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Classroom Teaching Activity Menu.pdf

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 Why activity is important in teaching? It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions. Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways. Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.

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I. Introduction  Why activity is important in teaching? It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions. Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways. Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate. A good methodology lesson has five basic components: 1) Review, 2) Preparation, 3) Presentation, 4) Practice 5) Use/ produce / feedback 5) Homework. Additionally, an effective lesson will recognize what teachers or students already know, ask them to apply information to a real life task and provide a variety of different activities that will keep them from getting bored. A good methodology lesson will apply all the principles of good teaching whether it’s supporting different learning preferences, balancing teacher- and student-centered activities, grading all students objectively or providing positive feedback on learners’ work. It doesn’t make much sense to tell learners to do something if the methodology teacher isn’t doing it herself!

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The review stages focuses on principles presented in the previous lesson if they have link with new lesson . Learners may be asked to remember the information or apply the information in a new way. If possible, the review stage can also be connected to the theme of the current lesson. The preparation stage gets learners ready for the new theme. It may ask learners to think about their experience as teachers or students, to put themselves in the place of the learners in their own classroom or to analyze some form of data. The presentation stage gives learners the new information. In some cases the teacher may present ideas. In other cases, the learners may read a text or think about and analyze information in response to questions asked by the teacher. The presentation stage gives learners the new information. In some cases the teacher may present ideas. In other cases, the learners may read a text or think about and analyze information in response to questions asked by the teacher. Then they should do a more productive and creative task or use the learnt language as feed back like designing an activity or a piece of writing that requires them to apply what they have learned to a real life task. Finally, the teacher assigns homework. Assigning homework gives learners more time to practice using the new principles they have learned in class. More importantly, homework assignments give learners a chance to use the new principle in their classroom or practice teaching and reflect about its effect on the learners in their classroom. Description of Activities Buzz Group Lecture Teacher prepares a lecture. Every few minutes she stops and asks learners to process the new information for a few minutes. Learners may work individually, in pairs or in small groups to “buzz” – to summarize what they have learned, answer a specific question about information presented or information that will be presented, write a question for the teacher, try to predict what the teacher will say next, make a list of key words, write two sentences about information they think is important, identify information that conflicts with what they have learned before, exchange notes with another learner, etc. The “buzzing” can be done orally or in writing and learners may work with different groups or partners during each stop.

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Carbon Copy Sharing Learners work in groups, using carbon paper to make copies of their answers. The number of copies should be enough for all of the groups in the class. After groups finish, they give other groups a copy of their work, and all groups compare what they have done or check to be sure that work is correct. Discussion Learners can discuss some question or questions in pairs, small groups, large groups. When students work in groups it maybe useful to assign roles: a recorder to make notes while the group discusses, a timekeeper to be sure that the group finishes the assignment, a speaker to report conclusions to the class, a manager to be sure that all group members have expressed their opinion. Evaluate a lesson plan Ask learners to evaluate a lesson plan or dialog – one you bring or one the learners have brought. There are several possible steps to this activity 1) evaluation – is the lesson plan/dialog a good example of using the new idea, and 2) adapt the lesson plan/dialog so that it is a good example of using the ideas, 3) What feedback could you give for the person who wrote the lesson plan or dialog? Four Corners The teacher writes four different statements (I always write a very detailed lesson plan, and I am very strict about following it. I’ve been teaching for fifteen years and already know how and what to teach at every lesson without writing a lesson plan. I’m more comfortable if I make a lesson plan, but if the plan doesn’t work, I’ll try something else. I don’t like to write lesson plans, because it seem like no matter how well I plan, the lesson always changes when I am in the classroom.) on four pieces of paper and hangs one statement in each corner of the room. Learners read all statement and then decide with which statement they most agree. The students standing in each corner should discuss their opinion and choose a spokesperson that will speak for the group. This activity can also be done with more than four statements. Four-Step Interview Learners work in groups of four. First learner A interviews learner B and learner C interviews learner D. Then learner B interviews learner A while learner D interview learner C. Then learner A interviews learner C about what learner D has said and learner B interviews learner D about what learner B said. Finally, learner C interviews learner A about what learner B said and learner D interview learner B about what learner A has said: Step 1 Step 2 Step 3 Step 4 A  B A  B A B A B     C  D C  D C D C D

