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Usefulness of warming up in second language classes wilber castro-ma in elt_pr-miguel rodriguez_05072013

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Kal-El AlQadeer
Kal-El AlQadeer

This document provides definitions and benefits of warm-up activities in language lessons. It discusses how warm-ups: 1) Help students focus and engage by introducing them to a routine, setting the tone for the lesson, and connecting past and new learning. 2) Benefit teachers by allowing time for administrative tasks and assessing students' abilities and comfort levels. 3) Are important for raising energy, getting students thinking in the target language, and easing the transition between topics.

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WARMING-UP Wilber Castro Padilla SECONDofi n Usefulness Language
SANTA MARTA DISTRITO TURISTICO HISTORICO CULTURAL INSTITUCIÓN EDUCATIVA DISTRITAL “FRANCISCO DE PAULA SANTANDER” Aprobado según resolución No. 884 de noviembre 28 del 2002 NIT 819001253-2- DANE 147001000455 • Carrera 12 Nº 17A- 76 Tel: 4215654 e-mail: lasantandersm@yahoo.es settings
public Santa Marta 2013-I high school
84Socialheterogeneous age s Grade 12 14 CLASS social stratum 1-5
8436students Grade
84Grade 57% 43% male female 21 males and 15 females
84Grade 0 5 10 15 20 25 30 Categoría 1 Santa Marta 28 Fundación 1 Sincelejo 1 Bogotá 1 Don't know 5 NumberofStudents
Why to know about the class features is this necessary? DATA social unit own life entityaffects students'learning process
LITE review TURE warming-up
SOME DEFINITIONS
series of conditions connect students with knowledge, provoking desire to learn warm-up lesson opening stage oportunity teachers create
2011Richards & Bohlke on the objectives of the lesson warm-up phase helps students concentrate atention “opening”
2011Richards & Bohlke warm-up motivate conect previous and new learning
2011Richards & Bohlke language or strategies students may need to understand in order to complete activities in the lesson warm-up exercise cognitive to preview activation
SOMEdefinitions • Wilburne & Peterson (2007), the “Before phase”.They describe it as the first five to ten minutes that allow the students activate the prior knowledge needed for the current lesson. They also think that warm-ups act as a complement of previously learned, at the same time that as a fast assessment of students’ skills to learn new material warm-up
benefits! warm-up
2013Bontrager warm-up comprehension administrative motivation
BENEFITS warm-up a) Warm-ups introduce students into a routine and that make them to be more comfortable in the class. b) Warm-ups help to set the tone of the lesson. Such as Kara Page suggests in her article “ESL warm-up exercises” written on the page eHow UK, starting a class with the immediate introduction of students into English without a prior connecting activity, could be exasperating for them (Page, 2012).
BENEFITS warm-up c) Warm-ups facilitate students focus on English, getting their attention and starting them thinking in the new language. d) Warm-ups engage students to the lesson making them to forget what is happening outside of the classroom. e) Warm-ups allow are good for teachers to seize the time to complete administrative tasks.
IMPORTANCE warm-up a) Warm-ups set the tone of the lesson (encouraging initial activities can raise the class energy level) b) Warm-ups get students to begin thinking and focusing on English (five to ten minutes of a good conducted warm-up can improve the receptivity of students)
IMPORTANCE warm-up c) Warm-ups provide a transition into the topic (it is a good opportunity to connect the old with the new) d) Warm Ups allow the teacher important opportunities to assess character and ability (the warm-up can be a good thermometer to measure the social environment of the class)
RESEARCH methodology The path that is called classroom research across the field called research is a hard way to follow. Hatch & Farhady (1982, in Holmes, 1986) define research as “a systematic approach to find answers to questions” (p. 1). If researching is systematic, means that should be a consequence of a procedure, which is, in turn, a series of steps taken to accomplish an end.
Research methodology • Create a chronogram of activities and plan of action (schedule for research and writing) Phase I: Chronogram of activities • Select the topic and problem. formulation of the research question Phase II: Problem Identification • Locate, evaluate, and summarise all research sources Phase III: Data collection • Analysis of data collected and Write the drafts of the paper of approach to research Phase IV: Analysis of data • Plan for future action and Write the Final paper of approach to research Phase V: Writing process
Results

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Usefulness of warming up in second language classes wilber castro-ma in elt_pr-miguel rodriguez_05072013

  • 2. SANTA MARTA DISTRITO TURISTICO HISTORICO CULTURAL INSTITUCIÓN EDUCATIVA DISTRITAL “FRANCISCO DE PAULA SANTANDER” Aprobado según resolución No. 884 de noviembre 28 del 2002 NIT 819001253-2- DANE 147001000455 • Carrera 12 Nº 17A- 76 Tel: 4215654 e-mail: lasantandersm@yahoo.es settings
  • 7. 84Grade 0 5 10 15 20 25 30 Categoría 1 Santa Marta 28 Fundación 1 Sincelejo 1 Bogotá 1 Don't know 5 NumberofStudents
  • 8. Why to know about the class features is this necessary? DATA social unit own life entityaffects students'learning process
  • 11. series of conditions connect students with knowledge, provoking desire to learn warm-up lesson opening stage oportunity teachers create
  • 12. 2011Richards & Bohlke on the objectives of the lesson warm-up phase helps students concentrate atention “opening”
  • 14. 2011Richards & Bohlke language or strategies students may need to understand in order to complete activities in the lesson warm-up exercise cognitive to preview activation
  • 15. SOMEdefinitions • Wilburne & Peterson (2007), the “Before phase”.They describe it as the first five to ten minutes that allow the students activate the prior knowledge needed for the current lesson. They also think that warm-ups act as a complement of previously learned, at the same time that as a fast assessment of students’ skills to learn new material warm-up
  • 18. BENEFITS warm-up a) Warm-ups introduce students into a routine and that make them to be more comfortable in the class. b) Warm-ups help to set the tone of the lesson. Such as Kara Page suggests in her article “ESL warm-up exercises” written on the page eHow UK, starting a class with the immediate introduction of students into English without a prior connecting activity, could be exasperating for them (Page, 2012).
  • 19. BENEFITS warm-up c) Warm-ups facilitate students focus on English, getting their attention and starting them thinking in the new language. d) Warm-ups engage students to the lesson making them to forget what is happening outside of the classroom. e) Warm-ups allow are good for teachers to seize the time to complete administrative tasks.
  • 20. IMPORTANCE warm-up a) Warm-ups set the tone of the lesson (encouraging initial activities can raise the class energy level) b) Warm-ups get students to begin thinking and focusing on English (five to ten minutes of a good conducted warm-up can improve the receptivity of students)
  • 21. IMPORTANCE warm-up c) Warm-ups provide a transition into the topic (it is a good opportunity to connect the old with the new) d) Warm Ups allow the teacher important opportunities to assess character and ability (the warm-up can be a good thermometer to measure the social environment of the class)
  • 22. RESEARCH methodology The path that is called classroom research across the field called research is a hard way to follow. Hatch & Farhady (1982, in Holmes, 1986) define research as “a systematic approach to find answers to questions” (p. 1). If researching is systematic, means that should be a consequence of a procedure, which is, in turn, a series of steps taken to accomplish an end.
  • 23. Research methodology • Create a chronogram of activities and plan of action (schedule for research and writing) Phase I: Chronogram of activities • Select the topic and problem. formulation of the research question Phase II: Problem Identification • Locate, evaluate, and summarise all research sources Phase III: Data collection • Analysis of data collected and Write the drafts of the paper of approach to research Phase IV: Analysis of data • Plan for future action and Write the Final paper of approach to research Phase V: Writing process