tends to be on preparing for exams, leading to a situation where students excel in grammar and vocabulary but struggle to speak English fluently after graduation.
In speaking lessons, students often experience boredom and anxiety, making it challenging for teachers to motivate them To effectively engage students, it is essential to prioritize warm-up activities at the start of lessons Incorporating language games into these warm-ups can be an excellent strategy to stimulate interest and encourage participation in speaking practice.
This article explores the effectiveness of warm-up activities in motivating 12th-grade students during English speaking lessons at Nghi Loc 3 High School The focus is on identifying strategies that enhance student engagement and participation in language learning.
The aims of the study
The study will emphasize the main following purposes:
1 Providing the basic literature review in terms of speaking, motivation and language game
2 Investigating the effectiveness of using language games in warm-up activities in speaking lessons of grade 12 in Nghi Loc high school
3 Providing some suggestions and implications for the improvement of speaking teaching in Nghi Loc High School in terms of using language games in warm-up activities.
Research questions
The research plans to address the following questions:
Question 1 : Are the students interested in taking part in warm – up activities in English speaking class ?
Question 2 : What are students’ attitudes towards their involvement in warm – up activities?
Question 3 : How do the teachers use language games in warm-up activities in speaking teaching?
Question 4 : What techniques should be used to improve speaking teaching in terms of using language games in warm-up activities?
Scope of the study
Warm-up activities come in various forms, tailored to different skills and proficiency levels, making it challenging to encompass every aspect of this topic Consequently, the thesis focuses on the essential knowledge regarding speaking skills and relevant warm-up activities, highlighting only the most crucial elements.
This study investigates the perceived opportunities and constraints related to English speaking skills among teachers and students at Nghi Loc 3 High School in Nghe An Focusing specifically on two out of seven classes, the research examines the implementation of two new English syllabuses for grade 12, providing insights and recommendations for enhancing the teaching and learning process.
Warm-up activities, primarily focused on oral practice, are essential for engaging students and preparing them for speaking class These activities effectively encourage communication and help students transition smoothly into the lesson.
Methods of study
Due to the aims and scope of the study, the combination of quantitative and qualitative methods is intended for the study:
The study utilized a quantitative method through survey questionnaires distributed to high school teachers and students These questionnaires featured a range of response options, making them easy to complete.
In order to gain the most successful result, data will be collected through questionnaire Collected data will be processed and analyzed
The study employed qualitative approach Data were collected via interviews and classroom observations:
Classroom observations are essential for gathering insights into teachers' instructional methods and students' learning styles, while also identifying common challenges highlighted by teachers during interviews.
Organization of the study
This study consists of five chapters:
Chapter 1 Introduction - presents the rationale, the aims, the significance, the scope, the methodology, and the organization of the study
Chapter 2 Literature Review - provides a theoretical basis for the study Chapter 3 Theoretical background - includes the methods and procedures used in the study, which consist of survey questionnaires, follow- up interview and classroom observation
Chapter 4 Data analysis and Discussion- deal with the findings drawn out from the analysis of data The findings and discussion are based on describing English speaking classes in using warm – up activities among students and teachers in Nghi Loc 3 high school
Chapter 5 Conclusion- draws some the conclusions of major findings, recommendations, limitations for the study, and suggestions for further studies.
THEORETICAL BACKGROUND
Speaking skill
Speaking is an interactive process of constructing meaning, involving the production, reception, and processing of information (Brown, 1994; Burn & Joyce, 1997) Bygate (1997) elaborates that speaking is a crucial skill through which learners are often evaluated, influencing their social connections and professional opportunities It serves as a key medium for social solidarity and language acquisition, highlighting its importance in both personal and business contexts.
Speaking is an interactive process of constructing meaning through the production, reception, and processing of information (Florez, 1999, cited in Bailey, 2005) While often spontaneous and evolving, speaking involves systematic verbal utterances to convey meaning (Bailey, 2005) Bygate (1997) emphasizes that speaking deserves as much attention as literacy, yet it is frequently undervalued due to its perceived simplicity Mackey (1965, cited in Bygate, 1997) highlights that effective oral expression requires not only correct sounds and intonation but also the precise choice and order of words to convey meaning accurately Consequently, developing speaking skills necessitates careful learning and practice, especially before delivering a presentation.
