Warm-up Activities for Teaching Children in ESL Class

When learning a second language many students feel uncomfortable attempting or producing speech (Speaking Skill). This is due to a number of variables, most notably the fear of making mistakes in pronunciation, and limitations of vocabulary.

Warm-up Activities for Teaching Children in ESL Class

Within the TESOL classroom there must be an open, fun and comfortable atmosphere where students do not fear making mistakes and can freely communicate. Warm-ups are an effective way to help students relax and to prepare them for high levels of participation in the activities to be held later in the class.

Warm-up activities can be a game, a song, a competition, or a quiz in which the language that the students have learned is used(focusing on listening and speaking). We can use warm-up activities to review the old lessons and lead the students in the new lesson.

Warm-up activities should be related to the lessons.

A warm-up for Beginner and Upper Beginner students

My name Is ...

1. Ask your students to form a circle or circles)
2. Throw a ball to one of the students in the circle try and choose one of the better English speakers) saying, "My name is ….”
3. Indicate to the student that you would like them to throw the ball back to you saying "My name is ...."
4. Once this has been modeled successfully ask the students to throw the ball at random around the circle saying, "My name is ...“

Why is this a good ice-breaker for Beginners?

A warm-up for Intermediate to Upper Intermediate students

Guess the gift

Description: Ask students to jot down a brief description of a gift they would like to receive. Descriptions must be detailed enough so that the object can be guessed but not so detailed that it is too obvious.
Procedure: Explain to students that they have 2-3 minutes in which to jot down a brief description of a gift they would like to receive. Descriptions should cover:
• Physical description i.e. size, shape. and colour
• Purpose i.e. functions, capabilities, and usage
Each student should stand in turn and read their descriptions to the class for the class to guess.

Why is this a good ice-breaker for Intermediate students?

A warm-up for Advanced students

Tell me about yourself

1. Ask your students to form pairs and give them a list of questions to ask each other.
2. Alternatively you could ask your students to write their own questions.
3. Tell your students that once they have interviewed each other one pair will be selected at random to report their findings to the whole class.
Tell me about yourself questionnaire
1. What is your name?
2. Where do you live?
3. What do you do?
4. What are your interests?
5. Why are you here?
6. Do you ever hope to live overseas? If so, where?
Now make up two questions of your own.
7. ………………………………………………………………….
8. ………………………………………………………………….

TIPS FOR TEACHING CHILDREN

Vary activities
Use plenty of games
Use flashcards to teach new vocabulary (sight word recognition)
Use humour
Be flexible
Pace the activities
Be patient
Understand not all children of the same age will have the same cognitive abilities
Keep children active; running, jumping, playing and making things.
Use art and crafts
Decorate the classroom
Give rewards
Give recognition of achievement and effort
Praise regularly
Use team work
Teach by example

TIPS FOR TEACHING ADULTS

When teaching adults, keep these points in mind.

Give the adult learners a lot of choices and control.
Adult learners bring a lot of life knowledge and experience with them to class. Let them share this knowledge and experience in the class.
Be careful with criticism with adults. Adults tend to take errors personally.
Adults like low-risk activities at the beginning.
Adults want to spend their class-time wisely.
Adults learn best in a positive and relaxed classroom climate.
Adults like lots of examples to be provided.
Adults like to have fun as much as children do.
Adults need to be physically active while in the classroom, just as children do.
Adults like to be praised.
Adults can store approximately 7 items/units in their short-term memory at one time. This means teach smaller chunks of information at a time, then move on to other information; rather than teach a lot of information all at one time.
Adults learn from discussing with others.
Adults need time to reflect on new information.
Adults like clear instructions and explanations.
Adults need time to practice and correct errors.
Adults need to be able to ask questions.
Adults want to celebrate their success.