(NB. The numbers in square brackets refer to notes in the Commentary.)

Approx. timing


Support Mats

00.10 [1]

Practise a series of interactive exercises. [2]

Arrange the participants in groups of four. It is also possible to work with one or two odd-numbered groups. Do exercises 1 - 4.

1. Demonstrate Exercise 1. [3]

2. Groups work through Exercises 1 – 4. [4] [5]

3. Explain and then do Exercise 5. [6]

4. Organise and then do Exercise 6. [7]

Varieties of Interaction.


Small-group discussion of the activities 1 - 5 just practised. The discussion exercise will be returned to after lunch.

Consider in groups of 4 – 6 answers to the following questions for each exercise practised: [8]

1. What was being practised?

2. How were you organised?

3. What did you DO?

4. Why were you asked to do it in that way?




If necessary, continue working in groups to finish the discussion started before the break.

When the participants are ready, begin the plenary group feedback and discussion.

1. Get some answers to the questions asked about the interactive exercises. [9]

2. Distribute the Varieties of Interaction worksheets and give participants time to see how the exercises are set out.

3. Discuss how these exercises relate to what was said and discussed in the previous unit and, in particular, consider to what extent these activities are communicative. [10]

4. Discussion in groups: how can we make exercises more communicative?

5. Feedback from groups. Build up proposals on the board. Feed in the points on the handout.

6. Give out copies of the handout and invite people to add other valid suggestions from those listed on the board. [11]

Making an activity more communicative.




Discussion Activities: Topic and Task.

(Remind the group about the discussion activity done as the final interactive exercise this morning.)

1. In groups of 4/5, do Activity 1 on the handout, Speaking Practice: Topic and Task .

2. Do Activity 2 on the handout.

(Allow about 10 minutes for each activity.) [12]

3. Still in groups, discuss the differences between the two activities. Consider differences in:



quality of discussion


4. Plenary feedback discussion: consider the importance of differentiating between Topic and Task. [13]

5. Give another example. Distribute the handout Discussion Activities: two examples . The first example in based on an activity from a traditional school textbook. Discuss how it might work in the classroom. [14]

6. Try doing the “half and half” version of the discussion. (Full instructions in the Commentary.) [15]

7. Plenary discussion: which version is more effective in producing interaction and why? [16]

Topic and Task

Discussion Activities


Interactive Exercise Workshop. [17]

1. Put the participants in small groups (max. 4) and make sure everyone has sight of a copy of the Varieties of Interaction sheets used this morning.

2. Look at the first four exercises we did this morning.

3. Write a similar set of interactive exercises to practise one of the following points of grammar:

- use of the present continuous form to talk about the future:

- the simple past form:

- uses of Some and Any.

4. The groups write their finished exercises on large pieces of paper (use marker pens and poster paper if possible).

5. Display the work on the walls of the room and have a few minutes before the end of the session for everyone to walk round and look at each other’s work. [18]


Session ends.

(You may want to take time at the beginning of the next day’s session to talk briefly about the results of the workshop.)