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Table 3.3: The teacher’s opinion about the uses of warm up activities

Table 3.3: The teacher’s opinion about the uses of warm up activities

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for the reading lessons. Such as the crossword helped students build up and

remember new words.

c. The difficulties when using warm up activities in reading lessons.

Being asked about the difficulties when using warm up activities, 50% of

the teachers at Long Chau Sa high school said that shortage of time was the

major problem for them because reading parts were now redesigned with many

more tasks, so the teachers only focused on completing all the tasks without

warm up activities. Besides, 16.7% teachers believed that it was difficult to find

suitable activities for each topic and it could generate noise and be time

consuming because of the large size class.

To sum up, the students at Long Chau Sa high school didn’t like reading

skill because the following reasons: the reading texts were very long and they

felt tired and bored when reading, they lacked of motivation. The teacher rarely

used warm up activities in reading lessons because they thought that the warm

up activities were not important, it was time consuming to prepare and lack of

time for following activities. From these facts, the researcher suggested 3 warm

up activities: using pictures, games and videos in teaching reading skill.

3.1.3 Suggestion of some warm up activities for teaching reading skill

The researcher bases on current situation of teaching and learning

English reading skill which was found in the previous part, she suggests three

warm up activities for reading lessons including: using pictures, videos and

crossword. With the hope that these activities will bring about effectiveness in

teaching reading skill for students at Long Chau Sa high school.

a. Using crossword game

Objectives

- To draw students’ attention on the new lessons

- To motivate students

- To introduce the new lesson naturally

- To create a comfortable environment



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Application

Crossword is used in unit: 12 Music and unit 15 Cities (E10 Textbook)

Type: groups work

Time: 5-7 minutes

Materials: projector, hand out

Procedure

- Introduce the game: Cross word game

- Explain the rules of the game

- Play the game

- Feedback: elicit the vocabularies and structures

- Elicit the topic for the new lessons.

b. Using videos

Objectives

- To prepare for the new lesson (new words or background knowledge)

- To make students more confident and ready to read

- To motivate students

- To lead into new lesson

Application

Videos are used in unit 13 Film and Cinema and unit 10 Conservation - Reading

(E10- textbook)

Type: individual work

Time: 5-7 minutes

Materials: Projector, speaker

Procedure:

- Prepare a short video which is suitable to the topic of film and cinema and

Conversation

- Give some guided questions

- Show it to the class

- Ask students to watch video to relax; answer the questions and guess the topic

of the new lesson



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c. Using pictures

Objectives

- Elicit the new words for reading lesson

- To activate students’ background knowledge

- To get students ready to read

- Introduce the new topic naturally

Application

The researcher applied this activity in unit 14 The world Cup and unit 11

National Park (E10 textbook)

Type: individual or group work

Materials: projector

Time: 4-6 minutes

Procedure:

- Introduce the activity

- Give questions and ask students to look at the pictures and answers questions.

- Give feedback: elicit the new words from the pictures

- Ask students to guess the topic of the new lesson

- Lead in to the new lesson.



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CHAPTER IV: EXPERIMENT

In this chapter, the researcher will carry out an experiment to grade 10A6

students at Long Chau Sa high school base on 3 suggested activities in the

chapter III. Then the outcome will be analyzed, evaluated and discussed to give

implications of the study.

4.1. Objectives of experiment

The teaching experiment was carried out to find out about the

effectiveness of three activities which the researcher has suggested in the

previous chapter.

4.2 Description of the experimental teaching

Before experiment, the researcher used pre-test to check students’ ability to

do reading tasks. (see appendix 6)

The researcher carried out an experiment using warm up activities for

reading skill within 6 weeks in 6 reading lessons at class 10A6 - Long Chau Sa

high school. The researcher suggested 3 Warm up activities: Using pictures;

videos and crossword puzzle. Each activity was applied in two units (English 10

textbook). Six reading lessons consist of unit 10, 11 12, 13, 14 and 15.

Using videos was employed to warm up in reading lessons unit 10Conversation and unit 13- Film and cinema in the first and fourth week. (Lesson

plan 2 and 5- see appendix 5)

Crossword puzzle was carried out in the third and sixth week on two

reading lessons: Unit 12 – Music and unit 15- Cities. (Lesson plan 1 and 4-see

appendix 5)

The researcher carried out using warm up activity: using pictures on unit

11- National Park and unit 14- The World cup in the second and the fifth week.

(Lesson plan 3 and 6- see appendix 5)

After 6 weeks the researcher continued to deliver a questionnaire for

students to assess the usefulness of these warm up activities. The researcher also

used the post-test to evaluate the effectiveness of these warm up activities in

reading lessons. (see appendix 7)

4.3. Students evaluation of the suggested warm up activities



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After 6 weeks of experimental teaching, the effectiveness of warm up

activities were then evaluated by the students using questionnaire (appendix 3).

The results was collected and showed in the tables below:

4.3.1. The result from the questionnaire after experiment

a. Student’s attitude toward warm up activities in reading lessons.

Table: 4.1. Students’ attitude toward the suggested warm up activities

Answer

A



B



C



D



1



37

(88.1%)



5 (11.9%)



0



0



2



38

(90.5%)



4 (9.5%)



0



0



3



0



0



0



42 (100%)



Questions



The figures from the table shown that all of students in class 10A6 had a

positive attitude toward warm up activities sin the reading lessons. 88.1% of

students stated that they really liked because it made them interested and relaxed

in the reading lessons, moreover it helped students be confident when starting

new lessons

When being asked about their expectation in future reading lessons,

90.5% of students said “yes”. It means that they liked to join in warm up

activities in all of reading lessons. So the teachers should try to design and

conduct warm up activities effectively and successfully as possible as they can.

100% of the students confessed that they liked warm up activities, they

wanted all of reading lessons to have warm up activities. Because they felt

excited and motivated with reading lessons. These warm up activities brought

about a lot of fun and comfort when starting new lessons. Obviously, it

motivated students into interesting lessons, it provided background and any new

words for the reading text, helped students reading easier and could complete all

the tasks as much as possible.

According to the statistics, we could see that almost of the students had

positive attitude toward using warm up activities in reading lessons and they



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