Read, C. (2007).

500 Activities for the Primary Classroom Thailand: Macmillan Education

Section 1: Listening and speaking

1. Is listening comprehension a passive skill? Why (not)?

2. What do children use to make sense of what they are listening to?
3. What kind of listening input can our students be exposed to?
4. Why does the author say that children develop listening skills before speaking skills?
5. What kind of listening texts can we use? Can you suggest different ones?
6. What does the author suggest for the three stages of a listening class?
7. What is the difference between spoken interaction and spoken production?
8. What should teachers do if young learners don’t want to talk?
9. How can we help learners communicate in English right from the very beginning?
10. How can we design a successful speaking activity?

Explore all the activities in section 1 (pp 20/47) and mark the five activities you like best. Be
ready to account for your choice.

Section 2: Reading and writing

1. What reading input can be present in the English classroom for peripheral learning?
2. What different ways of reading does the author mention?
3. Why is it important to teach reading and writing in an integrated way?
4. How does the author suggest we should teach writing?
5. And how should we approach feedback and correction?

Explore all the activities in section 2 (pp51/84) and mark the five activities you like best. Be
ready to account for your choice.