ABSTRACT
This chapter highlights the use of structured activities to help the student's learning in preparation for direct work with clients. It offers a some-stage process to design and use teaching activities, and explores the value of simulated activities. The practice teacher's difficulty lies not in the search for teaching materials, but in the decision about which ones to select. The rationale was important that the student shares teachers' understanding of the significance of the area of practice learning which the activity is designed to promote. When students can see a direct relationship between the activity and their own learning needs, they are likely to commit themselves fully. Once the relevance of the particular area of practice has been established, it is important to think about how to shape this into an opportunity for learning. There are many different kinds of activity, but let's break these into two main groups — live activities and simulated activities.
