TABLE OF CONTENT
1. Introduction.
1.1. Reason for choosing topic.
1.2. Aims of study.
1.3. Object of the study.
1.4. Methods of the Study.
1.5. The new points of the study.
2. Content of the study.
2.1. Rationale.
2.2. Problem Statement.
2.3. Solutions.
2.3.1. Techniques of “Warm up”.
2.3.1.1. Guessing topic.
2.3.1.2. Finding information.
2.3.1.3. Remind knowledge.
2.3.2. Process of the study.
2.3.3. Effectiveness of the study.
3. Conclusions.
REFERENCE BOOKS

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and chants. These are, among others, enjoyable and motivating warms ups. [1]
Recognizing the need of using techniques to initiate lessons, so early in
the school year 2017-2018, when assigned to teach English 9 I chose to research
and apply the subject “Some experiences in teaching WARM UP for nine
graders " to improve the quality of teaching and learning to meet the goal of
teaching method innovation.
1.2. Aims of study.
The study is carried out with the aims:
- To stabilize the class, allowing students time to adapt to new lessons.
- To create a favorable environment for new lessons.
- To make students exciting about the new lesson.
- To help students connect what they have learned with new lessons.
- To create situation and context for the introduction of the new lesson.
- To create a need for communication.
- To create a purpose for the next communication.
1.3. Object of the study.
In this article I want to share the experiences I had when I applied
warming up activities to nine graders at Quang Binh secondary school. The main
objective was to get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to observe how possible it was to
engage them in the steps that followed. I sought to explore students' involvement
in the English class while I tried to motivate them through appropriate warm
ups.
1.4. Methods of the Study.
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- Summarize the experiences.
- Observation method.
- Communication method.

students' involvement and permeate the development of the whole lesson, so we
avoided looking at them as isolated activities. These kinds of activities might
also be called zealous, enthusiastic or suggestive activities.
2.2. Problem Statement.
At the beginning of the school year, through quality surveys I found that
only a small number of students can speak English. Through surveys, they all
think that this subject is difficult, it is easy to forget because they don’t
communicate with friends daily.
For 9th grade students, the amount of knowledge in many lessons is great.
In the class, students often receive knowledge passive. They do not understand
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the purpose of communication, resulting in poor learning quality. Apart from this
problem, there is also a problem that many pupils in rural areas, their learning
conditions have not been sufficient, but the requirements for study in this subject
also need. The support of materials such as dictionaries, reference books, video
tapes and internet is not enough. From this fact, to encourage and motivate the
desire of all students, I think every teacher should study, apply the techniques of
"Warm up" to the lessons.
The following is the result of testing students in grade 9 at the midterm of
the first semester.
Class

9A
9B

Number
of
students


3
2

7
6

16
20

38
47

Below average
and weak
No of
%
students

23
20

55
47

2.3. Solutions
2.3.1. Techniques of “Warm up”.
2.3.1.1. GUESSING TOPIC
This is an activity that helps students predict the topic of the lesson; the teacher
may use a variety of techniques below:

UNIT 2 - LESSON 1: Getting started + Listen and read (P13 English 9)
Pictures :

[2]
This is the beginning lesson of the unit, consists of Getting started and
Listen and read. The teacher needs to simplify some difficulties, help students
to catch up quickly and actively requirements.
a. Matching:
The teacher uses the pictures provided in the students’ books to describe
the traditional dresses. Therefore, matching is used to help students to remember
the meaning of the words.
Teacher’s and students’ activities
Content
Matching : Students look at the
Warm up : (Getting started)
pictures and match them with the Matching:
suitable traditional costumes.
Pictures
Traditional costumes
Students work in groups and then A
1. Aodai
give their keys.
B
2. Kimono
T corrects students’ working and C
3. Kilt
then asks students about the D
4. Veil
pictures.
E

