The document outlines various warm-up techniques and activities for TESOL classrooms, emphasizing their importance in creating a comfortable learning atmosphere for students of different age groups and learning levels. It includes specific activities for beginners, intermediate, and advanced students, along with teaching philosophies that prioritize student engagement, individual abilities, and a positive classroom environment. Additionally, the document covers classroom management tips and the significance of understanding adult learners' unique needs.

1. WARM UP TECHNIQUES AND
ACTIVITIES
BY JAGOBAHASA

2. GOALS:
• TESOL Classroom Warm ups Activities
• Philosophy of Teaching (read at home)
• Teaching children, Teaching Adults
• Students learning levels. (read at home)
• Retaining language – The association method
• Classroom management

3. REVISION
How would you demonstrate these words to
your students?
1. credit card (n)
2. rich (adj)
3. swim (v)
4. similar (adj)
5. itinerary (n)
6. sister in law (n)
7. sour (adj)
8. next to (prep)
9. hungry (adj)
10. anxious (adj)

4. •
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credit card (n) - show students a real credit card
rich (adj) # poor - use an antonym
swim (v) - use TPR
similar (adj) = the same - use a synonym
itinerary (n) = a plan of a journey - use explanation
sister in law (n) use a spoken gap-fill sentence
Ex: Mary is my brother’s wife. She’s my
.
sour (adj) Ex: Candies are sweet, but lemons
are .- use a spoken gap-fill sentence
next to (prep) - use TPR. Ex: the chair is next to the
table.
hungry (adj) - use miming and example. Ex: I’m
hungry, I want something to eat.
anxious (adj) = worried - use a synonym and an ex
ample. Ex: John’s father is really sick. He’s very
anxious about that.
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5. TESOL CLASSROOM WARM - UP ACTIVITIES
• When learning a second language many students feel uncomfort
able attempting or producing speech (Speaking Skill). This is due
to a number of variables, most notably the fear of making mistak
es in pronunciation, and limitations of vocabulary.
Within the TESOL classroom there must be an open, fun and comf
ortable atmosphere where students do not fear making mistakes
and can freely communicate. Warm-ups are an effective way to he
lp students relax and to prepare them for high levels of participati
on 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(focusi
ng on listening and speaking). We can use warm-up activities to rev
iew the old lessons and lead the students in the new lesson.
Warm-up activities should be related to the lessons.
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6. SAMPLE WARM-UPS FOR THE TESOL CLASSROOM
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 thr
ow the ball at random around the circle saying, "My name is ...“
Why is this a good ice-breaker for Beginners?

7. SAMPLE WARM-UPS FOR THE
TESOL CLASSROOM
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 lik
e to receive. Descriptions must be detailed enough so that the object can b
e 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 co
ver:
• 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?

8. SAMPLE WARM-UPS FOR THE
TESOL CLASSROOM
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. ………………………………………………………………….

9. WORK IN GROUPS
- Take a look at the 2 pages of
American File 1.
- Discuss and design a warm-up activity
about 5-7 minutes. Your students are y
oung adults, elementary students.
- One representative presents in front of
the class.
Sample Warm-up activity by the teacher. –
Guessing game.

10. PHILOSOPHY OF TEACHING
• I feel that my responsibility as a teacher is to educate students and deve
lop their intelligence. A society cannot survive without educated citizens
and responsible, highly-trained leaders. Good citizens must be prepared
with basic skills and enough information, which will eventually enable th
em to think independently and to learn self-discipline.
As a teacher, I should provide space for individual levels of ability. Each
student should be challenged to reach the highest level of his/her ment
al, physical, and emotional capacity. I will try to create an environment i
n the classroom where each child is equally valued and appreciated. Te
aching should never humiliate or injure a student's self- esteem.
It is essential that standards be dearly defined and that discipline be firm
, fair, and consistent. The methods of measuring achievement should be u
nderstood by students, parents, and school personnel. High expectations
from a teacher will produce maximum results from the students.
I hope that as a teacher I can encourage respect for learning and intel
lectual achievement by stimulating individual curiosity about the worl
d and of mankind. I want to help students acquire knowledge of sever
al foundations that will allow them to think logically, clearly and indep
endently in order to prepare themselves for the future.
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11. INSPIRATIONAL QUOTES FOR THE TESOL
TEACHER
❖ There isn't an answer to give, but one to find.
❖ There's no teacher and no student, only. learners exchanging and
sharing experiences and life itself.
❖ All people by nature desire to know.
❖ If you have knowledge, let others light their candles from it.
❖ The important thing is not so much that every child should be
taught, as that every child should be given the wish to learn.
❖ I am glad to learn, in order that I may teach.
❖ The great aim of education is not knowledge, but action.
❖ There is no royal road to learning; no short cut to the acquirement of
any'valuable art.

