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Type:

An individual writing task

Level:

Starter

Time:

15 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Controlled grammar writing practice

Focus:

Prepositions of Place

Maps and directions form the theme of this writing task using prepositions of place. Students complete short descriptions of places from a map of Canterbury, England.

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.

Type:

A class mingle activity

Level:

Starter

Time:

25 minutes

Skill:

Speaking

Work:

Students work individually then as a whole group

Stage:

Controlled grammar speaking practice

Focus:

Have Got

This low level 'find someone who' handout focuses students' learning on 'have got' and everyday objects. Students write questions with 'have got' and the objects, later asking and answering questions, practising have got as a result.

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.

Type:

A pair work activity

Level:

Elementary

Time:

20 minutes

Skill:

Speaking

Work:

Students work in pairs

Stage:

Controlled grammar speaking practice

Focus:

Possessive Pronouns

If students are overwhelmed by pronoun tables, then this handout has a lot to offer. Students read out loud and correct sentences together that contain obvious pronoun mistakes. The answers are given, allowing students to pair check.

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.

Type:

An individual writing task

Level:

Pre-Intermediate

Time:

15 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Controlled grammar writing practice

Focus:

Defining Relative Pronouns

This definition-writing sheet is perfect for introducing this fluency-related grammar at this level. Students complete the missing definitions of everyday items with a defining relative pronoun and their own knowledge.

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').

Type:

A pair work activity

Level:

Pre-Intermediate

Time:

15 minutes

Skill:

Speaking

Work:

Students work in pairs

Stage:

Controlled grammar speaking practice

Focus:

Passives

Looking for a low-level speaking task that covers the reasons why we use the passive? This great pair or group speaking task involves students describing various objects with the present and past simple passive.

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.

Type:

A class mingle activity

Level:

Elementary

Time:

20 minutes

Skill:

Speaking

Work:

Students work together as a whole group, then individually

Stage:

Controlled grammar speaking practice

Focus:

Present Simple with He, She, it

Everyone speaks to everyone with this classic class mingle that deals with the third person aspect in the present simple. Time to get the dreaded 'S' sorted out for good with this communicative activity that involves students reporting what they have found out in the class mingle to their partner.

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

2. Focus students' attention on the instructions in part A. Students must must find twelve different people who can answer 'yes' for each other statements 1-12. If your students are weak with question forms, get them to write questions using the pronoun 'you' in the present simple.

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. Next, get students to do part B, the actual practice of the present simple third person. Encourage them to tell a partner what they found out in the third person with 'he' and 'she'. Ensure students tell the extra information too for more practice.

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.

Type:

A vocabulary challenge

Level:

Starter

Time:

10 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Vocabulary writing practice

Focus:

Past Simple Irregular Verbs

Perhaps you have just broken to everybody that many of the most important verbs in the past simple positive are irregular. Well, this vocabulary handout gets students practising this, and is grounded in solid methodology, requiring students to differentiate them with the past simple negative (which uses the infinitive).

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

2. Focus students' attention on the instructions. Students look at the negative and question forms in the past simple and write the affirmative form using the past simple verb and the pronoun.

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

4. For feedback, ask students to contribute their answers by writing some/all of the answers on the board, or by orally contributing them as a group.

Type:

An individual writing task

Level:

Intermediate

Time:

15 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Controlled grammar writing practice

Focus:

Indirect Questions

Students not getting the basics of indirect questions? Struggling to be more polite when they know they should? This handout features both writing and speaking practice across the full range of different indirect question forms.

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.

Type:

A pair work activity

Level:

Upper-Intermediate

Time:

20 minutes

Skill:

Speaking

Work:

Students work in pairs

Stage:

Controlled grammar speaking practice

Focus:

Future Perfect and Continuous

A classic topic-based 'tell me about' worksheet that gets students using the future perfect and continuous, this is a useful conversation starter with many examples given and easy structures to follow.

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.

Type:

A crossword activity

Level:

Elementary

Time:

10 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Vocabulary writing practice

Focus:

Jobs Vocabulary

An excellent recap or test on jobs. This basic crossword comprises of clues written in the present simple.

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

2. Focus students' attention on the instructions and the clues. Students can complete the crossword individually or in pairs.

3. For feedback, students can write the answers on the board or contribute them orally.

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