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Discussion and Supporting Materials

Thought starters

1. How could you use an object to pique students' interest?

2. How could you start your lessons in different ways for different purposes?

3. How does Ms. Alcala use her warm-up as both an assessment and a teaching opportunity?

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Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. How could you use an object to pique students' interest?

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by Claudia Pesce 32,288 views

"I have a pretty good idea of ways to start class on the very first day of school. But where do I go from there? How do I begin each subsequent lesson? I don't want to simply jump into the day's material." *

Lots of ESL teachers simply resort to small talk, ask questions about students' weekend activities or recent events. And that's fine. But you can also give your class a much better warm up, one that will effectively prepare them for what's coming next: a series of engaging activities that will take their English communication skills to the next level! Here are some great options you might want to consider.

7 Ideas for Fabulous Lesson Warm Ups

1. Make it a Habit

One really great way to start a lesson is with a single activity you can establish as a habit for every lesson that follows. For example, with my youngest learners, we always started each and every lesson with a song - the same song for an entire semester, then we switched and learned a different one. It was our way of greeting each other, and it marked the official start of the lesson. Needless to say, young children thrive on habits and routines, and it's really helpful to have solid routines in place!

For older ESL students, you may also choose one activity with which to start the lesson. Start the day with a "What's New?" segment. Ask adult ESL learners to share a piece of news they've heard over the weekend. Or start each class with a different Tongue Twister to loosen up those lazy tongues.

2. Make it Visual

What will you be talking about in the day's lesson? The seasons and the weather? Start the class by introducing the topic with a picture, photo or even a video. Warm ups are great ways to get students to start thinking about the day's topic.

3. Make it Specific

Say you've planned your lesson with a specific goal in mind, like "Making plans with friends". Another great warm-up activity is to introduce the topic and have the class define a more specific, targeted goal. So towards the end of the warm up, their new lesson goal will be something like, "Making plans to go out with friends on Friday night". You'll carry out all of the activities as planned (no need to change your lesson plan), but your students will know that by the end of the lesson they'll be able to do this. (And it's a good idea to close the lesson with a role play that confirms the achievement of the goal.)

We already give students a warm up before each listening activity and every speaking, reading or writing task - is it really necessary to give them a warm up at the start of the lesson? Well, it may not be absolutely necessary, but it certainly helps set the mood and the tone for the day's work. You may feel tempted to dive right into your lesson, but let your students dip their toes first. They'll be doing swimmingly from then on!

* This question was sent in from a real ESL teacher, just like you! If you need any advice on a particular topic, share your question in the comments below. Or tweet your question to @busyteacher_org with the hashtag #ESLTeachersAsk. Your question might get picked and featured in an article!

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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ESL Teachers Ask: What's the Best Way to Start a Lesson?

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by Claudia Pesce 32,288 views "I have a pretty good idea of ways to start class on the very first day of school. But where do I go from there? How do I begin each subsequent lesson? I don't want to simply jump into the day's material."

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Look at 11 and 12 in particular

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by Susan Verner 18,588 views

A very good place to start.

It's true for more than just classic musicals. Where else would your ESL class start but at the beginning? Whether a bell rings or you just call your students to attention, how you start your class can have a big impact on the rest of the day.

If you haven't yet figured out what works best for you or if you are looking to change things up a bit, here are twelve different ways you can start class today.

Try These 12 Techniques for Beginning a Lesson:

1. Total Physical Response

If you are more of the jump right in type, try a short session of Total Physical Response to start class. Don't worry about translating what you say or whether your students will understand. Simply go into English only mode and give your students directions on how to move. Use any vocabulary you think is necessary. The most important thing is that your students have a physical response to what you are teaching them in English.

2. Games

Games are great! Everybody loves a game, and there are tons to choose from when you are looking to practice or review some aspect of the English language. They can be as simple and no prep as Simon Says or as complicated as making your own board game. Use games to get your students interested in class and remember what they learned yesterday.

