Teach english new edition r

What will be needed?
Teachers have to decide whether they are going to use the board, a CD or tape player, an 
overhead projector, a data projector, some role-cards or a com puter (or computers). It is 
im portant to think about the 
bestway
of doing something (in other words, the m ost effective 
piece of classroom equipm ent - see Appendix A on page 252), rather than automatically 
choosing the m ost technologically exciting option. It is also im portant to consider the 
physical environm ent of the classroom itself and how that m ight affect whatever teaching 
equipm ent we wish to use.
What might go wrong?
If teachers try to identify problems that m ight arise in the lesson, they are in a m uch better 
position to deal with them if and when they occur. This will also give the teacher insight 
into the language and/or the activity which is to be used. This isn’t to say that we can 
predict everything that might happen. Nevertheless, thinking around o ur activities - trying 
to put ourselves in the students’ minds, and gauging how they m ight react - will make us 
m uch more aware of potential pitfalls than we m ight otherwise be.
How will it fit in with what comes before and after it?
An activity on its own may be useful and engaging and may generate plenty of good 
language. But what connection, if any, does it have with the activities which come before 
and after it? How does it fit into our need for the three ESA lesson elements? Is there a 
language tie-in to previous or future activities? Perhaps two or three activities are linked 
by topic, one leading into the other (like the threads of a 
m ulti-lesson sequence 
- see page 
163). Perhaps an activity has no connection with the one before it: it is there to break up 
the m onotony of a lesson or to act as a ‘gear change’. Perhaps we may decide to start our 
lesson with a short