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Lead-in
Introduce topic, discuss pictures, connect to personal situation etc

Restricted exposure
- Pre-teach any lexis that you think is necessary or will get in the way if not known
- Pre-reading/pre-listening tasks (e.g predict story from the headlines or from picture)
- Feedback
- Simple introductory reading/ listening tasks to 'get students into the text'
- Feedback
- More detailed reading/ listening tasks
- Feedback
- More difficult reading/ listening tasks
- Feedback

Clarification
Draw attention to specific issues connected to target language area, especially meaning and form (by asking questions about specific parts of the text, focusing on specific lines/ ideas, etc)

Restricted output
Do small practice exercises drawing on material from the text. Use the text and recording where possible to check answers.

Summarize what has been learned (as grammar rules, substitution tables, definitions etc.) if not already done. Record in notebooks, etc.

Authentic output
Extend to other work that offers more chances to use the language (communicative activities,...)

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Explanation: teacher tells learner

Self-directed discovery: Learners need to have sufficient information and knowledge to work out their own rules and explanations. Students need to understand and agree to work with this working method.

Guided discovery: examples of questions, comments, instruction, and questions:

+ Questions about form:
1. What word goes in this space?
2. How many words are there in the sentence?
3. How do you spell that?
4. Is that a verb?
5. What comes after the verb?
6. What's the name of this tense?

+ Questions about function
1. Do they know each other?
2. Is this formal or informal?
3. Where do you think they are speaking?
4. Is this polite?
5. Why does he say that?
6. How does he feel?

Problems and puzzles
1. Put these words in the right order
2. Put the missing grammar back in these sentences
3. Fill the spaces
4. How many sentences can you make from these words?
5. Change this into past simple tense
6. Rewrite this sentence, with exactly the same meaning, but only using seven words
7. Rewrite the sentence using this word
8. Put the words in the right list under the right heading

Reflecting on use
1. Write down some of the sentences you used
2. Write down some of the sentences you heard
3. Why did you use that tense?
4. What was the idea you wanted to express?
5. Where was the problem?
6. Which of those two sentences is correct?

Hypothesis rules
1. Is this possible?
2. What will the ending be in this example?
3. Is there a rule?
4. Why is that incorrect?
5. Can you think of another word that could go there?
6. Why is that word not possible in this sentence?

Sentence analysis
1. Mark all the prepositions
2. Mark the main stress in this sentence
3. How many auxiliary verbs are there?
4. Cross out any unnecessary words
5. What would happen if we moved this word to the beginning?
6. Does the phoneme /ae/ occur in the sentence?

Context and situations
This is Paul. Where does he work?
Tell me what he does every day
Jo's got a full diary. What's she doing tonight?
Look at this picture. What's going to happen?
If I throw this pen at the picture on the wall, what'll happen?

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1. Split sentences
Two parts:
If you eat that,                      you'll be sick
If you touch the dog,           it'll bite you
...
Give each student one part of the sentence and everyone has to walk around to find the best match.

Grammar quiz
Write a verb infinitive on the board and the first team put the right past participle correctly on the board wins a point. Use bingo board/ get students prepare questions for the other team to answer/ add in penalties.

Memory test
Show a picture of people doing different things (dancing at a night club, having dinner in a restaurant,...). In class, use this material as a memory test to work on present progressive. Show the picture then hide. Read out true/false sentences. In teams, students discuss and give their answers.

Picture dictation
Material in the "Memory test" could be used for one student to describe and the other student, who can't see the picture, to draw it from the instruction.

Miming an action
Students will be given cards with actions and they have to mime so that the class can guess. Better, the student mime to refer to the future.

Other activity would be to mime the adverbs. The student mime the action, then mime the adverb with it.

Growing stories
- Start a story by saying one sentence in the past simple tense. The students continue the story by adding one sentence each.
- Hand out a set of different magazine photos for students (in small groups) to look at. Then hand out a pre-written set of verbs (decided, wished, exploded,...). Students match the verbs to pictures of their choice and invent a complete sentence including the verb. After completing 10 sentences, students then invent other details to tell the story orally.

Questionnaires
Give out only the bones of the questions so that students have to think and make the sentences themselves (Where/ go/ tonight?). Better, students write the questionnaires themselves.

Board games

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Substitution drills
T: He's going to eat the cake
S: He's going to eat the cake
T: coffee
S: He's going to drink the coffee
T: Mary
S: Mary's going to drink the coffee
T: make
S: Mary's going to make the coffee
T: beds
S: Mary's going to make the beds

Transformation drills
T: He's opening a cake tin
S: He's going to eat the cake
T: He's standing beside the swimming pool
S: He's going to swim
T: Susan's going into the post office
S: She's going to buy a stamp.

True sentences
T: What are you going to do after school?
S: I'm going to play football.
T: And tonight?
S: I'm going to watch TV.
T: Are you going to watch the film?
S: No, I'm not. I'm going to watch the concert.

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1. Record lexical items in useful ways (previous post)
2. Revisit lexical item pages (keep adding new examples, collocations,...)
3. Collect lexical items (collect lexical items in reading and listening, ask them to collect interesting items)
4. Sort and classify items
5. Chunks and collocation:
- Find pairs of words that seem to go together
- Find phrases of three or more words long that seem to be frequently used "fixed" chunks
- Underline nouns and search out which verb is used in connection with each one
6. Redesign your page
Use colored pens, sketches, map, diagrams, to rearrange words
7. When an error comes up, review a range of collocations
Have a look at useful collocations and chunks related.
8. Record real language
Record the original phrases instead of trying to generalize a universal structure or model.
9. Challenge students to upgrade language
Instead of "not interesting taste", suggest "dull" or "bland".
10. Give collocations rather than definitions
- Quick choices: give 3 words (food, cooking, meal) with a list of possible collocations (delicious, light, balanced, health, slow,...). Quiet way: students write down their answers. Noisy way: students call out their choices. Physical way: students point at the words written on wall notices. Action way: design different parts of the room for different words and students run to the right part of the room.
- Guess the collocation: divide students in teams. Each team prepares a list of collocation to go with the given word. Other teams gues the original words based on the collacations.
- Chunk watching: Group students of three. Two students have a conversation, the third student writes down chunks and collocations he/she heard. At the end, they all discuss the items.