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Information Gallery : The teacher puts different pieces of information (examples of grammar practice or reading activities, objectives, graphic organizers or pre-writing activities, activities designed by learners, etc.) on the wall of the classroom or in the hall. The teacher should give learners an assignment to complete while looking at the information (Which activities are the most like real life language use? Identify poorly written objectives and re-write them. What type of information is represented by the different graphic organizers? Write a  if you like something about the activity, an  if you disagree with some aspect of the activity and a ? if you don’t understand something about the activity). Learners take a tour of all the information and complete the assignment. After learners have finished their task the teacher should ask them to report their work. If the information gallery is made from activities or lesson plans designed by learners, the teacher can ask each group to explain or defend their work. An information gallery can also be made of questions. On a large sheet of paper, the teacher should write a question and put the sheets around the room or in the hall. Learners can work individually, in pair or in groups to write their answer on the sheet of paper. It may be useful to give learners different colored markers or pencils so that their work can be easily identified. Information Tour The teacher brings a number of examples of a types of information to class (textbooks, methodology books, lesson plans, written work from students, visual aids, books in the target language, resumes, reports, observation notes, etc.) and puts the information on a large central table or on tables around the room. She gives learners an assignment (choose a textbook you would like to use in your class, make a list of information about communicative teaching, how are the lesson plans different, what kinds of errors did learners make in their work and how did the teacher correct them, how could these visual aids be used, which books would your students most like to read, which resume do you think would be the best teacher) and then gives learners time to look at all the information and complete the task. It may be necessary to remind the learners to look at all the information instead of just reading one or two. It is also necessary to be sure that there are sufficient materials and enough space for all the learners to read at the same time.

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KWL Table Teachers can ask learners to make a KWL (know, want to know, learned) table at the beginning of a class or before a lecture or text. Before reading, learners should list what they already know about the subject and what they’d like to know about the subject. After the class, lecture or text learners should write down what they’ve learned about the subject: What I know about the subject. What I’d like to know about the subject. What I learned about the subject. Learners can add an additional column to the table that records how they learned the information or a column for ideas that contradict what they believe or things that they still want to know more about after getting information in the class, lecture or text. . Lecture Preview The teacher writes an outline or graphic organizer of her lecture notes, a list of key word or ideas, or a list of questions on the blackboard or poster. She gives learners time to copy the information and then asks them to predict what she will say. They may write a sentence or two they expect to hear during the lecture. While the teacher is lecturing, learners can listen for the key words or answers to the questions she wrote on the blackboard, complete a sentence or fill in the blanks in the outline or graphic organizer. Listing Ask learners to make a list of something. Learners can be given a limited amount of time or can be assigned to make a list with a specific number of items. For example: “Make a list of usual grammar practice activities,” “List three things you don’t like about your textbook,” or “What are some ways to correct errors?”

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Mixed Work Learners choose if they want to work individually, with a pair or in small groups. At the same time during the activity, there will be individual, pairs and groups working at the same time. Rating or Evaluating Ask learners to compare two or more things and decide which one is better, more appropriate or more interesting. Learners can compare two lesson plans (in which lesson would you prefer to be a learner?) or a list of activities or techniques (which techniques for presenting vocabulary do you think are the most useful?). Learners can select the option they like best, or list the option in order from most to least useful or interesting. It is also useful to ask learner to explain their opinion. Rating Line The teacher writes a statement on the blackboard (Teachers should correct every mistake.) and asks learners to decide if they agree or disagree. Learners should stand up and interview their classmates to find out their opinion. Then learners should arrange themselves in a line from those who most agree with the statement to those who least agree with the statement. Finally the teacher should ask learners at different places in the line to explain their opinions. It can be useful for teacher to provide a rating scale to help learners arrange themselves in the line: Reflective Writing/Reflective Journals Learners should write about their experiences as teachers or as learners (Describe a teacher that made you feel bad, What was the last new word you learned? How did you learn it? How would your students describe you?). Sentence Completion Teacher can write the beginning or ending of a sentence on the blackboard and ask learners to complete the sentence. Teachers should carefully select sentences which allow learners to answer creatively and which will produce different answers. For example:  Learning styles are _______  Teachers should remember to _______ when teaching grammar.  When using a reading text, _______.  A Lesson plan _______.