12. INSPIRATIONAL QUOTES FOR THE TESOL
TEACHER
❖ A teacher affects eternity, she can never tell where her influence
stops.
❖ A true teacher defends his pupils against his own personal
influence.
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To know how to suggest is the great art of teaching.
What nobler employment, or more valuable to the state, than that of
the person who instructs the rising generation?
❖ The secret of teaching is to appear to have known all your life what
you learned this afternoon.
❖ A great teacher is a student, a great student is a teacher.
❖ A teacher is a guide on the side, not a sage on the stage.
❖ I am always ready to learn, but do not always like being taught.
❖ If life is a journey, then the greatest tragedy is to not have enjoyed
the ride.

13. WORK IN GROUPS OF THREE AND
WRITE DOWN ALL THE
WORDS/IDEAS RELATING TO:
TEACHING
CHILDREN

14. TEACHING CHILDREN: HELPFUL HINTS
When teaching children, keep these points in
mind.
1) Teach children only if you like children!
2) Set boundaries and keep them.
3) Be firm, but caring.
4) Be sure to vary the classroom activities.
In a 45-60 minute class, you should have 4-5
different activities for the children in your class.
Activities for children should be from 5-10 minu
tes. In the activities, have your students doing
different things: standing, watching, sitting, mo
ving, reading, drawing, acting, listening.

15. TEACHING CHILDREN: HELPFUL HINTS
5) Until students are about 10 years of age, teach
them language in a playful way (this is due to the
way in which the brain develops and operates and
language is acquired and transferred).
6) Behavioural problems ( items 6 – 12 in the slid
es) relating to classroom management. (later)

16. TIPS FOR TEACHING CHILDREN
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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
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17. WHAT YOU NEED TO KNOW ABOUT
ADULT LEARNERS
• The adult learner has experience and maturity.
• The adult learner often has time to learn only what she
needs. The adult learner usually knows what he wants to
learn.
• The adult learner is usually self-
directing. Adult learners have
different learning styles.
• The adult learner often has to resume a role she left
behind many years ago.
• The adult learner wants to use what he has learned as
soon as possible.
• The adult learner is a voluntary learner.

18. TEACHING ADULTS
When teaching adults, keep these points in mind.
1) Give the adult learners a lot of choices and control.
2) Adult learners bring a lot of life knowledge and experience with them
to class. Let them share this knowledge and experience in the class.
3) Be careful with criticism with adults. Adults tend to take errors
personally.
4) Adults like low-risk activities at the beginning.
5) Adults want to spend their class-time wisely.
6) Adults learn best in a positive and relaxed classroom climate.
7) Adults like lots of examples to be provided.
8) Adults like to have fun as much as children do.

19. 9) Adults need to be physically active while in the classroom, just as children
do.
10) Adults like to be praised.
11) 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.
12) Adults learn from discussing with others.
13) Adults need time to reflect on new information.
14) Adults like clear instructions and explanations.
15) Adults need time to practice and correct errors.
16) Adults need to be able to ask questions.
17) Adults want to celebrate their success.

21. LANGUAGE RETENTION
To increase language retention in your students, it is important to
associate an action, a word, or a picture to the new information th
at you are introducing. For example, when teaching sports, mode
l an action associated with that sport (eg. baseball: swinging a ba
t) to the students and have students do the action each time they
say the sport name. By associating a physical action to the new v
ocabulary word, they will remember the new vocabulary word an
d it's meaning more effectively.
Also, repetition is very important for retention. When teaching ne
w vocabulary, always review all the words already taught during t
hat lesson before introducing the next vocabulary word. The proc
ess of returning to the first word, then each time building up the li
st with new words is effective for retention.

22. RETAINING LANGUAGE: THE
‘ASSOCIATION’ TECHNIQUE
One of the best methods of enabling your students to
retain language in the words of Professor John Ras
sias is to introduce “emotion, rhythm and movem
ent into the classroom”. This is usually best achie
ved by getting students out of their seats and movi
ng around.
A simple to organise activity which gives students the
chance to be active is known as the ‘Association M
ethod’ (also known as ‘Progressive Stories’). This is
useful in the TESOL classroom as a means of pract
ising the sequencing of language and also of retaini
ng language.

23. There is a kite
In the blue sky.
It’s flying high,
When the sun shines. (Robert)

24. STUDENT LEARNING LEVELS
BEGINNER (BASIC)
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- May speak a little, but usually not at all. May recognize some
letters, but have trouble pronouncing them.
Understanding is very limited and may range from no apparent
comprehension to comprehending short phrases or key words.
May be unable to copy Roman script (a-z alphabet). Can usually
print own name, but cannot manage address or anything else.
May not handle pen/pencil at all, or only with awkwardness.
May not read/write in own language.
Usually has little or no sight word recognition. May have minimal
ability to phonetically decode words. If words can be decoded, th
ere may be no understanding of their meaning.

