Ask teachers to put down any pens or pencils. Show Slide 1 and tell teachers they have one minute to study the sentences and try to remember them. When time is up, hide the sentences and give out pens/paper. Ask teachers, individually, to write down as many sentences as they can remember. Take feedback on who has the most/fewest sentences on their paper. Put teachers into pairs to discuss how they remembered - what technique(s) did they use? Take feedback on this and ask if any teachers associated the sentences with a story. If so, which one? (I think of Cinderella) Before moving on, elicit why such discussion is useful in a class. (Students need to learn about different ways of remembering vocabulary and structures and find the ones that work best for them).

Reveal the sentences on the slide once more and allow teachers time to correct what they wrote and/or add sentences they forgot. Return to the story of Cinderella - first checking that all participants are familiar with it. Elicit who said what and how they were feeling - using one of the sentences e.g. An ugly sister said it and she felt jealous. Nominate a teacher to say the sentence in a jealous voice. Do the same with another couple of sentences. Then assign pairs to group the sentences using any principle they can think of. Then each pair compares their idea with another pair. Take feedback on this, asking how different pairs decided to group their sentences. Show slide 2 and elicit the principle for this organisation. (present regret, past regret, regret about something outwith the speaker's control - usually expressing annoyance at another person or situation). Ask teachers to discuss how the grammar helped to show the meaning. Finally, put teachers into small groups - 2 or 4 groups is best. One or two groups discuss how they could then provide further practice of this language while the other group(s) discuss how the approach works and its pros and cons. Take feedback to round off this part of the session and please make some notes.

Show slide 3 and elicit what participants can see. (A spider in the bath) Ask who likes spiders and who is afraid. Ask participants for 3 different ideas about what you can do in that situation. Note their ideas on the slide and then ask pairs to discuss which option they would choose. Take some feedback on this. Tell the group that you want to find out who is the bravest in the class. Create two groups (or three if you have more than 8 participants) and ask each group to think of two situations where you need to be quite brave - they should keep it quite light-hearted - and three possible actions/reactions for each situation. Elicit from the group as a whole how you can ask someone about their action/reaction. Each teacher should then find a partner from another group to ask and answer the questions. You should monitor and record the questions that are used.

Note examples of the questions used on a new slide (blank slide 4) and ask teachers to notice the structures that were used in the activity (I would expect to see conditional sentences of various types). Put the teachers into small groups again and ask them to discuss what their next steps in the lesson could be and how they could generate opportunities for further practice. They could also share other task-based activities they know of or have used. Take feedback on this and keep a record of it.

Create three groups and give each group one of the visuals - these are also on the next slides for the micro-teaching activities. Advise groups of this. Allow each group 10 minutes to prepare what and how they want to teach from their visual. They should also select one or two members of the group to demonstrate this in a 3 minute slot. Once the time is up, invite each group up to do their demo. (I would use the to-do list to teach present perfect simple and continuous - I've prepared Saturday's lesson; I haven't recorded a listening activity; I've been marking IELTS essays [not finished yet]. Using the beach scene and the shark, I would introduce past continuous and past simple - I was building a sandcastle when the shark appeared. For the guy sat on the doorstep, I would teach modals of deduction - He might have lost his key; His friend must have been out.) Clearly, this is not the only language that could be taught from these visuals so it should be interesting to see what the groups come up with. Again, please take some notes.

Show the final slide and ask participants - in plenary - share their thoughts on the questions and outline any other creative ways they use for introducing grammar.

Please could the presenter send me the notes you have made. I will type up and share the ideas that different centres produce Many thanks.