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Simulation/Case Study : The teacher prepares a description of some real life problem or task (students who misbehave in class, group work that doesn’t go as planned, a teacher who must choose a new textbook) and any necessary supporting materials to give learner more information about the situation (an audio or video tape recording of the misbehavior, journal entries, feedback or samples of written work from learners who were working in groups, a selection of textbooks). Teachers may also include other materials to make the simulation more real life: transcription of a dialog or classroom interaction, diaries or journals, lesson plans, homework assignments, observation reports, letters or e-mail messages, a syllabus, charts or graphs, exams, etc. Learners may work individually, in pairs or groups to discuss the problem and find a solution or decide on a course of action. A simulation can be very simple (decide how you would correct this error) or very complex (plan a methodology seminar for a group of teachers). It is useful for the teacher to clearly identify the steps that learners should follow in discussing and analyzing the case study (first make a list of the possible causes, then re-read the description and the product of their work (a lesson plan, written feedback for the teacher, a transcription of a dialog, a written report, an observation report, etc.) Spies Learners work in groups of three or four students. One member of the group visits the next group to “spy” on their work. Then she returns to her group and tells them what she has seen. A second member of the group visits a second group to “spy” on them and report back to her groups. Then a third member of the group visits a third groups to see what they are doing and report back to her group. Teach back Ask learners to work in pairs or small groups. Learners should take turns teaching each other information. It may be helpful to ask learners to imagine that they are teaching a colleague or a learner who doesn’t know anything about the subject. It may also be helpful to give learners a few minutes to review their notes or make an outline or mind map before starting or to write some key words on the blackboard to guide them. Learners can take turns according to the alphabetical order in which their first or last names occur in the alphabet, or whose birthday comes first in the year. For examples, a learner whose birthday is in February will teach for the first five minutes and then the learner whose birthday is in June will continue for five minutes more.

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1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4     expert groups Think-Pair-Share Learners think or write individually, then share their answers with a partner. Finally the pair shares their answers with the class. Think-pair-square Learners think or write individually, then share then answers with a partner. Finally the pair shares their answers with another pair. Three-Step Interview In a three-step interview, first learner A interviews learner B and learner C interviews learner D. Then learner B interviews learner A while learner D interview learner C. In the third step A, B, C and D all share what they learned with the whole group: Step 1 Step 2 Step 3 A  B A  B A B  C  D C  D C D Visualization Ask learners to close their eyes and imagine a situation, place or person (an occasion when you felt stupid in a language class, a good teacher you had in school). Then learners should describe, in writing or orally what they imagined. It is useful to follow this activity with a question that asks learners to analyze what they imagined (What effect did feeling stupid have on your motivation? What did the teacher do that made you like her?). Walking Interview Learners are given a list of questions. While walking around the classroom, they ask other learners to report their answers. Learners can interview all classmates if the class is small or a specific number of classmates if the class is larger. cooperative groups    

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Zigzag Activity The teacher prepares pieces of text or different tasks. If pieces of a text are used, each piece must make sense by itself. The teacher explains all instructions, from start to finish, before learners begin working on the task so that learners can prepare for each step of the zigzag. 1. Learners count off according to the number of pieces of text or task. The 1,2,3 groups are called cooperative groups. The group of all 1’s, all 2’s, all 3’s are called expert groups. 2. Each expert group will work on a piece of text or a specific task and prepare to present their material to their cooperative group. The teacher should instruct every expert group member to make notes or a graphic organizer to help them teach their cooperative group mates. 3. The teacher takes the pieces of text. 4. Experts return to their cooperative group and teach their group mates what they’ve learned. 5. The cooperative group works together on a task that can only be completed if every group member participates (a formula or rule, a graphic organizer, a list, a paragraph, etc.). 6. The teacher checks the cooperative group tasks. 7. The teacher tests each individual student to see if they have mastered the information. For example, a quiz which requires learners to apply all of the information from the zigzag. If there is not the right number of students for a jigsaw activity, the teacher can ask some student to be “twins” – to work as if they were one person. Teachers can ask learners to count off; family members, seasons, colors, etc. Then the teacher can ask learners to work with other “fathers,” “springs,” “blues,” in their expert groups and return to their “families,” “seasons,” or “rainbows” to share what they have learned. The teacher can help learners prepare to present information to their cooperative groups by giving them a blank graphic organizer or outline to fill out while working, a list of key words they should define, or questions that will help them focus on the most important information. Learners can practice their presentation in their expert groups before they return to their cooperative groups. A zigzag can give the same information but different tasks to different groups (all groups have information about air pollution, one group makes a graphic organizer, one groups defines key words, one group identifies examples of air pollution in the city), different information and the same task (one group reads about air pollution, one about water pollution and one about light pollution, all groups write a five-sentence summary), or different information and different tasks (one group reads about air pollution and makes an outline, another groups reads about water pollution and makes a cause and effect diagram, the last group reads about light pollution and makes a mind map). The teacher can give different roles (reader, writer, group leader, summarizer, timekeeper, etc.) to group members. She can also give different resources to different group members (a dictionary to one, markers to another, etc.), Jigsaw activities require careful planning, but they help students understand and master the skills or concepts better than working alone. Plan your instructions very carefully; write out each step and be sure that learners understand the whole process before beginning.

