A) contextualisation, noticing, focus on form, text as input - 1. The students read a text, then the teacher, asks, them to find and underline all the examples it countains of the second conditional., B) contextualisation, focus on meaning, using aids, eliciting, text as input - 2.- The teacher shows the students avideo of some children fighting and asks them to give her reasons why they might be fighting. She encourages them to say "it might/could be because", C) contextualisation, concept checking, focus on meaning, using aids - 3.- The teacher shows the students pictures of people doing lots of boring duties, e.g, washing up, washing clothes, shooping, cleaning the house. After she has told the students which of the activities she must do tonight, she says 'Am i talking about something i want to do or something i have to do?' , D) contextualisation, focus on form, focus on meaning, text as input, cliciting - 4. The students listen to a recording of dialogue between a shop assistant and a customer. The teacher asks the students to tell her what lenguage they heard.  , E) contextualisation, guided discovery, focus on meaning, focus on form, text as input - 5. The students read a short advertisement advertising a new car. The teacher has underlined all the superlatives in the text. She then asks the students to look at the underlined words and work out when the -est form is used., F) contextualisation, using aids, noticing, focus on meaning - 6. The teacher shows the students four drawings of what she did at the weekend and tells the students what she did. She then asks the students to draw four pictures showing what they did last weekend. Next she asks them to talk about their pictures, helping them to use the correct form of the past tense., G) contextualisation, noticing, focus on meaning, focus on form, modelling - 7. The teacher shows students a series of pictures showing the development of a butterfly. As she shows them, she tells the students what is happening to the butterfly and asks them to repeat the sentences after her.,

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