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ACKNOWLEDGMENTS
Fừst, I would like to express sincere thanks to the Management Board of Dong Thap University for giving me chance to study the study of educational reality.
I would like to send my special thanks to PhD Do Minh Hung (who is the Head) and the lecturers of the Foreign Language Department at Dong Thap University for theừ Giúp and encouragement during my study.
I would like to express my deep gratitude to Ms. Le Hong Phuong Thao, MA, my supervisor, for her precious advice, insightful comments as well as her considerate assistance and adequate supervision.
I would also acknowledge my great thankfulness to all my lecturers at Dong Thap University, Ms. Nguyen Thi Thuy Hang and Mr. Nguyen Anh Nhan, my trainers and my students at grade 10A5 in Cai Be high school, and also send to my boundless gratefulness to MA Huynh Ngoc Diep, the Head of Cai Be high school, all of teachers and students at Cai Be high school for theừ help, encouragement and invaluable support, without which I would have never been able to complete the study of educational reality.
Finally, I must express my special gratitude to my beloved family, my closed friends and my classmates, who have given me their best regards, helpful advice as well as precious supports during my study.
TABLE OF CONTENT
Page
ACKNOWLEDGMENTS .7.1
TABLE OF CONTENT ii
Part Iằ INTRODUCTION 1
1. Motivation for the study: 1
2. Aim of the research: 1
3. The research question: 1
4. The research method: 1
5. Significance of the research: 2
6. Scope of the research: 2
7. Organization of the study 2
Part II. THE CONTENT 4
Chapter One. BACKGROUND INFORMATION 4
I. 1. Cai Be high school 4
I. 2. Teachers staff: 4
I. 3. Students: 4
I. 4. Warm-up activities 6
I. 4. 1. Definition of warm-up activities 6
I. 4. 2. The value of warm-up activities 7
I. 4. 3. Why do we use warm-up activity? 8
Chapter Two. METHODOLOGY 9
II. 1. Research question 9
II. 2. The researcher 9
II. 3. The setting 9
II. 4. The subjects 9
II. 5. Data collection instrument 9
II. 5. 1. Questionnaires 10
II. 5. 2. Observation 11
II. 6. Data collection procedure 11
II. 6. 1. Questionnaires 11
II. 6. 2. Observation 12
Chapter Three. Result and Discussion 13
III. 1. Result of interview 13
III. 1.1. Students 13
III. 1. 2. English teachers 16
III. 2. Result of observation 19
III. 3. Summary 20
Chapter Four. Recommendation and Conclusion 21
IV. 1. Conclusions 21
IV. 2. Recommendation 22
IV. 1.1. For English teachers 22
IV. 1. 2. For students 22
rv. 1. 3. For union local 22
IV. 3. Limitations 22
REFERENCES 24
APPENDIX 1 .ể 25
APPENDIX 2 26
APPENDIX 3 27
1. Motivation for the study:
Up to now, English which is used very popular in Vietnam is an important international language. English is one of the important subjects at High School. It has been used for Final Examinations to evaluate students’ level of knowledge. Therefore, whether students are proficient at English or not is very important to them. Being proficient at English means student is good at both received skills - reading and listening, and productive skills - speaking and writing. These four skills are integrated in a lesson to improve all these skills for the students, because one certain skill can be used to improve the others. But it is very hard for people to begin learning English. Therefore, it is necessary to have teaching and learning English methods and techniques. To make students interested is very important for teachers, especially English teachers. How must we do that? This is the responsibility of all of the teachers! Warm - up activities are a way in which we can take interest, but how do English teachers in high schools apply these activities? There are many ways to make good warm - up activities at high schools. This is a reason why I choose “warm - up activities in teaching and learning English at grade 10A5 in Cai Be high school” to research. According to this research, I myself will get experiences to improve skills and teaching methods.

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