1. MULTIPLE CHOICE
1.1. Multiple choice activities are by far the most common type of activity used. In a Multiple-choice activity, the audience chooses one or more answers from a set of responses you provide.
1.1.1. Example: Hor often do you conduct surveys? a. Weekly b. Monthly c. Quartelry
1.1.1.1. EXAMPLE: Research guides: Assessment: True/false questions
2. Ordering words/sentences/paragraph
2.1. In this type of activity, students decide the logical order of either letters in words, words in sentences, and sentences in paragraphs.
2.1.1. Example: Put expressions of time and place at the end of the sentence. 1. always / the / Sunday / make / on / they / breakfast 2. friends / plays / the / with / she / her / in / often / park
3. Classification tasks:
3.1. Requires the use of machine learning algorithms that learn how to assign a class label to examples from the problem domain.
3.1.1. Example:
3.1.1.1. Google Image Result for https://en.islcollective.com/preview/201201/t2/food-drinks-classification-6-drinks-picture-dictionaries_16655_1.jpg
4. Loop
4.1. The traditional goal has been for a primary teacher to remain as the lead teacher of a class for eight consecutive years, though in conjunction with numerous specialized teachers; in recent decades, many schools have been reducing the loop to a shorter interval.
4.1.1. Example:
4.1.1.1. Redirect Notice
5. Gap fill
5.1. The words are removed from a text and replaced with spaces. The learner has to fill each space with the missing word or a suitable word.
5.1.1. 3rd Grade Worksheets - Dibujo Para Imprimir - 3rd Grade Worksheets - Dibujo Para Imprimir - Dibujo para Imprimir
6. Matching
6.1. Teaches the basic mental skill of matching, or finding something that is the same.
6.1.1. EXAMPLE:
6.1.1.1. Ejercicio de Match the colors with the fruits
7. Information transfer
7.1. Involves getting students to put spoken or written texts into another form, such as a chart, grid, picture, table or diagram.
7.1.1. EXAMPLE:
8. JIGSAW READING AND LISTENING
8.1. Learners in three groups hear different versions of an encounter with aliens. Together with other learners, they complete comprehension questions based on all three descriptions of the encounter.
8.1.1. Example: Learners in three groups hear different versions of an encounter with aliens. Together with other learners, they complete comprehension questions based on all three descriptions of the encounter.
8.1.1.1. Jigsaw
9. POSTER
9.1. The poster as a didactic activity allows students to develop summary strategies and synthesize them into concepts to express their ideas accompanied by drawings or images in this sense it is presented as a very common and simple cognitive and linguistic tool.
9.1.1. Example: The students choose a topic (global warming, ICT, education in the country, etc.) on which they can express their ideas on a poster board and collaborate by contributing syntactic constructions.
9.1.2. Redirect Notice
9.1.2.1. https://www.redalyc.org/jatsRepo/1692/169263645013/2256-5760-prf-22-02-199-gf1.png
10. FEATURE IDENTIFICATION
10.1. Is useful for feature identification as a task” and is not only useful for comprehension but also aids in identifying text types for the learner. The identification also helps to determine the language.
10.1.1. Example: The teacher assigns activities where the student can underline or circle the correct answer or one that meets the appropriate characteristics for each content language. (Technical vocabulary) example of topics, water cycle: underline words transpiration, condensation, evaporation.
10.1.2. Redirect Notice
11. FREEZE FRAMES
11.1. Freeze frames is based on a visual dramatization in front of the whole class, where they get together in teams and present a scene in a "frozen" way. this helps to encourage reading because before performing the scene they must read the chosen play. hammermen’s that are used to summarize ideas, acquire knowledge, and have fun.
11.1.1. All the teams read some pages of the play "Don Quixote of la Mancha" and choose a fragment that they liked the most and pass one by one teams to perform the scene and at the end they ask questions about the play.
11.1.2. https://vimeo.com/97297308
12. Cloze tests
12.1. Provide empirical evidence of how easy a text is to read and understand for a specified target audience. They thus measure reading comprehension, and not just a readability score.
12.1.1. Google Image Result for https://teacherswebresources.files.wordpress.com/2016/04/cloze-test-ctest-8-638.jpg
13. TRUE OR FALSE
13.1. In a traditional true/false question, students are asked to judge whether a factual statement is either true or false. Students have a higher probability of guessing the right answer in True/False responses. True/false questions offer little insight into why students may answer incorrectly.
13.1.1. Example: Answer the following activity. If the stateent is true write the letter T, if it is false Write a F. 1.Marrakesh is the capital of Morocco ( ) 2. Idina Menzel sings 'let it go' 20 times in 'Let It Go' from Frozen ( )
13.1.1.1. Redirect Notice
14. CATEGORIZATION
14.1. Categorizations are activities where objects, ideas, and theories are grouped to be used for particular purposes. This could be differentiating and grouping animals as mammals, or plants in medicinal and poisonous.
14.1.1. Example:
14.1.1.1. Interactive Category Activities To Build Language - thedabblingspeechie
15. LABELLING
15.1. It consists of putting the labels in their corresponding place.
15.1.1. Example: Cut out the labels below and put them in the correct places on the boy’s face. (Eye, nose, chin, forehead, eyebrow, hair, mouth, ear and cheek)
16. PYRAMID DISCUSSION
16.1. This is a negotiating activity where learners work together to select a set of items from a list. The activity develops oral communication, collaboration and production of content vocabulary.
16.1.1. Example: In small groups, the learners have to agree on the most important of the five senses. They then join with another group and have to agree again, and so on, until the whole class is involved in one discussion.
16.1.1.1. Pyramid discussion