3. Discovery Grammar Method

If you like to start class off with a real challenge, try giving your students a worksheet - with the answers already in place! You can introduce a new grammar concept this way. By giving students the answers before you teach them the grammatical construction, you will give your class a chance to figure the rule out on their own before you tell it to them. Your logical/mathematical learners will love this type of instruction, and it's a great preview for whatever grammar lesson you are going to give later in the class period.

4. Warm Up or Ice Breaker

Whether your students are starting their first day of class or they have been learning together for many months, it's fun to start class with a warm up exercise or an ice breaker. It is always a pleasure to get to know our peers more, and it seems like everyone has more interesting secrets to learn if you just take the time to ask. Plus, warm up activities are good for just that - warming up to English before you tackle greater challenges. Take a look here for some great ideas for icebreakers and warmups that you can use to start your class today.

I hope this has given you some new ideas on how to start class.

Whether it's a lively game or independent seat work, getting students in the right mind frame for English use is important. You might find one strategy and stick to using that every day or you might like to change things up. What matters is that you find something that works for you and for your students to set them up for daily success.

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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Good Morning, Sunshine: 12 Fantastic Ways to Start Your ESL Class

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by Susan Verner 18,588 views A very good place to start. It's true for more than just classic musicals. Where else would your ESL class start but at the beginning? Whether a bell rings or you just call your students to attention, how you start your class can have a big impact on the rest of the day.

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by Claudia Pesce 34,177 views

"I'll be teaching adult learners after years of experience teaching only kids. Games were the backbone of my classes with young learners, so my main question is: should I play games with adult learners, too?" *

Most adult ESL learners are very serious about their studies. Some consider it an investment, a means of improvement and furthering their careers. Others desperately need to learn conversation skills because they've moved to an English-speaking country. None of these adults have time for games. Or so they think. There are plenty of people who think games in adult classes are a waste of time. But they couldn't be more wrong. And here's why:

Consider the Reasons to Play Games with Adult ESL Learners:

1. Games Make Drilling and Practice More Fun

How many times can you ask a student to "ask a classmate a question with 'ever'" before they start dozing off? Games offer engaging opportunities to practice a verb tense, language point or set of words - again and again.

Tip: Use any board game template and adapt it to suit the grammar or vocabulary you want to practice. Students may take turns asking questions or providing examples as they try to reach the finish line first. You can make the game as easy or as challenging as you like, and add special "rules" (if their questions/statements are not correct, they have to move back two spaces).

2. Games Are Great for Warmers and Short Transitions

Students walk in and take their seats, and you can tell from the look on their faces they've had a tough day at the office. Why make them "get down to business" right away? Help them unwind, instead, and get them into the right mood for class with a quick game.

Tip: Draw a Tic Tac Toe grid on the board for a quick review of what they learned the previous class. Or use it to check homework answers.

3. The Competition Motivates Them

Adults can be just as competitive as little kids. If they're trying to beat a classmate or another team, they will work harder to produce the right questions, word or phrase.

Tip: Whiteboard games are particularly well-suited to adult learners, but choose a game that will be competitive and mentally stimulating, like Jeopardy. It has a "game show" feel to it that adult students can relate to.

4. Games Add Variety to Class

When considering ways to make your lesson more engaging, I always say variety is key. And games are just another type of activity that you can add to the mix. If you, on the other hand, choose to not play any games, because you think your students are "all grown up", you'll find it harder to reach the right level of variety.

Tip: As you look at your lesson plan, see how many of each type of activity you've planned. How many listening, writing and reading tasks have you planned? How many games? Is it possible to replace the drilling exercise with a game? Try to see where a game could fit into the lesson plan as a whole.

5. Adults Get to Learn Like Children

Let's be honest, here. Adults are often very opinionated. They have big ideas about what should and what should not happen in a classroom. Meanwhile, kids just go with the flow. Learning through games comes more naturally to them, but they're also a lot more flexible. It's a lot easier to shape a young mind, right? So, when we're faced with grown ups who copy everything down, or look everything up in the dictionary, or ask questions about every little word they did not understand, the best we can do for them is take them out of their rigid structure. Shake things up! Adult learners who play games in class get to tap into another aspect of their personality, not the responsible, serious adult who has to have everything under control, but the person who can relax and simply enjoy the learning experience.

