The police believe that a certain man took part in a robbery in London last weekend. He tells them that he was not in London at the weekend. His alibi is that he was in Scotland. Fill in the missing words.
Use the following verbs: travel, see, hire, return, cost, buy, fly, stay, have, catch, arrive, pay, drive, go.
On Friday I 1 by tube to Heathrow Airport. I 2 some magazines at the airport. I then 3 to Edinburgh on a British Airways flight. I4 dinner at the Taj Mahal restaurant in Edinburgh. After dinner I 5 a film at the Odeon Cinema. My ticket 6 £5.00.
Then I 7 at the Cumberland Hotel in Room 546. On Sunday morning I 8 a car and 9 to St. Andrews. I 10 a deposit of £20.00 . In the afternoon I11 fishing. In the evening I 12 to Edinburgh. On Sunday morning I 13 the 11.40 train to London. I 14 back in London at 17.50.
Number of servings: 3-4
Melt 100 grams of chocolate. Add the sugar (80 g) and stir. When the sugar has dissolved, add the egg and stir again. Sift the flour into the mixture. Begin to stir – thoroughly, but carefully. Stir until the state, shown in the picture. Smear molds for baking with butter. 
Pour the pudding mixture into the molds and place them in an oven, preheated to 170 degrees, for 20 minutes.
The pudding is ready. 
Make the cream: put the remaining chocolate and cream in a saucepan.
Melt over low heat. 
Once the chocolate is completely melted and the mixture is smooth, remove the cream from the heat.

Put sugar, water and sliced orange in a saucepan. Put the saucepan on low heat. Boil for about 20 minutes over low heat, until 2/3 of the water has evaporated.
Take the oranges out of the syrup. Cut the oranges the way you like. 
It is time to make the triple pudding. Pour the chocolate cream into a plate.
Put the pudding in the centre. Draw hearts with the cream (if you like). Put a ball of chocolate ice cream on the top of the pudding.  Put a couple of slices of orange on the top. The triple chocolate pudding is ready.
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement. Teaching theories primarily fall into two categories or “approaches” — teacher-centered and student-centered:
Teacher-Centered Approach to Learning
Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.
Student-Centered Approach to Learning
While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.
To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning. Through these three teaching methods, teachers can gain a better understanding of how to govern their classroom, implement instruction and connect with their students. Within each of these three main teaching styles are teaching roles or “models.” Theorist A.F. Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching.
Direct Instruction
Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction is effective in teaching basic and fundamental skills across all content areas.