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 Adding to these types of activities teachers have to integrate each time the Examiner Guide tasks In order to help their learner get used to the testing typology Reading Comprehension tasks : Matching : -Match each title/heading/idea with the corresponding paragraph. Match the dates with the corresponding events. Match the answers in column B with the corresponding questions in column A. Information transfer : -Complete the table /diagram/plan/chart/form… with information from the text. -Complete the table with the events that correspond to the dates. Multiple Choice Questions -Choose (a, b, c or d) to complete the following sentences. -Which sentence best summarizes the text (provide four sentences). -Choose the most appropriate title (provide four titles). -The text is about : a)……./ b)……../ c)……../ d)……… Auxiliary Questions : -Answer the following questions.(yes/no questions) Open Ended Questions: -Answer the following questions (inference questions). Eg: What is ….?

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Listing : -Find in the text four similarities/differences between (people, places, …) -Find in the text two similarities and two differences between……. True / False or Not Mentioned: -Read the following statements and write “True”/ “False” or “Not mentioned” Identification : -What do the underlined words in the text refer to? In which paragraph is it mentioned that …..? Lexis:  Matching :  Match each word with its appropriate definition /meaning.  Match the words in column a with their equivalents/opposites in column B.  Match each verb with its appropriate definition.  Multiple Choice Questions  -What do these words mean?- Choose the right word (provide four meanings/synonyms for each word).  -Eg: clever=…………………………………………  a)stupid b)ignorant c)intelligent d)witty  Finding:  Find in the text words/ expressions that have the following definitions / meanings.  Find in the text words that are closest in meaning to the following.  Find in the text words that are opposite in meaning to the following.

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 Transformation :  Rewrite the following passage or sentences using the suitable tense.  -Turn the following sentences /passage into the negative/passive/active/plural/singular/….. .  -Make a noun /verb/adjective/adverb from each of the followingwords:  -Choose the correct prefix to form the opposites of these words:  -Add the correct prefix to form the opposite adjective.  -Note: Provide the adjectives (e.g.: kind – polite – patient - regular -sensitive etc…..) Editing : Spot the mistakes and write the corrected sentences (or passage) on your answer sheet. Correct the underlined mistakes. Eg.: My friend celebrated his birthday. He invited me four lunch when we are in skikda, yesterday. Note: The passage must be related to the text . Supply the punctuation and the capital letters where necessary. Completion :  Fill in the gaps with the suitable words. They can either be provided or not.  Complete the following conversation with the right questions.  Complete the following sentences with the correct relative pronoun.(in context)  Complete the following sentences using the comparative form / superlative form of the adjective in brackets. (in context)

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Combining :  Combine the following phrases (or sentences) using connectors, linking words … Pronunciation Sound Recognition :  In each list, pick out the word with a different vowel sound. (Four words in each list).  Example: date –late –mat-lane  Note: Give 4 words containing the same vowel letter among  Which one has a different vowel sound.  Write the following words in the right box according to their consonant sound :  “couple/slice/cute/rice” /s/ /k/ 1) 2) 1) 2)

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Classroom Teaching Activity Menu.pdf

