Warm-up activities

Ideal Day

Aims: Skills— Writing, listening comprehension, reading aloud

Language — all elements

Other – day-dreaming, imagination

Level: Intermediate

Organization: Individuals

Preparation: None

Time: 20-30 minutes

Procedure: Step1: Students are asked to write a description of an ideal day. They can choose freely the places they would like to be in, their activities and the company they would like to have.

Step2: Some students read out their descriptions.

Variations:  Other topics to write about are: my ideal flat/house, an ideal holiday, an ideal friend.

Lifestyle

Aims: Skills— speaking

Language — giving reasons, starting likes and dislikes

Other – thinking about one’s priorities

Level: Beginners/intermediate

Organization: pairs

Preparation: Students are asked a day or so beforehand to bring along three objects which are important or significant for them. None

Time: 10-15 minutes

Procedure: Step1: Students work with the partner. Each of them explains the use/purpose of the three objects he has brought with him and  says why they are important and significant for him. Both partners then talk about similarities               and differences between their choice of objects.

Step2:A few of the students present heir partner’s objects and explain their significance to the rest of the group.

Variations:  1.: Instead of real objects, drawings  or photographs ( cut out of magazines or catalogues ) may be used.

2. Before the period discussion starts, a kind of  speculating or guessing game can be conducted, where the three objects of a student whose identity is not revealed are shown, and suggestions about their significance are made.

Magic Shop

Aims: Skills—  speaking

Language — if- clauses, arguing, praising something

Other – learning something about one’s own values

Level: Intermediate/advanced

Organization: Individuals

Preparation: Slips of paper with positive human qualities written on them ( see below ), three times as many slips as there students ( qualities may occur more than once)

Time: 15 — 20 minutes

Procedure: Step1: Each student receives three slips of paper, each with a positive human quality on it, e.g. honesty, intelligence, fairness, humor, health, beauty, stubbornness, curiosity, cheerfulness, gentleness, humility, optimism, perseverance, politeness, hospitality, helpfulness, thoughtfulness, wisdom, justice, friendliness, adaptability, charity..

Step2:.Each student decides which of his three qualities he would like to keep and which to exchange for others. Students then barter with different people.

Step3:  After 10 minutes of bartering, students report on which qualities they received, which ones they kept and whether they are happy with their   present one (s) ( they may have more or fewer than three).

Mistakes dictation

Aims: Skills— Writing, listening comprehension

Language — all elements

Level: Intermediate

Organization: Individuals

Preparation: Sentences from the homework with representative mistakes  in them. A sheet on which all the sentences are corrected. A dictation in which half the sentences are corrected and half are left as they were written. Mix the right and wrong sentences together. Do not correct the homework.

Time: 30 minutes

Procedure: Step1: Tell the class that you are going to give them a dictation in which half the sentences are mistaken and half are right. The sentences are from their homework. Their task is to take down the correct sentences as they hear them and to correct the sentences they know to be wrong immediately.

Step2: Give the dictation at a slow, steady, deliberate pace. Read the wrong sentences exactly the same as you read the correct ones.

Step3: Allow the class time to work over the dictions in pairs. Circulate and listen but do not help at this stage.

Step4: Give each pair the correct version you have prepared.

Step5: Give back the homework and ask the students to mark each other’s. They may miss mistakes. This does not matter, since the main thing is to get students to really work on some of the mistakes.

Rationale

The dictation format is useful in this correction exercise as it forces the students to make quick right/wrong decisions and, in the dictation phase, does not leave time for a great deal of agonizing. Sometimes, with some people, the quick decisions are the best ones.

Magic matchbox

Game type: Guessing game

Aims: Language: Is / are there … ? Yes, there is/are. No, there isn’t/aren’t

Age: 4+

Group size: 4-10

Time: 5-10 minutes

Materials: A match box;  a lot of spent matches; marbles, pebbles, etc; flashcards of words to                    revise; ( for variation 2) a hat

Description: The object of the game is to acquire as many matches as possible

Preparation: Hide a secret number of matches in the matchbox, but remember exactly how many.

Procedure: 1. Put a large pile of matches in the middle. Shake the box and ask the children in turn, How many matches are there in the magic matchbox?

  1. In turn, the children try to guess the number of matches, by asking, Are there seven? Are there four? Is there only one? Is it empty? And so on.
  2. If a child guesses the correct number, then he or she keeps the matches and becomes the ‘teacher’ for the next round, taking fresh matches from the pile in the middle.
  3. The game continues until all the matches in the middle have been won. The child with the most  matches at the end of the game wins.

Variation 1 Practise the phrases How many matches have I got? Have you got…? etc.

Variation 2 Instead of matches and a box, use a hat and any objects ( marbles, pebbles, pencils, conkers ) or flashcards of words which need revising

Comments 1 If you use matches, it is important that they are spent, to avoid safety problems. Clean the tips of the matches   with a wet cloth before playing..

2.  When you have demonstrated the game more than one group can play at once.

I. Listen and do:

Activity 1.

“ Follow the leader “.

