Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.



Published on

powerpoint basado en el libro Learning Teaching 3rd edition

Published in: Education
  • Login to see the comments


  1. 1. CHAPTER 2: CLASSROOM ACTIVITIES When first starting planning and running activities. Management issues.
  2. 2. 1_ Planning an activity  Basic building block of a lesson: TASK SOMETHING THAT LEARNERS DO, INVOLVING THEIR LANGUAGE TO ACHIEVE A SPECIFIC OUTCOME real-world outcome  Make sure learners have always something to do, whatever the stage of the lesson, even while it is teacher’s time of presenting the topic.  Focus should be placed on what students do if we want them to become enganged in the class (no matter if it is just listening to an explanation)  If coursebook material is used, the teacher may give the exercises a different perspective, organization or variation according to his or her aims. “The coursebook provides raw material which only comes alive in class”
  3. 3. 2_ Activity route map Before the lesson • Get yourself familiar with what you are going to use as material In class • 1- Preparation for the activity: - to raise motivation or interest, - focusing on language items for the activity. • 2- Setting up the activity: give clear instructions (sometimes a demonstration or example is useful), make grouping, etc. • 3- Running the activity: students do the activity while the teacher monitors to check if the activity is being done properly to get the target, and helps. • 4- Closing the activity: round up correctly (bearing in mind different times used by different students or group of students – give warning time) and invite feedback from students. • 5- Post activity: do any appropriate follow-on work (typically under-planned)
  4. 4. 3_ Exploiting an activity  Analyse your own teaching material, when it comes to  Language content  Other contents  Preparation  Steps  Instructions  Organization
  5. 5. 4_ Pair work • It resembles most real life communication when there is a gap of information, i.e. one person knows something that another person does not. There appears a reason for talking. Type 1: pairwork information gap • The essential heart of learning grammar seems to be that students have plenty of opportunities to try things out themselves. Type 2: pairwork grammar activities
  6. 6. 5_ Small group work  For instance, using a board game to get students to discuss in small grouops. It helps focus attention and students may find it more exciting and humorous than plain discussion. It only needs little adaptation according to the topic.