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Use the song text as a normal reading or listening text with the bonus of hearing it sung afterwards (use the lesson ideas in Chapter 8, Section 1 and 2).

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Get students listen to the whole song once or twice, or to a shorter section. Discuss what happened, reactions, interpretations, predictions, etc. Printed lyrics could be given out if you wish.

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Give the students the lyrics with certain words blanked out. Students fill in missing words. Can change up and get student predict missing words before listening.

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Cut the lyrics up into separate lines. In small groups, students try to work out the original recording. This can be quite challenging and  requires some careful preparation work on practising stress and rhythm.

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"Here's the tune - now you write the lyrics."

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Listen to one line at a time. For each line, the students invent a mimed action, which they teach each other and then all perform. Regularly replay the song from the beginning for them to recall and do the relevant actions. After they have done one or two verses, hand out the complete lyrics; in small groups, students find movement for the rest of the song. At the end, al come together to watch a performance of the different versions.

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Dictate the chorus or the whole song. Compare with the recording.

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Decide on representative picture of something that happens in the song. Dictate the information about this picture, a line at a time. to the students who draw their interpretation.

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- to set the mood at the start of the lessons
- to give you something to talk about with your students at the start of the lessons (especially for a class you don't know)
- as background music while students work on dull exercises
- as background music to set the scene while students do a particular task
- Simple for pleasure or as a break between activities
- to help students relax
- for imaging: students close their eyes and visualize images from their own imagination or from your words or someone else's
- to close down, conclude, round off the lesson - to say goodbye with.

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By the end of the lesson, you will have:

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By the end of the lesson, you will have:

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- spoken to everyone at least once
- learned everyone's names
- started to learn some personal information about them
- started to learn something of their individual characters
- started to feel a little more comfortable

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- spoken to a number of other students in the class
- learned some people's names and a little about them
- taken part in a number of interesting and involving activities
- started to find ways of working co-operatively with others
- learned some information about the course
- gained some insight into the methodology and working methods of the course
- learned some English
- used some English
- heard and responded to people speaking English
- started to feel more comfortable in their class

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- Stand up. When say "go", shake hands with every person in the room as quickly as you can. When you shake hands, have a short conversation - ask their name and where they come from. When you have finished, move quickly on to the next person until you have said "hello" to everyone.

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- See what students remember. E.g: ask them to write down the name of every student they talked to and compare the list with a partner.

- Put anagrams of all the names up on the board. The students have to unscramble as many as they can.

- Repeat the activity slower and add suggestion 'Have a longer conversation'.

- Repeat the original activity: students must recall the name of the person whose hand they're shaking and say it to him or her.

- Repeat the activity: ask student to find out and remember a piece of information told them by each person they meet. At the end, find out what is recalled and compare it with the truth.

- Repeat the activity. May be after a few goes they could start introduce learners to each other.

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- has two sisters or two brothers
- has visited the capital city
- watched TV news last night
- played tennis last month
- likes chocolate
- has nice dreams
- doesn't like footballs
- is wearing colored socks
- would like to visit Mars
- never goes to discos

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- Prepare 'Find someone who' statement with genuine personal information you found out about the students before the lesson.

- Elicit statements from students

- Suggest students to find  people they would really like to find, e.g someone with similar hobby or someone who likes the same music. 'I'd like to find someone who...'

- Use this activity on specific language points.

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- Give students a sticky label or ask them tear off a piece of paper 5 cm x 10 cm. Say:

- In the top left-hand corner, draw your favorite food

- In the bottom left-hand corner, write the name of someone who is important to you'

- In the bottom right-hand corner, draw a picture of a dream you have for the future.

- In the top right-hand corner, draw something you like to do in your free time.

- When everyone has finished, ask them to attach their badge to their clothes and then stand up and walk around the room. When they meet another person, they can talk about each other's badges, guessing what the pictures mean and chatting about their lives.

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Each student draws a large 3 x 3 grid. Slowly read through all the names on the register. Students must randomly select nine of these names (they don't know) to write into spaces on their grid. When everyone has a full grid, the students walk around the room, find their nine people, chat a little and make some notes about each person. Afterwards, play bingo by calling out names randomly - students tick a name if they have it on their grid. For each name, ask the class to indicate who the person is and tell you something about the person. When someone completes their grid with nine ticks, they win.

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Draw a seating plan of the room and get the class to copy it. Each student round the room then says their name and everyone else writes it down in the correct place. Ask the class to study the name in 2 minutes then put their plans away. One volunteer has to leave the room while two students change places. The volunteer has to find out and name both students.

