Role of Warm-up Activity in Language Classroom: a Tertiary Scenario

4.6 Researcher’s Own Evaluation Using the Checklist 
This section presents the researchers’ own evaluation of the checklist which she filled up during 
classroom observation. The results found for each of the items under individual areas have been 
given in order. 
A. Warm-up and its principles 
Statement no. 1: the researcher found that some teachers had introduced a warm up activity at the 
beginning of the class. Reviewing previous class lesson, chatting with the students in informal 
tone, eliciting information through questioning etc are some examples used as warm up activity. 
Those activities were short which took five to ten minutes and they were a small part of the 
lessons.  
Statement no. 2: some warm up activities were related to the lesson topics and other activities of 
the lessons. For example: in a writing class, the lesson topic was “domestic violence” and the 
teacher started the class by asking some questions related to domestic violence such as do you 
know what the term “domestic violence” means? Can you share any experience you have seen 
about domestic violence?. After that, the teacher asked the students to read a text about 
“domestic violence” and wrote answer of some questions. But some warm up were not related to 
the lesson topics and other activities. For example: the teacher of a reading class entered the class 
and asked the students which team they would support and why in the final match of the world 

---

35 
cup football. Though the class was about how the students can get an overall idea of a text 
without reading every sentence, the warm up was simply an informal chatting. 
Statement no. 3: the researcher found that students usually were busy to chat with each other 
using their native language, before the teachers came in classes. The use of warm up activities 
helped the teachers to make the students ready to work in English and create interest among them 
to listen and talk.