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

2. Focus students' attention on the instructions. Students must look at the map and write the location of the places using the prepositions of place given.

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 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 individual student and distribute them.

2. Focus students' attention on the instructions. Students must first write questions with have got and the objects appearing in the pictures. Depending on the ability of the students, the questions can be checked at this stage.

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. Focus students' attention on the instructions. Students look at the negative and question forms in the past simple and write the affirmative form using the past simple verb and the pronoun.

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.

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 'up' and the sound /ʌ/ 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 /ʌ/ 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.

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. Get students to read the mistaken imperatives to their partner, who corrects the mistake in the imperative. Exemplify heavily to ensure understanding. Make sure students realise they have the correct answer written below in italics.

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

6. Finally, 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. Students must read their mistaken sentences to their partner who must correct the pronoun errors.

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. Focus students' attention on the instructions in part A. Students must must find twelve different people who can answer 'yes' for each other statements 1-12. If your students are weak with question forms, get them to write questions using the pronoun 'you' in the present simple.

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. Next, get students to do part B, the actual practice of the present simple third person. Encourage them to tell a partner what they found out in the third person with 'he' and 'she'. Ensure students tell the extra information too for more practice.

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 sheet 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.

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. In this section, students read their questions and choose the ONE correct possessive adjective for the follow-up questions. Note, there may be a different correct possessive adjective depending on the context. Check their accuracy if necessary as a whole class.

4. Next, get students to ask and answer all the questions in pairs. Both students should aim to use possessive adjectives where they can in their answers.

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. Begin with part A, where students complete 'how + adjective' questions using one of the words from the box. Students should choose a word with the correct singular/plural agreement with the verb. They should then choose the correct modifier 'this', 'that', 'these', or 'those'. Again, emphasise to students the singular/plural agreement, but also make sure they realise the 'distance' aspect of 'that' and 'those'.

4. Second, get students to ask their partner the questions, which are answered (hopefully) using full sentences with 'this', 'that, 'these', and 'those'. Hint to students that they can use finger or hand gestures to accompany the use of the words for clarification.

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.