Read

the text and identify the cohesive devices.

Imagine

you were in a shop and you had decided to buy some chocolates. What do you

think you might say?

Why

don't you just get into pairs or a small group, if you like, and discuss a few

of the questions for a little bit?

Weren’t

you listening? I said exercise three. Don't waste my time.

Look

at the text and underline all the verbs.

The

teacher gave us roles such as ‘film star’ or ‘sports star’ and we had to role

play a party in which we chatted to each other.

We

had to ask our partner five questions about abilities, using ‘can’, e.g. ‘Can

you swim?’

At

the beginning of the lesson, we got into groups and talked about an interesting

newspaper article we had read.

The

teacher read out some sentences, some of which were correct and some incorrect.

We had to shout out ‘Right’ or ‘Wrong’.

The

teacher gave us word prompts such as ‘cinema’ and ‘friends’, and we had to say

them in sentences using the past simple, e.g. ‘We went to the cinema.’ ‘We

visited some friends.’

We

had a discussion about the advantages and disadvantages of the Internet.

We

listened to a recording of two people talking about their hobbies, then did a

gap-fill comprehension task.

These

learners are able to share experiences and talk about the things they see

around them and about experiences in their lives.

These

learners seem to respond to praise and encouragement and it helps them to

develop their language and skills.

These

learners need some controlled practice and a focus on form.

These

learners don’t need to be constantly corrected. They need to experiment and to

play with language.

These

learners will listen and process language and will not speak at all, sometimes

for many months, before beginning to use language.

We

haven’t covered the past simple yet so when I asked about their weekend my

students said things like ‘I go to the park’, ‘I am very busy with my friends’.

I’m

trying to get my learners to see the difference between the subjunctive in

English and in their own language so that they will use it accurately in

English.

While

doing an individual drill teaching ‘going to’, one of the students said ‘I

going to buy some fruit’. I repeated ‘I going’ with rising intonation and he

said I’m going’.

We’ve

been doing a lot of practice saying /θ/ and /ð/. My learners keep saying /z/, I

think it’s because they don’t have those sounds in their own language so they

just use the sound they do have.

My

students were really tired by the end of the afternoon so I didn’t do very much

correction. I knew that they would know how to say the sentences correctly;

they were just tired.

Listen

to student feedback using a class ‘suggestion box’ or a short questionnaire.

Train

students to use reference resources to help them study independently.

Think

about how you tell students about their progress. How can you praise or

encourage them instead of just giving marks?

Don’t

always do the same kind of things in the classroom. Try new activities and

change activities each lesson.

Give

comments on students’ work, which are helpful and enable them to feel a sense

of progress.

Put

students into new groups for different activities.

The

teacher introduces a new topic by using situations from learners’ own lives.

The

teacher finds out how and when the learners like to be corrected.

At

the start of the class, the teacher writes on the board what she hopes the

learners will achieve in the lesson.

The

teacher gives only positive feedback on language.

Students

do a vocabulary test at the end of every term on the words they have learnt.

This term they have to match words with pictures.

Students

do a multiple-choice diagnostic test which covers a range of grammar and

vocabulary. The teacher then tells the students their main strengths and

weaknesses.

Students

write an article about leisure facilities in their area. The teacher gives

comments later on layout and organisation, content and vocabulary and grammar.

For

their final test, students are given a picture and they talk about it. They are

assessed on their ability to communicate.

As

part of a monthly test, students write a composition. They then exchange

compositions and choose comments from a list, to evaluate the writing. They

then return it.

Students

read three texts on a topic they have studied on the course and do true/false

and matching tasks.