Приемы активизации учащихся на уроке warm-up

Раздел	Иностранные языки
Класс	-
Тип	Другие методич. материалы
Автор	Борисова Л.В.
Дата	06.09.2015
Формат	docx
Изображения	Есть

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Приемы активизации учащихся на уроке warm-up Warming up activities

As a teacher of English I hope my students will take an active part in the classroom. It's my duty to make classroom a lively and interesting place. How can I create such a classroom? My experience has taught me that warm-up activities can spark students' curiosity and promote a comfortable atmosphere.
Warm- up activities are activities or games carried out at the beginning of each class to motivate students, so they can make good use of class time, because some students are afraid of speaking English or they are confused, so I try to involve them into the process of collaboration. In our daily life we are to play different parts. Immortal W. Shakespeare noticed that "The entire world's a stage and all the men and women nearly players." According to this statement I can allow students to improve variations or a continuation, developing exercise into a role play. I put something into my "magic box" and ask the students to guess what is in it by using their five senses. Our dialogue is something like this:
Student: Is it flexible?
Teacher: Yes
Student: Can it to be eaten?.
Teacher: Yes.
Student: Is it chocolate?
Teacher: No.
Student: Is it chewing gum?
Teacher: Yes.
The students questions were general, and I only answered "Yes", or" no". Most students enjoyed the game and joined the warm-up activities. Now almost all students at my classes try to speak English loudly and freely.
Although the students' feedback confirmed that warm- up activities are a creative teaching tool, we need to adopt appropriate games. If the games are too difficult, the students cannot do them, but if the games are too easy, the students do not improve their English and may lose interest. Therefore it is always better to link each short activity to what the students are studying.
Doing traditional exercises I see that it is intense and monotonous kind of learning. We use words to communicate with people, but we also use body language- particularly gestures and facial expressions to help the students to learn language better. In keeping to the goal of raising students' awareness of learning language we should distract students' attention from linguistic and grammar forms of expressions and I want them to be able to explain their personal opinion about picture , video, or a story or any other real thing.
The following are some activities I have used successfully in my teaching.
Memorizing activity
When I teach them memorizing, I require my students to listen to attentively every student's reading one by one in any order, and I clean one of the words on the board until all the words will be disappeared.

This Land is your land
And this land is very big land
From Petropavlovsk to Almaty
From white sand desert
To the big green valley
This land is made for you
This land is made for me
From the southern mountains
To the central steppe land
From the Caspian sea
To the Lake Balkhash
This land is made for you and me.
These next poems are acceptable for the 9-th, and 10-th grades, when we are learning the topic "Education":
The children are small and know nothing at all
When they first go to a primary school
The more they grow the more they know
6-th, 7-th, 8-th grades are middle school
The last years are the best
When they learn all the rest
9-th-12-th grades are high school
And according to an ecological theme I am used to teaching this verse:
In order to find the solution
To the problem of pollution
We should all think about
The things we could live without
Similes activity
The assignment is to choose and write down the traditional English similes from a random list of words on a blackboard and then ask students to create their own phrases (9-th grade "Eating out")
Ham hot chips salad salad burger
Strawberry cream dog soft candy drink
Potato fries cotton Greek fruit shake
Chips jam candy butter milk peanut
The key is peanut butter, soft drinks, fruit salad, cotton candy, milk shake, potato chips, fruit salad, strawberry jam, hamburger, hot dog, candy cotton.
Plot imagination:
When I give some imaginative warm- up activities I'd like my students imagine what they would see, hear, smell, feel and think to reflect their feelings.
Imaginative descriptions:
Preparations: Take any two pictures large enough for the class to see clearly.
Procedure: Hold up to pictures chosen at random and ask the students to suppose possible relationship between them. Encourage imagination, even ridiculous ideas. For example: a picture of a car and a picture of a packet of cigarettes:
Student A: They are both dangerous to other people, not only to the driver or to
the smoker.
Student B: They both give a lot of taxes to the government.
Student C: The driver of that car wants to stop smoking so that he can pay for the
car.
Student D: I don't like it when people smoke in a car.
Variations: I can ask the students to imagine a connection between two items: picture/picture, picture/text
The text can be short or long, written or spoken.
Teaching the structure "If I had a million dollars" I can practice of conditionals and imaginative situations for 9-11-th grades
I ask the students to imagine that a million dollars/ or an equally large sum in the local currency/ is to be won by the person who can think of the most original thing to do with the money. Then I listen to their ideas and decide who has won.
Picture talking:
Sometimes the teacher needs to provide visuals for the class. I show the picture one or two minutes for one group and then their opponents looking at this picture ask the first group some questions in details about this picture.
The students are interested in doing this activity when I teach them the theme "Memory" in the 10-th grade. Then the other picture is described by the second group. The students try to list as many adjectives or adverbs as possible that can be used to describe the picture. Seeing the picture helps the students to retell a story and the same time the teacher can see whether the students understand each other correctly or not. This also helps to expand student's vocabulary.
Alternative ending:
Using "alternative endings" as a warm-up activity helps students express their ideas. I read any kind of text from the book. For example: "Freak" or some other additional text in the 10-th form. When I interrupt reading the text, the students should complete the story in some minutes in different variations. This kind of task forces them to draw from their imaginations and experiences when interrupting the text.
Saying/proverb questions or questions about a statement.
When I use this kind of warm- up activity I write the first part of a saying, like
"The moon is made of green cheese." The students try to see how many questions they can ask about it.
Possible questions:
Has the moon always been made of green cheese?
Is the cheese light or dark green?
Is the cheese hard or soft?
Is the moon all made of green cheese or only part of it?
Why is the moon made of green cheese?
How was it made?
If there is a time the students try to think of answers to some or all of the questions.
Another variation of the statement "Genius is one percent inspiration and …",and leave the last part for the students to complete like "ninety-nine percent perspiration". Then I ask them such questions as:
What do you think this statement means?
What could you substitute for "inspiration" and "perspiration "?
How could you paraphrase this statement?
How could you translate this sentence?
Give Russ ion equivalents.
This activity teachers students some sayings and proverbs, thereby increasing the students' knowledge of the culture.
I would say in conclusion that these warm-up activities motivate students to be interested in learning English. And they also improve their thinking skills and abilities. The students become involved in these creative activities, which in future foster a positive learning environment.

