B091 EfT2 Mod12 Trainerbook - FINAL - MedRes

Trainer book
English for Teaching 2

Module 12: Review
www.teachingenglish.org.uk
Module 12: Review Trainer book
Overview
Language
Review of language points covered in modules 7 to 11
development
Task Taking part in a set of recycling activities
Methodology Creating and reviewing recycling activities
In the classroom Carrying out a classroom survey and creating a visual for a peer presentation
Pronunciation Review of sentence stress, connected speech and word stress using lexis from
and vocabulary modules 7 to 11
Magazine Group recycling article
Activity page Games for language recycling
Reflection discussion on modules 7 to 11

Reflection
A reflection haiku
By the end of this module, participants will be able to:
●● use a set of group recycling activities for revising grammar and vocabulary
●● create materials for recycling vocabulary and grammar with their classes in
Learning
a variety of ways
outcomes
●● evaluate group recycling materials for use in class
●● create charts for classroom surveys
●● use games for recycling language in the classroom.
Module 12: Review © British Council 2011

1
Contents page
1 Language
1.1 Listening: Group recycling activities . . . . . . . . . . . . . . . . 3
1.2 Recycling materials . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Methodology
2.1 Task – Creating a set of recycling materials . . . . . . . . . . . . 6
2.2 Peer feedback on recycling materials . . . . . . . . . . . . . . . 6
3 In the classroom
3.1 A classroom survey about classroom surveys! . . . . . . . . . . 7
3.2 Creating a chart about a classroom survey . . . . . . . . . . . . 8
4 Pronunciation
4.1 Sentence stress . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
4.2 Connected speech . . . . . . . . . . . . . . . . . . . . . . . . . 9
4.3 It’s stressful when they don’t understand! . . . . . . . . . . . . 10
5 Magazine
5.1 Group recycling: the fun way to recycle language! . . . . . . . 11
6 Activity page
6.1 ABC… Stop! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
6.2 Five games for recycling vocabulary . . . . . . . . . . . . . . 13
7 Reflection
7.1 Reflection on modules 7 to 11 . . . . . . . . . . . . . . . . . . 14
7.2 Writing a haiku about teaching and reflection . . . . . . . . . 14
Appendix 1
Group recycling task sheets 1–6 for 1.2 Recycling materials . . . 15
Appendix 2
Five games for recycling vocabulary . . . . . . . . . . . . . . . . 24
2 Module 12: Review © British Council 2011

1 Language
1.1 Listening: Group recycling activities
This listening activity introduces the topic of group recycling tasks in the form of a short presentation given
by a teacher.
Materials
●● Coursebook 1.1
●● Audio 1.1
Instructions
Before listening
●● Divide participants into pairs and ask them to discuss the ‘before listening’ questions.
●● Monitor and make notes around the room keeping any points for later.
●● Elicit and collate the main points on the board.
While listening
●● Ask pairs to listen to the teacher and make notes about the steps that she uses when using group
recycling activities with her classes.
●● Play the audio for the first time and ask participants to compare their notes.
●● Play the audio for the second time and ask participants to add anything else to their notes.
●● Elicit the answers from the participants.
Points to highlight
●● Group recycling activities are done at regular intervals during the year.
●● The activities are always done in groups.
●● The groups move around the room to answer different tasks.
●● There is a different group ‘secretary’ for each activity.
●● Each group corrects other groups’ work.
●● Group recycling is a great way for learners to revise work and get to know each other.
Post listening
●● Ask pairs to discuss the points and elicit suggestions to collate on the board.

