Γ Introduction
simple exercises like interviews, which contain predictable structures, to more complex ones like role play or problemsolving activities. One cannot say, however, that an activity towards the end of the book is automatically more difficult than one towards the beginning. All 13 sections are structured in a similar way. The introduction contains information on the kind of activity in question, and its possible uses in relation to specific language or educational aims. There are also ideas for the combination of different exercises, cross references and suggestions for further reading. Before this introduction, all the activities in the section are listed in a table and characterised briefly under the headings topic type, level, organisation, preparation, in minutes.
time
Topic type In this column one can see whether the activity is geared towards an exchange of personal information either on a more superficial {pers.) or a more intimate (pers.' ) level; whether it has a factual topic {fact.); or lastly whether it contains a fictitious element (ficL), which means that the participants have to invent stories or roles. Level The level indicated for each activity denotes the minimum language requirements for that activity. Thus an activity marked beg. (beginner's level) is suitable not only for beginners but also for students from beginner's level upwards. Organisation The following categories are used: class i.e. the whole class works together; teams i.e. two teams of equal size are formed; groups i.e. small groups of up to eight members each are necessary (some activities require groups of a particular size); pairs i.e. two students work together; indiv. (individuals) i.e. each student works on his* own. Preparation Teachers can see whether they need to prepare anything (worksheets, arranging the tables and chairs, etc.) before the start of the activity. No indicates that no preparation is necessary. Yes means that something has to be done beforehand; the descriptions of the activities themselves include detailed instructions on what has to be prepared in each case. The third kind of entry to be found in this column is Part 2, which means that a worksheet for the c
* Since the English pronoun system obliges me to choose between 'he' and 'she', I have referred to the student in the masculine and the teacher in the feminine throughout.
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