1. Copy one handout per pair of students, and cut the handouts up into 'for' and 'against'.

2. Put the students into pairs with the same argument 'for' or 'against', and distribute the handouts.

3. With groups of 'fors' and 'againsts', get students to brainstorm the arguments in favour or against each of the topics 1-6. Allow around 10 minutes for this.

4. Next, pair students off with the opposing side. Set a time limit for each debate and get students to debate each topic. After the time limit is up you can either get students to carry on with the next topic, or rotate the students so they debating with a different opposition.

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

6. Finally, elicit the results of the debate from 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. This quiz can be done individually, in pairs or in small groups. Set students a strict time limit and monitor while students do the quiz.

3. For feedback, students can write the answers on the board or contribute them orally. The quiz can be marked by redistributing the handouts with students or groups marking each other's.

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. Go through the instructions with the students and provide them with a model answer to question one using the vocabulary given in bold. Emphasise that students should use the food idioms in their answers.

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 to some of the issues 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 emphasise students must discuss two possible answers for each sentence using the vocabulary given in italics.

4. Allow students around fifteen 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 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. Get students to correct the information by providing model examples. Ensure students add new pieces of information when talking to their partner about crime.

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 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. Focus students' attention on the issue of how to learn English at advanced level and encourage them to speak with their partner on the learning issues 1-14. Ensure students realise that there are few absolute right or wrong answers to the fourteen issues.

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 some of the students. As an optional extra, why not use the issues they mention to draw up a collectively-agreed set of course aims that students can try to stick to?

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 A. Students first complete the missing word pair expressions. Students can refer to a course book, a dictionary and their own knowledge to do this, if necessary. Check the answers before continuing to part B.

4. Next, instruct the students to ask and answer the questions with their partner. Encourage them to use the word pairs in their answers and for the asking student to explain the meaning if the answering student struggles with the word pair.

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. Focus students' attention on the instructions. Get students to ask and answer their questions in pairs. Pre-teach or clarify any predictable unknown words. Encourage students to use the bold words in their answers.

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.

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

3. Focus students' attention on the brand logos and the instructions. Students work together to locate sixteen different companies outlined in the box.

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 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 them up into A and B.

2. Put the students into groups of four, with two A students and two B students.

3. Focus students' attention on the instructions and make sure students aren't looking at each other's sheets. Emphasise that the teams must explain the words to each other without saying the three words underneath. If the team successfully explains the word it gets a point. If the team doesn't manage to explain the word (a time limit of 2 minutes is useful) it doesn't get any points. Note that if a member of the team says one of the three forbidden words underneath, the opposing team gets a point.

4. Teams can keep the score on a piece of paper and the team with the most points, wins.

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.