Speaking is an interactive process of meaning construction, as defined by Brown (1994) and Burns & Joyce (1997) It involves producing, receiving, and processing information To effectively participate in communicative activities, speakers must select appropriate vocabulary and may need to rephrase or emphasize words to clarify their descriptions, ensuring they meet the specific discourse requirements of the situation.
In this study, speaking skill is defined as the diverse range of exercises and activities centered around communication, which should facilitate learners in achieving the curriculum's communicative objectives These activities must actively engage learners in communication and involve essential processes such as information sharing, negotiation of meaning, and interaction (Richard and Rodgers, 1986, p 165).
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994, Burn and Joyce,
1997) Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment and the purposes for speaking
Speech is inherently spontaneous and evolving, yet it can also exhibit predictable patterns in specific discourse situations, as noted by Burn and Joyce (1997) For effective speaking, learners must grasp not only the mechanics of language—such as grammar, pronunciation, and vocabulary—but also the context and nuances of when and how to use these elements appropriately.
In summary, speaking is a distinct skill with unique structures and conventions that differ from written language It plays a crucial role in human communication and is essential for language learners to develop for effective interaction Therefore, educators must support their students in enhancing their speaking abilities and overall oral proficiency.
2.1.2 The importance of speaking in language teaching programs
In my opinion, those who think the major objective of the students is reading not speaking have ignored some obvious pedagogical facts:
Many people associate proficiency in English primarily with oral communication skills When someone mentions that a student excels in English, the assumption is often that the student is also a fluent speaker.
Oral English significantly enhances reading and writing skills, as speaking is a crucial aspect of language proficiency It serves as a key indicator of an individual's language knowledge, highlighting the importance of effective communication in mastering a new language.
(1992) confirms that when people know or learn a language, they mean being able to speak the language
Speaking plays a crucial role in language teaching and learning, serving as a primary medium for acquiring language skills Effective communication in a second language not only enhances learners' academic success but also benefits them throughout various stages of life (Kayi, 2006).
Speaking is considered the primary indicator of language proficiency, as highlighted by Ur (1996), who states that individuals proficient in a language are termed "speakers." This designation implies that speaking encompasses all other forms of language knowledge.
For many language learners, mastering spoken communication is the most crucial element of acquiring a second or foreign language, with success often evaluated by the ability to engage in conversations effectively.
According to Nunan (1991), speaking is a crucial skill among the four fundamental language skills It is essential for language teachers to prioritize the teaching of speaking skills, as these are vital for effective communication and successful transactions To facilitate meaningful interactions, learners must develop confidence in their speaking abilities.
Language serves as a powerful tool for communication, enabling us to express our ideas, thoughts, and desires clearly It plays a crucial role in conveying meaning, and without it, humanity would not have reached its current level of development Furthermore, language distinguishes humans from animals, highlighting its significance in our evolution and societal progress.
Speaking ability is often viewed as the primary indicator of language proficiency among learners This highlights the crucial role of speaking skills in both language teaching and learning Without opportunities to practice speaking, learners may quickly lose interest in their language studies, emphasizing that effective language learning is fundamentally about acquiring the ability to communicate verbally.
Bygate (1997, p 5) stresses that speaking “is also a medium through which much language is learnt, and which for many is particularly conductive for learning”
According to Nunan (1991), success in oral communication is defined by the ability to engage in conversation in the target language If students lack speaking opportunities in the classroom, their motivation to learn diminishes Conversely, when teachers implement engaging and well-structured activities in speaking classes, students are more likely to find the language learning process enjoyable and effective.
Teaching English Speaking Communicatively
2.2.1 An overview on Communicative Approach
Recent advancements in foreign language teaching and learning have demonstrated the scientific effectiveness of the Communicative Approach (C.A.) While debates about teaching methods persist, the C.A remains the most effective approach available today.
Communicative competence is the primary objective of language teaching in Communicative Approach (C.A) The core focus of C.A is to equip students with the skills to use language effectively in various contexts Consequently, lesson plans are designed to enhance learners' ability to communicate appropriately in specific situations.
