ĐẠI HỌC THÁI NGUYÊN
KHOA NGOẠI NGỮ

NGUYỄN THU PHƯƠNG

THE WARM-UP ACTIVITIES IN MOTIVATING
THE 11TH GRADE STUDENTS AT UONG BI
HIGH SCHOOL TO DEVELOP THEIR
READING SKILLS

2018
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ACKNOWLEDGEMENTS

The study would not have been completed without enthusiastic support
and encouragements of many people.
First of all, I would like to express my special thanks to my supervisor, Dr.
Nguyen Thanh Long who has contributed to my study with a wide multitude of
useful suggestions, critical comments, valuable advice and encouragements.
I also would like to thank the teachers from School of Foreign languagesThai Nguyen University, who have given me useful advices and conditions for
the completion.
My sincere acknowledgement of all English teachers and students at Uong
Bi high school who have helped me to carry out the surveys for my research.
The study has been progressed with all my attempts but there have been
still limitations and mistakes. Therefore, I look forward to receiving sincere
comments from all of you!

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TABLE OF CONTENTS
PART A: INTRODUCTION....................................................................................1
1. Rationale for the study ...................................................................................1
2. Aims of the study ...............................................................................................2
3. Research questions.............................................................................................2
4. The scope of the study .......................................................................................2
5. Significance of the study....................................................................................3
6. Method of the study:..........................................................................................3
7. Design of the study .............................................................................................3
PART B: DEVELOPMENT.....................................................................................5
CHAPTER 1: LITERATURE REVIEW................................................................5
1.1. Theoretical background of reading ...........................................................5
1.1.1. What is “reading”? ..................................................................................5
1.1.2. What is “teaching reading”? ...................................................................6
1.1.3. The importance of reading ......................................................................6
1.2. Warm-up activities in teaching and learning............................................7
1.2.1. What is “warm-up”? ...............................................................................7
1.2.2. The importance of warm-up activities ....................................................9
1.3. Motivation ....................................................................................................9
1.3.1. Definition ................................................................................................9
1.3.2. Using games to motivate students in warm-up activities .....................10
1.3.2.1. Definition of game .............................................................................10
1.3.2.2. Games motivate learner .....................................................................11
1.4. Reading motivation....................................................................................12
1.4.1. Organismic Theories of Motivation......................................................13
1.4.2. Relating motivation to read and emergent reading skills: A ................13
measurement validation study
............................................................................13
1.4.2.2. Motivation for reading ...................................................................14
1.4.2.3. Motivation and engagement...........................................................15

3.3.2. How warm-up activities motivate students in reading lessons ................34
3.3.3. The situation of teaching to develop students' reading skills ...................35
3.4. Summary........................................................................................................35
PART C: CONCLUSION.......................................................................................35
1. Conclusions of the study .....................................................................................36
2. Suggested games and other activities for warm-up in reading lessons at Uong
Bi high school ...........................................................................................................38
2.1. Games for warm-up activities collection ....................................................38

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2.1.1. Board Race ...............................................................................................38
2.1.2. Hangman ..................................................................................................38
2.1.3. Pictionary..................................................................................................39
2.1.4. Hot seat .....................................................................................................39
2.1.5. Chain game ...............................................................................................40
2.1.6. Noughts and Crosses ................................................................................41
2.1.7. Lucky numbers .........................................................................................42
2.1.8. Slap the board ...........................................................................................43
2.1.9. Network ....................................................................................................43
2.1.10. Pass the ball ............................................................................................44
2.2. Other activities for warm-up .......................................................................44
2.2.1. Songs ........................................................................................................44
2.2.2. Discussion ................................................................................................45
REFERENCES ........................................................................................................46

