1. Copy one handout for each individual student.

2. Firstly, get students to make their own questions individually by writing in a word or phrase fro each question 1-12.

3. Focus students' attention on the instructions and tell them to stand up and find someone who can answer yes for each question.

4. Allow students the time necessary to get the required amount of answers from their fellow students.

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 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' attention on the instructions and emphasise students should try to explain the relevance of the images related to the 2010 World Cup in South Africa.

4. Allow students around ten minutes or until the conversation dies down to explain the images.

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 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. Students first write the question words in the gaps and choosing the correct answer. Depending on group ability, the question words can be checked as a group.

4. Next, allow students the time necessary to read out their questions and answers. Their partner tells them if they are correct or not. Students swap.

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 and distribute them.

2. Focus students' attention on the instructions. Explain that they are going to do an introduction activity about IELTS and they are to stand up and ask questions in the correct tense to find someone who can say 'yes' to the twelve questions. Note if you feel your students may not be sound with question forms, get them to write the questions first, either individually or in pairs.

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 for each individual student and distribute them.

2. Decide how 'guided' you want the grammar discovery to be. For weak classes go through the entire sheet together with the students, eliciting rules and principles on the board as you go. When necessary, provide the students with the individual 'down time' in order to do the tasks. For medium-ability groups, allow students to go through the sheet individually or in groups and 'intervene' at the end of each section A,B,C etc. Finally for stronger ability groups, get students to work in small groups and elicit the grammatical rules and principles at the end of the sheet orally or by getting students to write on the board.

3. Whichever your approach, allow the students the necessary time to complete the individual sections and ask for feedback for each section.

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 individually or in groups (which could be scored like a quiz).

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

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

2. Put the students into pairs with an A and B student, and give out the A and B worksheets and the family tree worksheet to both worksheets.

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

4. Students must ask their partner their questions who will look at the family tree and try to answer with a sentence using possessive S and family vocabulary.

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.a

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

2. Decide how 'guided' you want the grammar discovery to be. For weak classes go through the entire sheet together with the students, eliciting rules and principles on the board as you go. When necessary, provide the students with the individual 'down time' in order to do the tasks. For medium-ability groups, allow students to go through the sheet individually or in groups and 'intervene' at the end of each section A,B,C etc. Finally for stronger ability groups, get students to work in small groups and elicit the grammatical rules and principles at the end of the sheet orally or by getting students to write on the board.

3. Whichever your approach, allow the students the necessary time to complete the individual sections and ask for feedback for each section.

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 individually or in groups (which could be scored like a quiz).

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

1. Copy one sheet for each pair of students, and cut the sheets in two.

2. Distribute the sheets and give students a strict time limit in which to complete the test.

3. To feedback, redistribute the papers and get students to mark someone else's test. Elicit responses from the students and write up the answers on the board.

4. To review either after or later in the lesson, get learners to fold their test along the middle and repeat to you or their partner the pictures using the words they remember. Drill if necessary to correct pronunciation.

1. Copy one handout for each individual student.

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

3. Focus students' attention on the instructions and emphasise students must discuss the 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 handout and get feedback for some of the answers from some pairs, and clarify any confusion or misunderstanding over the necessary vocabulary.