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Put up a mixed-up spelling of your own first name on the board. Ask students to write an anagram of their own name. Collect these in and write them all up on the board. Every student now tries to write down the original names. When they've finished, they can check by walking round the room meeting people and finding out if they have written each person's name correctly.

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Divide the class into teams. Choose between five and fifteen sentences (or words) from the lesson. Dictate the words, challenging the teams to write down the sentences/words with correct spelling. Allow them time for arging and agreeing. At the end, go through the whole list. Give points for completely correct answers.

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Quick story puzzle often go down well. Describe a slightly cryptic basic situation or problem (perhaps an incident from your own life); the learners have to question you further, discuss and find a solution that explains the story. You can only answer yes or no to any questions asked. E.g: A stranger crawled all over my sitting room today. (Answer: I'd dropped a contact lens; the TV repair man helped me find it. (p.345)

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Prepare a list of likely (and unlikely) sentences that a guest would say to a receptionist. Hand one of these sentences to a student who must mime it well enough for the class the guess the original sentences.

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Prepare a tray with about 25-30 objects on it. Show the students for two minutes, then cover it (or remove the tray). The students must make a list (as individuals or in teams) of all the items they remember.

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Instruct the students to stand in line according to their birth month and date, aphabetical order of first name, by first letter of your favorite hobby, by distance lived from school, how much you like sport.

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You need to set this one up beforehand. Ask students working in pairs to prepare their own five-minute filler (a game, a physical exercise, a recording of a song to listen to, a story, etc.) and to keep them somewhere safe. Every time you need a filler, invite one of the pairs to introduce and run their activity.

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One student sit with their back against the board. A word is written on the board and other students

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Slowly read out a list of ten items; the team must guess the title of the list. Start with 10 points and lose one for every wrong guess. If they get it right, they score a point for each remaining (unread) item. Different teams prepare different list.

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Students, working in teams, are given a list of 5 words; for each word, they must look up and copy out the correct definition and also invent and write out two completely false definitions. When they are ready, the teams come together and challenge each other by reading out a word and all three definitions.

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Dictate a list of about twenty words which the students all write down. Their task then is to work in small groups and orally prepare a story that uses all the words, exactly in the form dictated and exactly the order they originally came in.

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Prepare a set of cards, or pieces of paper, each with a different picture on. After the first picture has been placed, the game is continued by the next player putting another picture next to it and justifying the placing by explaining a connection of some sort that links the two cards. You may need to ban some links (like 'They have the same first letter' if they get overused).

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Choose a fairly long reading passage on a particular topic, e.g cars. Explan that the student must attempt to steal the words from you. You will read the passage aloud once only and they must try to catch and write down every word they hear that fits the topic 'cars'. Their aim is to catch as many words as they can in this lexical area.

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Student says 'I went into town and I bought an apple'. The next student must repeat the sentence and add a second item beginning with the next letter of the alphabet, e.g 'I went into town and I bought an apple and a banana'. Third student says ' I went into town and I bought an apple, a banana, and some carrots.' Make up the rules yourself.

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The class is divided into two teams. Each team takes it turn to call out a letter which is written on the board. They also say whether their letter goes in front of or behind the letters already on the board. Thus the chain of letters on the board grows longer turn by turn. If a) a team thinks the previous team has finished a complete word; or b) a tema thinks the previous team could not possibly make a word from the letters now on the board, then they 'challenge' (p.350)

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Choose a topic, may be you have recently been working on (e.g' Houuses'). One student starts off by saying a word (e.g kitchen). The next student must say a new word that starts with the last letter of the previous word. If he fails or if the word is challenged, he is out. No word can be repeated once used. Keep going faster.

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- A language foucs on lexis, function or grammar that will come up on the recording

- Students predict what will happen from some given information or pictures

- Students discuss a topic that leads into or is connected with the subject on the recording

- Student study a worksheet that they will use when watching the recording

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Interpret actions, attitudes, body language, expression. The tasks can focus specifically on function, grammar, lexis or pronunciation.

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- Discussion, interpretation, personalization (e.g What would you have done?')

- Study of new language
- Role-play the scene (or its continuation)
- Inspiration for other work
- Write a letter from one character to another
- Plan what they should do next

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Find an interesting short story and underline fifteen to twenty of the most important words in it (e.g key nouns and verbs). Dictate these words to the class, but don't tell them the original sotry. They now must make a new story that uses those words, in exactly the original order and the original form you dictated. At the end, the class can swap stories, reading or telling them. You could also tell them the original.