3
Audio script
Good afternoon everyone and welcome to this short presentation on the subject of recycling language
with learners. If you have any questions, I’ll take them at the end of my presentation.
I try to include fun and a little competition in my recycling language activities which can be adapted to
any coursebook unit on a regular basis through the teaching year. My recycling activities are done in
teams of four learners who move around the classroom, working on different tasks posted around the
room using a group answer sheet. When they finish the tasks, they swap their answer sheets with another
group for correction and the team with the most correct answers wins a little prize. The rules for this
group activity are:
1. Each team has a maximum of five minutes at each task area before they have to move on to the next
task area.
2. Each team has its own group answer sheet showing the different stages of the recycling activity.
3. Each team chooses a different ‘secretary’ for each task.
When I prepare the recycling, I like to include different types of tasks that are easy to do and easy to
correct. My favourite types of activity are:
●● Jumbled sentences.
●● Filling in tables with opposite adjectives or verbs.
●● Gap filling.
●● Reading comprehension questions with a short text.
●● Brainstorming exercises.
As a teacher, I think it’s really important to recycle language from the coursebook as often as possible to
make sure that learners remember the language and because they are familiar with the different types of
activities, they know what to do as a group. I always tell learners that it’s very important to work as a team
more than winning. I also tell my learners when I’m planning to do the recycling language activities to give
them time to review by themselves at home in preparation.
If you have any questions, I’ll take them now… (fades out)

1.2 Recycling materials
In this activity participants try out a set of group recycling materials based on the language in English for
Teaching 2 Module 7.
Materials
●● Sellotape or Blu-Tack
From Appendix 1:
●● One copy of each of the six Group recycling task sheets (1-6)
●● One copy for each group of the Group recycling team answer sheet
●● One copy for each group of the Group recycling team answer sheet with points
Instructions
●● Before the session, stick the six Group recycling task sheets on the walls around the room.
●● Divide participants into six groups (A, B, C, D, E, F) and give each group one copy of the Group recycling
team answer sheet.
●● Give each member in each group a number and tell them that participant number 1 is the team
secretary for task number one, participant number 2 is the team secretary for task number two
and so on.
●● Tell all the groups that they have five minutes for each of the tasks stuck around the room and that the
secretary will write the answers for the group. Remind them that only one group at a time can be at each
task and that they should discuss their answers as a group.
●● Start the activity and ensure that teams are on task. Every five minutes, clap your hands so that groups
can move on to the next task sheet in a different part of the room.
●● After 30 minutes, ask all the groups to stop and each group exchanges their team answer sheet with
another group.
●● Hand out one team answer sheet with points for each group to correct the answers from another group.
●● Once correction is over, ask each group to hand back the team answer sheet to the original team.
●● Elicit any problems or queries from the whole class.
Advantages of group recycling activities

●● Peer teaching and peer learning.
●● Groups take responsibility for their own revision.
●● Kinaesthetic learners like moving around the room.
●● Groups have more time to discuss and negotiate their answers.
●● Working in groups helps people bond better with one another.
●● Functional language can be fed in to help keep the discussions going.
Disadvantages of group recycling activities

●● They can be more difficult to organise with larger groups.
●● They require copies to be prepared and displayed around the training room.
●●
The best speakers might dominate the activity.
●● Disagreements might occur.

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2 Methodology
2.1 Task – Creating a set of recycling materials
In this activity participants create a set of recycling materials to review one module from modules 8 to 11
based on the materials used in 1.2.
Materials
●● Plenty of A4 sheets of paper
Instructions
●● Divide the participants into four groups (A, B, C, D).
●● Allocate the following modules to each group:
1. Module 8: Group A
2. Module 9: Group B
3. Module 10: Group C
4. Module 11: Group D
●● Participants work in groups to create six group recycling activity sheets for their module based on the
materials in 1.2 but using the language and vocabulary in the modules above.
●● Monitor groups and support where necessary to ensure that all the groups are on task.
●● At the end of the task each participant should have:
1. one set of the Group recycling task sheets 1 to 6 for their module
2. one copy of the Group recycling team answer sheet for their module
3. one copy of the Group recycling team answer sheet with points for their module.
2.2 Peer feedback on recycling materials
In this activity participants give constructive peer feedback on the materials that they created in 2.1.
Materials
●● Group recycling materials created in 2.1
Instructions
●● Rearrange participants into groups with at least one member from each group A, B, C and D in 2.1.
●● Go over the useful language in section 2.2. Drill the phrases. If you have a strong group elicit more
examples of the functions and write on the board.
●● Participants take turns to play the role of the teacher and review their module. Encourage use of the
useful language. Allow maximum 10 minutes for each participant. This should ensure the whole activity
is completed in less than one hour.
●● Monitor and make notes of common errors and examples of good language use. Go through this with
the whole group at the end as feedback.

3 In the classroom
3.1 A classroom survey about classroom surveys!
This activity is another opportunity for participants to try a classroom survey about their own use of
classroom surveys.
Materials
●● Coloured pens, large sheets of paper
Instructions
●● Ask participants to read through the classroom survey in 3.1 and check that they all understand
the vocabulary.
●● Ask participants to discuss the four question in pairs.
●● Elicit ideas – the questions as they are don’t provide much language practice as a one-word response
is all that is required. The questionnaire could be made more learner centred by having follow-up
questions, e.g. why/why not? Demonstrate this by asking participants question and eliciting a response
– always/usually/sometimes/never. Then ask a follow up question, e.g. what kind of surveys do you use?
Do your learners enjoy them? Why don’t you use surveys, etc.
●● Divide participants into groups and assign one or two questions to each group, depending on how
many participants there are.
●● Groups mingle, asking each other the questions and noting answers.
●● When groups have completed their questions ask them to collate their information. Explain that they
will need this for the next part of the activity.

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3.2 Creating a chart about a classroom survey
This activity gives participants the chance to create a visual that summarises their classroom surveys
and helps them present the visual to other participants.
Materials
Instructions
●● Elicit from participants examples of different visuals that they could create to summarise a classroom
survey. Possible suggestions: a pie chart, a bar chart, a line graph (examples in coursebook).
●● Ask groups to discuss and decide what kind of visual would be useful for presenting the results of
their surveys.
●● Ask groups to prepare their visuals and rehearse how they will present the information – distribute
coloured pens and paper as necessary.
●● Decide on the running order of presentations, then ask them to present in turn.
●●
After each presentation ask groups to comment – is it what they expected?
Was there anything surprising?
●● Ask participants to work through the discussion questions.
●● Elicit their ideas and opinions.
Classroom questionnaires are a powerful way of making language more personalised and facilitate
‘real’ communication in the classroom since they are finding out new information from the other learners.
They can be used even at lower levels and with young children – for example, surveys on favourite
colours/foods/games, etc.
Advantages of classroom questionnaires
●● Learners can share and compare personal information.
●● They help with group bonding.
●● They can be used with any grammar or vocabulary in a coursebook.
●● They increase learner talking time and reduce teacher talking time.
Potential disadvantages
●● The language may be more controlled and repetitive. In this case, the survey is a type of grammar
drill. It can be made more learner-centred by asking follow-up questions.
●● Some learners may not want to share personal information – be sensitive in your choice of topics
●● There may not be enough space to move around the classroom – in this case, the survey can be
carried out in individual groups who then report back to the whole class.

4 Pronunciation
4.1 Sentence stress
This activity brings together and reviews the main pronunciation topics from modules 7 to 11.
Materials
●● OPTIONAL – Overhead projector and transparency of Section 4.1. If this is not possible then write the
text on the board while participants are working together.
Instructions
●● Participants work in pairs to read the text and highlight the syllables that carry the main stress marking
it with a above the syllable.
Answers
‘As a teacher, I think it’s really important to recycle language from the coursebook as often as possible to
make sure that learners remember the language and because they are familiar with the different types of
activities, they know what to do as a group. I always tell learners that it’s very important to work as a team
more than winning. I also tell my learners when I’m planning to do the recycling language activities to give
them time to review by themselves at home in preparation.’
4.2 Connected speech
This activity reviews assimilation, intrusion, elision and linking.
Materials
Instructions
●● Participants work in pairs to read the phonological term, match it with a definition and two examples of each.
●● Ask participants to create two other sentences highlighting each term.
Answers
1. D: iv and viii
2. A: ii and v
3. B : i and iii
4. C: vi and vii