Tip: Never assume that because it's fun for kids (or even other adults), it'll be fun for your particular class. Some adults won't like games with charades or activities that involve running or a great deal of TPR. Adults should play games that are more mentally challenging and stimulating. Try to choose games that will help them think fast, something that always comes in handy as they try to improve conversation skills.

Review Additional Tips for Making Games Work with Adult Learners:

Don't use games as a way to kill time because you don't know what to do next. Unexpected things do come up (ever had to teach during a power failure?), and you should always have some quick games you can use when you're in a bind. But try to only play games that you've planned for your lesson.

Make games short, to the point and make sure students see what the goal is (and no, the goal is not to win the game, but rather to practice a particular language point or pronunciation).

Don't play a single game for half the class or until students get bored. Games should not "overstay their welcome" because students will get tired of them.

Embrace your inner child!

And help your adult learners do the same. There are plenty of games you can play in class that will help them think, practice and succeed in improving their English. And when they use the skills you've taught in class, everyone's a winner!

* This question was sent in from a real ESL teacher, just like you! If you need any advice on a particular topic, share your question in the comments below. Or tweet your question to @busyteacher_org with the hashtag #ESLTeachersAsk. Your question might get picked and featured in an article!

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ESL Teachers Ask: Should I Play Games with Adult Learners?

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by Claudia Pesce 34,177 views "I'll be teaching adult learners after years of experience teaching only kids. Games were the backbone of my classes with young learners, so my main question is: should I play games with adult learners, too?" * Most adult ESL learners are very serious about their studies.

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"What seems impossible today will one day become your warm‑up."

-Author Unknown

Just like athletes benefit from a warm-up where they stretch their muscles to prepare them for a good workout, our students benefit from stretching their mental muscles before jumping into a lesson.

One type of warm-up is a bell-ringer activity, which is a simple 5- to 10-minute task students complete as soon as they walk into class, allowing the teacher time to attend to other business (such as taking attendance). Below you will find tips and resources for using bell ringers to engage language learners.

A web search for "bell ringers" will provide you with several examples. Here is a list of three types of bell-ringer activities and ideas to get you started. These bell-ringer activities are specifically aimed at helping language learners build vocabulary, acquire grammar, practice writing, or develop one of the four skills (speaking, listening, reading, and writing).

Writing Prompts

Writing prompts are the most popular types of bell ringers. Students respond to a question or statement within the allotted time.

Change this up by giving students the option to respond through a written paragraph, sketchnote, concept map, drawing, or comic.

Practice different forms of writing, such as getting students to write an email, a poem, text message, tweet, or dialogue, or having them complete a graphic organizer.

Make these more interesting with visual writing prompts. See examples of visual writing prompts here, here, and here.

Try comic or cartoon prompts. Give students a comic strip with blank speech bubbles to fill in based on what is happening in each frame. If you subscribe to ESL Library, you have access to thousands of images that can be used for making your own comics and prompts.

ESL Library also has ready-made writing prompts in the Guided Writing section.
Go to Guided Writing
Discussion Prompts

Enhance speaking and listening skills with discussion prompts. Students work in pairs and take turns responding while the other peer listens and writes down the key ideas. While Student A responds verbally to the prompt, Student B writes down the main ideas expressed. Then Student B reviews the key ideas with Student A who confirms the statements are correct. You could give them sentence starters, such as "Student A believes..." or "Student A is against...".

Try choosing a topic and question from ESL Library's Discussion Starters section. You can use the lesson afterwards if your students seem engaged.
Go to Discussion Starters
Image Prompts

Get students to respond to an age-appropriate photo. Find free copyright-friendly photos to use in the classroom on the following websites: Photos for the Class, Pics4Learning, ELTPics, MorgueFile, the Creative Commons Search Engine, and Wikimedia Commons. Then get students to complete one of the following tasks:

List nouns, verbs, adjectives, or emotions associated with the image and create sentences using these words.

