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Skills-focused ActivitiesThere are six sub-sections here: Pre-task Activities, Reading Activities, ListeningActivities, Writing Activities, Speaking Activities and Post-task Activities.A common model for planning skills-focused lessons is:1. Do some pre-task activities2. Do the task, and some practice activities3. Do some post-task activities.Here are two example lesson outlines:A. B.Aim of lesson: To read, summarise anddiscuss a text about childhood experienceA1. Pre-teach new vocabulary in textA2. Students predict content of textA3. Students read textA4. Students answer comprehensionquestions about textA5. Students write summary of mainpoints in textA6. Students discuss whether they havehad similar experiences to writerA1, A2, B1 and B2 are Pre-task Activities. They are preparing students for the main task byfocusing on language or content that will make the task easier.A3 and A4 are Reading Activities. In A3, students are presented with a reading text. A4 helpsthem to understand the language and meaning of the text. B3 is a Writing Activity. B4 and B5are Speaking Activities.A5, A6, and B6 are Post-task Activities. These get students to use the language, skills orcontent from the task in a meaningful context.Information BoxesAim of lesson: To make a shortpersuasive speechB1. Look at a UK election speech on TVB2. In groups, students decide on policiesB3. Students write their speechesB4. Students practise their speechesB5. Students deliver their speeches. Theaudience gives each speaker marks forlanguage, content and styleB6. Students decide who has won the classelection, and discuss whyAll activities have an information box which tells you the aims of the activity, whether it ispractical to do it in your class, and how much preparation is needed.The main learning objective of the activity.The physical conditions you need in your class.This includes things like people needing to movearound, people needing to hear each other clearly,people needing a copy of the same thing, and anymaterials necessary to do the activity.What the teacher needs to do before the activity.Purpose: students use newvocabulary in a meaningful contextPracticalities: students work in pairs.Each pair needs a picturePreparation: get pictures about thetopic, or draw them on boardPage 1