Teacher:       OK, now get in a line. Anvar… you’re here. Now Aziza. Now Kamola. OK, now follow me. Come on… round the class. OK. We’re walking, walking, walking. Now jumping like a kangaroo, jumping. Yes. Now flying… like a plane. We’re flying, flying, flying…down again. We’re driving…driving on the bus…driving…

( Children listen to what a teacher says. All the children   get in a line    behind the teacher. The children follow  her and copy her movements.

“ Follow the leader “  is a good activity for very young learners starting to learn English. It is good fun and they see and understand what to do at the same time. Later, when children are familiar with the activity, they can take turns calling out the instructions to the others.)

(Болалар ўқитувчига қулоқ солишади. Барча болалар ўқитувчи орқасидан қатор бўлиб туришади. Болалар  ўқитувчининг орқасидан юриб унинг ҳаракатларини қайтарадилар. “Follow the leader” машқи инглиз тилини бошланғич босқичида ўрганувчилар учун жуда қулай. Машқ жуда қизиқ ва бир пайтда болалар нима қилиши кераклигини ҳам кўриб турадилар. Болалар машқ билан танишганларидан сўнг шерикларига ҳам навбат билан нима қилиш кераклигини айтадилар.)

Activity2.

“ A pointing rhyme “

Teacher: Point to the ceiling.

Point to the floor.

Point to the window.

Point to the door.

Clap your hands, together.

One, two, three

Now sit down and down look at me.

( Children listen to the teacher saying a pointing rhyme. The rhyme ends with a line that settles the children down quietly. The teacher is using actions and gestures that the children can follow.)

(Болалар ўқитувчининг қофияни кўрсатишига қулоқ соладилар. Ўқитувчи болаларни машқни тўғри бажара олишлари учун ҳаракатни намойиш этади.)

Activity 3

“ Miming a morning routine

Teacher: You’re washing your hands… washing your hands. Very good, washing your hands. Now you’re combing your hair… combing your hair. Good, combing your hair. Now, again,  wash your hands… good. Now combing your hair. Very good. Now washing your face…ah…your face, not your hands!

( Miming means acting silently, without speaking.

The children

— have to listen carefully when you describe what they have to mime

— have to decide how to perform what you describe

— may need some thinking time for this

— move and act but do not have to speak.

Mime gives the children more freedom to be creative. Children have to be familiar with the language of the topic you are going to describe. Mime is very suitable for stories: as you read, ask the children to mime the key actions.)

(Гапирмасдан шовқинсиз ҳаракат қилишдир.

Болалар:

—         сиз нимани тасвирлаётганингизни диққат билан эшитишлари керак;

—         сиз нимани тасвирлаётганингизни қандай намойиш қилишни билишлари керак;

—         топшириқни бажариш учун уларга маълум вақт керак бўлиши ҳақида ўйлашлари лозим;

—         ҳаракат ва бажариш вақтида гаплашмаслик керак.)

II. Speaking with support

Activity 4

“Guessing the picture”

Teacher: So, let’s see who remembers? I have a picture here… of something you know… Can you guess what it is?

Child: Star

Teacher: Very good.  That’s right. Now you come out… pick one. Do you know what it is? Whisper it to me. Yes that’s it. OK, off you go…

First child: What is it?

Second child: Sun.

First child: No.

Third child: Garden.

First child: No.

Fourth child: Planet

First child: No.

Fifth child: Clou.

First child: Yes.

Teacher: OK, let’s just check pronunciation. Is it clou or cloud?

Children: ( all  together) Cloud.

Teacher: Cloud. Yes very good.

( Guessing games and memory games are useful to help children become familiar with new vocabulary in an enjoyable way.

When you show children what to do and at the same time give instructions for games in English, they are listening to you with a real purpose – to find out how to play. They are also absorbing new vocabulary and intonation patterns.)

(Исмларни топиш ва ҳотира ўйинлари болаларни янги луғат билан таништиришда жуда фойдалидир. Болаларга нима қилишни ва шу билан бирга инглизча ибораларни ишлатаётганингизда уларнинг мақсади диққат билан эшитиш машқни қандай бажаришни ўйлаш керак бўлади. Улар янги луғатни ва оҳангни ўзлаштирадилар.)

 

9 комментариев

Salamat OtepovДата:6:08 дп - Фев 28, 2013

Good! Thank you your activition!

Sarbinaz IsmetovaДата:11:33 дп - Мар 20, 2013

Very interesting and useful warm-up activities, thank you.

GulbaxorДата:7:16 пп - Апр 20, 2013

I’ll try to use these activities in my english class,thanks a lot.

by Jurabek OdilovichДата:11:37 дп - Апр 24, 2013

thank you. It is very useful

Umidbek DosimovДата:8:25 дп - 3 мая, 2013

not bad, not bad. 🙂 very useful. I’ll try to…

GavharДата:8:48 пп - 11 мая, 2013

Nice activities, thank you. Can visitors of this site upload useful materials in order to share with others?

Elyor MuminovДата:11:45 дп - Июл 30, 2013

It’s very very very comfort and useful for English teachers. thanks a lot.

Nargiza KhanalievaДата:10:32 пп - Ноя 28, 2013

I’m really into such sort of warmers to motivate the students, so I found these games beneficial for the teaching process as well, 10x a lot.

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