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First group’s sentences
 
 
Second group’s sentences
If I knew the topic very well, 
I could do the exercise immediately.
If I did the exercise now,
I could go the gym.
If I had enough time to go to the gym,
I would become an athlete.
If I were a strong athlete,
I would participate in tournaments.
If I …… 
Then, the second group begins the game when the teacher explains another situation. The 
second group begins If I ….. and the first group should continue the sentence. So the game 
continues. An important point in this game is to make sentences correctly. They should be 
grammatically correct and make sense. The teacher decides if the sentence is correct or not. Also, 
the teacher should correct the mistakes. As you can see that this method helps pupils think and 
make sentences in short time. The longer the sentences, the better for pupils themselves. This 
method helps pupils think creatively and make correct sentences in any situation. 
The next method is called as “fortunately – unfortunately”. The rule can be explained in this 
way. The class is divided into two groups. Both groups should work as a single team in making 
sentences. When the teacher explains the situation, one of the groups begins the game by making 
a sentence beginning with “Unfortunately, ….. The teacher explains the situation. For example, 
“Yesterday, I planned to go to the bank to have cash”. The first group’s sentence can be like this: 
“Unfortunately, father drove my car to work. Then, second group continues the game by making 
sentence beginning with “Fortunately, ……. . An example of game:
Teacher:
- Yesterday, I planned to go to the bank to have cash.
Fist group:
- Unfortunately, father drove my car to work.
Second group: 
- Fortunately, I live near bus-stop.
Fist group:
- Unfortunately, there were no bus for ten minutes.
Second group: 
- Fortunately, a bus came after 12 minutes.
Fist group:
- Unfortunately, it was the bus that doesn’t go to my bank.
Second group: 
- Fortunately, I realized that, changed to another bus and reached the bank.
Fist group:
- Unfortunately, it was lunch-break in the bank and I had to wait.

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Second group: 
- Fortunately, I had my mobile and played games.
Fist group:
- Unfortunately, ……..
Second group: 
- Fortunately, ……… 
Then, groups can change their roles, the second group makes negative sentences beginning 
with “Unfortunely, ….” And the first group positive sentences with “Fortunately, …. . The game 
continues until one of the groups can’t make sentences or the teacher stops. This method help 
pupils make sentences quickly. 
Spoken English teaching techniques stress real-world communication and English conversation 
versus rote memorization. Because these communicative methods are a student-centered 
approach, the teacher must work as a facilitator in an effort to help students develop English 
speaking skills for a range of purposes. Our teaching methods are focused on increasing speaking 
English in classroom, as well as the pronunciation of words, and utilizing new vocabulary 
as much as possible. Using these classroom oriented methods maximizes dialogue through a 
variety of techniques, including class discussions, presentations, small group discussions, pair 
work, group work, special projects, and other task-oriented assignments. As mentioned above, 
the modern language teacher doesn’t follow one rigid method, but applies the modern ways of 
different approaches – fitting the method to the learner, not vice versa. This means choosing the 
techniques and activities that are appropriate for each particular task, context and learner, with 
a focus on motivation and helping learners become independent and inspired to learn more.
A good teacher always wants that his teaching should be effective. He wants that all the 
students of the class should properly attend, listen to him and try to grasp what he teaches in 
the class. The principles evolved help the teacher to carry on his routine of teaching efficiently. 
They provide him guidelines and keep him on the right track. They check him from going astray. 
They ensure the achievement of the teacher in the process of teaching.
Used literature
1. John and Liz Soars. New Headway. Pre-Intermediate. Student’s Book. Oxford. 2007.
2. Jim Scrivener. Learning Teaching 3rd Edition Student’s Book. London. Macmillan. 2011
3. Harmer Jeremy. How to teach English. London. Pearson. 2007

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