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 sheets after the activity to ensure better pair work).

3. Give students examples of how you expect the questions to be answered. Model answers yourself using the vocabulary.

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.

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 sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students must answer the questions a-d by reading through the legal cases.

4. Allow students around fifteen to twenty minutes to read through the legal cases and discuss the answers to the questions.

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 sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students should match the Internet uses with the statistics .

4. 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 sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students must discuss their ideas related to the topic.

4. Allow students around five to 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 one handout 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. Students first individually write the questions with or without an auxiliary verb. It may be necessary to feedback the questions on the board if the group is of lower ability.

4. Next student A ask the questions to his/her partner and answers the question if he/she can. Student B has the answers so can tell student A if he/she is right. When one student has finished, 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. Put students into pairs. First, students must write in the gaps the correct second conditional verb forms. It will be necessary to check the answers on the board before continuing to the speaking stage.

3. Next, the students must ask and answer the questions together in pairs. Encourage them to use the second conditional in their responses.

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 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. Students must read their sentences to their partner, who responds with the same information, but in reported speech. Students have the answers in brackets so they can correct each other.

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 sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students must discuss their ideas related to the pros and cons of renewable energy forms.

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

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 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 must first ask the questions normally and remember the answers. Make sure students don't attempt to write the answers.

4. Next, the students must check the information they got from the questions by using question tags for each. After one partner has done this, 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. 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.