| In a previous article we talked about the importance of | | | | with the classroom layout, physical contact) |
| including a warmer in TEFL lesson planning and outlined | | | | - All cards are placed face up on the floor. |
| the most important aspects to be included. Here is a | | | | - The teacher says an unfinished 'should for advise' |
| summary of what we said the warmer should include: | | | | sentence with an action verb from a flash card in mind |
| | | | e.g. 'To keep fit you should...' (includes continuity from |
| 1. An easy-to-succeed activity. | | | | the last class) |
| 2. Include continuity from the last class. | | | | - The teacher, by way of example, then grabs a |
| 3. Physical activity. | | | | relevant flash card (running, for example) |
| 4. Physical contact. | | | | - The teacher states that by grabbing the card he/she |
| 5. Co-operation between students. | | | | has won a point. (an aim to the task) |
| 6. Break the usual classroom layout. | | | | - The game is now set to start, and the teacher gives |
| 7. There should be an aim to the task. | | | | another 'should for advise' sentence. |
| 8. Link into the next part of the lesson. | | | | - As the students try to grab relevant cards, their |
| 9. A 5 to 10 minute activity. | | | | hands will collide (activity and physical contact) |
| But how can we put these things into practise? | | | | - The teacher will often have to peel away layers of |
| To illustrate how, we will go through an example | | | | hands to find whose is at the bottom of the pile and |
| warmer - a classic called 'Grab' - and each time one | | | | who is therefore the winner (teacher-student physical |
| of the elements above is satisfied, it will be shown in | | | | contact) |
| brackets. Lets take an imaginary group of students to | | | | - To keep the card, the winner has to complete the |
| give some context: | | | | unfinished 'should for advise' sentence appropriately |
| - Ages: 15-17 | | | | using the verb from the flash card. |
| - Level: Intermediate | | | | - The student who wins the card then has to say the |
| - Number of students: 10 | | | | next unfinished 'should for advise' sentence to continue |
| - Previous class teaching aim: should for advise | | | | the game (this student does not grab for a card) |
| - Present class teaching aim: phrasal verb forms | | | | - The winner is the student at the end who has most |
| - Materials used: flash cards with illustrations of | | | | cards. |
| common action verbs | | | | - The teacher then says 'Thank you. Now please go |
| What to do: | | | | back to your seats, sit down, pick up a pen and note |
| - Greet the students. | | | | down what I write on the blackboard.' |
| - Hold up a flash card (e.g. a picture of someone | | | | - The teacher then writes these very same |
| running) | | | | instructions on the blackboard, and asks the students |
| - Ask the students 'What's he/she doing?' (easy to | | | | to say what kind of verbs he has underlined: 'Go back |
| succeed) | | | | to your seats, sit down, pick up a pen and note down |
| - The first student to reply correctly (S1) is asked to | | | | what I write on the blackboard.' (Link into the next part |
| come to the front of the class. (activity) | | | | of the lesson - phrasal verbs) |
| - S1 is given the next flash card and the teacher | | | | By the time you have finished this warmer, you will |
| prompts S1 to ask the class 'What's he/she doing?' | | | | have well prepared students, and a very positive |
| - The first student to reply correctly (S2) is asked to | | | | cooperative atmosphere in the class. Oh, and I nearly |
| come to the front of the class. (activity) | | | | forgot to mention: your students will adore you! |
| - S2 then continues with the process. | | | | In the next article, we will give a list of different |
| - When all the students are at the front of the class, | | | | activities that meet all these requirements for a good |
| the teacher tells the students to form a closely knit | | | | warmer, all of them great fun, and needing next to no |
| circle sitting on the floor. (activity, co-operation, breaking | | | | materials. |