Maria

- collect the books, please.

I'm

really full; I've just eaten a big lunch. Am I hungry now?

Listen,

I like playing football, repeat everyone, I like playing football.

Let’s

have a look. Yes, that's great. Now, try the next one.

Just

listen to how I say it - poTAtoes.

Okay,

please discuss it with your partner now.

Tell

me three adjectives beginning with the letter ‘C’.

Students

stand in a circle. The teacher throws a ball to a student who then introduces

himself and says his favourite game or activity. He then tosses the ball to

another student who repeats the procedure. Give each student a chance to

introduce him/herself.

The

teacher starts off by saying: "Yesterday I went to the park." The

first student must include what the teacher said and then add something they

did, e.g. "Yesterday I went to the park and ate some pizza." The

second student must include what the teacher and the first student said and

then add something else, e.g. "Yesterday I went to the park, ate some

pizza and went for a swim in the sea."

The

teacher asks students to say what news stories they have read about recently.

Several students contribute and the teacher encourages students to ask each

other questions about the stories they have read.

Students

work in groups of three. They brainstorm and make a list of the advantages and

the disadvantages of living in a big city.

The

first student says something about himself, then changes that to make a

question for another student. For example, "My favourite colour is blue.

What's your favourite colour?" This can be another circle activity, and it

works with large groups of students, too.

Divide

the class into two teams, choose a category, and ask each team to think of an

object in that category. The teams ask each other yes/no questions. Whichever

team guesses the objects with fewer questions, wins.

A

way of teaching in which students study grammar and translate words into their

own language. They do not practise communication and there is little focus on

speaking. A teacher presents a grammar rule and vocabulary lists and then

students translate a written text from their own language into the second

language.

A

way of teaching in which the teacher gives students meaningful tasks to do.

After this the teacher may ask students to think about the language they have

used when doing the tasks, but the main focus for students is on the task

itself.

A

way of teaching language that focuses on lexical items or chunks such as words,

multiword units, collocations and fixed expressions rather than grammatical

structures.

A

way of teaching in which the teacher asks students to do a task to see how well

they know a certain piece of language. The teacher then presents the new

language to the students, then in the final stage asks the students to do

another task using the new language correctly. This way of approaching teaching

target language can be helpful if the teacher thinks the students may already

know some of the target language.

A

way of teaching new language in which the teacher presents the language, gets

students to practise it in exercises or other controlled practice activities and

then asks students to use or produce the same language in a communicative and

less controlled way.

A

way of teaching in which a teacher provides examples of the target language and

then guides the students to work out the language rules for themselves.

A

way of teaching in which the teacher presents language items as instructions

and the students have to do exactly what the teacher tells them, e.g. Open the

window! Stand up! This method is good for beginners when they start to learn a

new language, as they have a silent period and can make fast progress.

Learners

replace a number of uses of nice and good with more interesting adjectives.

Learners

write the key points of an article they read in class, using no more than 50

words.

Learners

copy a handwritten text, trying to make it look as similar to the original as

possible.

Learners

choose words and expressions like however, in addition and despite from a list

of options to fill the gaps in a text.

Learners

discuss how to make a story more interesting by including interesting

characters.

Learners

discuss the differences between writing a letter to a friend and to a stranger.