1. If your class likes to draw

Activity for the whole class.

Type of work: in pairs.

1. Give a picture/ a drawing of a famous artist/ etc. to every student in your class. Ask the students not to show their pictures to the other students. Allow some time for looking at the picture and finding the necessary words for describing them. Encourage questions.

2. Let one student describe his picture to their partner and the partner should draw it in his copybook. Set a time limit.

3. Let the students compare the described picture with the drawing, find anything that was different and the reason why it differed so. make conclusions of what to do and what not to do while describing and drawing.

4. Having learnt the lesson, let the students change their roles and repeat the task.

5. Possible variation: ask the students to choose any picture at home and describe it in detail in written form. Next lesson ask a volunteer to come up and read his description to the whole class. Let the other students draw. Compare the pictures of the students with the original. Praise the most precise/ accurate drawing.

If your class likes to move

Activity for the whole class.

Type of work: in teams.

1. Divide your class in teams of 3.

2. Hide several objects (pens, pencil sharpeners, glasses, balls, toys etc.) in the classroom so that the object would be visible yet difficult to find.

3. Allow the teams to choose a volunteer who would go and look for the hidden object. After the person is chosen - cover his eyes with some scarf or kerchief.

4. Distribute the hidden objects among the teams so that every team has one object to find.

5. Put the ''blind'' volunteers on the starting point and show the hidden objects to find.

6. After a signal to start, the chosen volunteers should go and try to find the hidden objects with the help of their teams. The team members should give them directions on how to move.

7. The game ends when all the volunteers find the hidden objects.

8. Possible variations/ complications:

a) While the teams are giving the instructions they can not say the name of the person to whom they are giving these directions.

b) Do not distribute the objects - let the teams work on the question on which object to look for during the game, not before.

c) Hide only one object for all the teams to find.

If your class likes to imagine

Activity for the whole class.

Type of work: individual work.

This activity may be successfully used to train new vocabulary. Topic "Travelling".

1. Ask the students to write an acrostic on the discussed topic, using their active vocabulary.

For example:

Train

Roller-skates

Active sport

Vehicle

Engine

Lose way

Insect repellent

Niagara Falls

Garage

2. Ask the students to draw a spidergram on the discussed topic, using their active vocabulary.

Hitch-hiking

travelling

Going abroad

After finishing the task ask the students to compare their spidergrams and find out the most frequently used word and something truly original.

3. Ask the students to cipher any country or city and give, for example, 7 clues for other students to guess it. You may also ask the students to bring some souvenirs/ some objects from these countries to facilitate guessing.

Tense practice

Present Perfect Continuouous

Remind the students about the forms of this tense and how to use it correctly. Give them an example:

I live in London.

How long have you been living in London?

I have been living in London for 16 years.

Then distribute the following cards to the students and ask them to make a survey.

