When people learn a foreign language, they usually want to make use of that language to communicate

CHAPTER 2. APPLYING INNOVATIVE METHODS AND TECHNIQUES IN THE PROCESS OF FOSTERING COMMUNICATION
2.1. Methods and techniques used during the lesson
I used the following methods and techniques during the lesson:
Cluster - Relationships between words can be illustrated through word maps. Create word maps by writing the focus word in a central circle and then asking the students to brainstorm related words. Link these brainstormed words to the focus word as in an elementary mind map. The word maps could be:
a. Words with similar meanings to that of the focus word;
b. Words from the same word family
c. Cords that relate to the same topic or theme;
d. Different meanings of the focus word - introduce another meaning of a word only when the most frequently used meaning is well understood by students, otherwise they will get confused.
Word maps help students to make connections between their prior knowledge and the new words. They show conceptual relationships between words. By showing these relationships students can modify their existing framework of knowledge (schema) and more effectively construct meaning when they meet the words in the text.
Matching - presents a student with a list of numbered premises (i.e., the scored items), and a list of lettered responses, which function as potential answer choices for any of the premises in the exercise. Matching exercises work best for recall of facts and are a quick and efficient way to test such knowledge. Below we suggest some tips to make effective matching exercises:

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  Have directions that explain the basis for the matching. For example, “Match each definition in column A with a vocabulary word from column B.” or “Match each painting in column A with the artist who painted it from column B.”
  
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  Put longer statements in the premise list and shorter ones in the response list. Students read the premise list once and read the responses many times. Although it might be tempting to make the premises a list of vocabulary words and the responses their definitions, do not! Instead, make the premises paraphrases of the definitions—not copied directly from the glossary—and make the vocabulary words the responses.
  
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  Keep premises and responses homogeneous. All the response choices should seem to be plausible alternatives for all the premises to students who do not know the answer. If names of poets are called for, for example, all the choices should be names of poets. List responses in a meaningful (alphabetical or numerical) order, if there is one, so that students who know an answer can find it quickly. Have fewer than 10 responses, because it is nearly impossible to have a homogeneous exercise with more than 10 responses. Split longer matching exercises into shorter ones with between five and ten responses each.