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reading skills” was conducted with the hope of contributing to some extent to
the teaching method and providing some informative knowledge.
Reading skills are a weighty skill at high schools because reading
comprehension is always appeared in midterm exams, semester exams, and
entrance exams. However, it is also a complicated skill. Many students feel that
learning reading skills is intricate and tiresome. Motivating students has a
positive impact on learning because they take an advantage of a given
opportunity and show intense effort and concentration in the implementation
1


of learning process. So how to motivate students to learn reading skills better is
an aspect that teachers need to concern about. To make an English teaching
period effectively, the teacher has to create the learning environment to
motivate students from the beginning.
There are numerous ways to motivate of students in reading lesson and
warm-up activities as one of the most effective ways. An effective warm-up can
also be a high-quality way which helps students to feel more excited with a
reading lesson.
Based on the consideration above, the present study tries to investigate
the warm-up activities in motivating the 11th grade students to develop their
reading skills.
2. Aims of the study
The study was conducted with the aims to:
- Improve reading skills of high school students
- Motivate students to participate in warm-up reading activities.
3. Research questions
The following research questions were investigated in the study:
1. How does the use of warm up activities increase the level of high school
students’ motivation for reading in English?

adoption of both quantitative and qualitative methods would help the
researcher collect the most precise and pertinent information for the study.
This study followed method steps below: (1) Prepare questionnaires for
teachers and students; (2) Collect data from questionnaires to analyze tabulate
the data; (3) Attend teachers who teach reading skills with different warm-up
activities; (4) Observe students' attitudes, classroom atmosphere, the things
that students can improve after lessons with warm-up activities.
7. Design of the study
This minor thesis is divided into three parts:

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Part A with the title “INTRODUCTION”. This part provides information
about the reason for choosing the study, the aims, the scopes, method and the
design of the study.
Part B with the title “DEVELOPMENT” includes three parts:
Chapter 1 is “LITERATURE REVIEW”, which provides all information
related to the study.
Chapter 2 discusses “METHODOLOGY”, which studies subjects and
methods of study as well as the analysis of data collected.
Chapter 3 is about “RESULTS AND DISCUSSION”, which results from the
investigation of the factual situation in teaching and learning reading and the
use of warm-up activities to motivate the 11th grade students at Uong Bi high
school.
PART C is “CONCLUSION” which gives an overview on the achievement
of the thesis and suggests warm-up activities for reading class in high school.

4


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active process of constructing meanings of words. Reading with a purpose
helps the reader to direct information towards a goal and focuses their
attention. Notwithstanding the reasons for reading may vary, the primary
purpose of reading is to understand the text. Reading is a thinking process. It
allows the reader to use what he or she may already know, also called prior
knowledge. During this processing of information, the reader uses strategies to
understand what they are reading, uses themes to organize ideas, and uses
textual clues to find the meanings of new words. Each of the three components
of reading is equally important.”
Besides, according to Halim (2006), “Reading is a receptive language
process. It is the process of recognition, interpretation, and perception of
written or printed materials. Reading proficiency plays a great role in
understanding a written statement accurately and efficiently. Reading serves as
an important tool in every field of professional service.” In conclusion, reading
is believed to be one of the most challenging skills and should be paid more
attention in both learning and teaching. This research seems to be coincided
with viewpoint of Abdul Halim on reading.
1.1.2. What is “teaching reading”?
Indeed, the teaching of reading has been an essential part of learning a
language ever since foreign language began to be taught (Kelly, 1969). Jiao
(2007) discusses that reading teaching becomes teaching of language points
known as grammar and vocabulary. This kind of English reading teaching to a
great extent hinders EFL students’ language proficiency. According to Grelllet
(2001), reading helps in mental development and is known to stimulate the
muscles of the eyes. Reading is an activity that involves greater levels of
concentration and adds to the conversational skills of the reader.
1.1.3. The importance of reading

1.2.

Warm-up activities in teaching and learning

1.2.1. What is “warm-up”?
In the classroom, warmers are not isolated activities but can serve to
introduce a topic or to recycle some previously learnt language in an enjoyable
way. That means that students are not only reminded of what they have learned
but also have a general view of what they will learn.