“communicatively competent” (Larsen-Freeman, 1986) Learners should be able to select a particular kind of language and should know where, when and with whom they should use it
All classroom activities are designed with a communicative intent, providing students with opportunities to practice language in real-life contexts and enhance their language skills effectively.
Integrating authentic materials in the classroom enhances students' learning experiences by using resources derived from real-life situations This approach not only sparks interest but also aids in comprehension of both language forms and their practical applications By focusing on communication skills rather than merely grammatical accuracy, students are better equipped to navigate social interactions effectively.
Classroom activities are inherently communicative, emphasizing information gaps, choices, and feedback Engaging methods such as games, role plays, and problem-solving tasks are frequently utilized in these interactive sessions Conducted in small groups, these activities provide students with the opportunity to share ideas and express their individuality Teachers take on supportive roles as managers, guides, or monitors, often participating alongside students This shift from a teacher-centered to a student-centered approach transforms learners from passive recipients into active communicators, allowing them to converse freely in the target language with minimal interruptions Through interaction and information exchange, students enhance their communication skills effectively.
Communicative Approach (C.A) stands out among traditional teaching methods by equally developing the four essential language skills: speaking, listening, writing, and reading from the outset This method serves as a response to the Grammar-Translation and Audiolingual Methods, which often overlook the communicative aspects of language A significant challenge for C.A is effectively integrating language functions—such as information retrieval, problem-solving, and social exchanges—with accurate structural usage The key question remains how to harmonize communicative fluency with formal correctness.
To answer this question, teachers are required to be very careful when preparing the lesson plans
2.2.2 Principles to teach speaking skill in C.A
Language educators have dedicated significant efforts to identify the key principles for teaching speaking skills effectively, a topic that often sparks debate Various authors provide differing perspectives on these principles, highlighting the importance of natural communication in language use To tailor the teaching approach, principles are categorized based on student proficiency levels Forseth et al (1994) outlines specific principles for teaching speaking aimed at beginning-level students, particularly those in secondary school in California.
To enhance language learning, it is essential for teachers to limit objectives to prevent overwhelming students, ensuring they receive ample structured practice to facilitate basic interaction This approach alleviates students' fears and encourages speaking, paving the way for more free production after initial practice Without clear objectives, learners may become confused and struggle to grasp the lesson As Larsen Freeman (1986) emphasizes, creating a classroom environment that feels different from a traditional setting is crucial; teachers should strive to foster a relaxed and comfortable atmosphere, as language learning is most effective when it is enjoyable and conducted in a stress-free environment.
Ur (1996) also set some principles as follows:
+ Take account of the student as a person
+ Reduce anxiety by moving from easy to less easy
+ Maintain a carefully balance between fluency and accuracy
+ Provide good model for students to imitate
+ Provide appropriate stimuli for eliciting speech
+ Prepare well for the class
+ Handle errors sensitively and effectively
2.2.3 Principles for Teaching English Speaking in CLT
Nunan (2003) emphasizes that "teaching speaking" is essential for ESL learners to master English speech sounds and patterns This approach aids learners in utilizing word and sentence stress, intonation, and rhythm while selecting appropriate language based on social contexts and audiences Teachers play a crucial role in helping students understand the distinctions between second language and foreign language acquisition Furthermore, it is vital for educators to provide practice in both fluency and accuracy, with accuracy focusing on correct vocabulary, grammar, and pronunciation In structured activities, accuracy is prioritized, and teachers reinforce its importance through constructive feedback.
Ongoing correction is often appropriate during accuracy activities In freer activities, the teacher‟s hopes are the students‟ correct use of language and ability to communicate as well
Fluency in speaking refers to the ability to communicate spontaneously and confidently at a pace that aligns with the norms of the relevant native speech community Students should convey their messages effectively, utilizing their available resources and abilities, even if grammatical errors occur Teachers can enhance speaking opportunities by incorporating pair and group work in English language lessons, which increases the time students spend speaking in the target language Additionally, when teachers step back from conversations, learners naturally assume various speaking roles, such as asking questions and providing clarifications According to Harmer (2001, p 102), there are key principles for teaching speaking that educators should consider.