25. STUDENT LEARNING LEVELS
UPPER BEGINNER
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- Minimal speaking ability, with limited vocabulary, usually
constrained to topics of personal information. Speech is f
requently interrupted by hesitations while searching for n
eeded words/structures.
Can understand only a little, usually with the help of ges
tures, and only if words are spoken at a slow pace. May
tend to repeat phrases questions just heard, rather than
respond to them.
Writing is usually quite limited (eg. name, address, and
some high- frequency words).
Can read alphabet, numbers, and basic
words/sentences.

26. STUDENT LEARNING LEVELS
INTERMEDIATE
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- Can speak with simple sentence structures, using present tense, but atte
mpts at linking or sequencing sentences prove difficult. Pronunciation pro
blems often make speech hard to understand. Speech is fragmented (eg.
a mixture of sentences and phrases, or single key words strung together
without function words). Will struggle to search for words.
Vocabulary is limited to personal information, daily life, or similar familiar
topics.
Listening ability is often better than speech production. Has ability to und
erstand basic instructions/questions. This is often done by picking up on
key content words, rather than necessarily understanding everything.
Writing is mainly limited to single words, phrases, and simple sentences,
such as personal information required for filling out a form. There are fre
quent errors in spelling, grammar, and punctuation.
Can read basic information presented in simple sentences within a
known, usually practical context, such as basic forms, and familiar
classroom material.

27. STUDENT LEARNING LEVELS
UPPER INTERMEDIATE
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- Speech is mostly understandable; although it is still limited to learned stru
ctures and fa niliar contexts. Basic structures are in place, using past, pre
sent, and future tenses, and active, rather than passive, voice.
Vocabulary is not limited just to familiar, high frequency words. Student
will still hesitate and search for the right words. Student can tell a basic
story in sequence. Can respond in conversation, but not elaborate or s
peak at great length.
Listening comprehension is sufficient to follow basic instructions and answ
er questions at a normal pace. Student can ask for clarification when conf
used.
Can write down information of a personal, familiar nature, and can take
down short notes, messages. and lists. Written meaning is usually com
municated despite frequent errors, although, some misunderstandings
may remain.
Able to read and'understand at (east some main ideas/facts from simple
written texts, related to familiar practical topics.
In general, basic language skills are seen to be developing at this level.
Can function adequately within a known framework.

28. STUDENT LEARNING LEVELS
ADVANCED
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- Speech is hesitations. if not entirely fluent yet.Shows confidenceen ability
todifferent ideas.
Vocabulary range is extended to lower-frequency words. Has ability to describe
in detail, paraphrase, and ask for detailed clarification when necessary.
Able to understand main ideas and some details from longer segments of conn
ected speech, and in a wider range of contexts. However, comprehension may
be uneven depending on familiarity with topic, and how simply the informatio
n is presented.
Writing is produced with some confidence, especially in personal or practical are
as. Elements of organization are evident. Writing is generally understandable.
Able to read with understanding when text is simply constructed and of familiar
content. Has partial understanding of texts with a wider variety of subjects.
In general, at this level, the have confidence, especially in personal or practical
areas of language.

29. CLASSROOM MANAGEMENT
Introduction
Contrary to popular belief, it is not true that you have to be an extro
vert to be a good teacher in the classroom. Some good teachers
are very low-key, while other teachers are both lively and am
using, but are regarded as nothing more than entertainers. Y
ou will find your own style of teaching through practice in the cla
ssroom.
However, for a class to be able to learn effectively the teacher must
be able to inspire confidence in the students. We must know
when to be firm and when to leave the students alone. In other w
ords the teacher must be flexible and change his/ her role acc
ording to the activity and situation without being dominant or l
eaving the students uncertain.
Classroom Management is the skill of organising and managing
the class, having a friendly, relaxed manner and maintaining
discipline

30. EYE CONTACT
As we all know, it is very difficult to speak to so
meone who is always looking elsewhere or to
someone who looks us in the eye all of the ti
me. Also, we are aware that appropriate eye
contact can convey messages. Good eye con
tact in the classroom is essential to establish
a good rapport with the students. A teacher w
ho never looks students in the eye will appea
r to lack confidence and could then have prob
lems with discipline. On the other hand, starin
g at the students is not very productive either.

