PDP

ACTIVITIES FOR

PRE During

Post

Kerem Hernandez PDI

stage

In most cases, Ss did not choose to listen

to, watch or read the text so they need

to develop an interest and desire to

work with it. Ss need to know key

vocabulary they will hear or see, and

they need to understand why they are

going to listen to/ watch/read the text.

Activities What’s the activity about?

Vocabulary meanings Ss come up with what they think might be the meaning of the words from the vocabulary. The words are placed in sentences for Ss to guess the meaning of the words in context. After you show them the definitions.

Picture prediction

Ss have to predict what the story is about based

on the pictures. Later, they discuss if they were right or wrong.

Sentence predictions

Similar to the previous activity. This time instead of giving them pictures to predict, you give them

sentences from the story and have them guess what the story is going to be about.

Dictionaries

Ss search for the different meaning of key words. Ss think about the topic of the lesson and then choose the most appropriate meaning related

to the topic.

Watch it!

Have Ss watch a vocabulary, cartoon or a movie in their house or movie theater to introduce them to the topic of the lesson.

Activities What’s the activity about?

Words around the class Paste the vocabulary words around the class. Give Ss the definition of the words and have them match them with the words. Later show the words in context to see if their answers change. Check answers later.

Unscramble the words Use this activity to focus Ss’ attention to the

spelling of key vocabulary.

Short videos/songs Use this in the Pre stage to generate Ss ideas about the topic. Ss can discuss a little about

what they heard or saw prior to reading or listening activity.

Top 10 Show a top 10 or 5 (facts, places, something related to the topic) and ask Ss to order the information according to something related to

the topic before reading or listening.

Matching Ss match words with the pictures to introduce key vocabulary.

stage

Ss do a series of tasks which help them understand the text and which may help them develop listening and reading skills. No

task should ‘test’ Ss’ memory of details. Ss need to check their answers in pairs or small groups before sharing answers with the whole class.

Activities What’s the activity about?

Pictures and gist Ss match the pictures with the general gist of the story.

Picture Story Paste pictures related to the story on the walls. Have Ss stand up and, working in pairs, write under

the pictures what happened in each scene according on what they read or listened.

Make a chart Ss create a chart that includes important information about what they read.

Balloon Stories Ss are giving the story inside of balloons. Ss should

burst the balloons and organize the story according on the events.

Raise the flashcards Give flashcards to your Ss according to certain words. Have Ss listen to the story. Every time they hear their word, they should raise it.

Describing characters Show Ss a chart on the board that is related to the

reading or listening. Ss have to write the names of the characters they identify and characteristics. The first to finish is the winner.

Do you remember? Read to your Ss some dialogues of the story and they have to say which character said it.

Background noises Play some noises related to the story, and Ss have

to tell the scene of the story that belongs to those noises.

Activities What’s the activity about?

What am I understanding? Ss Listen/read and arrange

pictures or events in order

according of the story.

Did I get it?

Ss Listen/read and find the

mistakes of the story, according

on what they are hearing or

reading. They can also do the

activity after finishing the story.

stage After the During tasks, Ss need a chance to work further with the text, its topic, its content and/or vocabulary, functions or grammar used in it, OR to speak and/or

write (also to read and/or listen) further based on the text. They need to see how the text relates or is applicable to them and the world outside the classroom.

Activities

What’s the activity about?

Change the ending Ss change the end of the story after reading and listening to it.

What if? Ss have to come up with What if sentences related to different alternatives in the story.

An alternative version, ask Ss, What if you were there? Or what if you were a character in the story?

Recreate the story Ask Ss to create pictures of the story on different posters, to put them around the class. Ss can later walk around the class and retell what happened to a partner.

True or false debates Ss answer questions related to the topic. Ss are divided into two groups, one group is T and the other is F. Ss have to debate on what they think they are T or F.

Debates Ss have a debate after the during stage.

Outside project: sock puppet Ss must bring their outside project to class, for example a sock puppet. Ss will make pictures of a background. They will listen to a story about the characters they made and they will use the background to present to the class.

Activities

What’s the activity about?

My story telling.

Ss make and tell a similar or personal

story connecting ideas on what they read or listened in the story.

Acting time

In groups Ss have to do a role-play where they represent their favorites scenes or just one scene of the story.

Completing the task

Ss complete and discuss a noticing task such as “Find all of the verbs in the past tense” or “Underline the parts of

the questions that make them polite.”

SPECULATIONS.

Ss have to speculate about what happened before or after the events in the text.