Help students overcome their initial reluctance to speak Be encouraging; provide opportunity; start from something simple;
Ask students to talk about what they want to talk about
Ask students to talk about what they are able to talk about
Combine speaking with listening and reading
Incorporate the teaching of speech acts in teaching speaking
Teaching speaking focuses on helping learners organize their thoughts in a coherent and logical manner while enhancing their ability to use language fluently and confidently, minimizing unnatural pauses.
2.2.4 Communicative Activities for Teaching Speaking
Communicative activities are essential for effective foreign language practice in the classroom, offering learners numerous opportunities to engage in meaningful language use These activities facilitate real-life communication, enhancing the overall learning experience and enabling students to apply their language skills in practical contexts.
Communicative activities, as defined by Harmer (1991), engage students in meaningful language use driven by their desire to communicate He categorizes oral communicative activities into eight types: reaching consensus, discussion, relaying instructions, communication games, problem solving, personal storytelling, simulation, and role-play These activities encourage varied language application and enhance students' communicative competence.
Communicative activities that enhance learners' speaking abilities are essential in language courses utilizing Communicative Language Teaching (CLT) Numerous researchers have explored effective classroom activities, leading to the design of various exercises grounded in CLT principles and characteristics.
Group work is a vital classroom activity that enhances students' communicative skills, increasingly utilized in teaching English as a Foreign Language (EFL) This approach involves dividing the class into pairs or larger groups, fostering various interaction types and creating a more collaborative learning environment Research indicates that group work is beneficial in TEFL classrooms, as it encourages student engagement and cooperation According to Brown (1992), group work not only aids individuals but also empowers groups to address personal and community challenges Group work can be categorized into two types: heterogeneous grouping, which combines students of varying ability levels, and homogenous grouping, which consists of students with similar skills.
Purpose of communicative activities
Learners aim to engage in effective communication with others, and their motivation to learn remains strong when they recognize the connection between classroom activities and their communication goals Understanding how their education contributes to their success in this area enhances their learning experience.
2.3.2 Communicative activities allow natural learning
Language learning occurs internally within learners, and teachers recognize that numerous factors influencing this process are beyond their control Many elements of language acquisition likely unfold naturally, particularly when individuals engage in meaningful communication using the language.
2.3.3 Communicative activities can creat a context which supports learning
Communicative activities foster positive relationships among learners and between students and teachers, which can enhance the classroom experience By promoting these connections, the classroom becomes a more humanized environment that supports individual learning efforts.
Speaking activities
There have been many arguments about what a successful speaking activity is These following characteristics of a successful speaking activity which introduced by Ur (1996, p 120) are accepted:
A key characteristic of effective language learning is the emphasis on student talk Teachers must prioritize encouraging students to communicate in the target language during activities, as excessive teacher talk or pauses can hinder this process Successful classroom activities allocate the majority of time for student interaction, with teachers acting as facilitators rather than primary speakers This approach allows students to express their understanding freely and creatively, enhancing their overall learning experience.
High motivation is crucial for evaluating speaking activities in the classroom Teachers must focus on fostering a dynamic environment that encourages student engagement, as this directly impacts effective learning To achieve this, classroom activities should be interesting and aligned with students' interests, incorporating group work, pair work, or class work Consequently, English teachers should approach lesson planning with care and dedication to enhance student motivation and participation.
Even participation in classroom discussions is essential for fostering a balanced learning environment, where all students have the opportunity to contribute When discussions are dominated by a few talkative individuals, it can hinder the speaking development of less confident students, leading to reduced practice and a decline in their self-esteem Ensuring that every student has a chance to speak promotes equitable contributions and enhances overall speaking skills.
Teachers must ensure that the language used in speaking activities aligns with students' proficiency levels, making it both comprehensible and accurate If the language is overly complex, students may feel intimidated and anxious about speaking English, which can diminish their enjoyment of these activities.
Teaching English as a second language presents challenges, particularly when it comes to engaging students in speaking activities Even experienced foreign language teachers find it difficult to facilitate effective communication in the target language Therefore, developing strategies to encourage student participation in speaking exercises is a primary concern for educators.
There till exist some problems with speaking activities faced by teachers and learners
Students often experience inhibition when speaking in a foreign language due to various factors This anxiety can stem from a fear of making mistakes, concern about receiving criticism, or simply feeling shy about the attention their speech draws As a result, learners may hesitate to express themselves in the classroom, which can hinder their language acquisition and confidence.