The aim of the survey is to ask the people in the group to fund out the most experienced person in every particular field. Every card has only general questions. The student's task is to circulate around the classroom and ask these questions. In case they get a positive answer they should ask one more specific question, composed by themselves, starting with "How long have you ..." thus finding out who is the most experienced. Ask the students to write down the answers to compare them later. As a feedback - ask them to sit in a circle and tell the class about the most experienced people they have found.

Cards:

Do you live in Moscow?

Are you learning English?

Do you play the guitar?

Do you practice any sport?

Are you on a diet?

Do you collect something?

Do you have a mobile phone?

Do you play the piano?

Do you write poems?

Do you believe in horoscopes?

Do you have a pet?

Do you have a hobby?

Past Perfect and Past Simple

Remind the students about the forms of this tense and how to use it correctly. Give them examples with the conjuctions:

Conjunctions - as, because, since, so.

I was hungry,, so I ate all the food in the friedge.

I was very hungry because I hadn't eaten anything since breakfast.

Practice the process with the students - have them combine ideas into compound sentences.

Before the game starts, cut one set of situation cards and one set of causes-and-consequences cards for each group of players. Divide the class into groups and hand them the material.

The game process:

- players shuffle the situation cards and place them face down on the table;

- then they shuffle cause-and-consequences cards and distribute them evenly among the players;

- one player turns up a situation card; whoever is holding a card expressing a suitable cause or consequence for the given situation may place it to the left or to the right of the fact card, connecting the ideas with the correct conjunction;

- the group decides if the connection is suitable or not - if the connection is ok, the card remains on the table, if not - the player takes the card back;

- the winner is the player who gets rid of all his cards.

Situation Cards:

I was hungry.

I was very tired.

I couldn't get a room in a good hotel.

He already expected to be fired.

I was late for school.

She failed the test.

I lost my money.

I couldn't deposit the cheques.

I didn't recognize him.

I was lost.

Causes-and-Consequences Cards:

I had overslept.

I hadn't had lunch.

I hadn't made the reservations beforehand.

She decided to study harder next time.

I had spent all my money for the new clothes.

The bank has just closed.

We hadn't meet for many years.

My account was overdrawn.

I went to McDonald's.

I hadn't been here before.

I hadn't slept all the night.

I got lost.

I missed my first class.

I fell asleep in the middle of theconcert.

I had to stay with friends.

I didn't talk to him.

I borrowed some money from my mother.

He wasn't surprised.

She hadn't studied much.

I had lost an important contract.

Present Perfect

Game 1.

Prepare 2 sets of cards;

1.Say what you did on last New Year holiday?

2. Say what movie you haven't seen yet.

3.Say how many cups/ glasses of tea/ coffee/ juice you have drunk today.

4. Say what book you have recently read.

5. Name 3 things you have done today.

1. Say what you did yesterday.

2. Say what book you haven't read yet.

3. Say how many friends you have met today.

4. Say what interesting film you have recently watched.

5. Name 3 things you haven't done yet but you would love to try.

Divide the students in 2 groups and let every group take one set of cards. Make sure that each student has a card. Then put As and Bs into pairs and let them interview each other.

Feedback. After the students have talked, let them share a couple of facts that surprised them most in their partner.

Game 2.

Here are the cards with key-phrases on them and 2 spare columns. Make sure every student has one card. Let the students write questions in Present Perfect opposite the key-phrase in the second column (monitor them whole writing or ask them to read the ready-made questions aloud and other students correct them if necessary).

After all the questions are written ask the students to go round and ask their classmates the questions on their lists. Let them put their classmates' answers in the third column. Encourage students to ask one question until they find someone who can actually answer "yes" (or you make sure that nobody in class at all has ever done this) and let them ask additional questions in Past Simple to learn the details.

Feedback. Everyone may share a couple of most interesting facts they have just learnt about their classmates.

Eat crocodile meat

Lose something very dear

Speak to an American

Go to Africa

See the film
Titanic

Eat 12 bananas at once

Lose a friend

Speak to a 100-year-old person

Go to America

See a football match ina stadium

Eat a kilo of ice-cream at once

Lose something you borrowed

Speak to an African-American

Go to Antarctica

See a movie star in real life

Eat a mango

Lose a mobile phone

Speak to a police officer

Go to England

See a famous person in real life

Eat octopus

Lose a key from home

Speak to the school principal

Go to Canada

See a flood

Eat fast food

Lose a wallet

Speak to a famous person

Go to France

See a fire

Eat raw fish

Lose money

Speak to a famous singer

Go to Scotland

See Lake Baikal

Eat snails

Lose your temper

Speak to a journalist

Go to Washington D.C.

