免費英文講義｜英文老師備課 Warm-Up 與 Exit Ticket 課堂活動包

Lesson Overview 課程重點

This free teacher resource helps English teachers start and finish class with clear routines.

Students practice short warm-up questions, exit tickets, reflection sentences, and extension tasks for fast finishers.

The material is original classroom content informed by oral language, A2 preparation, pair work, and warm-up activity sources.

Reading 1 | Start Class with a Small Win

Many English classes begin with students arriving at different times. Some students are ready, but others are still looking for their books or talking to friends. A clear warm-up can help the whole class enter English mode quickly.

A good warm-up is short, simple, and connected to the lesson. For example, the teacher writes one question on the board: What did you do after school yesterday? Students write three words first. Then they tell a partner one sentence. After that, the teacher asks two students to share.

This routine gives students a small win before the main lesson. They do not need to speak perfectly. They only need to use one sentence and one example. For A2 students, the teacher can give a frame: I ____ after school because ____. For B1 students, the teacher can ask a follow-up question.

When warm-ups repeat every week, students feel less nervous. They know what to do, and the teacher does not waste time explaining many new rules. A simple start can make the rest of the class smoother.

Reading Check

1. Why can the beginning of class feel messy?
2. What makes a warm-up useful?
3. What question does the teacher write on the board?
4. Why do repeated warm-ups help students?

Reading 2 | End Class with an Exit Ticket

At the end of class, teachers often want to know what students learned. Asking Does everyone understand? is quick, but it does not always give enough information. Some students say yes because they want to leave. Others are still confused but do not want to speak in front of everyone.

An exit ticket is a short answer students give before they leave. It can be written on paper, in a notebook, or in an online form. The teacher can ask: Write one new word, one sentence with the word, and one question you still have.

The next day, the teacher reads the answers and chooses one common problem to review. If many students cannot use a word correctly, the teacher can begin the next class with a two-minute practice. If students ask many different questions, the teacher can make a short FAQ on the board.

Exit tickets help teachers see learning more clearly. They also teach students to reflect. A class does not end only when the bell rings. It ends when students can say, I learned this, and I still need help with that.

Reading Check

1. Why is Does everyone understand? not always enough?
2. What is an exit ticket?
3. What three things can students write on an exit ticket?
4. How can the teacher use exit tickets the next day?

Reading 3 | Prepare Tasks for Fast Finishers

In every class, some students finish early. If they only wait, they may get bored or start talking loudly. Fast finishers need meaningful extension tasks, not just extra busy work.

A useful extension task should be short and connected to the lesson. After a reading activity, fast finishers can write two quiz questions for classmates. After a vocabulary activity, they can make one example sentence and one wrong sentence. Their partner must find and correct the mistake.

Fast finishers can also help the class without becoming the teacher. They can check a partner's spelling, ask a follow-up question, or prepare a mini role-play using today's words. The teacher should give clear choices, so students know what to do without asking again and again.

These tasks make classroom time more useful. Stronger students stay active, quieter students get partner support, and the teacher has more time to help students who need extra explanation.

Reading Check

1. What may happen if fast finishers only wait?
2. What should a useful extension task be connected to?
3. What can fast finishers write after a reading activity?
4. How do extension tasks help the teacher?

Activity 1 | 3-2-1 Warm-Up

Time / Level: 6-8 minutes | A2-B1

Goal: Help students enter English mode with low pressure.

Steps

• Write one familiar question on the board.
• Students write three keywords, two useful words, and one sentence.
• Students share the sentence with a partner.
• Ask two students to share one partner idea.

Useful Language

• I wrote ___ because ___.
• My partner said ___.
• One useful word is ___.

Activity 2 | Exit Ticket: Word, Sentence, Question

Time / Level: 5 minutes | A2-B1

Goal: Check learning at the end of class.

Steps

• Give each student a small paper or online form.
• Students write one new word from class.
• Students write one sentence with the word.
• Students write one question they still have.
• Teacher reviews common problems before the next lesson.

Useful Language

• Today I learned the word ___.
• My sentence is ___.
• I still have a question about ___.

Activity 3 | Fast Finisher Choice Board

Time / Level: 5-12 minutes | A2-B1

Goal: Keep early finishers active with meaningful work.

Steps

• Put three extension choices on the board.
• Students choose one task after finishing the main work.
• They make two quiz questions, one mini dialog, or two example sentences.
• Students share their work with a partner.

Useful Language

• My question is ___.
• The answer is ___.
• Can you correct this sentence?