Learners often face the challenge of having nothing to say, which can hinder their ability to communicate effectively Even in the absence of inhibition, many express frustration over their inability to generate ideas for conversation This lack of motivation to speak often stems from a sense of obligation rather than genuine interest, leaving them feeling guilty for not participating.
In speaking classes, students often rely on their native language rather than the target language, especially when many learners share the same mother tongue This tendency arises because using their native language feels easier and more natural, leading to reduced practice in the foreign language.
“exposed” if they are speaking mother tongue The author is going to discuss some popular ones with the hope of helping teachers avoid or overcome those
In speaking classes, low or uneven participation can hinder effective communication, as only one participant can speak at a time, resulting in limited speaking opportunities for each student in larger groups To ensure a productive and engaging classroom experience, English teachers must carefully design activities that address these challenges, maximizing speaking time for all students.
Warm – up activities in speaking class
2.5.1 Definition of warm – up activities
Warm-up activities are brief exercises designed to break the ice and energize students at the start of each language class These engaging and straightforward tasks serve to motivate learners, enhancing their interest in acquiring a foreign language.
2.5.2 Teaching aims of using warm- up activities
The significance of warming up cannot be overstated, as it is essential for various activities, from musicians tuning their instruments to athletes preparing their bodies for sprinting Similarly, students require warm-up activities to ease into the target language and foster group cohesion These activities help reduce anxiety, promote relaxation, and prepare students for effective learning.
In speaking classes, warm-up activities play a crucial role as they help students overcome the initial challenges of speaking in the target language These activities are essential for encouraging participation and building confidence among learners at the start of each session.
To engage students effectively during English lessons, teachers must focus on creating excitement from the very beginning The opening stage of a lesson is crucial for warming up the language environment and sparking students' interest Implementing a brief warmer activity at the start can significantly impact the overall effectiveness of the lesson, enhancing student engagement throughout the entire learning experience.
Therefore, the teacher needs to prepare an activity which not only warmers the atmosphere of the class but also leads to the new topic of the lesson
In conclusion, English teachers must recognize the significance of warm-up activities in speaking classes and strive to implement a diverse range of these activities regularly during class time.
Instead of starting a new lesson by checking the previous lesson mechanically, teachers can use warm- up activities for different teaching aims
Here are 3 main teaching aims of carrying out warm- up activities in language class:
2.5.2.1 Warm up to get class started
By doing these following things , teachers can start the lesson:
- Greet students individually, ask them how they are feeling and coax a little small talk from them
- Ask if students can remember what we did in the last lesson
- Check if the students can remember a specific teaching point from a previous lesson
- Say something provocative and controversial
- Comment on some aspect of the students‟ appearance
- Get the students to report back on their homework
- Ask each student for an example of something positive and something not so positive from their life
- Tell some good news and some bad news from your life and ask students to do the same
- Take up some conversation points we recently discussed in class
- Question the students on what they think about some topical issues
- Ask the students to describe an aspect of their culture
- Get the students to explain something to us
- Get the student to each ask us a question or two
- Start the lesson with a short silence, a meditation or a prayer
- Praise individual students or the whole class on their progress
- Just stand or sit silently in front of the class and wait for a response
2.5.2.2 Warm-up to get people talking
By asking these questions, teachers can break the “ice” in the classroom at the beginning and get students talking
- What were you talking about when I came into the room?
- What did you do in your previous lesson?
- What did you do lastnight ?
- What are your plans for this evening /the coming weekend /the holidays?
- What have you been reading recently?
- What is in the news today?
- Has anyone read their horoscope this week?
- Why is it busy/ quite in town today?
- What is new at home/ at school/ at work or in general?
- When did you last use your English?
- Has anyone seen or heard the weather forecast?
- I think my watch is wrong What is the exact time now.?
- What did you have for breakfast this morning?
- I have just bought a new (shirt).What was the last thing you bought?
- At the last lesson you predicted the lottery result Did you have any number correct?
- Last week, we each guessed the score in the Cup Final?Did anyone get it right?
- I read/ heard/ saw yesterday that What do you think?
