Brown (2006) defines, "old knowledge is the mental generalization of our existing experiences
that help us make sense of new experiences" (p.2). In the introduction of a lesson it is necessary
to recall existing knowledge of students and relate it to new knowledge they will learn (Joshi,
2006). García and Martín (2004) mention that one of the goals of using warm-ups is to activate
students' background knowledge (p.17). Teachers need to understand what students already
know about the topic they are going to teach, thereby connecting the topic to the students'
current understanding. Instructors should start teaching from a point where students have
knowledge or they are already familiar (Cheung, 2001). Rumelhart (1980) states, "we
understand something only when we can relate it to something we already know only when we
can relate the new experience to a knowledge structure" (cited in Carrell, 1983, p.82). Cheung
(1998) describes two types of background knowledge; subject knowledge and encounter
knowledge. from educational institutions and anything students learn through interaction with
the world is encounter knowledge.If students are introduced to material or topics or tasks by
relating subject knowledge their knowledge and experience, it will make it easier for them to
connect to new knowledge and they will be more eager to learn (p.58). García and Martín
(2004) mention that “from a methodology inferring perspective”, we can think of warm-up as a
vessel that takes learners on a journey from the unknown as an attempt to activate their
passive and potential vocabulary (p. 17). ) Other activities Activity helps students activate their
existing knowledge and also directs their mind to the main activity. This is how students can
build connections between old and new knowledge (Nemati & Habibi, 2012).
If students have an idea of ​​what knowledge and skills they will acquire from the start of the
class, their level of achievement will be high (Joshi, 2006). According to Prabhu (1987), “a clear
sense of purpose and outcome satisfied learners because there were clear criteria for success
and a sense of achievement” (cited in Lassche, 2005, p. eighty six). Learning is a goal-oriented
activity where the teacher's job is to engage their students to find the importance of the
learning material and make that journey enjoyable (Cheung, 2001). ). A short warm-up activity
can build a relationship between students and the learning material (Hasan & Akhand, 2013). If
learners perceive that a task is relevant to their learning needs, they will perform the task with
greater effort. But their level of performance will be minimal when the task will not be relevant
to their needs (Murphy, 2002). A trainee teacher mentioned that students should not only do
activities for fun but should also learn something from each necessary activity (as cited in
Farrell, 2008, p.8). Oxford and Shearin (1994) suggest that when learning goals are clear and
precise for students, achievement rates are exceptional (as cited in Lassche, 2005, p.86).
Indeed, a task will not automatically provide a clear goal for the learner. The teacher must
discuss the purpose and objectives of the lesson with the students so that they have a clear,
achievable, and relevant goal for performing the task (Spratt & Leung, 2000). In addition, Nunan
(1999) suggests, “make instructional goals clear to learners” (quoted in Lassche, 2005, p. 86).
During the initial warm-up phase, lesson objectives can be revealed as students learn better as
soon as they become aware of the learning objectives (Lassche, 2005).