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Procedure: The students close their eyes and rest their heads on
their arms. They should then listen and try to recognise all the
sounds they hear. If some students deliberately contribute to the
noises to be identified, that is useful, but don't let it get out of
hand!
After two minutes they open their eyes and describe and
discuss what they heard, first with their neighbour and then with
the class as a whole.

Note: Both the simple past tense and continuous past tense are
naturally contextualised by this activity.
Example:
There was a car; it was going past. It was accelerating. Somebody
dropped something. I think it was a lot of wood ... or some bricks.
Somebody was whispering in the class. Somebody was laughing.
Somebody closed a door. There was a bird; it was singing.

Making groups

Vocabulary review.

Procedure: Decide what lexical area you wish to review. Ask the
students to call out all the words they know related to that area.
Two student 'secretaries' should write the words on the board as
the class call them out. Ask the students to think of as many
different ways of grouping the words as possible. If you have
coloured chalks (or pens if you have a whiteboard), ask the
secretaries to encircle the various words they feel belong to one
kind of grouping.

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