When teachers think about what they believe their students will know or how they will behave in a particular lesson.

when teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson.

Tests skills of spoken interaction. Creates a real need for communication between sts. A and B. Depending on the task, may produce quite controlled language and so be easy to mark.

When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.

This is all the information from the class, such as age, level or learning style.

Tests knowledge of grammatical structures and the relationships between them. Instructions might say: "Complete the 2nd sentence so that it means exactly the same as the 1st."

Dictionary extracts: jet-lag noun {U} What does the {U} mean?

What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.

The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs.

Test grammatical knowledge, cohesion and awareness of collocation as sts. reorder words/chunks. Objective task-type, so easy to mark.

A book for learners to read containing simplified language

Phrases which are used for a particular communicative purpose or function, e.g. Let’s ..., Shall we ..., How about ...

This describes the language and skills to be covered on a course, and the order in which they will be taught.