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On

website

/>
bin/lessons/index.pl?read=5042, LeBlanc shows that there is also a close-up
view of warm up activity. “A warm-up activity is the perfect time to review
language skills presented in the previous English lesson. Some students will
have mastered these skills since the last session and will be proud to show
them off, and others will be happy to have the chance to review material they
are not completely comfortable with yet. Reviewing the material in a warm-up
activity that is different from the one you used to practice the English language
skill in the last lesson will also give your students the opportunity to hear and
use the material in a new way before moving on to the next lesson.”
In the classroom, warmers are not core activities but can apply to
introduce a topic or to reuse some reuse vocabularies which are learned in
previous lessons in an enjoyable way. That means that students are not only

Learners’ Dictionary 8th Edition, warm-up is “a short practice or a series of
gentle exercises that you do to prepare yourself for doing a particular sport or
activity.” In fact, students always feel distracted, unoccupied or lack of
discussion in new lesson after a short break. So, warm-up activities not only
help students balance their emotion, but also help them lead to the lesson in an
interesting way. Besides, warm-up activities contain the meaning of the topics
that they are learning in order that they have a general view in reading lessons’
content.
According to García and Martín (2004), one of the objectives of using
warm up activity is to activate students’ background knowledge. Teachers need
to understand what students already know about the topic they are going to
teach and they need to connect the topic with the students’ present
understanding.

García

and

Martín

(2004)

also

mention

from

the



of

the

keys

to

successful

language learning. Maintaining a high level of motivation during a period of
language learning is one of the best ways to make the whole process more
successful” (Cáceres, p.7). Therefore, in order to help the students to maintain
a proper strength in English learning motivation is very necessary for the
teachers in the daily teaching procedure.
1.3.2. Using games to motivate students in warm-up activities
Language learning is hard work “ Effort is required at every moment and
must be maintained over a long period of time. Games help and encourage
several learners to sustain their interest and work. Games also support the
teacher to create contexts which the language is serviceable and meaningful.
The learners would like to take part and in order to do so must understand
what others are saying or have written, and they must speak or write in order
to express their own point of view or give information.” (Cáceres, 2010).
1.3.2.1. Definition of game
A game is an activity with rules, a goal and an element of fun. Games
should be regarded as an integral part of the language. Games can be used at
“all stages of the progression from controlled to free practice, serving at one
end of the range as a memory aid and repetition drill, at the other as a chance
to used the language freely and as a means to an end rather than an end in

As Jacobs & Liu (1996) declares that many games can be played in pairs
or in small groups, thereby providing a venue for students to develop their
skills in working with others such as the skill of disagreeing politely and the
skill of asking for help.” In most games, students must play in groups, where
everyone has an opportunity, encouraging everyone to play turn-based games
rather than letting someone else do all or join the game from the beginning
until the end.
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According to Duong (2008), 90% of his students confided that they could
remember new words faster and better due to the relaxed atmosphere created
by playing games. This is doubly reinforced by the same sentiment that
“students tend to learn better, when it is applied in a relaxed environment like
playing games. In fact it has been proved that an interested and involved class,
learning through several fun-filled English language games takes in 100% of
the lesson and retains 80% of it.” The meaning of the language students listen
to, read, speak and write will experience more vivid in a game; therefore, they
will better remember the language they learnt. (Huyen and Nga, 2003).
Further support comes from Zdybiewska(1994: 6): “ games are a good
way of practicing language, for they provide a model of what learners will use
the language for in real life in the future exercises that practice and utilize the
new language have been completed, games can then be introduced as yet
another means for enabling greater comprehension.” As strongly emphasized
above, games can motivate learners, promote learners’ interaction, and
improve learners’ acquisition. As a result, games can increase students’
achievement, learners’ test scores, ability to communicate, some skills,
vocabulary knowledge or other language skills can improve.
The advantage of games in improving learners’ achievement was
emphasized by Riedel (2008), we are teaching a new generation of students,

self-esteem, and self- actualization.
He viewed these needs in a prepotency fashion where one need
essentially occupies an individual’s attention until satisfied. After a need is
adequately satisfied, the next prepotents need arises. While the concern of this
article is on increasing cognitive abilities, which are in the self-actualization
stage, the interdependency of all human needs will not and should not be
ignored. Reading is not just a mechanical tool to be learned, it is an intricate
part of the entire person; affected by his or her needs, attitudes, self-concept,
and emotions.
1.4.2. Relating motivation to read and emergent reading skills: A
measurement validation study
1.4.2.1.

