The teacher asks the students to repeat sentences after her.

The teacher checks whether the students understand when the new language is used.

The teacher does a short game with the students to give them energy.

The teacher asks the students for examples of different kinds of fruit and writes them on the board.

The teacher does an action which shows the meaning of a new word.

Activity with a task and discussion of the task → activity to focus on language used in the task

Grammar rule → students translate a text

The teacher presents language items as instructions → the students do the actions → the students give the instructions

Lead in → pre-teach key vocabulary → gist task → detailed comprehension task → follow up productive activity

Activity with a task to see if students can use a particular structure → the teacher presents the new language to the students → students do another task using new language

The teacher presents the language in context → controlled practice activities →less controlled → freer practice

Activity with examples of the target language provided → activity for students to work out language rules for themselves → activity for students to practice the language

Activity for students to ‘notice’ words or chunks of language → discussion of the meaning of the chunks of language → activity to practise the language

At the beginning of the lesson, we got into groups and talked about an interesting newspaper article we had read.

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 listened to a recording of two people talking about their hobbies, then did a gap-fill comprehension task.

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 a discussion about the advantages and disadvantages of the internet

The teacher read out some sentences, some of which were correct and some incorrect. We had to shout out ‘Right’ or ‘Wrong’.

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

These tests are designed to test language taught on the whole course.

These tests are designed to help teachers to plan course content.

The purpose of these tests is to test language taught on part of the course.

These tests help teachers to put students in classes at the appropriate level.

The marking of these tests depends on decisions made by individual examiners.