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

2. Put the students into groups of four, with two A students and two B students.

3. Focus students' attention on the instructions and make sure students aren't looking at each other's sheets. Emphasise that the teams must explain the words to each other without saying the three words underneath. If the team successfully explains the word it gets a point. If the team doesn't manage to explain the word (a time limit of 2 minutes is useful) it doesn't get any points. Note that if a member of the team says one of the three forbidden words underneath, the opposing team gets a point.

4. Teams can keep the score on a piece of paper and the team with the most points, wins.

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.

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 a dice. If you don't have a dice, write the numbers 1-6 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 rolls the dice and moves according to the number they get.

4. The student then talks for a minutes on the topic concerned. The student ought to use the present perfect a range of times. The listening students should intervene to ask follow-up questions using the prompts in the middle of the board.

5. When the student has finished talking, the next student rolls the dice and continues. The game finishes when all students have passed the finish line.

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

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

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. Student B starts, by choosing a word from his/her crossword. He/she must say word combinations often used with that word. Importantly, he/she must not say the word itself, but *bleep*. His/her partner must guess from the word combinations what word it is, and write it on his/her crossword. Students take turns.

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 for each pair of students, and cut the sheets in two.

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

3. Focus students' attentions on the instructions and emphasise students must explain the difference in meaning and form between the sixteen pairs of words. Exemplify with the first pair or your own examples.

4. Allow students around fifteen minutes or until they get stuck to describe the differences.

5. Finally, elicit the differences from 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 must

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, let students orally contribute their answers for part A. For part B get students to write the answers on the board,.

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

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. First, get students to insert the correct word 'say', 'tell' or 'ask' in the space for each questions. Depending on the strength of your students, check their answers before continuing to part B.

4. Next, get students to ask and answer the questions together, using the phrases involving 'say', 'tell' and 'ask' in their answers.

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 recurring language mistakes.

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

2. Put the students into groups of three with an A, B and C student, and distribute the first set of white handout cards.

3. Explain to students the instructions as follows: The person who has 'START' in the 'You Hear' column begins by saying their antonym in the 'You Say' column. The other students should listen and look at their 'You Hear' columns for the word which means the opposite. When someone hears it, they read out the word directly across from it in the 'You Say' column. The game continues in a chain until someone eventually comes to 'FINISH' from the 'You Say' column.

4. When students have finished the first game, distribute the grey handouts for a second round.

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

6. You can test the students at the end by making them turn over their cards and read out some of the words. Students should respond with the antonym.

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.

4. The aim of this handout is for students to practise rephrasing unemphatic language with cleft sentences to make it sound more emphatic. Students simply read out their sentences to their partner who rephrases it using a cleft sentence beginning either with 'what' or 'it'. Students have the answers in brackets so can correct each other.

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

6. Finally, you can test your students with handouts facing down to see if they remember.

1. Copy one handout 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, with their books open or closed.

3. For feedback, students can write the answers on the board or tell you them.

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. Get students to correct the information by providing model examples. Ensure students add new pieces of information when talking to their partner about crime.

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

5. 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.