- Did anyone see that program about on Tv last night? What did you think of it?
- Is anyone missing? When was the last time he/ she was here?
- What would you like to do today?
2.5.2.3 Warm up to lead students into the new lesson
By doing one of the following things , teachers can both warm the class up and lead students into the focus of the coming lesson
Tell an anecdote or a story
Read or ask a student to read out a short text or a related topic
Begin with a quotation or a proverb
Draw something unclearly on the board and get students to guess what it is
Mime the topic and do some details connected with it
Brainstorm associated words and concepts
Make the topic the subject of a quick “20 questions”section
Revise structures and vocabulary you expect to come up
Get students to guess what the topic is from a list of key
Tell the students what you plan to do today and tell them why
Give each student a card with a word related to the topic written on it
Instruct students to take two minutes for silent reflection on their thoughts Following this, encourage them to share their ideas and associations with the class To illustrate the day's activity, engage in a simple guessing game that demonstrates the concept without revealing it directly.
2.5.3 Disadvantages of warm – up activities
Besides the advantages warm – up activities brings about, we must be realistic and assume that there might be some problems
Warm-up activities in the classroom often lead to noise and chaos, as multiple groups work simultaneously, making it challenging for teachers to maintain control In Vietnam's language teaching context, classrooms typically accommodate around 40 students, which hinders the teacher's ability to provide equal assistance and guidance to each student.
English teachers often encounter mixed-ability students, where stronger learners can reinforce their understanding by explaining concepts to slower learners However, this dynamic can lead to unequal participation in discussions, as some students may assume passive roles while others dominate For example, high-level learners might prefer not to collaborate with weaker partners, leading to a situation where slower learners withdraw and become passive listeners Consequently, this imbalance in participation can hinder the overall learning experience for all students involved.
Prior passive learning experiences hinder students from engaging in warm-up activities, as they are not yet comfortable presenting their ideas in class The fear of making mistakes in the target language contributes to their reluctance, as they worry about losing face In their native language, students have various strategies to navigate difficult situations, self-correct, or seek assistance, which they lack when using a foreign language This explains their hesitation to participate in speaking activities, with some passive students relying on their peers to contribute while still wanting to be credited in group results.
Collaborative work can be a slower process than individual tasks, as it necessitates that individuals gather at a scheduled time for extended periods, leading to potential organizational challenges This approach is time-consuming not only for students but also for teachers, who must invest additional time in organizing group activities and managing group dynamics Furthermore, the presence of unsuitable group members can contribute to classroom disorder, complicating the overall learning experience.
Classroom arrangements come with both advantages and disadvantages, making it difficult to determine a universally superior option Each teacher has personal preferences that influence their choice of arrangement during language instruction, highlighting the importance of individual teaching styles.
In conclusion, despite some drawbacks of warm-up activities, their benefits significantly surpass these disadvantages Collaborative learning in small groups proves to be more effective than traditional instruction from a teacher alone.
2.5.4 The role of the teacher in warm – up activities
In Communicative Language Teaching, the teacher assumes multiple roles, including guide, instructor, organizer, and assessor (Hammer, 1991) During warm-up activities, the teacher remains crucial in designing tasks and analyzing student needs, facilitating interaction among group members and assisting with challenges As the activity manager, the teacher is responsible for planning, organizing, initiating, monitoring, timing, and concluding the activity (Cross, 1992) It is essential for the teacher to provide clear instructions on the rules of games or activities and to verify student understanding before commencing.
The activity selector plays a crucial role in education, as teachers must design activities that align with their students' skills and abilities By assigning tasks that promote a fair distribution of effort, educators can foster a balanced learning environment Additionally, implementing group competitions can enhance engagement and motivation among students.
- Instructor so that the students will be not misleading
The performance controller plays a crucial role during group work, as it allows teachers to assist students by addressing their knowledge gaps and overcoming any challenges they may face within the group.
