CLASSROOM
ACTIVITIES
1. Nguyễn Thị Lan Luyến
2. Lê Gia Mẫn
3. Nguyễn Văn Hoàng
4. Nguyễn Anh Khoa
5. Võ Nguyên Hạnh
01 Planning an
activity
02 Running the
Table of Contents
activity
03 Closing the
activity
04 Post
activity
An activity or task can be
considered as
a basic building block of a
lesson.
An activity/Task is something
that learners do that involves
them using or working with
language to achieve some
specific outcome.
(Scrivener,
2011)
Activities with Activities with
a 'real- 'for-the-
world' purposes-of-
outcome learning'
outcome :
Reason for Planning
However, some things that
1
happen in the classroom are not
Add Your Pic Here qualified enough to be called
“tasks”.
Planning is needed to prepare
a task that is genuinely useful
for students
(Harmer, 2007)
Reason for Planning
Evidence of a plan shows that
2
the teacher has devoted time to
Add Your Pic Here
thinking about the class and
strongly suggests a level of the
teacher’s professionalism and
a commitment. (Harmer,
2007)
Reason for Planning
A plan gives the
3
lesson/activity a framework,
Add Your Pic Here helps to remind teachers what
they intended to do —
especially if they get
momentarily distracted.
(Harmer, 2007)
Reason for Planning
A plan shows its advantages
both for student confidence
Add Your Pic Here
in the teacher and also
provides a framework for
teachers to work from.
(Harmer, 2007)
Some criteria for the
planning or selection of
tasks are:
1.Interest
2.Level
3.Relevance
4.Simplicity
5.Personal
appropriateness
Steps to plan an
activity:
Who exactly are the students for this activity?
Identify the purpose of the activity and how it
fits in with the rest of the lesson (before and
after)
Familiarise with the material and the activity
Decide organisational steps to be involved
How long will they take?
What seating arrangements / rearrangements
Steps to plan an
What questions might they have?
activity:
What will teachers’ role be at each stage?
What instructions are needed and how will they
be given? (explained, read, demonstrated)?
Decide whether a chairperson or secretary is
needed for each group
Anticipate potential problems (errors) and
suitable support (visual aids, additional
material) during the procedures.
Examples of potential
problems:
• The tape/CD player or computer program
suddenly doesn’t work
• Teachers forget to bring the material they
were relying on
• The uneven number of students
• The students look at the planned reading
text and say ‘We’ve done that before”
II. Running the
activity
2.1.Lead-in
Add Your Pic Here
2.2.Setting on the
activity
2.1. Lead-in activity
to raise motivation/interest and focus on
language items to be taught through the activity
• Show pictures / videos
• Elicit learners’ opinions on different viewpoints
• Arouse curiosity / get interest
2.2.
2.2.Setting
Settingup
upthe
theactivity
activity
Organization
-Pair work: easier to organize; suitable
for shorter collaborative tasks
-Group work: harder to organize and
control; yet more ideas can be
contributed
-Individual work: autonomy and
individualisation
-Environment: tables and chairs
Potential group work
problems:
Teachers
- Some teachers fear may lose control
- Students might start using the L1 too much, make a lot
of noise, not engaged
Students
- May prefer a teacher-led classroom or working
individually
- Might think that working with other students does not
result in serious learning
- Individual learning style. Some students simply learn
best when working on their own, and working in groups
Some criteria for effective
instructions:
1. Students’ attention
2. Simple language
3. Consistency
4. Visual or written clues
5. Demonstrations
6. Ask instruction checking
questions
Running the Activity
Take a Monitor without
backstage and interference
let students
work on the
task
Notice errors Provide help
or good pieces when the
of language activity proven
and save them to be too
for feedback difficult
III. Closing the activity
•Review and summarize the information presented
during the section
•Connect new learning with past knowledge
•Apply their problem solving skills and understanding
of the content
•Students’ understanding of the activity
•Highlights areas that require further clarification or
re-teaching
Ways to close the activity
Close the activity properly Avoid stopping the section at a random point
Make a judgement about Different groups are finishing at different time
when coming together as a
whole class
Give a time warning Close the activity while many students are still
working
IV. Post Activity
Have you ever asked the class if
there were any questions and
Add Your Pic Here
just answered the questions on
the spot?
IV. Post Activity
- Lead to confusing and long-
winded spontaneous teaching
Add Your Pic Here
- It can be dull simply go over
things that have already been
done in small groups
(Scrivener, 2011)
IV. Post Activity
“It is usually important to have
some kind of feedback session
Add Your Pic Here
on the activity. This stage is
vital and typical under -
planned by teachers”
Scrivener, 2011
Post Activities
Regroup and Groups Repair Have the
compare ask language next stage
(jigsaw) each errors ready
other Qs
Student Students
Vote and Review
s report lead the
debate language
answers checking
to class outcome used
of
Thank You
Classroom
Activities
1.Planning an
activity
2.Running the
activity
3.Closing the
