An evaluation system for communicative learning activities


Appendix 1: Sample classroom activities for evaluation


Activity #2


Learning Objective:
to practice expressions relating to giving and receiving advice and suggestions in a range of common problem situations.
Target Language:
  1. asking for advice (e.g., “What should I do?”; “What do you recommend?”).
  2. giving advice (e.g., “You should . . . ”; “If I were you, I'd . . . ”).
  3. ccepting advice (e.g., “That's a good idea”; “Okay, sure. I'll try it”).
  4. rejecting advice (e.g., “I'm not so sure that . . . ”; “I'm sorry, but I don't think . . . ”).
Student Instructions:

What advice would you give to university students in the following situations?
  1. I want to buy some new clothes, but I don't have much money . . .
  2. I want to get better results in my exams . . .
  3. I want to stop smoking, but all my friends smoke . . .
Classroom Procedure:

  1. Teacher introduces target language for asking / giving advice. Students repeat.
  2. Students consider the six problem situations and write their suggestions, commencing with the target language expressions for giving advice.
  3. Teacher introduces target language for accepting / rejecting advice. Students repeat.
  4. Students role play the problem situations in pairs, with one student describing the situation and asking for advice, and their partner considering the problem and giving suggestions. As a general conversation strategy introduced earlier in the course, the students are expected to extend the conversations with additional questions and further discussion in order to explore the situations in some detail. Students subsequently use the target expressions to accept or reject the advice, and close the conversation.
  5. Students switch roles, proceed to the next situation, and repeat the procedure, etc.

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Activity #3


Learning Objective:
to practice the names of countries, nationalities, and capital cities in the European Union region.
Target Language:

  1. asking for lexical terms (e.g., “What's the capital of . . . ?”; “What are people who live in . . . called?”; “What country do . . . come from?”).
  2. giving grammatical responses (e.g., “The capital of . . . is . . . ”; “The people are called . . . ”; “They come from . . . ”).
Student Instructions:

Complete the A / B versions of the table containing the names of countries, nationalities, and capital cities from the European Union by asking your partner for the missing information. Use the correct language expressions each time.
Classroom Procedure:

  1. Teacher introduces target language for asking for lexical terms. Students repeat.
  2. Teacher introduces target language for giving responses. Students repeat.
  3. Students complete the information gap activity by asking for / giving the missing information for about 20 countries in the European Union.
  4. Students check the correct spelling of the names when they write the new information on their tables.

( Return to Main Article See Appendix 2 )


2005 Pan SIG-Proceedings: Topic Index Author Index Page Index Title Index Main Index
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