scripts/warmer_picker.py reads this table. Purposes: icebreaker (new group, learn names), energiser
(wake up, move), settler (calm, focus), review (recycle last lesson's language), lead-in (introduce
today's topic). Keep the column order.
| Warmer | Purposes | Levels | Min Ss | Minutes | Online | Prep | How it works |
|---|---|---|---|---|---|---|---|
| Name and gesture | icebreaker, energiser | A1-C2 | 4 | 5 | yes | none | Circle: each S says their name with a gesture; the group repeats all previous names and gestures |
| Find three things in common | icebreaker | A1-C1 | 4 | 8 | yes | none | Pairs or threes find three non-obvious things they share (not "we are both students"); report the most surprising |
| Two truths and a lie (intro) | icebreaker, lead-in | A2-C2 | 3 | 10 | yes | none | T models with three facts about themself; Ss guess the lie with questions; then Ss do it in groups |
| Human bingo | icebreaker | A1-B2 | 8 | 12 | no | low | Bingo grid of prompts (has a pet, speaks three languages); mingle, find a different name for each square |
| Line up | icebreaker, energiser | A1-B2 | 6 | 8 | no | none | Ss line up by birthday, distance from home, or first name alphabetically, speaking only English |
| Interview and introduce | icebreaker | A2-C1 | 4 | 15 | yes | none | Pairs interview each other with five questions and introduce their partner to the class |
| Questions on the board | icebreaker, lead-in | A1-C1 | 2 | 10 | yes | none | T writes answers about themself (a number, a place, a name); Ss guess the questions; then Ss do the same in pairs |
| Name chain with adjective | icebreaker | A2-B2 | 4 | 5 | yes | none | Each S says an adjective with the same first letter as their name (Happy Hana) and repeats previous names |
| Would you rather | energiser, lead-in | A2-C2 | 2 | 5 | yes | none | Read a dilemma (would you rather never use your phone or never watch TV?); Ss move to one side or vote and explain |
| Hangman with a twist | review, settler | A1-B1 | 2 | 5 | yes | none | Hangman with a key phrase from the last lesson; the winner must use it in a sentence |
| Alphabet race | review, energiser | A1-B2 | 4 | 7 | yes | none | Groups write one word for each letter A-Z in a topic (food, jobs) in three minutes; points for unique words |
| Backs to the board | review, energiser | A1-B2 | 6 | 10 | no | none | One S per team faces away from the board; teammates define words from last lesson; first to guess scores |
| Word association chain | energiser, review | A2-C1 | 3 | 5 | yes | none | S1 says a word, S2 says a connected word and explains the link if challenged |
| Odd one out | review, settler | A1-C1 | 2 | 5 | yes | low | Sets of four words from last lesson; pairs find the odd one out and justify (several answers can be right) |
| Running dictation warmer | energiser | A1-B2 | 4 | 10 | no | low | Short text on the wall; runners read and dictate to partners; first accurate pair wins |
| Picture prediction | lead-in, settler | A1-C2 | 2 | 5 | yes | low | Show a picture linked to today's text; pairs predict what the lesson or story is about |
| Mystery word | lead-in | A2-C1 | 2 | 5 | yes | none | T describes today's topic word in three clues of increasing help; Ss guess as early as they can |
| Quick-fire questions | review, energiser | A1-B2 | 2 | 5 | yes | none | Pairs ask each other as many questions with last lesson's structure as they can in two minutes; count them |
| Sentence auction (mini) | review | A2-C1 | 4 | 10 | yes | low | Five sentences from last lesson, two wrong; teams bet 10 points on correct ones |
| Spelling ball | review, energiser | A1-A2 | 4 | 5 | no | none | Throw a soft ball; catcher says the next letter of the word; mistakes restart the word |
| Silent line-up quiz | energiser | A2-B2 | 6 | 8 | no | none | T reads a question; Ss stand on the "true" or "false" side of the room |
| One-minute talk | settler, lead-in | B1-C2 | 2 | 5 | yes | none | Each S speaks for one minute on a topic card without stopping; partner times and asks one question |
| Tell me about | lead-in | A2-C1 | 2 | 7 | yes | none | Dice or numbered list of topics; roll and talk about the topic for 30 seconds |
| Categories | review, energiser | A1-B1 | 3 | 7 | yes | none | Call a letter; teams write a word for each category (country, job, food, verb) starting with it |
| Scrambled sentences | review, settler | A1-B2 | 2 | 5 | yes | low | Words of 3-4 sentences from last lesson in random order; pairs reorder them |
| What's in the bag | lead-in, energiser | A1-B1 | 4 | 5 | no | low | T has objects linked to the topic in a bag; Ss feel or ask yes/no questions to guess |
| Emoji story | lead-in, energiser | A2-C1 | 2 | 7 | yes | low | Show a sequence of 5 emojis; pairs tell the story they suggest using past tenses |
| Song gap-fill | settler, lead-in | A2-C1 | 2 | 10 | yes | low | Play a song linked to the topic; Ss fill 6 gaps; discuss the song's message |
| Proverb match | lead-in | B1-C2 | 2 | 7 | yes | low | Match halves of proverbs about today's topic; discuss whether they are true and if there are equivalents in Ss' L1 |
| Desert island objects | icebreaker | B1-C1 | 3 | 10 | yes | none | Each S chooses three objects to take to a desert island and explains why; group picks the most useful |
| Weekend in three words | icebreaker, settler | A1-C1 | 2 | 5 | yes | none | Each S describes their weekend in three words; partners ask questions to find out the story |
| Shout it out | energiser | A1-A2 | 4 | 5 | no | none | T shows flashcards quickly; first S to say the word correctly keeps the card |
| Fortunately, unfortunately | energiser, lead-in | B1-C1 | 3 | 7 | yes | none | Story chain alternating sentences starting "Fortunately..." and "Unfortunately..." |
| This or that | icebreaker, energiser | A1-B1 | 4 | 5 | yes | none | T says two options (tea or coffee, beach or mountains); Ss point, move or type and explain briefly |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.