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.

3. For feedback, students can write some/all of the answers on the board or orally contribute their answers.

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

2. Focus students' attention on the instructions. Students must re-write the sentences 1-14 using the correct modal verb with 'you'.

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, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, and collecting and marking the work etc.

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

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 the pros and cons of each way of making money.

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 worksheet 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 and emphasise students must discuss the answers to each question using the vocabulary given in bold.

4. Allow students around twenty 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 sheet and get feedback for some of the answers from some pairs, and clarify any confusion or misunderstanding over the necessary vocabulary.

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

2. Focus students' attention on the instructions. Students must re-write the questions indirectly with the polite phrases given. Students should answer the questions after which can be done in pairs or small groups.

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, options include students writing the answers on the board or students orally contributing their answers.

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 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 get them to re-write the questions they have as indirect questions. Draw their attention to the various polite phrases which can be used for each. Depending on the ability of the class, it may be necessary to check the accuracy of the written indirect questions.

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

5. Once the students have written the questions, they must ask them to their partner and answer their partner's questions.

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 student, with half of them A's and half B's.

2. Put the students into pairs, and distribute the sheets to A and B students.

3. First, get students to match the ten fixed expressions with the four different uses in the box. Most sentences should be clear-cut, some can be used in more than one instance.

4. Next, get students to ask and answer the questions with a partner. Emphasise that the questions are personal and don't have to be answered. Indeed, students should be encouraged to use the evasive language given in section A.

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. Make sure student's can't see each other's sheets.

3. Focus students' attention on the instructions and emphasise students are to ask closed questions in order to find out what their partner's three jobs are. The answering questions should give closed 'yes' or 'no' answers to help the asking student along.

4. Allow students around fifteen minutes to play the game together.

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 must discuss their ideas related to the topic.

4. Allow students around 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 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.