According to Brown (2001), the teacher should not do the following:
Don‟t sit at your desk and grade papers
Don‟t leave the room and take a break
Don‟t spend an undue amount of time with one group at the expense of others Don‟t correct students‟ errors unless asked to do so
Don‟t assume a dominating or disruptive role while monitoring groups
Whether group work is successful or not, it depends much on how and where the teacher applies these roles
2.5.5 How to organize warm – up activities:
In order to prepare for warm – up, the teacher will need to do the following:
- Anticipate the size and the selection of students
- Anticipate how students will be organized (tasks and roles)
- Consider the timing of the activities
An activity that is best suited for warm – up activities may meet the following criteria:
The activity has multiple tasks that can be shared among group members or a single task, such as generating ideas, that benefit from the articipation of all individuals within a group
The activity involves problem solving and discussion
Examples of activities that may be suited for group work are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments
General characteristics of the 12 th graders
2.6.1 The situation of using communicative activities in teaching speaking the 12 th graders in high schools
At Nghi Loc 3 High School, we observed that many students, particularly those not majoring in English and from rural backgrounds, found speaking English to be a challenging task They often linked speaking classes with discomfort and monotony, frequently expressing their fatigue and disinterest in engaging in conversation.
Many high school teachers continue to rely on traditional teaching methods for English instruction, primarily emphasizing grammar and translation They focus on teaching students English grammar rules, guiding them through exercises and tests, and helping them translate English texts into Vietnamese for better comprehension Unfortunately, speaking skills are often neglected in this approach.
Textbooks are often overused in language instruction, leading teachers to rely on mechanical drills and simplistic activities that require minimal student engagement As a result, students lack intrinsic motivation to speak and show little desire to communicate effectively.
Teachers recognize the importance of communicative activities in language learning, yet effectively implementing them in high school English classes remains a significant challenge To foster student motivation in speaking, listening, writing, and reading, it is crucial to create opportunities for students to engage in English conversations and immerse them in real-life communication scenarios This approach not only enhances their desire to communicate but also underscores the growing necessity of incorporating communicative activities in high school English instruction.
2.6.2 Principles of using warm up activities in speaking class in high school
Incorporating warm-up activities in speaking classes, especially in language courses, is essential for effective learning However, if teachers fail to adhere to the principles of implementing these activities, it can negatively impact the lessons and student engagement.
Effective preparation is crucial for the success of any classroom activity The outcome of a lesson largely hinges on how well teachers prepare, making it essential for educators to focus on thorough planning Ensuring that all materials and resources are organized and in optimal condition prior to class can prevent wasted time and keep students engaged.
Teachers must consider several key factors when selecting activities, including the specific purpose—whether to encourage student discussion, initiate class, or introduce upcoming lesson content Understanding how to effectively implement the activity and identifying necessary resources are also crucial By acknowledging these elements, teachers can make informed and effective choices for classroom activities.
The second principle emphasizes that activities should be brief and straightforward, ideally lasting only five to ten minutes These activities are designed to be easily understood by students, helping them to relax and alleviate pressure before starting a new lesson In summary, the teacher's activities play a crucial role in gradually engaging learners and encouraging their participation in games.
The third principle is that chosen activities should be as interesting as possible
The effectiveness of warm-up activities relies on their ability to engage and excite students; without this engagement, such activities lose their value To foster a positive classroom atmosphere, teachers must understand their students' interests and preferences, ensuring that the warm-up activities align with their psychological characteristics.
For an effective warm-up activity, it's crucial that the language used is appropriate for the students' proficiency level Since these activities are brief and straightforward, the vocabulary should be simple and relatable to what they are learning When the language is accessible, students are more likely to engage enthusiastically; however, if they struggle to understand the vocabulary, their motivation may wane.
To maintain student engagement, it is essential for teachers to incorporate a variety of warm-up activities in the classroom By avoiding repetitive exercises and instead using diverse and flexible warm-up options, educators can create a dynamic learning environment that combats boredom and fosters excitement among students.
In speaking classes, it is essential for warm-up activities to be primarily oral, allowing ample opportunities for learners to engage in conversation This approach helps students transition smoothly into the speaking portion of the lesson Therefore, teachers should thoughtfully choose warm-up activities to maximize their effectiveness and enhance student participation.
To maximize the effectiveness of warm-up activities in speaking and language classes, teachers should consider key principles when selecting the most suitable activities While it's challenging to address all principles simultaneously, skilled lesson planning can help teachers effectively implement these strategies.