1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

1. Copy one handout for each pair of students, cut the handouts in two and distribute them.

2. Get students attention as a whole group and drill the words/phrases with all students and with individual students. Model the correct pronunciation and get students to repeat multiple times.

3. This activity can be done as a lead-in or at any time in the lesson to energise lethargic students. If done at the beginning, why not revisit it at the end to see if the students remember?

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

2. Put students into pairs. Students discuss the four issues with reference to the key language on cause, blame and solution. Students can write brief notes in the table to help them.

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

4. 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.

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 emphasise students must discuss two possible answers for each sentence using the vocabulary given.

4. Allow students around fifteen minutes to discuss the relevant examples.

5. Monitor the pairs of students, providing language input where necessary for students that are stuck or lacking examples.

6. Finally, make sure now every student has a copy of the sheet and get feedback for some of the answers from some pairs, and clarify any confusion or misunderstanding over the necessary vocabulary.

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

2. Put students into pairs. First, students choose the correct word from the box at the bottom of the page to complete sixteen well-known proverbs. This can be done individually or in pairs. If students are unsure then it is wise to check the answers before proceeding with the speaking element of the task.

3. Next, direct students' attention to parts B & C. The students should discuss what the proverbs mean in basic English and say whether they are true or not in a modern context.

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

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

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

2. Read through the instructions with the students and outline the main features of the question. Give students an authentic time limit of 40 minutes in class, or set the task as homework.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common language and IELTS errors on the board at the next opportunity.

1. Copy one handout for each pair of students, and cut the handouts in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students must discuss their location ideas with regard to the city they are in.

4. Allow students around ten minutes or until the conversation dies down to discuss the topic.

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

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.