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

2. Put students into pairs. First, students must write in the gaps an adverb of frequency of their choice.

3. Next, the students must ask and answer the questions together in pairs. Encourage them to use present simple answers with adverbs of frequency.

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 correct the information in the sentences using adverbs of frequency and the present simple to make them true.

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 collecting and marking the work, 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 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. Students must make and ask questions from their prompts using the verb be. Their partner must respond with a sentence using the verb be. After one student has asked all their questions, swap.

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 for each individual student and distribute them.

2. Focus students' attention on the instructions. Students correct the information with a short answer with the verb be and a piece of true information. It will help to offer many examples on the board for students to get the gist.

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 collecting and marking the work, 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 version of the cards for each pair of learners. You can double-side the cards so the learners can check their answers by turning over the cards (suitable for weaker groups). Put the learners into pairs.

2. Demonstrate the activity with the learners. Pick a card from the deck and elicit the question relating to the picture, either; 'what is it?' or 'what are they?' Then elicit the answer from the learners.

3. Monitor the learners while they do the activity. Provide hints if the learners struggle to identify if the item is singular or plural or what the name of the item is. Give error correction when appropriate.

4. Finally, pick a few cards and elicit some of the questions and answers from the learners. Drill any object names they struggled to pronounce. Bring to their attention any significant language mistakes relating to the activity.

5. Why not review the cards at the beginning of next lesson and see if the learners can still form accurate questions and answers using 'is' and 'are' with singular and plural objects?

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

2. Focus students' attention on the instructions. Students must write sentences with be going to (positive or negative) concerning their future plans.

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, and collecting and marking the work 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. Put students into pairs. First, students must write in the missing words to make questions. For questions 1-7 students must write in a verb phrase while for questions 8-14 students must choose a time phrase. Monitor to ensure students are writing accurate questions.

3. Next, the students must ask and answer the questions together in pairs. Encourage them to use be going to with a future time phrase.

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 must write in the gaps a negative form of the verb be to make a truthful sentence.

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

4. For feedback, there are a number of options including students writing some/all of the answers on the board, students orally contributing their answers, and collecting and marking the work etc.

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 and distribute them.

2. Focus students' attention on the instructions. Students must make a sentence in either the present or past simple of the verb be. Students should make the sentence true about themselves so the choice of present or past is up to them.

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 collecting and marking the work, 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.