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WARMING-UP

Wilber Castro Padilla

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SANTA MARTA DISTRITO TURISTICO HISTORICO CULTURALINSTITUCIÓN 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

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SOME DEFINITIONS

series of conditionsconnect students with knowledge, provoking desire to learn

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language or strategies students may need to understand in order to complete activities in the lesson

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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

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BENEFITS warm-upa) 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-upc) 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-upa) 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-upc) 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)

RESEARCHmethodology

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