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 sheets after the activity to ensure better pair work).

3. Tasks A and B can either be done separately as in the handout instructions, or together. Get them to initially describe the meaning of the idioms from the context with their partner, then answer the questions with their own knowledge.

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 the handouts up into A and B.

2. Put the students into pairs with an A and B student, and distribute the handouts.

3. Firstly, get students to complete the conditionals individually. If students struggle with this, pair them off with someone of the same letter. If your group is weaker, check the answers on the board before continuing on to the speaking.

4. Next, get students to discuss their questions in pairs. Ensure students use the appropriate conditional in their answer.

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 in part A. Here, learners make three compound nouns involving each of the four words given. The four words can either be the first or second part of the compound. For weaker groups, pair off A and B students together and get them to cooperate for the answers.

4. Next, with A and B students back together, tell students they have to describe the meaning of their three compound nouns, without saying them, to their partner who listens. Their partner tries to guess the three words and, ultimately, the single word that makes up all three compounds. Ensure students don't give away this single word.

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 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 two dice. If you don't have a dice, put 2-12 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 talks about the topic on square one, and rolls the dice to find out what linking words to use. The student says the sentence, using the linking word and the information he/she knows. The other students listen and ask questions.

4. The next student rolls the dice and completes the topic on square 2. The game continues.

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.

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

2. Focus students' attention on the instructions. Students must

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, let students orally contribute their answers for part A. For part B get students to write the answers on the board,.

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 section on introductions. In part A, Students consider the do's and dont's of an IETLS WT2 introduction. They can discuss this in pairs or go through it together if your group is smaller or weaker. In part B, students read a short introduction to an essay. Get them to comment in pairs the positive and negative aspects of it. Refer them to part A for task help.

3. Next, students read the short essay topic in part C and write a short introduction, using the pointers and pieces of advice in A and B.

4. Moving on to the section on conclusions, begin by getting the students to discuss the questions in section D in pairs or small groups. After five minutes or so, take responses from them and put their understanding into practice by examining the OK to bad conclusions in pairs in part E.

5. Finally, get the students to write a short conclusion paragraph for the essay question written in part F. Again, refer them to the elicited do's and dont's garnered from parts D and E.

6. Conclude the handout by going over the major do's and dont's involved in writing a great Writing Task 2 essay introduction and conclusion.

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

2. This handout can be done individually or with students in pairs. Focus students' attention on the instructions. Students are to complete the table of word families using key-word transformation. Note grey boxes denote a word which cannot be transformed into the designated word type.

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.

5. 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.

2. Put students into pairs and distribute the handouts. First, students decide the context in which to use the words meaning 'person' or 'people' in the central grey box. If possible, get the students to justify their choices (for example 'the proletariat is normally used in social or political contexts and originates from Marxism).

3. Next, the students try to decide if the words have a generally positive, neutral or negative connotation in their use.

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

5. Finally, elicit responses from the students into five columns or sections on the board, where you can write a small +/- when accepting answers on part B. Ensure students don't misconstrue that there are absolute right and wrong answers to all of the categories.