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Książka zawiera 99 przyjemnych ćwiczeń dla dzieci w wieku od 11 do 16 lat, aby przyciągnąć uwagę, nakłonić i zachęcić do nauki języka angielskiego. Autorzy, bazujący na swoim ogromnym doświadczeniu, dzielą się pomysłami na utrzymanie dyscypliny, używając przełamania lodów, ocieplania, informowania, rozwoju słownictwa i korzystania z literatury.


Here are 99 enjoyable activities, for 11-16 year olds, to coax, cajole and tempt them into learning English. The authors, drawing on their own vast experience, share ideas on maintaining discipline, using ice-breakers, warmers, fillers, developing vocabulary and using literature.

Chapter 1: Maintaining discipline in the classroom. Part one: Basics of maintaining order: Introduction;
Key practices;
Part two: Routines for maintaining order: 1.1 Jobs for friendship pairs;1.2 Spatial anchoring;1.3 Noise control: The disappearing word;
1.4 Confiscating things;1.5 Behaviour charts;
Part three: Peer mediation: structured discussion of conflictual behaviour: Introduction;
1.6 Writing scenarios;
1.7 Discussing ground rules;
1.8 Asking questions about people's stories and thinking of solutions;
1.9 Dry run, with role reversal and solutions brainstorm;
Chapter 2: Short auxiliary activities: ice-breakers, warm ups, breaks and closers;
Introduction;
2.1 Clap and say;
2.2 Passing on;
2.3 Flash the picture;
2.4 Alphabetical vocabulary review;
2.5 Surprise questions;
2.6 From letters to grammar;
2.7 Comparing it and me;
2.8 Kill the text (then bring it back to life);
2.9 Question, question improvisation dialogues;
2.10 Alphabet improvisation dialogues;
Chapter 3: Mainly Speaking;
Introduction;
Part One: Oral fluency in pairs and groups: instructing, conversing, interviewing;
3.1 LEGO constructions;
3.2 Describe and draw the opposite;
3.3 The same but different;
3.4 Newspaper pictures 3.5 My map of the world;3.6 Be someone else;
3.7 Picture interviews 3.8 Tell me about it;
3.9 Stories from pictures;
3.10 Graffiti ;
Part two: Holding forth, being in the spotlight: 3.11 Letter on the board;
3.12 30 second stimulus talks;
3.13 Pitching a wonderful new product;
3.14 Questions to the head;
3.15 The third degree about a text;
3.16 Simulation and presentations by groups;
3.17 Performing stories from sounds;
Chapter 4: Mainly Listening;
Introduction: Part one: Using your own voice;
4.1 Ticking differences;
4.2 General knowledge quizzes 4.3 Picture dictation-a basic version;
Part two: Using recordings: 4.4 Which was it?;
4.5 Who said what, when and why? -using an excerpt from a film;
4.6 Where do these words go?;
4.7 Interactive song dictation Chapter 5: Mainly reading;
Introduction;
Part one: Reading tasks for authentic English;
5.1 Mind-map the text;
5.2 Listening for the differences;
5.3 Put it in order;
5.4 Take a good song and make it better;
5.5 Quiz with a difference;
5.6 Horoscopes;
Part two: Reading stories, then reading out or telling them: 5.7 Reading a story aloud;
5.8 What comes next?;
5.9 Imagine that!;
Chapter 6: Mainly Writing;
Introduction;
6.1 What's the number?;6.2 ABC sentences;
6.3 Writing from a medley;
6.4 Connecting the Top Fifty ;
6.5 Fake biographies;
6.6 What a story!;
6.7 Put yourself in the picture;
6.8 Write in the shape;
6.9 Draw the text;
6.10 Diary questions;
Chapter 7: Vocabulary-learning and reviewing;
Introduction: Part one: Activities completable in one or two lessons;
7.1 Mime the text;
7.2 That can I see in English?;
7.3 How many?;
7.4 Find the words in the picture;
7.5 Lists from pictures, pictures from lists 7.6 My schoolbag--and yours?;
7.7 The best ;7.8 What can you hear and smell in the picture?;
Activities that can roll from lesson to lesson: 7.9 Acting out prepositions 7.10 Memory poster circles 7.11 Physical action vocabulary and metaphor Chapter 8: Literature;
Introduction: Writing poetic texts: learning about basic features of poetic writing;
8.1 Writing haikus;
8.2 Writing limericks;
8.3 Word association poems;
First encounters with a poem-preparing for reception, hearing/reading;
8.4 From words to predictions;
8.5 Find the poem;
8.6 Gradual reveal;
Learning a poem really well-reading out loud and/or memorising;
8.7 Starting and ending with dashes;
8.8 Picture poem;
8.9 Technicolour reading-recital in voice groups;
Exploring the meanings of literary texts: reading, thinking, discussing;
8.10 Poem picture metaphor;
8.11 From sketch to discussion of a short story;
8.12 Literature interpretation mandala;
8.13 Summarap;
8.14 Card quiz game on a novel;
8.15 Two short texts on a similar topic;
Chapter 9: Building the skills of discussion and debate;