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 must discuss their ideas related to the topic.

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 handout for each individual student and distribute them. If you want the learners to cooperate more closely, distribute one handout between two, initially.

2. Focus students' attentions on the instructions. The learners read the dialogues, and find and correct mistakes in the language focusing on making advice and suggestions.

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

4. Feedback the answers on the board and go through any sources of confusion or misunderstanding with the target language.

5. Draw the students' attentions to any specific mistakes if any seem prevalent throughout the activity and offer language input.

1. Copy one set of cards for pair of students and distribute them.

2. Explain the instructions to the learners. The learners are to read the advice and suggestions on each card and identify what each one pertains to. Emphasise that accuracy when writing each is not essential. When they have grasped what each advice/suggestion is about, tell them to underline the key language for making advice and suggestions

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

4. Gather feedback from the learners by eliciting the 'how tos'. Elicit the key language for each function on the board. Take questions and clarify and confusion/misunderstanding.

5. Draw the students' attention to any specific mistakes if any seem prevalent through the activity and offer input.

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 the questions with special vocabulary in bold. Explain that students need to ask and answer the questions using the words given in bold.

4. Allow students around ten minutes or until the conversation dies down to discuss the questions.

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' attentions on the instructions and the clues. The learners can complete the crossword individually or in pairs.

3. For feedback, students can write the answers on the board or say them out loud, spelling any difficult words, if necessary.

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 get the learners to ask and answer the questions on art, using the words given in bold.

4. Allow students around ten minutes or until the conversation dies down to discuss the questions.

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 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 activity is to demonstrate to students the difficulty in understanding people who omit articles and to try and get learners to use articles accurately. Essentially, students read their article-less sentences to their partner who repeats the sentence inputting the correct articles.

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 individual student and distribute them.

2. Focus students' attention on the instructions. Students must firstly write the questions using the correct auxiliary verb, which students should be able to tell from the context. 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. 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.

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. Students first complete the questions individually with the correct auxiliary verb. Depending on the students' abilities, it may be necessary to check the questions before proceeding with the speaking.

4. Next, students ask and answer their questions in pairs using the correct verb tense.

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.