See a volcano erupt

Eat snakes

Lose important documents

Speak to yourself

Go to Italy

See wild animals in nature

Eat shrimps

Lose your passport

Speak to an Englishman

Go to Spain

See a waterfall

Game 3.

This is a deduction game where teams of students race against each other to find an answer in response to a prompt.

Divide the students into roughly equal teams (3-4 teams of 3-4 players each). Give each student a card and ask them to fold their cards so that only the exclamation in bold type could be seen ( not the sentence in italics with present perfect).

The aim of the game is to win as many cards as possible by guessing the correct sentence with present perfect shown by another team. Nominate one team to start and ask one player in the team to hold up his exclamatory sentence and tell it to the class. let the others guess; they may call out what they think has happened. The card is given to a team whose player has guessed the correct answer and given a correct sentence.

Cards

I'm full!

I've just had dinner.

That's strange - nobody's at home!

I've jus trung the doorbell.

I look terrible here!

I've just looked at a photo.

It's ok. I'll answer it!

I've just heard the phone that rang.

And you are?

I've just introduced myself.

Wrong number, sorry!

I've just answered the phone.

Fasten your belt!

I've just got in a car.

Yuk!

I've just tasted some awful food.

Like my tan!

I've just come back from holidays.

Which floor?

I've just got on a lift.

It fits!

I've just tried some clothes on.

My feet are wet!

I've just been in the rain.

Which channel?

I've just turned on the TV.

I need a plaster!

I've just cut myself.

Warm Wind Game (ice-breaker)

You may prefer to play this ice-breaking game at your first lesson with a new group/ if you have some new students in class/ if you replace another teacher or just for fun.

Students stand in a circle. The leader says: "Warm wind blows at somebody who ..." If it is true about someone from the group, he should stand up and change places with the leader.

Ideas for the teacher:

Warm wind blows at somebody who ...

- can say that he likes the color blue.

- has a collection of something at home.

- has siblings (brothers or sisters).

- speaks a foreign language other than English.

- plays any musical instrument.

- has ever done any team0sport.

- likes sweets.

- has been to England.

- plays table-tennis well.

- likes big parties.

- has his birthday in summer.

- likes to watch sport competitions on TV.

True or False? ice-breaking game

Students stand in a circle. Every person should say one fact about himself. His neighbour to the left should guess if the statement is true or false. If the neighbour guesses correctly - the person who told him the fact about himself should take a forfeit. Linguistic forfeits can be written on sheets of papers that the players can pick.

Forfeit variants:

What makes you happy?

What is your favourite place on Earth?

What is your favourite book?

What is your hobby?

What do you like doing at weekends?

Tell everyone what you would do if you had $1 million.

Tell everybody what you would like to change in your life.

Tell everybody 3 things about your family.

Tell us what sport you would like to try at least once in your life.

Tell us 3 things that you like.

Tell us about your dream.

Tell us where you would like to live.

Tell us what your favourite food is.

Tell us about your favourite holiday.

Tell us what skill you do well.

Tell us what bores you.

Tell us 3 things you dislike.

Name 2 things you are afraid of.

Name 2 good and 2 bad traits of your character.

Camomile Waltz game

The aim of the game is to get to know each other better. The teacher has to prepare the paper-made flowers with 5 petals each according to the number of students that are going to play. The flowers are placed everywhere in the room where the game is going to take place. (You may also prefer to put one flower on the whiteboard as an example. Te topics may be Tennis, Dancing, Rock Music, Travelling, Cooking.)

Firstly, the participants gather the flowers and write down the topics they wish to talk about on every petal.

Secondly, the participants get together in pairs, look at each other's camomiles and talk about the topics mentioned. When the teacher claps his hands, the players should change partners.

Thirdly, all the players sit down in a circle and one by one tell one interesting or surprising thing about somebody they have just got acquainted with.

Guess my profession game

This is a group guessing game. One player picks up a card with a profession on it. The others should not know what is on his card. Then ask the participants should ask questions trying to guess what his profession is. The one who guessed it right picks up next card.

Variants of professions: football player; scientist; pediatrician; babysitter; reporter; gardener; secretary; lion tamer; bodyguard; dentist; street cleaner; fashion designer; teacher; librarian; cook; sailor; zoo keeper; actor; top manager.

Statistics game

The aim of the game is to give students a chance to use their skills of listening and speaking in real life situations as well as get used to other people's manners of talking.

Material needed:

- cards with questions;

- pens.

How to play:

First, make cards with 3 questions in each of them. Then let the students take one card each and read the questions inside. After everybody gets a card, let them go round the class and ask each other about the issue indicated on their card. remind the students to collect the answers carefully as later they would be asked to give a short statistic report.

Cards: