Student A:

1. Find someone in the magazine your teacher gives you.

2. Describe that person here:  

..........................................................................................................
...........................................................................................................

Student B:

 You are an investigator.

 There was a murder, and student A saw who did it. It was a famous
person, but student A doesn’t know their name. 
 Ask questions to find out as many details as possible. Ask
complete questions.

Wearing?..............................................................................................
Looks?..................................................................................................

Search in the magazine and ask “Is this the person you saw?”

Match the sentence halves:

1. He’s wearing…
2. She’s got…
3. His…
4. He has…

1. …tie is blue [3]

2. …blonde hair [2]
3. …a hat [1]
4. …dark hair [4]
Unit 1: Teaching with limited
resources
There is nothing worse than arriving at your new school, all full of
enthusiasm and ideas for great hand-outs, only to realise that your
school does not have a photocopier!

This has happened to many an EFL teacher (including the writer of this
module!).  On completion of this course, some of you will be jetting off
to schools in all five continents of the globe.

If you are planning on teaching in a developing country, or a very small

school, it would be a good idea to consider the very practical notion of
teaching with limited resources.

To follow, are a number of practical ideas and techniques to ensure that

your students are still engaged and learning despite you only having
perhaps some broken bits of chalk and a blackboard!

A–Z

A firm favourite with all my students, especially with large classes who
are not used to getting up and moving around in the classroom.       

 Choose a lexical set like sports.

 The student at the front of each line must run to the board and
write a sport beginning with A, hand the chalk to the student
behind them and then go to the back of the line.
 The next student goes to the board and writes a sport beginning
with B, hands the chalk to the next student and goes to the back
of the line and this continues until students reach Z.
 Other students in the team can help the person writing if they
cannot think of a sport. If nobody can think of one, they go on to
the next letter in the alphabet.
  The winner is the team with the most sports written on the board
by the end of the game.
 When playing A-Z which lexical set would lend itself best to this
game?
 
 A. Hobbies

Following on from brainstorming the advantages and disadvantages of

fast food, what would be a practical following task?