The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class.

Putting text or pictures in the correct order. Tests comprehension of written/spoken text, esp. good for testing understanding of narrative. Quick and easy to mark.

What information does this extrac taken from a grammar reference provide?

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

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.

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

An example of a grammar point, function or lexical set.

Every nth word is blanked out to test reading comprehension and knowledge of grammar and lexis. May be difficult to mark if gaps allow for more than one answer.

A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc.

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.

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."

How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.

A basic plan of what a teacher will teach for a number of lessons. Its aim is to try to ensure that lessons fit logically together.