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4.3 It’s stressful when they don’t understand!
This activity reviews word stress patterns using vocabulary from modules 7 to 11.
Materials
Instructions
●● Participants work in pairs A and B for this activity.
●● Make sure that participants only see their own grids A and B.
●● Ask participants A to look at their grid 2 and participants B to look at their grid 1.
●● Participants work individually to mark the correct word pattern above each word in their grid.
For example:
O o
Teacher
●● Participants now work in pairs to check the word stress patterns that they have filled in.
●● Participant A elicits each word one by one from Participant B correcting if necessary and highlighting
the stress pattern by tapping it on the table.
●● Participant B does the same.
Here are the correct stress patterns for the activity:
Participant A
O o O o O o o O o o O o
Lockers Staffroom Playground Supplies Competition
o o O o o o O o o o O o O o o o O o o
Photocopier Laboratory Equipment Instruments Facilities
o O o O O o o O o o o O o
Improve Canteen Decorate Primary Computer
O o o O o Ooo o O o O
Library Classroom Camera Improve Technique
o o o O o oOo O o o O o o O o o o
Pronunciation Creative Discipline Microphone Secondary
Participant B
O o oOo O o o o O o o O o
Topic Idea Homework Questionnaire Explanation
o o O o oOoo Ooo ooOo O o
Kinaesthetic Materials Monitor Motivation Scissors
O o o o o O o o O o o O o o o o O o o
Networking Flexibility Technical Stimulating Superlative
o O o o Oooo O o o o O o o o O o
Significant Motivated Interview Exciting Disappointed
o O o o O o o O o o O o o oOo
Technology Interested Paintbrush Activity Elicit

5 Magazine
5.1 Group recycling: the fun way to recycle language!
In this activity participants read and discuss an article from the TeachingEnglish website. The article deals
with the topic of recycling language.
Materials
Instructions
●● Participants discuss the pre-reading question.
●● Elicit their ideas and collate the main points on the board.
●● Participants read the text and underline any of their own ideas that occur in the text.
Information
The term ‘active’ vocabulary refers to learners’ ability to produce language while speaking or writing
and is contrasted with ‘passive’ which refers to learners’ ability to understand it when reading or listening.
Participants may be familiar with the terms ‘productive’ and ‘receptive’.
Recycling language on a regular basis in the classroom helps learners to internalise the language.
It also helps them make the language move from short-term memory to long-term memory.
●● Participants discuss the post reading question.

●● Elicit their ideas and collate the main points on the board.

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6 Activity page
6.1 ABC… Stop!
This activity introduces the idea of recycling vocabulary through fun games and recycles the vocabulary
from modules 7 to 11.
Materials
●● Coursebook module 8
Instructions
●● Divide the learners into teams of four.
●● Tell the participants that you are going to say the alphabet in English and that participants in
Team 1 must say ‘ABC Stop’ when you reach a letter that they would like, for example, ‘T’.
●● Each team must then work together to find quickly ten words beginning with that letter in module 8.
●● The first team to find ten words shouts ‘Stop!’ and all the groups stop writing.
●● Elicit all the ten words from the team that shouted ‘Stop!’ If they are correct, they get one point.
●● Start the activity again with Team 2 choosing the letter and the game continues until a team reaches
five points.
Note: Words such as ‘the’, ‘to’, ‘that’ are not counted!

6.2 Five games for recycling vocabulary
In this activity participants try out another five games for recycling vocabulary using their peers as their
‘students’ and focusing on vocabulary from different modules.
Materials
●● Appendix 2: One cut up copy of each of the five games for recycling vocabulary for each participant
in groups of five
Instructions
●● Divide the participants into groups of five and give each participant one of the five games.
●● Tell participants to focus only on the following modules to prepare their games:
Game 1 – Questions and answers: Module 7 Game 2 – Can you remember?: Module 8
Game 3 – Guess what it is!: Module 9 Game 4 – Say it!: Module 10
Game 5 – Group bingo: Module 11
●● Allow ten minutes for participants to prepare their game.
●● The participant with Game 1 starts and uses the other four participants in the group – two teams
of two members.
●● The participant with Game 2 continues and so on.
●● After all the games have been played, divide the participants into pairs and ask them to discuss the
questions in 6.2 and also the post-activity question.
●● Collate their ideas on the board.

