Sáng kiến kinh nghiệm Using some language games in warm-up activities to motivate the 10th grade students in teaching “getting started” lessons of english textbook 10 (Global Success) in Yen Thanh high

 MINISTRY OF EDUCATION AND TRAINING 
 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING 
 BAC YEN THANH HIGH SCHOOL 
 THE EXPERIENCE OUTLINE 
 TOPIC: “USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES 
 TO MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING 
 STARTED” LESSONS OF ENGLISH TEXTBOOK 10 IN YEN THANH HIGH 
 SCHOOLS.” 
Subject: ENGLISH 
Researcher and implementing the topic: LÊ THỊ THANH HƯƠNG 
Group: FOREIGN LANGUAGE 
 YÊN THÀNH – 2023 Số điện thoại: 0975678977 
 2 
 2.9 Unit 9 - KIM’S GAME 30 
III. THE RESULTS OF SURVEYS ON URGENCY AND 32 
 FEASIBLITY OF PROPOSED SOLUTIONS IN THE 
 TEACHING EXPERINCE 
 1. Survey purpose 32 
 2. The content and method of surveys 32 
 3. Survey subject 32 
 4 Survey results on the urgency and feasibility of the proposed 33 
 solutions 
 IV. CONCLUSION 34 
 1 Conclusion 34-35 
 2 Recommendation and proposals 36 
 V REFERENCE 37 
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 study the character and usefulness of board games that are already much used in 
language classrooms but also to investigate video games and their more advanced 
possibilities. By researching the games‟ advantages and disadvantages according to 
their strengths, weaknesses, opportunities and threats, the reader should notice what 
sort of games are and could be used in language learning, but also when and how they 
are the most useful. 
2. Researching purposes. 
 Implement teaching and learning in accordance with the English program of the 
upper secondary school, which is compiled in the direction of communication, 
considering the formation and development of communication skills: Listening - 
Speaking - Reading - Writing as the ultimate goal. of the teaching process. 
 Teaching and learning English in high schools aims to help students have the 
ability to use English as a communication tool at a basic level and relatively proficient 
in the forms of Listening, Speaking, and Reading. - Writing, progressing to the 
formation of the ability to use English easily and effectively in ordinary 
communication. 
 Stemming from the above facts, anyone who teaches English needs to think 
about how to find the best teaching methods to create interest in learning for learners. 
and get the best results. Help learners acquire basic knowledge about the subject, form 
and develop skills to apply in real life. And more than that, we are even happier when 
students love it passionately, and do well in the subject we teach. By doing so, 
teachers have achieved their educational goals. 
 So how to achieve this goal? This is a question that not only me but many other 
colleagues worry a lot about. I think you guys also have a lot of solutions to 
accomplish this task. Since then, I have boldly come up with ideas and experiences: 
“USING SOME LANGUAGE GAMES IN WARM-UP ACTIVITIES TO 
MOTIVATE THE 10TH GRADE STUDENTS IN TEACHING “GETTING 
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 Part II. CONTENT 
Chapter 1: The theoretical background and the reality basis of the topic 
 1. The theoretical background of using games in warm-up activity. 
Games help the teacher to create contexts in which the language is useful and 
meaningful. Even though games are often associated with fun, we should not lose 
sight of their pedagogical value, particularly in foreign language teaching and 
learning. Games are effective as they create motivation, lower students‟ stress, and 
give language learners the opportunity for real communication. 
According to J. Haldfield [1], “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 syllabus”. 
This definition highly evaluates the importance of games in teaching. It shows that 
games serve not only as an „amusing activity‟, but also as a technique to carry out 
many pedagogical tasks. Classifying games into categories can be difficult because 
categories often overlap. J. Hadfield [1] proposes two ways of classifying language 
games. First, language games are divided into two types: linguistic and 
communicative games. Linguistic games focus on accuracy, such as supplying the 
correct antonym. Communicative games presuppose successful exchange of 
information and ideas. J. Hadfield also offers to classify language games into many 
more categories: sorting, ordering, or arranging, information gap games, guessing, 
search games, matching games, labeling, exchanging games; board, role play games. 
