LISTENING ACTIVITIES

N O.
1.

TYPES OF ACTIVITIES
No Overt Response

DESCRIPTION
Learners do not have to do anything in response to the listening; however, facial expressions and body language often show if they are following or not. They might listen in this way to stories, songs or entertainment (films, theatre or video). Learners perform actions or draw shapes or pictures in response to instructions. Listeners mark or tick off words/slash components as they hear them. Learners indicate whether statements are right or wrong; or make brief responses. Listeners raise their hands or call out when they hear mistakes. The listening text has occasional brief gaps, represented by silence or some kind of buzz. The learners write down what they think might be the missing word. The teacher provides brief oral definitions; learners write down what they think it is. Learners are asked to identify some general topic or definition (skimming) or certain limited information (scanning). The teacher provides brief oral definitions; learners write down what they think it is. Learners take brief notes from a short talk. Learners rewrite the text in different words. Learners write a brief summary of the content. A long gap is left somewhere in the text for learners to fill in. Learners learn about a problem and try to solve it. An extract from a piece of dialogue or monologue is provided, with no previous information; listeners try to guess from the words, kinds of voices, tone and any other evidence what is going on.

2. 3. 4. 5. 6.

Obeying Instructions Ticking Off Items True-False Response Detecting Mistakes Cloze

7. 8. 9. 10. 11. 12. 13. 14. 15.

Guessing Definitions Skimming and Scanning Answering Questions Note-Taking Paraphrasing and Translating Summarising Long Gap Filling Problem-Solving Interpretation

Adapted: Penny Ur (2005) A Course in Language Teaching: Practice and Theory; Cambridge University Press.

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SPEAKING ACTIVITIES
N O.
1. 2. 3.

TYPES OF ACTIVITIES
Interviews Guessing Games Jigsaw Tasks

DESCRIPTION
To ask the right kinds of questions, to insist and interpret, and to talk on the part of the person being interviewed. A competition based on chance and skill in asking right questions to find the solution. The basic rule is to find out what one does not know. The player has only one or a few pieces of information (e.g. sentences from a story or factual text, parts of a picture or comic strip) which need to be fitted together to find the solution. These activities are suitable as warming-up exercises or strategies for tackling more factual topics. These exercises require learners to put a certain number of items from a given list into an order of importance or preference. These are game-like exercises that lead to discussions. They get the learners to talk and to stimulate their interest and imagination, thus making them think about their values and priorities, or to learn something more about themselves. This helps learners to become aware of their own values and to add on to them. These include personal values relating both to ones own personality and the outside world. Different ideas are collected by the learners and then ordered and evaluated. This provides opportunity for the learner to use the language through the speech acts of agreeing and disagreeing. The learners have to find solutions to various types of problems. The problem tasks themselves range from imaginary to the more realistic. Objects, actions or people have to be mimed and guessed. Pair or group work reduces stage fright and can be used as a starter. They emphasise the importance of gesture and facial expression in communication. They further train the learners skill of observation and improvisation. These are simplified patterns of human interactions or social processes where the players participate in roles. Learners are given soks/...2

4. 5. 6.

Questioning Activities Ranking Exercises Discussion Games

7.

Values Clarification Techniques Thinking Strategies

8.

9.

Problem-Solving Techniques Miming

10.

11.

Role-Play and Simulation

12.

Stories

background information and materials to work from both before and during the simulation. Enables learners to produce longer connected texts. This will need some imagination as well as some skill in the target language.

Adapted: Friederike Klippel (2001) Keep Talking: Communicative Fluency Activities for Language Teaching; Cambridge University Press.

READING ACTIVITIES
NO .
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

TYPES OF ACTIVITIES
Present new words. Provide translation. Present in context where possible. Present with collocations for correct usage. Show relationships between vocabulary items like opposites and synonyms. Affixes are important for word building. Exploit vocabulary in text as they are excellent vehicles for introducing and recycling vocabulary. Encourage independence by making them guess the meaning of unknown words. Encourage usage of dictionaries as much as possible to help in vocabulary development and learning autonomy. Advice on how learner can work on expanding vocabulary in own time.

WRITING FRAMEWORKS
NO .
1.

TYPES OF FRAMEWORKS
Recount

PARTS
Language

DESCRIPTION
Past tense Adverbs of time Prepositions of time and place Provide setting for the event Provide information/description of the event Who What When Where How Feelings and opinions regarding how the eyewitness or writer felt about the event soks/...3

Introducti on Body

Conclusio n

2.

Speech

Topic Introducti on

Body

Conclusio n 3. Article Title & Writer Introducti on Body

Understand what speech is about/purpose Greet/address audience Introduce topic of the speech/State the purpose of the speech State the points dealing with the topic Provide examples Give some advice or suggestions Thank the audience Title should grab readers attention Introduce topic State points dealing with the topic Provide examples or explanations Give a strong or important message.

Conclusio n

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