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7 Reflection
7.1 Reflection on modules 7 to 11
In this activity participants reflect individually and then as a group on modules 7 to 11.
They also create their own haiku about reflection.
Materials
●● Modules 7 to 11
Instructions
●● Participants work individually making notes next to the four questions in 7.1.
Allow 15 minutes for this and encourage them to look through modules 7 to 11.
●● In pairs, participants compare their answers.
●● Open up the discussion to the whole group to round off the activity.
●● Tabulate opinions on the board if necessary.
7.2 Writing a haiku about teaching and reflection
In this activity participants create their own haiku poem about teaching and reflection.
Materials
Instructions
●● Ask the participants to relax and close their eyes. Tell them that you are going to read them a poem
about reflection and teaching written by a teacher.
●● Read the poem slowly and ask participants for their opinions about the poem.
●● Ask if anyone knows about haiku – see explanation below.
●● Ask participants to read the poem and underline words that they feel are important.
●● Divide the participants into pairs and ask them to discuss the words they have chosen and the ideas
in the poem.
●● Write the word ‘Haiku’ on the board and elicit any information about what the participants think it might be.
A Haiku is a short poem with three lines that originally comes from Japan. Haikus don’t have any rhyme,
just like the poem above, and the complete poem only has 17 syllables:
●● Line 1 has five syllables
●● Line 2 has seven syllables
●● Line 3 has five syllables.
●● Refer participants to the information in 7.2 and the example haiku. Elicit the haiku structure from participants.
●● Ask participants to follow five steps to write a haiku and read their haikus to other participants when they
have finished and stick them on the wall.

Appendix 1
Group recycling task sheets 1-6 for 1.2 Recycling materials
Task 1: Grammar – comparative and superlatives (10 points)

Write the correct form in the space using the adjective at the end of each sentence.
1. My history of art course was ________________ course that I’ve ever done in my life.
(stimulating)
2. I find that dictionaries are just ________________ as grammar books when I learn a language.
(useful)
3. The ________________ vowel sound in English is the ‘schwa’ sound.

(common)
4. At school Mr Cole was ________________ teacher I ever had because he never gave me any
feedback about my work.
(bad)
5. Do you think girls are ________________ language learners than boys?

(good)
6. For me class surveys are one of the ________________ ways of using controlled practice in
the classroom and sharing personal information.
(effective)
7. I think it’s far ________________ to use flashcards when teaching vocabulary than drawing on
the board.
(practical)
8. Facebook, by far, is the ________________ social networking site on the internet.

(used)
9. Don’t you think that listening to podcasts in English is ________________ than listening to
the radio?
(convenient)
10. Generally, my students are much ________________ to speak in English if they are giving
information about themselves to other students.
(eager)

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Task 2: Grammar – focus on form (10 points)

Complete the table with the correct form of the adjective.
Base form Comparative form Superlative form
1. common
2. better
3. the worst
4. easier
5. dry
6. more convenient
7. the hottest
8. clearer
9. big
10. prettier
Task 3: -ed or -ing adjectives (10 points)

Draw a line through the adjective which doesn’t fit in each sentence.
1. I’m more interested/interesting in online teacher development courses because I can log on
whenever I want.
2. My recent training course was quite disappointed/disappointing because the trainer didn’t give
us much feedback on our micro-teaching sessions.
3. Giving my first presentation about technology in front of other teachers was really exciting/excited
for me.
4. My first experience of buying a mobile phone was quite disappointed/disappointing because

the camera didn’t work.
5. Yesterday’s class was so embarrassed/embarrassing because I forgot to take all my materials

with me!
6. I felt satisfied/satisfying with my first lesson using technology this morning. It went really well.
7. I enjoyed the ELT conference in Hong Kong, but the 14-hour flight was exhausted/exhausting.
8. It’s often depressed/depressing to see so many teachers working without enough teaching
resources.
9. I was a little confused/confusing at first when I started my online teacher development course,
but I got used to it very quickly.
10. Singing in class used to be a terrified/terrifying experience for me until I decided to use chants
instead of songs.

Task 4: Choose the correct form (10 points)

Put a tick above the correct form in the sentences below.
1. James is much more younger/younger than he looks in the photo.
2. The girls in my class are much tidier than/much tidier of the boys.
3. Yesterday was the worse/the worst teaching day of my life! Everything was a disaster.
4. Many people think that English is as easy than/as easy as French to learn.
5. The British Council website www.teachingenglish.org.uk is considered by teachers of English

as the better/the best website on the Internet.
6. The behavioural situation in her classes is much hopelesser/more hopeless than I thought.
7. I find it much more easy/easier to read paper books than online books.
8. The more experienced you become as a teacher, the quicker/the quickest it becomes to
plan lessons.
9. I find using class surveys the most useful/most useful way to increase ‘student talking time’
in my classes.
10. Mobile learning is the last/the latest approach to learning languages.

