Designing EFL Activities

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Designing EFL Activities

• Key words task , activity project

??? 2006?4?26?
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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

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II. What to teach and how to teach

• 1. The 4 skills listening, speaking, reading
  writing
• 2. Pronunciation, vocabulary grammar
• 3. Textbook, resources and tasks(activities)
• 4. Teaching design objectives, studentsneeds
  diversity, activities(choosing sequencing),
  interaction, assessment feedback reflection

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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.

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• 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 )
• 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)
• 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)

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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

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1.Maintaining discipline in the classroom

• 1. Spatial anchoring
• when students are sleepy and absent- minded
• 2. The disappearing word noise control
• 3. Safekeeping box
• 4. Whats your ways?

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2. Mainly speaking

• 1. Newspaper pictures
• 2. 4/3/2/1
• 3. Be actors
• 4. Interview your neighbors and report
• 5. Scenario
• 6. Whats your ways?

• F

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Mainly reading

• 1. Circle the word you dont know
• 2. Matching( paragraph main ideapicture
  paragraph
• 3. Put the sentences in the right place
• 4. Mind-mapping
• 5. Jigsaw
• 6. Reading aloud the meaningful groups

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USING MUSIC TO PROVIDE STUDENTS WITH CHALLENGING
LEARNING ACTIVITIES

• 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.

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6. Vocabulary grammar

• 1. Crossword puzzle
• 2. Classifyingmind mapping
• 3. Physical action vocabulary metaphor
• 4. The odd one out
• 5. Identify the rules
• 6. Transforming

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• 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.

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• 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
  illustrations.
• 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.

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• 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

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• 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 Cant Generate
  Discussion
• 5. Using a One-Way Task
• 6. Using a Problem-Solving Task with a Difficult
  Solution
• 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

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