  • 1. I. Introduction  Why activity is important in teaching? It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions. Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways. Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate. A good methodology lesson has five basic components: 1) Review, 2) Preparation, 3) Presentation, 4) Practice 5) Use/ produce / feedback 5) Homework. Additionally, an effective lesson will recognize what teachers or students already know, ask them to apply information to a real life task and provide a variety of different activities that will keep them from getting bored. A good methodology lesson will apply all the principles of good teaching whether it’s supporting different learning preferences, balancing teacher- and student-centered activities, grading all students objectively or providing positive feedback on learners’ work. It doesn’t make much sense to tell learners to do something if the methodology teacher isn’t doing it herself!
  • 2. The review stages focuses on principles presented in the previous lesson if they have link with new lesson . Learners may be asked to remember the information or apply the information in a new way. If possible, the review stage can also be connected to the theme of the current lesson. The preparation stage gets learners ready for the new theme. It may ask learners to think about their experience as teachers or students, to put themselves in the place of the learners in their own classroom or to analyze some form of data. The presentation stage gives learners the new information. In some cases the teacher may present ideas. In other cases, the learners may read a text or think about and analyze information in response to questions asked by the teacher. The presentation stage gives learners the new information. In some cases the teacher may present ideas. In other cases, the learners may read a text or think about and analyze information in response to questions asked by the teacher. Then they should do a more productive and creative task or use the learnt language as feed back like designing an activity or a piece of writing that requires them to apply what they have learned to a real life task. Finally, the teacher assigns homework. Assigning homework gives learners more time to practice using the new principles they have learned in class. More importantly, homework assignments give learners a chance to use the new principle in their classroom or practice teaching and reflect about its effect on the learners in their classroom. Description of Activities Buzz Group Lecture Teacher prepares a lecture. Every few minutes she stops and asks learners to process the new information for a few minutes. Learners may work individually, in pairs or in small groups to “buzz” – to summarize what they have learned, answer a specific question about information presented or information that will be presented, write a question for the teacher, try to predict what the teacher will say next, make a list of key words, write two sentences about information they think is important, identify information that conflicts with what they have learned before, exchange notes with another learner, etc. The “buzzing” can be done orally or in writing and learners may work with different groups or partners during each stop.
  • 3. Carbon Copy Sharing Learners work in groups, using carbon paper to make copies of their answers. The number of copies should be enough for all of the groups in the class. After groups finish, they give other groups a copy of their work, and all groups compare what they have done or check to be sure that work is correct. Discussion Learners can discuss some question or questions in pairs, small groups, large groups. When students work in groups it maybe useful to assign roles: a recorder to make notes while the group discusses, a timekeeper to be sure that the group finishes the assignment, a speaker to report conclusions to the class, a manager to be sure that all group members have expressed their opinion. Evaluate a lesson plan Ask learners to evaluate a lesson plan or dialog – one you bring or one the learners have brought. There are several possible steps to this activity 1) evaluation – is the lesson plan/dialog a good example of using the new idea, and 2) adapt the lesson plan/dialog so that it is a good example of using the ideas, 3) What feedback could you give for the person who wrote the lesson plan or dialog? Four Corners The teacher writes four different statements (I always write a very detailed lesson plan, and I am very strict about following it. I’ve been teaching for fifteen years and already know how and what to teach at every lesson without writing a lesson plan. I’m more comfortable if I make a lesson plan, but if the plan doesn’t work, I’ll try something else. I don’t like to write lesson plans, because it seem like no matter how well I plan, the lesson always changes when I am in the classroom.) on four pieces of paper and hangs one statement in each corner of the room. Learners read all statement and then decide with which statement they most agree. The students standing in each corner should discuss their opinion and choose a spokesperson that will speak for the group. This activity can also be done with more than four statements. Four-Step Interview Learners work in groups of four. First learner A interviews learner B and learner C interviews learner D. Then learner B interviews learner A while learner D interview learner C. Then learner A interviews learner C about what learner D has said and learner B interviews learner D about what learner B said. Finally, learner C interviews learner A about what learner B said and learner D interview learner B about what learner A has said: Step 1 Step 2 Step 3 Step 4 A  B A  B A B A B     C  D C  D C D C D
