Acknowledgements ‘The publishers would like to thank the following for their permission to use copyright material: Nathaniel Altman and Thorsons Publishing Group Limited for an extract from The Palmistry Workbook (1984); Charles Handy and BBC Publications for an extract from Taking Stock — Being Fifty in the Eighties (1983); Donald Norfolk and Michael Joseph Ltd. for an extract from F arewell to Fatigue (1985); Oxford University Press for an extract from the English Language Teaching Fournal, Vol. 40/2 (April 1986); Gordon Wells and Cambridge University Press for an extract from Learning Through Interaction (1981).Contents ‘The authors and series editor 1 Foreword 3 Introduction 5 1 Towards a classroom approach 15 2 Controlled activities 2B Activity Level Approx time Description (minutes) 1 Chain names Beginnerto 5-10 Introducing studentsto 24 ‘Advanced each other. 2. Name bingo Beginnerto 10-15 Introducing students to 24 Elementary each other (larger classes). 3. Find someone Elementary 15-20 Students find out more 25 who... and above about each other. 4 Guess who? Elementary to 15-20 Students ask questions 26 Intermediate inorder to establish a person’s identity. 5 Sounds English Beginnerto 10-15 Getting students’ a ‘Advanced tongues around English sounds. 6 Look and speak Beginner to 15-20 Tohelp students repeat 28 Intermediate a dialogue. 7 Listenandspeak -Beginnerto «15-20 Giving students simple 29 Elementary oral practice through dialogue repetition. 8 Listenandrecord Elementary 15-20 To make recording 29 and above after listening toa taped model. 9 Shadow reading Beginnerto 10-15 Building up students? 30 ‘Advanced confidence. 10 Whodo you Upper 20-25 How different language 31 think: . .? intermediate to is used for the same ‘Advanced function. 11 Doyoucomehere Elementary 10-15 Tocueadialogueso that 32 often? and above students have to listen to what the other speaker says.