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

2. First, drill the sounds with your class so they are aware that the alphabet letters can be pronounced in seven different vowel sounds. Then demonstrate that the example letter 'A' is pronounced as /eɪ/. Get students to complete the table with the rest of the letters.

3. Get students attention as a whole group and check their answers on a table on the board. Now, drill the words/phrases with all students and with individual students. Model the correct pronunciation and get students to repeat multiple times.

4. 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 handout per pair of students, and cut the handouts up into A and B. Copy one picture handout for each pair of students.

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

3. Focus students' attention on the instructions and the writing part A. Students have to complete the questions using 'is' or 'are' plus an article if necessary. Students do this individually, but check their accuracy if you feel your students haven't got everything correct.

4. Next, refer students to the picture. Students have to now ask there questions to their partner who looks at the picture and answers with either 'there is(n't) or there are(n't) with an article if necessary.

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 and make sure students aren't looking at each other's sheets.

4. The purpose of this activity is for students to actively use words for countries and nationalities using the verb 'be'. Get student As to read out their sentences to their partner, who corrects the mistake and repeats the full sentence correctly. Their partner can correct them.

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 and the example. Students should complete sentences using the nationality and item with the verb 'be' in English.

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. As review, get students to cover the sentences allowing them to only see the flags and items. Get students to try to recall their sentences from memory.

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

2. Focus students' attention on the instructions and the example. Students use the pictures to write three sentences using the verb 'be'. The sentences should be written using the pronoun 'I' in the affirmative, negative and question form.

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. As a way of getting your students speaking using the language, get students in pairs to ask questions for each of the sixteen verb phrases using questions with 'are you'. Students should make true answers using 'I am (not)'.

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 get them to do part A. This involves students inserting the missing word into the questions; a, an, or any. Offer individual input where appropriate or if your class is weaker, go through the correct questions on the board when they are finished.

4. Next, with students in pairs, encourage them to ask the questions using a, an, and any along with answering using the same words plus some.

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. For this first section, students individually complete the questions using either 'how much' or 'how many'. Check the accuracy of your group's answers if necessary after section A.

4. Next, move on to part B where learners ask their questions to their partner who attempts to respond using a quantifier such as some, any a lot of, not much/many, a few, a little.

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 and the start square. Drill with students the start word 'fish' and the sound /I/ compared to words such as 'cheese' /i:/and mine /ɑɪ/ necessary for them to complete the maze. Explain to students that they must find their way through the maze by using words only with the /I/ sound.

3. When most students have finished, get them to guide you through it, using the opportunity as a chance to practise pronunciation through drilling.