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Type:

A pair work activity

Level:

Business

Time:

20 minutes

Skill:

Writing/Speaking

Work:

Students work individually then in pairs

Stage:

Controlled grammar speaking practice

Focus:

Gerund or Infinitive (Dual Forms)

Use this 'tell me about' handout if you want your students to do worthwhile, constructive practice using gerunds and infinitives where both forms are possible after the verb - remember, forget, need, try.

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. Emphasise that students must predict what they think to be true about their partner for each sentence. Encourage students to be creative and allow them enough time to write suitable predictions.

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

5. Next, students are to read their predictions to their partner and justify what they wrote using gerunds and infinitives.

6. Finally elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

Type:

An individual writing task

Level:

Business

Time:

20 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Controlled grammar writing practice

Focus:

Gerund or Infinitive (Dual Forms)

In some cases, a verb can be followed by either a gerund or infinitive but the meaning usually changes. This writing worksheet aims to practise this phenomenon, using some creative writing.

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

2. Focus students' attention on the instructions. Students must use one of the verbs need, remember, forget, stop, try and regret + gerund or infinitive in the correct context.

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.

Type:

A guided discovery grammar sheet

Level:

Business

Time:

30 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Discovery of grammatical rules

Focus:

Gerund or Infinitive

This medium-difficulty discovery handout is ideal for intermediate business students who have a satisfactory grasp of this grammar, but need a greater focus on accuracy and an increase in the range of verbs they know,.

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.

Type:

A guided discovery grammar sheet

Level:

Business

Time:

40 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Discovery of grammatical rules

Focus:

First, Second and Third Conditionals

In this guided discovery worksheet, students figure their way through the three major conditionals of English. Encompassing form and meaning, this handout is guaranteed to create a solid grammar presentation.

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.

Type:

An individual writing task

Level:

Business

Time:

20 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Controlled grammar writing practice

Focus:

First Conditional

If your students are new to the first conditional or you are looking to provide them with more creative control over their language, use this great writing worksheet on the first conditional with future time words.

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

2. Focus students' attention on the instructions. Students must complete the sentences in the first conditional with future time clauses when, after, until, unless, as soon as when appropriate.

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.

Type:

A group board game

Level:

Business

Time:

20 minutes

Skill:

Speaking

Work:

Students work in groups of 3-4

Stage:

Controlled grammar speaking practice

Focus:

First Conditional

Featuring a range of future time expressions, this great board game handout gets students talking with the first conditional.

1. Copy one board game handout for each group of three to four students.

2. Put students into groups of three to four players. Each group needs counters (bits of paper or coins) and a dice. If you don't have a dice, put 1-6 on pieces of paper and students can draw them from an envelope or a plastic bag.

3. Each player puts a counter on the 'start' square. The first student rolls the dice and moves according to the number they get.

4. The student then tries to make a sentence using the first conditional and a future time phrase when appropriate. Students should try to explain with more information.

5. Monitor the students, and when appropriate provide any necessary language or vocabulary input.

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

Type:

A pair work activity

Level:

Business

Time:

20 minutes

Skill:

Writing/Speaking

Work:

Students work individually then in pairs

Stage:

Controlled grammar speaking practice

Focus:

First and Second Conditionals

This mid-level speaking handout is fantastic for students in need of improving their accuracy and practising using real and unreal present/future conditionals. Highly recommended.

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. They must initially complete the gaps with the verbs in brackets in either the first or second conditional form. Depending on the ability of the students, it may be necessary to check the answers before proceeding to the speaking part.

4. Next, students should ask and answer the questions with their partner, concentrating on the first or second conditional.

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.

Type:

A pair work activity

Level:

Business

Time:

20 minutes

Skill:

Speaking

Work:

Students work individually then in pairs

Stage:

Controlled grammar speaking practice

Focus:

First and Second Conditionals

This speaking practice handout fits perfectly into a conditional lesson focusing on the first and second types. Students complete short conditional questions and discuss them in pairs.

1. Copy one handout for each individual student.

2. Put the students into pairs, and hand out the worksheets to each individual student.

3. Focus students' attention on the instructions and explain that they must complete the questions with the correct verb form and will or would depending on the type of conditional. Allow the students the time to complete the sentences, either individually or with their partner. When finished, ask for feedback for some or all of the questions depending on your students' ability.

4. Next, allow students the time necessary to discuss each sentence with their partner using the first or second conditional. Encourage them to think of multiple ways to answer the questions and justify with conditionals.

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.

Type:

A vocabulary challenge

Level:

Business

Time:

15 minutes

Skill:

Writing

Work:

Students work individually

Stage:

Vocabulary writing practice

Focus:

Extreme Adjectives

For higher level business students, build their adjective vocabulary with this crossword involving the conversion of 'normal' adjectives to their 'extreme' counterparts.

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 the answers on the board or contribute them orally.

Type:

A pair work activity

Level:

Business

Time:

15 minutes

Skill:

Speaking

Work:

Students work in pairs

Stage:

Vocabulary speaking practice

Focus:

Extreme Adjectives

Guaranteed to affect the emotions, this handout is ideal for practising conversation using extreme adjectives with 'really' and 'absolutely'.

1. Copy one handout for each pair of students.

2. Put the students into pairs, and hand out the worksheets one between two.

3. Focus students' attention on the instructions and provide students with necessary examples using extreme adjectives to encourage them to speak.

4. Allow students the time necessary to discuss each sentence with their partner.

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. For their reference, handout copies of the worksheet to the remaining students.

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