Narrative presentation: it is very close to the role play activity because it consists in reciting a previously know test. This activity represents a passive reception because there is no implication of the students production or identification with the task.8. Reading aloud: it is an exercise where the students just have to read a text (generally it is not made from him/her) using outside voice, in order to practice reading and phonologic skills. The student cannot change the text, he/she has to read it in the way it appears.9. Checking: using this activity the teacher is allowed to give a feedback for his/her student and it can be given individually and the students specific questions and learning difficulties can be solved individually which makes a good situation for shy students.10. Question-answer, display: This activity remember a little bit the role-play activity but instead to read and decorate a know text and play it, here, the student will just make previewed questions and also give known answers. Questioners and answerers have a very limited set of expectations and possibilities, which provides a very low level of students freedom.11. Drill: Communicative exercise which mixes the role-play and questions-answer activities, it involver fixed patterns of suggestions and tenses in a certain order that students have to say in fact , they usually have to repeat. Here the repetition, substitution and other mechanical techniques are used. And as they are mechanic, rarely the students will try to change it, having a controlled text and activity.12.Translation: It is generally used in order to improve vocabulary skills, get familiar with the language and improve writing skills, in this exercise the student must change a text, some phrases or words from language 2 to mother language or vice versa.13. Dictation: The student should write down what was orally presented by the teacher, it is an activity which tries to connect oral and written language, but generally it involves a lot of problems because they are present as parts of one thing, when they are two different things and have different rules and evolution.14. Coping: The student should write down a presented text. An attempt to let the students more familiar with the written language.15. Identification: Students should identificate form, it can be a vocabulary form, a grammatical form, a definition of something, by marking these forms (the mark can be made by picking up, drawing a circle around what the students notice and recognized as something that was asked to be explicated in a text/phrase.16. Recognition: Similar to identification exercise, the student should recognize forms, vocabulary or anything else.17. Review: A summary of the studied subject, it is made after a certain period of time.18. Testing: A formal test to evaluate the students progress, generally it is difficult to see EVERYTHING the student had learn just using a test, then teachers must be careful when use them.19. Meaningful drill: In this kind of drill the responses will have meaningful choices, in a way to provide different situations and in formations, distinguished from regulated form of phrases.Semi-controlled techniques20. Brainstorming: A