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 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 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 '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 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 in the present perfect to encourage them to speak.

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 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 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 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 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 students, with half A handouts and half Bs.

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. Students essentially ask and answer questions using different future forms. However there's a catch. Students must answer a questions after the next has been asked. So students don't respond after the first question and instead answer question 1 after question 2, next they answer question 2 after question 3 has been asked etc. A demonstration with a bright student is very helpful at this stage.

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.