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Type:

A general knowledge quiz

Skill:

Writing

Time:

15 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Adverbs of Frequency

This enjoyable quiz involves students making true sentences about a number of things using adverbs of frequency. Feedback on this task may generate a wide variety of responses.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must make truthful sentences by inserting an appropriate adverb of frequency.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, marking the handout as a quiz etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

25 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Adverbs of Frequency

This classic sentence writing handout comprises of students completing a variety of sentences using adverbs of frequency to make the sentences true about them.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students correct the information in the sentences using adverbs of frequency and the present simple to make them true.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including collecting and marking the work, students writing some/all of the answers on the board, students orally contributing their answers etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

20 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

This, That, These, Those

The theme of this handout is shopping and clothes, and the writing practice involves using phrases with this, that, these and those and an appropriate description.

1. Copy one sheet for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must look at the pictures of the clothes and complete the questions with this, that, these, and those depending on how close or far the object is and whether it's single or plural. Assume that the arrow means that the objects are far. Students then write full sentence answers to the questions with this, that, these, and those.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. For feedback, some options including students writing some/all of the answers on the board, and students orally contributing their answers etc.

5. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

25 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Be Going To

This productive writing task is going to get students writing coherently about their future plans, even at this level. Students complete the handout with time phrases and their own ideas.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must write sentences with be going to (positive or negative) concerning their future plans.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, and collecting and marking the work etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

25 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Like +ING

If you're looking for productive practice of like +ING, this handout is great as it students get to state their opinion on a number of things using different emotion verbs, along with practising using the different ING forms after like.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must decide how they feel about the subject 1-15 and choose a verb love to hate. Students must then write a sentence with the verb phrase in brackets in the ING form.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, and collecting and marking the work etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

20 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

ING as a Subject

For a superb combined practice of ING forms as subjects and basic adjectives this is perfect. Students complete basic sentences with the ING form of various verbs along with using an adjective of their choice.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students put the verb in brackets into the correct ING form and complete the sentence with an adjective of their choice.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including collecting and marking the work, students writing some/all of the answers on the board, students orally contributing their answers etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

20 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Can/Can't for Ability

A free writing task for can/can't might sound difficult at this level, but here students get to write about the abilities, or lack of, of various different stages of people's lives.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must think and write what abilities each of the categories A-E has. Encourage students to use both positive and negative forms as well as not duplicating verbs.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, and collecting and marking the work etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

10 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

A, An, Some, and Any

This handout asks the question “what's in the fridge”? A good practice of quantifiers and food vocabulary, students describe the contents of the fridge depicted.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students should look at the picture of the fridge and write sentences with there is/are and the quantifiers a/an, some, and any.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, you can get students to write some/all of the answers on the board, or get them to orally contribute their answers as a group.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

25 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Like/Would Like

For students first grappling with the difference between like and would like this writing handout is of great value. The handout requires students to write two sentences using the same verbs but in the opposing contexts.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students must write two sentences with the same verb but different phrase with like + ING/would like + infinitive (positive or negative).

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including collecting and marking the work, students writing some/all of the answers on the board, students orally contributing their answers etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

Type:

An individual writing task

Skill:

Writing

Time:

25 minutes

Stage:

Controlled grammar writing practice

Work:

Students work individually

Focus:

Be

If you're tired of gap fills that don't challenge your students and are looking for some basic-level productive writing that encompasses the verb 'be', then this is it.

1. Copy one handout for each individual student and distribute them.

2. Focus students' attention on the instructions. Students correct the information with a short answer with the verb be and a piece of true information. It will help to offer many examples on the board for students to get the gist.

3. Monitor the students, and when appropriate provide any necessary individual language or vocabulary input.

4. Give students a warning when their time limit is about to expire and then insist on pens down and heads up.

5. For feedback, there are a number of options including collecting and marking the work, students writing some/all of the answers on the board, students orally contributing their answers etc.

6. Draw the students' attention to any specific mistakes which seem prevalent through the work and offer language input.

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