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be seen by the whole class. The picture should show people and
objects in a setting; a street scene would be ideal. If you haven't
got a picture like this, then any picture will do.

Procedure: Provoke the students in a playful manner, saying you
will find out if they have good memories. Then show the class the
picture for two minutes. If the class is big, you might have to do
this by walking up and down the aisles showing the picture from
side to side. Turn the picture away from the class, so that only you
can see it. Ask the students what they can remember. Do not
confirm or reject ideas. Encourage differences of opinion to raise
interest. Finally, show the picture again.

Variation: Show the picture and then ask the students to write
down what they remember about it and, having done so, to
compare their list with their neighbour's.

Wrangling

Learning and repeating dialogues.

Procedure: Choose a dialogue consisting of two short sentences
expressing disagreement. For example:
I'm sure it's going to rain.
Of course it isn't. Two volunteer students say their sentences
to each other, as an argument: they are allowed to use only the
words of the text, but must vary stress, gesture and tone to try
to convince each other! The first to give up is the loser.
You may wish to use a text from your course book as a basis for
the dialogue, in order to review vocabulary or grammar. Other
possible dialogues are in the BOX.

Variation 1: Allow students to improvise variations or a
continuation, developing the exercise into a role-play. In the above
dialogue, for example, the pair could decide what it is that makes
them concerned about the weather (are they planning a picnic? or

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