  • 4. Information Gallery : The teacher puts different pieces of information (examples of grammar practice or reading activities, objectives, graphic organizers or pre-writing activities, activities designed by learners, etc.) on the wall of the classroom or in the hall. The teacher should give learners an assignment to complete while looking at the information (Which activities are the most like real life language use? Identify poorly written objectives and re-write them. What type of information is represented by the different graphic organizers? Write a  if you like something about the activity, an  if you disagree with some aspect of the activity and a ? if you don’t understand something about the activity). Learners take a tour of all the information and complete the assignment. After learners have finished their task the teacher should ask them to report their work. If the information gallery is made from activities or lesson plans designed by learners, the teacher can ask each group to explain or defend their work. An information gallery can also be made of questions. On a large sheet of paper, the teacher should write a question and put the sheets around the room or in the hall. Learners can work individually, in pair or in groups to write their answer on the sheet of paper. It may be useful to give learners different colored markers or pencils so that their work can be easily identified. Information Tour The teacher brings a number of examples of a types of information to class (textbooks, methodology books, lesson plans, written work from students, visual aids, books in the target language, resumes, reports, observation notes, etc.) and puts the information on a large central table or on tables around the room. She gives learners an assignment (choose a textbook you would like to use in your class, make a list of information about communicative teaching, how are the lesson plans different, what kinds of errors did learners make in their work and how did the teacher correct them, how could these visual aids be used, which books would your students most like to read, which resume do you think would be the best teacher) and then gives learners time to look at all the information and complete the task. It may be necessary to remind the learners to look at all the information instead of just reading one or two. It is also necessary to be sure that there are sufficient materials and enough space for all the learners to read at the same time.
  • 5. KWL Table Teachers can ask learners to make a KWL (know, want to know, learned) table at the beginning of a class or before a lecture or text. Before reading, learners should list what they already know about the subject and what they’d like to know about the subject. After the class, lecture or text learners should write down what they’ve learned about the subject: What I know about the subject. What I’d like to know about the subject. What I learned about the subject. Learners can add an additional column to the table that records how they learned the information or a column for ideas that contradict what they believe or things that they still want to know more about after getting information in the class, lecture or text. . Lecture Preview The teacher writes an outline or graphic organizer of her lecture notes, a list of key word or ideas, or a list of questions on the blackboard or poster. She gives learners time to copy the information and then asks them to predict what she will say. They may write a sentence or two they expect to hear during the lecture. While the teacher is lecturing, learners can listen for the key words or answers to the questions she wrote on the blackboard, complete a sentence or fill in the blanks in the outline or graphic organizer. Listing Ask learners to make a list of something. Learners can be given a limited amount of time or can be assigned to make a list with a specific number of items. For example: “Make a list of usual grammar practice activities,” “List three things you don’t like about your textbook,” or “What are some ways to correct errors?”
  • 6. Mixed Work Learners choose if they want to work individually, with a pair or in small groups. At the same time during the activity, there will be individual, pairs and groups working at the same time. Rating or Evaluating Ask learners to compare two or more things and decide which one is better, more appropriate or more interesting. Learners can compare two lesson plans (in which lesson would you prefer to be a learner?) or a list of activities or techniques (which techniques for presenting vocabulary do you think are the most useful?). Learners can select the option they like best, or list the option in order from most to least useful or interesting. It is also useful to ask learner to explain their opinion. Rating Line The teacher writes a statement on the blackboard (Teachers should correct every mistake.) and asks learners to decide if they agree or disagree. Learners should stand up and interview their classmates to find out their opinion. Then learners should arrange themselves in a line from those who most agree with the statement to those who least agree with the statement. Finally the teacher should ask learners at different places in the line to explain their opinions. It can be useful for teacher to provide a rating scale to help learners arrange themselves in the line: Reflective Writing/Reflective Journals Learners should write about their experiences as teachers or as learners (Describe a teacher that made you feel bad, What was the last new word you learned? How did you learn it? How would your students describe you?). Sentence Completion Teacher can write the beginning or ending of a sentence on the blackboard and ask learners to complete the sentence. Teachers should carefully select sentences which allow learners to answer creatively and which will produce different answers. For example:  Learning styles are _______  Teachers should remember to _______ when teaching grammar.  When using a reading text, _______.  A Lesson plan _______.