Draft sentences describing what the people or animals are doing.

Imagine the photo is the news of the day and create a news story.

Write down the conversation or thoughts of the people or animals in the photo.

Imagine taking a trip to the place and share the itinerary or reason for traveling there.

Compare and contrast two photographs.

View a sequence of photos, determine the order, and describe the event.

For lower levels, print a few flashcards and put them together. You could also print a whole set and have students write down all the words they know. Here are 10 Ways to Use Flashcards.
Go to Flashcard Library
The main purpose of a bell ringer is to help teachers and students prepare for the upcoming lesson. Keep the following tips in mind when designing and using bell ringers.

Establish a routine.

Most teachers get students to complete a bell-ringer activity at the beginning of nearly every class so students get into the habit of walking into the class and immediately working on the bell‑ringer activity.

Keep them short, simple, and achievable.

Bell ringers help students apply knowledge and skills they have already acquired and the instructions should be simple and clear so you can attend to business. Students shouldn't have to ask you several questions about the task.

Don't grade them.

The aim is to engage students and help them build confidence and prepare their minds to learn. A bad mark at the beginning of class hinders student achievement.

Use them as formative assessments.

The bell-ringer activity does not have to relate to the topic of the main lesson, but can assess if students have gained the essential knowledge and skills their upcoming lesson will build upon. Bell-ringer tasks can test students' knowledge from a previous class or unit and let you know if you have to restructure the lesson or review previous material. Find some quick worksheets in ESL Library's Grammar & Usage section.

Change them up!

Bell-ringer activities should assess different skills and knowledge in a variety of ways to keep students engaged.

The idea is to keep your delivery and collection of the bell ringers consistent. The choices you make for the presentation and collection depend on the format of the bell ringers, your teaching situation, access to technology, and your preferences. These are a few options to consider:

Paper Slips/Entry Tickets

One idea is to create paper slips or cards that students can pick up as they enter the class. These are sometimes called entrance slips, entry tickets, or admit tickets. One idea is to place these in a basket labeled "Bell Ringers" and instruct students to pick one up as they enter the class. Students can later place their completed paper slips in a basket labeled "Turn In."

Board

Designate an area on the chalkboard/dry erase board to display the bell ringer.

Projector

Display the bell ringer on a screen for students to see when they walk in.

Journals/Notebooks

Many teachers instruct students to keep a notebook or journal of their completed bell-ringer tasks. This works well with the three presentation methods listed above if there is limited access to technology. The digital version of this method would be student blogs.

Online Class

Students log onto their class website or learning management system (e.g., Google Classroom, Moodle, Edmodo, Schoology) and click on the bell-ringer task and submit it online. This is probably one of the fastest and easiest ways to quickly collect and assess these tasks, but it also requires Internet access.

Web Tool/App

There are several free web tools that work on multiple devices to help you quickly design, deliver, and collect bell-ringer responses. Tools such as Socrative, Go Formative, Near Pod, Quizzizz, Get Kahoot, and Seesaw make it easy for students to quickly complete a bell ringer in a variety of ways, such as answering questions, polling, drawing, submitting photos/screenshots, and so forth. As students submit their responses, the teacher gets important assessment data in real-time. Teachers are able to quickly see what percentage of the task students answered or completed and which questions/steps students struggled with the most. Teachers can also see how much time was spent on the bell ringer and get other data. If you have enough devices for most students, then these free apps are a great option.

Browse through the Resource section on ESL Library, and consider making a Folder of bell ringers.
How To Use the Folders Tool
The following links have more bell-ringer activities:

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Engage Learners with Bell-Ringer Activities - ESL Library

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"What seems impossible today will one day become your warm‑up." -Author Unknown Just like athletes benefit from a warm-up where they stretch their muscles to prepare them for a good workout, our students benefit from stretching their mental muscles before jumping into a lesson.