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Task 5: Complete the text (10 points)

Read the text below and fill in the gaps with the words in the box.
Class surveys can take the (1) ________________ of questionnaires or group discussions that teachers
use help their learners find out about each other, their attitudes, feelings and (2) ________________ .
They also help to (3) ________________ learners to reflect on their (4) ________________
experiences.
When using class surveys, be (5) ________________ about what you need to find out. Make sure your
(6) ________________ know why you are doing the survey. Decide what (7) ________________ and
vocabulary to use and make sure that it is not too (8) ________________ for the class.
You can have open-ended, (9) _______________ choice or a mix of both. Using a combination of both
can help to ensure that you get all the information you need in a manageable (10) ________________ .
Word box
format specific form encourage interests language
multiple classroom learners difficult
Task 6: Put these stages in the correct order (10 points)

How to do a classroom survey.
1. Organise the information gathering interviews.

2. Share the displays with the class and discuss.
3. Design a worksheet and some sample questions.
4. Help learners to choose ways to present the results.
5. Choose a relevant topic for your classroom survey.
6. Learners prepare their displays.
7. Ask learners to add questions (optional).
8. Give learners time to process the interview results.
9. Give the survey worksheet to the learners.
10. Make it clear to the class what the survey is about.

Group recycling – team answer sheet
Names in the group:____________________________________________________
Task 1: Grammar – comparative and superlatives 1 point each (10 points)

Correct form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Task 2: Grammar – focus on form ½ point each (10 points)

Correct form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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Task 3: -ed or -ing adjectives 1 point each (10 points)

Correct adjectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Task 4: Choose the correct form 1 point each (10 points)

Correct form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Task 5: Complete the text 1 point each (10 points)

Correct words:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Task 6: Put these stages in the correct order 1 point each (10 points)
Correct order:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

21
Answers
Task 1: Grammar – comparative and superlatives 1 point each (10 points)

1. the most stimulating
2. as useful
3. most common
4. the worst
5. better
6. most effective
7. more practical
8. most used
9. more convenient
10. more eager
Task 2: Grammar – focus on form ½ point each (10 points)

Base form Comparative form Superlative form
1. common more common the most common
2. good better the best
3. bad worse the worst
4. easy easier the easy
5. dry drier the driest
6. convenient more convenient the most convenient
7. hot hotter the hottest
8. clear clearer the clearest
9. big bigger the biggest
10. pretty prettier the prettiest
Task 3: -ed or -ing adjectives 1 point each (10 points)

1. interested
2. disappointing
3. exciting
4. disappointing
5. embarrassing
6. satisfied
7. exhausting
8. depressing
9. confused
10. terrifying

Answers (continued)
Task 4: Choose the correct form 1 point each (10 points)

1. younger
2. much tidier than
3. the worst
4. as easy as
5. the best
6. more hopeless
7. easier
8. the quicker
9. the most useful
10. the latest
Task 5: Complete the text 1 point each (10 points)

1. form
2. interests
3. encourage
4. classroom
5. specific
6. learners
7. language
8. difficult
9. multiple
10. format
Task 6: Put these stages in the correct order 1 point each (10 points)
Correct sequence:
5, 3, 10, 9, 7, 1, 8, 4, 6, 2

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Appendix 2
Five games for recycling vocabulary
1. Questions and answers 2. Can you remember?

●● Write two word lists, A and B, on the board with ●● Put the learners into pairs or small groups.
ten words in each list. ●● Give them a time limit (e.g. three minutes) and
●● Divide the learners into pairs, A and B. ask them to write down as many words,
A and B choose a word from their lists and phrases, and/or expressions as they can from
write a question that includes the word. the last lesson on topic X.
●● When the participants have completed their ●● The pair or group that can remember the most
ten questions, they ask them to each other. items wins.
3. Guess what it is! 4. Say it!

