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part of the text on page 165 and answer

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TKT modules 1-2-3

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• Interaction patterns
• Presentation

part of the text on page 165 and answer		Population		Location
Languages
questions. When you have both finished						spoken
reading, ask one another the questions you	Delhi
have not found the answers to.	Madrid
	New
	York

Here are the answers to the questions above: Activity	Subsk/ff	Type of activity
1	Reading for gist	Choosing from a list / multiple-choice {an activity in which you choose the best answer from three or more possible answers)
2	Listening for specific information	A Multiple-choice questions В True/false questions {an activity in which you decide whether statements are correct or incorrect)
3	Reading for detail, cohesion	Jumbled pictures {jumbled = in the wrong order)
4	Listening for specific information	Form filling

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■■■S'-------	Reading for specific information or detail	Jigsaw reading (where each student Is given only part of a text and needs to tell other students about his/her part of the text, so that in the end each student has all the information from the text)
6	Listening for specific information or detail	Table completion

We can see that these activities can differ in several ways: the skill or subskiil they focus on; their design and what Interaction patterns they use. The kinds of skills they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar activities and can be done individually, in pairs or in groups or mingling. Similarly, form filling could be used for reading, listening or grammar practice, and done individually, in pairs or in groups.
Activities 3 and 5 provide examples of another way of categorising activities. Both of these activities involve an information gap, i.e. the students need to talk to one another to exchange information they don't know in order to complete the activity. This means they are talking in order to communicate, not just to practise language or show they have got the answers right. Free role-plays and surveys are other examples of information-gap activities. There is no information gap in exercises or drills.
■ Key concepts and the language teaching classroom
Read these tips and tick the ones which are most important for you.
® When selecting activities for practising and developing language it is up to the teacher to decide whether to do a controlled practice, freer practice or free activity, or an activity that focuses on accuracy or on communication. The choice will depend on students' needs and preferences.
© When choosing activities and tasks for developing skills, the teacher can decide which skill or subskill to focus on. Again, students' needs and preferences should help us to make that choice.
® Using several kinds of activities in our lessons adds variety. This helps to keep lessons more interesting and motivating.
• Activities in lessons are usually linked so that the first one leads into and helps the next, etc. There are several different ways of linking activities in lessons. These are just some of them.
Languagedоcused lessons:

1. 
   Presentation controlled practice activities freer practice activities
   
2. 
   Lead-in tasks presentation further tasks
   

Skills-based lessons:
warmer and/or lead-in comprehension aetivities/tasks post-task activities. Comprehension activities for listening or reading often start by focusing on more general levels of comprehension, then move on to subskills involving detailed or specific attention to the text, then to a focus on the language used in the text.


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Name	Activity
A Brainstorming	1 Tasks which involve discussing and/or getting information in order to solve a problem
В Sentence completion	2 Moving round the class to discuss or find out something from one classmate after the other
C Extension tasks	3 Making or completing diagrams showing relationships between words
D Making mind/word maps	4 Listing or shouting out ideas or language quickly
E Surveys	5 Imagining what something is like / building up a picture of something in your head prompted by another person (usually the teacher)
F Visualisation	6 Activities usually done at the end of the lesson to give further practice in target language or to consolidate language from a text
G Categorisation	7 Supplying words to finish a sentence
H Problem solving	8 Finding out what others think about a topic, often by completing a questionnaire
i Mingling	9 Putting words into groups according to a feature they have in common

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Controlled practice	Freer practice \ Free practice
	1

A choral drilling of pronunciation В rank ordering C chants D discussions
E sentence completion exercises F story writing G copying words H repeating minimal pairs 1 learning conversations by heart
шшат&т
Think about these comments from teachers. Which do you agree with and why?

1. 
   I like to mix my practice activities so that some focus on accuracy and some on fluency - especially with elementary learners.
   
2. 
   My learners don't like doing communicative activities. They prefer drills and controlled exercises, so that's what we do.
   
3. 
   You can't do free activities with big classes.
   
4. 
   My coursebook always uses the same activities for reading and listening. I don't like that.
   

DISCOVERY ACTIVITIES


1. Look through a unit of your coursebook. Can you name all the different kinds of activities it contains? What is the purpose of each activity?

2. 
   To see lots of different activities for developing skills and language, look at: http://www.britishcomicil.org/kids-topics.htm?mtklink=kids“toptcs-kids"popular- offers
   

http://www.britishcouncil.org/central.htin?mtkUnk=eentraMearnengHsh-portal-
main-promo

2. 
   Look back over this unit and find a type of activity that you have never taught before. Try it with one of your classes. Did it work well? Write up your thoughts in your Teacher Portfolio.
   
3. 
   Do you know the meaning of these terms; open and dosed questions, substitution table, jigsaw listening, filler, chant, label, picture story, problem solving, project work, role-play, task type, open-ended task? Use the TKTGlossary to check your answers.
   

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Unit 17 Practice activities and tasks for language and skills development

TKT practice task 17 (See page 245 for answers)
For questions 1-7, look at the questions about practice activities and the three possible answers listed A, В and C.
Choose the correct answer (A, В or C).

1. 
   Which activity does NOT give learners controlled pronunciation practice?
   

A listening to words and ticking the ones you hear В saying a list of words all containing the same problem phoneme C repeating sentences and beating their rhythm at the same time

2. 
   Which activities do NOT develop interactive speaking skills?
   

A role-plays
В information-gap О substitution drills

3. 
   Which activities do NOT involve an information gap?
   

A true/false questions
В surveys C problem solving

4. 
   Which activities do NOT allow learners to use the language they want?
   

A project work В controlled practice activities C communicative activities

5. 
   Which activity does NOT develop listening for gist?
   

A listening to choose a title for a text В listening to decide how many speakers there are C listening to draw a route on a map

6. 
   Which activity does NOT focus on developing ideas?
   

A brainstorming
В jigsaw reading О discussion

7. 
   Which activity does NOT focus on accuracy?
   

A gap-filling В rank ordering C copying


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Unit <8 Assessment types and tasks

• 
  What are assessment types and tasks?
  

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