1. 参与性 —一个成功的活动需要以某种方式让学生参与到其中。让学生参与的方式有许多种，例如:有趣、有意义的目标或适当的挑战水平。如果一项活动让学生感到厌烦，学生就会对它失去兴趣，同样，如果一项活动没有真正的结果(例如，只是读一段对话)，或者如果它太容易，学生也会对它失去兴趣。
3. 适用性 – 好的活动可以在学期或学年中多次使用。这类活动的好的例子有: “找到某人”或“信息差”。这些活动的优点是它们可以成为学生的日常活动。同样的，好的活动也常常能够变得更有挑战性、更容易(例如：为程度较高的学生创建一个扩展活动)或可以适应不同的课堂环境，如对子活动或小组活动。
4. 有效性 – 最后是最重要的标准：这个活动实际上是如何支持语言学习的，在本次竞赛中指得是怎样支持口语学习。当然，我们希望活动是有趣的，但是如果活动有趣但学生们没有学到任何东西，那么我们真的需要自问为什么要做这些活动了。
One of the intended outcomes of this competition is that we hope to provide a virtual space where teachers across China can share ideas, and hopefully, discover fun new activities to take into class.
To facilitate this we have decided to keep the judging criteria quite simple with a strong emphasis on ‘what really works in the classroom’.
Each of the criteria below represents our view of what’s needed for a really great classroom activity. To help make sure that we are all on the same page, a brief descritption of what we mean by each criteria is given briefly below followed by the criteria themselves.
1. Engaging – in order for an activity to be successful it needs to engage the students in some way. There are different ways to engage students and examples might be: fun, meaningful purpose or appropriate level of challenge. If an activity is boring the students will lose interest, and likewise if an activity has no real outcome (e.g. just reading a dialogue) or if it is too easy, then the students will lose interest.
2. Practical – if an activity is really difficult to set up or run then it is not likely that teachers will use it. Examples of difficult activities to set up are those that require very complicated and lengthy instructions, activities that need expensive resources (e.g. colour photocopies), activities that are labour intensive (e.g. the teacher has to move all the furniture) or activites which create a lot of noise or lead to the students going out of control.
3. Adaptable – Really good activities can be used several times over the course of the school term or year. Good examples of such activities might be a ‘Find Someone Who’ or an ‘Information gap’. The benefit of these activities is that they can become routines for the students. Likewise good activities can also often be made more challenging or easy (e.g. by creating an extension for strong students) or adapted to fit different classroom dynamics such as pairs or groups.
4. Effective – and finally the most important criteria which deals with how well the activity actually supports language learning or in our case, speaking. Of course we want activities to be fun, but if the students are having fun without learning anything then we really need to ask why we are doing the activity at all.
Now remember that your activity doesn’t need to meet all these criteria to be a good activity. But we feel that the more of these areas that you can score highly in, then the better your activity will be.
We hope you find them useful as a guide and please see the criteria that will be used in the competition below.
· How motivating is the activity for the students?
· How interactive is it?
· Does it allow the students to personalise the language?
· How easy is it for the teacher to set up and control?
· Does it require a lot of extra materials (e.g. photocopies)?
· Does the teacher need to move tables & chairs?
· How easily can the activity be adapted to different language points or units of the book?
· Can the activity be used with different age groups?
· Can the activity be used with both big & small classes?
· Does the activity support the lesson aims, language point or unit of the book?
· Do the students use language creatively (i.e. constructing their own sentences rather than just reading a dialogue for example)?
· How well does the activity maximise student speaking/output?