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Entry tickets

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This technique (sometimes called Warm-Up, Do Now or Bell Ringer) gets students working as soon as they enter the classroom, increasing instruction time. Students are given Entry Tickets as they arrive at the door, follow the instructions, and complete the task immediately. Entry Tickets are an effective strategy for monitoring student learning and introducing or reviewing instruction.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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The evidence is in the practice

ESSA Level 3 correlation evidence in math and ELA, earned by teachers running frequent formative assessments.

When teachers run 30+ formative questions a week, the research is clear: they get more data-driven, their students get more engaged. Wayground is built to make that practice enjoyable ot run, attainable to fit a class period, and habitual enough to last past September.

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Quizizz is now Wayground | Teacher AI and Resources

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Find standards-aligned resources that engage every student. Wayground (formerly Quizizz) helps teachers differentiate instruction with AI and track student progress.

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News can happen anywhere at anytime. If you capture a news event on a camera or mobile phone, either as a photograph or video, then please send it to BBC News.

But we are not just interested in news pictures we'd also love to see your visual interpretation of both local and global issues as well as just great pictures of your daily lives.

In addition to that each Each week we set a theme and a selection of your photographs are published each Thursday, why not see if your pictures make the grade.

If you take a picture of any event you should not endanger yourself or others, take any unnecessary risks or infringe any laws.
What we need
You can submit video, single photographs or a series that tell a story. Remember that we also need some text to accompany the pictures.

Any photographs or video directly related to a current news event may be used immediately on any BBC News outlet.

Send us your pictures

When taking photos or filming please do not endanger yourself or others, take unnecessary risks or infringe any laws.

Email: yourpics@bbc.co.uk

UK MMS: 61124

Rest of the World MMS: +44 (0)7725 100 100
Or upload your photos and video here How to submit a picture
So if you think you have a news photograph or video we may be interested in, send it to the BBC News website.
Click here to upload your video and images
If you want to e-mail it to us, send it to yourpics@bbc.co.uk

If you want to send a picture message from your mobile phone then ideally use the email function and send it to the above address.

If you need to send it via MMS and you are within the UK you can send it to our short code number 61124.

If you are outside the UK then send it to +44 (0)7725 100 100 and include your contact number as text within the message.

Why not add the above e-mail address and MMS numbers to your mobile phone and address books now - you never know when you may capture that historic moment.

Or if you have a smartphone or tablet you can download the BBC News app.

Don't forget to include your name and some background information as to what the image is about and why you took the picture as this will increase your chances of selection.

You should also include your telephone number so we can get back to you.
Terms and conditions If you submit an image, you do so in accordance with the In contributing to BBC News you agree to grant us a royalty-free, non-exclusive licence to publish and otherwise use the material in any way that we want, and in any media worldwide. This may include the transmission of the material by our overseas partners; these are all reputable foreign news broadcasters who are prohibited from altering the material in any way or making it available to other UK broadcasters or to the print media. (It's important to note, however, that you still own the copyright to everything you contribute to BBC News and that if your image and/or video is accepted, we will endeavour to publish your name alongside it on the BBC News website. Please note that due to operational reasons this accreditation will probably not be possible with video. The BBC cannot guarantee that all pictures and/or video will be used and we reserve the right to edit your comments. At no time should you endanger yourself or others, take any unnecessary risks or infringe any laws. See the Terms and Conditions for the full terms of our rights). BBC's Terms and Conditions.

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News can happen anywhere at anytime - we want you to be our eyes. If you find yourself in the right place at the right time, if an event is unfolding before your eyes and you capture it on a camera or mobile phone, either as a photograph or video, then please send it to BBC News.

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I have realized something about myself today. Vocabulary revision games are my thing.

All my good lessons begin with revision. I make a point of beginning my classes revising what we learned the previous lesson. It takes five minutes, but I honestly believe it makes a big difference. The little game below takes exactly that, 5 minutes. Just saying.

If you've been following this blog for some time, you probably know by now that one of my most nagging worries- shall I call it an obsession?- is teaching vocabulary about a certain topic and then hearing my students speak about the topic without a trace of the vocabulary we have been learning.

