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Classroom Activities Chapter 3
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A key teaching skill is to successfully:
prepare set up run a single classroom activity or task
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A task is …… The outcome may:
……something that learners do that involves them using or working with language to achieve some specific outcome. The outcome may: reflect a “real-world” outcome (a communicative act we achieve through language in the world outside the classroom) e.g. learners role-play complaining about food service at a restaurant). be a “for-the-purposes-of-learning” outcome (a piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the language) e.g. learners change sentences to questions
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A Task (Scrivener-41) (explicit outcome)
Not a task (Scrivener-41) (no outcome) A Task (Scrivener-41) (explicit outcome) Learners listen to four conversations, and number the pictures as they listen (in order to become better listeners). Learners read a newspaper article to prepare for a discussion. Learners read an article about the best cities to live in on page 43. Learners find new words in a reading passage.
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CLASSROOM DYNAMICS (arrangements to run an activity)
Individual work Pair-work Small groups (three to six people) Large groups Whole class: mingle (all stand up, walk around, meet and talk) Whole class: plenary
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Basic Route-Map Plan for Running a Simple EFL Activity
1. Before the lesson: familiarize yourself with the material and activity; prepare any material or texts you need. In class 2. Lead-in/prepare for the activity 3. Set up the activity: give instructions, make groupings, etc 4. Run the activity: students do the activity, maybe in pairs or small groups while T monitors and helps 5. Post activity: do any appropriate follow-on work 6. Close the activity and invite feedback from the students
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Analyzing a Coursebook Activity
Questions to be kept in mind when analyzing an activity on content and classroom procedures: Language content - What language systems and skills will the students probably be practicing when they do this activity? Other content - What other purposes (apart from getting students to practice language) might this activity serve?
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3. Preparation - What preparation needs to be made
3. Preparation - What preparation needs to be made? Are any special material or visual aids needed? 4. Steps - What are the various steps to be followed? 5. Instructions - What are some important considerations when giving the oral instructions? 6. Organization – What organizational arrangements could you use in class?
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The Importance of Information Gap in group/pair work
One person knows something that the other doesn’t. There’s a genuine need and desire to communicate with each other. Most real communication comes about because of gaps of information (or of opinions or ideas, etc.)
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By creating classroom activities that include information gaps:
We can provide activities that mimic a reason for communication It may be more motivating and useful to language learners than speaking without any real reason for doing so.
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Designed as a companion for “Learning Teaching” Methodology I by C
Designed as a companion for “Learning Teaching” Methodology I by C. Moscoso - Office of Academic Research - ICPNA
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