CHATTING:
Warm up : (Getting started)
Teacher chats to students:
Chatting:
- How many people are there in the - There are six people.
pictures?
- Do you know where they are come - Yes, I do. Because of their
from? why?
costumes.
- Look at picture a). What is she a. She comes from Japan. She is
wearing? Where does she come?
wearing a Kimono.
- Look at picture b). What is she b. She comes from Viet Nam. She is
wearing? Where does she come?
wearing Ao dai.
- Look at picture c). What is he c. He comes from Scotland. He is
wearing? Where does he come?
wearing a kilt.
- …..
d. She comes from India. She is
wearing a sari.
e. He comes from the USA. He is
wearing the Cowboy.
f. She comes from (Saudi) Arabia.
She is wearing a Veil. [3]
c. Guessing game :
* Teacher’ and students’ activities
*Content
Teacher hides the picture of a
Warm up :

UNIT 2 –LESSON 2 : SPEAK
Page-14/ 15
[2]
This lesson aims to develop speaking skill, so the teacher should use the
techniques improve vocabulary and structures.
Pictures:

[2]
a. Kim’s game :
This technique aims to revise vocabulary related to casual clothes and
clothes on special occasion.
*Teacher’s and students’ activities
* Content
Teacher gives the pictures about the
Warm up :
clothes and has students look at it in 20
Kim’s game:
seconds and then takes it away.
The clothes: shirt, skirt, short,
Teacher divides the class into two T-shirt, suit, jeans, blouse,
teams and asks them to go to the board to
write as many things as they remember
from the pictures.
Teacher shows the picture again and
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corrects students’ work. The team which
writes more words will win the game.
After this activity, teacher can lead in the new lesson by asking some questions:

A R
I
S
Teacher corrects students’ working
U K V P
T
O
and chooses the winner.
S K I
L
T
S
E J
E
A N S
 Key:
SHIRT, SKIRT, SARI, SKILT,
JEANS
SUIT, SHORT
BLOUSE, PANTS [3]
c.Noughts and crosses :
* Teacher’s and students’ activities
Students play “noughts and
crosses” by making sentences to talk
about wearing suitable clothing
given in the box.
Teacher divides the class into two
teams. Each team chooses one
student to go to the board .
The student of the first team

The winner is the team which has
three
noughts
or
crosses
continuously.

+……………[3]

APPLICATION 3 :
UNIT 2 – LESSON 3: LISTEN
Page- 16 [2]
The aim of this lesson is develop listening skill. Students will be able to listen
for realistic information about some event. Therefore, teacher should use the
techniques to revise vocabulary and pronunciation.
Pictures:

[2]
a. Slap the board:
*Teacher’s and students activities
*Content
Teacher shows pictures about some
Warm up:
clothes and shoes on the board and
Slap the boad:
calls 2 students go to stand at the  Picture: short, pants, skirt, long
first table.
sleeved white blouse, short sleeved
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sleeved white blouse, short sleeved
pink blouse, blue shoes, red boot,
brown shoes, jeans, plain suit, striped
shirt, sweater, baggy pants, trousers, Tshirt, short sleeved white blouse. [3]
shorts
jeans
sweater
blue shoes plain suit brown
shoes
T-shirt
pants
skirt

c. Matching:
*Teacher’s and students’ activities *Content
- Teacher shows the pictures about
Warm up
clothes on the board and write
Matching
their names in some cards and put Pictures Clothes
on the table.
1
a. shorts
- Teacher divides the class into 2 2
b. long sleeved white blouse
teams. Teacher reads a word, one 3
c. skirt
student from each team run to the 4
d. pants
table and choose the correct name 5

Teacher’s day
The winner is the team which
Celebratio
writes more celebrations.
Father’s dayns
………
After this activity teacher asks students some questions to lead in the new lesson
- Which celebration do you love best?
- Do you love your father?
- Have you ever expressed your feelings to your father?
Today we’ll read some feelings to father.
b. Kim’s game:
Picture:

[7]
*Teacher’s and students’ activities
Students look at the pictures in
20 seconds and remember them.
- T hides the pictures, students go to
the board to write the celebrations
they saw from the pictures in two
teams.
- The team which remembers and
writes more celebrations will win the
game.

