Communicative Warmers

Communicative Warmers
A warmer is basically a fun game that you play at the beginning the lesson to get students
"warmed-up" and ready to learn.
Having a warmer is very important, for the classroom, because it sets the mood for the rest
of the lesson. Warmers are essential because they help students:
To relax and feel comfortable in the classroom
Have fun
Learn a little about you and their classmates (building teacher-student rapport)
Gain confidence
Increase interest
Revise previously covered materials in a fun way
Subliminal learning
Can encourage students to attend lessons on time
You should try to start every lesson with a warmer, even if it is brief. However they can
also be used mid-lesson to give students a quick break, or at the end of the lesson if
students have finished their allocated work.
Here are some suggestions for types of warmer to use in the classroom. Remember to
adapt these ideas to the target language that you wish to cover and to the ability of your
students.
1) Name: Magic Numbers Focus: Pronunciation Materials Required: None
Start by writing the numbers 0 9 in 2 columns on the board. Choose 5 pairs of similar sounding
words that you think the students will benefit from practicing.
0 three
1 tree
2 ship
3 sheep
4 - thirteen
5 thirty
6 play
7 played
8 late
9 eight
Model and drill the words, highlighting differences. Then draw a set of dashes on the whiteboard
____
____
____
____
____
____
____
____
Ask the students to copy this four times into their notebooks and write your
name by the first grid. Explain that you will say one of the words from the board
and you want them to write the number in the right place in the grid. ICQ, So if I
say thirteen what will you write? (4)
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
- James
Point to the first gap on the board and say one of the words, repeat it, check
students have written into their grid. Then point to the next dash and say another
word. Repeat until you have finished the grid and students have a completed grid
written down. Ask students to feedback onto the board, they may make many
errors, especially the first time they do this.
Then explain to students that they have found out your number and now you
want them to think of their own number, (suggest date of birth, phone number etc.
if they struggle). Ask them to write this down but not show anyone. Now explain
they have to find out three other students numbers. Students stand up and
circulate, when they have finished reading out their numbers in word format (eg.
Tree, ship, sheep), their partner should feedback to them in 123 format.
2) Name: Elimination Ball Toss Focus: Question Making & Answering

Materials Required: Ball
Students stand in a circle around you with their hands on their shoulders. Explain
that you will ask a question (often revising previously covered language) and
that they have to answer correctly with a time limit (normally 10 seconds) and
then ask another question and throw the ball to another student.
Teacher: Whats your favourite colour?
(throws ball to student A)
Student A: Blue
Whats your favourite movie?
(throws ball to student B)
Student B: Twilight
Whats your favourite animal?
(throws ball to student C)

Notes:
Students need to keep their hands on their shoulders unless they have
the ball. This results in increased attention.
If a student drops the ball they are out, unless it is a bad throw in
which case the thrower is out.
For lower level classes elicit a list of questions before you start the
activity.
If a student answers incorrectly they are out.
You may wish to make higher level classes give a reason for their
answer.
If you want to end the activity quickly decrease the time limit as the
game progresses.
3) Name: Slapdash! Focus: Categorising lexical sets Materials Required: 2

Flyswats or Rolled up newspapers or magazines
Split the board into two sections and put the class into two teams A & B.
Draw 4 or 5 circles on the board. In these circles write the name of a category,
base this on vocabulary that you have taught students. An example might
include; Countries, Continents, Nationalities and Cities.
Line the teams up at the back of the room , as far as possible from the board.
Give one person in each team a flyswat. Explain that you will call out an item
and that the students need to race to the board and hit the correct circle in first
to win a point. Demonstrate this yourself, say THAI, run to the board from the
back of the room then mime hitting one category, elicit from the students Thai is
a nationality and hit the category on the board.
Award one point to the first team that hits the correct category for each word
that you call out. Take one point away each time a team hits the wrong category,
eg country for Thai. Be flexible with the scoring to stop one team winning too
easily e.g. change the number of points. The more competitive the game is, the
more the students will be engaged. Often you may want to change the
categories half way through to mix things up.
For higher level groups you may wish to ask an additional question to check
meaning, understanding or spelling.
4) Zoom! Focus: Fluency

each student.
Materials Required: A set of pictures with one for
Find a suitable sequence of pictures, and cut them up so there is

one for each student. Tell the students that youre going to give them a
picture and they need to try and remember at least three things they see
happening in the picture. Stress that theyre not allowed to show each other
their pictures. Give each student their picture and allow them time (1-2 minutes)
to do this. Now explain that all the pictures put together make a story. Then
everyone stands up, the aim is for the students to find similarities between their
pictures and to decide on a sequence from first to last without showing each
other their pictures. Once they have done this, they put their pictures face down
on the floor. Go from first to last getting the students to turn over their pictures
and explain to the group what is happening. Elicit whether the group thinks this
is right or wrong and why. Then put students in groups and give them a few
minutes to prepare a full description of some or all of

Communicative Warmers

Uploaded by

Copyright:

Available Formats

Communicative Warmers

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Communicative Warmers

Uploaded by

Copyright:

Available Formats

Communicative Warmers

Revise previously covered materials in a fun way

Can encourage students to attend lessons on time

2) Name: Elimination Ball Toss Focus: Question Making & Answering

(throws ball to student C)

3) Name: Slapdash! Focus: Categorising lexical sets Materials Required: 2

4) Zoom! Focus: Fluency

Materials Required: A set of pictures with one for

Find a suitable sequence of pictures, and cut them up so there is

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.