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

2. Focus students' attention on the instructions. Students must look at the map and write the location of the places using the prepositions of place given.

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 etc.

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

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

2. Focus students' attention on the instructions. Students must first write questions with have got and the objects appearing in the pictures. Depending on the ability of the students, the questions can be checked at this stage.

3. Next, tell them to stand up and mingle and to get a different person to answer every question. Provide students with necessary examples to encourage them to speak. Allow students the time necessary to get the required amount of answers from their fellow students.

4. Monitor the students, providing language input or error correction when necessary.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one handout per pair of students, and cut the handouts up into A and B.

2. Put the students into pairs with an A and B student, and distribute the handouts.

3. Focus students' attention on the instructions and make sure students aren't looking at each other's sheets. Students must read their mistaken sentences to their partner who must correct the pronoun errors.

4. Monitor the students, providing language input or error correction when necessary.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

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

2. Focus students' attention on the instructions. Students complete the definitions of the things 1-12 with a defining relative pronoun and an appropriate verb.

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, options include students writing some/all of the answers on the board or students orally contributing their answers.

6. Draw the students' attention to part B and ask if they can tell you which sentences can use the pronoun 'that' instead (the ones with 'who' or 'which').

1. Copy one sheet for each individual student.

2. Put the students into pairs, and hand out the worksheets one between two/three (give out the remaining sheets after the activity to ensure better pair/group work).

3. Focus students' attention on the instructions and provide students with necessary examples to encourage them to speak.

4. Allow students the time necessary to discuss each item on the list using the passive with their partner(s).

5. Monitor the students, providing language input or error correction when necessary.

6. Make sure now every student has a copy of the sheet, and elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one board game handout for each group of three to four students.

2. Put students into groups of three to four players. Each group needs counters (bits of paper or coins) and two dice. If you don't have a dice, put 2-12 on pieces of paper and students can draw them from an envelope or a plastic bag.

3. Each player puts a counter on the 'start' square. The first student talks about the topic on square one, and rolls the dice to find out what linking words to use. The student says the sentence, using the linking word and the information he/she knows. The other students listen and ask questions.

4. The next student rolls the dice and completes the topic on square 2. The game continues.

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

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

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

2. Focus students' attention on the instructions. Students must write indirect questions to get the information needed for filling in the CUSTOMER SATISFACTION SURVEY. It maybe helpful for students to consider the direct speech questions first.

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 feedback the correct indirect questions (see stage 5). For extra speaking practice, move on to part C where students can ask and answer the questions and fill out the form with their partner's information.

5. For feedback, options include students writing some/all of the answers on the board or students orally contributing their answers.

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

1. Copy one sheet for each individual student.

2. Put the students into pairs, and hand out the worksheets one between two (give out the remaining sheets after the activity to ensure better pair work).

3. Focus students' attention on the instructions and provide students with necessary examples to encourage them to speak.

4. Allow students the time necessary to discuss each sentence with their partner.

5. Monitor the students, providing language input or error correction when necessary.

6. Finally elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.