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					Designing EFL Activities

 Key words: task , activity & project

I. Background
• 1. The current situations of EFL teaching in
  vocational schools
• 2. Analysis of students’ needs and learning
  problems & teachers’ dilemmas in large-
  classed teaching
• 3. The current trend in EFL around the world
 II. What to teach and how to teach
• 1. The 4 skills : listening, speaking, reading &
• 2. Pronunciation, vocabulary & grammar
• 3. Textbook, resources and tasks(activities)
• 4. Teaching design: objectives, students’needs &
  diversity, activities(choosing & sequencing),
  interaction, assessment & feedback & reflection
III. Activities: what do you think?
•   1. Favorite pictures/ads: Pass around some magazines, and have
    each student choose an ad that he or she likes. Give students an
    opportunity to explain their choices.
•   2. Music and thought: Play a recording of instrumental music and
    have some students draw on the board what the music makes them
    think of.
•   3. 103: Just a few minutes before the bell rings, call on your
    students to choose the ten most useful words they came in contact
    with during this class period, then have them narrow it down to the
    three most useful words.

•   4. Smell description: Prepare several paper bags, each
    with a different scent inside (perfume, cinnamon, cheese),
    pass the bags around the class, and let students describe
    what they smell.
1. Plan a vacation Put the students in small groups, and ask each
    group to plan a vacation for you. They must plan where you will go,
    what you will do, who you will go with, and what you will buy. When
    they are finished, have each group present their plans. (speaking )
2. Board selling: Set up a board in your classroom where students
    can buy and sell used items from each other by writing notes in
    English. ( writing)
3. Adjectives & colors: Write a number of adjectives, such as
    mysterious, happy, peaceful, sad, angry, and frustrated on the board.
    Call out a color, and ask your students to tell you which adjective they
    associate with that color. (vocabulary)
4. Whisper,draw ,write,pass & say it: Write a word on a
    slip of paper and show it to a student. This student must whisper it to
    the second student. Then the second student must draw a picture of
    what he or she heard, and show it to the third student. The third
    student, then, writes the word that represents the picture and shows
    it to the fourth student. Then the fourth student whispers it to the
    fifth student.... and so on. This continues until you get to the last
    student, who must say the word to the class (vocabulary)
Types of Activities: purpose + focus
 •   1. Maintaining discipline in the classroom
 •   2. Mainly speaking
 •   3. Mainly listening
 •   4. Mainly reading
 •   5. Mainly writing
 •   6. Vocabulary & grammar
 •   7. Others
1.Maintaining discipline in the classroom
 • 1. Spatial anchoring:
      when students are sleepy and absent-
 • 2. The disappearing word: noise control
 • 3. Safekeeping box
 • 4. What’s your ways?
2. Mainly     speaking
•   1. Newspaper pictures
•   F
•   2. 4/3/2/1
•   3. Be actors
•   4. Interview your neighbors and report
•   5. Scenario
•   6. What’s your ways?
Mainly reading
 • 1. Circle the word you don’t know
 • 2. Matching( paragraph & main idea;picture &
 • 3. Put the sentences in the right place
 • 4. Mind-mapping
 • 5. Jigsaw
 • 6. Reading aloud the meaningful groups

• Cloze Procedure
• Selected key words are removed from the
  text of the song and are placed in a word
  list that precedes the song lyrics. Students
  fill in the missing words as they listen to
  the song.
6. Vocabulary & grammar
•   1. Crossword & puzzle
•   2. Classifying:mind mapping
•   3. Physical action vocabulary & metaphor
•   4. The odd one out
•   5. Identify the rules
•   6. Transforming
• * Word Bingo--Students select words from the
  text of the song and place them in a bingo grid.
  Individually or in small groups, students then
  mark off the words as they hear them in the song.
  The first student or group to check off all the
  words is the winner.
• * Reordering--Particular phrases of the song are
  listed in an incorrect order. Students must
  number the phrases in the order that they
  appear in the song. An alternative activity is to
  write the song phrases on sentence strips.
  Students must then organize the strips in the
  proper order.
• Retelling
• Depending on the language capabilities of the students,
  retelling can begin with a simulation of the action
  within the song. Then, the students retell the story of
  the song in their own words, in a round, with each
  student contributing as much as he or she can in one
  sentence. As an extension of this activity, students
  could work in groups to illustrate scenes from the song.
  The groups could then retell the story using their
• Discussion
• The students begin by identifying the characters and
  their actions within the song, and then discuss the
  issues or meaning present in the song.
•   Twenty Successful Activities
•   1. Find Someone Who         2. Find the Differences
•   3. Drawing a Picture
•   4. Information Gap: Simple Completion
•   5. Information Gap: Group Problem Solving
•   6. Ranking      7. True or False? 8. Auction
•   9. If You Were the Judge (Real Court Cases)
•   10. Liar (Groups of Four)
•   11. Pair Talking (Minimal Pairs and Difficult Sounds)
•   12. Communication Crossword Puzzles
•   13. Twenty Questions 14. Solve the Mystery: Finish the
    Story           15. Role Play (Pairs)
•   16. Flexible Odd-Man Out (Groups of Three)
•   17. English Language Question Task Cards
•    18. Battle: Find It First 19. Tell It Three Times: 3-2-1
•   20. Strip Story
• Ten Unsuccessful Activities
•   1. Presenting a Discussion Topic without Any Tasks
•   2. Using a Task Inappropriate for Students’ Age
•   3. Using a Task Unsuitable for Students’ Proficiency
•   4. Using Discussion Prompts that Can’t Generate
•   5. Using a One-Way Task
•   6. Using a Problem-Solving Task with a Difficult
•   7. Using a Task with Overly Complicated Instructions
•   8. Pretending that Checking Answers Is the Same
•   as Discussing
•   9. Choosing an Inappropriate Topic for the Students
•   10. Using Videos Incorrectly as a Speaking Task

• 1、活动性质:职业特色的学生英语活动
• 2 、活动组织:覆盖专业所有班级,组织
• 3、活动设计的基本内容包括:主题目标、