*Content
Warm up
Kim’s game:
Celebrations: Woman’s Day, Tet,

work more quickly and write more
correct words will win the game.
After this activity teacher asks students some questions to lead in the new
lesson:
- Which celebration do you love best?
- Do you love your father?
- Have you ever expressed your feelings to your father?
=> Today we’ll read some feelings to father
APPLICATION 5:
UNIT 8 – LESSON 4: WRITE
Page- 70 [2]
In the writing lesson, the teacher needs to use the techniques providing students
structures related to the topic.
Pictures:
I love my
parents very
much

[7]
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a. Chain game:
*Teacher’s and students’ activities
Teacher uses a picture of a family
and guides students to express their
feelings to their parents by playing
“chain game”.
- T divides into groups of five. The
students in each group must give a

S2: I love my parents very much and
I will give a gift to my parents.
S3: I love my parents very much, I
will give a gift to my parents and I
will help my parents to do
housework.
S4: I love my parents very much, I
will give a gift to my parents and I
will help my parents to do housework
and I will study well.
S5: …………..[3]

*Content
Warm up:
Brainstorm:
What should you do on the Mother’s
Day or Father’s Day?
- Do the housework
- Give a gift to my father/ mother.
- Go on a picnic with my father/ mother.
- Have a party at home.
- Give some flower to my father/ mother.
- Give a postcard to my father/ mother.
- ……[4]

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APPLICATION 6
UNIT 3: LESSON 5 – LANGUAGE FOCUS Pages- 28/ 29/ 30/ 31

the picture?
T: Yes.
Students: Is he thinking about his
exam?
T: Yes.
Students: Oh. I see. Picture is about a
student with his bad exam.

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b.Lucky number:
This technique is often used in answering question activities; however,
teacher can use in many different activities like: describing pictures, complete
sentences..
* Teacher’s and students’ activities
*Content
Warm up :
Students play “Lucky number” in Lucky number : Describe pictures
two teams.
1. Picture 1: A student with his bad
Students from each team choose exam
one number. Teacher gives picture of 2. Picture 2: A girl is thinking about
that number and the student describe his parents.
it.
3. Lucky number
Students have 10 marks for each 4. Picture 3: Three students are in the
suitable description. If they choose rain.
the Lucky Number (LK), they will 5. Picture 4: A boy is thinking about
have 10 marks for their team without flying.


Good

Average

No of
students

%

No of
students

%

No of
students

%

3
4

7
8

15
13

35

upcoming class and buy themselves some time. Students, especially younger
ones, can have fun, get to know each other, and learn something new at the same
time. Just like athletes need to warm up their muscles before their activities,
students need to “warm up” their brains. The warm up activities should take
about 5 minutes.
These activities can range from controlled to less-controlled and free
expressions. The activities must provide opportunities to work on a particular
skill or to work integrated skill exercises. Application: The application provides
students with hands-on opportunities to use what they have learned. This part of
the lesson can also be considered part of the practice -particularly less controlled
and free practice.

XÁC NHẬN CỦA
HỘI ĐỒNG KHOA HỌC

Quảng Xương, ngày 22 tháng 4 năm 2018
Người viết

Nguyễn Thanh Bình

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REFERENCE BOOKS
[1] Một số vấn đề về đổi mới phương pháp dạy học ở trường THCS – Bộ
giáo dục và đào tạo (2004) .
[2] Sách giáo khoa – Tiếng Anh 9 – NXB giáo dục.
[3] Sách thiết kế bài giảng –Tiếng Anh 9 – NXB Đại Học Sư Phạm.
[4] Sách giáo viên - tiếng Anh 9 - NXB giáo dục
[5] Chuẩn kiến thức kỹ năng.