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

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

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.

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

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.

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.

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

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."

tudents correct mistakes in a text, either highlighted on the text or spotting them themselves . Assesses learners' awareness of error. Highly realistic task, encouraging sts. to check their own written work.

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.

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.

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.