CLASSROOM

ACTIVITIES
Instructor: Dr. Bùi Thị Thục Quyên
Group 2
Nguyễn Huyền Trinh - 2091401112070
Võ Phượng Vy - 2091401112074
Phạm Thị Ngọc Huyền - 2091401112034
Table of contents

0 Planning an 0 Activity route

1 activity 2 map

03activity
Exploiting an
04 Interaction
A key teaching
skills:
To successfully prepare, set
up, and run a single
classroom activity or task
Planning an
activity
 Activity/ task
● The activity or task is the basic
building block of a lesson.

● It is something that learners do that

involves them using or working with
language to achieve some specific
outcomes.
 A TASK OR NOT A
• Learners do a grammar exercise
• Learners read a newspaper
TASK
individually then compare answers
with each other
article to prepare for a
discussion.
• Learners read an article about the • Learners find new words in a
best cities to live in reading passage
• Learners role play a shop
• Learners write a formal letter
scene where a customer has a
requesting information about a complaint.
product.
Traditional lesson Learner-targeted
planning task

 create a lesson more genuinely useful

 When planning a lesson
make sure that learners have some
specific thing to do, whatever the stage of
the lesson.

Think of a complete lesson as being a

coherent sequence of such learner-
targeted tasks.
 Using coursebook material

Which of the following working arrangements would be possible?

1. Students think and then write answers on their own.
2. Students prepare a short monologue statement of their own views
which they then present to the whole class.
3. A whole-class discussion of ideas and answers.
4. Pair work discussion.
5. Small-group work.
6.  Students walk around and mingle with other students.
7. Written homework.
Which of the following working arrangements would be possible?

 all the suggested uses are possible

 Combinations of ideas are also possible
 Activity
route map
A basic route map plan for
running
1. Before a
the simple activity.
lesson: familiarize yourself with the material and activity;
prepare any materials or texts you need.
2. In class: lead-in I prepare for the activity.
3. Set up the activity (or section of activity),ie give instructions, make
groupings, etc.
4. Run the activity (or section): students do the activity, maybe in pairs
or small groups while you monitor and help.
5. Close the activity (or section) and invite feedback from the students.
6. Post-activity : do any appropriate follow-on work.
l Before the
lesson
 2 Lead-inI
Preparation

Show I draw a picture Write up I read out a sentence stating

Write a key word in the center of a
 Ask questions a viewpoint
word-cloud on the board
Elicit reactions.
 elicit vocabulary from students

• Tell a short personal anecdote related to the subject.

• Ask students if they have ever been I seen I done, etc.
• Hand out a short text on the topic. Students read the text and comment.
• Play 'devil’s advocate’ and make a strong I controversial statement
 3 Setting up the
activity

• Organize the students so that they can do the activity or section

• Give clear instructions for the activity. A demonstration or example

is usually much more effective than a long explanation.
 Monitor
4 Running the
activity
Monitor at the start of the activity or section to

check that the task has been understood and that

students are doing what you intended them to

do.
 5 Closing the
•
activity
Allow the activity or section to close properly. Rather than suddenly stopping the activity at a

random point, try to sense when the students are ready to move on.

 If different groups are finishing at different times, make a judgement about when coming together

as a whole class would be useful to most people.

 If you want to close the activity while many students are still working, give a time warning (eg

Finish the item you are working on or Two minutes).

 6 Post-activity
• This stage is vital and is typically under-planned by
teachers!
• It is important to have some kind of feedback session on
the activity.
Interaction
 With Instructions

Without Instructions

Teacher Options
Individual work
Pair works

Whole class

Large groups Small groups

Exploiting an
activity
Analyzing a coursebook
activity
 Questions to keep in
1.mind
Language content - What language systems and skills?
2. Other content - What other purposes might this activity serve?
3. Preparation - Are any special materials or visual aids needed?
4. Steps – How many steps? What are they?
5. Instructions – KISS (keep it short & simple), one at a time
6. Organization – Will students work individually, in pairs, in groups or
whole class?
1. Language
content
2. Other content
3. Preparation
4. Steps
5. Instructions
6. Organization
 Reference
Scrivener, J. (2011). Learning teaching: The essential guide to English
language teaching. MacMillan.
 
Q&