Relating motivation to read


Gambrell, Morrow, & Pressley (2007) claim that they implement
balanced instruction, teachers provide a context ripe for successful reading
development though inclusion of explicit instruction, modeling, scaffolding,
facilitating, and participating According to

Pearson, Raphael, Benson,

&Madda (2007, p.39), among their repertoire of skills, independent readers
automatically recognize words, use skills and strategies to access text, and are
fluent text processors. Hoffman & McCarthey(2000) believes that learners
develop essential skills as well as appreciate and desire to support successful
reading comprehension. The engaged reading model considers motivation,
strategies, social interactions, and conceptual understanding to be the
ingredients for successful reading. Therefore, Guthrie & Anderson (1999, p.20),


Motivation and engagement

There are a few studies which discussed about teacher’s knowledge and
their trust in motivating to read. In one of the few studies, Sweet, Guthrie, &
Ng,(1998) investigated teacher perceptions of students’ intrinsic motivation for
reading from the perspective of self-determination theory (SDT; Deci & Ryan,
1985) and reading achievement. Although his study didn’t relate directly to
what teachers believed in motivating students, the engagement of those beliefs
can be made based on his research. To evaluate our students in motivation
features, these included individual, topical, activity-based, autonomysupported, socially supported, and writing-related features.
1.4.3. Motivating students to actively engage in reading
According to Rupley, Ash & Blair (2006), Assessing the impact of
motivational strategies on students’ reading seems “to be the key to promoting
successful learning.” Regardless of whether one is inclined towards “an
intrinsic or exogenous approach in motivating” reading in the classroom,
“attention to how the approach” impacts on learning should be assessed.
“Some basic evaluation concerns related to motivation and reading instruction
are presented below.”
Firstly, students who actively participate in a reading activity because
they find it interesting and meaningful and they will probably not show
increased engagement if an extrinsic reward is employed. In addition, the
introduction of an extrinsic reward will decrease students' motivation in a task
they find interesting in many cases.
Secondly, the use of external rewards can be delayed when students are
still interested in activities. However, if participation in the task begins to


decline, the teacher may wish to introduce some external reward to re-engage
the student's interest. Engaging in reading tasks with negative emotions can be



attention to reading comprehension. However, the current study does not focus
on gender differences.”
On the other hand, in 2011, Logan, Medford, Hughes have compared good
and bad things. Readers are poor in their internal reading dynamics and find
that while readers' internal reading impotence predicts differences in their
reading skills, good motivations of the reader are not. These studies have been
well and poorly controlled. Therefore, the average reader will be included in
these samples good and poor readers. The purpose of this study was to test the
children for their reading skills, as there were far fewer studies comparing
these groups.
There are various studies about motivate students in reading activities.
Each study also demonstrated that they studied different levels of learners and
were mostly intermediate level.
Concerning the warm-up activities in motivating students to develop
their reading skills, in 2015, Nhung wrote “The use of warm-up activities in
motivating 10th form students to learn reading skill” in her MA thesis. This
study explored the use of warm-up activities and their effects on the 10 th form
students at Kien An High School and make some suggestions to improve the
quality of learning reading lesson. This study was conducted to find out
definition of warm-up activities and warm-up activities are effective techniques
for motivating 10th form students to learn reading skills or not.

CHAPTER 2: METHODOLOGY

This chapter presents the setting of the study, subjects and methods of
study as well as the analysis of data collected.