1. *

2. 1. Planning an activity
2. Activity route map
3. Exploiting an activity
4. Pair work
5. Small group work
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3. What is activity or task ?
a) The basic building block of a lesson
b) Something that learners do that involves them
using or working with language to achieve some
specific outcome.
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1. “ Real- world ” outcome
2. “ For-the-purposes-of-
learning ” outcome

4. Some things that happen in classroom are not tasks.
A basic and important consideration when planning a
lesson is that learners have some specific thing to
do, whatever the stage of the lesson.
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5.  In using it as the basis for a class activity, which of the following
working arrangements would be possible?
1. Students think and write their answers on their own.
2. Students prepare a short monologue statement of their own views
which they then present to the whole class.
3. A whole-class discussion of ideas and answers.
4. Pairwork discussion.
5. Small-group work.
6. Students walk around and mingle with other students.
7. Written homework.
Speaking
Which of these ‘firsts’ do you remember best?
Your first home
Your first date
Your first dance
Your first friend
Your first love
Your first holiday
Your first hero
Your first English lesson
Your first broken heart

6. *
A few variations on the arrangementsWhat arrangements
can you see?
Students talk together and write nothing; they are permitted to
write.
Individual work
you choose pairs; students choose pairs; pairs are randomly
selected; face to face; back to back; across the room(shouting);
communicating in writing only
Pairwork
Groups have a secretary(note taking duty); groups have an
appointed leader; membership of groups is occasionally
rearranged; groups are allowed to send ‘ambassadors/pirates’ to
other groups (to compare/ gain/ steal ideas)
Small groups (three to six
people)
(as above)Large groups
Students may only talk to one other person at a time; groups
may meet up to maximum of 3,4 or 5 people; time limits on
Whole class: mingle

7.  Basic route map plan for running a simple activity:
1. Before the lesson: familiarize yourself with the material
and activity; prepare any materials or texts you need.
2. In class: lead in/ prepare for the activity
3. Set up the activity (or section of the activity), i.e. give
instructions, make groupings, etc.
4. Run the activity (or section) : students do the activity,
maybe in pairs or small groups while you monitor and help
5. Close the activity (or section) and invite feedback from
the students.
6. Post-activity: do any appropriate follow-on work (having
feedback session on the activity).
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8.  Groups meet up with other groups and compare answers/ opinions.
 Students check answers with the printed answers in the teacher’s book.
 Before the class, you anticipate what the main language problems will be and
prepare a mini-presentation on these areas.
 During the last minutes of a long task, go round the groups and warn them
that each group will be asked to ‘report back’ to the whole class. Ask them to
appoint a spokesperson and to agree on the main message they want to say.
 When checking answers , ask for groups to exchange and compare their
answers across the room themselves
 Or get a student to come up front and manage the answer checking, rather
than doing it yourself.
 Collect in all answer sheets then redistribute them for’ correcting’ by other
students. When everything has been checked, students pair up with those who
marked their paper and listen/ explain/ justify/ argue, etc.
 Correct one student’s answer; that student then goes on to correct other
answers.
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10. Type 1 : Pairwork information gaps
Type 2: pairwork grammar activities
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Studying grammar only partially involves a need for explanation; the
essential heart of learning grammar seems to be that students have lots
of opportunities to try things out themselves.
This is a ‘trying things out themselves’ kind of lesson.

11. *

12. Type 1: Pairwork Information Gaps
 This activity resembles real-life communication.
 This information gap makes a reason for talking.
The tasks are all based around getting the students
to speak and exchange information and ideas, i.e
using language to communicate.
There is some possibility for you to input some
languages, but speaking rather than learning new
things is primary aim.

13.  Guidelines for activity route map:
1. Before the lesson: familiarize yourself with the material
and activity; prepare any materials or texts you need.
2. In class: lead in/ prepare for the activity
3. Set up the activity (or section of the activity), i.e. give
instructions, make groupings, etc.
4. Run the activity (or section) : students do the activity,
maybe in pairs or small groups while you monitor and help
5. Close the activity (or section) and invite feedback from
the students.
6. Post-activity: do any appropriate follow-on work (having
feedback session on the activity).
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14. Students may be better able to:
Speak more fluently
Describe objects, their location, decoration and shape
in precise detail.
Listen carefully and decide which information is
important.
Ask for further clarification of information.
Name some typical objects and activities associated
with the sea, holidays and beaches.
Interact effectively and use time efficiently to solve a
specific puzzle.
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15. This task has two sections
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16. The task is based around learners making
sentences and questions in a range of sentences.
The activity’s level is self-grading.
If students do not know language items, they
simply will not use them.
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17. *

18. *