  • 7. Simulation/Case Study : The teacher prepares a description of some real life problem or task (students who misbehave in class, group work that doesn’t go as planned, a teacher who must choose a new textbook) and any necessary supporting materials to give learner more information about the situation (an audio or video tape recording of the misbehavior, journal entries, feedback or samples of written work from learners who were working in groups, a selection of textbooks). Teachers may also include other materials to make the simulation more real life: transcription of a dialog or classroom interaction, diaries or journals, lesson plans, homework assignments, observation reports, letters or e-mail messages, a syllabus, charts or graphs, exams, etc. Learners may work individually, in pairs or groups to discuss the problem and find a solution or decide on a course of action. A simulation can be very simple (decide how you would correct this error) or very complex (plan a methodology seminar for a group of teachers). It is useful for the teacher to clearly identify the steps that learners should follow in discussing and analyzing the case study (first make a list of the possible causes, then re-read the description and the product of their work (a lesson plan, written feedback for the teacher, a transcription of a dialog, a written report, an observation report, etc.) Spies Learners work in groups of three or four students. One member of the group visits the next group to “spy” on their work. Then she returns to her group and tells them what she has seen. A second member of the group visits a second group to “spy” on them and report back to her groups. Then a third member of the group visits a third groups to see what they are doing and report back to her group. Teach back Ask learners to work in pairs or small groups. Learners should take turns teaching each other information. It may be helpful to ask learners to imagine that they are teaching a colleague or a learner who doesn’t know anything about the subject. It may also be helpful to give learners a few minutes to review their notes or make an outline or mind map before starting or to write some key words on the blackboard to guide them. Learners can take turns according to the alphabetical order in which their first or last names occur in the alphabet, or whose birthday comes first in the year. For examples, a learner whose birthday is in February will teach for the first five minutes and then the learner whose birthday is in June will continue for five minutes more.
  • 8. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4     expert groups Think-Pair-Share Learners think or write individually, then share their answers with a partner. Finally the pair shares their answers with the class. Think-pair-square Learners think or write individually, then share then answers with a partner. Finally the pair shares their answers with another pair. Three-Step Interview In a three-step interview, first learner A interviews learner B and learner C interviews learner D. Then learner B interviews learner A while learner D interview learner C. In the third step A, B, C and D all share what they learned with the whole group: Step 1 Step 2 Step 3 A  B A  B A B  C  D C  D C D Visualization Ask learners to close their eyes and imagine a situation, place or person (an occasion when you felt stupid in a language class, a good teacher you had in school). Then learners should describe, in writing or orally what they imagined. It is useful to follow this activity with a question that asks learners to analyze what they imagined (What effect did feeling stupid have on your motivation? What did the teacher do that made you like her?). Walking Interview Learners are given a list of questions. While walking around the classroom, they ask other learners to report their answers. Learners can interview all classmates if the class is small or a specific number of classmates if the class is larger. cooperative groups    
  • 9. Zigzag Activity The teacher prepares pieces of text or different tasks. If pieces of a text are used, each piece must make sense by itself. The teacher explains all instructions, from start to finish, before learners begin working on the task so that learners can prepare for each step of the zigzag. 1. Learners count off according to the number of pieces of text or task. The 1,2,3 groups are called cooperative groups. The group of all 1’s, all 2’s, all 3’s are called expert groups. 2. Each expert group will work on a piece of text or a specific task and prepare to present their material to their cooperative group. The teacher should instruct every expert group member to make notes or a graphic organizer to help them teach their cooperative group mates. 3. The teacher takes the pieces of text. 4. Experts return to their cooperative group and teach their group mates what they’ve learned. 5. The cooperative group works together on a task that can only be completed if every group member participates (a formula or rule, a graphic organizer, a list, a paragraph, etc.). 6. The teacher checks the cooperative group tasks. 