According to W. Lee [2], games can be classified into ten categories: structure games 
which provide experience of the use of particular patterns of syntax in 
communication; vocabulary games in which the learners‟ attention is focused mainly 
on words; spelling, pronunciation games; number games; listen-and-do games; games 
and writing; miming and role play; discussion games. Let‟s discuss some of the 
common advantages of using games in foreign language teaching and learning. 
Games promote learners’ interaction.Interaction comprises the nature of classroom 
pedagogy and classroom behavior. Pair or group work is one of the main ways to 
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 it has made me ponder, think a lot and try to find out the causes, thereby fixing the 
situation, increasing the number of quite good students and limiting the number of 
weak students in the subject. Through the fact, I found that one of the reasons why the 
number of students is so weak is that their families are still facing many difficulties, 
they still help support their families after school. Their work is still limited and 
incomplete, they do not have dictionaries, reference books, video tapes, and machines 
to support them with listening, speaking, and practice skills. The school still faces 
many difficulties in terms of facilities such as sand machines, pictures, etc. But the 
reason they mentioned the most when asked for their opinion was that they felt 
uninterested in the subject, that the subject was difficult, they did not have an 
environment to communicate daily, so they quickly forgot. , which leads to slow 
acquisition and uneven learning power. It is from this fact, in order to promote, 
motivate and stimulate students' curiosity, I think that each teacher needs to research 
and apply games to suit the content of the lesson, contributing to the direction of 
learning. students into the content of the lesson and desire to learn English. 
To do that well, each teacher needs to understand the role of the game, which is: 
 - Create a comfortable atmosphere in class. 
 - Effective support in creating excitement, interest in learning, comfort in every 
 class. 
 - Support student brainstorming. 
 - Support in reviewing new words, setting up sentences. 
 - Support in training students' listening and speaking skills. 
Acting as a means of guidance and suggestions through questioning and answering 
between teachers and students, towards the topic of the lesson. 
Chapter 2: Games and steps to organize language games in in warm-up activities 
of the Getting Started lessons - English Textbook 10 – Global Success 
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 group then goes to the board and writes the names of the chores. 
Ss work in pairs to discuss the answer after watching the clip, then one representative 
from each group writes the answer on the board. 
T confirms the correct answers. 
Expected outcomes: Review Ss‟ vocabulary about the household chores and get them 
ready for the lesson. 
 Vocabulary Pictures 
 Clean/Mop the floor 
 Clean the toilet 
 Do the laundry / 
 wash the clothes 
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 Vacuume the floor 
Lead sts into new lesson: T: We are going to study unit 1 “ Family life” - getting 
started- To know more about the family and the household chores 
 UNIT 2 – HUMAN AND THE ENVIRONMENT 
 Lesson 1: Getting started – GO GREEN CLUB 
 VIDEO WATCHING 
Type : Groupwork 
Objectives: To activate students‟ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom. 
- To lead into the new unit. 
Teaching aids: Video link: 
https://www.youtube.com/watch?v=WfGMYdalClU 
 - Board, chalk, projector 
Time: 5 minutes 
Procedure : 
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 Procedure 
 • Devide class into 2 teams competes with each other. 
 • Each team/ in turn has chance to answer the question. Giving correct answer at 
 the first cue, the team will get mark 20, the second cue – mark 10 
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 Harry potter 
Bui Xuan Phai 
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Outcome: 
 Teaching poor children 
 Collecting rubbish 
 Planting trees 
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 Teaching poor children 
T leads in the lesson: Doing voluntary work to help the community is a way for you to 
contribute to make our community a better one. There are many activities you can do 
to help other people and in today‟s lesson we will find out more about these activities. 
 UNIT 5 – INVENTIONS 
 Lesson 1: Getting started – INVENNTIONS FOR EDUCATION 
 Guessing Game 
Type : Group work 
Aims: To activate students‟ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom. 
- To lead into the new unit. 
Teaching aids: blackboard, chalk , projector / interactive whiteboard /TV (if any), 
PowerPoint slides, computer or laptop. 
Time: 5-7 minutes 
Procedure: 
 - Divide class into 2 teams 
 - Each team/ in turn has chance to answer the question. Giving correct answer at 
 the first cue, the team will get mark 20, the second cue – mark 10 and the last 
 one – mark 5. 
 - Ask Ss some questions to lead to the lesson: 
Outcome: 
What is it? 
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