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whether it is an object, animal or person, give different hints:
whether it is animal, vegetable or mineral; the first letter of the
word ('I-spy with my little eye something beginning with ...'); the
colour; the size, whether you like it or not, etc. The number of
questions can be limited to 10 or 20.

Hearing mistakes

Listening comprehension with quick reactions.

Procedure: Tell or read a story that is well known to the students
(it can be one they have recently worked on in class), introducing
deliberate mistakes as you do so. When they hear a mistake,
students put their hands up, call out the correction, or note down
the mistake.

How do you feel?

Describing feelings.
Procedure: Tell the students to close their eyes; they might like to
place their heads on their arms. Ask them to think about how they
feel; they might think about their day so far, or about their
previous lesson with you and what they remember of it, what they
learnt and what their problems might have been. After a few
minutes, students who are willing to do so can say what their
feelings are.

How many things can you think of that . . .?

Vocabulary revision.

Procedure: In groups, students try to think of and note down as
many things as they can that fit a given definition and that they
know in English. For instance, you might tell them to think of, as
many items as they can that are small enough to fit into a
matchbox. After two or three minutes, pool all the ideas on the

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