The ask and answer technique developed by Simcock [11:1-7] is a follow-up to reading. The learners read a text to a high level of comprehension and then work in pairs with one learner questioning the other about the text from a list of teacher-prepared questions. The answers to these questions provide a summary of the ideas in the text. The aim of the activity is for learners to perform the asking and answering in front of the class at a high level of fluency, so each pair practises asking and answering several times before doing their class presentation.
Problem–solving activity stimulates real life situations and requires active student involvement. Interactive problem-solving tasks which learners undertake in small groups can facilitate language acquisition. Interactive games help and encourage many learners to sustain their interest and work. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. The aim of dedication of what the line ups represent. Games are meaningful and useful language in real contexts. Games can be used to give practice in all language skills and be used practice many types of communication.
Rehearsed talks involve learners using the pyramid procedure of preparing a talk individually, rehearsing it with a partner, practising it in a small group, and then presenting it to the whole class.
In playing cards activity the students should form groups of four or five. Each student in a group chooses a card. Then, each student writes 4-5 questions about that topic to ask the other people in the group. The teacher should state at the very beginning of the activity that students are not allowed to prepare "yes-no" questions, because by saying "yes" or" no", the students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.