●● Divide the learners into two teams, A and B, ●● Divide the learners into two teams, A and B,
and give each team a particular topic with each team sitting on either side of
(e.g. sports). the room.
●● Don’t share the topic with the other teams. ●● Place one chair in front of each group facing
●● Give each team five minutes to create a list of each team with the board behind each chair.
ten items related to the topic. ●● Ask one learner from each team to sit on
●● When the lists are ready, tell Team A the name each chair. Write a word or expression on the
of Team B’s topic. Team A has one minute to try board. The learners on the chairs mustn’t see
to guess the items on Team B’s list. the board.
The members of Team B must listen and tick ●● Tell the learners in each team that they have
the items which Team A guesses. Give one one minute to get the person on the chair
point for a correct guess. For every word they to say the word or expression using verbal
miss, Team B gets a point. clues without saying the word or expressions
●● Now, it’s Team B’s turn to guess Team A’s list on the board.
scoring in the same way. The team with the ●● The first learner on a chair to say the word or
most points wins. expression scores one point for their team.
●● Two new learners sit on the chairs and a new
word or expression goes on the board.
Continue the activity until one team reaches
ten points.
5. Group bingo
●● The teacher writes up ten words, phrases and/or expressions on the board.
●● Each learner chooses any five of the items from the board and writes them down.
●● The teacher then selects one of the items at random (bits of paper from a hat, for example)
and offers a brief definition or synonym of the item but does not say the word itself.
●● If a learner thinks they have the word that the teacher described, they tick it.
●● When a learner ticks all their words, they shout ‘Bingo!’. The first learner to shout ‘Bingo!’ wins
the round.
●● Additional rounds can be played with different sets of words.

© British Council 2012 / B091
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.

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English for Teaching 2

Task Taking part in a set of recycling activities

Methodology Creating and reviewing recycling activities

Magazine Group recycling article

Activity page Games for language recycling

Reflection discussion on modules 7 to 11

Module 12: Review © British Council 2011

2 Module 12: Review © British Council 2011

1.1 Listening: Group recycling activities

Module 12: Review © British Council 2011

4 Module 12: Review © British Council 2011

1.2 Recycling materials

Advantages of group recycling activities

Disadvantages of group recycling activities

Module 12: Review © British Council 2011

2.1 Task – Creating a set of recycling materials

2.2 Peer feedback on recycling materials

6 Module 12: Review © British Council 2011

3.1 A classroom survey about classroom surveys!

Module 12: Review © British Council 2011

3.2 Creating a chart about a classroom survey

8 Module 12: Review © British Council 2011

4.1 Sentence stress

them time to review by themselves at home in preparation.’

4.2 Connected speech

This activity reviews assimilation, intrusion, elision and linking.

Module 12: Review © British Council 2011

4.3 It’s stressful when they don’t understand!

10 Module 12: Review © British Council 2011

5.1 Group recycling: the fun way to recycle language!

●● Participants discuss the post reading question.

Module 12: Review © British Council 2011

6.1 ABC… Stop!

Note: Words such as ‘the’, ‘to’, ‘that’ are not counted!

12 Module 12: Review © British Council 2011

6.2 Five games for recycling vocabulary

Module 12: Review © British Council 2011

7.1 Reflection on modules 7 to 11

7.2 Writing a haiku about teaching and reflection

14 Module 12: Review © British Council 2011

Group recycling task sheets 1-6 for 1.2 Recycling materials

Task 1: Grammar – comparative and superlatives (10 points)

3. The ________________ vowel sound in English is the ‘schwa’ sound.

5. Do you think girls are ________________ language learners than boys?

8. Facebook, by far, is the ________________ social networking site on the internet.

Module 12: Review © British Council 2011

Task 2: Grammar – focus on form (10 points)

Task 3: -ed or -ing adjectives (10 points)

4. My first experience of buying a mobile phone was quite disappointed/disappointing because

5. Yesterday’s class was so embarrassed/embarrassing because I forgot to take all my materials

16 Module 12: Review © British Council 2011

Task 4: Choose the correct form (10 points)

1. James is much more younger/younger than he looks in the photo.

5. The British Council website www.teachingenglish.org.uk is considered by teachers of English

10. Mobile learning is the last/the latest approach to learning languages.

Module 12: Review © British Council 2011

Task 5: Complete the text (10 points)

Task 6: Put these stages in the correct order (10 points)

1. Organise the information gathering interviews.

18 Module 12: Review © British Council 2011

Group recycling – team answer sheet

Names in the group:____________________________________________________