TABLE OF CONTENTS
Page
1. Introduction.
2- 3
1.1. Rational of the study.............................................................................2
1.2. Aims of the study..................................................................................2- 3
1.3. Scope of the study.................................................................................3
1.4. Method of the study...............................................................................3
2. Contents................................................................................................
2.1. Theoretical background.........................................................................3- 5
2.2. Some problems before applying this experience initative..................5- 6
2.3. Some solutions to the problem............................................................6-15
2.4. The effect of experience initative.......................................................15-16
3. Conclusion and proposal..........................................................................
3.1. Conclusion.............................................................................................16
3.2. Proposal.................................................................................................16-17
4.References................................................................................................18

1


1. INTRODUCTION
1.1. The reasons of the study.
English is one of the most dominating laguage of the world which is having
its impact on every field of work. It not only provides us an access to world
scholarship and world trade but also gives the youth a chance to get a good job and
join the international activities. Undoubtedly, English plays a much greater role in
the world that it is evitable for people to ignore it fully.
Nowadays, with the development of economy and relationship between
nations. English becomes an effective means of international communication. It is
used as the official language in many fields of life such as economics, politics,



- To investigate the effectiveness of using warm-up activities in teaching
speaking lesson at the three classes 10 A3, 10 A4, 10 A5 of Nhu Xuan high
school.
1.3. The scope of the study
The study focuses specifically on some warm- up activities applied in
teaching speaking lessons to the 10th grade students at Nhu Xuan high school,
namely, three classes 10 A3, 10 A4, 10A5.
1.4. The methods of study
- Studying materials : I have read some books and materials on internet about
how to motiavte students to speaking effectively by using warm- up activities.
- Delivering survey questionaire and observing speaking lessons: To fulfill this
study, I have delived some survey questionaires to students and teachers and
observed some speaking classes to find out the teachers’s and students’ attitudes
towards teaching and learning speaking.
- My real teaching at three 10th form classes at my school.
2. CONTENTS
2.1. Theoretical background
a. Definition of speaking skill
Speaking is “ the process of building and sharing meaning through the use of
verbal and non- verbal symbols, in a variety of contexts” ( Chaney, 1998, p.13 ).
Speaking is a crucial part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and English
language teachers have continued to teach speaking just as a repetition of drills or
memorization of dialogues. However, today’s world requires that the goal of
teaching speaking should improve students’ communicative skills, because, only in
that way, students can express themselves and learn how to follow the social and
cultural rules appropriate in each communicative circumstance.
Speaking is being capable of speech, expressing or exchanging thoughts through

open- ended and involving. Being skillful in speaking means to be able to decide
what to say in the situation, saying it clearly and being flexible during a
conversation when a difficult situation comes out, for that reason, speaking requires
that learners not only how to produce specific aspects of language such as
grammar, pronunciation and vocaulary but aslo that they nderstand when, why, and
what ways to produce language? Finally, speaking has its own skills, structures and
conversations that the speaker should be aware(Burns & Joyce, 1997; Carter &
McCarthy, 1995; Cohen, 1996). .
b. The importance of speaking skill
People express their ideas and interact with each other to give or ask for
informatiom through speaking which is so much part of daily life” ( Thornburry,
2005, p.01 ).
Concerning the importance of speaking skill ( Cambridge, p.07 ) claimed
that “ speaking is a highly channenging yet essential skill for most learners to
acquire”, in additio, ( Renandya and Richards, 2002, p.201) state that “a large
percentage of the world’s language study English in order to develop proficiency in
speaking” . Many English foreign language students consider the mastery of
speaking skill a priority. Besides, they evaluate their success according to their
spoken language proficiency ( Richard, 2008,p.19).
For many teachers, teaching speaking is so important.( Burn and Goh, 1012,
p.1-2) claim that “ teachers do much effort to help their students develop their
spaeking abilities. For them speaking skill is important of three reasons. First, all
language learners should be able to communicate well with the foreign language
speakers. Second, many students are good at reading and writing, but thay have
poor speaking and listening abilities. Third, many students memorize words from
dictionaries, but they could not use them to speak English or to communictae in
formal situations. Therefore, teaching speaking is a very important part in English
language teaching and learning.
4


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 warms up
2.2. Current status of the problem before applying innitiate experience.
To begin with, Nhu Xuan district is considered a poor, mountainous district
of Thanh Hoa province. Although my school is located in the centre of district,
5


Students’s English is in bad quality. There is not a real language environment for
them to do their practice every day. Students don’t have many chances to
communicate with native speakers.
Secondly, there are too many students in a class. Normally, each class has
about 40 students. In addition, all of the classes are fixed with rows of desks. This
makes it difficult for teachers for teachers to oraganize communicative tasks and
keep control of the class.
Thirdly, most of the students are not good at the language, especially their
communicative competences are poor although they have been exposed to the new
curriculum since they were in secondary school. Normally, most of them don’t
know how to talk about the topic about the topic given. They can’t make up the
ideas to express in English because their vocabularies, structures are still limited.
Many students find it very difficult to show their ideas in English due to
nervousness and lack confidence in front of the class. They feel shy, they are afraid
of being laughed at, being lost face with their friends when they have mistakes. As
a result, they are afraid of speaking skill, the class is tense and passive because
students don’t want to express their thought.
A large number of students are afraid of learning to speak English and say that
it is difficult for them to be good at this skill .Moreover, their awareness of