I never get angry. Believe me. I am a very nice teacher. But this,... I can hardly restrain myself.

So, again, I have designed a fun little activity to revise vocabulary, collocations...etc about any topic and I have called it "The 5 seconds game".

Before the class:

Prepare a set of 7-10 small questions for each pair. They need to be quick questions. Have a look at my questions below. They are all about Unit 1 dealing with "Education"

Ask students to choose a partner. After pairing up, each pair become a team and play against another team. So, we will have Team A and Team B ( 4 students)

Tell teams you will ask each team X questions. After each question, they will have 5 seconds to think and when the bell rings, they will have to give the answer to the question at the same time. If the answer is the same and it is correct and they have answered at exactly the same time, they will score 1 point

Say Team A starts. Ask them to sit facing each other and in clear view of Team B who will be listening to their answers very attentively and keeping score of the points they get.

Ask the first question, mentally count 5 seconds, ring a bell or use any other device that makes noise and ask the two members of Team A to give the answer at exactly the same time. Team B will be in charge of making sure the rules are followed to the letter.

Continue in the same way until the X questions have been answered.

To reinforce, ask the questions again, but this time to the whole class.

Repeat procedure for Team B with X new questions

VARIATION: In another group, I asked students to work in pairs, competing against each other and not against another pair. It also worked very well, probably better.

Thanks to Andrea and Paula for giving me permission to record them

Team A questions

1. What do you call the school where you study and sleep?

2. What preposition does "committed" collocate with?

3. How do you pronounce "native"?

4. Can you give me a synonym for " obligatory?

5. What's the opposite of a "state school"?

6. Which is correct "do your homework" or "make your homework"?

7. Another way of saying " to relax"

8. "to assign" is a verb, what's the noun?

Team B questions

1. What do you call the school which trains students for employment?

2. Which is correct "do an exam" or "make an exam"?

3. When you pass an exam with high marks, you can say that you pass it with flying....?

4. What do you call the money that you pay to attend a school?

5. How do you pronounce the word "machine"?

6. What preposition do you use with the verb "keep" to mean "to go as fast as"?

7. "To rehearse" is a verb, what's the noun?

8. What preposition does " hopeless" collocate with?

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I have realized something about myself today. Vocabulary revision games are my thing. All my good lessons begin with revision. I make a point of beginning my classes revising what we learned the previous lesson. It takes five minutes, but I honestly believe it makes a big difference. The little

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Photos are a great way for promoting discussion in the ESL classroom, and here's a selection I put together for my EM Normandie students. The original idea was to use the photos to practise Part One of the TOEIC Listening and Reading exam, where candidates see a photo, hear four statements about it, and have to choose the one that best describes the picture. However, there are many other ways in which they can be used, depending on the content of the photo. I've listed a few ideas below.
IDEAS FOR USING PHOTOS IN CLASS
1. Display the photo on a screen for the whole class. Put class into groups and see how many vocabulary items they can come up with relating to the photo.
2. Get students to write four statements about the photo, only one of which is true (like in the TOEIC exam).
3. Students work in pairs. One closes their eyes and the other has to describe the photo displayed on the screen.
4. Show students a photo and get them to speculate about what's happening, what happened before, and what's going to happen (good for practising tenses).
5. Get students to find their own photos and talk about them to the class.
6. Print a selection of photos in colour on A4 sheets and laminate them. You can then do without the videoprojector and get students working in pairs or groups.

I could go on but there are literally dozens of other ways you could use these or other photos. In fact, Jamie Keddie has written a whole book about using images, appropriately called ' Images'.

NOTE
You can download the original PowerPoint presentation, in which I've added explanatory notes for some of the photos, .

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Photos are a great way for promoting discussion in the ESL classroom, and here's a selection I put together for my EM Normandie students. The original idea was to use the photos to practise Part One of the TOEIC Listening...

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4 steps to engaging students with effective questioning

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The Power of Good Questions {6 Powerful Types to Employ}