7. The teacher tests each individual student to see if they have mastered the information. For example, a quiz which requires learners to apply all of the information from the zigzag. If there is not the right number of students for a jigsaw activity, the teacher can ask some student to be “twins” – to work as if they were one person. Teachers can ask learners to count off; family members, seasons, colors, etc. Then the teacher can ask learners to work with other “fathers,” “springs,” “blues,” in their expert groups and return to their “families,” “seasons,” or “rainbows” to share what they have learned. The teacher can help learners prepare to present information to their cooperative groups by giving them a blank graphic organizer or outline to fill out while working, a list of key words they should define, or questions that will help them focus on the most important information. Learners can practice their presentation in their expert groups before they return to their cooperative groups. A zigzag can give the same information but different tasks to different groups (all groups have information about air pollution, one group makes a graphic organizer, one groups defines key words, one group identifies examples of air pollution in the city), different information and the same task (one group reads about air pollution, one about water pollution and one about light pollution, all groups write a five-sentence summary), or different information and different tasks (one group reads about air pollution and makes an outline, another groups reads about water pollution and makes a cause and effect diagram, the last group reads about light pollution and makes a mind map). The teacher can give different roles (reader, writer, group leader, summarizer, timekeeper, etc.) to group members. She can also give different resources to different group members (a dictionary to one, markers to another, etc.), Jigsaw activities require careful planning, but they help students understand and master the skills or concepts better than working alone. Plan your instructions very carefully; write out each step and be sure that learners understand the whole process before beginning.
  • 10.  Adding to these types of activities teachers have to integrate each time the Examiner Guide tasks In order to help their learner get used to the testing typology Reading Comprehension tasks : Matching : -Match each title/heading/idea with the corresponding paragraph. Match the dates with the corresponding events. Match the answers in column B with the corresponding questions in column A. Information transfer : -Complete the table /diagram/plan/chart/form… with information from the text. -Complete the table with the events that correspond to the dates. Multiple Choice Questions -Choose (a, b, c or d) to complete the following sentences. -Which sentence best summarizes the text (provide four sentences). -Choose the most appropriate title (provide four titles). -The text is about : a)……./ b)……../ c)……../ d)……… Auxiliary Questions : -Answer the following questions.(yes/no questions) Open Ended Questions: -Answer the following questions (inference questions). Eg: What is ….?
  • 11. Listing : -Find in the text four similarities/differences between (people, places, …) -Find in the text two similarities and two differences between……. True / False or Not Mentioned: -Read the following statements and write “True”/ “False” or “Not mentioned” Identification : -What do the underlined words in the text refer to? In which paragraph is it mentioned that …..? Lexis:  Matching :  Match each word with its appropriate definition /meaning.  Match the words in column a with their equivalents/opposites in column B.  Match each verb with its appropriate definition.  Multiple Choice Questions  -What do these words mean?- Choose the right word (provide four meanings/synonyms for each word).  -Eg: clever=…………………………………………  a)stupid b)ignorant c)intelligent d)witty  Finding:  Find in the text words/ expressions that have the following definitions / meanings.  Find in the text words that are closest in meaning to the following.  Find in the text words that are opposite in meaning to the following.
  • 12.  Transformation :  Rewrite the following passage or sentences using the suitable tense.  -Turn the following sentences /passage into the negative/passive/active/plural/singular/….. .  -Make a noun /verb/adjective/adverb from each of the followingwords:  -Choose the correct prefix to form the opposites of these words:  -Add the correct prefix to form the opposite adjective.  -Note: Provide the adjectives (e.g.: kind – polite – patient - regular -sensitive etc…..) Editing : Spot the mistakes and write the corrected sentences (or passage) on your answer sheet. Correct the underlined mistakes. Eg.: My friend celebrated his birthday. He invited me four lunch when we are in skikda, yesterday. Note: The passage must be related to the text . Supply the punctuation and the capital letters where necessary. Completion :  Fill in the gaps with the suitable words. They can either be provided or not.  Complete the following conversation with the right questions.  Complete the following sentences with the correct relative pronoun.(in context)  Complete the following sentences using the comparative form / superlative form of the adjective in brackets. (in context)
  • 13. Combining :  Combine the following phrases (or sentences) using connectors, linking words … Pronunciation Sound Recognition :  In each list, pick out the word with a different vowel sound. (Four words in each list).  Example: date –late –mat-lane  Note: Give 4 words containing the same vowel letter among  Which one has a different vowel sound.  Write the following words in the right box according to their consonant sound :  “couple/slice/cute/rice” /s/ /k/ 1) 2) 1) 2)