This document discusses the importance of warm-ups for English as a Foreign Language (EFL) teachers and students. It states that warm-ups help get students in the correct mindset for learning English by focusing on the language after they have been using their native language all day. The document recommends that warm-ups be an easy daily exercise that engages all students and creates an enjoyable focus on English. Specific warm-up activities are described for preparing students for reading, listening, and writing lessons by activating their background knowledge on topics.

2. • An English-as-a-Foreign-
Language, beginning-of-class warm up is a
great way to start class and get students in an
English-learning frame of mind. Many EFL
students come to your classroom from an
atmosphere where English is not spoken.
• Even if you are teaching EFL students , they
have been chatting with friends, customers
and co-workers all day in their native
language. A simple warm up gets EFL
students brains in the correct place and turns
on those English synapses. Making class
easier for the EFL students and for the all
important EFL teacher.

3. • A warm up should be part of your
everyday lesson plan and of course after
your greeting is the first thing you do
with your EFL students. It should be an
easy exercise that all students can
participate in. Participation of all
students is important because this
creates a fun focus on English in the
classroom and gets the EFL students
ready to listen to their teacher.

4. WHY WARM-UP?
There are many reasons why you may need to use
warm-ups while working as an EFL teacher:
 to focus or bring energy to each class in the first ten
to fifteen minutes
 to break the ice with a new class of students
 to fill a small block of time when a lesson runs
shorter than you planned
 to replace a lesson that students can't grasp or are
bored with
 to have on hand for emergencies such as broken
audio-visual equipment or photocopiers
 to use if you get called in last-minute to fill in for
another teacher

5. Some aims of warming-up activities in class:
To create expectations about language
To give learners a reason to listen, read, speak or
write
To motivate learners to want, to read or listen ,
speak or write
To involve learners by asking for their ideas or
knowledge about a topic
To provide links between different stage of a
lesson
To draw attention to something of importance

6. PRE-READING ACTIVITIES
Students should know something about the
topic before reading. Some topics may be
unfamiliar to students, such as recreational
activities at the beach if students have
never been to the beach before. Pictures,
drawings, or short skits can help develop
relevant background information.

7. • GUESSING FROM PICTURES: The teacher finds
3 pictures or objects which are connected to
the story and ask the students to guess how
they are connected. Students read the text to
check.
• QUOTATIONS: Find a quotation about the topic
– try Students discuss the quotation. What does
it mean? Do they agree with it? Why/Why not?

8. PRE-LISTENING ACTIVITIES
During the pre- listening phase, teachers need
to recognize that all students bring different
backgrounds to the listening experience.
Beliefs, attitudes, and biases of the listeners
will affect the understanding of the message.
Before listening, students need assistance to
activate what they already know about the
ideas they are going to hear. Simply being told
the topic is not enough. Pre- listening activities
are required to establish what is already
known about the topic, to build necessary
background, and to set purpose(s) for listening

9. What’s your guess? Show eye-catching images,
maps, or diagrams to help students guess the
theme(s) of the listening text. Students can
write pre-listening comprehension questions,
then listen to see if their questions are
answered.

10. What do I need to do, teacher? Write
instructions in point form for the listening in the
wrong order. Ask students to order them. This
activity may help relax students for the listening,
as they know exactly what is going to happen
next.

11. PRE- WRITING ACTIVITIES
• Pre-writing tasks review and build students'
knowledge of relevant vocabulary, relevant
grammar points and, most importantly,
students' background knowledge, since that is
what really generates thoughtful and
interesting written work. Pre-writing tasks are
a crucial element of successful writing
instruction.

12. • Chain Fairytale
This is a fun writing warm-up. Everyone has a piece of paper and writes
the first sentence or two to start a fairytale (not one that already exists).
Example: Once upon a time there was a frog that had no legs. He wanted
to get married, but there were no female legless frogs in the land.
After one minute the leader will say "SWITCH". At this time the writers
have to put down their pens and pass the papers. They cannot finish their
sentences. Then, the next writers will continue the story. After about ten
minutes you will have as many silly stories to read as you have club
members. The leader should warn the writers that they will soon have to
wrap-up the story during the last two minutes so that each story has a
conclusion. Read all of the stories out loud for a good laugh. You can
extend this activity by trying to edit each other's writing and spelling
errors.

13. RESOURCES
http://voices.yahoo.com/class-warm-ups-
english-as-second-language-students-
605115.html?cat=4
http://www.eslflow.com/speakingandcommu
nicativeicebreakeractivities.html
http://www.englishclub.com/english-
clubs/english-club-warm-up.htm
http://www.scielo.org.co/scielo.php?script=sci
_arttext&pid=S1657-07902008000200002

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