2. Introducing a reading activity

This time you might introduce a reading activity with the instructions below. Read them and then fill in the blanks.

“Right, now we’re going to move 1)……… to something different. We’re going to read a 2)……………. in which a teacher talks about his experiences as a teacher. Now the first time you read it, I’d like you to read it fairly quickly and don’t 3)…… attention to the details of the passage or worry 4)………… any words you don’t understand- we’ll come 5)……… to them later. OK? Right, now, I just want you to read it 6)……… quickly and answer the question – I’ll write it 7)……. the board.

OK? Are you clear 8)………. what you’re going to do? Could some one explain 9)……. us please? Samuel? OK, fine, thanks, yes, that’s right.

Now, the passage starts 10)………. page 22. So, could you find it, please? Everybody OK? Can you start reading?

Now introduce the same activity to a partner as if you were speaking to a class. Use your own words or those above.

3. Introducing a writing activity

A teacher might introduce a writing activity with the instructions below. Read them and then fill in the blanks.

“OK, now I’d like 1)……. to move on to 2)………some writing. What I’d like you to do is write a review of the textbook you know well. And I’d like you to imagine that your partners are the people you’re writing the review 3)……. .Because after you’ve written your reviews I’d like you to 4)………. them on the wall – somewhere everyone can read them, 5)…….. you’ll be able to 6)……an idea about what some textbooks are alike.

OK? Is that 7)…………..? You’re going to write a review of the textbook and 8)………… display it 9)…………… the wall where everyone else will be able to read it. If you want to, you can 10)…………. back to the questionnaire on pages 31 and 32 for ideas.

Now introduce the same activity to a partner as if you were speaking to a class. Use your own words or those above.

4. Preparing for a speaking activity

A teacher might introduce a speaking activity with the instructions below. Read them and then fill in the blanks.

“OK, can you stop what you’re doing? Right, we’re going to go 1)……. to something else – some speaking practice. Can you look at Section 5, Activity 1 on page 40 2)…… your books? Got it? Now in that activity, there are ten statements, all about what makes a good lesson. Do you agree 3)…… these statements? Wait a minute, hold 4)……. a minute. If you agree with the statements, I want 5)…… to tick them. If you don’t agree, what do you think you should do? Yes, that’s right, put a 6)………. next to them. OK, so do you understand what you’ve 7)………… to do? Read the statements and tick the 8)………… you agree with and put a cross next to the ones you disagree with. OK, off you go.

Now introduce the same activity to a partner as if you were speaking to a class. Use your own words or those above.

5. Giving instructions for homework

A teacher might set part of the section in the textbook as homework with the instructions below. Read them and then fill in the blanks.

“Right, I'd like to give you some homework. We've done a lot of listening and speaking today but we haven't done much reading, so 1)……... like you to do some reading. It's the texts and tasks 2)……. pages 48 and 49 of your books. Can you look at them now? Just read the exercises through to 3)……. sure you know what you have to do. OK? Now 4)………..Activity 1 just write a very short answer; for Activity 2 just write the word for the feeling 5)……….. the number of the text and for Activity 3 write me a paragraph 6)…… each situation. OK? Is this clear? Robert, could you explain the homework to 7)………...?

Thank you. Now, could you do the homework on a 8)……..of paper and get it in to me 9)……….. Friday. OK?”

Now introduce the same activity to a partner as if you were speaking to a class. Use your own words or those above.