31. How can eye contact be used in the classroom?
To show students that they are all involved in the lesson.
To ensure that students understand what they are
supposed to do and what is going on.
To indicate who is to speak (often with a nod of the
head).
To encourage contributions.
To hold the attention of students who are not being
addressed.
To maintain discipline.
To signal students to start, stop or get a move on.
To indicate that something is correct or incorrect.
To check that everybody is participating.
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32. GESTURE
Good use of gestures (at least commonly understood international
gestures) can be effective and useful in the following ways:
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Convey the meaning of language
Manage the class, e.g. to reinforce instructions
To add visual interest
To increase the pace of the lesson
To reduce the need for verbal explanation
Which gestures you could use for the following situations:
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listen: Put your hand behind your ear
repeat in chorus:
get into pairs: St
op:
Good: n
ot right:
nearly right;

33. VOICE
If your voice does not have the correct clarity, range, variety or pr
ojection, you will have a difficult time in making your instructio
ns and explanations understood to all members of the class. Y
our voice should change naturally according to the circumstan
ces, e.g. Individual tutoring lesson or 16 young children. Obvio
usly greater projection will be necessary in a large, noisy class
room than a small quiet room. An effective teacher will also ad
apt the complexity of his/her language to suit the level and abil
ity of the students.
As a class often follows the lead of the teacher, the lesson can b
e livened up or quietened down by an alteration in the volume
of the teacher’s voice. The greater the variation in the tone an
d range of the voice, the greater the effectiveness. A dull mon
otone will only create boredom and lead to students not payin
g attention and misbehaving.

34. USING STUDENTS’ NAMES
Student’s names should be used when you
want to:
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organise an activity ackno
wledge the students
indicate who is to answer or respond
get the attention of a student
build rapport with the students

35. GROUPING STUDENTS
There is no real limit to the way a teacher can group st
udents, though factors such as class size and classr
oom furniture can be problematic. Activities geared to
the whole class, students working alone, in pairs and
larger groups, are all appropriate and each has its ow
n place in the classroom.
- Whole-class grouping pros and cons
- Students working on their own – pros and cons
- Pair work – pros and cons
- Group work – pros and cons

36. GIVING INDIVIDUAL ATTENTION
•Make sure you know all the students’ names. Don’t just pick on the
students whose names you know. Make the effort to get to know ev
eryone.
If necessary, spend longer with students who do not understand or
who cannot do the task.
Don’t teach exclusively to only the strong or weak students.
Try to be unpredictable.
Don’t allow individual students to ‘hog’ your attention. Re
member to include all students equally in any activity.
If students do not want to, or cannot contribute, it may be better to
let them remain silent. They should never feel that they are being p
icked on. To help build such a student’s confidence, ask simple qu
estions that you know the student is likely to be able to answer corr
ectly, giving praise when s/he responds.
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37. ESTABLISHING RAPPORT
Rapport between the teacher and students (and between the
students themselves) plays an important part in determinin
g if a class is successful and enjoyable. Students are more
likely to contribute and take part in the lessons when the at
mosphere is relaxed and they get on well with the teacher.
While the students play a large part in setting the atmosphe
re in the classroom, it can be encouraged and stimulated b
y the general attitude and approach of the teacher.

38. REASONS FOR PROBLEM BEHAVIOUR
There are many reasons why disciplinary problems can occur in
theclassroom. These can often include:
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Family problems
Low self-esteem
Boredom
Peer pressure
Lack of respect for the teacher/ other students
Class size
Lack of understanding of lesson material or requirements
Lesson too easy or too difficult
Poor pacing
Lack of motivation
Some of these problems are out of your hands but many
disciplinary issues can be prevented by the teacher.

39. PREVENTING PROBLEM BEHAVIOUR
You can help stop problems arising in the first place if:
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you are punctual
you are well prepared
you are consistent and fair
you do not let personal feelings influence your treatment of
students
• you never make threats that you cannot or are not prepared to
carry out
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you return homework promptly
you never lose your temper
you show the same respect for your students as you expect from
them
you make your lessons interesting and varied
you are enthusiastic about your teaching
you establish rapport(relationship) with the students
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40. RESPONDING TO PROBLEM BEHAVIOUR
If you have done everything possible to prevent problem behaviour, what can
you do if it still arises?
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• Act immediately – don’t wait for the problem to worsen. This could simply i
nvolve stopping and looking at the student. However, sometimes stronger
action may be necessary.
Focus on the behaviour and not the student.
Change the classroom dynamic – reseat the students if necessary/
appropriate.
Keep calm – losing your temper never helps.
Keep the problem student behind after class and reprimand in private.
Keep to the school’s disciplinary code and don’t make threats that you
cannot enforce.
Use the knowledge of your colleagues. They have probably been in the sam
e situation before and should be able to offer suggestions. Don’t be too
proud to ask for advice.
Bear in mind that it’s possible to go ‘over the top’ with rules.