[MUSIC] Welcome back to Teach English Now. In this video, we are going to discuss some of the basic elements of a proper warm-up and have three teachers give you examples. You'll remember that in the last video, we mentioned that a warm-up activity can help a teacher bridge old to new information. Thus, leading students to make a connection between previous lessons and a new theme or concept. Thus, in its most basic form, a warm-up activity helps students remember what they know, stimulate the recall of prior knowledge and then build on it. A warm-up activity also introduces new information in a way that serves as an attention getting device. Thus, warm-ups are sometimes called attention getters. That stated, a warm-up should not just gain students' attention, but direct that attention at an appropriate target. Thus, it can and should also serve to bring students a broad view of a topic that will be introduced more specifically at a later time in the lesson plan. Good warm-ups are ideally intriguing to learners at least in the sense that they can give information in a way that invites curiosity and elicits prediction activities. Thus, the use of visuals, question prompts on the board or small videos are common. Another way to think about warm-ups is through the use of the idiomatic expression prime the pump. This expression, which means to stimulate growth by providing a small catalyst comes from the old fashioned approach of pumping water from a well. Water will often not come out of a well pump that is dry, so a small amount of water is placed in the pump to stimulate it and provide enough lubrication, so that it begins to draw water. In a similar way, a warm-up is a small activity that primes the pump. In other words, a little activity like a little water activates, intrigues students and activates background knowledge, giving them better access to all they know on a particular topic. Now, let's see these three teachers perform warm-ups and we'll have Jack and Jill give us some of their immediate impressions. >> Good morning, everyone. As you notice I have some words and some pictures on the board. Can anyone tell me what the theme or overall idea of the words and pictures are? Good. Yes, definitely. Family. So as you remember, yesterday we talked about the Alsemary family and here they are right here. So, we have some vocabulary in their word. We've got mother, father, son, brother, daughter and sister. Could someone tell me what a mother is? Good. So, where's the mother here? Picture one, two, three, four or five? Excellent. We have mother with picture two, we'll put her right here. How about father? Could somebody tell me what father means? Excellent. Now, which picture represents the father? Three? No. Good, number one. Excellent. So, what is a son? Could someone tell me what a son is? Excellent. Which picture represents son? Good. We've got picture number three, son and brother. Now, what about daughter or sister? Which one is that, picture number four or five? That could be both, but let's go with number four. So, I've got some vocabulary words on the board and do you recognize any of these words? Problem, definitely. What is a problem? Problem's an issue, something difficult, really, something to overcome. So today, we're going to talk about family problems. What types of problems might a family have? Not enough money. Yeah, that would be a problem. Maybe not getting along with each other, that would be another problem. So, we have a picture of a little baby. Now, this baby Jeffrey. How could Jeffrey be a problem in a family? Now, that's what we're going to talk about today. We're going to talk about problems that families have, especially with a baby named Jeffrey. >> Fantastic introduction to a lesson. The teacher reviewed the key vocabulary for the family lesson from the day before and connected it to the topic of the day. >> I liked it too, Jill. Fantastic board work. I like how he paired vocabulary words to pictures. Visually interesting. [LAUGH] I love visually interesting and easy to follow. Also, I think I counted at least 20 questions. What a fantastic way of employing teacher talk. >> It might have been a bit too much teacher talk, Jack. >> You can't have too much teacher talk. >> No, a little bit too much. >> Yeah, okay. >> Maybe he could have had his students work in pairs and come up with answers to these questions themselves first. >> I just feel like only some of the students were able to respond and pair work would have allowed the students more time to respond to each other and get all their brains fired up. >> Thank you, Jill for putting me in my place. Truly a great job. Let's go on. >> Welcome to class everyone. Today, we are going to talk about problems. Does anyone here have any problems? What is a problem? Let me show you a group of pictures and you tell me if this is a problem or the opposite. What is the opposite of a problem? A benefit, good. A solution, yes. So, let's discuss whether the pictures show a problem or a benefit. Let's begin. Here's a picture of a man with nothing in his pockets. Is this a problem? Yes. What is the problem? Good. The money has no money. Do you see a problem or solution? How many say this is a problem? How many say it's a benefit? I agree, this looks like something good. What is the benefit? Yes, love. He has a lady who loves him. Is this a problem or a benefit? How many say a problem? How many say a benefit? I think I agree that because this man is smiling, it would be a benefit, but what is the benefit? Children. How about this one? I thought children were a benefit, so why is this man frowning? Is this a problem? It is. Why is this a problem? So, we are going to learn about a problem named Jeffrey. Can a baby be a problem? Yes, we'll learn more in a second. >> More fine work in my view. The teacher used a different technique, but she brought in pictures to help students understand the meaning of the word problem. >> Very true, Jill. She has a great knack for making students want to learn more. I do have one question, though. >> What's that, Jack? >> Well, I just wish she had connected the current lesson on problems to any of the ideas or concepts from the last lesson. I think that's right. >> Let's go to teacher three. >> So yesterday, we talked about families. Today, we're going to talk about problems. >> Do you have any problems? I have lots of problems. I don't get paid enough as a teacher, I have to work all the time after school and I have to grade your assignments. Man, it is not easy being a teacher, I can tell you that. >> Yikes, this teacher introduces the theme by getting uncomfortably personal, [LAUGH] you know all about that. >> [LAUGH] Nothing wrong with personal stories, if they're appropriate, but I'm going to have to call a foul on this one, Jack. >> Absolutely. Let's give her a yellow card for inappropriate sharing. >> Well, there you have three examples of warm-ups. What did you think? While they may not be needed in every lesson, warm-ups are an important part of a lesson that helps students make connections with prior learnings and get students excited to learn new things. Warm-ups often naturally lead into objective discussions, which can further inspire students to consider what skills they will gain through the completion of the lesson. We'll talk about objective discussions in our next video. See you then. [MUSIC]