d. Thể dục
5. Physics
e. Địa lí
6. Biology
f. Giáo dục công dân
7. Chemistry
g. Văn học
8. Physical education h. Lịch sử
9. Geography
i. Công nghệ
10. History
j. Toán
11. Informatics
k. Hóa học
- Ask them to match one item in column A with one item in column B.
- Ask them to work in groups in 2 minutes, then check this exercise in chorus.
- Ask sts to read aloud the names of these subjects in chorus
- Asks the class : when do you have English lesson?
- Gets the aswer from the class and lead in the new lesson: Today, we are going to
talk about timetable
Unit 2 : School talks
- Warm-up ( 4mn ) : Completing the dialogue
- Introduce the situation and write a short dialogue on board:
"Suppose that you meet a friend at the supermarket. You are very busy .What will
you say to open and end the conversation."
A: ............................... ( 1)
B: Hi Lan. How are you?
A: I’m fine. Thank you. And you?
B: I’m very well. Thanks. I haven’t seen you for a long time. Let’s go somewhere
for a drink

- How long have you been a member of our school's speaking club?
- Have you ever won any prizes?
Unit 4: Special education
Warm-up (4mn) Game : Network
- Asks sts to work in groups and make a list of words relating to school. The words
must be correctly spelled and related to the topic.

subjects
School

- Ask some groups to report.
- The group with the longest list will be the winner.
- Suggested words:
Subjects: English, maths, literature,...........
Tests, breaks, homework, teacher, students,.....Secondary school , high school.......
OK, today, we will go to Lesson: Speaking to talk about school life of a student
8


UNIT 5 : Technology and you
Warm-up( 5mn): GAME: Write down the name of some modern inventions
- Show Ss the pictures of a radio/ TV / computer / electric cooker / air-conditioner /
cell phone.

- Divide the class into 2 teams.
- Stick all the pictures and ask Ss to look at and remember within 1 minute, then go
to the board, write down the name of each picture.
- The team winner is the one that has more correct answers.
- calls on two presentative of two teams to go to the board to write the answer
9

- The group having more correct and faster words will win the game.
- Calls on the presentatives of four groups to go to the board to write their words
- Checks and declare the winner
Answer key :
ROADS
MEDICAL CENTRE
10


CROPS
SCHOOL
FOOTBALL GROUND
- Leads in : to make life in the country better, what should be done with things
mentioned above ?
Unit 9 : Undersea world
Warm-up: (4mn) : watching a video and answer the questions
- Plays a video of some polluted rivers/ beaches , then asked sts what you can
see in the video ( link : )
- Elicits the aswers from the students
- Gives feedback and leads in the new lesson by saying : “ In our lesson today,
we are going to discuss the measures to protect polluted rivers/ beaches”
Unit 10 : conservation
Warm-up :(5mn)
- Plays a video of a new kind of zoo
( link : )
- Asks sts what animals they can see in the video and list some features of a
zoo of the new kind
- Elicits the answer from the students
- Gives feedback and leads in the new lesson : “ Today we are going to discuss
the advantages and disadvantages of zoos of the new kind “

when do you like music?

Unit 13 : Film and cinema
Warm up : (4mn) : Write down the kind of film for each film in the picture
12


- Stick some pictures of some famous films on the board.
- Divides the class into four teams
- Asks students to look at the pictures and write down kind of film for each
picture in two minutes
- The team having more correct and faster answer will be the winner.
- Calls on the leaders of four teams to go to the board to write down their
answers.
- Checks and declares the winner.
- Leads in : “ In our lesson today, we are talking about the kind of film you
like and find out what your partners feel about each kind of film
Unit 14: The world cup
1. Warm- up ( 4 ms): Jumble words
- Divide the class into small groups of 3 or 4 and introduce the games: Sts are to
rearrange the letters into meaning words.
WERNNI
SERCO
RURENN– UP
C H O PAM I N
13


HOTS COUYRT
- Write some groups of letters on the board.

lessons. Many of them said that they no longer feel their speaking lessons stressful
and too difficult. Most of them admitted that their speaking skill has been improved
a lot day by day.
The result before implementing new method
Total students tested: 105

Total
Class
students
10A3 38
10A4 35
10A5 42

7-8
marks
Total % total %
0
0 10
26.3
0
0 8
22.8
0
0 7
16.7
9-10 marks

Under
marks
total %

students
10A3 38
10A4 35
10A5 42

7-8
marks
Total %
total %
3
7.9 15
39.4
1
2.85 10
28.5
2
4.76 12
28.6
9-10 marks

Under
marks
total %
Total %
total
15
39.4 4
10.5 1
16
45.7 6

should provide students with a rich environment where meaningful communication
takes place while teaching any other skills. With this aim, various warm- up
activities can contribute a great deal to students in developing basic interactive
skills necessary for life. These activities stimulate students to be more active in the
learning process and at the same time make their learning more meaningful and fun
for them.
3.2. Proposal:
3.2. 1. Recommendations to the education and training committee division
and my school:
- I recommend that the education and training committee division hold more
sample teaching lessons, using various useful teaching techniques in an artistic
way in order to attract students’ enthusiasm in communication tasks.
- I suggest that the managing board of my school buy more and more materials
of methodology for the teachers of the school. As a result, the teachers will have a
better chance to develop teaching quality.
3.2. 2. Recommendations to other teachers:
16


- Indeed, I know that I am not really full of experience in teaching because the
number of years I have involved in this job is still far smaller than many of my
colleagues. Therefore, I would need useful comments and supplements from
experienced teachers so that my initiative ideas would be much better.
Sincerely!

CONFIRMATION OF THE HEAD
MASTER

Nhu Xuan, May 10th , 2018
I swear this is my initiative experience,