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te mice but now she has only one because the cat caught the other one-day when she left the window open. The cat would also like to eat the goldfish which lives between the parrot and a white rabbit. 2.2 “Listen and respond” games “There is a whole method of teaching called Total Physical Response, which concentrates on learning language by listening and responding physically to commands or directions.” [4] TPR is easy to implement, the students say nothing and they just listen and do, internalizing the new sound system and becoming familiar with some of the words. You use the imperative form of verbs. Commands and vocabulary are mixed to keep the class alert. New vocabulary is introduced if necessary. Often one student at a time obeys an instruction (or chain of instructions) while the rest watch to check if it is carried out correctly. “Task or activity responses can be handled individually or in a group. When testing individually, you can have students do various things to show how well they understand. ” [5] Therefore, you can use the following commands like this: - Jones, go and stand beside the door. - Max, please put your book on my platform. - Victory, go and get Jones. - Ray, go to the blackboard and draw a table with a bottle on it. Sign the picture. Gradually, familiar imperative forms and words are strung together in new ways. When students have an enormous recognition vocabulary and can perform extremely complex strings of commands, as can be seen in this example: -Go to the items on the platform, pick up the teacher’s book and show it to the class. Check the price tag, then go and write that price on the blackboard. 2.3 Cloze listening “Listening comprehension should stress conscious memory work. One of the goals of listening is to strengthen students’ immediate recall in order to increase their memory spans.” [6] The cloze listening is a good choice to the application. You can compose your own passages if you prefer. You just read out a passage or dialogue, deleting some content words, normally one deletion in each sentence is enough. The students have to suggest words that are appropriate for the gaps. Two alternative procedures are possible. The first one is memory cloze. The text is heard once in its entirety. Then it is read again, but with pauses for the class to try to recall the next word. The second one is the buzzed cloze. The text is read straight through, but you say buzz in place of each deleted word, the buzz can be marked grammatically. Having buzzed the passage once, you read it a second time. It sounds like this: When I leave school this afternoon I’ll go straight to the bus station. There, I’ll buy my buzz and catch the bus to the Great street, where my family buzzes. My father will be buzzed to see me because I haven’t been buzz for several months. I expect he will have arranged a buzz for me… (The deleted words are ticket, lives, delighted, home, party) 2.4 Spot the change “Competition inevitably increases the students’ motivation.” [7]Therefore, a text is read aloud to the class, and then read a second time with alterations of meaning. Students have to spot the changes in the second version. This can be made into a team game with points awarded along the following lines: 1 point for spotting a change.2 points for remembering the original version. Lose a point for saying there is a change where there is not one. This is a very easy exercises to prepare and can be based on newspaper ar