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

2. Focus students' attention on the section on introductions. In part A, Students consider the do's and dont's of an IETLS WT2 introduction. They can discuss this in pairs or go through it together if your group is smaller or weaker. In part B, students read a short introduction to an essay. Get them to comment in pairs the positive and negative aspects of it. Refer them to part A for task help.

3. Next, students read the short essay topic in part C and write a short introduction, using the pointers and pieces of advice in A and B.

4. Moving on to the section on conclusions, begin by getting the students to discuss the questions in section D in pairs or small groups. After five minutes or so, take responses from them and put their understanding into practice by examining the OK to bad conclusions in pairs in part E.

5. Finally, get the students to write a short conclusion paragraph for the essay question written in part F. Again, refer them to the elicited do's and dont's garnered from parts D and E.

6. Conclude the handout by going over the major do's and dont's involved in writing a great Writing Task 2 essay introduction and conclusion.

1. Copy one handout for each individual student.

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

3. Students are to think of a number of examples of words made from the materials mentioned in bold. They can do this individually or in pairs depending on their abilities. Allow enough time for them to come up with the answers. Encourage students to actually speak during the quiz if they're working in teams.

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

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

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

2. This handout can be done individually or with students in pairs. Focus students' attention on the instructions. Students are to complete the table of word families using key-word transformation. Note grey boxes denote a word which cannot be transformed into the designated word type.

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.

5. 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.

2. Put students into pairs and distribute the handouts. First, students decide the context in which to use the words meaning 'person' or 'people' in the central grey box. If possible, get the students to justify their choices (for example 'the proletariat is normally used in social or political contexts and originates from Marxism).

3. Next, the students try to decide if the words have a generally positive, neutral or negative connotation in their use.

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

5. Finally, elicit responses from the students into five columns or sections on the board, where you can write a small +/- when accepting answers on part B. Ensure students don't misconstrue that there are absolute right and wrong answers to all of the categories.

1. Copy one handout for each individual student.

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

3. Tasks A and B can either be done separately as in the handout instructions, or together. Get them to initially describe the meaning of the idioms from the context with their partner, then answer the questions with their own knowledge.

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

5. Make sure now every student has a copy of the handout, and 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. Firstly, get students to complete the conditionals individually. If students struggle with this, pair them off with someone of the same letter. If your group is weaker, check the answers on the board before continuing on to the speaking.

4. Next, get students to discuss their questions in pairs. Ensure students use the appropriate conditional in their answer.

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 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 in part A. Here, learners make three compound nouns involving each of the four words given. The four words can either be the first or second part of the compound. For weaker groups, pair off A and B students together and get them to cooperate for the answers.

4. Next, with A and B students back together, tell students they have to describe the meaning of their three compound nouns, without saying them, to their partner who listens. Their partner tries to guess the three words and, ultimately, the single word that makes up all three compounds. Ensure students don't give away this single word.

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 handout for each individual student.

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

3. Focus students' attention on the issue of how to learn English at advanced level and encourage them to speak with their partner on the learning issues 1-14. Ensure students realise that there are few absolute right or wrong answers to the fourteen issues.

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

5. Make sure now every student has a copy of the handout, and elicit responses from some of the students. As an optional extra, why not use the issues they mention to draw up a collectively-agreed set of course aims that students can try to stick to?

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

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

3. Focus students' attention on the instructions and make sure students aren't looking at each other's sheets.

4. Explain and demonstrate that students are to describe the words on their crossword to their partner, who tries to guess the word from its description. Emphasise students must NOT look at each other's handout when doing this. Encourage students to use defining relative pronouns (which, where, who, whose etc.) and the language box in the instructions box.

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 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 in A. Students first complete the missing word pair expressions. Students can refer to a course book, a dictionary and their own knowledge to do this, if necessary. Check the answers before continuing to part B.

4. Next, instruct the students to ask and answer the questions with their partner. Encourage them to use the word pairs in their answers and for the asking student to explain the meaning if the answering student struggles with the word pair.

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.