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 handout to each individual student.

3. Focus students' attentions on the instructions and emphasise students must explain the difference in meaning and form between the sixteen pairs of words. Exemplify with the first pair or your own examples.

4. Allow students around fifteen minutes or until they get stuck to describe the differences.

5. Finally, elicit the differences from the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one sheet 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. Explain and demonstrate that students are to describe the words on their crossword to their partner, who tries to guess the word from its description. Emphasise students must NOT look at each other's handout when doing this. Encourage students to use defining relative pronouns (which, where, who, whose etc.) and the language box in the instructions box.

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 handout to each individual student.

3. Focus students' attention on the instructions and emphasise students should try to explain the relevance of the images related to the 2010 World Cup in South Africa.

4. Allow students around ten minutes or until the conversation dies down to explain the images.

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 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 for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students discuss the questions related to the World Cup.

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 sheet 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 provide students with necessary examples 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.

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

2. Focus students' attention on the instructions. Students must complete mixed conditional sentences of both forms (i.e. past condition, present result and past result, present condition). 7-8 and 15-16 involve students writing out the whole mixed conditional.

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 some/all of 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 handouts up into A, B and C.

2. Put the students into groups of three with an A, B and C student, and distribute the first set of white handout cards.

3. Explain to students the instructions as follows: The person who has 'START' in the 'You Hear' column begins by saying their antonym in the 'You Say' column. The other students should listen and look at their 'You Hear' columns for the word which means the opposite. When someone hears it, they read out the word directly across from it in the 'You Say' column. The game continues in a chain until someone eventually comes to 'FINISH' from the 'You Say' column.

4. When students have finished the first game, distribute the grey handouts for a second round.

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

6. You can test the students at the end by making them turn over their cards and read out some of the words. Students should respond with the antonym.

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 aim of this handout is for students to practise rephrasing unemphatic language with cleft sentences to make it sound more emphatic. Students simply read out their sentences to their partner who rephrases it using a cleft sentence beginning either with 'what' or 'it'. Students have the answers in brackets so can correct each other.

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

6. Finally, you can test your students with handouts facing down to see if they remember.

1. Copy one handout for each individual student.

2. Put the students into pairs, and give out the handouts one between two (distribute the remaining sheets after the activity to ensure better pair work).

3. Students are to think of a number of examples of words made from the materials mentioned in bold. They can do this individually or in pairs depending on their abilities. Allow enough time for them to come up with the answers. Encourage students to actually speak during the quiz if they're working in teams.

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

5. Make sure now every student has a copy of the handout, and elicit responses from the students and draw to their attention any appropriate vocabulary or serious language mistakes.